Submitted by: Christy Hudson & Nate Shotwell
School: Mills E. Godwin High School
Summary
The students will spend several days in class working in groups on this lab and will produce an extensive lab report that includes a narrative written by the students explaining what they did, a map containing the raw data they collected, and a topographic map constructed using the data the students collect. The students will also submit their own narrative analysis of the region explaining what they have learned about the relationship between the geology and topography in their region. Evaluating this activity is tricky because each group is creating a unique map. The rubric was designed with this in mind and rather than trying to fit the student projects into a “box”, the rubric attempts to allow the students to work creatively while still ensuring that each group meets certain expectations.
TIPC Ratings
This is an example of an Approaching Lesson in Research and Information Fluency.
- Students researched in collaborative groups to determine what elements were necessary for online/interactive chapters for an online textbook. These chapters not only had to cover the content, but the content also had to be presented in an interesting and interactive manner using the most appropriate digital tools, such as, videos, podcasts, games, etc.
This is an example of an Approaching lesson for Communication and Collaboration.
- Through collaborative teams students had to create a time line, determine what elements were appropriate in their product, create a layout and a final product. Smaller groups were organized from the larger group in order to make the timeline established manageable. Each group determined what digital tools were necessary to create an online/interactive original product. Each group had to evaluate their success as a team.
This is an example of an Approaching lesson for Critical Thinking and Problem Solving.
- Working as cooperative groups, students had to solve conflicts, make decisions, plan and execute the necessary elements of their product. They had to analyze resources available for their scientific validity. Once the product was created, students had to evaluate the strengths and weaknesses of the completed product.
This is an example of an Approaching lesson for Creativity and Innovation
- Students were assigned the task of creating original online/interactive content that addressed the strengths of all levels of learners. This product required the students to draw on their individual strengths and talents and to share those strengths and talents with each other in the areas of research, creativity, collaboration and design.
Student Artifact
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