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Essential Question: How does snow impact our lives? Grade Level: Five. Planned Mini Lessons: Day 1 The school media specialist will review the WebQuest assignment with the students. The students will then be instructed to use the any or all of the websites found in the WebQuest to gather their information and images. The students will be advised that they must review all materials in order to identify valid and objective resources from misleading or subjective ones. Day 2 The school media specialist will inform the students that they need to cite any information obtained from the websites and resources used. The school media specialist will then provide the students with a review of Noodle Tools, which will assist them in citing their research. Day 3 The school media specialist will provide a brief lesson in using PowerPoint, so the students can create a class presentation that will showcase their research. The school media specialist will remind that students that their WebQuest includes a link that will provide additional information for creating a PowerPoint presentation. New York State P-12 Common Core Learning Standards for English Language Arts & Literacy College and Career Readiness Anchor Standards for Reading (Integration of Knowledge and Ideas) 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Reading Standards for Literature K-5 (Integration of Knowledge and Ideas) 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. College and Career Readiness Anchor Standards for Writing (Production and Distribution of Writing) 6. Use technology, including the Internet, to produce and publish writing, and to interact and collaborate with others. College and Career Readiness Anchor Standards for Writing (Research to Build and Present Knowledge) 7. Conduct short, as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Speaking and Listening Standards K-5 (Comprehension and Collaboration) 1. Engage effectively in a range of collaborate discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. 1b. Follow agreed-upon rules, discussions and carry out assigned roles. Science 4. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Key Idea 2. Many of the phenomena that we observe on Earth involve interactions among components of air, water and land. Performance Indicator 2.1 Describe the relationship among air, water, and land on Earth. Major Understandings: 2.1a Weather is the condition of the outside air at a particular moment. 2.1b Weather can be described and measured by: • temperature • wind speed and direction • form and amount of precipitation • general sky conditions (cloudy, sunny, partly cloudy) 2.1c Water is recycled by natural processes on Earth. • evaporation: changing of water (liquid) into water vapor (gas) • condensation: changing of water vapor (gas) into water (liquid) • precipitation: rain, sleet, snow, hail • runoff: water flowing on Earth’s surface • groundwater: water that moves downward into the ground. 2.1e Extreme natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes, and other severe storms) may have positive or negative impacts on living things. International Society for Technology in Education/National Educational Technology Standards (iste.nets.s) 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences, using a variety of media and formats. d. Contribute to project teams to produces original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results. 4. Critical Thinking, Problems Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project. c. Collect and analyze date to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity. c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship. Information Literacy Standards for Student Learning-from Information Power: Building Partnerships for Learning. Standard 1. The student who is information literate accesses information efficiently and effectively. Indicator 1. Recognizes the need for information. Indicator 4. Identifies a variety of potential sources of information. Indicator 5. Develops and uses successful strategies for locating information Standard 2. The student who is information literate evaluates information critically and competently. Indicator 2. Distinguishes among, fact, point of view, and opinion. Indicator 4. Seeks information appropriate to the problem or question at hand. Standard 3. The student who is information literate uses information accurately and creatively. Indicator 1. Organizes information for practical application. Indicator 3. Applies information in critical thinking and problem solving. Indicator 4. Produces and communicates information and ideas in an appropriate format. Inquiry Standards- from Standards for the 21st-Centry Learner in Action. Standard 1. Inquire, think critically, and gain knowledge 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subject, and make the real-world connection for using this process in own life. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural content. Standard 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1.1 Conclude an inquire based research process by sharing new understanding and reflecting on the learning 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understanding effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others scan view, use, and assess. 3.1.5 Connect learning to community issues.
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