Dyad+22

Publishing our work: YouTube summary video and SockPoppet student intro video Sharing our work: NLI wiki, post to our teacher websites (School Wires) an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || Our product will be a Tricider discussion forum with sample entries that students might create. Additional products will include an electronic storyboard, Google docs narrative, and an Animoto video of a weather story. || __**Instructional Plan**__ After watching the introductory video below, students will receive a copy (paper or electronic) of the questioning chart. They will be expected to submit the questioning chart at the end of their investigation (step II) for a homework grade. This holds students more accountable for reviewing content and sharpens their questioning skills. Assessment: Students should have no fewer than four questions for each column and respond to the two questions at the bottom in complete sentences.
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * Introduction Video || media type="youtube" key="Hw4-7lD1bPM" height="315" width="420" ||
 * I. What is the compelling question you have regarding pedagogy? || How can technology help students learn about weather, develop an argument with supporting evidence, and collaboratively develop and present a fictional story? ||
 * II. How are new literacies featured in your compelling question? || Our compelling question addresses the three goals of NLI 2012: inquire, collaborate, and create. ||
 * III. How will you organize or group your students for the PBI? || Students will work independently on the research and argumentative response for weather patterns.Once all students have reviewed the content and participated in the online discussion, they will choose a partner with whom they will plan and create a short story in which characters are impacted by weather conditions. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || It would be helpful if students can conduct research, make a claim with supporting evidence, and understand short story plot format. Students will have a basic understanding of these weather conditions. It would also be beneficial if students have used Google docs and video creation tools. ||
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || We will give the students specific websites to gather and analyze information. The students will be monitored throughout the activity (this would be modified if used in a “flipped” setting) ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Students will be guided through the process as the teacher examines and discusses responses (on Tricider) and clarifies any misconceptions. During story planning, students will be responsible for submitting a digital storyboard so that the teacher can ensure students understand elements of plot. During the writing phase, students will compose the complete narrative to their “weather inspired” short story using Google Docs so that each partner and the teacher have access to the working document. During the final phase, students will be supervised as they create a video of their story using Animoto, VoiceThread, etc. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || Students will be evaluated on the digital storyboard, collaboration efforts, and presentation. Rubistar is a possible resource for obtaining/creating a rubric for these assessments. Finally, we would expect students to reflect on the process and their own learning and collaborative efforts. ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it
 * I. Student Introductory Activities:**

media type="youtube" key="lJ4a3eOZJdg" height="315" width="420"

Weather []
 * II. Investigate**-Students will conduct individual research by reviewing the following sites provided by the instructor(s):

Hurricanes @http://teacher.scholastic.com/activities/wwatch/hurricanes/index.htm

Tornadoes @http://video.pbs.org/video/2220853400/

Thunderstorms []  [|__http://magma.nationalgeographic.com/ngexplorer/0505/quickflicks/__]

Tsunamis @http://environment.nationalgeographic.com/environment/natural-disasters/tsunami-profile/ []

//Videos and sites can be viewed as many times as necessary to understand content. They will be given several days/nights to complete research, questioning chart from I, and post to online discussion (III).//

[] **http://tinyurl.com/7hh2nq5 **
 * III. Online Discussion--** Students will go to Tricider (links provided below) and vote on the natural event they feel poses the most threat to human life.


 * IV. Digital Storyboard- ** Students will select (or receive "help" selecting) a partner with whom they will plan and compose a fictional story centered around characters who are effected in some way by a weather event. (see examples below)

[]

This is where the students will write a story and then have to make an animated narration of their story. media type="custom" key="20313756"
 * V. Animated Narration--(Animoto.com or Voicethread.com) **


 * VI. Assessment-- ** Below is a rubric we created using [] that could be used to assess the collaborative planning phase of the project. This web resource could also be used to create similar rubrics for assessing the animated story or presentation of work (if required).

Credit: Sockpuppets, VoiceThread: Jessica Smith and Carrie Linville QR code and Rubistar: Carrie Linville Instructional Plan: Carrie Linville and Jessica Smith Digital Storyboard: Jessica Smith
 * || [[image:rubistar.JPG width="800" height="500"]] ||