Project title: Developing an Interpretive Walking Trail of ...edtech2.boisestate.edu/pattymcginnis/592/Files/542 FINAL PROJECT E… · Developing an Interpretive Walking Trial of

Developing an

Interpretive Walking

Trail of School

Grounds

Patty McGinnis

ED TECH 542: Project-Based Learning

July, 2010

Developing an Interpretive Walking Trial of School Grounds Patty McGinnis

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Table of Contents

Project Theme …………………………………………………………………………..3

Content Standards……………………………………………………………………….4

Key Skills and Habits of Mind………………………………………………………….6

Objectives……………………………………………………………………………….7

Products…………………………………………………………………………………8

Knowledge and Skills Needed for the Wiki Page……………………………………..10

Assessments……………………………………………………………………………11

Individual Learning Log……………………………………………………………….12

Checklist: Self Assessment of Research and Work Habits………..…………………...13

Teacher Rubric for Student Research and Work Habits……………………………….14

Checklist: Self Assessment of Wiki……………………………………………………15

Teacher Rubric for Student Wiki Page…………………………………………...……17

Group Learning Log……………………………………………...……………………19

Peer and Self Evaluation for Land Use Project………………………………………..20

Entry Scenario…………………………………………………………………………21

Introductory Letter…………………………………………………………………….22

Internet Based Activity………………………………………………………………..23

Timeline……………………………………………………………………………….25

Accommodations for Students with Special Needs…………………………………...26

Reflection and Evaluation……………………………………………………………..28

Culminating Event…………………………………………………………………….29

Tool for Project Evaluation …………………………………………………………..30


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Project Title: Developing an Interpretive Walking Trail of School Grounds

Teacher: Patty McGinnis

School: Arcola Intermediate School, Eagleville, PA

Grade level(s): 6-8

Subjects: Science, Geography, Reading, Technology

Project Theme:

Students will design and create an interpretive walking trail of school property. Students will be

engaged in using critical thinking skills while simultaneously understanding relationships

between concepts. Providing students an opportunity to experience field work is essential to

fostering an understanding and appreciation of our natural world; particularly critical if we are to

expect the next generation to act as stewards of this planet.

Students will research past and current land use and man’s impact on the land in northeastern

Pennsylvania by examining the history of the land where the school sits. Students will be tasked

with laying out a walking path and finding appropriate locations on the 74-acre school property

in which to discuss the following topics:

Forests

Forests as Renewable Resources

Threats to Forests Today

Farming

Neighborhoods and Their Effect on Ecosystems

Watersheds

Each student will create a page on a class wiki that addresses an aspect of his/her group’s

subtopic and how it is related to land use (past or present) on school property. Wiki pages may

contain podcasts, pictures, and/or text. All sources will be cited in MLA format on the individual

wiki page. Each group will then work together to write a podcast that summarizes the

information from the individual wiki pages and explains how that information is related to land

use (past and/or present) at Arcola. The class will create a map in Google Maps that contains a

suggested walking trail and several points of interest that are “clickable.” Each point of interest

will be linked to individual student wiki pages and/or podcasts so that the reader can learn about

past and present land use of the local area.


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Content Standards

Content

Area

Sub Category Type Standard

Number

Description

Science &

Technology

Technological

Devices

State 3.7.7 D and

3.7.7 E

Apply computer software to solve

specific problems; Apply basic on-

line research

techniques to solve a specific

problem

Environment

and Ecology

Watersheds

and Wetlands

State 4.1.7 A Understand the role of the

watershed.

• Identify and explain what

determines the boundaries of a

watershed.

• Explain how water enters a

watershed.

• Explain factors that affect water

quality and flow through a

watershed.

Environment

and Ecology

Renewable

and

Nonrenewable

Resources

State 4.2.7A and

4.2.7 B

Explain how plants and animals

may be classified as natural

resources; Identify renewable

resources and

describe their uses

Environment

and Ecology

Environmental

Health

State 4.7.7 B and

4.3.7 C

Identify land use practices and their

relation to environmental health;

Explain biological diversity

Environment

and Ecology

Agriculture

and Society

State 4.4.7 A and

4.4.7 C

Compare different environmental

conditions related to agricultural

production, cost and quality of the

product; Identify the plants and

animals that

can be raised in the area and

explain why

Environment

and Ecology

Ecosystems

and their

Interactions

State 4.6.7 A and

4.6. 7 C

Explain a change in an ecosystem

that relates to humans; Explain how

specific organisms

may change an ecosystem


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Environment

and Ecology

Threatened,

Endangered,

and Extinct

Species

State 4.7.7. A Describe diversity of plants and

animals

in ecosystems; Select an ecosystem

and describe

different plants and animals that live

there; Identify adaptations in plants

and

animals; Identify natural or human

impacts

that cause habitat loss; Explain

natural or human actions in

relation to the loss of species;

Explain how habitat loss can affect

the interaction among species and

the population of a species; Analyze

and explain the changes in an animal

population over time; Explain how a

habitat management

practice affects a population

Environment

and Ecology

Humans and

the

Environment

State 4.8.7 C and

4.8.7 D

Explain how a particular human

activity has changed the local area

over the years; Explain how human

activities and

natural events have affected

ecosystems

Math

Anchors

Apply

appropriate

techniques,

tools, and

formulas to

determine

measurements

State M7.B.2.2 Interpret and/or apply scales shown

on maps, blueprints, models, etc

Reading

Anchors

Understand

nonfiction

appropriate to

grade level

State R7.A.2.1.2,

R7.A.2.3.2.,

and

R7.A.2.5.1

Identify and /or apply meaning of

content-specific words used in text;

Cite evidence from text to support

generalizations; Summarize the

major points, processes, and events

of a non fictional text as a whole

Social

Studies

Standards

NA State 7.4.3.A.1

and

7.4.3.B.2

How people depend on, adjust to and

modify physical systems on a local

ecosystem; Ways humans change

local ecosystems (e.g., land use,

dams and canals on waterways,

reduction and extinction of species;

Identify the impacts of people on


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physical systems

Social

Studies

Standards

NA State 7.1.3.A.2 Geographic representations to

display spatial information: maps

Key Skills

Effective Communication: Teaming, collaboration, and interpersonal skills

Digital Age Literacy: information literacy

High Productivity: ability to prioritize, plan, and manage for results

Workplace skills:

Interpersonal skills

Information

Foundation Competencies:

Basic Skills: Reading, Writing

Thinking Skills

Habits of Mind Persisting

Managing Impulsivity

Striving for Accuracy and Precision


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Objectives

Forests

Use a dichotomous key and field guides to identify common Pennsylvania trees

Identify the roles organisms play in a food chain

Explain the interactions that occur between organisms in an ecosystem

Explain succession in an abandoned field

Forests as Renewable Resources

Explain how forests are a renewable resource and give examples of how we use wood

and wood products

Compare/contrast clear cutting to selective cutting forestry practices

Compare hardwoods and softwoods

Describe land reclamation

Threats to Our Forests of Today

Discuss the impact the white-tailed deer has had on Pennsylvania’s forests

List several species of invasive insects and plants that have negatively impacted

Pennsylvania’s forests and their effect

Describe methods of utilizing integrated pest management to control invasive pests

Explain deforestation and its impact on forests

Farming

Discuss the negative affects that agriculture (particularly from pig farms) have on local

waterways (describe the effect animal wastes can have in a water ecosystem)

List several ways that change land (mining, farming, development) and describe their

effect on natural ecosystems

Describe problems that occur when soil is not managed properly (erosion, nutrient

depletion)

Describe or draw a visual of the nitrogen cycle

Neighborhoods and Their Effect on Ecosystems

Discuss the effect of habitat fragmentation and habitat loss on wildlife

Discuss the importance of biodiversity and list approaches to protecting biodiversity

Construct a food web that might be found on Arcola’s property and explain the transfer

of energy that occurs at each level

List several species of invasive plants that have escaped from gardens and

neighborhoods to negatively impact Pennsylvania’s forests

Watersheds

Construct a diagram of the water cycle and list ways that the average person can reduce

their water consumption

Compare non-point and point-source pollution and list ways of reducing non-point

source pollution


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Explain the effect impervious surfaces have on watersheds (increased sediment, run-off,

and non-point source pollution)

Name the watershed the they live in and describe the path a drop of water might take as

it travels from Arcola to the Atlantic Ocean

Products

1. Individual Student Research notes and Time Management (see rubric)

Criteria:

Research notes are descriptive and detailed and written in students own words

Student remains on task during class time

Student cooperates with group members

Sources are cited properly in MLA format

2. Individual Student Wiki Page (see rubric)


subtopic. Wiki pages may contain movies, podcasts, pictures, and/or text. All sources will be

cited in MLA format on the individual wiki page

Criteria:

Contains information that is properly cited in MLA format

Content is correct, detailed, and written at a 7th grade level

Visually appealing

Incorporates either podcasts, video, or pictures in addition to text

3. Group Podcast and Class Google Map

Each group will work together to write a podcast that summarizes the information from the

individual wiki pages. The class will create a map in Google Maps that contains a suggested

walking trail. Groups will determine several points of interest and add “clickable” pins to the

map. Each point of interest (pin) will be linked to individual student wiki pages and/or podcasts

so that the reader can learn about past and present land use of the local area. Group podcasts will

be merged into a class podcast that will be available for downloading.

Criteria:

Podcasts are informative and clearly cite the link between researched topics and land use

at Arcola

Podcasts are clear with no extraneous noise


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Podcasts sound professional and rehearsed

Each student participates in the podcasts

Pins on Google map open properly to linked wiki page or podcast

Pins on Google map cover all aspects of group’s sub topic

Information on Google map pins act to educate past and present land use of the local

area

4. Individual Reflective Journal/Student Learning Log

Criteria:

Contains two entries per week

Entries are dated

Proper grammar, including complete sentences

Includes accomplishments and items of concern

Includes personal reflection about how student feels about their progress

5. Leaf Collection

Criteria:

Contains 12 leaves

Leaves are properly identified with common and scientific name

Includes range map and a description of how the wood is used

Neatly done and completed on time

6. Outlines, summaries, questions and/or quizzes related to readings in textbook

Criteria:

Responses are correct, complete, and detailed

Quizzes are passed with 70% or higher

7. Group Learning Log

Tasks accomplished

Tasks yet to be accomplished

Any difficulties encountered

A plan for solving difficulties

Peer assessment for each group member

8. Teacher Observation

student time on task

student understanding of concepts


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Knowledge and Skills Needed for Individual Student Wiki Page


subtopic. Wiki pages may contain podcasts, pictures, and/or text. All sources will be cited in

MLA format on the individual wiki page. The knowledge and skills necessary for successful

product completion are listed in the table below.

KNOWLEDGE AND SKILLS NEEDED ALREADY

HAVE

LEARNED

TAUGHT

BEFORE

THE

PROJECT

TAUGHT

DURING

THE

PROJECT

How to research effectively using the

internet

X

How to cite in MLA format (hopefully this

will be introduced by the English teacher)

X

How to utilize class time wisely and

cooperate with others

X

How to navigate and add items to a wiki X

How to reflect in a journal and use a self-

evaluation form

X

How to use Audacity software to create a

podcast

X

How to upload a podcast to a wiki X

How to make a movie using RCA mini

camera and upload it to a wiki

X

How to upload a movie to a wiki X

How to self-evaluate their work X

Project tools

Daily goal sheet

Journal

Task lists

Direction sheet for how to use wikis,

podcasts, and mini camera (posted online)

Self Evaluation form


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Assessments

Assessments that Will Occur Early in the Project

Groups will be assigned to a specific sub group and will be expected to assign topics to

individual group members. Groups will submit a list of research topics and identify which

students will research them. A K-W-L chart will be created by each group at the beginning of

the project to determine what students know about land use and what they would like to know.

The charts will remain on the wall throughout the project with students invited to write items

under the “Learned” portion of the chart as they master new content.

Assessments that Will Occur During the Project

Individual Student Assessments

Work habits and cooperation with group members

Research notes and citations in MLA format

Outlines, summaries, questions and/or quizzes related to readings in textbook

Leaf Collection

Reflective Journal

Group Assessments

1. Bi-weekly group learning log that will include

Tasks accomplished

Tasks yet to be accomplished

Any difficulties encountered

A plan for solving difficulties

Peer assessment for each group member

2. Teacher Observation of Group Dynamics

Assessments that Will Occur at the End of the Project

1. Individual Wiki Page

2. Group Product and Class Google Map

3. Peer and Self Evaluation for Land Use Project (see document)


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Individual Learning Log Name: _____________________________________________

Directions: Write two entries for each work. In your log, include anything you have

accomplished related to the project as well as items of concern. Include a personal reflection that

states how you feel about your progress. Be sure to date each entry and to use proper grammar

and complete sentences. Logs will be collected weekly.

Today’s Entry (date): _______________________




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CHECKLIST: SELF ASSESSMENT OF RESEARCH and WORK

HABITS

Student Name:______________________________________________________

CATEGORY RESPONSIBILITIES

Background Research I used a variety of helpful resources.

I used information from textbooks.

I used internet resources.

I found recent materials so my information is up-to-date.

I used only reliable resources.

I used resources that listed facts.

I collected enough information to get a good understanding

of my topic.

I wrote down where I got each piece of information.

I correctly cited all resources used in the final project.

Cooperative Work I worked well with my group members.

I showed respect and support for fellow team members.

I listened to my group's ideas.

I did my share of the work.

I contributed both time and effort.

I helped us succeed.

My work made this project better.

Relating Concepts I know how this project relates to what we are studying.

I know how this project relates to history.

I know how this project relates to business or technology.

I know how this project relates to our community.


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Teacher Rubric for Student Research and Work Habits

Exceptional Good Average Needs Work

Work

Habits

On task

throughout

project,

cooperative

with partners,

serious attitude

displayed

Student worked

cooperatively

and

industriously

for the majority

of the project

time

Needed

reminders to

stay on task

and/or did not

always use time

wisely or did

not work well

with peer

Off task

throughout

project and/or

unfocused or

wasted time or

did not

cooperate with

peers

Research

Quality

Notes are

accurate,

detailed and

complete and

in own words

Notes are

accurate but

lack some

details.

Notes lacking in

many details

Notes are very

sketchy or

incomplete in

some cases or

copied from

source

Citation

of

Sources

More than 3

sources used;

sources are

cited properly

in MLA format

More than 3

sources used

but there may

be a minor

problem with

citation

3 sources used;

sources may

have minor

problems with

citation

Fewer than 3

sources used

and/or major

problems with

citation exist


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Checklist: SELF- ASSESSMENT OF WIKI

Student Name:_____________________________

CATEGORY RESPONSIBILITIES

Appearance Text areas and graphic areas are balanced.

The background does not compete with the text or

graphics.

Titles and headings are easy to distinguish from other text.

Sounds and music are easy to hear.

Media Use I used video clips in my presentation.

I used photographs in my presentation.

I used other's art, animations, or effects in my

presentation.

I used voice-overs or sounds to enhance the presentation.

The media I chose is related to the content of the

presentation.

The media I chose adds to the user's understanding of the

presentation.

The media I chose adds to the user's interest in the

presentation.

I used media in accordance with copyright.

I cited media in the required format.

My media does not distract the user.

Media is balanced appropriately with text.

Navigation Users can find their way easily through my project.

Users can backtrack or stop the presentation if they desire.

The navigation tools are easy to see and click on.

Users can turn off sound or music if they desire.

Organization I made an outline or storyboard to organize my thoughts and ideas.


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My presentation was a clear explanation of a topic.

My presentation had a clear answer to a research question.

I organized my thoughts and ideas in a meaningful way.

My organization was easy for others to follow.

I included a meaningful title slide.

I included a date and author slide.

Preparation I planned my time wisely to assure access to needed materials.

I prepared a clear topic and subtopics to cover.

I thought about questions I needed to answer in my

presentation.

I thought about things I wanted to find for my presentation.

I used feedback from others to refine my topic, subtopic,

and details.

I thought about what materials and equipment I would

need for the presentation.

I made a timeline of when major parts of the presentation

would be done.


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Teacher Rubric for Student Wiki Page

Exceptional Good Average Needs Work

Work Habits On task

throughout

project,

cooperative with

partners, serious

attitude displayed

Occasionally off

task or displaying

silly attitude

Needed reminders

to stay on task

and/or did not

always use time

wisely or did not

work well with

partner (s)

Off task

throughout project

and/or unfocused

or wasted time or

refused to work

with partner (s)

Responsibility Cleaned up each

day without

reminders, did

not forget to

bring supplies or

paperwork;

displayed

excellent

organizational

skills

Cleaned up with

reminders and/or

slightly

disorganized

approach to work

Inconsistent at

cleaning up

supplies and

paperwork;

disorganized

approach to work

Left papers or

equipment out on

numerous

occasions; very

disorganized

Grammar and

Mechanics

Wiki is free of

grammatical and

spelling errors.

Text is well-

organized with

supporting details

A few minor

spelling errors

and/or

grammatical

errors and/or text

could be better

organized or

better supported

with detail

Several spelling

errors and/or

grammatical

errors that makes

work appear

unpolished and

sloppy

Product extremely

sloppy and/or

spelling and

grammatical

errors interfere

with readability of

wiki

Wiki Content Clear evidence of

connection to

content; frequent

references to facts

and properly

documented

resources.

Readers are likely

to learn from this

wiki.

Adequate

evidence of

connection to

content; clear

references to facts

and properly

documented

resources.

Readers can learn

from this wiki.

Some evidence of

connection to

content; a few

references to facts

and properly

documented

resources.

Readers find it

difficult to learn

from this wiki

No evidence of

relationship to

content; no

reference to facts

and properly

documented

resources. Readers

are not likely to

learn from this

wiki

Wiki

Appearance

Information flows

in a clear, logical

manner. Color

and graphics are

Information flows

in a clear, logical

manner. Color

and graphics are

Information is

presented in a

somewhat

confusing manner

Information is

presented in a

very confusing

manner and/or the


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used

appropriately

used

appropriately

are clear and

direct.

and/or use of

color and graphics

does little to

enhance wiki

page

use of color and

graphics distracts

viewer OR is not

included

Creativity The wiki shows

significant

evidence of

originality and

inventiveness.

The content and

ideas are put

together in an

original manner

and are based

upon logical

conclusions and

research

The wiki shows

some originality

and

inventiveness.

The content and

some of the ideas

are put together in

an original

manner and are

based upon

logical

conclusions and

research

The wiki is

unoriginal. It

merely

paraphrases other

people’s ideas,

products and,

images. There is

no evidence of

new thought or

inventiveness

Portions of the

wiki may be

copied from

others. There is no

evidence of new

thought

Sources All sources,

including pictures

and video, are

credited in proper

MLA format

All sources,

including pictures

and video, are

credited in MLA

format but minor

problems exist

with citation

All sources,

including pictures

and video, are

credited in MLA

format but many

problems exist

with citation

Not all sources are

credited and/or

MLA format is

not followed

Audio and

Visuals

Video, audio,

and/or 3-D

enhancements are

used educate

learners and

enhance the text.

Clips are long

enough to convey

meaning without

being too lengthy.

There is a good

balance between

the amount of

text and the AV

components.

Video, audio,

and/or 3-D

enhancements are

used educate

learners but may

used in place of

the text. In some

cases, clips are

either too long or

too short to be

meaningful. The

wiki is

predominantly

AV

Limited video,

audio, or 3-D

enhancements are

present; the wiki

is text-heavy.

No video, audio,

or 3-D

enhancements are

present or use of

these tools is

inappropriate

Grade/Comments:



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Group Learning Log

Names of Groups Members:

_____________________________________________________________________

Today’s Date: _______________

You will be completing a group learning log each week. Please be as specific and honest as

possible regarding your answers. Use the back of the paper if necessary.

1. What tasks did you accomplish this week?

2. List the tasks you have yet to accomplish and who will be responsible for completing the

tasks

3. Describe any difficulties that were encountered this week and how they were resolved. If

they were not resolved, how do you plan to solve them?

4. Did each group member contribute equally? Support your answer with examples of how

they contributed or did not contribute their fair share of work.


20

Peer and Self Evaluation for Land Use Project

Your Name: _______________________________________________

Sub Topic:_______________________________________________________

Part 1: Individual Assessment

Check the following statements that you AGREE with. Did you….

____1. Follow the teacher’s instructions?

____2. Contribute ideas and information?

____3. Help the group stay on task?

____4. Ask for help when needed?

____5. Give a consistent effort?

____6. Respect others at all times?

____7. Explain things to others?

____8. Do things on time?

____9. Do an equal share of the work?

____10. Do your best?

What was your contribution to the group?

How could you improve?

Part 2: Group Evaluation

Check the following statements that you AGREE with. Did your group…

____1. Follow the teacher’s instructions?

____2. Contribute ideas and information?

____3. Help the group stay on task?

____4. Ask for help when needed?

____5. Give a consistent effort?

____6. Respect others at all times?

____7. Explain things to others?

____8. Do things on time?

____9. Do an equal share of the work?

____10. Do your best?

What did you group do well?

How could your group improve?


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Part 3: Peer Evaluation:

Give each student in your group a grade (including yourself). Explain your reasons for

the assigned grade being as specific as possible

Name Grade Explanation


22

Map the Project: Entry Scenario

1. Students will listen to the Acadia Hawk Watch audio cast on

http://home.nps.gov/news/release.htm?id=811. A class discussion will be held in

which students are asked

What kind of information was presented in the podcast?

What do you think was the purpose of the making the podcast?

Was the information interesting?

How was the information useful?

Who would use the information?

2. Teacher will show the instructional video on the Arkansas Post National

Memorial. A class discussion will be held in which students will be asked

1. What kind of information was presented?

2. What was the purpose of making the video?

3. How was the information useful?

4. When would someone use this video?

5. Who would be likely to use the video?

3. Independent assignment

Find one more podcast or video from the National Park Service site

(http://www.nps.gov/index.htm) to explore. Answer the following

How did the podcast or video hold your interest?

How could you use this technique to provide an informative tour of the

school ground?

What kinds of topics could you discuss?

Do you think that using podcasts and videos are an effective way to learn

new information?

How do these products help people who do not have the means to travel to

the location?

This will set the stage by introducing students to the concept of using podcasts and video

to create informative tours, similar to what students will be tasked with accomplishing.

http://home.nps.gov/news/release.htm?id=811

http://www.nps.gov/index.htm


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Map the Project: Introductory Letter

Dear Student,

Imagine this…your mom is watching your soccer team play a game against Spring Ford.

Things are pretty slow right now and you are currently sitting on the bench. Your little

brother is bored and wants to go for a walk. Mom decides to walk him around the school

but as she does so she listens to a podcast made by you and your friends that describes

how the land used to appear, how our current use of it is affecting our watersheds. The

podcast also helps mom to identify some common trees and discusses threats to

Pennsylvania’s forests. Did you know that Arcola Intermediate School sits on 74 acres? If

someone were to walk the perimeter of the school property, they would walk 2.75 miles!

Imagine the exercise you could get while learning about local land use.

Like the park rangers at the National Park Service, you will be researching, designing and

creating an informative podcast for visitors to Arcola Intermediate school grounds. Your

mission is to create an interpretive walking trail of the school grounds. Although you will

have specific information to research, you will be expected to apply your creative skills

to develop a product people will want to view online and download to their mp3 player.

Finally, as a class, we will create a map in Google maps that will be accessible online.

Sounds exciting, huh? Let’s get started!

Sincerely,

Mrs. McGinnis


24

Map the Project: Internet-based Activity The entry scenario will involve students with listening to podcasts and examining movies

created by the National Park Service (http://www.nps.gov/index.htm). Further examples

of how podcasts can be used to educate people as they walk an interpretive trail can be

found at http://www.mobot.org/events/orchidshow/annualorchidshow_podcast.asp.

Students will be expected to explore this site to see how podcasts can be downloaded to

an mp3 player.

Entry Scenario

1.Students will listen to the Acadia Hawk Watch audio cast on

http://home.nps.gov/news/release.htm?id=811. A class discussion will be held in which

students are asked

What kind of information was presented in the podcast?

What do you think was the purpose of the making the podcast?

Was the information interesting?


Who would use the information?

2. Teacher will show the instructional video on the Arkansas Post National

Memorial. A class discussion will be held in which students will be asked

What kind of information was presented?

What was the purpose of making the video?


When would someone use this video?

Who would be likely to use the video?

3. Independent assignment

Find one more podcast or video from the National Park Service site

(http://www.nps.gov/index.htm)

to explore. Answer the following

How did the podcast or video hold your interest?

How could you use this technique to provide an informative tour of the school

ground?

What kinds of topics could you discuss?

Do you think that using podcasts and videos are an effective way to learn new

information?

How do these products help people who do not have the means to travel to the

location?

This will set the stage by introducing students to the concept of using podcasts and video

to create informative tours, similar to what students will be tasked with accomplishing.


http://www.mobot.org/events/orchidshow/annualorchidshow_podcast.asp

http://home.nps.gov/news/release.htm?id=811



25

Manage the Process: Timeline

Flow Chart (Gliffy Link): http://www.gliffy.com/publish/2152361/

Activities Resources Timeline

Arrange for Field Trip to Sawmill; Call state

park for possible guest speaker

phone Week 1

Introduce Dichotomous Keys and Field Guides Field guides Week 1

Introduce Leaf Collection; practice keying out

and identifying leaves

Field guides Week 1

Introduce Project, Assign Groups; have groups

decide who is doing which topic

Handout with

research topics

Week 1

KWL chart Bulletin board paper

or construction paper;

one per group

Week 1

Introduce Research, paraphrasing, citing

(1 day)

Student handbook for

MLA format; laptop

lab

Week 2

Conduct Research (2 days) Laptop lab Week 2

Notes and MLA citations graded rubric Week 2

Enroll students in wiki and assign password;

students learn how to navigate wiki (1 day)

Laptop lab Week 2

Demonstrate how to make a podcast; practice

making podcasts and put them on the wiki (1

day)

Laptop lab,

demonstration

computer,

headphones

Week 2

Demonstrate how to make videos and

download them to computer and put them on

the wiki (1 day)

Laptop lab; RCA

mini cameras,

batteries

Week 2

Students practice podcasting and filming skills

(1-2 days)

Laptop lab; RCA

mini cameras,

batteries

Week 3

Students work on wiki (2-3 days) Laptop lab Week 3

Group members evaluate each others wiki

using rubric (1 day)

Rubric; laptop lab Week 4

Corrections/additions to wiki are made (1 day) Laptop lab Week 4

Groups create podcasts and discuss possible

walking paths (2 days)

Laptop lab Week 4

Class decides on a path around the school

using Google maps

Laptop lab Week 4

Demonstrate how to place a pin in Google

maps

Laptop lab Week 4

Students place a pin on the map which links

back to a page in their wiki

Laptop lab Week 4

http://www.gliffy.com/publish/2152361/


26

Teacher evaluates all student wikis and group

podcasts according to rubric

Rubric Week 5

Teacher makes wiki open to public; copies of

map are made and placed in a central location

at school for visitors to enjoy; Email is sent to

all parents, school board, and administration

advertising the walking tour; presentation of

project by a few select students is made to

Home and School Association meeting and

School Board meeting

communication with

Home and School

Association President

and School Board

President to get

placed on the agenda

Week 5

Students fill out self and group evaluations evaluation form Week 5

Groups present their podcast and individual

pages to class. Students follow up by reading

related material in text and answering

questions

demonstration

computer, texts

Week 5

Test on content test Week 6

Discussion is held regarding pluses and

minuses of project

Week 6


27

Manage the Process: Making Accommodations for Students with

Special Needs

Preparations for Addressing a Diversity of Learners

In order to address the various learning styles and abilities that are present in the

classroom, the following preparations will be made:

A meeting with the team’s special education teacher will be held during which the project

will be discussed. At that time, modifications to the project and/or any additional

supporting documents will be discussed and developed. Although designed for special

education students, these modifications will benefit all students since they will address

the various learning styles that exist in the classroom. These may include

Extended time for assignments

A separate work space (the resource room) for students who need a smaller group

setting to accomplish their goals

Worksheets for students to organize notes

Modified assignments (for example: being responsible for finding and citing

fewer sources)

Providing a list of web sites of varying reading ability

Providing a list of web sites that may contain more sound, graphics and other

visuals

Assistance with finding appropriate web sites

Clearly worded and printed directions (with graphics) for how to podcast, use a

camera, and navigate the wiki

Providing a place for students to store work in the classroom to avoid work being

lost by disorganized students

Assist with team building for groups that have difficulty working together

Break assignments up into smaller numbers of item

Require frequent collection/checking of tasks and/or items

Providing a calendar posted in class and on class web site listing dates for

assignment and tasks to be completed

Allow for student choice when making the wiki or using various technologies

Provide a rubric or checklist and refer to it frequently; have it posted in a visual

spot in the classroom and on the class web site

Make sure students are comfortable with their group

Provide modeling and assistance to those groups having difficulty working

together

Collect Bi Weekly Individual Learning logs for frequent formative assessment

Conduct frequent Informal formative assessments/observations of groups

Hold teacher-led discussions at end of class periods at least twice a week to

discuss what went well, what is not going well

Involve students in making decisions

Provide choice in how they individual wiki will be developed and the types of

technology tools that can be utilized

Be flexible and open to making modifications to schedule and/or project

requirements if it is necessary


28

Reflection and Evaluation

Students will reflect and evaluate the project in the following manner:

1. Small Group Discussions

Groups will be asked to make a poster listing things that went well, things that could be

improved, and any areas of confusion that need to be clarified. This will be followed by a

whole class discussion

2. Teacher-led Class Discussion/Debrief

The teacher will lead a discussion in which students will have an opportunity to describe

what they learned from the project and how they would change the project if they had an

opportunity to conduct a similar project

3. Individual evaluations

The individual evaluations will ask students to evaluate their learning and contribution to

the group. They will also be asked to evaluate the effectiveness of their group and to

evaluate each group member for their contribution

In addition, ongoing formative evaluations will be occurring throughout the project,

including teacher observations, teacher discussions with small groups, student bi-weekly

learning logs (both individual and group). It will be important to monitor the project’s

progress carefully to ensure that the students are mastering content and skills.


29

Culminating Event

Upon completion of the interpretive walking trail, a number of activities will occur in an

effort to advertise the trail. We will begin with walking the "trail" and will hopefully

receive news coverage of our accomplishments. Other activities will include:

1. During a pre-designated “Trail Day,” students will download one of class

podcasts to their mp3 players as well as a printed map from Google Earth.

Students in each class will have an opportunity to walk the trail and listen

to the podcasts created by other students. Upon return to the classroom,

they will reflect on what they learned by posting a comment on the class

wiki.

2. A news bulletin will be send to the local papers in hopes that reporters will

be present when students are using their mp3 players to walk the

interpretive trail.

3. Select students will be asked to make presentations regarding the project

to both the School Board and to the Home and School Association.

Student products, maps and podcasts, will be demonstrated at the

meetings.

4. An email will be send to school families, administration, and the School

Board advertising the walking trail and providing a link the to the online

interpretive guide. The online link will also be sent to the other seventh

grade science teachers and physical education teachers in hopes that they

will take their classes outside to learn about land use.

5. Copies of the map will be made and available in the office for visitors to

pick up and follow.


30

Self Evaluation Tool for Ed Tech 542 Project

Project Component Yes No ? Comments/

Suggestions Driving Question

Authentic x

Involves a Community or World

Issue

x community based

Cannot be Answered Simply x

Engages Students in the Inquiry

Process

x

Requires Innovation or Creation of

Unique Products

x

Is Complex and Open Ended x

Sub Questions

Clearly Written x

Provide Scaffolding for Driving

Question

x

Objectives

Clearly Written x

Matched to Standards x

21st Century Skills

Collaboration x

Critical Thinking x

Presentation Skills x

Other (List)

Products

Individual Products(s) x

Group Product(s) x

Includes Specific Criteria for All

Products

x

Timeline

Includes Resources x

Includes Activities x

Time Span is Reasonable x

Detailed Enough that Another

Teacher Could Follow

x


31

Project Component Yes No ? Comments/

Suggestions Technology

Includes Internet-Based Activities x

Use Technological Tools or

Software

x

Usage Requires Critical Thinking x

Makes Use of Web 2.0

Applications

x wikis and podcasts

will be created

Assessment

Both Formative and Summative

Assessments Included

x

Assessments Allows for Feedback

and Revision

x

Assessment Forms: Check all that are

Present

Self Evaluation x

Peer Evaluation x

Individual Learning Logs x

Group Learning Logs x

Quizzes/Tests

Class Discussion x

Other (List)

x need a rubric for the

group product

Differentiation

Modifications made for Learning

Disabled Students

x

Modifications made for Students

with Physical Disabilities

x unknown at this time

as to what modifica-

tions will be needed

Assessments Address Various

Learning Modalities

x

Assessments Address a Variety of

Multiple Intelligences

x

Opening Event

Effectively Gains Student Interest x

Sets the Stage for the Work to be

Accomplished

x

Culminating Event

Includes Presentation to the Public x

Students are Actively Involved in

the Event

x

Event Clearly Showcases Student

Work

x


32

Documents

Project title: Developing an Interpretive Walking Trail of ...edtech2.boisestate.edu/pattymcginnis/592/Files/542 FINAL PROJECT E… · Developing an Interpretive Walking Trial of