Developing an Interpretive Walking Trail of School Grounds Patty McGinnis ED TECH 542: Project-Based Learning July, 2010
Developing an
Interpretive Walking
Trail of School
Grounds
Patty McGinnis
ED TECH 542: Project-Based Learning
July, 2010
Developing an Interpretive Walking Trial of School Grounds Patty McGinnis
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Table of Contents
Project Theme …………………………………………………………………………..3
Content Standards……………………………………………………………………….4
Key Skills and Habits of Mind………………………………………………………….6
Objectives……………………………………………………………………………….7
Products…………………………………………………………………………………8
Knowledge and Skills Needed for the Wiki Page……………………………………..10
Assessments……………………………………………………………………………11
Individual Learning Log……………………………………………………………….12
Checklist: Self Assessment of Research and Work Habits………..…………………...13
Teacher Rubric for Student Research and Work Habits……………………………….14
Checklist: Self Assessment of Wiki……………………………………………………15
Teacher Rubric for Student Wiki Page…………………………………………...……17
Group Learning Log……………………………………………...……………………19
Peer and Self Evaluation for Land Use Project………………………………………..20
Entry Scenario…………………………………………………………………………21
Introductory Letter…………………………………………………………………….22
Internet Based Activity………………………………………………………………..23
Timeline……………………………………………………………………………….25
Accommodations for Students with Special Needs…………………………………...26
Reflection and Evaluation……………………………………………………………..28
Culminating Event…………………………………………………………………….29
Tool for Project Evaluation …………………………………………………………..30
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Project Title: Developing an Interpretive Walking Trail of School Grounds
Teacher: Patty McGinnis
School: Arcola Intermediate School, Eagleville, PA
Grade level(s): 6-8
Subjects: Science, Geography, Reading, Technology
Project Theme:
Students will design and create an interpretive walking trail of school property. Students will be
engaged in using critical thinking skills while simultaneously understanding relationships
between concepts. Providing students an opportunity to experience field work is essential to
fostering an understanding and appreciation of our natural world; particularly critical if we are to
expect the next generation to act as stewards of this planet.
Students will research past and current land use and man’s impact on the land in northeastern
Pennsylvania by examining the history of the land where the school sits. Students will be tasked
with laying out a walking path and finding appropriate locations on the 74-acre school property
in which to discuss the following topics:
Forests
Forests as Renewable Resources
Threats to Forests Today
Farming
Neighborhoods and Their Effect on Ecosystems
Watersheds
Each student will create a page on a class wiki that addresses an aspect of his/her group’s
subtopic and how it is related to land use (past or present) on school property. Wiki pages may
contain podcasts, pictures, and/or text. All sources will be cited in MLA format on the individual
wiki page. Each group will then work together to write a podcast that summarizes the
information from the individual wiki pages and explains how that information is related to land
use (past and/or present) at Arcola. The class will create a map in Google Maps that contains a
suggested walking trail and several points of interest that are “clickable.” Each point of interest
will be linked to individual student wiki pages and/or podcasts so that the reader can learn about
past and present land use of the local area.
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Content Standards
Content
Area
Sub Category Type Standard
Number
Description
Science &
Technology
Technological
Devices
State 3.7.7 D and
3.7.7 E
Apply computer software to solve
specific problems; Apply basic on-
line research
techniques to solve a specific
problem
Environment
and Ecology
Watersheds
and Wetlands
State 4.1.7 A Understand the role of the
watershed.
• Identify and explain what
determines the boundaries of a
watershed.
• Explain how water enters a
watershed.
• Explain factors that affect water
quality and flow through a
watershed.
Environment
and Ecology
Renewable
and
Nonrenewable
Resources
State 4.2.7A and
4.2.7 B
Explain how plants and animals
may be classified as natural
resources; Identify renewable
resources and
describe their uses
Environment
and Ecology
Environmental
Health
State 4.7.7 B and
4.3.7 C
Identify land use practices and their
relation to environmental health;
Explain biological diversity
Environment
and Ecology
Agriculture
and Society
State 4.4.7 A and
4.4.7 C
Compare different environmental
conditions related to agricultural
production, cost and quality of the
product; Identify the plants and
animals that
can be raised in the area and
explain why
Environment
and Ecology
Ecosystems
and their
Interactions
State 4.6.7 A and
4.6. 7 C
Explain a change in an ecosystem
that relates to humans; Explain how
specific organisms
may change an ecosystem
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Environment
and Ecology
Threatened,
Endangered,
and Extinct
Species
State 4.7.7. A Describe diversity of plants and
animals
in ecosystems; Select an ecosystem
and describe
different plants and animals that live
there; Identify adaptations in plants
and
animals; Identify natural or human
impacts
that cause habitat loss; Explain
natural or human actions in
relation to the loss of species;
Explain how habitat loss can affect
the interaction among species and
the population of a species; Analyze
and explain the changes in an animal
population over time; Explain how a
habitat management
practice affects a population
Environment
and Ecology
Humans and
the
Environment
State 4.8.7 C and
4.8.7 D
Explain how a particular human
activity has changed the local area
over the years; Explain how human
activities and
natural events have affected
ecosystems
Math
Anchors
Apply
appropriate
techniques,
tools, and
formulas to
determine
measurements
State M7.B.2.2 Interpret and/or apply scales shown
on maps, blueprints, models, etc
Reading
Anchors
Understand
nonfiction
appropriate to
grade level
State R7.A.2.1.2,
R7.A.2.3.2.,
and
R7.A.2.5.1
Identify and /or apply meaning of
content-specific words used in text;
Cite evidence from text to support
generalizations; Summarize the
major points, processes, and events
of a non fictional text as a whole
Social
Studies
Standards
NA State 7.4.3.A.1
and
7.4.3.B.2
How people depend on, adjust to and
modify physical systems on a local
ecosystem; Ways humans change
local ecosystems (e.g., land use,
dams and canals on waterways,
reduction and extinction of species;
Identify the impacts of people on
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physical systems
Social
Studies
Standards
NA State 7.1.3.A.2 Geographic representations to
display spatial information: maps
Key Skills
Effective Communication: Teaming, collaboration, and interpersonal skills
Digital Age Literacy: information literacy
High Productivity: ability to prioritize, plan, and manage for results
Workplace skills:
Interpersonal skills
Information
Foundation Competencies:
Basic Skills: Reading, Writing
Thinking Skills
Habits of Mind Persisting
Managing Impulsivity
Striving for Accuracy and Precision
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Objectives
Forests
Use a dichotomous key and field guides to identify common Pennsylvania trees
Identify the roles organisms play in a food chain
Explain the interactions that occur between organisms in an ecosystem
Explain succession in an abandoned field
Forests as Renewable Resources
Explain how forests are a renewable resource and give examples of how we use wood
and wood products
Compare/contrast clear cutting to selective cutting forestry practices
Compare hardwoods and softwoods
Describe land reclamation
Threats to Our Forests of Today
Discuss the impact the white-tailed deer has had on Pennsylvania’s forests
List several species of invasive insects and plants that have negatively impacted
Pennsylvania’s forests and their effect
Describe methods of utilizing integrated pest management to control invasive pests
Explain deforestation and its impact on forests
Farming
Discuss the negative affects that agriculture (particularly from pig farms) have on local
waterways (describe the effect animal wastes can have in a water ecosystem)
List several ways that change land (mining, farming, development) and describe their
effect on natural ecosystems
Describe problems that occur when soil is not managed properly (erosion, nutrient
depletion)
Describe or draw a visual of the nitrogen cycle
Neighborhoods and Their Effect on Ecosystems
Discuss the effect of habitat fragmentation and habitat loss on wildlife
Discuss the importance of biodiversity and list approaches to protecting biodiversity
Construct a food web that might be found on Arcola’s property and explain the transfer
of energy that occurs at each level
List several species of invasive plants that have escaped from gardens and
neighborhoods to negatively impact Pennsylvania’s forests
Watersheds
Construct a diagram of the water cycle and list ways that the average person can reduce
their water consumption
Compare non-point and point-source pollution and list ways of reducing non-point
source pollution
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Explain the effect impervious surfaces have on watersheds (increased sediment, run-off,
and non-point source pollution)
Name the watershed the they live in and describe the path a drop of water might take as
it travels from Arcola to the Atlantic Ocean
Products
1. Individual Student Research notes and Time Management (see rubric)
Criteria:
Research notes are descriptive and detailed and written in students own words
Student remains on task during class time
Student cooperates with group members
Sources are cited properly in MLA format
2. Individual Student Wiki Page (see rubric)
Each student will create a page on a class wiki that addresses an aspect of his/her group’s
subtopic. Wiki pages may contain movies, podcasts, pictures, and/or text. All sources will be
cited in MLA format on the individual wiki page
Criteria:
Contains information that is properly cited in MLA format
Content is correct, detailed, and written at a 7th grade level
Visually appealing
Incorporates either podcasts, video, or pictures in addition to text
3. Group Podcast and Class Google Map
Each group will work together to write a podcast that summarizes the information from the
individual wiki pages. The class will create a map in Google Maps that contains a suggested
walking trail. Groups will determine several points of interest and add “clickable” pins to the
map. Each point of interest (pin) will be linked to individual student wiki pages and/or podcasts
so that the reader can learn about past and present land use of the local area. Group podcasts will
be merged into a class podcast that will be available for downloading.
Criteria:
Podcasts are informative and clearly cite the link between researched topics and land use
at Arcola
Podcasts are clear with no extraneous noise
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Podcasts sound professional and rehearsed
Each student participates in the podcasts
Pins on Google map open properly to linked wiki page or podcast
Pins on Google map cover all aspects of group’s sub topic
Information on Google map pins act to educate past and present land use of the local
area
4. Individual Reflective Journal/Student Learning Log
Criteria:
Contains two entries per week
Entries are dated
Proper grammar, including complete sentences
Includes accomplishments and items of concern
Includes personal reflection about how student feels about their progress
5. Leaf Collection
Criteria:
Contains 12 leaves
Leaves are properly identified with common and scientific name
Includes range map and a description of how the wood is used
Neatly done and completed on time
6. Outlines, summaries, questions and/or quizzes related to readings in textbook
Criteria:
Responses are correct, complete, and detailed
Quizzes are passed with 70% or higher
7. Group Learning Log
Tasks accomplished
Tasks yet to be accomplished
Any difficulties encountered
A plan for solving difficulties
Peer assessment for each group member
8. Teacher Observation
student time on task
student understanding of concepts
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Knowledge and Skills Needed for Individual Student Wiki Page
Each student will create a page on a class wiki that addresses an aspect of his/her group’s
subtopic. Wiki pages may contain podcasts, pictures, and/or text. All sources will be cited in
MLA format on the individual wiki page. The knowledge and skills necessary for successful
product completion are listed in the table below.
KNOWLEDGE AND SKILLS NEEDED ALREADY
HAVE
LEARNED
TAUGHT
BEFORE
THE
PROJECT
TAUGHT
DURING
THE
PROJECT
How to research effectively using the
internet
X
How to cite in MLA format (hopefully this
will be introduced by the English teacher)
X
How to utilize class time wisely and
cooperate with others
X
How to navigate and add items to a wiki X
How to reflect in a journal and use a self-
evaluation form
X
How to use Audacity software to create a
podcast
X
How to upload a podcast to a wiki X
How to make a movie using RCA mini
camera and upload it to a wiki
X
How to upload a movie to a wiki X
How to self-evaluate their work X
Project tools
Daily goal sheet
Journal
Task lists
Direction sheet for how to use wikis,
podcasts, and mini camera (posted online)
Self Evaluation form
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Assessments
Assessments that Will Occur Early in the Project
Groups will be assigned to a specific sub group and will be expected to assign topics to
individual group members. Groups will submit a list of research topics and identify which
students will research them. A K-W-L chart will be created by each group at the beginning of
the project to determine what students know about land use and what they would like to know.
The charts will remain on the wall throughout the project with students invited to write items
under the “Learned” portion of the chart as they master new content.
Assessments that Will Occur During the Project
Individual Student Assessments
Work habits and cooperation with group members
Research notes and citations in MLA format
Outlines, summaries, questions and/or quizzes related to readings in textbook
Leaf Collection
Reflective Journal
Group Assessments
1. Bi-weekly group learning log that will include
Tasks accomplished
Tasks yet to be accomplished
Any difficulties encountered
A plan for solving difficulties
Peer assessment for each group member
2. Teacher Observation of Group Dynamics
Assessments that Will Occur at the End of the Project
1. Individual Wiki Page
2. Group Product and Class Google Map
3. Peer and Self Evaluation for Land Use Project (see document)
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Individual Learning Log Name: _____________________________________________
Directions: Write two entries for each work. In your log, include anything you have
accomplished related to the project as well as items of concern. Include a personal reflection that
states how you feel about your progress. Be sure to date each entry and to use proper grammar
and complete sentences. Logs will be collected weekly.
Today’s Entry (date): _______________________
Today’s Entry (date): _______________________
Today’s Entry (date): _______________________
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CHECKLIST: SELF ASSESSMENT OF RESEARCH and WORK
HABITS
Student Name:______________________________________________________
CATEGORY RESPONSIBILITIES
Background Research I used a variety of helpful resources.
I used information from textbooks.
I used internet resources.
I found recent materials so my information is up-to-date.
I used only reliable resources.
I used resources that listed facts.
I collected enough information to get a good understanding
of my topic.
I wrote down where I got each piece of information.
I correctly cited all resources used in the final project.
Cooperative Work I worked well with my group members.
I showed respect and support for fellow team members.
I listened to my group's ideas.
I did my share of the work.
I contributed both time and effort.
I helped us succeed.
My work made this project better.
Relating Concepts I know how this project relates to what we are studying.
I know how this project relates to history.
I know how this project relates to business or technology.
I know how this project relates to our community.
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Teacher Rubric for Student Research and Work Habits
Exceptional Good Average Needs Work
Work
Habits
On task
throughout
project,
cooperative
with partners,
serious attitude
displayed
Student worked
cooperatively
and
industriously
for the majority
of the project
time
Needed
reminders to
stay on task
and/or did not
always use time
wisely or did
not work well
with peer
Off task
throughout
project and/or
unfocused or
wasted time or
did not
cooperate with
peers
Research
Quality
Notes are
accurate,
detailed and
complete and
in own words
Notes are
accurate but
lack some
details.
Notes lacking in
many details
Notes are very
sketchy or
incomplete in
some cases or
copied from
source
Citation
of
Sources
More than 3
sources used;
sources are
cited properly
in MLA format
More than 3
sources used
but there may
be a minor
problem with
citation
3 sources used;
sources may
have minor
problems with
citation
Fewer than 3
sources used
and/or major
problems with
citation exist
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Checklist: SELF- ASSESSMENT OF WIKI
Student Name:_____________________________
CATEGORY RESPONSIBILITIES
Appearance Text areas and graphic areas are balanced.
The background does not compete with the text or
graphics.
Titles and headings are easy to distinguish from other text.
Sounds and music are easy to hear.
Media Use I used video clips in my presentation.
I used photographs in my presentation.
I used other's art, animations, or effects in my
presentation.
I used voice-overs or sounds to enhance the presentation.
The media I chose is related to the content of the
presentation.
The media I chose adds to the user's understanding of the
presentation.
The media I chose adds to the user's interest in the
presentation.
I used media in accordance with copyright.
I cited media in the required format.
My media does not distract the user.
Media is balanced appropriately with text.
Navigation Users can find their way easily through my project.
Users can backtrack or stop the presentation if they desire.
The navigation tools are easy to see and click on.
Users can turn off sound or music if they desire.
Organization I made an outline or storyboard to organize my thoughts and ideas.
Developing an Interpretive Walking Trial of School Grounds Patty McGinnis
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My presentation was a clear explanation of a topic.
My presentation had a clear answer to a research question.
I organized my thoughts and ideas in a meaningful way.
My organization was easy for others to follow.
I included a meaningful title slide.
I included a date and author slide.
Preparation I planned my time wisely to assure access to needed materials.
I prepared a clear topic and subtopics to cover.
I thought about questions I needed to answer in my
presentation.
I thought about things I wanted to find for my presentation.
I used feedback from others to refine my topic, subtopic,
and details.
I thought about what materials and equipment I would
need for the presentation.
I made a timeline of when major parts of the presentation
would be done.
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Teacher Rubric for Student Wiki Page
Exceptional Good Average Needs Work
Work Habits On task
throughout
project,
cooperative with
partners, serious
attitude displayed
Occasionally off
task or displaying
silly attitude
Needed reminders
to stay on task
and/or did not
always use time
wisely or did not
work well with
partner (s)
Off task
throughout project
and/or unfocused
or wasted time or
refused to work
with partner (s)
Responsibility Cleaned up each
day without
reminders, did
not forget to
bring supplies or
paperwork;
displayed
excellent
organizational
skills
Cleaned up with
reminders and/or
slightly
disorganized
approach to work
Inconsistent at
cleaning up
supplies and
paperwork;
disorganized
approach to work
Left papers or
equipment out on
numerous
occasions; very
disorganized
Grammar and
Mechanics
Wiki is free of
grammatical and
spelling errors.
Text is well-
organized with
supporting details
A few minor
spelling errors
and/or
grammatical
errors and/or text
could be better
organized or
better supported
with detail
Several spelling
errors and/or
grammatical
errors that makes
work appear
unpolished and
sloppy
Product extremely
sloppy and/or
spelling and
grammatical
errors interfere
with readability of
wiki
Wiki Content Clear evidence of
connection to
content; frequent
references to facts
and properly
documented
resources.
Readers are likely
to learn from this
wiki.
Adequate
evidence of
connection to
content; clear
references to facts
and properly
documented
resources.
Readers can learn
from this wiki.
Some evidence of
connection to
content; a few
references to facts
and properly
documented
resources.
Readers find it
difficult to learn
from this wiki
No evidence of
relationship to
content; no
reference to facts
and properly
documented
resources. Readers
are not likely to
learn from this
wiki
Wiki
Appearance
Information flows
in a clear, logical
manner. Color
and graphics are
Information flows
in a clear, logical
manner. Color
and graphics are
Information is
presented in a
somewhat
confusing manner
Information is
presented in a
very confusing
manner and/or the
Developing an Interpretive Walking Trial of School Grounds Patty McGinnis
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used
appropriately
used
appropriately
are clear and
direct.
and/or use of
color and graphics
does little to
enhance wiki
page
use of color and
graphics distracts
viewer OR is not
included
Creativity The wiki shows
significant
evidence of
originality and
inventiveness.
The content and
ideas are put
together in an
original manner
and are based
upon logical
conclusions and
research
The wiki shows
some originality
and
inventiveness.
The content and
some of the ideas
are put together in
an original
manner and are
based upon
logical
conclusions and
research
The wiki is
unoriginal. It
merely
paraphrases other
people’s ideas,
products and,
images. There is
no evidence of
new thought or
inventiveness
Portions of the
wiki may be
copied from
others. There is no
evidence of new
thought
Sources All sources,
including pictures
and video, are
credited in proper
MLA format
All sources,
including pictures
and video, are
credited in MLA
format but minor
problems exist
with citation
All sources,
including pictures
and video, are
credited in MLA
format but many
problems exist
with citation
Not all sources are
credited and/or
MLA format is
not followed
Audio and
Visuals
Video, audio,
and/or 3-D
enhancements are
used educate
learners and
enhance the text.
Clips are long
enough to convey
meaning without
being too lengthy.
There is a good
balance between
the amount of
text and the AV
components.
Video, audio,
and/or 3-D
enhancements are
used educate
learners but may
used in place of
the text. In some
cases, clips are
either too long or
too short to be
meaningful. The
wiki is
predominantly
AV
Limited video,
audio, or 3-D
enhancements are
present; the wiki
is text-heavy.
No video, audio,
or 3-D
enhancements are
present or use of
these tools is
inappropriate
Grade/Comments:
Today’s Entry (date): _______________________
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Group Learning Log
Names of Groups Members:
_____________________________________________________________________
Today’s Date: _______________
You will be completing a group learning log each week. Please be as specific and honest as
possible regarding your answers. Use the back of the paper if necessary.
1. What tasks did you accomplish this week?
2. List the tasks you have yet to accomplish and who will be responsible for completing the
tasks
3. Describe any difficulties that were encountered this week and how they were resolved. If
they were not resolved, how do you plan to solve them?
4. Did each group member contribute equally? Support your answer with examples of how
they contributed or did not contribute their fair share of work.
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Peer and Self Evaluation for Land Use Project
Your Name: _______________________________________________
Sub Topic:_______________________________________________________
Part 1: Individual Assessment
Check the following statements that you AGREE with. Did you….
____1. Follow the teacher’s instructions?
____2. Contribute ideas and information?
____3. Help the group stay on task?
____4. Ask for help when needed?
____5. Give a consistent effort?
____6. Respect others at all times?
____7. Explain things to others?
____8. Do things on time?
____9. Do an equal share of the work?
____10. Do your best?
What was your contribution to the group?
How could you improve?
Part 2: Group Evaluation
Check the following statements that you AGREE with. Did your group…
____1. Follow the teacher’s instructions?
____2. Contribute ideas and information?
____3. Help the group stay on task?
____4. Ask for help when needed?
____5. Give a consistent effort?
____6. Respect others at all times?
____7. Explain things to others?
____8. Do things on time?
____9. Do an equal share of the work?
____10. Do your best?
What did you group do well?
How could your group improve?
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Part 3: Peer Evaluation:
Give each student in your group a grade (including yourself). Explain your reasons for
the assigned grade being as specific as possible
Name Grade Explanation
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Map the Project: Entry Scenario
1. Students will listen to the Acadia Hawk Watch audio cast on
http://home.nps.gov/news/release.htm?id=811. A class discussion will be held in
which students are asked
What kind of information was presented in the podcast?
What do you think was the purpose of the making the podcast?
Was the information interesting?
How was the information useful?
Who would use the information?
2. Teacher will show the instructional video on the Arkansas Post National
Memorial. A class discussion will be held in which students will be asked
1. What kind of information was presented?
2. What was the purpose of making the video?
3. How was the information useful?
4. When would someone use this video?
5. Who would be likely to use the video?
3. Independent assignment
Find one more podcast or video from the National Park Service site
(http://www.nps.gov/index.htm) to explore. Answer the following
How did the podcast or video hold your interest?
How could you use this technique to provide an informative tour of the
school ground?
What kinds of topics could you discuss?
Do you think that using podcasts and videos are an effective way to learn
new information?
How do these products help people who do not have the means to travel to
the location?
This will set the stage by introducing students to the concept of using podcasts and video
to create informative tours, similar to what students will be tasked with accomplishing.
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Map the Project: Introductory Letter
Dear Student,
Imagine this…your mom is watching your soccer team play a game against Spring Ford.
Things are pretty slow right now and you are currently sitting on the bench. Your little
brother is bored and wants to go for a walk. Mom decides to walk him around the school
but as she does so she listens to a podcast made by you and your friends that describes
how the land used to appear, how our current use of it is affecting our watersheds. The
podcast also helps mom to identify some common trees and discusses threats to
Pennsylvania’s forests. Did you know that Arcola Intermediate School sits on 74 acres? If
someone were to walk the perimeter of the school property, they would walk 2.75 miles!
Imagine the exercise you could get while learning about local land use.
Like the park rangers at the National Park Service, you will be researching, designing and
creating an informative podcast for visitors to Arcola Intermediate school grounds. Your
mission is to create an interpretive walking trail of the school grounds. Although you will
have specific information to research, you will be expected to apply your creative skills
to develop a product people will want to view online and download to their mp3 player.
Finally, as a class, we will create a map in Google maps that will be accessible online.
Sounds exciting, huh? Let’s get started!
Sincerely,
Mrs. McGinnis
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Map the Project: Internet-based Activity The entry scenario will involve students with listening to podcasts and examining movies
created by the National Park Service (http://www.nps.gov/index.htm). Further examples
of how podcasts can be used to educate people as they walk an interpretive trail can be
found at http://www.mobot.org/events/orchidshow/annualorchidshow_podcast.asp.
Students will be expected to explore this site to see how podcasts can be downloaded to
an mp3 player.
Entry Scenario
1.Students will listen to the Acadia Hawk Watch audio cast on
http://home.nps.gov/news/release.htm?id=811. A class discussion will be held in which
students are asked
What kind of information was presented in the podcast?
What do you think was the purpose of the making the podcast?
Was the information interesting?
How was the information useful?
Who would use the information?
2. Teacher will show the instructional video on the Arkansas Post National
Memorial. A class discussion will be held in which students will be asked
What kind of information was presented?
What was the purpose of making the video?
How was the information useful?
When would someone use this video?
Who would be likely to use the video?
3. Independent assignment
Find one more podcast or video from the National Park Service site
(http://www.nps.gov/index.htm)
to explore. Answer the following
How did the podcast or video hold your interest?
How could you use this technique to provide an informative tour of the school
ground?
What kinds of topics could you discuss?
Do you think that using podcasts and videos are an effective way to learn new
information?
How do these products help people who do not have the means to travel to the
location?
This will set the stage by introducing students to the concept of using podcasts and video
to create informative tours, similar to what students will be tasked with accomplishing.
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Manage the Process: Timeline
Flow Chart (Gliffy Link): http://www.gliffy.com/publish/2152361/
Activities Resources Timeline
Arrange for Field Trip to Sawmill; Call state
park for possible guest speaker
phone Week 1
Introduce Dichotomous Keys and Field Guides Field guides Week 1
Introduce Leaf Collection; practice keying out
and identifying leaves
Field guides Week 1
Introduce Project, Assign Groups; have groups
decide who is doing which topic
Handout with
research topics
Week 1
KWL chart Bulletin board paper
or construction paper;
one per group
Week 1
Introduce Research, paraphrasing, citing
(1 day)
Student handbook for
MLA format; laptop
lab
Week 2
Conduct Research (2 days) Laptop lab Week 2
Notes and MLA citations graded rubric Week 2
Enroll students in wiki and assign password;
students learn how to navigate wiki (1 day)
Laptop lab Week 2
Demonstrate how to make a podcast; practice
making podcasts and put them on the wiki (1
day)
Laptop lab,
demonstration
computer,
headphones
Week 2
Demonstrate how to make videos and
download them to computer and put them on
the wiki (1 day)
Laptop lab; RCA
mini cameras,
batteries
Week 2
Students practice podcasting and filming skills
(1-2 days)
Laptop lab; RCA
mini cameras,
batteries
Week 3
Students work on wiki (2-3 days) Laptop lab Week 3
Group members evaluate each others wiki
using rubric (1 day)
Rubric; laptop lab Week 4
Corrections/additions to wiki are made (1 day) Laptop lab Week 4
Groups create podcasts and discuss possible
walking paths (2 days)
Laptop lab Week 4
Class decides on a path around the school
using Google maps
Laptop lab Week 4
Demonstrate how to place a pin in Google
maps
Laptop lab Week 4
Students place a pin on the map which links
back to a page in their wiki
Laptop lab Week 4
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Teacher evaluates all student wikis and group
podcasts according to rubric
Rubric Week 5
Teacher makes wiki open to public; copies of
map are made and placed in a central location
at school for visitors to enjoy; Email is sent to
all parents, school board, and administration
advertising the walking tour; presentation of
project by a few select students is made to
Home and School Association meeting and
School Board meeting
communication with
Home and School
Association President
and School Board
President to get
placed on the agenda
Week 5
Students fill out self and group evaluations evaluation form Week 5
Groups present their podcast and individual
pages to class. Students follow up by reading
related material in text and answering
questions
demonstration
computer, texts
Week 5
Test on content test Week 6
Discussion is held regarding pluses and
minuses of project
Week 6
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Manage the Process: Making Accommodations for Students with
Special Needs
Preparations for Addressing a Diversity of Learners
In order to address the various learning styles and abilities that are present in the
classroom, the following preparations will be made:
A meeting with the team’s special education teacher will be held during which the project
will be discussed. At that time, modifications to the project and/or any additional
supporting documents will be discussed and developed. Although designed for special
education students, these modifications will benefit all students since they will address
the various learning styles that exist in the classroom. These may include
Extended time for assignments
A separate work space (the resource room) for students who need a smaller group
setting to accomplish their goals
Worksheets for students to organize notes
Modified assignments (for example: being responsible for finding and citing
fewer sources)
Providing a list of web sites of varying reading ability
Providing a list of web sites that may contain more sound, graphics and other
visuals
Assistance with finding appropriate web sites
Clearly worded and printed directions (with graphics) for how to podcast, use a
camera, and navigate the wiki
Providing a place for students to store work in the classroom to avoid work being
lost by disorganized students
Assist with team building for groups that have difficulty working together
Break assignments up into smaller numbers of item
Require frequent collection/checking of tasks and/or items
Providing a calendar posted in class and on class web site listing dates for
assignment and tasks to be completed
Allow for student choice when making the wiki or using various technologies
Provide a rubric or checklist and refer to it frequently; have it posted in a visual
spot in the classroom and on the class web site
Make sure students are comfortable with their group
Provide modeling and assistance to those groups having difficulty working
together
Collect Bi Weekly Individual Learning logs for frequent formative assessment
Conduct frequent Informal formative assessments/observations of groups
Hold teacher-led discussions at end of class periods at least twice a week to
discuss what went well, what is not going well
Involve students in making decisions
Provide choice in how they individual wiki will be developed and the types of
technology tools that can be utilized
Be flexible and open to making modifications to schedule and/or project
requirements if it is necessary
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Reflection and Evaluation
Students will reflect and evaluate the project in the following manner:
1. Small Group Discussions
Groups will be asked to make a poster listing things that went well, things that could be
improved, and any areas of confusion that need to be clarified. This will be followed by a
whole class discussion
2. Teacher-led Class Discussion/Debrief
The teacher will lead a discussion in which students will have an opportunity to describe
what they learned from the project and how they would change the project if they had an
opportunity to conduct a similar project
3. Individual evaluations
The individual evaluations will ask students to evaluate their learning and contribution to
the group. They will also be asked to evaluate the effectiveness of their group and to
evaluate each group member for their contribution
In addition, ongoing formative evaluations will be occurring throughout the project,
including teacher observations, teacher discussions with small groups, student bi-weekly
learning logs (both individual and group). It will be important to monitor the project’s
progress carefully to ensure that the students are mastering content and skills.
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Culminating Event
Upon completion of the interpretive walking trail, a number of activities will occur in an
effort to advertise the trail. We will begin with walking the "trail" and will hopefully
receive news coverage of our accomplishments. Other activities will include:
1. During a pre-designated “Trail Day,” students will download one of class
podcasts to their mp3 players as well as a printed map from Google Earth.
Students in each class will have an opportunity to walk the trail and listen
to the podcasts created by other students. Upon return to the classroom,
they will reflect on what they learned by posting a comment on the class
wiki.
2. A news bulletin will be send to the local papers in hopes that reporters will
be present when students are using their mp3 players to walk the
interpretive trail.
3. Select students will be asked to make presentations regarding the project
to both the School Board and to the Home and School Association.
Student products, maps and podcasts, will be demonstrated at the
meetings.
4. An email will be send to school families, administration, and the School
Board advertising the walking trail and providing a link the to the online
interpretive guide. The online link will also be sent to the other seventh
grade science teachers and physical education teachers in hopes that they
will take their classes outside to learn about land use.
5. Copies of the map will be made and available in the office for visitors to
pick up and follow.
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Self Evaluation Tool for Ed Tech 542 Project
Project Component Yes No ? Comments/
Suggestions Driving Question
Authentic x
Involves a Community or World
Issue
x community based
Cannot be Answered Simply x
Engages Students in the Inquiry
Process
x
Requires Innovation or Creation of
Unique Products
x
Is Complex and Open Ended x
Sub Questions
Clearly Written x
Provide Scaffolding for Driving
Question
x
Objectives
Clearly Written x
Matched to Standards x
21st Century Skills
Collaboration x
Critical Thinking x
Presentation Skills x
Other (List)
Products
Individual Products(s) x
Group Product(s) x
Includes Specific Criteria for All
Products
x
Timeline
Includes Resources x
Includes Activities x
Time Span is Reasonable x
Detailed Enough that Another
Teacher Could Follow
x
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Project Component Yes No ? Comments/
Suggestions Technology
Includes Internet-Based Activities x
Use Technological Tools or
Software
x
Usage Requires Critical Thinking x
Makes Use of Web 2.0
Applications
x wikis and podcasts
will be created
Assessment
Both Formative and Summative
Assessments Included
x
Assessments Allows for Feedback
and Revision
x
Assessment Forms: Check all that are
Present
Self Evaluation x
Peer Evaluation x
Individual Learning Logs x
Group Learning Logs x
Quizzes/Tests
Class Discussion x
Other (List)
x need a rubric for the
group product
Differentiation
Modifications made for Learning
Disabled Students
x
Modifications made for Students
with Physical Disabilities
x unknown at this time
as to what modifica-
tions will be needed
Assessments Address Various
Learning Modalities
x
Assessments Address a Variety of
Multiple Intelligences
x
Opening Event
Effectively Gains Student Interest x
Sets the Stage for the Work to be
Accomplished
x
Culminating Event
Includes Presentation to the Public x
Students are Actively Involved in
the Event
x
Event Clearly Showcases Student
Work
x
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