BOOTHBAY - BOOTHBAY HARBOR - SOUTHPORT SCHOOLS


UNIT DESIGN FOR LEARNING K-12



Unit Title: __Weather and Climate OR Evolution__

Grade(s)________9 Science OR 10 Science

Designer(s)_____Sherrie Hersom and Francie Aley____


I. As a result of this unit, learners will...
Study weather and climate OR evolution using the Internet to locate, evaluate and select appropriate sites for further learning.
Create a Weather and Climate OR an Evolution website using basic HTML which will be useful for study of the unit by themselves and others. Further develop their search and information literacy skills through site selection.


II. Introductory Message to Students
We are about to embark on an exciting adventure which will take us to all parts of the globe seeking the very best available information concerning weather and climate if you're a freshman or evolution if you're a sophomore. We will be creating a website which will enable others in the future to learn as much as possible about the topics of weather and climate or evolution. Our website will be a valuable resource for others wishing to learn about our topic. In order to accomplish this we will need to learn about evaluation of websites and the information they provide and we will also need to learn how to create and maintain a website in addition to learning much about our topics for ourselves.

III. Essential Question(s) (What will students think about and search to understand?)

How does the use of the internet to the study of weather and climate/evolution?
How is technology of benefit to science in daily study and work?
What is the value of fact versus opinion on the Internet and what must searchers do to determine which is which?

IV. Broad Learning Result(s) & Indicator(s)

A Lifelong Learner who

  • locates, evaluates and applies information
    An Effective Communcator who
  • reads and interprets information accurately
    A Productive Worker who
  • plans, creates, evaluates and recognizes quality products
  • manages time, space, resources and technology



    V. Content Standard(s)/Indicator(s) & Leveling Indicators


    Standard__COMMUNICATION--
  • Indicator: Students will understand the operations, tools and uses of technology to:
  • Level Indicator: Locate, evaluate and collect information from a variety of sources
  • Level Indicator: Evaluate and select new information resources based on the appropriateness for specific tasks.
  • IndicatorStudents will communicate effectively in the application of science and technology and will be able to:
  • Level Ind._Access information at remote sites using telecommunications
  • Level Ind__Use computers to organize data, generate models and do research for problem solving.
  • Level Ind__Use self-assessment to describe and analyze scientific and technological experieences and to reflect on problem-solving processes.
    Standard__THE EARTH
  • Indicator:Students will gain knowledge about the earth and the processes that change it and be able to:
  • Level Indicator_Describe how air pressure, temperature and moisture interact to cause changes in the weather
  • Level Ind.__Analyze potential effects of changes in the earth's oceans and atmosphere.
    OR
    Standard__CLASSIFYING LIFE FORMS
    Indicator
    Students will understand that there are similarities within the diversity of all living things and be able to:
  • Level Ind__Explain the role of DNA in resolving questions of relationship and evolutionary change.
    Standard__SCIENTIFIC REASONING
    Indicator:
    Students will learn to formulate and justify ideas and to make informed decisions and be able to:
  • Level Indicator: Develop generalizations based on observations.



    VI. Complex Thinking: Evaluation, analysis (distinguishing facts, identifying bias), synthesis, , decision making


    VII. Information (what know or understand)

    Students will:
  • Understand that not all information on the Internet is valid and unbiased
  • Understand basic HTML code
  • Understand the information retrieval and research process as they apply to the Internet
  • Understand the contributions to science of the Internet's information

    VIII. Process (what able to do)
    Use information to create basic webpage, locate and evaluate websites for currency, content and information, authority, ease of navigation, experience, use of graphics, sound, video, treatment, access, use the research process to gain scientific information from the Internet, present to audience of classmates the appropriately evaluated sites.


    IX. Demonstration of Unit Learnings
    Preparation and presentation of website with selected appropriate topical links to the class.


    X. Performance Tools (rubrics, assessment lists, etc.) and Criteria
    Assessment of all websites by students will be done using Website Evaluation Worksheet developed by Dr. Nancy Everhart. The first websites to be evaluated for practise will be found atPeter Milbury's Chico High Practise Site. These team evaluations are graded.
    Websites created by students will be assessed using the above criteria--assessment will be by self, peers and teachers.
    A final assessment of the web page will be done by teachers using the rubric at Rubric
    Weather and climate or evolution content knowledge is assessed through the presentation process.




    XI. Instructional Strategies--The unit is begun by the science teacher through lecture and scientific inquiry. Students then use the computer lab for instruction by the library media specialist on how to evaluate information located on the web. Practise is given to students working in teams of two on evaluation of three sites from http://dewey.chs.chico.k12.ca.us/info-lit.html. The next step is the creation of a mock webpage for their own personal use following HTML instruction by the library media specialist and teacher and using links from http://www.geocities.com/fdaley2001/html.html.
    Students review web search strategies with the two teachers, do independent web searches sharing information and finds with each other and site evaluations to locate valuable sites in their appropriate topic areas within the Unit topic of Weather and Climate or Evolution.
    **Note that web search skills instruction is given early in the Freshman year by the LMS through the English classes.


    Performance Task: Presentation of the developed topic website is made at the end of the unit to the whole class.



    XII. Resources--text, etc
    Computers with web connection, Powerpoint on site evaluation, Website Creation Worksheets, Site Evaluation worksheets for all sites to be evaluated. Text used is Miller and Levine's Biology(1995).




    XIII. Teacher Reflection--the unit and student competencies continue to evolve and improve as we do this year after year. Students excitement at their creation is enhanced by use of the Web in their studies. It is clear that students are approaching new websites with greater caution but also with greater confidence in their ability to evaluate the information they locate. Use of the internet as a scientific resource has been wonderful addition to and upgrade for the textbook allowing students to obtain the most current scientific information not available through the textbook.