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Name: Kristen Lamake Date: 111/17/11

Lesson: The Earth Is A Storybook.

Grade/ Content: 8th grade Earth ScienceTechnology Usage Type: Activity- WebQuest @

http://questgarden.com/81/86/2/090430132527/credits.htm

Duration of Activity: ~3 Working Days and 1 Presentation Day.Value: ~ 25% of Students Total Grade.

Standards

NYS Core Curriculum Standards for Earth Science:

1. STANDARD 1- Analysis, Inquiry, and Design

Students will use mathematical analysis, scientific inquiry, and engineeringdesign, as appropriate, to pose questions, seek answers, and develop solutions.

2. STANDARD 2- Students will understand and apply scientific concepts,

principles, and theories pertaining to the physical

setting and living environment and recognize the historical development of ideasin science.

ISTE NETS for Student standards:

1. Demonstrate creativity and innovation

2. Communicate and collaborate3. Conduct research and use information

4. Think critically, solve problems, and make decisions

5. Use technology effectively and productively(Seeks to meet all standards)

Objectives:

The objectives of this lesson are to begin to get students thinking of geologic history and

as a cyclical continuum. The Earth is not a static sphere; but more rather a dynamic,moving, complex composition of interrelated systems. And that, if we listen, if we are

aware of what to look for or how to look, we can being to pick up on clues about Earths

past, we can being to read the planets history though the rock record.

Specifically by the end of the lesson/ activity students will be able to:

1. Describe and explain the rock cycle.2. Investigate the similarities and differences between geologic history and the history

happening today.

3. Compare and contrast different types of rocks and identify marks that relate to theirdepositional facies.

Learning Activity:

http://questgarden.com/81/86/2/090430132527/credits.htmhttp://questgarden.com/81/86/2/090430132527/credits.htm

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This learning activity is base off a WebQuest created by Amy Ruck.

For the activity, I will first review previous lessons in rock formation (bell ringer). Then Iwill direct the students to Amy Rucks WebQuest. Next I will direct the students to open

a WebQuest work packet I complied to follow the WebQuest (they may work on

answering the questions in the packet on Microsoft word during class and then print their

work out before going home so they can take home clear, concise notes, and used thestory board table I created at the end of the packet to sketch out their ideas).

Students will be motivated to engage in the lesson because the bell ringer students

will be allowed to use previous knowledge and creativity to tell a story.

Provision of Information.

I will clarify information (e.g. provide definitions, explanations, descriptions,procedures etc) by stopping the students work and addressing the class. If needed,

examples will be provided by the teacher, and then brainstormed as a class following the

I Do, We Do, You Do model.

Practice:

1. Students will be directed to my website- then to classroom activities to access

the WebQuest. Teacher will read the introduction, tasks, explain the rubric/

evaluation, and then check for understanding by asking students to tell me whatthey will be required to do.

2. Students will then be directed to download and open un the work packet in

Microsoft word. They will then be allowed to explore the links provided on the

WebQuest to gather the information they will need to answer their questions andcomplete the task. .

3. Students will, describe and explain the rock cycle, investigate the similarities anddifferences between geologic history and the history happening today, andcompare and contrast different types of rocks and identify marks that relate to

their depositional facies during the creation of their story books in deciding what,

and how to represent the information they discovered from answering theWebQuest questions.

4. Students will also present their books to the class in ~15minute science fair/

book fair style presentations at their desks.

5. The teacher will hold a mini review/ debriefing session after the fair is complete.

Knowledge of results:

Written feedback will be generated during the presentations. -The teacher will

score students based on a rubric and make additional comments about their

performance as necessary or called for (e.g. Provide positive and direct feedbackabout performance/ ideas if they demonstrate higher-order blooms taxonomy

thinking).

Verbal feedback will be given throughout the course to the students as the teacherwill be in constant engagement with the class.

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Review of The Activity:

The lesson will be summarized during the creation of the books and presentations.

Teacher will hold a short debriefing/ reflection/discussion (~15-20 minutes) of the

students performance and concepts learned after the presentations are over.

Method of Assessment:

Students will be assessed using Amy Rucks WebQuest rubric below: Legendary! Proficient Almost

There!Adequate Getting

BetterNot Yet

COMPLETENESSOF PROJECT

You went way aboveand beyond myexpectations. Yourproject identified thetarget that you wereresearching and yousynthesized theinformation you

gathered at a high leveland made it easy tounderstand.

You did a good job . Yourproject identified thetarget that you wereresearching and yousynthesized theinformation you gatheredso that your audiencecould understand it.

Your project identified thetarget that you wereresearching and you gavebasic information relating toit.

INFORMATIONCONTAINED INPROJECT

You are a super sleuth!All the info youincluded was totallycorrect and right on!You did exactly whatyou were asked to do!

Nice job on researchingand making sure toinclude correct facts.Youve got a fewquestionable items but allin all a nice job!

Where did most of yourinformation come from?Theres a bunch that isntcorrect or is missing fromyour project. Always usemore than one source andcheck your facts!

Total Points Earned /20P