Corinne+Kunkel's+Lesson+Week+6

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 2.3 Real World Problems (EME) Students will use scientific information to generate solutions to real world problems. Benchmark 2.5 Accessing Information (INQ) Students access scientific information through a variety of media including the use of new technologies and identify key issues and 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 Students will collaborate with others via the Internet to discuss their findings about coral bleaching. Students will present their findings and possible solutions to others online and discuss additional solutions. || ACTION || Teacher will create an educational network using Ning or similar site. The teacher should also solicit the help of experts via micro-blogging sites or by contacting NOAA (National Oceanic and Atmospheric Administration). Experts can be invited to communicate with students using the Ning and/or via Skype. The teacher must also secure a wireless laptop lab for use during two class periods. The teacher should also prepare a rubric for the online collaboration portion of the lesson which clearly demonstrates the expectations: To reach the highest performance level on the rubric, students must engage in discussions with all groups in their class period plus at least one group outside of their class period. They must post thoughtful comments which show evidence of their own research. Comments should provide additional information about coral bleaching or should suggest questions that require further research. || During Class || Time |||| Instructional Activities || Materials and Resources || 20 minutes
 * Lesson Title: Disappearing Reefs Online Collaboration** ||||
 * Related Lessons: Disappearing Reefs** ||
 * 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):**
 * Before-Class Preparation:**
 * Before-Class Preparation:**

60 minutes

Possible 30 minutes if expert is available via Skype. |||| Students will upload their findings from the previous lesson (Disappearing Reefs) to the Ning. They may present their findings using the medium of their choice: type written, slide presentation, video, or audio. Students will view the information posted by other groups. Students will engage in an online discussion by commenting on other groups’ findings and proposals. Students will be required to post comments/ideas for each group in their class period as well as for at least one group in another class period. This portion of the activity can be continued for homework if necessary. If the teacher was able to secure the input of an expert from NOAA or via a micro-blogging site, the expert should be informed of the time frame during which he/she should participate in the Ning collaboration. The expert may interact by participating in the online discussion or by posting a single video/audio clip to share additional information with the students. If the expert is available to communicate via Skype, the teacher should allow a 30 minute period of time for the discussion with each class. || Wireless laptop computer lab Access to Ning educational network

Wireless laptop computer lab Rubric for online collaboration

Wireless laptop computer lab Access to Skype (optional) || Students may need additional time to read and respond to comments from classmates, or to conduct more research as they participate in online conversations. || MONITOR || The students will be assessed using the rubric for online collaboration. Students who are struggling to participate actively in the online collaboration may need additional assistance. They may need some additional prompting in order to compose thoughtful comments. The nature of this lesson requires access to computers and the internet. If access to a wireless laptop lab is not available, the teacher should look for other available computer labs. If none are available, the collaboration portion of the unit will have to be postponed. The input of an expert may still be obtained via Skype, a projector, and the teacher’s computer. || EVALUATION || The effectiveness of collaboration should be evaluated and reflected upon at the end of this lesson. Collaboration may be extended to include other classrooms outside of the school. ||
 * Notes:**
 * Notes:**
 * Ongoing Assessment(s):**
 * Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-up Plan:**
 * Lesson Reflection and Notes:**
 * Lesson Reflection and Notes:**