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Page history last edited by Jeremy Brueck 14 years, 2 months ago

 

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Voicethread in the Content Areas

 


 


 

Digital Storytelling

 


 

Voicethread 101

 


 

Lesson Overview

 


Lesson Materials

 

  1. Rock Unit.doc
  2. Rocks & Fossils.ppt
  3. Rocks and Fossils Study Guide.doc
  4. Rock Research Form.docx
  5. Properties of Rocks.doc
  6. Comparison Chart.doc
  7. Comparing Rocks Rubric.doc
  8. Rocks Rock!.ppt
  9. Rocks Rock! Study Guide.doc
  10. US Map.pdf
  11. Rocks Textbook.pdf

 


 

Indicators Addressed

Science Academic Content Standards

Introduced and assessed

Standard 1C:  Describe Earth's resources including rocks, soil, water, air, animals and plants and the ways in which they can be conserved. 

Indicator 1:  Compare distinct properties of rocks (e.g., color, layering and texture).

Indicator 2:   Observe and investigate that rocks are often found in layers.

Indicator 3:   Describe that smaller rocks come from the breakdown of larger rocks through the actions of plants and weather.

Standard 2C:  Compare changes in an organism's ecosystem/habitat that affect its survival.

Indicator 5:  Observe and explore how fossils provide evidence about animals that lived long ago and the nature of the environment at that time.

Standard 5B:  Organize and evaluate observations, measurements and other data to formulate inferences and conclusions.

Indicator 5:  Record and organize observations.

Standard 5C: Develop, design and safely conduct scientific investigations and communicate the results.

Indicator 6:  Communicate scientific findings to others through a variety of methods.

 

Introduced, not assessed

Standard 2C:  Compare changes in an organism's ecosystem/habitat that affect its survival.

Indicator 4:  Use examples to explain that extinct organisms may resemble organisms that are alive today.

 

English Language Arts Academic Content Standards 

 


 

Before Reading Activities

Before reading, the teacher will present the Voicethread titled, Rocks and Fossils, introducing students to important vocabulary and background information for this unit. Newton, Padak, and Rasinski stress the importance of providing students with enough background knowledge before reading about a topic (2008).

 

 

Materials

 

Student Resources

 

Teacher Resources

 


 

During Reading Activities

While reading the textbook and trade books, and visiting the web resources, students will fill out research forms with information about their assigned rock.  This information will be used as a type of graphic organizer that will aid students in creating written reports about their rocks. It acts as a scaffold that will allow students to arrange the information they read and then write an organized report. (Vacca & Vacca. 2005).

 

Materials

 

Student Resources

 

Teacher Resources

 

Web-Based Resources

 

 

 

Children's Literature

  • Rocks & Minerals (DK Eyewitness Books) by DK Publishing
  • Looking at Rocks (My First Field Guides) by Jennifer Dussling and Tim Haggerty
  • Let's Go Rock Collecting (Let'S-Read-And-Find... Science. Stage 2) by Roma Gans and Holly Keller
  • Basher Rocks & Minerals: A Gem of a Read by Simon Basher
  • If You Find a Rock by Peggy Christian and Barbara Hirsch Lember
  • Geology Rocks!: 50 Hands-On Activities to Explore the Earth (Kaleidoscope Kids) by Cindy Blobaum and Michael Kline
  • Fossil (Eyewitness) by Paul Taylor
  • The Best Book of Fossils, Rocks, and Minerals by Chris Perrault
  • Rocks and Minerals (High Interest Books) by Ruth Chasek
  • My Best Book of Fossils, Rocks and Minerals (My Best Book of...) by Chris Pellant
  • Experiments With Rocks and Minerals (True Books: Science Experiments) by Salvatore Tocci

 


 

After Reading Activities

Once students have gathered all of their information, they will write a report using their research from as a scaffold. After the reports are completed, the students will create a VoiceThread using their reports as a script. Students will need to look for pictures of their rocks to use as slides for their VoiceThread. Students will share their VoiceThreads with the class at the conclusion of the project. The teacher may wish to invite other classes, school personnel, and family members to view and comment on the VoiceThread.

 

Materials

 

Student Resources

Voicethread Website

Login Information

  • USER: brueckei.guest@gmail.com
  • PASS: voicethread

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Google Creative Commons Image Search

 

 


 

More Voicethread Suggestions

 

 


 

References

  • Newton, E., Padak, N. D., Rasinski, T. V. (2008). Evidence-based instruction in reading: A professional development guide to vocabulary. Boston, MA: Allyn and Bacon.

  • Vacca, R. T., Vacca, J. A. L. (2005). Content area reading: Literacy and learning across the curriculum (8th ed.). Boston, MA: Allyn and Bacon.

 

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