As of September 30, 2005, the North Central Regional Technology in Education Consortium is no longer in operation.
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Information available at http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm
During the field trip or when viewing wetland images, have students carefully record all they observe: energy sources, nonliving components, plants, and animals.
After completing an Observation Form, ask students to think about what things may be present in the wetland ecosystem that they were not able to see. Record their responses in a T-Chart as shown below.
Example:
| Plants | Animals |
| cattails | frogs |
When assigning the journal, explain to students that their journal entries will be scored on a five-point scale. They will be rated in three areas: completeness of information, accuracy of information, and the presence of source citations. (Note: You also may want to have students identify which station they were in when they located the information and the date on which they located it.) It is helpful to show students examples of good and bad journal entries.
Sample Scorecard:
| 1 | 2 | 3 |
| The journal contains less than two days of data entries. | The journal contains data entries for two to three days. | The journal contains journal entries for four or more days. |
| The journal entries contain many errors. | The journal entries contain some errors. | The journal entries contain few, if any, errors. |
| No sources were cited. | Some sources are cited, but citations are incomplete. | All source citations are complete and accurate. |
Sample Classroom Checklist Rubric:
| Skill | Exceeds Expectations | Meets Expectations | Does Not Meet Expectations |
|---|---|---|---|
| Accessing information | Opens a Web browser. Locates Web sites using URLs, bookmarks, hotkeys, and keyword searches. | Opens a Web browser. Locates Web sites using only bookmarks and hotkeys. | Cannot open a Web browser without help. Needs help locating Web sites. |
When assigning the Team Data Mobile, discuss with students the criteria you will use to score their mobiles: creativity and appearance, amount of data represented (quantity), and accuracy of data represented (quality). Show them a sample of a good mobile.
Discuss with students the criteria that will be used to score their multimedia presentations and, if possible, share an example of a good presentations. The criteria should include visual presentation (e.g., use of colors and type size), effective use of graphic images and sounds, how well the presentation meets its goal of informing the audience about a specific issue, and the number of HyperStudio cards used in the presentation. (Note: At minimum, each presentation should have one card per team member plus a title card, solution card, bibliography card, and author credit card.) Using these criteria, students will score their own presentations plus the presentation of one other team. The teacher should score all presentations.
Have students collect artifacts, journal entries, and personal reflections throughout the unit-from the brainstorming activity to the final multimedia presentation-in a portfolio. At the end of the unit, as them to select and submit examples of their work, including:
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