The earth system changes constantly as air, water, soil, and rock interact, and the earth is a part of a larger sun, earth, moon system
Information to gain or expand knowledge can be acquired through a variety of sources
Essential Question:
Why is it important to understand rocks as part of the earth system?
Core Objectives:
Rock is composed of different combinations of minerals.
Anything on or near the earth is pulled downward by the earth's gravity.
Research is an inquiry based process
Informational sources have unique purposes.
Organization of information facilitates meaning.
Communicate through speaking, writing, or drawing predictions, observations, and conclusions.
Choose a topic/question to research and establish a purpose.
Compile information from resource materials.
Organize and present information drawn from research.
Source: http://www.pdesas.org/module/sas/curriculumframework/ Technology Objectives: Students will learn to use a mapping program as a webquest from which to research information about their topic. Students will learn to use a digital organizer to take notes from research. Bloom's Level (highest): Analyze
This telelearning activity addresses Bloom’s taxonomy in the following ways:
1. Students gather data about Pennsylvania rocks through research online.(Remember and Understand)
2. Students list the various characteristics of Pennsylvania rocks.(Apply)
3. Students analyze data collected and select one rock of personal interest to research further (Analyze).
Recommended Grade Level: 3
Common Core Standards: Key Ideas and Details 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Craft and Structure 5.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Integration of Knowledge and Ideas
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
NETS Standards - Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
promote, support, and model creative and innovative thinking and inventiveness.
engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
NETS Standards - Students:
1 Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
1.b create original works as a means of personal or group expression. A 3 Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students:
3.a plan strategies to guide inquiry. A
3.b locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. I
3.c evaluate and select information sources and digital tools based on the appropriateness to specific tasks. I
3.d process data and report results. I 4 Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
4.c collect and analyze data to identify solutions and/or make informed decisions. 5 Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
5.a advocate and practice safe, legal, and responsible use of information and technology. A
5.b exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. A 6 Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
6.a understand and use technology systems. A
6.b select and use applications effectively and productively. A
6.c troubleshoot systems and applications. R
6.d transfer current knowledge to learning of new technologies. R
Then Teacher will introduce students to the 6 selected Pennsylvania rocks through the video PA Rocks Out on Rocks (below). This is approximately 5 minutes long and narrates all of the 6 different rocks, their locations, etc.
After this, the Teacher will introduce students to the Google Earth PA Rock out on Rocks Lit Trip These are the same rocks and “postcard notes” as the video. Each placemarker includes a notecard with information about that rock and the county in which it is found, a picture of a sample, and links to further information. Students will have an opportunity to explore the Lit Trip. They will then select a favorite rock from the six and focus their research on that one rock by clicking into their preferred rock's placemarker in Google Earth and clicking into the research links at the bottom of the popup screen. The students will access the links and, using both the “postcard” information and the links, begin completing the Kidspiration template.
PA Rocks Out on Rocks Anticipatory Video:
Day Two:
Students will complete research and entry of information into their previously saved Kidspiration organizer template.
Day Three:
Students will Publish work from Kidspiration into Word. This information will become the basis for a letter from the student to their parents/guardian about their selected favorite PA rock. Students will have the opportunity to change fonts and colors for their personal expression and also to insert a picture of their rock or something made from their rock into their letter. After the letter is completed, it is printed and given to the Teacher.
Followup Activity Suggestions:
Assessment: Mouse Mischief Activity, Teacher observation and rubric checklist (see below).
□ I reviewed each rock in Google Earth.
□ I chose one rock as my favorite PA rock.
□ I researched my favorite rock for more detail.
□ I included where the rock is found in PA.
□ I included why I chose my rock.
□ I included at least one interesting fact about my rock and an everyday use of my rock.
□ I described what my rock looks like.
Enduring Understanding:
Essential Question:
- Why is it important to understand rocks as part of the earth system?
Core Objectives:Rock is composed of different combinations of minerals.
Anything on or near the earth is pulled downward by the earth's gravity.
Research is an inquiry based process
Informational sources have unique purposes.
Organization of information facilitates meaning.
Communicate through speaking, writing, or drawing predictions, observations, and conclusions.
Choose a topic/question to research and establish a purpose.
Compile information from resource materials.
Organize and present information drawn from research.
Source: http://www.pdesas.org/module/sas/curriculumframework/
Technology Objectives:
Students will learn to use a mapping program as a webquest from which to research information about their topic.
Students will learn to use a digital organizer to take notes from research.
Bloom's Level (highest): Analyze
This telelearning activity addresses Bloom’s taxonomy in the following ways:
1. Students gather data about Pennsylvania rocks through research online.(Remember and Understand)
2. Students list the various characteristics of Pennsylvania rocks.(Apply)
3. Students analyze data collected and select one rock of personal interest to research further (Analyze).
Recommended Grade Level: 3
Common Core Standards:
Key Ideas and Details
3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Craft and Structure
5.Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Integration of Knowledge and Ideas
7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
Source: http://www.corestandards.org/the-standards
National Science Standards:
As a result of activities in grades K-4, all students should develop
As a result of their activities in grades K-4, all students should develop an understanding of
As a result of activities in grades K-4, all students should develop
Source: http://www.nsta.org/publications/nses.aspx
NETS Standards - Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
NETS Standards - Students:
1 Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
1.b create original works as a means of personal or group expression. A
3 Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
3.a plan strategies to guide inquiry. A
3.b locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. I
3.c evaluate and select information sources and digital tools based on the appropriateness to specific tasks. I
3.d process data and report results. I
4 Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
4.c collect and analyze data to identify solutions and/or make informed decisions.
5 Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
5.a advocate and practice safe, legal, and responsible use of information and technology. A
5.b exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. A
6 Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
6.a understand and use technology systems. A
6.b select and use applications effectively and productively. A
6.c troubleshoot systems and applications. R
6.d transfer current knowledge to learning of new technologies. R
Key: I-Introduce, A-Apply, R-Reinforce
Lesson Delivery Suggestions:
Teacher will begin with an activity of what the Internet is using http://www.cybersmartcurriculum.org/act_sheets/CY00_Stdnt_G45_L20.pdf
Internet definition: Groups of computers called networks connected together – a network for networks.
Then Teacher will introduce students to the 6 selected Pennsylvania rocks through the video PA Rocks Out on Rocks (below). This is approximately 5 minutes long and narrates all of the 6 different rocks, their locations, etc.
After this, the Teacher will introduce students to the Google Earth PA Rock out on Rocks Lit Trip These are the same rocks and “postcard notes” as the video. Each placemarker includes a notecard with information about that rock and the county in which it is found, a picture of a sample, and links to further information. Students will have an opportunity to explore the Lit Trip. They will then select a favorite rock from the six and focus their research on that one rock by clicking into their preferred rock's placemarker in Google Earth and clicking into the research links at the bottom of the popup screen. The students will access the links and, using both the “postcard” information and the links, begin completing the Kidspiration template.
PA Rocks Out on Rocks Anticipatory Video:
Day Two:
Students will complete research and entry of information into their previously saved Kidspiration organizer template.
Day Three:
Students will Publish work from Kidspiration into Word. This information will become the basis for a letter from the student to their parents/guardian about their selected favorite PA rock. Students will have the opportunity to change fonts and colors for their personal expression and also to insert a picture of their rock or something made from their rock into their letter. After the letter is completed, it is printed and given to the Teacher.
Followup Activity Suggestions:
Assessment: Mouse Mischief Activity, Teacher observation and rubric checklist (see below).
Suggested Rubric:
Student Name:
Points of 7 Possible Points:
□ I reviewed each rock in Google Earth.
□ I chose one rock as my favorite PA rock.
□ I researched my favorite rock for more detail.
□ I included where the rock is found in PA.
□ I included why I chose my rock.
□ I included at least one interesting fact about my rock and an everyday use of my rock.
□ I described what my rock looks like.