Group+06+Kyle's+Activity


 * Life cycles! **


 * Grade 4: ** Habitats


 * Subject Areas: ** Science and art


 * Technology: ** animation application online equivalent: DoInk

Students will learn what metamorphosis is; Students will learn a range of organisms which age in this way; Students will learn to voice their position on and issue backed with evidence; Students will improve their public speaking voices; Students will improve their efferent listening skills; Students will learn to use the DoInk animation application; And students will properly demonstrate understanding of a type colour schemes
 * Outcomes: **


 * Materials: ** Computers, internet access, java

I decided to use an animation tool because I thought it was important for students to see how different the stages of metamorphosis can be, especially when you compare the first stages with the last. By doing an animation which also shows a change in complementary colour scheme, each phase will really pop and add further distinction to the changes occurring. I found DoInk to be particularly useful because it is an online application, so students can work on their projects on any computer which has an internet connection and a Java plug-in (this includes the ipad). This allows the students to complete their project at home or at a number of other places outside of school, so people without computers are not limited. Furthermore, if they like the program, they will be able to reuse it again with ease. It is also an easy program to get started with once they have experienced the tutorial in class.
 * Rationale: **


 * Procedure: **
 * Class one: **

Introduce the topic of metamorphism by asking students if they know the difference between how humans age and how butterflies age. Give the students 5 minutes to think and or write about any connections they can create with prior knowledge. Next, ask them why they think this difference exists. Give them 5 minutes again to do the same. Place students in small groups to discuss what they came up with. Together, students collaborate by sharing and combining ideas, selecting which views they believe, and do not. Eventually they come to some agreement of what they believe, or they split up into smaller groups representing each idea. Ask each group to share viewpoints without class commentary. While information is being shared, each idea is recorded on the board and given a group number. Once sharing has finished, mark off sections of the classroom by group number. Give students 5 minutes to choose and sit with the group whose view point they agree with the most. Next, tell students that they will need to present their idea in a way to prove its validity in front of the class next day. Finally, give 10 more minutes so they can form a strategy of how they can prove their theory. Then they can create a group name. Each student should find information and/or a method to prove their group's joint theory
 * Part 1: Intro and independent thought (10 min.) **
 * Part 2: Small group discussion (10 min.) **
 * Part 3: New group formation (25 min.) **
 * Part 4: Homework **

Give students 10 minutes so they can form into groups and prepare questions and ready themselves for their informal presentation. Also, be a coach and give assistance when needed. While groups have the attention of the class, make observations of how and how extensively the group proves its point. Ask for quiet, and make note of students listening skills`. Open the discussion by offering up the first provoking question to the first group, and then encourage the students to follow. Give equal time for each group to receive feedback. While students engage in discussion, observe their questions and answers, paying attention to the quantity and quality. Assign an individual reflection which includes prepared questions about lifecycles.
 * Class two: **
 * Part 1: Group preparation (10 min.) **
 * Part 2: Group presentation (30 min. ) **
 * Part 3: Large group discussion (10 min.) **
 * Part 4: Homework **

Begin by answering student`s questions and supplementing knowledge already learned about life cycles. Next, ask students to name some other organisms which have a metamorphosis type of life-cycle. As the student`s give answers, create a concept map of these newly mentioned species. After this, have students choose their favourite of the organisms in the concept map. Next, it is time to present a directly instruction tutorial on how to use the DoInk application. After this, let the students have a short practice run to see what they know. Observe their work, and then open up a discussion where they can ask any final questions. Next, present students with the evaluation rubric. Remind students that they will also be evaluated on their colour scheme. This will be based on the types of colour schemes taught in class a week ago. Pair struggling students with proficient students and let them begin their animations. Offer support when needed. Also, record the quality of the group work within the pairs of students. Finally, offer after school assistance. Students must finish their animation after school hours. Suggest places which have internets access for students who may not have computers.
 * Class three: **
 * Part 1: Topic choice (15 min.) **
 * Part 2: Direct instruction (15 min.) **
 * Part 3: Animate (20 min.) **
 * Part 4: Homework **


 * Assessment: ** This will primarily consist of the animation rubric and the anecdotal notes taken throughout the three day lesson. This is a sample of the rubric:
 * || Yes || No ||
 * Displays understanding of DoInk ||  ||   ||
 * Correctly chose metamorphic organism ||  ||   ||
 * Depicts every stage of the organism ||  ||   ||
 * Depicts stages in the correct order ||  ||   ||
 * Correctly uses a colour scheme ||  ||   ||
 * Positive anecdotal record ||  ||   ||

Students will be given a final mark out of 6, which each check representing a mark. Half marks will not be given.

Video: []
 * Files: **

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