Egg+Drop+Presentations

The purpose of this lesson is to give the students an opportunity to share their PBL experience. The students will tell the story of their experience digitally. Students will communicate the goal, the process, and the findings of their group’s PBL experience.
 * Lesson Plan: Problem Based Learning Part Three**
 * **GOALS** ||
 * Lesson Title:** Egg Drop Presentation
 * Related Lessons:** Forces of Gravity
 * Grade Level:** 2nd Grade **Unit:** Space Exploration
 * Brief Description:**

[x] 1. Facilitate and Inspire Student Learning and Creativity [x] 2. Design and Develop Digital-Age Learning Experiences and Assessments [x] 3. Model Digital-Age Work and Learning [x] 4. Promote and Model Digital Citizenship and Responsibility [x] 5. Engage in Professional Growth and Leadership
 * Content Standards:**
 * ISTE NETS-S:**

Science as Inquiry K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems.
 * Instructional Objectives:**

S.IP.02.11 Make purposeful observation of the natural world using the appropriate senses.

S.IP.02.12 Generate questions based on observations. S.IP.02.13 Plan and conduct simple investigations. S.IP.02.14 Manipulate simple tools (ruler, meter stick, measuring cups, hand lens, thermometer, balance) that aid observation and data collection. S.IP.02.15 Make accurate measurements with appropriate units (meter, centimeter) for the measurement tool. S.IP.02.16 Construct simple charts and graphs from data and observations. S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.

S.IA.02.12 Share ideas about science through purposeful conversation.

S.IA.02.13 Communicate and present findings of observations.

S.IA.02.14 Develop strategies and skills for information gathering and problem solving (books, internet, ask an expert, observation, investigation, technology tools)

S.RS.E.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.

S.RS.02.11 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.

S.RS.02.13 Recognize that when a science investigation is done the way it was done before, similar results are expected.

S.RS.02.15 Use evidence when communicating scientific ideas.

S.RS.02.16 Identify technology used in everyday life.

Teacher computer will need to be logged onto voicethread account. Pictures of my egg drop build and the actual egg drop will already have been taken. Computers in the lab will have to be logged onto voicethread website as well for when the students work on their own voicethreads.
 * **ACTION** ||
 * Before Class Preparation:**
 * During Class:**
 * **Time** ||  **Instructional Activities**  ||  **Resources**  ||
 * 10 minutes || Explain to the students that they will be creating a digital story of their egg drop experience. The purpose of the digital story is to provide a picture of the step by step process that they went through during the PBL. The story should be put together in a way that any random person would be able to understand what the egg drop PBL was all about. Along with this, the teacher will go over the rubric stating the expectations for the group wiki. || rubric ||
 * 45 minutes || The teacher will demonstrate creation of a voicethread. The teacher will clarify what components need to be a part of their voicethread (introduction, group planning session, collection of materials, steps of the build, the egg drop trials, the final results, and insights gained from the PBL). The teacher will give students proper instruction as he walks through and makes a voicethread for his own eggdrop experience. || Computer, microphones, digital projector, audio equipment, rubric ||
 * 30 minutes || Groups will get together and compose a script. The intent of the script is to help students plan ahead of time what they want to be said in their digital story. Students will write the dialogue for the voicethread in the script and specify which accompanying pictures will be used throughout the presentation. Group members will also clarify which parts of the script each individual will be responsible for recording on their group’s voicethread. The groups will also take some time to rehearse their script. || Blank script forms and pencils ||
 * 1 hour || The groups will go to the computer lab and work on creating their digital story using voicethread. First, the groups will upload the images to be used in the presentation. Then, they will put the images in sequential order. Last, the group will record their story sharing the necessary parts for the group presentation, using their script as a guide. || Computer lab, microphones, script, digital cameras ||
 * After hours || Students will publish their voicethread to the public. I will invite other teachers, staff members, and students of different classes to look at my students’ digital stories and leave feedback. || Computer, email contacts ||
 * 45 minutes || In the classroom we will view each group’s voicethread presentation. After each presentation the groups will be given a chance for a question / answer forum. Students can ask questions, or make comments based on what they saw in each groups’ digital story. || Computer, digital projector, and audio equipment ||
 * 45 minutes || The class will be taken down to the lab one last time. The students will have already seen the voicethreads from when we viewed them in class. This will be their opportunity to go back and view them on an individual basis. Students will be asked to leave feedback on at least two voicethreads. Students will also be given the opportunity to view voicethreads at home. || Computer lab and microphones ||

Students will work with their groups to develop a script. Creative thinking will take place, as each group is given the freedom to create a unique presentation that gets their group’s important information. The script will be a tool that can be accessed for creating their digital story using the voicethread internet based tool. Students will be sharing their egg drop PBL experience through the form of digital story telling. The students will tell their group’s story using voicethread, an online tool. The students’ presentation will include the goal, the process, and the findings of their egg drop experience. Students requiring more assistance and direction will benefit from being able to work closely with their group members. The teacher will also be available to assist groups with questions or struggles through the steps of the creating and sharing process. For individuals that need more, they will be given a chance to extend the presentation experience. Our district often showcases different curricular happenings at school board meetings. The culmination of the PBL experience would be a great opportunity for some of my students to present to the leaders of our school district. If time or inability to use the necessary technology takes place my students will present their findings in another manner. I would still have students plan a script and provide information for the necessary components of their presentation (goal, process, and findings of the PBL experience). I would have the groups rehearse their presentations. We would then present the presentations newsroom style, and I would record each group’s presentation on camera. Rubrics will be used in two different capacities for this lesson. Students will have their group presentations graded with a presentation rubric. Individual students will be graded on a rubric designed to evaluate the feedback that students leave on other groups’ voicethread presentations.
 * **MONITOR** ||
 * Ongoing Assessments:**
 * Accommodations and Extensions:**
 * Back-up Plan:**
 * **EVALUATION** ||
 * Lesson Reflections and Notes:**