Bullock,+Bryan

This lesson will provide students with the opportunity to explore the relationship between humans and the ocean in a problem based activity. Students will understand that Karana (main character in the book // Island of the Blue Dolphins //) depends on the ocean for survival. The students will also understand that the ocean was a way of life for the Native Americans on the Island. Finding a solution to the problem will hopefully be very relevant to the students as we are reading the Island of the Blue Dolphins. ** Problem Based Learning Lesson  **
 * Brief Description **

 |||||||| =  Daily Lesson GAME Plan   = || |||| Lesson Title: Save Our Oceans || |||| Grade Level: 5th || |||||||| ==  GOALS   == || |||||||| ** Content Standards:   ** ** Science 3.1  ** Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. || |||||||| ** ISTE NETS-S  ** ** Instructional Objectives:   ** || |||||||| ==  ACTION   == || |||||||| ** Before-Class Preparation  ** : Reserve the Computers on Wheels Lab. || ||||||||  During Class || || Time || || 5 minutes 20minutes 30minutes end of Day1 Day 2 10minutes 10 minutes 35 minutes Class discussion about what we know about oceans. We will use the Island of the Blue Dolphins as a reference. Next we will form a problem statement from the information that has been presented. ( the question will involve human impacts on oceans and beaches) After forming the problem statement we will prepare a list of questions as a group that will solve the problem. Introduce a cluster map (Human Impacts is the center cluster) to be filled out in problem solving groups of 2-3 students. Students research online to gather information. (students will have resources already bookmarked to explore) Students analyze and synthesize the information they have gathered about why oceans and beaches are in trouble. Students get into their PBL groups and continue to research and complete the cluster map. Discuss classroom blog question that was answered by each group. PBL groups present their cluster maps to the class using the document camera and projector. The center cluster is human impacts on oceans and beaches. These presentations will be followed by an evaluation of how we can answer the problem statement created on Day1. Students will use these cluster maps to create a storyboard for completing a Digital Storytelling Lesson as part of the unit of study in the digital story lesson || Computers on wheels Resources bookmarked on each computer PowerPoint Microsoft Word Poster Board Art Supplies || |||||||| ==  MONITOR   == || |||||||| Ongoing Assessment(s): Cluster Map, Monitor student input during the class discussions, Monitor and observe that students are using appropriate resources to find information within time constraints. Accommodations and Extensions: Students with limited technology skill will be grouped with students who have greater skills. Back-Up Plan: Students use magazines, encyclopedias, and books to research information about oceans. || |||||||| ==  EVALUATION   == || |||||||| Lesson Reflections and Notes ||
 * Related Lessons: Part of // The Island Of the Blue Dolphins // unit
 * Unit: // Island of the Blue Dolphins //
 *  Students apply digital tools to gather, evaluate, and use information to locate, organize analyze, evaluate, synthesize, and ethically use information for a variety of sources and media.
 *  Critical thinking, problem solving, and decision making
 *  Students will identify why oceans and beaches are at risk.
 *  Students will create a poster to inform the community of the hazards induced by humans to oceans and beaches.
 *  Students will use technology to locate, evaluate, and collect information from a variety of sources.
 * Instructional Activities ||  Materials and Resources
 * Introduce the problem: Students will read a short newspaper article that is titled // Pollution Closes Beach //. Next the students will be presented with the Questions; How can the people of our community be contributing to the problem? What can we do about it locally?

** Brief Description  ** This lesson provides students with a research journaling question as they are completing their Problem Based Learning Lesson on Save Our Oceans. The student groups will be asked to answer the question prompt completely and reflect on another groups post to complete the lesson. ** Online Collaboration Lesson  **

 |||||||| =  Daily Lesson GAME Plan   = || |||| Lesson Title: Save Our Oceans Blog Question || |||| Grade Level: 5th || |||||||| ==  GOALS   == || |||||||| ** Content Standards:   ** ** Science 3.2.1. ** Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment. ** Writing 2.2.1   **. Demonstrates understanding of different purposes for writing. ** Reading 2.3. ** Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text. || |||||||| ** ISTE NETS-S  ** Communication and collaboration Critical thinking, problem solving, and decision making ** Instructional Objectives:   ** Students will identify positive and negative affects that humans have on the Oceans. Students will use technology to communicate online with other students. || |||||||| ==  ACTION   == || |||||||| ** Before-Class Preparation  ** : Reserve the Computers on Wheels Lab, Post the Blog question. || ||||||||  During Class || || Time || || This lesson can be completed any time during PBL lesson Save Our Oceans || Computers on wheels || |||||||| ==  MONITOR   == || |||||||| Ongoing Assessment(s): Monitoring group posts to make sure those findings are appropriate. Review each post and reflection to make sure that it met the requirements of the question. Student comments must: Relate to the topic, Continue an Idea, Connect to content learned or challenge another groups point of view Accommodations and Extensions: Students with limited technology skill will be grouped with students who have greater skills. Students are free to go beyond the minimum and discuss the content learned in greater detail. Students will have class time to complete the Blog. Back-Up Plan: Students use a Venn Diagram to answer the question. || |||||||| ==  EVALUATION   == || |||||||| Lesson Reflections and Notes ||
 * Related Lessons: Part of // The Island Of the Blue Dolphins // unit, Save Our Oceans PBL
 * Unit: // Island of the Blue Dolphins //
 * Instructional Activities ||  Materials and Resources
 * In their PBL groups students will answer the following question on the classroom Blog. What are two positive impacts and two negative impacts that humans have on our oceans? The group will also reflect on another groups post.

** Brief Description  ** The students will take their solutions from the problem based lesson and create a digital story that creates and awareness to the community of the impacts that human have on oceans and beaches. The story will reveal each group’s resolution to the problem statement that was created during the problem based lesson.

 |||||||| =  Daily Lesson GAME Plan   = || |||| Lesson Title: Save Our Oceans-Digital Story || |||| Grade Level: 5th || |||||||| ==  GOALS   == || |||||||| ** Content Standards:   ** ** Science 3.1  ** Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges. ** Writing 2.2  ** The student writes in a variety of forms for different audiences and purposes. ** Writing 3.1. ** Develops ideas and organizes writing. ** Communication 3.2  **. Uses media and other resources to support presentations. || |||||||| ** ISTE NETS-S  ** ** Instructional Objectives:   ** || |||||||| ==  ACTION   == || |||||||| ** Before-Class Preparation  ** : Reserve the Computers on Wheels Lab. || ||||||||  During Class || || Time || || 3-5 days Next students will take their cluster map completed in the PBL lesson and sequence their ideas on how to inform the communities __how we can help protect our oceans and beaches__. Next students will develop the sequence into a storyboard. Storyboard worksheet is attached. Students will find visual still pictures to match their storyboard. (Possibly a walk around the school and community) The students can also search for images online respecting copyright laws. The groups will upload their photos and put their digital story together using PowerPoint. Groups will present their digital story to the class and receive feedback from their peers. This is the point that the digital story will be assessed using the rubric. The students will make any changes needed to the story after receiving feedback. The story will be uploaded to the class website. || Computers on wheels Resources bookmarked on each computer PowerPoint Microsoft Word Poster Board Digital Cameras || |||||||| ==  MONITOR   == || |||||||| Ongoing Assessment(s): Storyboard worksheet, Rubric to evaluate the digital story, Monitor and observe that students are using appropriate images to find information within time constraints. Accommodations and Extensions: Students with limited technology skill will be grouped with students who have greater skills. Students get to choose any images that they want allowing for differentiation amongst the students. Back-Up Plan: Students use magazines, newspapers, or drawings to complete the digital stories. || |||||||| ==  EVALUATION   == || |||||||| Lesson Reflections and Notes ||
 * Related Lessons: Part of // The Island Of the Blue Dolphins // unit Save Our Oceans-PBL, Save Our Oceans-Blog Question
 * Unit: // Island of the Blue Dolphins //
 *  Students apply digital tools to gather, evaluate, and use information to locate, organize analyze, evaluate, synthesize, and ethically use information for a variety of sources and media.
 *  Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
 *  Critical thinking, problem solving, and decision making
 *  Students will create a digital story that creates an awareness on human impacts on oceans and beaches
 *  Students will use PowerPoint to communicate ideas effectively
 * Instructional Activities ||  Materials and Resources
 * To introduce this lesson I will present a digital story that has been completed. After the students are engaged I will introduce the rubric that will be used to access their digital story about protecting the oceans and beaches.

** Digital Story Rubric  ** ** “Save Our Oceans and Beaches”  **

 || Category || || Point of View || || Content narration  ||  The photo story contains 8-9 pictures and appropriate narration  ||  The photo story contains 6-7 pictures and music/narration may or may not be appropriate narration || || Images distinct atmosphere or tone that matches different parts of the story. || Images create an atmosphere or tone that matches some parts of the story. || Little or no attempt to use images to create an appropriate atmosphere or tone in the story. ||
 * Excellent ||  Proficient  ||  Minimal
 * States a solution to protect oceans and beaches that is clear and easily understood. ||  States a solution to protect oceans and beaches.  ||  States a solution to protect oceans and beaches that is unclear.
 * The photo story contains10+ pictures and appropriate
 * Images create a

Storyboard Worksheet Group Members:

 || ** Frame Number  ** (what image or idea you are looking for) || **  Narration  ** || ||   || ||    || ||    || ||    || ||    ||
 * ** Diagram or Picture  **