Learning Activity

Paraphrase Design Thinking With Thinglink and Google!

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

5

Overview

Thinglink is a digital resource that provides click-and-learn tags within images and video to enhance learning and take it beyond the textbook or classroom walls!

Students can use this specific Thinglink as a digital source to meet the Alabama Course of Study standards for gathering and recalling relevant information, paraphrasing and creating grammatically correct content, and giving proper credit to digital sources. 

This activity is a result of the ALEX Resource Development Summit.

English Language Arts (2021) Grade(s): 5

ELA21.5.29

Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.

Unpacked Content

UP:ELA21.5.29

Vocabulary

  • Summarize
  • Implied main idea
  • Explicit main idea

Knowledge

Students know:
  • The main idea is the most important idea presented in the text.
  • Sometimes an author will clearly state the main idea, while other times an author will merely suggest the main idea.
  • A summary is a short statement explaining the main point or most important details of presented information.
  • Writing skills.

Skills

Students are able to:
  • Identify the implied or explicit main idea of a text.
  • Write a summary stating the implied and/or explicit main idea(s) of a text.

Understanding

Students understand that:
  • Most texts have a main idea, or most important message.
  • An author can choose to state the main idea in the text or provide clues through details in the text to imply the main idea.
  • They can demonstrate their comprehension of the text by writing a summary that explains the main idea(s).
English Language Arts (2021) Grade(s): 5

ELA21.5.40

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Unpacked Content

UP:ELA21.5.40

Vocabulary

  • Demonstrate
  • Command
  • Conventions
  • Standard English capitalization
  • Standard English punctuation
  • Standard English spelling

Knowledge

Students know:
  • Standard English spelling conventions.
  • Punctuation marks and their appropriate usage.
  • Capitalization rules for standard English.

Skills

Students are able to:
  • Use correct capitalization in writing.
  • Use appropriate punctuation in writing.
  • Spell fifth-grade level words correctly.

Understanding

Students understand that:
  • When writing, they must use punctuation correctly, capitalize appropriate words, and spell fifth-grade level words correctly.
Digital Literacy and Computer Science (2018) Grade(s): 5

DLCS18.5.R5

Locate and curate information from digital sources to answer research questions.

Unpacked Content

UP:DLCS18.5.R5

Vocabulary

  • curate
  • keyword
  • search engine
  • database

Knowledge

Students know:
  • information to research questions can be obtained from digital sources.
  • resources to organize information.
  • resources to present or share with others.

Skills

Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as Alabama Virtual Library.
  • use advanced search techniques to search by file type, dates, and specific domains.
  • organize information.
  • share information by creating a digital resource.

Understanding

Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.

Phase

Before/Engage
Learning Objectives

Learning Objectives

The student(s) will demonstrate the ability to correctly recall and paraphrase information, take grammatically correct notes, and give proper credit to digital sources after using an interactive Thinglink resource with click-and-learn tags that define Design Thinking and its five stages.  

 

Activity Details

The student(s) will visit the Web-based, Thinglink resource via the provided link. The students will answer the essential question: Can you define Design Thinking and describe its five stages in your own words?

The student(s) will click each visible tag within the Thinglink resource to view a video and read about the five stages of Design Thinking.

The student(s) will use the information they have studied to build a knowledge base and paraphrase a definition of Design Thinking as well as a description of each of its five stages in their own words.

The student(s) will document each part of the paraphrased information they construct as a Google Doc page of notes in a grammatically correct format and submit this for evaluation via the provided rubric.

 

Assessment Strategies

Assessment Strategies

  • A digital, collaborative Q/A Wall can be copied via the link below. This will enable students to post their questions during the activity for formative assessment purposes in which the teacher can provide immediate feedback:

https://docs.google.com/document/d/1OwBYy76ijDgXNZLzgFwwezbd3E8mjJIZVxLv-NXtESc/copy?usp=sharing

  • Use of Google Docs allows collaboration and immediate feedback via comments, which can also stand as a form of formative assessment. To utilize this tool, do the following:
    • Highlight the text you wish to make a comment on.
    • Click "insert" in the horizontal toolbar for Google Docs.
    • Choose "comment" from the drop-down menu.
    • Type and post your comment.
  • A rubric can be utilized for summative assessment of the paraphrased student notes and credited source if desired.
  • A general, Google Doc rubric can also be accessed via the link below:

https://docs.google.com/document/d/1WlRd6hEjY5NWxtHmAharuD_UUSsNeshHsVKFq1m4w8I/copy?usp=sharing

Variation Tips

  • At the discretion of the teacher, the following may need to be considered for students with specific exceptionalities:
    • Extra Time
    • A "Study Buddy" as a Partner
    • A Handout List of Steps to Follow in Completing the Activity
  • If time is allowed, this activity could be extended to include students using their notes to create their own:
    • Infographic
    • Slideshow
    • Digital Poster (Could also be a paper poster if necessary)

Related Learning Activities

Learning Activity (Before)

Summarize Active Listening With Digital Sources!

Background and Preparation

Background / Preparation

  • Students should have access to Google Docs and be knowledgeable about using this digital tool for word processing tasks.

     

  • Optional: The use of Google Classroom will allow each student to digitally submit their work for evaluation if desired.
  • For classrooms with limited technology, the facilitator may wish to:

    • Allow the Thinglink activity to take place via projector as a whole-class activity.

    • Allow time for students to rotate through tech stations for the Thinglink activity.

    • Provide paper copies for students to view content and take notes if necessary.

Digital Tools / Resources

Design Thinking Thinglink
https://www.thinglink.com/scene/1172233506734997506

Approved Date

Owner (Author)

bmccawley
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