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Aspect 1: The Syntax
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Student Learning Goals
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Instructional Strategies
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Instructor Actions
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Student Activities
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To understand and research mechanisms of:
- Plate Tectonics
- Earthquakes/faults
- Volcanoes
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1. Use of computers in Internet research.
Complex thinking, information processing, understanding, collaboration, effective communication, problem solving,
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1. Teacher will provide prompt questions and web sites regarding each topic.
2. Teacher will provide daily goals and expectations for each student/group.
3. Teacher will provide tip sheet on "How to perform an Internet Research."
4. Teacher will provide folder for group use.
5. Teacher will assign group facilitator.
6. Teacher will monitor students, be a resource, encourage groupwork
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1. Students will discuss and answer questions provided.
2. Students will assign jobs within the groups.
3. Students will maintain class folder containing notes, data gathered, and organizational decisions made regarding the group and project.
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| To produce a final paper detailing characteristics outlined by teacher-designed questions. |
Information processing, complex thinking, collaboration |
1.Teacher will provide a model of a written paper.
2. Teacher will provide parameters for written paper, including outline and rough draft.
3. Teacher will edit and read rough draft while monitoring for student comprehension
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Within each group:
1. Students will create an outline for the paper.
2. Students will write a rough draft.
3. Students will individually write a paragraph concerning their topic.
4. Group will put paragraphs together into one, well-organized paper, while using peer editing.
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| Design an illustrative poster |
Presentation, collaboration, discussion, understanding, audience, communication
Information processing, complex thinking, collaboration
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1. Teacher will provide a model of a poster.
2. Teacher will provide parameters for poster design.
3. Teacher will provide poster materials.
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1. Students will make a rough sketch of the poster for teacher guidance and approval.
2. Students will design one poster per group illustrating data gathered.
3. Peer editing
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| Presentations |
Presentation, collaboration, understanding, audience, communication, information processing. |
1. Teacher will provide a rubric of expectations
2. Teacher will provide audience questions to learners while each group presents.
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1.Students will actively listen to presentations, asking teacher scaffolded questions to enhance clarification of the material provided.
2. Students will be allowed to design individual questions.
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| Aspect 2: The Social System |
| Describe the interpersonal structure of the instructional experience.
This project on Geological processes will be taught after background information has been given during previous lessons. Students will work in collaborative groups to research, create a written paper, design a poster, and present their findings to the rest of the class. Each group will be responsible for fulling understanding one topic and how it relates to the future. Students will be evaluated individually on participation within the group and in the design of the paper and poster and on their part in the presentation.
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| Aspect 3: The Role of the Instructor |
| Describe your general instructional role. For example, will you present materials, guide students as they research their own issues, etc.?
The teachers role will be to monitor the students' in research, to assess their progress in the project process while using a rubric to aid in the assessment of the design and production of the written paper and poster. The teacher will act as facilitator to the students.
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| Aspect 4: The Support System |
| Describe the types and amount of instructional, technical, and other resource support required for the instruction (e.g., instructional materials, communication capabilities).
Teacher support:
- Meeting one-on-one with the group facilitator
- Giving and receiving feedback
- Supplementing lesson with examples
Student lesson support:
- Internet search tip sheet
- Internet access
- Provide information on rules, procedures, and expectations
- Computers in lab
- Provide a folder within which each group of students maintain their data gathered and store any papers regarding planning and organizational materials.
- Prepared list of web sites
- Prior knowledge over continental movement
- Project information sheet providing prompt questions
- Rubrics for presentation, paper, and poster
Dyslexia student will need:
- Peer support in design and material processing
- One on one guidance from teacher
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