Science
While creating my science unit on energy, I discovered that the textbook only supported two of the standards on the District Science Curriculum map. My Wiki page http://penfieldspride .wikispaces.com/ became my inspiration to augment these materials. I started the unit using what the textbook provided, and I prepared a regular and adapted guided notes packet to be used alongside the material covered in the textbook. Then, using my WikiSpaces webpage, I created a web-based scavenger hunt to supplement the textbook information using the standards as my roadmap. I searched the internet for safe and appropriate websites that provided information on the different topics. I then linked these sites to my Wiki page.
Next, I created a packet organized by website and topic that served not only as a guide as to what information was to be gathered but a place to record this information. We spent two days in the computer lab “hunting” for the information. Some finished at the beginning of the second class while others required additional time after the second class. For those that finished early, I provided additional energy websites that they could “play” on. For those that required extra time, they had the option of working during recess, or finishing the activity at home using my Wiki page.
I decided to continue using technology as a resource when it came to assessing student learning for this unit. I had the students create a PowerPoint presentation and then present it to the class. Since this was the first time that the majority of my students used PowerPoint, I created a template presentation that each and every student used. I embedded this template into my wiki so that the every student had access to it. Having the same presentation for each student provided an additional benefit; the focus was on the content rather than the style. I had the students spend time in class creating a rough draft of their PowerPoint. I copied the rubric and template for each student and they were required to draft out their presentation. This allowed us to spend our planned time in the computer lab more productively.
When we were back in the computer lab, as a group the students downloaded the PowerPoint template onto their file space. This ensured that they were able to be responsible for their own work. When they completed their project, they printed it out and handed it in with the rubric for grading. The following week, each student was able to present their work to the class. In one unit, we were able to use many resources, including: science textbook, school computer lab, the internet, Microsoft PowerPoint, Wikispaces, and the SMART Board™.
Next, I created a packet organized by website and topic that served not only as a guide as to what information was to be gathered but a place to record this information. We spent two days in the computer lab “hunting” for the information. Some finished at the beginning of the second class while others required additional time after the second class. For those that finished early, I provided additional energy websites that they could “play” on. For those that required extra time, they had the option of working during recess, or finishing the activity at home using my Wiki page.
I decided to continue using technology as a resource when it came to assessing student learning for this unit. I had the students create a PowerPoint presentation and then present it to the class. Since this was the first time that the majority of my students used PowerPoint, I created a template presentation that each and every student used. I embedded this template into my wiki so that the every student had access to it. Having the same presentation for each student provided an additional benefit; the focus was on the content rather than the style. I had the students spend time in class creating a rough draft of their PowerPoint. I copied the rubric and template for each student and they were required to draft out their presentation. This allowed us to spend our planned time in the computer lab more productively.
When we were back in the computer lab, as a group the students downloaded the PowerPoint template onto their file space. This ensured that they were able to be responsible for their own work. When they completed their project, they printed it out and handed it in with the rubric for grading. The following week, each student was able to present their work to the class. In one unit, we were able to use many resources, including: science textbook, school computer lab, the internet, Microsoft PowerPoint, Wikispaces, and the SMART Board™.
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Energy Unit Guided NotesGuided Notes packets that I created for the material covered in the textbook. I always create an adapted version for my students that need the additional scaffolding.
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Energy Scavenger Hunt RubricI gave each student a copy of the rubric along with the assignment. We go over the rubric at the beginning of the project, we review it while they are working on it, and then once again before it is due.
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Energy Scavenger Hunt PacketsThese packets guide the students through the scavenger hunt activity providing an organized format for each student to gather the information they will need to create their PowerPoint Presentation for the assessment.
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AssessmentEach student created a PowerPoint and presented this to the class. I provided the students with a template presentation to use. They were graded, using the rubric.
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