Collaboration skills and ability to follow directions a plus. Some typing as well.
1. Students will compose a research paper. 2. Students will learn about rivers in California and their significance in regards to Californias geology. 3.Students will create a written (presentable) artifact showing understanding.
ELL Literacy with NASA: California Geology-Rivers Grade Level: Eleventh Grade Objectives: 1. Students will compose a research paper. 2. Students will learn about rivers in California and their significance in regards to Californias geology. 3.Students will create a written (presentable) artifact showing understanding. CDE Language Arts: Research and Technology:?1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.?1.4 Develop the main ideas within the body of the composition through supporting evidence. 1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium. 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.?1.7 Use appropriate conventions for documentation in the text, notes,
and bibliographies by adhering to those in style manuals. 1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context. CDE Science: California Geology: The geology of California underlies the state's wealth of natural resources as well as its natural hazards. As a basis for understanding this concept: 9a: Students know the resources of major economic importance in California and their relation to California's geology. 9b: Students know the principal natural hazards in different California regions and the geologic basis of those hazards. 9c: Students know the importance of water to society, the origins of California 's fresh water, and the relationship between supply and need. 9d: Students know how to analyze published geologic hazard maps of California and know how to use the map's information to identify evidence of geologic events of the past and predict geologic changes in the future.
CDE-ELL Literacy Component: Organization and Focus: Develop a clear thesis and support it, using analogies, quotations, and facts appropriately. Write a multi-paragraph essay, with consistent use of standard grammatical forms. BTSA Component: Use for Standard 19 compliance. Anticipatory Website: http://geology.com/states/california.shtml Critical Tasks: (in any order) 1. Student teams should create visual images and drawings in order to support their understanding (and compare/contrast when possible). 2. Allow for multiple interactions (individual and group). 3. When implementing lesson,
follow the objectives. 4. Teacher must model exploration of the difficult text. 5. Practice own and student ORAL delivery of content. 6. Pre-teach concept of California Geology (use multiple images). 7. Teacher and students are to be involved in guided reading. 8. Students must report (orally) what they understand. 9. Student teams must create a written artifact.
Assessment: Informally through observation and formally through the rubric building website located at http://rubistar.4teachers.org/index.php