Name: Kristen Lamake Lesson: The Earth Is A Storybook.

Grade/ Content: 8th grade Earth Science Technology 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

Date: 111/17/11

NYS Core Curriculum Standards for Earth Science: 1. STANDARD 1- Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, 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 ideas in science. ISTE NETS for Student standards: 1. 2. 3. 4. 5. Demonstrate creativity and innovation Communicate and collaborate Conduct research and use information Think critically, solve problems, and make decisions 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 their depositional facies. Learning Activity:

 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 I will 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 the story 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 what they 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 and complete the task. . 3. Students will, describe and explain the rock cycle, investigate the similarities and differences between geologic history and the history happening today, and compare 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 the WebQuest 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 feedback about performance/ ideas if they demonstrate higher-order blooms taxonomy thinking). Verbal feedback will be given throughout the course to the students as the teacher will be in constant engagement with the class.

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! COMPLETENESS OF PROJECT Proficient You went way above and beyond my expectations. Your project identified the target that you were researching and you synthesized the information you gathered at a high level and made it easy to understand. You are a super sleuth! All the info you included was totally correct and right on! You did exactly what you were asked to do! Total Points Earned Almost There! Adequate You did a good job . Your project identified the target that you were researching and you synthesized the information you gathered so that your audience could understand it. Getting Better Not Yet Your project identified the target that you were researching and you gave basic information relating to it.

INFORMATION CONTAINED IN PROJECT

Nice job on researching and making sure to include correct facts. Youve got a few questionable items but all in all a nice job! /20P

Where did most of your information come from? Theres a bunch that isnt correct or is missing from your project. Always use more than one source and check your facts!