ALEX Lesson Plan

     

Engineered Solution Dam Evaluation Journal and Presentation

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  This lesson provided by:  
Author:Megan Nichols
System: Chickasaw City
School: Chickasaw City Elementary School
  General Lesson Information  
Lesson Plan ID: 35514

Title:

 Engineered Solution Dam Evaluation Journal and Presentation

Overview/Annotation:

Students will create a Google Doc utilizing their school-based account or the class-created account provided by the teacher. Students will electronically journal their thinking throughout the process of the hands-on group science activity about designing and evaluating a dam to reduce the impact of a flood. Once the activity is complete, students will share their Google Docs with a peer or assigned group in order to discuss the findings of the experiment and clarify any unclear statements claimed in his/her journaling. Students will compile journal entries to create sequential writing appropriate to the task. Students will then create a presentation of their journaling with Google Slides, Prezi, Animoto, or a similar electronic presentation tool.

This unit was created as part of the ALEX Interdisciplinary Resource Development Summit.

 Associated Standards and Objectives 
Content Standard(s):
Science
SC2015 (2015)
Grade: 3
15 ) Evaluate a design solution (e.g., flood barriers, wind resistant roofs, lightning rods) that reduces the impact of a weather-related hazard.*

NAEP Framework
NAEP Statement::
E4.11: Humans depend on their natural and constructed environment. Humans change environments in ways that can either be beneficial or detrimental for themselves and other organisms.

Unpacked Content
Scientific And Engineering Practices:
Engaging in Argument from Evidence
Crosscutting Concepts: Cause and Effect
Disciplinary Core Idea: Earth and Human Activity
Evidence Of Student Attainment:
Students:
  • Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Teacher Vocabulary:
  • Merit
  • Claim
  • Problem/solution
  • Design solution
  • Impact
  • Reduce
  • Weather-related hazard
Knowledge:
Students know:
  • Engineers design solutions to reduce the impact of weather related hazards.
  • Problems caused by weather related problems.
  • Humans can not eliminate natural hazards but can take steps to reduce their impacts.
  • Some design solutions are more effective than others.
Skills:
Students are able to:
  • Identify impacts of a weather related hazard.
  • Identify the effects of solutions to a problem that reduces the impact of a weather related hazard.
  • Make a claim about a designed solution that reduces the impact of a weather related hazard.
  • Communicate evidence to support the claim about a designed solution that reduces the impact of a weather related hazard.
Understanding:
Students understand that:
  • There are cause and effect relationships between weather-related hazards and design solutions created to reduce their impact.
  • There are benefits and risks to given solutions created when responding to the societal demand to reduce the impact of a hazard.
AMSTI Resources:
AMSTI Module:
Weather and Climate
Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.15- Identify practices that keep people safe during severe weather.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • produce authentic artifacts using digital tools using various forms of media.
  • review and revise authentic artifacts using digital tools.
Teacher Vocabulary:
  • multimedia
  • artifacts
  • Children's Online Privacy Protection Act (COPPA)
Knowledge:
Students know:
  • a variety of digital tools in which they can create or revise authentic artifacts to share their knowledge.
Skills:
Students are able to:
  • design and create authentic artifacts using approved digital tools that meet COPPA guidelines.
  • review an authentic artifact to revise with new or additional information.
Understanding:
Students understand that:
  • everyone can be an author, producer, director, etc.
    • , using digital tools.
English Language Arts
ELA2021 (2021)
Grade: 3
R4. Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.
Unpacked Content
Teacher Vocabulary:
R4.
  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively
Knowledge:
R4. Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.
Skills:
R4. Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.
Understanding:
R4. Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts
ELA2021 (2021)
Grade: 3
R5. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
Unpacked Content
Teacher Vocabulary:
R5.
  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres
Knowledge:
R5. Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.
Skills:
R5. Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.
Understanding:
R5. Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.
English Language Arts
ELA2021 (2021)
Grade: 3
2. Present information orally using complex sentence structures, appropriate volume, and clear pronunciation.

a. Use oral language for different purposes: to inform, to entertain, to persuade, to clarify, and to respond.
Unpacked Content
Teacher Vocabulary:
2.
  • Present
  • Orally
  • Complex sentence structure
  • Appropriate volume
  • Clear pronunciation
2a.
  • Oral language
  • Inform
  • Entertain
  • Persuade
  • Clarify
  • Respond
Knowledge:
2. Students know:
  • Clear oral communication requires the speaker to use complex sentence structures, appropriate speaking volume, and correct speech pronunciation.
2a.
  • Oral language is used for different purposes.
  • Oral language can be used to inform about a topic, to provide an entertaining story, to persuade someone about a particular opinion, to further explain a topic, or to respond to someone else's ideas.
Skills:
2. Students are able to:
  • Form complex sentences, use appropriate voice volume based on the situation or environment, and use clear pronunciation when sharing information orally.
2a.
  • Use their listening and speaking skills to inform an audience about a topic.
  • Use their listening and speaking skills to entertain an audience.
  • Use their listening and speaking skills to further explain information or provide additional details.
  • Use their listening and speaking skills to respond to others' ideas or questions.
  • Use their listening and speaking skills to persuade an audience about a particular opinion.
Understanding:
2. Students understand that:
  • Presenting information orally requires them to use complex sentences, an appropriate voice volume for the setting, and speaking words clearly.
2a.
  • They can use their oral language skills for a variety of purposes, including informing others, entertaining others, persuading others, clarifying ideas, and responding to others.
English Language Arts
ELA2021 (2021)
Grade: 3
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
Unpacked Content
Teacher Vocabulary:
3.
  • Oral language activities
  • Oral literacy skills
Knowledge:
3. Students know:
  • Oral literacy skills include speaking, listening, and comprehending.
  • Oral language activities are those activities in which speakin, listening, and understanding are required.
Skills:
3. Students are able to:
  • Apply oral literacy skills when participating in various oral language activities, such as plays, dramas, choral readings, oral reports.
Understanding:
3. Students understand that:
  • They can learn, practice, and apply oral literacy skills by participating in a variety of oral language activities.
English Language Arts
ELA2021 (2021)
Grade: 3
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
18.
  • Demonstrate
  • Content knowledge
  • Independent reading
  • Informational text
  • Literary text
  • Content-specific discussions
Knowledge:
18. Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by independently reading text.
  • Informational text is nonfiction text, and literary text is fictional.
  • Active listening skills.
  • Writing skills.
Skills:
18. Students are able to:
  • Build content knowledge from independently reading informational or literary text.
  • Use content knowledge learned from independent reading in content-specific discussions with peers.
  • Use content knowledge learned from independent reading in writing.
Understanding:
18. Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts
ELA2021 (2021)
Grade: 3
35. Write an argument to convince the reader to take an action or adopt a position, using an introduction, logical reasoning supported by evidence from various sources, and a conclusion.
Unpacked Content
Teacher Vocabulary:
35.
  • Argument
  • Take an action
  • Adopt a position
  • Introduction
  • Logical reasoning
  • Evidence
  • Sources
  • Conclusion
Knowledge:
35. Students know:
  • The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
  • Argumentative writing includes an introduction, logical reasoning supported by evidence, and a concluding statement.
  • Evidence to support the argument must be collected from various sources.
Skills:
35. Students are able to:
  • Write an argument to convince a reader to take action or adopt a position.
  • Include an introduction, logical reasoning supported by evidence, and a conclusion in argumentative writing.
  • Gather evidence from various sources to support a claim.
Understanding:
35. Students understand that:
  • To persuade a reader to take action or adopt an opinion, they must present logical reasoning supported by evidence from various sources.

Local/National Standards:

  

Primary Learning Objective(s):

Students will:

  • evaluate the design of the dams they built to reduce the impact of floods.

  • produce, review, and revise authentic digital artifacts using digital tools, such as word processing and presentation software.

  • use digital tools appropriately and safely for writing.

  • utilize the writing process to plan, revise, and publish writing.

  • present information orally using speech understandable by others.

  • apply oral literacy skills by presenting an oral report.

  • demonstrate content knowledge built during informational text reading by creating content-specific writing.

  • write an argument that describes the most effective dam and provides evidence from the student's science experiment.

Additional Learning Objective(s):

  
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

The teacher will need to provide access to students:

  • Portable device to document images such as iPad, tablet, etc. (at least one for each group)

Students will need:

  • Portable device to document images such as iPad, tablet, etc. (one for each group)

  • Teacher provided access to Google Docs, Google Slides, Prezi (https://prezi.com), or Animoto (https://animoto.com)

Technology Resources Needed:

Students will need:

  • Portable device to document images such as iPad, tablet, etc. (one for each group)

Background/Preparation:

Prior to teaching the lesson, the teacher will need to activate accounts with Google Docs, Google Slides, Prezi (https://prezi.com), or Animoto (https://animoto.com). The teacher should gain access to electronic tools prior to student introduction. For example, Google Docs, Google Slides, Prezi (https://prezi.com), and Animoto (https://animoto.com) will require a subscription or an account created.

Prior to the lesson, the teacher will ensure students are proficient in the following skills:

  • Students should have a working knowledge of keyboarding skills.

  • Students should be aware of internet safety.

  • Students should be aware of the protocol for constructive criticism.

This lesson will be utilized concurrently as part of the Reducing The Impact of a Flood unit which includes the following lessons:

 

  Procedures/Activities: 

Before/Engage:

(Day 1)

The teacher will connect the idea of writing in a journal on paper to the idea of typing in a journal with an online document such as Google Docs.

The teacher will model creating a Google Doc titled with his/her own name and the title of the Science Activity about designing and evaluating a dam to reduce the impact of a flood. For example, the entire Google Doc can be titled at the top left of the document where the words "untitled document" appear in italics. 

The teacher will allow all students to create the Google Doc at the introductory stage of the lesson.

The teacher will model typing the date above the entry.

The teacher will model typing the first journal entry that is a hypothesis or assumption to the Science activity task about designing and evaluating a dam to reduce the impact of a flood (ex: I think that dirt would be a good way to build a wall to stop a flood). A hypothesis will be taught in this lesson as an assumption as to what will happen when asked to design and evaluate a dam that is constructed to reduce the impact of a flood. For example, the teacher will ask, "How do you think a dam can be constructed to reduce the impact of a flood"?

The student will type the date above the journal.

The student will create his/her first journal entry that is his/her hypothesis or assumption to the group science activity task about designing and evaluating a dam to reduce the impact of a flood (ex: I think that dirt would be a good way to build a wall to stop a flood). The student will type their hypothesis by answering the question "How do you think a dam can be constructed to reduce the impact of a flood?"

During/Explore/Explain:

(Day 2)

The teacher will model going into the same document that was created the previous day. The teacher will model typing the date above the entry.

The teacher will model a typed journal entry of designing a plan for creating a dam that will reduce the impact of a flood. The teacher will utilize measurement and materials mentioned in the math plans in the unit, Dam Engineering. 

The student will type the date above the entry. The student will use the measurement skills and materials mentioned in the math plans of the unit, Dam Engineering. 

The student will type his/her journal entry about designing a plan in creating a dam that will reduce the impact of a flood. The student will use the measurement skills and materials mentioned in the math plans of the unit, Dam Engineering.  

(Day 3)

The teacher will model typing the date above the entry.

The teacher will model a typed journal entry of gathering material for creating the dam that will reduce the impact of a flood. The Dam Engineering lesson has a list of universal materials to use but students should be able to choose different materials than on the list as the comprehension section of plans, Cause and Effect of Dams may activate new ideas that inspire different materials to be used.

The student will type the date above the entry.

The student will type his/her journal entry of gathering materials for creating the dam that will reduce the impact of a flood. The student will use the materials mentioned in the math plans, Dam Engineering. Students will be able to choose different materials than on the list as students may apply some of the knowledge learned from the text in the reading comprehension section of the plan Cause and Effect of Dams.

The student will use the measurement skills and materials mentioned in the math plans of the unit, Dam Engineering, and note if materials have diverted from those listed in these plans. Students will be able to choose different materials than on the list as students may apply some of the knowledge learned from the text in the reading comprehension section of the plan Cause and Effect of Dams. 

(Day 4 - Day 7)

The teacher will model and discuss that throughout the group science activity on designing and evaluating a dam to reduce the impact of a flood, the student will take pictures with tablets to document his/her process throughout the activity.

The teacher will model titling the images with the date and group name so that it coincides with the typed journal entries.

The student will continue typing the date above each journal entry.

The student will take pictures with tablets to document his/her process throughout the activity.

(Day 8)

The teacher will model collaborating with one peer (the teacher will "share" the example Google Doc with one student and model going into the document, "clicking" on the comment tab to the right, and providing feedback on one entry) to discuss findings of the experiment and clarify any unclear statements claimed in his/her journaling.

The student will collaborate with at least one peer (student will "share" their Google Doc with one student and go into the document, "click" on the comment tab to the right, and provide feedback on one entry) to discuss findings of the experiment and clarify any unclear statements claimed in his/her journaling. The teacher can assign "sharing" and feedback tasks to ensure all students have been given and received feedback. 

(Day 9)

The teacher will model compiling journal entries to create sequential writing appropriate to the task. Sequential writing would be writing that goes in order according to this lesson plan. For example, the date of journal entries should be in order. There should not be a repetitive amount of entries missing. The hypothesis, list of materials, dam construction, and dam evaluation should be in order and build upon each other. 

The student will compile journal entries to create sequential writing appropriate to the task. The student's sequential writing would be writing that goes in order according to this lesson plan. For example, the date of journal entries should be in order. There should not be a repetitive amount of entries missing. The hypothesis, list of materials, dam construction, and dam evaluation should all be in order and build upon each other. 

(Day 10)

The teacher will model incorporating his/her writing in creating an electronic presentation tool of their choosing such as Google Slides, Prezi, or Animoto. Google Slides would be ideal for an easy transition between Google Docs and Google Slides. This would be beneficial as it would not require the teacher or students to gain access to more than one electronic tool. It is also beneficial in the teacher's ability to scaffold the presentation construction process by easily having students add a slide when appropriate. Prezi.com and Animoto.com both require a higher level skill set for interacting with presentations and can be difficult to navigate and manipulate. This may be a tool more suited for students who exhibit exceptional independence and the ability to complete higher-level tasks. 

The student will incorporate his/her writing in creating an electronic presentation tool of their choosing such as Google Slides, Prezi, or Animoto. Students who are unfamiliar with the presentation tools may be best suited to use Google Slides due to the ease of the program and the teacher's ability to scaffold the task. Prezi.com and Animoto.com may be a tool more suited for those students who exhibit exceptional independence and the ability to complete higher-level tasks.

(Day 11)

The teacher will model how to share Google Slides and email Prezi or Animoto presentations.

The teacher may want to display class emails so that notifications confirm the shared document of the students.

The student will share the presentation with the teacher for final editing.

(Day 12 - Day 13)

The teacher will model presenting as well as reinforce to students what is proper behavior during a presentation.

The student will present the presentation to peers.

After/Explain, Elaborate:

(Day 14 - Day 15)

Peer observation and discussion on the most effective dam solution that effectively reduced the impact of the simulated flood. The teacher will facilitate the discussion about the observation of which group's dam was able to reduce the impact of a flood most effectively. 

Peer observation and discussion on a more effective dam solution if the class were to attempt the task again using what was learned from the group science activity. The teacher will facilitate the discussion about a future attempt to create a more effective dam if the task were to be attempted again. 

Peer observation of the most effective presentation of information. The teacher will facilitate the discussion about the observation of the most effective presentation of information by using the same rubric used to grade each presentation. The teacher will discuss how the students scored so successfully according to the rubric Dam-Evaluation-Multimedia-Presentation PDF. 

Peer observation of a better way to present the information documented. The teacher will facilitate the discussion on the observation of a better way to present the information that was documented in the presentation. The teacher will take the most effective presentation and work with that successful group to enhance their presentation as a whole class. The teacher will use the Dam-Evaluation-Multimedia-Presentation PDF to guide adding components to the best presentation to enhance the originality and effectiveness of the presentation. 


  Assessment  

Assessment Strategies

Formative Assessments to check for understanding of journaling and typing task. Allow rubric to guide measurement of effective Google Doc.

Summative Assessment use rubric listed under attachments created in rubistar.4teachers.org to grade Journaling. Dam Evaluation Journaling Rubric is available for download in the attachments section.

Summative Assessment use rubric to grade Presentation. Dam Evaluation Multimedia Presentation Rubric is available for viewing with the following links: 

 Dam Evaluation Journaling Rubric

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2695366&

 Multimedia Project: Dam Evaluation Presentation

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2695384&

 

Acceleration:

Students working at an accelerated level can begin a similar process under the task of an engineered solution for wind-resistant roofs or lightning rods.

Intervention:

Students who are struggling with keyboard skills can be allowed to have assistance from a peer while journaling and the teacher can slowly release the struggling student into a higher level of independence in journaling.

Students who are struggling with remembering the activity can be allowed to write a journal in a composition notebook to be typed later.

Students who are struggling with writing or creating the presentation can be provided with peer or teacher assistance.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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