Double Entry Blog #11

Authenticity: This activity was authentic because the students were provided with the opportunities to showcase their work to an audience other than the other students in the classroom. The students created a wiki which is online so that the whole world wide web could see it. Also, the students had the opportunity to present their wikis to the Board of Education and the community. 

Applied Learning: The students worked with their peers, used technology, and organized and analyzed information which made this assignment fit hand in hand with the applied learning piece of the rubric.

Active Learning: The gathering of information process that was used seemed to me to be active learning because the students had to gather it from library and Internet sources. 

West Virginia Content Standards

Science

SC.O.4.1.4 -demonstrate curiosity, initiative and creativity by developing questions that lead to investigations; designing simple experiments; and trusting observations of discoveries when trying new tasks and skills.

SC.O.4.1.5 - recognize that developing solutions to problems requires persistence, flexibility, open-mindedness, and alertness for the unexpected.

SC.O.4.1.6 - support statements with facts found through research from various sources, including technology.

SC.O.4.2.1 - describe the different characteristics of plants and animals, which help them to survive in different niches and environments.

SC.O.4.2.2 - associate the behaviors of living organisms to external and internal influences (e.g., hunger, climate, or seasons).

SC.O.4.2.3 - identify and classify variations in structures of living things including their systems and explain their functions (e.g., skeletons, teeth, plant needles, or leaves).

SC.O.4.3.9 - listen to and be tolerant of different viewpoints by engaging in collaborative activities and modifying ideas when new and valid information is presented from a variety of resources.

Reading and Language Arts Content Standards

RLA.O.4.1.3 - use pre-reading strategies to comprehend text (e.g., activating prior knowledge, predictions, questioning).

RLA.O.4.1.8 - interpret and extend the ideas in literary and informational texts to summarize, determine story elements, skim and scan, determine cause and effect, compare and contrast, visualize, paraphrase, infer, sequence, determine fact and opinion, draw conclusions, analyze characterize and provide main idea and support details.

RLA.O.4.1.13 - judge the reliability or logic of informational texts.

RLA.O.4.1.14 - select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).

RLA.O.4.2.6 - write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages.

RLA.O.4.2.12 - use strategies to gather and record information for research topics:

• note taking
• summarizing
• paraphrasing
• describing in narrative form

gathering information from direct quotes, maps, charts, graphs and tables

RLA.O.4.2.13 - select and use a variety of sources to gather information (e.g., dictionaries, encyclopedias, newspapers, informational texts, electronic resources).

RLA.O.4.2.14 - use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples, draw conclusions from relationships and patterns that emerge from data of different sources, use appropriate visual aids and media).

RLA.O.4.2.15 - critically evaluate own and others’ written compositions.

RLA.O.4.3.4- create an age appropriate media literacy product that reflects understanding of format, characteristics and purpose.