Project Proposal
Project Proposal:
Earth Materials: Rocks and Minerals Research Project for Third Grade
For my final project, I will expand on a topic I started researching/planning in my SLM course last semester. The topic is rocks and minerals, within the Earth Materials field of study in science. Applying the grounded approach to using technology in the classroom, following the approach set forth by Judi Harris and Mark Hofer, the technology aspect is chosen last during the planning of instruction (2009). The first step in the grounded tech integration begins with the learning goals.
This year, my school is starting to use standards-based grading, and using a reading curriculum that is almost 10 years old, we have found that the informational text lacks and there is a need for supplemental informational text. The English Language Common Core State Standardskey design consideration within the introduction explains how there is more emphasis on informational text to better prepare learners to be college and career ready. As opposed to previous standards, the Common Core standards call for a 50/50 split between literature and informational text. Another challenge is finding the time for science and social studies instruction, with most minutes of the day mandated to reading, writing, math, and RTI (Response to Intervention- for both reading and math). Creating a project that would provide additional exposure to informational text, further learning in science where daily instructional time is minimal, and have students analyze the articles to respond to higher order thinking questions, would provide a resource that targets a variety of standards and learning goals.
This project is targeted for a third grade class and aligns with the Next Generation Science Standards (NGSS) Science and Engineering Practices 6 (constructing explanations and designing solutions), 7 (engaging in argument from evidence), and 8 (obtaining, evaluating, and communicating information). Since this project is cross-curricular, it also aligns with English Language Arts Common Core State Standards(ELA CCSS) 3.RI.1 (ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers), 3.RI.3 (describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect), 3.RI.5 (use text features and search tools e.g., key words, sidebars, hyperlinks to locate information relevant to a given topic), 3.RI.7 (use information gained from illustrations e.g., maps, photographs and the words in a text to demonstrate understanding of the text e.g., where, when, why, and how key events occur), 3.W.7 (conduct short research projects that build knowledge about a topic) and 3.W.8 (recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories).
The project will include the teacher introducing the topic, students conducting research on the topic, and ending with the students working in a group to collaboratively create some type of presentation of the topic. The students will create a presentation as their final product about rocks and minerals would allow the project to also align with ELA CCSS 3.W.2 (write informative/explanatory texts to examine a topic and convey ideas and information clearly), 3.W.2.A (introduce a topic and group related information together; include illustrations when useful to aiding comprehension), and 3.W.2.B (develop the topic with facts, definitions, and details).
Having thought about the learners first, there are some educational tools that I have thought about as well. This project will utilize the use of Chromebooks (or desktops, laptops, or iPads) for the students to access sites for research. Most of the research will be conducted in databases through UDLibSearch. The devices will also allow the students to collaborate and create their presentation as their final product (i.e. Google Slide, Prezi, Powtoon). With the students utilizing technology, the project will also align with ISTE student standards 2c (demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property), 3a (plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits), 3c (curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions), 6a (choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication), 6b (create original works or responsibly repurpose or remix digital resources into new creations), 6c (communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations), 6d (publish or present content that customizes the message and medium for their intended audiences), and 7c (contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal).
The project assumes that the intended audience of third grade students are already capable of basic use of either a computer, laptop, Chromebook, or iPad. Students should be able to independently access the internet and online encyclopedia/journal databases and know how to conduct searches within the databases. The students are encouraged to have Google accounts to access the G Suite in order to save articles from their database research into their drive, as well as use the G Suite to work collaboratively on their group presentation. Alternatively, should the students decide to use Prezi or Powtoon as their platform for their presentation, then the student, in addition to the teacher, should have familiarity and accounts with those sites as well.
The project will start with the teacher providing students background information about geologists and basic information about rocks and minerals. The resources for this section will be from the online Britannica School Elementary database. There are articles in addition to videos that will be viewed. The articles are available in multiple lexile levels and also have the ability to be read aloud to the student, as opposed to the student reading it him/herself. Allowing these multiple means of the representation, supports the Universal Design for Learning, as explained in Universal design for learning: Theory and Practice (Meyer, Rose, Gordon, 2014). The next part of the project asks for the students to conduct their own research on rocks and minerals. There will be guiding questions for the teacher to provide the students. The project will also provide the teacher with links to articles and websites that would help the students complete their research. Depending on the abilities of the students in the classroom, and their prior knowledge of being able to identify credible sources, the teacher can choose to let the students only use the provided sources, have the students search for sources on their own, or have the students search on their own and supplement with the provided sources as needed. The project will culminate with the students collaboratively working in groups to create a presentation for their peers about their research. Guidelines and guiding questions will be provided for the teacher to use for the expectations of information to be included in the presentation. Relating the technology use within the TPACK framework, as explained in “What is Technological Pedagogical Content Knowledge?”, the first part of the project with the teacher utilizing the online Britannica School Elementary database resources demonstrates a knowledge base in the content knowledge and technological content knowledge (Koehler & Mishra, 2009). The use of specific online databases and sites that will be provided to the students to best assist with their research for the second part of the project exhibits the use of pedagogical content knowledge. Providing the students with the choice of certain platforms to create their presentations, which would best suit the needs of this project, for the final part of the project models the use of technological pedagogical knowledge. After reflecting on the technology use within this project through the TPACK framework, the technology has been integrated in way to creatively create interactions among all three main components.
Every public-school district in the state of Delaware, has access to the University of Delaware’s UDLibSearch. This allows the access to a multitude of online encyclopedia, magazine, and journal databases. One difficulty would be gaining access to some of the resources that are utilized in this project if there isn’t already access to these databases, or if the state discontinued the funding for this access.
When completed, there would be many student successes with the project. The students would have demonstrated digital citizenship, knowledge construction, creative communication, and global collaboration. The students would have also exhibited their knowledge on earth materials, in addition to their comprehension of informational text. Furthermore, students would have also shown their informational writing abilities and verbal speaking skills with the final presentation.
References:
Harris, J., & Hofer, M. (2009). Grounded Tech Integration. Learning and Leading with Technology,September/October, 22-25. Retrieved January 20, 2018, from https://files.eric.ed.gov/fulltext/EJ859576.pdf.
English Language Arts Standards » Introducation » Key Design Consideration. (n. d.). Retrieved January 20, 2018, from http://www.corestandards.org/ELA-Literacy/introduction/key-design-consideration/
NGSS Lead States, (2013). Next Generation Science Standards: For States, By States. Retrieved from https://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf
National Governors Association Center for Best Practices, Council Chief State School Officers. (2010). Common Core State Standards for English Language Arts: Grade 3. Retrieved from http://www.corestandards.org/ELA-Literacy/W/3/
ISTE Standards for Students: A Practical Guide for Learning with Technology. (2017). Arlington, VA: International Society for Technology in Education.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal Design for Learning. In Universal Design for Learning: Theory and Practice (pp. 48-57). Wakefield, MA: CAST Professional Publishing. Retrieved January 20, 2018, from http://www.cast.org/our-work/publications/2014/universal-design-learning-theory-practice-udl-meyer.html
Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge/