Christine+Griswold+Lesson+Week+5

Daily Lesson GAME Plan || GOALS || 7.3 — Landforms are the result of the interaction of constructive and destructive forces over time. || X 1. Creativity and innovation X 4. Critical thinking, problem solving, and decision making X 2. Communication and collaboration X 5. Digitial citizenship X 3. Research and information fluency X 6. Technology operations and concepts Students will research and compose an argument for or against funding and building a new earthquake proof library in San Francisco, CA. Classes/students will be assigned to play different roles, such as town’s people, senior citizens, parents, teachers, librarians, engineers, & politicians. || ACTION || The teacher will provide research on the details about the building (type of earthquake proof building and overall money to be spent) that has been proposed. The teacher will provide lap top computers for groups to have access to (used for research and recording of information) || During Class || Time |||| Instructional Activities || Materials and Resources || 5 minutes |||| Pick a # 1-5, each class will be assigned to: Towns people, senior citizens, parents, teachers, librarians, engineers, and politicians. || Numbered chips and chart with assignment of groups || 10 -15 minutes |||| Problem: The current public library in San Francisco, CA gets continual damage as earthquakes occur. Explain the activity and what is being expected. Compile an argument for or against the creation of this earthquake proof library using the internet for additional research. || White board, handouts, paper, & pencil || 5 minutes |||| Group review of research compiled by teacher. || Handouts || 20 minutes |||| Time to work with group on processing the information given and planning for speech either for or against. (Students will need to determine if that group would be for or against and be reminded to continually think like that group of society.) || Handouts || MONITOR || EVALUATION ||
 * Lesson Title: Earthquake Proof It!** ||||
 * Related Lessons: Plate Tectonics (plates, earthquakes, volcanoes, & glaciers)** ||
 * Grade Level: 7th** ||||
 * Unit: Plate Tectonics** ||
 * Grade Level: 7th** ||||
 * Unit: Plate Tectonics** ||
 * Content Standards:**
 * Content Standards:**
 * ISTE NETS-S**
 * ISTE NETS-S**
 * Instructional Objective(s):**
 * Before-Class Preparation:**
 * Before-Class Preparation:**
 * Notes:** Students will be given computer time tomorrow, however it is essential for groups to plan before jumping onto the computer without knowing what they are looking for. ||
 * Notes:** Students will be given computer time tomorrow, however it is essential for groups to plan before jumping onto the computer without knowing what they are looking for. ||
 * Ongoing Assessment(s):** Two students per group of 4 will be responsible for documenting the research and arguments. This way if someone is absent there will hopefully still be someone in the group that has the necessary documentation. I will also explain to students that they are going to record their arguments in the form of digital story telling to be shared and collaborated about online. For example, each group of 4 will record their argument and post it on google docs. All groups will then view the arguments and record their reflections. Lastly, each class will compile one digital story board that compiles the best of the best, to go up against the other classes assigned group of people. (upcoming weeks lessons)
 * Accommodations and Extensions:** Students who have 504 or IEPs that require extra time, will be allotted that extra time. Students who have social goals about group work will be more closely monitored by myself or the para professional.
 * Back-up Plan:** This introductory lesson does not need student use of computers right away, therefore the only back-up plan that is necessary is to have directions both printed for students and saved on a thumb drive, in case the district network is down, for easy projection on the white board. ||
 * Back-up Plan:** This introductory lesson does not need student use of computers right away, therefore the only back-up plan that is necessary is to have directions both printed for students and saved on a thumb drive, in case the district network is down, for easy projection on the white board. ||
 * Lesson Reflection and Notes:** Student assessment will be taken both in passing during class and as formal assessments at the end of the unit. Students will need to be actively engaged in self-directed, cooperative learning. Teacher will take note of trouble areas with unit, for ease in next year’s unit. Formal evaluations will be taken of group work, posting of initial digital storytelling, and whole class collaboration to put together the best digital story to go up against the other groups. ||
 * Lesson Reflection and Notes:** Student assessment will be taken both in passing during class and as formal assessments at the end of the unit. Students will need to be actively engaged in self-directed, cooperative learning. Teacher will take note of trouble areas with unit, for ease in next year’s unit. Formal evaluations will be taken of group work, posting of initial digital storytelling, and whole class collaboration to put together the best digital story to go up against the other groups. ||