Submitted by: Kitty Coor
Collaborators: Kathy Vick – Librarian, Jessica DelMonte – ITRT
School: Echo Lake Elementary
Summary
Third grade students self-selected their collaborative research groups and the habitat they wanted to explore. Using a variety of resources: nonfiction books, Discovery Science, and websites, students extrapolated information on animal and plant adaptations by communicating with one another the importance of the located material. The students used a research template to guide their research. A rubric aided the students by enabling the researchers to know what was expected of them to receive their desired grade. The partners also communicated to formulate questions they wanted to research relevant to their topic. In addition, the partners were able to record specific interesting facts they came across in their research. The student’s communicated as to how best to show their research in a final project. They decided which technology tool would showcase their work the most creatively. Examples of projects were uploaded to our class blog. At the completion, families were invited to a share fair. The lesson was also shared with third grade classes across the county.
TIPC Ratings
Students evaluated online websites, and non-fiction print materials for relevant information. The students analyzed the information to determine if it was useful to record. Students used digital tools to create a group project to present in class to teach their classmates about their researched habitat.
Students collaborated with peers and teachers/librarians. The projects were uploaded to the web for global use. Students worked in groups to gain information to share with the class during their final project presentation. Students wrote a paragraph reflecting on how the groups worked together and what they possibly would change if done again. The lesson was shared with other 3rd grade partner schools as well as members of the 3rd grade team at Echo Lake. The students shared their final projects with invited family members.
Students used a variety of information to draw conclusions and produce new understanding of adaptations of animals and plants in their habitat. Students evaluated nonfiction books, as well as websites to ascertain whether the information was relevant for their topic. Students developed their own questions to research. Students recorded facts of interest to them to include in their project. Students evaluated and reflected upon their work upon completion. They decided what they liked and may change for the next research project planned.
Students gathered their researched knowledge as well as their self-chosen items researched to represent their habitat adaptation research project. The partners decided upon what technology tool would best represent the knowledge they gathered for their final project. Student material was placed in a classroom blog to be shared with an audience outside the classroom. Students reflected upon completion of the project regarding what should remain the same next time, and what needed to be changed in order for the project to even be better.
Student Artifact
Download Files
https://blogs.henrico.k12.va.us/21/files/2011/12/Download_Coor.zip
Contents:
- Habitat Research Lesson Plan
- Parent Survey
- Templates
- Student Artifacts Folder
- Mrs. Coor’s Blog
