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http://stu.westga.edu/~bholt1/destructive_forces/prototype
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Introduction
This WebQuest is designed to inform students about destructive forces by allowing them to discover facts about different types of destructive forces by posting images of them on VoiceThread.com and making comments about the information they found.
Curriculum Standard
S5E1 Students will identify surface features of the Earth caused by constructive and destructive processes.
- Identify and find examples of surface features caused by destructive processes.
- Erosion (water— rivers and oceans, wind)
- Weathering
- Impact of Organisms
- Earthquake
- Volcano
Aim/Purpose Statement
The “Danger! Destructive Forces” curriculum web aims to promote 5th grade Special Education students’ understanding of Earth Science and how surface features are shaped by destructive forces.
Rationale
Through the “Danger! Destructive Forces” curriculum students will explore destructive forces as part of the 5th Grade Earth Science unit as specified by the Georgia Performance Standards. In order for students to be cognizant of events that shape our environment, it is important that they gain a basic understanding of Earth Science. It is pertinent for technology be used as a part of teaching the standards to increase student engagement, and help keep students abreast of the current technology.
General Educational Goals
The “Danger! Destructive Forces” curriculum web was created by a fifth grade special education teacher to present Special Education students with a guide to researching by giving students a list of websites related to the content to access for information. Students will demonstrate their learning of destructive forces, exhibit their research skills, and practice their technology literacy.
Subject Matter Description
“Danger! Destructive Forces” includes information about how landforms are created by means of natural destructive processes. The lesson focuses on the students’ ability to research information using the websites listed on the webquest. It also focuses on the students’ technology literacy and ability to post images of their findings on a VoiceThread to use as a visual for their verbal commentary.
Learner Description
Students completing this webquest are 5th grade significant special needs students between the ages of 10-11 in a self-contained special education classroom setting. Completing this activity will enable these students to practice using technology, their researching skills, and working collaboratively.
Prerequisites
The 5th grade special needs students completing this webquest will already have worked with VoiceThread and know how to post verbal commentary. They will also know how to access websites listed on the website hompage. These skills are essential for students to successfully complete the webquest activity.
Learning Objectives
For this lesson, students will create a VoiceThread of digital images with verbal commentary specifying information about the type of landform pictured in the image. They will complete this activity by accessing multiple websites to gather information on a landform created by a destructive force of their choice.
Materials
Materials needed for this assignment will include computers with internet access, and a computer microphone.
Resources
- computer with internet access
- www.unitedstreaming.com account
- landform matching game template
- destructive forces worksheets
- www.voicethread.com account
- building a working volcano instruction sheet
- various optional materials for working volcano model
- mentos and carbonated beverage (for the volcano explosion
- landform flashcards
- Science textbook
- installed Java software
- installed flash player
- www.brainPOP.com account
Methods
To complete these activities, students will be grouped into three ability groups based on students' reading levels. Each group will consist of 3 students. There are three adults (one teacher and two paraprofessionals) that will be available to assist students with navigation and other issues that may arise. Consequently, there are three classrooms in which students will be able to work. The different classrooms will allow for students to work with minimal distractions from members of other groups. Each room containing an ActivBoard in which the activity can be conducted whole group. Students will also have the option to work on computers individually as there are three student computers in each classroom.
Whole Group
- Watch the following Earth Science BrainPOP videos (destructive forces, erosion, floods, ocean floor, plate tectonics, tsunami, volcano, weathering)
- Participate in Jeopardy review game
- Complete WebQuest activity (stu.westga.edu/~bholt1/destructive_forces/webquest)
- Complete individual teacher interview
Remediation
- Complete landform identification sheets
- Landform flash cards and vocabulary flip books
- Rewatch BrainPOP videos and take coordinating quizzes
- Complete remedial teacher interview
Acceleration
- Create VoiceThread with information gained from Webquest activity
- Comment on other students' VoiceThread projects
- Build a working volcano model
- Create instructional video of howto build a working volcano model and post to YouTube.com
Time
All activities will be completed over a 2-3 week period.
- BrainPOP videos- (2-3 days) the videos will be intertwined throughout several activities over several days of the unit
- Jeopardy review game- (1 day)
- WebQuest activity- (2 days)
- Teacher Interview- (1-2 days)
- Landform ID sheets/Landform flash cards/Vocabulary flip books- (1 day)
- Re-Watch BrainPOP videos and take coordinating quizzes- (1-2 days)
- Complete remedial teacher interview- (1 day)
- Create VoiceThread- (2-3 days)
- Comment on other students' VoiceThread project- (1 day)
- Build a working volcano model- (2-3 days)
Assessment Plan
The assessment used for the “Danger! Destructive Forces” assignment will be a rubric which will focus on
- Research information
- Following Directions
- Participation
- Commentary
The rubric will be used to determine whether or not students were successfully able to navigate websites on the webquest in order to compile information for the research aspect of the VoiceThread Project. The students will also be assessed on how well they followed directions on each activity. The students will have a category in the rubric in which the teacher may grade them on how well they participated in a group, as well as the quality of commentary they leave on their peers VoiceThread projects. The rubric categories were carefully selected by the teacher to ensure students build skills in each of these areas as part of the functional/academic curriculum the special education students are expected to master for the Georgia Alternative Assessment (GAA) and Individualized Education Plans (IEP) goals selected for each child.
To evaluate the “Danger! Destructive Forces” assignment, the teacher will elect a panel of teachers to check out the website. Two to three of the panel teachers will be asked to attempt using the website in their classrooms for instructional practices. The teachers will examine the site for user friendliness, accessibilty, interactivity, and fidelity to the standards. The teachers will report feedback to the site creator for updates.
Contact Information
Bethany Stiefel
Calhoun City Schools
Calhoun, Georgia
stiefelb@calhounschools.org
Bibliography
Cunningham, C. A. &Billingsley, M. (2006). Curriculum Webs: Weaving the Web into Teaching and Learning. Boston: Pearson Education, Inc.
Georgia Performance Standards, Georgia Department of Education.