5th Grade Life Science: Researching the Human Body Course Syllabus Spring 2012

Clip-Art courtesy of Phillip Martin at http://phillipmartin.info

Instructor: Office Location: Telephone: Email:

Ms. Stratton Media Center, Strawberry Park Elementary School, Steamboat Springs, Co 80487 School - (970) 879-7550 Cell (970) 367-6729 tstratton@sssd.k12.co.us ts02158@georgiasouthern.edu

Teacher and Student Communication

Communication is vital for successful online learning experiences. PLEASE utilize my school email, telephone numbers, or find me in the media center for your questions and concerns. Also, you may post your questions and concerns through the blog link on our Researching the Human Body website or the class wiki.

Course Description
The Researching the Human Body module is designed to activate your prior research skills and knowledge while also requiring you to understand and demonstrate your 21st Century skills as a 5th grader. You will be required to research one of five human body systems with a group of your peers and create a class wiki showcasing your findings. The final project consists of utilizing the iPad to create an animated ShowMe that demonstrates your research findings on how your particular system works and interacts with the other four systems.

Course Objectives Standards for the 21st Century Learner: Standard 1: Inquire, think critically, and gain knowledge. 1.1: Skills 1.1.1: Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.3: Develop and refine a range of questions to frame the search for new understanding. 1.1.4: Find, evaluate, and select appropriate sources to answer questions. 1.1.5: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9: Collaborate with others to broaden and deepen understanding.

Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1: Skills 2.1.2: Organize knowledge so that it is useful. 2.1.4: Use technology and other information tools to analyze and organize information. 2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.

3.1: Skills 3.1.1: Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2: Participate and collaborate as members of a social and intellectual network of learners. 3.1.4: Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and access. 3.1.6: Use information and technology ethically and responsibly. Standard 4: Pursue personal and aesthetic growth. 4.1: Skills 4.1.6: Organize personal knowledge in a way that can be called upon easily.

4.1.7: Use social networks and information tools to gather and share information.

ISTE NETS and Performance Indicators for Students (NETS-S): 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 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. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

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. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.

Essential Questions: 1. How can I utilize internet resources and Web 2.0 tools to demonstrate how human body systems are similar to and different from one another? 2. How are organs impacted when different body systems fail to work correctly?

Enduring Understandings: 1. People can create goals about their own lifestyle such as exercising every day and eating healthy foods based on an understanding of human body systems. 2. By learning and utilizing 21st-century skills, people may express new ideas gained through information presented in various formats and connect the ideas to the human experience.

Resources
No textbook is required. You will utilize various links within the Library Media Centers wiki, the Researching the Human Body website, or other reliable sources (print or online) to conduct and compile your research results. The links may include The Big 6, Nettrekker, Grolier Online, ALA Great Websites, the Online Dictionary and Thesaurus, plus several websites and pathfinders including BrainPop and Jog-the-Web. The online module is conducted through the Researching the Human Body website and our class wiki site with assignments, quizzes, and assessments posted on both. You will utilize Pirate Pad, Todays Meet, our class wiki, and/or the Researching the Human Body website blog to interact with classmates and teachers through-out the research module. Hardware You will utilize iPads, laptops and the computer lab within school to complete the assignments. You may also access the class wiki, Researching the Human Body website and additional reliable resources outside of school hours.

Class Organization
3/01/2012 3/16/2012 Due Date 3/1/12 Assignment
y y

Required Resources Class Wiki

Introduction to unit, online assignments, expectations Discuss syllabus, questions and concerns

3/2/12

y y y y

Discuss and navigate website and wiki Complete Research Skills Quiz Class divided into five groups of four Begin dividing responsibilities among group members

Class Wiki, Library Media Center Wiki with links to Nettrekker, Grolier Online, Jog-the-Web, ALA Great Websites

3/5/12

y y y

Read "The Big 6" on Library Media Center Wiki Begin research by first completing the assigned Jog-the-Web for your system Post questions and concerns on website blog or class wiki Begin research on assigned section of system Post reply to Discussion #1 through PiratePad, TodaysMeet, website blog or wiki Continue research on assigned section of system Find appropriate system diagram, upload to wiki and label Cite resources as research continues

Class Wiki, Library Media Center Wiki with links to Nettrekker, Grolier Online, Jog-the-Web, ALA Great Websites, Bibme

3/6/12

y y

Class Wiki, Library Media Center Wiki with links to Nettrekker, Grolier Online, Jog-the-Web, ALA Great Websites, Bibme Class Wiki, Library Media Center Wiki with links to Nettrekker, Grolier Online, Jog-the-Web, ALA Great Websites, Bibme, Class website links on systems pages Class Wiki, Library Media Center Wiki with links to Nettrekker, Grolier Online, Jog-the-Web, ALA Great Websites, Bibme Class Wiki, Library Media Center Wiki with links to Nettrekker, Grolier Online, Jog-the-Web, ALA Great Websites, Bibme Class Wiki, Library Media Center Wiki with links to Nettrekker, Grolier Online, Jog-the-Web, ALA Great Websites, Bibme, Pirate Pad, Todaysmeet, ShowMe app iPad, ShowMe, Class Wiki

3/7/12

y y y

3/8/12

y y y y y y y y y

3/9/12

3/12/12

Continue research on assigned section of system Complete diagram labeling Begin learning ShowMe through interaction with app on iPad Cite resources Continue research on assigned section of system Continue practicing ShowMe with app on iPad Cite resources Continue practicing ShowMe with app on iPad Cite resources

3/13/12

Complete individual Perspective Piece, citing resources as needed and upload to appropriate page on class wiki Begin putting together ShowMe presentation

System template should be completed by now Practice presenting ShowMe on iPad Embed copy of ShowMe on proper page and double-check that it works All information and resources complete and cited correctly Review entire project for final presentation and submission Present ShowMe Begin viewing all groups wiki pages Complete and submit evaluation rubric for each system excluding your own Complete viewing of other group's wikis and submit evaluation rubric for each system excluding your own Complete and submit Self-Evaluation Rubric on website Complete and submit Group Evaluation Rubric on website iPad, ShowMe, Class Wiki Bibme

3/14/12

y y y y

3/15/12

y y y
y

Class Wiki, System Evaluation Rubric

3/16/12

Class Wiki, Self-Evaluation Rubric, Group Evaluation Rubric

y y

Grade Distribution/Course Policies

A = 90-100 B = 80-89 C = 70-79 F = 69 and below *All assignments are due by the designated date and time. Unless I am notified 48 hours before the due date, all late assignments will be assessed a 10 point late penalty for each day the assignment is late. Assignments more than three days late (unless previous arrangements were made with teacher) will not be accepted. As a responsible 5th grader, it is strictly your responsibility to submit assignments on-time or make necessary arrangements, if needed.

Assignments/Assessments 1. Research Skills Quiz: 10 points 2. Golden Rule Interactions: 10 points

An effective learning community depends on the active, collaborative and professional participation of all its members. Particularly in an online learning environment, it is vital that we all follow the Golden Rule, "Treat others as you would want to be treated." Therefore, you will be assessed on your Golden Rule relations with your instructor and classmates in all communications. Specifically, evidence of the following will be assessed:
y y

Demonstrated outstanding collaboration skills with all individuals in the educational environment. Consistently used polite, professional and proper grammar. Remember: It's okay and even encouraged to question or disagree with your classmates, BUT you must always do so with a professional and polite attitude. Demonstrated professional conduct by being prepared, listening to others, participating actively in class discussions and taking the initiative beyond what is minimally expected.

3. Two Discussion Posts: 5 points x 2 = 10 points y Discussion Topic posted Monday of each week.

4. System, Self-Evaluation, and Group Rubrics: 5 points x 3 = 15 points y Rubrics posted to class wiki and Researching the Human Body website

5. Group Participation, Collaboration and Completion of Template = 10 points y Rubrics posted to class wiki and Researching the Human Body website

6. ShowMe Final Project: 45 points

y Utilize the iPad to create an animated ShowMe that demonstrates your research findings on how your particular system works and interacts with the other four

systems. See class wiki and Researching the Human Body website for further information and rubrics.

Academic Honesty and Integrity

You are expected to conduct yourself in the online environment as you would in a traditional classroom. All aspects of your course work are covered by the academic dishonesty policy as defined in the Steamboat Springs School Student Guide, 2011-2012, Student Code of Conduct, Any occasion of academic dishonesty will result in a zero for student(s) involved. Scholastic dishonesty includes but is not limited to cheating on a test, plagiarism or unauthorized collaboration with another person in preparing written work, assignments and projects.

Learner Guidance
The on-class assignments and discussions will follow the established rules developed at the start of the school year in Ms. Hesses class. Because learning in an online environment may be new to the majority of you, there will be several avenues for assistance such as email, blog, and face-to-face discussions. Accessing Life Science information online while also interacting with classmates and teachers, plus completing online assignments, quizzes, and projects is an exciting, engaging and motivating way to learn and understand the invaluable research process.