9-12
Students will research waves and their effects on the coast. They will also identify changes in water level from tides and what causes this change. Video podcasts will be created to relay information about the research.
Computers, headphones with microphones, Audacity, PowerPoint
SO4 Students will investigate waves and tides and analyze their influence on coastal processes.
a. Explain how waves are generated.
b. Explain the role of the moon and the sun in the formation of tides and tide patterns.
c. Describe the role of waves, tides, and sea level change on the physical structure of the coast.
d. Investigate the relationship of tides and waves on the distribution and diversity of organisms in shallow water communities such as rocky intertidal zones and estuaries.
e. Identify natural hazards (e.g., tsunamis, hurricanes, and sea level change) and their impact on coastal communities.
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.2 Use prior knowledge and background as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
1.3.1 Respect copyright/intellectual property rights of creators and producers.
2.1.1
Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically and responsibly.
3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
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. Students:
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
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
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
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
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
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
Students will use GALILEO, netTrekker, classroom labs, and other resources to research waves, tides, and other processes found in the coastal region.
The students will work in groups to create a PowerPoint presentation concerning their new knowledge. They can add pictures, words, and images.
After they are done with the PPT presentation, they will turn it into a video podcast using Audacity. They will save as a QuickTime file for playback.
Students will share their finished projects with the class for peer assessment.
Students will turn in a written paragraph detailing their contributions in the project for a grade.
Students will write a paragraph explaining their involvement and contribution to the project. This will be taken into consideration for the personal grade on the assignment. Students will also complete a peer assessment rubric on the other groups’ projects.
The teacher will complete a project rubric.
Teacher Rubric
Teacher Name: Mrs. Lukkarinen
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Presentation / Well-rehearsed with smooth delivery that holds audience attention. / Rehearsed with fairly smooth delivery that holds audience attention most of the time. / Delivery not smooth, but able to maintain interest of the audience most of the time. / Delivery not smooth and audience attention often lost.
Sources / Source information collected for all graphics, facts and quotes. All documented in desired format. / Source information collected for all graphics, facts and quotes. Most documented in desired format. / Source information collected for graphics, facts and quotes, but not documented in desired format. / Very little or no source information was collected.
Attractiveness / Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. / Makes good use of font, color, graphics, effects, etc. to enhance to presentation. / Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. / Use of font, color, graphics, effects etc. but these often distract from the presentaion content.
Rough Draft / Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback. / Rough draft brought on due date. Student shares with peer and peer makes edits. / Provides feedback and/or edits for peer, but own rough draft was not ready for editing. / Rough draft not ready for editing and did not participate in reviewing draft of peer.
Requirements / All requirements are met and exceeded. / All requirements are met. / One requirement was not completely met. / More than one requirement was not completely met.
Mechanics / No misspellings or grammatical errors. / Three or fewer misspellings and/or mechanical errors. / Four misspellings and/or grammatical errors. / More than 4 errors in spelling or grammar.
Content / Covers topic in-depth with details and examples. Subject knowledge is excellent. / Includes essential knowledge about the topic. Subject knowledge appears to be good. / Includes essential information about the topic but there are 1-2 factual errors. / Content is minimal OR there are several factual errors.
Originality / Product shows a large amount of original thought. Ideas are creative and inventive. / Product shows some original thought. Work shows new ideas and insights. / Uses other people's ideas (giving them credit), but there is little evidence of original thinking. / Uses other people's ideas, but does not give them credit.
Workload / The workload is divided and shared equally by all team members. / The workload is divided and shared fairly by all team members, though workloads may vary from person to person. / The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work. / The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.
Peer Rubric:
Students Name: ______
CATEGORY / 4 / 3 / 2 / 1
Presentation / Well-rehearsed with smooth delivery that holds audience attention. / Rehearsed with fairly smooth delivery that holds audience attention most of the time. / Delivery not smooth, but able to maintain interest of the audience most of the time. / Delivery not smooth and audience attention often lost.
Sources / Source information collected for all graphics, facts and quotes. All documented in desired format. / Source information collected for all graphics, facts and quotes. Most documented in desired format. / Source information collected for graphics, facts and quotes, but not documented in desired format. / Very little or no source information was collected.
Attractiveness / Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. / Makes good use of font, color, graphics, effects, etc. to enhance to presentation. / Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. / Use of font, color, graphics, effects etc. but these often distract from the presentaion content.
Mechanics / No misspellings or grammatical errors. / Three or fewer misspellings and/or mechanical errors. / Four misspellings and/or grammatical errors. / More than 4 errors in spelling or grammar.
Content / Covers topic in-depth with details and examples. Subject knowledge is excellent. / Includes essential knowledge about the topic. Subject knowledge appears to be good. / Includes essential information about the topic but there are 1-2 factual errors. / Content is minimal OR there are several factual errors.
Originality / Product shows a large amount of original thought. Ideas are creative and inventive. / Product shows some original thought. Work shows new ideas and insights. / Uses other people's ideas (giving them credit), but there is little evidence of original thinking. / Uses other people's ideas, but does not give them credit.