Verena Zimmer - Coetail Course 5

Unit Title: The Human Machine – The human body is a complex organism, which is made up of many systems that work together

Grade 4  German (Duration: 6 weeks)

Integration / Unit Title: 

The brain as one of the most complex systems in the human body

Central Idea:

The brain is an important system because it controls your body. A human being cannot survive without a brain.

Stage 1 - Goals / Learning Intentions / Standards

Enduring Understanding:

Students understand that the elements of a nonfiction text facilitate the research process as well as the understanding of any topic.

Students will experience and understand that they can create an ebook to collaborate and to share their knowledge as well as to learn from others.

Students will experience themselves as self-directed learners. They take ownership of their own learning.

Essential Questions:

  • What does a brain look like?
  • How does the brain control our body?
  • What are the features of a nonfiction text? What do they look like? Why are they important?

Knowledge

Students will

  • know about the form (What does it look like?)  and function (How does it work?) of the brain.
  • inquire into the following areas of choice which are related to the brain: intelligence, memory, brain, language, logic, and creativity and will gain interest driven knowledge about it.
  • know new vocabulary for understanding and for expressing their understanding.
  • know the elements of a nonfiction text  in order to create a visual text.

Skills

Students will be able

  • to make connections to the homeroom learning where they inquire into human body systems and how they are connected.
  • to read and understand a nonfiction, visual text independent from the kind of media (paper book, ebook, website, video)
  • to create a nonfiction text and show their understanding by using the specific features
  • to edit and assess their or peer’s work
  • to work as part of the team in order to create a ebook about the brain
  • to use technology to gain information (videos) and to create an ebook collaboratively

Standards Met: ISTE: NET - S

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

   a. Apply existing knowledge to generate new ideas, products, or processes

   b. Create original works as a means of personal or group expression

2. Communication and Collaboration 

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

   a. Interact, collaborate, and publish with peers, experts, or others employing a variety  

       of digital environments and media

   b. Communicate information and ideas effectively to multiple audiences using a variety

       of media and formats

3. Research and Information Fluency 

Students apply digital tools to gather, evaluate, and use information.

   b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

   c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

   d. Process data and report results

5. Digital Citizenship 

   a. Advocate and practice safe, legal, and responsible use of information and technology

   b. Exhibit a positive attitude toward using technology that supports collaboration,
      learning, and productivity

   c. Demonstrate personal responsibility for lifelong learning

6. Technology Operations and Concepts 

    a. Understand and use technology systems

    b. Select and use applications effectively and productively

    d. Transfer current knowledge to learning of new technologies

Stage 2 – Assessment Evidence

GRASPS Task:

Goal: Inquire into the facts about the brain. Your goal is to share your knowledge by being an editor for our “Brain eBook”.

Role: You are a scientist who does research about the brain. You are convinced that your findings are very important and therefore you publish them to share your knowledge.

Audience: Your audience will be any reader of the eBook which will be published through iTunes.

Situation: Inquire into any brain-related topic. Formulate your questions and your action plan in order to research within the given and researched Intranet resources. You need to write down notes to remember what is important in the context of your research question.

Product: First use paper in order to draft your nonfiction page for the eBook. Edit and peer assess your draft before you create the page in Book Creator.

Standards and Criteria for Success: Your nonfiction page for the eBook will be self-assessed as well as a classmate using a checklist. Your page must meet the following standards:

  • features of a visual text
  • formal writing
  • grammar and spelling conventions
  • citing of the resources

Resources:

The students use both pre selected and researched websites as well as a non-fiction books about the body and the brain.

For creating the eBook the students work with the iPads using the app called Book Creator

Six Facets of Understanding:

Explain: Students

  • develop an illustrated nonfiction eBook to explain the form and function of the brain as well as chosen interesting facts

  • create a non-fiction page for an ebook which shows what they have learnt and what they are interested in regarding the brain

Interpret: Students

  • develop an understanding of the brain as one of the human body systems and make connections to the other systems of the body

Apply: Students

  • apply their knowledge about the brain to understand other systems of the human body
  • understand elements of a nonfiction text to comprehend any topic
  • apply their knowledge about nonfiction text elements to write an understandable text.

Have perspective: Students

  • will differentiate
  • think about the audience
  • information from different sources

Empathize: Students

  • will experience the feeling of publishing their own work online and getting feedback from others.

Have self-knowledge: Students

  • will get aware that being visually literate supports learning
  • will become aware that they have to be knowledgeable about a topic in order to create and publish

Other Evidence (Assessment)

Students will know about the form (What does it look like?) and function (How does it work?) of the brain.

  • note taking sheet of the videos
  • questionnaire about the brain
  • oral presentation of the topic to get feedback

Students will know new vocabulary for understanding and for expressing their understanding.

  • think pair share

Students are able read and understand a nonfiction, visual text independent from the kind of media (paper book, ebook, website, video)

  • note taking

Students will know the elements of a nonfiction text in order to create a visual text.

  • filling in a checklist about the features of a nonfiction page
  • filling in a rubric for the final version of the nonfiction page

Students will be able to use technology to gain information (videos) and to create an ebook collaboratively

  • through observations

Student Self-Assessment

to edit and assess their or peer’s work

Learning activities

Week 1

Tuning In

  • “Brain Jogging” Activities to tune into the topic
  •  Chalk Talk (Pre-Assessment)

              - Why does a human being needs a brain?

              - The brain is the only organ which is strong enough to move the world.

              - Picture of a brain

Inquiry into the FORM of the brain (How does it look like?)

Students watch a video at home, take notes, write their questions, and create a vocabulary list

Inquiry into the features of a nonfiction text

  • Skimming of nonfiction texts about the brain (Where do you enter the text and why?)
  • Analyzing a nonfiction texts and finding the features
  • Discussion with peers about purpose of the features

Week 2

Activities for understanding

  • Think Pair Share about the FORM of the brain
  • Students create a more or less accurate model of the brain with clay so they can show their knowledge about the basic anatomy of the brain

Inquiry into the FUNCTION of brain (How does it work?)

  • Students watch a video at home, take notes, write their (new) questions, and create a (new) vocabulary list

Student Questions

  • Students sort their questions by FORM and FUNKTION

Activities for understanding

  • Students label the brain, using the correct vocabulary
  • Students create a performance which explains the FORM and FUNCTION of the brain

Week 3

Activities for understanding

  • Think Pair Share about the FUNCTION of the brain

Inquiry into the FUNCTION of the brain and the neurons

  • Students do an experiment which demonstrates the reaction to a sensory impression in the brain
  • Students performs in small groups a process in the brain

Further inquiry into the nerve cells

  • Students watch a video at home, draw a nerve cells and label it
  • Formative assessment through a quiz

Week 4

Role: You are a scientist who does research about the brain. You are convinced that your findings are very important and therefore you publish them to share your knowledge.

Introduction to iTunes and publishing an eBook

  • Differences / similarities / advantages / disadvantages - text book - eBook

Decision Making regarding the topic / Action Plan

  • What are the questions about your chosen topic?
  • What do you already know about the topic?
  • Where and how do you want to do your research?

Research

  • Students search information in books, online or in conversation with experts
  • Students take notes

Week 5

Introduction to Book Creator

  • Watching introduction video
  • Playing around with the app

Research

  • Students search information in books, online or in conversation with experts
  • Students take notes

Planning nonfiction page for the eBook

  • Students create a first draft

Week 6

Finalizing of the non-fiction page

  • proofreading with peers
  • citing of the pictures and the resource

Self- and Peer Assessment

  • Filling in the checklist (features of the nonfiction page)
  • Filling in the rubric about the nonfiction page

Reflection

  • Survey about the process of publishing the eBook