Corinne+Kunkel's+Lesson+Week+7

Daily Lesson GAME Plan || GOALS || Benchmark 1.06 Energy Flow Relationships: Students recognize the connections between matter and energy and the environment. Students will relate these connections to the organization of life and understand the impact of human activity on the biosphere. The interrelationships and interdependence of organisms may generate ecosystems that are stable for hundreds or thousands of years. Benchmark 2.1 Scientific Explanations: Students will strive to find the best possible explanations about the natural world based on the use of empirical methods, logical arguments, and skepticism. Benchmark 2.2 Reasons for Investigations: Students will identify the various reasons scientists conduct investigations to include solving problems related to the natural world, explanations of phenomena, testing of prior conclusions, use of new technologies, and projections based on current theories. Benchmark 2.3 Real World Problems (EME) Students will use scientific information to generate solutions to real world problems. Benchmark 3.1 Scientific Communication (EME) Students express scientific knowledge and ideas orally, in writing, and through the use of computers. Students’ explanations must be logically consistent, abide by the rules of evidence, be open to questions and possible modification, and based on current scientific knowledge. Benchmark 3.2 Group Skills Students use speaking and listening skills to communicate clearly in group settings. Each student will actively and equally participate in group projects. Benchmark 3.3 Defending Scientific Arguments (EME) Students will defend scientific arguments using the appropriate terminology. Students should develop the ability to communicate science accurately and effectively. || 1. Creativity and innovation 4. Critical thinking, problem solving, and decision making 2. Communication and collaboration 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts ACTION || During Class || Time |||| Instructional Activities || Materials and Resources || 30 minutes
 * Lesson Title: Disappearing Reefs Digital Storytelling – Lesson 3** ||||
 * Related Lessons: Disappearing Reefs PBL – Lesson 1, Disappearing Reefs Online Collaboration – Lesson 2** ||
 * Grade Level: 9** ||||
 * Unit: Global Warming** ||
 * Grade Level: 9** ||||
 * Unit: Global Warming** ||
 * Content Standards:**
 * Content Standards:**
 * ISTE NETS-S**
 * ISTE NETS-S**
 * Instructional Objective(s):**
 * Students will revise their action plan for saving coral reefs based upon the results of their online collaboration in the previous lesson. Students will communicate the result of their research and their revised action plan using digital storytelling. Each group will create a presentation in Powerpoint software, using animation and narration features to create a digital story.** ||
 * Before-Class Preparation:**
 * Provide students with brief instruction about using the animation and narration features of Powerpoint, as well as how to include images. Prepare a rubric for the digital storytelling component of the unit.** ||
 * Provide students with brief instruction about using the animation and narration features of Powerpoint, as well as how to include images. Prepare a rubric for the digital storytelling component of the unit.** ||

50 minutes (remainder of first class period) 80 minutes (full second class period) |||| Students will work in their groups to revise their action plan based upon the feedback they received through online collaboration during the previous lesson.

Students will create their digital story using Powerpoint software. The teacher may need to provide brief instruction (10 – 15 minutes) about using the narration and animation features of the software, depending on how familiar students are already with these features. Students should include some information from their research in lesson 1 that addressed the question “What happened to the coral reefs?” The presentation will include a description of coral bleaching and how it happens. The main focus of the presentation will be a solution or action plan for preventing coral bleaching and saving the coral reefs. Students will have a rubric to use as a guide for their work. Students will be encouraged to use images (mostly from Internet sources), animation, and narration in their presentation – the presentation should not need any additional explanation from the students, but should stand on its own. It should not be a typical click-through slide show, but should progress as a movie or story. Presentations will be viewed in class, and may be uploaded to the class web site for parent view. || Computers with Powerpoint software

Computers with Powerpoint software Rubric for Digital Storytelling || MONITOR || Students will be evaluated on their action plans using the rubric for digital storytelling. The rubric will include assessment of group work skills in addition to assessing the content and creativity of the action plan. The teacher will monitor student progress as they create the digital story, providing additional instruction when necessary.
 * Notes:** Powerpoint is used in this lesson because students tend to be familiar with the software already. As students become comfortable with digital storytelling, the teacher may choose to include movie-making/editing software that allows for students to film and edit their own movies. ||
 * Notes:** Powerpoint is used in this lesson because students tend to be familiar with the software already. As students become comfortable with digital storytelling, the teacher may choose to include movie-making/editing software that allows for students to film and edit their own movies. ||
 * Ongoing Assessment(s):**
 * Ongoing Assessment(s):**
 * Accommodations and Extensions:**

Computers with Powerpoint software are a necessary component of this lesson. If they are not available, the creation of the digital story will be done at home, in the library, or must be postponed until computers are available. || EVALUATION || As the students and teacher become more invested in the use of digital storytelling for learning and presenting information, moviemaking/editing software should be incorporated. Students should have the opportunity to film their own scenes using flip video cameras or record their own images using digital cameras rather than simply collecting images from the Internet. ||
 * Back-up Plan:**
 * Lesson Reflection and Notes:**
 * Lesson Reflection and Notes:**