Before/Engage:
(Day 1)
The teacher will connect the idea of writing in a journal on paper to the idea of typing in a journal with an online document such as Google Docs.
The teacher will model creating a Google Doc titled with his/her own name and the title of the Science Activity about designing and evaluating a dam to reduce the impact of a flood. For example, the entire Google Doc can be titled at the top left of the document where the words "untitled document" appear in italics.
The teacher will allow all students to create the Google Doc at the introductory stage of the lesson.
The teacher will model typing the date above the entry.
The teacher will model typing the first journal entry that is a hypothesis or assumption to the Science activity task about designing and evaluating a dam to reduce the impact of a flood (ex: I think that dirt would be a good way to build a wall to stop a flood). A hypothesis will be taught in this lesson as an assumption as to what will happen when asked to design and evaluate a dam that is constructed to reduce the impact of a flood. For example, the teacher will ask, "How do you think a dam can be constructed to reduce the impact of a flood"?
The student will type the date above the journal.
The student will create his/her first journal entry that is his/her hypothesis or assumption to the group science activity task about designing and evaluating a dam to reduce the impact of a flood (ex: I think that dirt would be a good way to build a wall to stop a flood). The student will type their hypothesis by answering the question "How do you think a dam can be constructed to reduce the impact of a flood?"
During/Explore/Explain:
(Day 2)
The teacher will model going into the same document that was created the previous day. The teacher will model typing the date above the entry.
The teacher will model a typed journal entry of designing a plan for creating a dam that will reduce the impact of a flood. The teacher will utilize measurement and materials mentioned in the math plans in the unit, Dam Engineering.
The student will type the date above the entry. The student will use the measurement skills and materials mentioned in the math plans of the unit, Dam Engineering.
The student will type his/her journal entry about designing a plan in creating a dam that will reduce the impact of a flood. The student will use the measurement skills and materials mentioned in the math plans of the unit, Dam Engineering.
(Day 3)
The teacher will model typing the date above the entry.
The teacher will model a typed journal entry of gathering material for creating the dam that will reduce the impact of a flood. The Dam Engineering lesson has a list of universal materials to use but students should be able to choose different materials than on the list as the comprehension section of plans, Cause and Effect of Dams may activate new ideas that inspire different materials to be used.
The student will type the date above the entry.
The student will type his/her journal entry of gathering materials for creating the dam that will reduce the impact of a flood. The student will use the materials mentioned in the math plans, Dam Engineering. Students will be able to choose different materials than on the list as students may apply some of the knowledge learned from the text in the reading comprehension section of the plan Cause and Effect of Dams.
The student will use the measurement skills and materials mentioned in the math plans of the unit, Dam Engineering, and note if materials have diverted from those listed in these plans. Students will be able to choose different materials than on the list as students may apply some of the knowledge learned from the text in the reading comprehension section of the plan Cause and Effect of Dams.
(Day 4 - Day 7)
The teacher will model and discuss that throughout the group science activity on designing and evaluating a dam to reduce the impact of a flood, the student will take pictures with tablets to document his/her process throughout the activity.
The teacher will model titling the images with the date and group name so that it coincides with the typed journal entries.
The student will continue typing the date above each journal entry.
The student will take pictures with tablets to document his/her process throughout the activity.
(Day 8)
The teacher will model collaborating with one peer (the teacher will "share" the example Google Doc with one student and model going into the document, "clicking" on the comment tab to the right, and providing feedback on one entry) to discuss findings of the experiment and clarify any unclear statements claimed in his/her journaling.
The student will collaborate with at least one peer (student will "share" their Google Doc with one student and go into the document, "click" on the comment tab to the right, and provide feedback on one entry) to discuss findings of the experiment and clarify any unclear statements claimed in his/her journaling. The teacher can assign "sharing" and feedback tasks to ensure all students have been given and received feedback.
(Day 9)
The teacher will model compiling journal entries to create sequential writing appropriate to the task. Sequential writing would be writing that goes in order according to this lesson plan. For example, the date of journal entries should be in order. There should not be a repetitive amount of entries missing. The hypothesis, list of materials, dam construction, and dam evaluation should be in order and build upon each other.
The student will compile journal entries to create sequential writing appropriate to the task. The student's sequential writing would be writing that goes in order according to this lesson plan. For example, the date of journal entries should be in order. There should not be a repetitive amount of entries missing. The hypothesis, list of materials, dam construction, and dam evaluation should all be in order and build upon each other.
(Day 10)
The teacher will model incorporating his/her writing in creating an electronic presentation tool of their choosing such as Google Slides, Prezi, or Animoto. Google Slides would be ideal for an easy transition between Google Docs and Google Slides. This would be beneficial as it would not require the teacher or students to gain access to more than one electronic tool. It is also beneficial in the teacher's ability to scaffold the presentation construction process by easily having students add a slide when appropriate. Prezi.com and Animoto.com both require a higher level skill set for interacting with presentations and can be difficult to navigate and manipulate. This may be a tool more suited for students who exhibit exceptional independence and the ability to complete higher-level tasks.
The student will incorporate his/her writing in creating an electronic presentation tool of their choosing such as Google Slides, Prezi, or Animoto. Students who are unfamiliar with the presentation tools may be best suited to use Google Slides due to the ease of the program and the teacher's ability to scaffold the task. Prezi.com and Animoto.com may be a tool more suited for those students who exhibit exceptional independence and the ability to complete higher-level tasks.
(Day 11)
The teacher will model how to share Google Slides and email Prezi or Animoto presentations.
The teacher may want to display class emails so that notifications confirm the shared document of the students.
The student will share the presentation with the teacher for final editing.
(Day 12 - Day 13)
The teacher will model presenting as well as reinforce to students what is proper behavior during a presentation.
The student will present the presentation to peers.
After/Explain, Elaborate:
(Day 14 - Day 15)
Peer observation and discussion on the most effective dam solution that effectively reduced the impact of the simulated flood. The teacher will facilitate the discussion about the observation of which group's dam was able to reduce the impact of a flood most effectively.
Peer observation and discussion on a more effective dam solution if the class were to attempt the task again using what was learned from the group science activity. The teacher will facilitate the discussion about a future attempt to create a more effective dam if the task were to be attempted again.
Peer observation of the most effective presentation of information. The teacher will facilitate the discussion about the observation of the most effective presentation of information by using the same rubric used to grade each presentation. The teacher will discuss how the students scored so successfully according to the rubric Dam-Evaluation-Multimedia-Presentation PDF.
Peer observation of a better way to present the information documented. The teacher will facilitate the discussion on the observation of a better way to present the information that was documented in the presentation. The teacher will take the most effective presentation and work with that successful group to enhance their presentation as a whole class. The teacher will use the Dam-Evaluation-Multimedia-Presentation PDF to guide adding components to the best presentation to enhance the originality and effectiveness of the presentation.
