TIPA Proposal
Topic: Natural Resources
Grade level(s): 4th Grade
Content area(s): ELA & Science
Standard(s) w/PO(s):
AZ Science Standards: Fourth Grade
Strand 4: Life Science
Concept 3: Organisms and Environments
PO1: Describe the ways various resources (e.g. air, water, plants, animals, soil) are utilized to meet the needs of a population.
PO2: Differentiate renewable from nonrenewable resources.
PO3: Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an environment.
PO4: Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling, finding substitutes.
ELA or Math Common Core Standard:
Common Core Reading Standards for Information Texts: Fourth Grade:
RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
An Essential Question:
How can we best conserve non-renewable resources?
A brief overview of what you plan TIPA/SAG:
Students will use online resources in order to compare multiple viewpoints on the use of nonrenewable resources. The project will allow students to investigate renewable and nonrenewable resources including types, uses, locations and ways to conserve.
Planning
Knowledge Gaining: Students will gain new knowledge from a variety of sources. Social studies and science texts on the topic of resources and conservation will be read and compared. Additionally, interactive websites based about resources and conservation will be accessed.
Knowledge Organizing: Students will work with a partner to collect information that they will record in graphic organizer. Students will then use this information to create a glogster that provides information about one renewable and one nonrenewable resource.Students will also provide potential solutions for conserving both resources.
Knowledge Sharing: Students will develop a reduce/reuse/recycle campaign related to some resources. Working in small groups, they will use create an electronic presentation using Glogster that explains their conservation campaign.
NETS-S
NETS-S 1. Creativity and Innovation
- Students will organize and present their ideas in a Glog.
NETS-S 2. Communication and Collaboration
- Students will work with partners, publish information digitally, and then present to their peers.
NETS-S 3. Research and Information Fluency
- Students will use websites and videos to gain knowledge about natural resources.
NETS-S 6. Technology Operations and Concepts
- Students will gain experience using web-based presentation methods.
Assessment
Formative:
- Teacher will assess students by observing progress by checking in with groups during work teacher
- Teacher will also check Glogster sites for evidence of student progress and productivity
- Students will also evaluate their partner on productivity and work ethic
Summative:
- Students will create a Glogster in pairs and present their findings to the class
- The Glogster must include information on their renewable and non-renewable resource as well as the conservation strategies that they brainstormed.
- Students will be assessed with a rubric that will be made using rubistar.
21st Century Learning
Project-Based Learning: The format of the summative assessment is a project-based type of learning. In order for the students create their glogster, they will need to learn about their renewable and non-renewable resource by doing research. Also, as they construct a plan for conserving both resources, they will learn about different conservation methods.
TPACK: In order for the students to be successful in completing their projects, they will initially need their teacher to provide them with the basic background knowledge in the content as well as in technological knowledge of how to create a glogster. The teacher will need to know how to teach general information about renewable and nonrenewable resources in a student friendly manner, as well as how to demonstrate how that knowledge can be displayed on a glogster.
Multiple Intelligences: The format of this project allows students that learn in many different ways to access the content that they are being taught. Students will work with their group members which facilitates both interpersonal and linguistic-based learning styles. Furthermore, this project provides a highly interactive way for students to engage with necessary content materials and therefore allows for bodily-kinesthetic learning. Students will also engage with the spatial aspect of learning as they create their glogster.
Classroom Management with Technology: As students regularly work in partners or small groups, the added technology piece will create a new level of engagement. During small group time set aside to create their output, students will be drawn in by the chance to use technology in the classroom (similar to a level they might engage in at home) and not even realize all of the different ways they are learning and growing. An engaged student is the best form of classroom management, as it cuts out the need for negative disciplinary actions and creates opportunities to “catch” students working and on-task.