• Project 1 ASSURE Model Lesson Plan

     

     

    ASSURE MODEL

    LESSON PLAN

    Subject: Earth Science

     

     

     

    Instructional Situation

     

    This lesson plan utilizes the ASSURE Lesson Template from (Smaldino, Lowther, &

    Russell, 2015). Instruction will occur in a fifth grade classroom at Bedrock Academy in Niceville, FL. There are seven students in this private school’s fifth grade classroom and one science teacher assigned to the class. These seven students are gifted honor students and all of these students have no disabilities and are at the same level of reading and comprehension abilities. The learning outcome from this lesson is that students will create screen view volcano artifacts from https://www.cosmeo.com/braingames/virutal_volcano/?title=Virtual%20Volcano for each of the three types of volcanoes. This classroom environment where these students will be creating their artifacts has minimal distractions. The lighting, noise, and temperature levels in the classroom are conducive to learning. There is appropriate classroom furniture for individual and group work. There are technology centers with 10 computers with high-speed Internet access and Microsoft Office software. Students will use the aforementioned cosmeo.com website for creating their volcanoes artifacts:

     

     

     

    Analyze Learners

     

    General characteristics These gifted fifth graders with no behavior problems are aged 10-11 years. These honor students are already proficient in the basic computer skills needed for this lesson. All students also have their own computer at home with Microsoft software, and have high-speed Internet access. These fifth graders are beginning to read longer and understand more complex processes that occur in the Earth’s three layers (crust, mantle, and core).

     

    Entry characteristics These fifth grade students are able to do the following

    tasks required to complete their artifact from this lesson’s activities:

     

    • Click on cosmeo.com brain games virtual volcano link and then click “enter”.

     

    • Students will then click on the various topics located on the menu on the left and

    familiarize themselves with the material.

     

    • Students will also click and read the topics on the lower right side of the page to

    gain an understanding of tectonic plates, ring of fire, and layers within.

    .

    • The learning outcome will be that students will be able to build their own volcano

    and watch it erupt.

     

    • Students will have gained knowledge and confidence to build an artifact for each

    of these three erupting volcano types─ stratovolcano, a cinder cone volcano and a shield

    volcano.

     

     

    State Standards and Objectives in Florida

     

    Curriculum Standards This lesson plan specifically addresses Florida CPALMS standards for education in the field of Earth Science.

     

    Reporting Category: Earth Science

     

    Clarification:
    Students will after using this well designed virtual volcano simulation of erupting volcanoes that illustrates how multiple factors interact during the process of a volcanic eruption. In which this virtual volcano simulation enables learners to use a hands on approach in creating all three types of erupting volcanoes. In which, through using the gas and viscosity settings in virtual volcano animation─ key parts of volcanic eruptions makes those concepts visually apparent to the learner. In which the virtual volcano animation simulation is designed to minimize working memory demands of the learner.
     

     

     

     

    Standards 8 Access Points

     

    Independent   SC.7.E.6.5: Explore the scientific theory of plate tectonics by viewing how the movement of Earth's crustal plates causes both slow and rapid changes in Earth's surface, including volcanic eruptions, earthquakes, and mountain building.

    SC.7.E.6.In.1: Identify that Earth has three layers (crust, mantle, and core) and describe the inside (core) as the hottest layer.

    SC.7.E.6.In.2: Recognize that slow changes, such as mountain-building, and fast changes, such as volcanic eruptions, are caused by shifts below Earth’s surface.

     

    Supported

    SC.7.E.6.Su.1: Recognize that the surface of Earth is called the crust.

    SC.7.E.6.Su.2: Recognize that mountains change size and shape over a long period of time.

    SC.7.E.6.Su.4: Recognize the effects of earthquakes and volcanoes.

      Participatory

    SC.7.E.6.Pa.1: Recognize the ground as the outer surface (crust) of Earth.

    SC.7.E.6.Pa.2: Discriminate between surface features of ground on Earth, such as rocky/sandy, flat/hilly, rough/smooth, or solid/liquid.

    SC.7.E.6.Pa.3: Recognize that ground on the Earth’s surface changes over time.

     

    Technology Standards: National Educational Technology Standards for Students

    NETS-T 1: Facilitate and Inspire Student Learning and Creativity

    Select Strategies, Technology, Media, and Materials

         Select Strategies. The students will build an artifact for each of the three types of volcanoes,

    and save a screen view of each volcano student has built. This activity will span two class

    periods. Students will be encouraged to collaborate with other students to discuss their

    understanding of how magma viscosity along with the content of gas are determining factors

    for which type of volcano will be formed.

     

    Select Technology and Media. This lesson involves student use of Internet connected computers, an internet browser to locate https://www.cosmeo.com/braingames/virutal_volcano/?title=Virtual%20Volcano And students will also need to be able to use their keyboard dot press Ctrl and Print screen in order to take a screen view of each volcano they create. Then students will copy and paste their volcano artifact in Microsoft Word. And save the file with their name and then an underscore and the name of the type of volcano they created.

    Select Materials I chose cosmeo.com brain games virtual volcano because its user friendly and it allows the students to collaborate with one another since they are all on the same webpage and viewing the same information and images needed to achieve their learning objectives of being able to build their three volcano artifacts.

     

    Utilize Technology, Media, and Materials

    Preview the Technology, Media, and Materials I play the role of the narrator for the volcano animation Jing screen capture I made to present this lesson to students.. This will be a 3 minute Instructive Illustrations of three types of volcanoes lesson.

     

    Prepare the Technology, Media, and Materials. I prepare the lesson instructions and rubrics for this lesson. I am the conversational “voice explaining the [various animations] taking place on the screen”. This in turn allows receptivity of information within a learner’s “dual auditory and visual channels.” Moreover, through my presentation of a conversationalist style of narration this utilizes a learner’s “temporal contiguity principle” and “modality principle” of learning. All in which brings forth deeper retention rates for material through working-memory demands of the learner through “multimedia theory” of lesson presentation (Miller 2014).

     

    Prepare the Environment. I check the classroom’s computers and the school laptop to ensure the internet connections are functional and that the Microsoft Office software is loaded on all machines. I also hand out to students the instruction sheet and rubric.

     

    Prepare the Learners. I provide a brief overview of my Jing presentation for student understanding. In which provides a frame of reference for what students will be viewing, and purpose for viewing.

     

    Provide the Learning Experience. My brief overview also provides students with an explanation on how the lesson activities are structured, so students can have a cognitive preview of the learning experience this lesson provides.

     

     

    Require Learner Participation

    Student Practice Activities. The students use computers, the internet and students are encouraged to work in groups or with partners, or even individually. This volcano building lesson activity provides a engaging way for students to learn why volcanoes have different shapes. After students have created a screen view artifact for each of the three types of volcanoes, students then will submit their assignment to me their screen view Microsoft Word volcano artifacts doc via email to Fred Flintstone@BA.edu

    .

     

    Feedback. I will be providing ongoing feedback to the students as needed while they are creating their volcanoes. Students use rubrics to check for all included criteria for their three volcano artifacts.

     

     

     

     

    Evaluate and Revise

    Assessment of Learner Achievement. I will use a rubric to assess each student's volcano.

    The rubric assesses demonstration of content knowledge, as seen in the students' ability to create a screen view artifact for each of the erupting volcanoes they created.

     

    Evaluation of Strategies, Technology, and Media. I will evaluate each students’ volcano artifacts to determine the degree students have met the learning objectives. I will also communicate to students when identifying and areas of needed improvement.

    Revision. I will review all the information collected from the evaluation of the lesson strategies, and will provide lesson feedback when appropriate.

     

     

     

     

    Please Note: In addition to our text and CPALMS I used these sources for creating this lesson plan. Since there was no reason to re-invent the wheel there are portions of my ASSURE lesson plan that are a copy and paste. I took those areas from the below links, and I also altered the context to fit my lesson for these projects.

     

    Gordon, N. Curriculum Teaching and Technology. Retrieved from

    https://ng348.wikispaces.com/file/view/Gordon+ASSURE+model+lesson+plan.pdf

     

    NETS-T-1, Facilitate and Inspire Student Learning and Creativity. Retrieved from

    http://people.umass.edu/pelliott/reflections/reflections/netst1.html

     

    ISTE Standards Teachers. Retrieved from

    https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

     

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