Discussion topic: The life of the Poggle is fair.

Background:  Recall from our readings that the Poggle has a symbiotic relationship with the Silver Spiders.  The spiders provide seeds for the Poggle, the Poggle eats the seeds and gets nice and fat, the spiders bring him to the queen to be killed and used to incubate her eggs. 

Exemplar sample discussion:

Sara: THAT POOR LITTLE GUY, HE IS SO CUTE AND THIS IS SO UNFAIR.  

This post shows no knowledge acquired from the reading, is not setting up any further discussion and she uses all caps which is an online no no.  The post lacks substance and contributes next to nothing to the conversation.

Morgan: As the readings explained on page 18 paragraph three, the Poggle is under no restraints to stay.  His life among the spiders if voluntary.  Besides the Poggle gains a food source without having to do anything for it.  Sara-Do you think that if the Poggle wasn't a furry little mammal that it would be more fair, does cuteness always play a role? (and don't forget to use caps sparingly)

 I am wondering if the Spiders are getting a fair deal because they have to do all the work to supply the lazy Poggle with food.  What do you guys think?

This second post demonstrates an understanding of the readings, adheres to online protocol as well as reminds others about it.  She responds to her classmate and poses a further question for the group that advances the conversation.  Morgan took time to respond thoroughly and thoughtfully.

CATEGORY	Exceeds Expectations 10	Meets Expectations 9   8   7	Developing to Expectations 6    5    4	Well Below Expectations   3     2     1	score
Knowledge and understanding	very clear that readings were understood and incorporated well into responses	readings were understood and incorporated into responses	postings have questionable relationship to reading material	not evident that readings were understood and/or not incorporated into discussion
Contributions	Shared helpful ideas that lead the discussion and makes a strong effort to contribute.	Shared helpful ideas. Clearly strives to participate.	Sometimes shares helpful ideas. Makes the required effort to participate but no more..	Shared very few helpful ideas. Participates minimally or not at all.
Timely discussion contributions	5-6 postings well distributed throughout the week	4-6 postings distributed throughout the week	3-6 postings somewhat distributed	2-6 not distributed throughout the week
Adherence to on-line protocols	all online protocols followed as well as reminded others	All online protocol was adhered to	Some online protocols not adhered to	Many online protocols not adhered to
Total Rubric score

David Ciarla

06/16/15

1. Lesson Foundation

Lesson title: Adaptations Performance Task

Unit Title: Future Adaptations                                         Lesson sequence: culminating project

Grade Level: Fifth grade                                              Time allotted: 6-8 weeks (30 min. daily)

Subject Area: Science and Literacy

Standards:  

CCSS.ELA-LITERACY.RI.5.3

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

S:ESS1:8:2.2 Use geological evidence provided to support the idea that Earth’s crust/lithosphere is composed of plates that move.

S:LS3:4:1.2  Provide examples of how an organism’s inherited characteristics can adapt and change over time in response to changes in the environment.  

Big Ideas:

• Earth’s landforms are changing and constantly being shaped
• Changes can happen abruptly or over time
• Climate is dependant upon the location
• The composition of the Earth below the surface causes change.

Essential Question:  How will the changing face of the Earth affect the animals of our planet?

The Task       Objective one (Formative task): Given a future Earth scenario and a present day animal, students will describe how the creature will survive in the future. Students will explain how it is specially adapted to survive in the biome created by the shifting earth. Objective two (Summative task): Students will create a visual presentation of the animal they create that is specially adapted to a chosen biome. The visual will include a poster board display as well as a 3D model. Objective three (Summative task):  Given an audience of peers, students will effectively explain the need for specific adaptations and the reasons behind the change in the biome as it relates to shifting of tectonic plates. Exemplars

  Excellent presentation

Developing toward expectations

Checklist

Tasks   Did you…..	yes it is done	yes and it is my best
take notes while watching the continental drift video
read about 3 or more biomes on the WebQuest
take notes about the biome you have chosen
fill out the adaptations table
create a display that meets all requirements
create a 3D model that meets all requirements
practice your presentation and get peer feedback

Rubric

CATEGORY	Exceeds Expectations 4pts.	Meets Expectations 3pts.	Developing toward expectations 2pts	Well Below Expectations 1pt.
Knowledge Gained	All questions related to facts and processes used to create the creature are clearly displayed in the final product.	Student can accurately answer questions related to facts and processes used to create the creature.	Student can accurately answer some of the questions related to facts and processes used to create the creature.	Student appears to have insufficient knowledge about the facts or processes used to create this creature.
Attractiveness	The final product is exceptionally attractive in terms of design, layout, and neatness.	The final product is attractive in terms of design, layout and neatness.	The final product is acceptably attractive though it may be a bit messy or missing a part.	The final product is distractingly messy or very poorly designed. It is not attractive.
Labels	All items of importance on the project are clearly labeled in a way that enhances the look of the project.	All items of importance on the poster are clearly labeled.	Some items of importance on the poster are clearly labeled.	Labels are too small to view OR not enough important items were labeled.
Content - Accuracy	All facts about the biome are accurate and thorough.	All facts about the biome are accurate.	One or two inaccurate or unverified facts are used.	Several facts are inaccurate or unverified.
Originality	The project reflects an exceptional degree of student creativity in their creation and/or display.	The creature you created was one of a kind.	Your creature is not that much different than the creatures we have seen.	The creature is nearly the same as creatures we have seen.
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.	Did not use class time to focus on the project OR often distracted others.
Sources	In addition to the links provided your project uses information from additional websites.	You used all the links provided to you to research your project.	You only used one of the sites to research your facts.	You did not get your information from any sources.
Total Rubric Score:

II. Lesson Body

Introduction:  

           Humans will not be around forever. When we are gone who will take our place? What will the Earth be like and which species will adapt to the changes the best. During this WebQuest adventure you will have a chance to learn about the processes that continuously change the Earth and those that will reshape the Earth in the future. You will study plate tectonics, biomes, and animal adaptations in order to understand what the future will bring.

Teaching Procedures:

• Watch clips of The Future is Wild documentary to introduce the future animals concept
• Guide students to the WebQuest where they will follow instructions to
• watch a video explaining continental drift video
• read about three different biomes
• take notes on these biomes
• choose one to study further
• identify a present day animal they would like to work with
• list the adaptations it will need to survive in the future biome
• Lesson on identifying key information for a poster board
• Students will work independently on their poster boards
• demonstrate how to paper mache a 3D animal
• students independently create 3D models

Closure: Students will present projects to other classes scheduled throughout the day.

III. Lesson Essentials

Differentiated Learning:

• Content: By using the WebQuest model, the students will be able to navigate through a learning path that is specific to their needs.
• Process: Student choice will allow each student to choose a biome and animal that meets both their interest and ability level.  For example, it may be easy to adapt a fish to a future biome since it will likely still be in the ocean, but adapting an alligator to an arctic climate may be more difficult.
• Product: The students will have the opportunity to demonstrate their learning in many different ways: verbally (presentation), written (adaptations template), creative (3D model), and with a visual presentation.
• Learning Environment: The students will have the opportunity to work on the computer, in pairs, small group, on paper and to work hands-on with the 3D model.

Materials:

Technology

The Future is Wild webpage: www.thefutureiswild.com

The Future is WIld DVD

My WebQuest

TeacherTube videos on continental drift and biomes

Supplies

poster boards

flour

paint

various cups, pipe cleaners etc.