"ST: An Adventure of the American Mind"
. Word Template for Students: Conservation: Using Google Earth, Primary Resources, and Intel Tools for Understanding and Thinking Designed by: Kim Walter Summit Ridge Middle School Jefferson County School District email@example.com June 2006 1 Introduction Task After analyzing documents, pictures, films and other primary resources students will use the Intel Teaching Thinking tools to analyze and justify their ideas of conservation. Process Elementary: Open the Rocky Mountain National Park.kmz file: Review the history of creating one of the national parks, Rocky Mountain, Yosemite, Smokey Mountains, or the Yellowstone. Discuss the primary resources students are viewing using the discussion questions. Discuss the idea of conservation with students and why groups of people would feel the need to preserve and protect tracks of land. Together, with the student list reasons for conservation of land. Using the Visual Ranking Tool from Intel, rank the most important factors for conservation to least important factors and explain your listing. Compare the correlation of your ranking to other groups and the class. Discuss the correlation and reasons for similarities and differences with the entire class. Middle: Open Rocky Mountain National Park.kmz file, choose two national parks and review the images. Use the text files, photos, and other primary resources to answer the questions. Discuss these questions with your entire class in a large group discussion. Why might conservation be just as important today as it was in the past? Are there reasons that may increase or decrease why people or governments decide to conserve land? Use the seeing reason tool to map out your thinking. Justify your reasons and explain the relationships. 2 Secondary: Open Rocky Mountain National Park.kmz file, national parks and review the images. Use the text files, photos, and other primary resources to answer the questions. Discuss these questions with your entire class in a large group discussion. Continue in a large group, discuss: Is conservation just as important today? Why or why not? Using the Intel tool Showing Evidence make a claim for or against conservation or the protection of land. Justify your claim with research. Rate your evidence and explain your rating Click and drag your evidence to support your claim. You need evidence that supports and discredits your claim. Cite your source for your evidence. (Copy and paste the web address, or type in the name of a book or journal article in the appropriated box.) Evaluation Evaluate students on the completion of your discussion sheets, evidence supporting claims, and quality of argument. – Discussion questions will be graded based on completion and answer quality. – Tools will be graded on quality of evidence, completion of all parts of the showing evidence tool, visual ranking tool, or the seeing reason tool and coherence of argument. Expectations: -All explanations of reasoning and justification completed in each tool. -To work with a partner to complete with equal sharing of responsibilities. -Rubric for grading argument. 3 Conclusion Upon completion of the project students will be able to support or disclaim the need for conservation. Students will be able to use current research to justify your claim and belief. 4 Credits Primary Source Materials: Rubric: www.tech4learning.com Template created 2004 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page. Assessing Projects Tool: http://www.intel.com/education/assessingprojects/ Technology Support: Template created 2004 by An Adventure of the American Mind – Colorado Intel Tools and Assessment: www.intel.com/education/tools Google Earth: www.earth.google.com Rubric Creation: www.tech4learning.com 5