Author:
Carlie
Subject:
Elementary English Language Arts, Media and Communications, Physical Education, Geography
Material Type:
Homework/Assignment, Lesson Plan, Unit of Study
Level:
Upper Elementary
Tags:
Lesson Plan, photography
License:
Creative Commons Attribution No Derivatives
Language:
English
Media Formats:
Text/HTML

Education Standards

*DIGITAL PHOTOGRAPHY VIRTUAL TOUR OF THE ROCK CYCLE IN UTAH

*DIGITAL PHOTOGRAPHY VIRTUAL TOUR OF THE ROCK CYCLE IN UTAH

Overview

Students will create a tour of the topic they have been assigned. Topic will center around the rock cycle including formation of rocks, and weathering and erosion of rocks. Students will use a minimum of 6 original photos and 2 CC images to complete the assignment. Students will need to include the important elements they are supposed to convey and will teach the other class members in a jigsaw using Jamboard. The students will have 3 weeks with 10 lessons to complete the assignment. Extra credit for converting one original image into a CC image to share!

"Rock City" by snowpeak is licensed under CC BY 2.0

 

Summary

Using Spark video or page, students will create a tour of the topic they have been assigned. Topic will center around the rock cycle including formation of rocks, and weathering and erosion of rocks. Students will use a minimum of 6 original photos and 2 Creative Commons images to complete the assignment. Students will need to include the important elements they are supposed to convey and will teach the other class members in a jigsaw/expert style share using Jamboard. The students will have 3 weeks with 10 lessons to complete the assignment. Extra credit for converting one original image into a CC image to share!

Background for Teachers

Teachers will need to know the rock cycle fluently and how the rocks are formed (sedimentary, igneous, metamophic), where you can find examples of the rocks in the community, and how they break down: weathering (Carbonation, Oxidation, Hydration, Hydrolysis, Acidification) and erosion by water: (splash erosion, sheet erosion, rill erosion, and gully erosion), wind and ice. Erosion is the opposite of deposition, the geological process in which earthen materials are deposited, or built up, on a landform.

Be familiar with the area that you want to take your students on the field trip.

Understand and know how to convert your own images into a Creative Commons image.

Step 1 - Goals and Outcomes

Learning Intentions:

  • Students will be able to understand how the earth's system of the Geosphere fits into Earth's systems. "Weathering and erosion are examples of interactions between Earth’s systems. Some interactions cause landslides, earthquakes, and volcanic eruptions that impact humans and other organisms." Science Strand 5.1 MET: Student will have shown the topic accurately and how the earth has changed.
  • Students will be able to use digital photography to take pictures "Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals." ISTE 1.6 Creative Communicator MET: student has included 6 original photos and 2 creative comons photos.
  • "1.2 Digital Citizen - Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. 1.2.c - Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property." ISTE 1.2 Digital Citizen MET: Creative Commons photos expectations have been followed.
  • "Students will achieve a level of competency in motor skills and movement patterns." "THE GOAL OF PHYSICAL EDUCATION is to develop healthy, responsible students who have the knowledge, skills, and dispositions to work together in groups, think critically, and participate in a variety of activities that lead to a lifelong healthy lifestyle." Strand 1: PE Core MET: Students will participate in a hike that improves on healthy lifestyles.
  • "Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience." Writing: Anchor Standard 4 MET: Student(s) will complete the presentation in a flowing and coherent manner that helps other students understand the topic.

Step 2 - Planning Instruction

Student Background Knowledge

Prior to this lesson, students will need to have an understanding of the three kinds of rocks and their relationship to one another. The students will be familiar with the types of erosion and deposition and what they look like. Students will need to know how to use Jamboard and be familiar with how to share using Jigsaw. Students will be introduced to Creative Commons images.

Strategies for Diverse Learners

There is a lot of room for accomodations in this lesson.  Students will be able to choose the topic, group size and way to present. There will be support as needed. There will be flexibility for students to record rather than type the presentation as well as fcus on the students' stregths as they complete the project. There will be experts in the class that can mentor each other as needed on taopics or the teacher can have mini-lessons or classes to support needs. There can be adult support as well for those needing more support. Those who are fast-learners or already experts can petition to change the formatting or presentation as needed, for example Jambard isn't required, but more can be done using Jamboard or any other prsentation application that can teach the content to others. There will be accomodations as needed and extra credit offered.

Step 3 - Instruction

  • Using Spark video or page, students will create a tour of the topic they have been assigned or that they have chosen.
  • Topic will center around the rock cycle including formation of rocks, and weathering and erosion of rocks.
  • Students will use a minimum of 6 original photos and 2 Creative Commons images to complete the assignment.
  • Students will teach the other class members in a jigsaw/expert style share. Every student will have a part or resposibility focusing on their strengths or needs.
  • The students will have 3 weeks to complete the assignment. This could be done in person, in Zoom or Google Meet using whole class and break-out groups. This will include students who are learning from home or are absent during the unit.
  • Students will complete the assignment using Google Jamboard to create a presentation for the groups. STudents can petition the teacher for alternate sharing platforms, like Nearpod.

Instruction:

  • Pre-Work - Plan field trip and have technology available
  • Day 1 - Review rocks, erosion, weathering, and deposition.
  • Day 2 - Fill out graphic organizers to reinforce background knowledge - evaluate background knowledge. Determine scaffolding needs. EXIT TICKET - What is one new thing you learned today? What is one thing you already knew?
  • Day 3 - Plan project - decide on topic and groups. Show Spark Page sample of science photos with details and atributions.
  • Day 4 - Plan field trip with students - what do you need? Let students talk through needs. Connect to PE and cover physical needs (backpack, sunscreen, hat, good shoes, water, food, rest, etc)  as well as technology needed (cameras, etc) and safety (buddies, group, area concerns). EXIT TICKET - What is the most important thing we need to remember for our field trip?
  • Day 5 - Work on outlining proposed project - have a plan for photos needed EXIT TICKET - Do you feel ready to begin your project? What do you need?
  • Day 6 - Review what makes a good photo (rule of thirds, zoom, angle, view, etc.) EXIT TICKET - What is your favorite photo tip that you learned today that you will try on our trip?
  • Day 7 - Go on the field trip - take pictures
  • Day 8 - Fit photos into project - talk about how projects may have changed based on what sudents found or didn't find. Make sure the porject can still fulfill rubric requirements. EXIT TICKET - What help do you need to complete your project?
  • Day 9 - Continue to work on projects - geet feedback from peers and adults EXIT TICKET - What did you change on your project to make it better? Evaluate with rubric before presenting
  • Day 10 - Share projects!

Links:

 

Step 4 - Assessments

Questioning/Discussions - understanding of topic assignment, planing of field trip and project

  • Feedback loops - Exit Ticket checks periodically
  • Student self-reflection - exit tickets, peer reviews, teacher reviews, rubric before presenting
  • Assignments - choice of project, peer review, creative commons inclusion, 6 original photos, 2 CC, Xtra - CC contribution, final product
  • Performances - presentation of project to class
  • Individual/Group Presentations Rubric
  • Tests/Quizzes - nothing formal
  • Observations - teacher will observe throughout - exit tickets will give a lot of information
  • Products - Final presentation