Greetings! Here is my RILS Plan.
Title: What’s in the Box, Goose? (From Granny Goose Potato Chips!)
Overview: Looking for an alternative way for your
students to demonstrate their understanding of new knowledge? Try Museum Box, a Web 2.0 tool that allows
your students to create a museum quality display of information. Allow your students to demonstrate their
knowledge and their creativity with Museum Box!
Target audience: 7th Grade Life
Science Students
Materials:
- Computers with Internet Access
- Web 2.0 tool: Museum Box
- Student Interactive notebooks containing notes, assignments, and activities from plant unit
- Blank paper for planning/sketching
Objectives: Given instruction and modeling, the student
will be able to apply their understanding of plants by constructing a Museum
Box of information. Students will use the six required topics for their museum
box project, evaluate their own information for applicability, following the
provided rubric , and create a project with at least 80% accuracy.
General for teacher: About a week before beginning this project,
go to http://museumbox.e2bn.org/creator/.
Create a teacher account, which will allow you to access all of your
student’s projects once they have created a login or password. You need to register your school, and it
takes a full week for them to complete the process. I created an example that
had 3 cubes in a drawer – only one of them was complete. I try not to always provide an example for
students, because I have a few who are more than happy to copy my example word
for word instead of creating their own. I’m allowing four class periods
(approx. 4 hours) of time to complete the planning and execution of the
project.
This
project would be appropriate as in a research venue, or as an assessment as I’m
using it here. It could also be used to
research a historical person or event, compile a collection of poetry or music,
or as an organizer for student artwork.
It’s use would be appropriate across the curriculum.
Procedure :
·
Introduce Project using example you’ve created.
Explain that students will be creating this project instead of taking a
standard assessment.
·
Explain specifics of assignment. Students will be creating a Museum Box like
the ones that curators in a museum store fossils, bones, gems, or artifacts
in. Students will be creating a
six-compartment virtual drawer. In each
drawer, there will be a cube, and on each side of the cube, a specific piece of
information. I challenge higher achieving students to create an 8-compartment
drawer with additional information of their choice.
·
Explain the information to be put on each
cube. Print out information for
students, or have students copy information into their notebooks.
General for students: (This applied to my 7th grade life
science students.) You will be using the information from all of Chapter 6 –
Introduction to Plants. You may use
information from your notebook and images you find online. You will not be copying from your
textbook. This is your opportunity to
demonstrate your knowledge on the following topics.
You
will need to go to the following website, and create a login and password. This is the only way you can build your
project and save it for future use. Go
to http://museumbox.e2bn.org/creator/.
Follow my verbal and visual instructions to create your login. (model,
using projector if possible, process of choosing school, creating login and
password.)
As
you build each cube to go into your Museum Box, you may put three images/drawings
on each cube, and the other three sides of each cube must contain factual
information. If you use images (photos)
other than the ones I provide for you (your perfect flower origami), you must
site your source. Copy and paste the URL
for pictures or diagrams you find online into the caption space on the cube’s
side.
Cube
1: 3 topics – The Perfect Flower, Bean
Seed Observations, and physical characteristics of plants.
Cube
2: Nonvascular Plants (seedless)
Cube
3: Vascular Plants (seedless)
Cube
4: Gymnosperms (seed bearing)
Cube
5: Angiosperms (seed bearing)
Cube
6: Seed Plant Structure
·
Share rubric/explain connection to assignment.
·
Choose groups of 3 students, or allow students
to self-select. (I allowed student to choose their own groups of three.
·
Seat students in proximity to one another in
computer lab, allowing them to communicate/collaborate on project.
·
Facilitate student work, using rubric as
standard.
·
Students peer-score projects, per rubric. Allow students time to improve (correct)
project before you score.
·
Students self and peer reflect, using provided
rubric.
·
Score student projects, per rubric.
Emerging Technology : Museum Box can be
used as an alternative assessment to determine student learning, or as a
research based project product.
Social Participation/Social Learning: Students
will begin by collaboratively planning what their project will look like. They will discuss, brainstorm, and plan what
information will be on each cube. Have
students fold a piece of blank paper into six squares, and plan what they will
put on each of six sides on a cube. They
will also determine who is responsible for which part of the information – 2
cubes per student? Two students act as
researchers and the third compiles the project?
Ensure that all group members have specific responsibilities. In groups
of three, students will work to complete the project.
Making Connections: Students have just completed a chapter
called, Introduction to Plants. Students
will utilize the new information they’ve gained to complete this task,
demonstrating their understanding of 6 topics.
Create/Produce: Students will create a 6-cube Museum Box,
following instructions provided.
Assessment:
Use rubric to plan, peer asses, improve, and final score projects.
Reflection: I’ve developed a peer-scoring rubric for
students to evaluate each other on preparation, focus, participation, and
interpersonal relations. Additionally,
students were asked to answer three reflection questions regarding their use of
Museum Box. My personal reflection will
involve evaluating student work, use of lab time to complete projects, and
after reading student responses, deciding whether this Web 2.0 tool was
beneficial in my student’s learning and in demonstrating their knowledge of the
topic.
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