Suzanna+Tornberg

Game Plan for Science PBL include component="comments" page="Suzanna Tornberg" limit="40"

S LS 2.b Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide and oxygen are exchanged in the lungs and tissues.
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Effects of Athsma- Storyboard |||| **Related Lessons:** The Respiratory System ||
 * **Grade Level:** 5th |||| **Unit:** Human Body Systems ||
 * ==GOALS== ||
 * **Content Standards:**

This lesson also has a connection to the state 5th grade Physical Education test that is administered each year in the spring. . || 2 – Communication and collaboration 4 – Critical thinking, problem solving, and decision making 6 – Technology operations and concepts
 * **ISTE NETS-S:** 1 – Creativity and innovation

Students will be able to identify how asthma affects the respiratory system and some of the triggers and reliefs of an asthma attack. They will collaborate to find their best presentation to explain the importance of adhering to the air quality flags at school. ||
 * Instructional Objectives**:
 * **Before-Class Preparation:** Students have written a story about a character that has an asthma attack. The story has all three elements from the previous lessons on asthma, triggers, explanation of what happens during an attack, and cures or relief. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 15 min.
 * 15 min.

30-40 min.

15 min.

10 min.

2 lab periods

40 min. |||| Teacher sketches out a couple picture frames on paper to illustrate how to sequence a story for digital storytelling and discusses how to match pictures to the script to enhance the story.

Students individually quick sketch their storyboard frames to illustrate ideas for their previously written stories.

Since using the software is still relatively new for the students, partners will be paired up to work on the technology component They will decide which of the student’s stories to construct into their digital storytelling project.

Teacher will demonstrate proper citations of open source photos.

Partners will work together to locate and download photos to illustrate the student’s sketched idea. Other elements to storytelling, such as voiceovers, transitions, sound and color may be added as extensions. Since this is an early technology lesson students may create the basic PowerPoint slide presentation.

Students will take a “gallery walk” to watch other team’s presentations. Class will vote on the top presentation to bring forth to the school’s principal and school nurse. || Copy paper, rulers, pencils, written stories.

Computers with Internet access and PowerPoint software

Online citation information

Computers with online service, PowerPoint software.

Principal, and school nurse || Students will work individually to create their own storyboard sketches. Students will then be grouped in pairs. Since technology is relatively a new skill for them I would want a student who has a higher ability in computer skills to help with a student who may struggle with computers. ||
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** I will be monitoring the partners’ work and aiding where computer skills are lacking to help the students complete their final product. Pacing of where students should be will need to be laid out for them to keep them on task.


 * Accommodations and Extensions:** Students that have created the basic story with pictures can extend their projects by adding music, sounds, color-patterned slides and transitions to enhance the overall visual appeal to their presentation.


 * Back-Up Plan:** Creating a “back-up plan” is assuming that something might go wrong. There could always be a fire-drill or a computer crash that pushes the project to another day. If students do not have their materials ready than they will have to spend their recess time to catch up, or their grade will reflect the incompleteness of their work. ||
 * ==EVALUATE AND EXTEND== ||
 * **Evaluation that will be used in this lesson is as follows:** Since this is the final product being created, assessment will be summative in nature. The rubric used will evaluate the content, organization, mechanics, and creativity. Students will fill out a brief peer-report card on their partner’s contributions.


 * LESSON REFLECTIONS AND NOTES:** Picking photos to match the story was a mixed bag of success and frustration for students. Some students easily found a picture to help illustrate their story; others were very specific in what they were looking for and had difficulty finding a compromise to match their exact vision. For future lessons I might have the students use either their own drawings and sketches or digital open source images. ||

Reference //K-12 California’s Common Core Standards for English Language Arts & Literacy in History/ Social Studies, Science and Technical Subjects //(2011). Retrieved from: []

S LS 2.b Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide and oxygen are exchanged in the lungs and tissues. This lesson also has a connection to the state 5th grade Physical Education test that is administered each year in the spring. . || 4 – Critical thinking, problem solving, and decision making 5 – Digital citizenship 6 – Technology operations and concepts Students will be able to identify how asthma affects the respiratory system and some of the triggers and reliefs of an asthma attack. They will collaborate to find their best presentation to explain the importance of adhering to the air quality flags at school. || Lessons on working with wiki pages and collaboration etiquette. Create blank wiki page for students to collaborate on. || 20 minute increments for each group. Three rotations 20 min |||| Display the PowerPoint slides the students created in previous lesson. Explain that these slides helped to make each student an expert on 1/3 of the puzzle we are calling asthma. Groups will be redistributed to collaborate in their smaller groups to take components of their asthma slideshow and merge it with other group’s presentations to create a final product. On the wiki page, students will make changes for the betterment of the overall class presentation. I will display the final products for the asthma presentations. Students will submit an electronic vote for their choice for best PowerPoint asthma presentation. The best presentation will be sent to the school principal. || PowerPoint slides that were previously created. Wiki page Final PowerPoint shows. Survey response devices. || Students will be regrouped to act as the expert on the information they had created on the slides. Due to the classroom environment having limited computers, students will rotate with their new team time on the computer. This will lend well to the communicative need of the Wiki project. || Teams’ contribution to the wiki will be assessed after each of the three rotations. The final slide will be printed for students to use on a test of the respiratory system and the effects of asthma to the system. As I suspected, the students did need more support for using the wiki page both in the mechanics of the pages and the collaboration. Students were offended that others had modified their work. Others did not make any changes at all. One team cut and pasted their slide with errors and did not make any of the changes that were suggested. Note for next time: spend more time on the purpose of a wiki being collaboration and that modifying pages are a normal part of the process. ||
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Effects of Asthma - lesson 2 |||| **Related Lessons:** The Respiratory System ||
 * **Grade Level:** 5th |||| **Unit:** Human Body Systems ||
 * ==GOALS== ||
 * **Content Standards:**
 * **ISTE NETS-S:** 2 – Communication and collaboration
 * Instructional Objectives**:
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 min
 * **Note student groupings, environmental modifications needed, etc**:
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:** Since students are still relatively new with wikis, they may need extra support. If much support is needed, then I may pull team “experts” to give some extensive training to. Extensions to the project may be in the form of adding creative elements to the PowerPoint slide show.
 * Back-Up Plan:** If teams are still having difficulty in merging the slides and creating a cooperative wiki on asthma, then I may draw them back into a class discussion. I may need to conduct a guided lesson. I will be at the keyboard issuing their wishes. ||
 * ==EVALUATE AND EXTEND== ||
 * **Evaluation that will be used in this lesson is as follows:**
 * LESSON REFLECTIONS AND NOTES:**

S LS 2.b Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide and oxygen are exchanged in the lungs and tissues. This lesson also has a connection to the state 5th grade Physical Education test that is administered each year in the spring. . || 4 – Critical thinking, problem solving, and decision making Students will be able to identify how asthma affects the respiratory system and some of the triggers and reliefs of an asthma attack. || 10 min. 30 min. 10 min 20 min |||| Students watch a short video of a person having an asthma attack, followed by a medical clip that explains what is happening in the lungs during an attack. Diagram of the respiratory system will be colored in so the students have a visual understanding of where and what body parts are involved during an episode. Medical presenter explains asthma, the triggers, causes, how to avoid having an attack, and what to do if you/ or someone is having an attack. Students will collaborate in small team groups to summarize and plan their team’s component in creating a PowerPoint presentation of what causes an attack, what happens during an attack, and what to do during an attack. Students will create a slide that represents their learning on their slide. Text and visuals will be required. || Video clips Colored pencils, respiratory system copies. Presenter, science journals, Note paper, pencils. Students’ notes and diagrams, paper to draft their slides. PowerPoint || Since there are three components to the PowerPoint slide, I will create two slide teams with three slides per presentation. Each of the six teams will have five students representing different computer, art, writing, academic, and skill traits. This will accommodate 30 students in the room. Since our classroom only has seven computers, the technology activity will be split into two times to allow for all teams to have computer time. The other option is to carry the lesson over into computer lab time. However, this would work best if the medical presenter can be scheduled just prior to computer lab block. || Accommodations would be as noted above; to try to schedule the presenter before our computer lab block. Extensions would be that students create more than one slide to present their section’s information on asthma. If the medical expert is unable to attend on the scheduled day, I will continue with the lesson using both the knowledge that I had researched and the students who struggle with asthma as first hand experts. || The formative assessment will be the final PowerPoint slides the teams create. Students will be team evaluated using a previewed rubric for visual, digital presentations. Also taken into consideration will be peer evaluation forms that the students will privately fill in to provide feedback on the group members’ involvement.
 * = Daily Lesson GAME Plan = ||
 * **Lesson Title:** Effects of Asthma |||| **Related Lessons:** The Respiratory System ||
 * **Grade Level:** 5th |||| **Unit:** Human Body Systems ||
 * ==GOALS== ||
 * **Content Standards:**
 * **ISTE NETS-S:** 1 - Creativity and innovation
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation**: copies of the respiratory system, confirm speaker, prior lessons on PowerPoint software ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15 min.
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Students notes, observing the Q&A portion with the medical expert, colored respiratory diagrams.
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **Evaluation that will be used in this lesson is as follows:**
 * LESSON REFLECTIONS AND NOTES:** To be filled in after the lesson. ||