This lesson is for : Grade 5:
Summary
Students collaborate while conducting research on life processes, living systems, and Earth changes as it pertains to the James River. Research includes Henrico County geography, Henrico County history, and Henrico County economics. Students apply the research to design, create, and implement a creative oral presentation on the topic. After preparation, students travel to Great Ship Lock Park on the James River to film the oral presentations. Students share and communicate filmed presentations on classroom blogs, and all students are invited to leave comments and ask questions.
TIPC Ratings
Research & Information Fluency
Rating: Ideal – Explanation: The teachers and librarian worked with students to create Google Docs and compose research guiding questions. The librarian provided appropriate digital tools in order to conduct the research, as well as modeled best research practices. Students researched their chosen topic using a variety of resources. Once basic information was obtained, students were responsible for assembling the knowledge to provide an overview of the importance of the topic. While certain information was suggested as a guide for each topic, students were responsible for deciding the relevance of their gathered research and assembling it in a way that made sense. It was up to the group to decide how to record, organize, and present what they had learned. Reflections took place after the projects were completed.
Communication & Collaboration
Rating: Ideal – Explanation: The teachers and librarian give students choice of topic and group members. Google Docs are used to share relevant research information. Students choose how they would like to present and share their information with the rest of the grade level. Each student has a specific job: Prop Designer, Interviewer, Interviewee, Camera Operator, Director, Editor in Chief, and Floor Director. iPads, Movie Maker, and classroom blogs are used to share projects. Students are able to view and share their projects, as well as those of their classmates. They have the opportunity to watch and comment, asking questions and making observations about their own work and the work of other students.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: The teachers and librarian use the questions on the Google Doc as a guide for research, which spans each level of Bloom’s Taxonomy. Students start by researching basic information, and then use that information to answer more rigorous questions. Students work in a group, and have to solve creative differences, as well as get to know a new program (Windows Movie Maker).
Creativity & Innovation
Rating: Ideal – Explanation: The teachers and librarian give students total creative freedom in this project. Students write scripts, gather supplies, and design props. Once at Great Ship Lock Park, each group canvasses the area and decides where to film each scene. While editing the video shots, students plan and then create the video using Windows Movie Maker. For every job, students are required to use creativity and innovation to execute the project. Students comment on the videos on the blog and answer questions asked. Students self-evaluate the entire project with a rubric.
Lesson Materials
