Project Based Learning ActivityDIGITAL TECH PRESENTATION

Project Based Learning Activity

PRESENTATION

01

Sun and the Water Cycles

4th grade; Earth's Systems and CyclesISTE STANDARD: 1C: STUDENTS USE TECHNOLOGY TO SEEK FEEDBACK THAT INFORMS AND IMPROVES THEIR PRACTICE AND TO DEMONSTRATE THEIR LEARNING IN A VARIETY OF WAYS STATE STANDARDS: E.4.9A STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF HOW THE WATER CYCLE IS PROPELLED BY THE SUN'S ENERGY E.4.9A.1 DEVELOP AND USE MODELS TO EXPLAIN THE SUN'S ENERGY DRIVES THE WATER CYCLE (E.G., EVAPORATION, CONDENSATION, PRECIPITATION, TRANSPIRATION, RUNOFF, AND GROUNDWATER)

Materials and technologies

For teachers and students

Teachers: - Smartboard, Piktochart, direction sheet Students: - Computer, Piktochart, direction sheet, Notes

Materials and technologies

Teachers: - Smartboard, Piktochart, direction sheet Students: - Computer, Piktochart, direction sheet, Notes

Anchor

The teacher will draw students in and tell them the reason they will be doing this project. TTW say “Okay class! Today you are going to be teachers! We have been learning about the water cycle and how it is propelled by the sun’s energy through certain processes. Can anyone tell me the processes?” (Students will answer with the different processes and the teacher will prompt them to explain what they have previously learned about them).

“I want you to ask yourselves, how can you as teachers teach others about the water cycle? How can you create something informational so that people understand this process?”

Task:

Today, you will be creating something that will showcase your knowledge of this subject! You will be put into groups to create an infographic/poster on Piktochart to explain the water cycle. Then you will present your group’s work!

Directions

• In your groups you will use Piktochart to explain one of the processes of the water cycle based on what you have previously learned.
• Include all the information that are necessary to teach this subject. Include the name of the process, it’s role in the water cycle, what happens in the process, and how it is propelled by the sun’s energy.
• Use symbols and/or pictures to make your infographic/poster come to life! You can use your notes that you have taken to create your poster.
• Plan accordingly with your group of what information is important to include and the questions you need to answer.
• After you and your group have created this, you will teach your peers. Make this presentation fun and engage your audience!

Collaboration & Teamwork

Student choices & Inquiry

Choice: Poster/infographic theme, pictures/symbols Inquiry: How does this process in the water cycle work? What information can we include? Have we answered all the questions? How can we make this interesting and engaging for the class? How can this poster be appealing to the eye and look neat?

Collaboration: Students will collaborate with their group to create their poster and talk about all the information they need for it and how they will present it to the class. Teamwork: Students will work together to create something meaningful and engaging. They will work together with presenting their work to the class.

Coaching

• The teacher will coach the students on creating their projects through questions that are requirements for what information to include.
• TTW coach them in working together and what it looks like to do so.
• This will include being respectful and polite to their peers and to collaborate.
• TTW also coach them on presenting. This will include telling them that they need to be able to capture their classmates’ attention, emphasize important points, and present their information clearly.
• Plan what information to present and how to present it. This can be having good visuals, good presence, good voice (pitch, tone, volume, rate) which makes a presentation more interesting and clear. Students should be coached in neatness by having good organization and not using too many symbols and/or pictures that would overwhelm the poster.

Feedback: The teacher will provide feedback throughout the creation process and after the presentation to help guide students in their work.

Student REflection

The teacher can lead students in a discussion giving them sentence starters such as “I learned”, “my group did well at”, or “I need to know”, and more. This will provide a way for students to reflect on their individual and group performance.

Public Presentation

Students will showcase their groups work on what they created on Piktochart. Each of them will work together to present the information that they used in their poster. If they want, students can share with their friends and family. The teacher can put these print these posters out and put them in the hallway on the wall so people can see it and read them.

Assessment plan

The teacher will assess their presentation using the rubric below. The students will be assessed formatively throughout their group work and class discussion after everyone has presented.

Rubric