EDU+569+Teaching+with+Mindtools

toc Notes on the PLC

=Ruris Scientia=

**An interdisciplinary unit between languages and science developed by Amity Beane and Erin Leathers for Garden Learning**

Maine Learning Results
Modern and Classical Languages A1 Interpersonal B. 9-Diploma : Provide and exchange detail information on familiar topics, orally or in sign language, and in writing.

A2 Interpretive A. 9-Diploma : Identify main ideas, topics and specific information in a variety of //authentic// written/signed //materials//.

A3 Presentational C. 9-Diploma : Paraphrase and/or summarize texts orally or in sign language and in writing using //a presentation format//.

A4 Language Comparisons E. 6-8: Explain connections between languages through the identification of cognates.

C1 Knowledge of Other Learning Results Content Area B. 9-Diploma : Provide examples of information gathered through //target language// resources that are applied in other L//earning Results// content areas. Science and Technology B1 Skills and Traits of Science Inquiry C. 6-8 : Use appropriate tools, metric units, and techniques to gather, analyze, and interpret data. E. 6-8 : Use logic, critical reasoning and evidence to develop descriptions, explanations, predictions and models. F. 6-8 : Communicate, critique, and analyze their own scientific work and the work of other students.

B2 Skills and Traits of Technical Design D. 6-8 : Implement a proposed design. E. 6-8 : Evaluate a completed design or product. F. 6-8 : Suggest improvements for their own and other's designs and try out proposed modifications.

E1: Biodiversity A. 6-8 : Compare physical characteristics that differentiate organisms into groups.

**The problem**
The library is closed and your school has gone digital and has no reference books on based local flora. However, the Grandparent Society of Maine will be coming to visit your area and your class is responsible for sharing local knowledge with them without computers. The Society will be touring the world-famous Dixfield Nature Trails and would like a paper guide to the amazing plants and trees in this area. The head of the Society has called and has stated that 4 couples from Venezuela will be visiting at the same time in an Elder Exchange Program. The team includes scientists, photographers, writers, and cartographers.

**The task**
STEP 1 In the classroom
 * Form teams of 5 and decide the trail
 * Organize data collection tools (GPS, notebooks, writing utensil, digital camera, soil analysis kits)
 * Assign tasks: photographer, writer, mapper, soil analyst (2). In the group the tasks will rotate among students.

STEP 2 In the field
 * Predict at least ten different types of trees and ten different plants (five flowering and five non-flowering) including shrubs, mosses, and grasses, that they think they will find on the trails.
 * Record the predictions in a team notebook.
 * Describe and identify different flora (using a digital camera to help to record information) along one of the local trails between the high school and the middle school.
 * Identify at least ten different types of trees using leaf type, fruit and cone type, and tree silhouette. Take a publishable picture (i.e. one that is in focus and clearly identifies specimen), record the location, record the identification data, and take soil samples near the base of each plant.
 * Identify at least ten different types of plants by stems and leaves, petals, symmetry and the flower itself (color, fragrance, etc.) Take a publishable picture, record the location, record the identification data, and take soil samples near the base of each plant.
 * RULE: THERE MUST BE AT LEAST TEN METERS BETWEEN EACH SPECIMEN SO THAT PEOPLE CAN IDENTIFY SPECIES AS THEY WALK.

STEP 3 In the classroom


 * Record data in a spreadsheet (using google docs or similar program) with the following columns: photo, GPS coordinate, soil type in English and Spanish, identifying features (see above) in English and Spanish.
 * Analyze the date to figure out the species name in English, Latin, and Spanish, using Audubon field guides.
 * Confirm data accuracy with experts (Maine Forestry Service, Cooperative Extension, and other state resources).
 * Create hand-held map with 20 infographs that include species photo and information in English and Spanish to be distributed to the Grandparents Society. (Must be to scale and have a key).

Student Sample
Field notebook--see paper sample [|Digital Map] Field Guide--see paper sample

Evaluation of Materials
and all photos must be publishable || All 20 specimens are included (no repeats) and 75% or more photos are publishable || All 15 specimens are included (no repeats) and 50 % - 74 % of photos are publishable || All 10 specimens are included (no repeats) and less than 50% of photos are publishable ||
 * Score || 4 - Exceeds || 3 - Meets || 2 - Partially Meets || 1 - Does not Meet ||
 * Photos || All 20 specimens are included (no repeats)
 * GPS Coordinates ||  || All GPS coordinates are correctly included. || Most GPS coordinates correctly included || Few GPS coordinates are correctly included. ||
 * Soil Types ||  || All soil types are included. || Most soil type are included || Few soil types are included. ||
 * Identifying Features || Language is clear and concise. English and Spanish are without grammatical error. || Language is understandable with few grammatical errors (5 or less). || Language is understandable with some grammatical errors (6 to 10). || Language is unclear and has more has than 10 grammatical errors. ||
 * English Name, Common Name, or Variation || Correct Common Name, and all variants . || Correct common name only. || Correct common name with spelling error. || No or incorrect English name. ||
 * Latin Name (Variation in Greek) || Correct Common Name, and all variants . || Correct common name only. || Correct common name with spelling error. || No or incorrect English name. ||
 * Spanish Names (Variation in French) || Correct Common Name, and all variants . || Correct common name only. || Correct common name with spelling error. || No or incorrect English name. ||
 * Map || Exceptionally neat, no stray marks, straight edges, no glue marks, extremely legible. || Neat, no stray marks, straight edges, no glue marks, and legible. || Somewhat neat, may/may not include stray marks, straight edges, and glue marks. Somewhat legible. || Not neat and/or legible. ||

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