Course 1 Final Project – Sea Turtles

My course one final project is a collaboration with a third grade teacher at the American Cooperative School of Tunis. We have just started implementing the plan, which will continue until the end of March. I have embedded the Ubd for the over-arching project and will include my library/tech goals which are part of the project here. They will be attached to Marilyn’s Atlas Rubicon page at a later date.

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

**Students will produce a Public Service Announcement.  They will watch some of the sample PSAs posted on the Roots and Shoots site to give them an idea of what has been done before. (www.rootsandshoots.org/campaigs/hopeforanimls/raiseawareness)  As always, they will be asked to not merely “copy” some idea already done, but to put their unique stamp on the project.

A poster, used in the PSA, will be displayed around the school.

**Classroom teacher will be primarily responsible for this project and will oversea the scripting. However, the librarian and computer teacher will help with editing and in any other ways necessary.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

**We are working on setting up a Skype call to a sea turtle conservation expert.  There are 2 sites here in Tunisia we hope to connect with.  If not a site in Tunisia, we will look for another source.  This is tricky due to time differences.

d. Contribute to project teams to produce original works or solve problems

**Students will work in 3 person teams to produce a PSA.  Each will be required to keep a journal of how what their team is doing.  Their journals need to be done as a Word document and saved to their server account.  (They may also save to a thumbdrive.)  This  ensures it will be handy to work on each day, not get lost between home and school, and can be accessed by the teacher team at any time.  At conferences with the classroom teacher, the teams will discuss how each member is contributing.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry:

**Students will work in groups of 3 (later to be their production team) to go over the assignment and expectations.  They will be encouraged to ask questions to clarify what is expected of them and to suggest possible ideas to move forward.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

**Classroom teacher, librarian, and computer tech teacher will participate in a lesson where group (including students) will brainstorm possible resources and how to access them.   We will include a calendar/agenda of extra library and computer session, times when library is available for individual searching and work, as well as plans for guest speakers, etc.

**Librarian will conduct a session on the use of the databases available through the school.  They have used World Book On-line before, but we have recently added two or three new ones that will be good for this project.

**Classroom teacher will discuss note-taking.

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

**Students investigated the website dedicated to the protection of the Pacific Northwest Tree Octopus.  The discussion included the visual appealing aspects of the site and the ease of navigating from one area to another.  Students used the links to read further information, including The Cephlapod Page.  They were asked to evaluate the site for usefulness in a project.

All students thought it was a very good site.  They were very interested in this species and thought this site provided good information.  Positive comments about the links were made.

All were gobsmacked to learn that there is no such thing as a Pacific Northwest Tree Octopus.  (One student was sure I was wrong as there was a picture on the site.)  We then discussed why it is important to find data on more than one site and to use a variety of sources to gather information.  They came up with a 3 column form to use for their research, so they will find each fact 3 times to ensure they aren’t being “hoodwinked” again.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation

**Each group will be required to generate an outline, project proposal, or other method of showing how they will proceed.  Should include what they hope to show, resources they may or may not use, and what the product will look like – in a general, beginning draft.

**Each group will be required to storyboard their PSA.

**Each group may decide who will be running the camera, who will be on-air talent, and who will be the director.  They may choose to take turns doing all jobs.  Everyone should be involved in the writing.  (This group has done a lot of audio recording and are keen to move up to video.)

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

**Students will be required to create a bibliography/works cited document.

Prior to this unit, all third graders received a user name and password for our Follett Library Management System, Destiny.  By logging in as themselves they can create a “Resource List”.  This is in essence a bibliography of books and websites available through Destiny.

During the initial library session he students created a “Resource List” labeled Sea Turtles or Endangered Species.  As they locate materials (books or websites) they add them to this list.  The follow-up lesson showed them how Destiny will create citations for each entry in their list.  They then took this information and created a bibliography page in Word.  It was saved to their account on our student server.  Students will add other entries as they accrue them.  They realize that prior to completion they will need to come and edit this page to make sure everything is correct and delete any entries they did not use.

**Students will spend 2 sessions looking for photos.  They will use flickrcc.bluemountains.net/flickrCC/index.php to search for royalty free pictures.  They will also use the Roots and Shoots site, www.rootsandshoots.org.