Cape Forchu
Overview of Phase Activities
| Phase
I
Activities |
Phase
II
Activities |
Phase
III
Activities |
Phase
IV
Activities |
Immersion/Posing Questions
| Activity Number
Activity Name |
or Optional |
Main Objectives |
and Resources |
Pacing
Recommendations |
| 1. Brainstorm | R | This will provide insight into the student's prior knowledge and background experience with Cape Forchu in general and the topics of erosion, tides and lunar influences and volcanoes. | Photographs, brochures about Cape Forchu | 1 hour |
| 2. Videos |
|
This will begin the process of connecting this information to the coastline of Cape Forchu. The videos relate the effect of weathering and erosion on the land forms of our region. They also take into account the effect of the tides on the erosional and depositional features of the shoreline. |
Water: The Nature of Things Land and Sea;Ocean Floor Mapping CBC Documentary |
1 1/2 hours |
| 3.a) Quizzes
(Erosion) |
R | This quiz helps to provide insight into what the students know about erosion. | Internet Quiz: Erosion | 10 minutes |
| 3.b) Quizzes
(Tides) |
R | This quiz helps to provide insight into what the students know about tides. | Internet Quiz: Tides | 10 minutes |
| 3.c) Quizzes
(Volcanoes) |
R | This quiz helps to provide insight into what the students know about volcanoes. | Internet Quiz: Volcanoes | 20 minutes |
| 3.d) Quizzes
(Malta) |
O | This quiz provides a challenge for those students who have some knowledge about erosion by enabling to transfer their knowledge to another country, climate and culture. | Internet Quiz: Malta | 30 minutes |
| 3.e) Quizzes
(Weathering and Soils) |
R | This quiz helps to provide insight into what the students know about erosion. | Internet Quiz: Erosion | 30 minutes |
| 3.f) Jigsaw
Puzzles |
O | These jigsaw puzzles provide a visual interactive method by which students who might have difficulty with the concept of erosion can watch its effects emerge as they complete the puzzle at their own level. | Internet: Jigsaw Puzzle
Erosion Internet: Jigsaw Puzzle Surf eroding bluff |
30 minutes |
| 3.g) Handout | O | By visiting web sites on the Internet, students will further extend their knowledge about Cape Forchu, tides and accompanying astronomical influences and erosion. | Question sheets | 1 hour |
| 4. Guest Speakers | R | Guest speakers will broaden the scope of the topic being introduced as well as providing a different method of accessing information. | Fisheries: Alice D'Eon
Geologist: Dan Surette |
1 hour per speaker |
| 5. Starry Night | R | Starry Night makes the connection between the phases of the moon and the tides. It also enhances the students' awareness of our universe. This computer simulation is an excellent interactive program for observing the sky, specifically the positions of the moon and the sun, at various times of the month. | Software program:
Starry Night |
1 hour |
| 6. Virtual Field Trip | R | Students will conduct a virtual visit to a volcano and query a volcanologist to give them first hand information about volcanoes. | Internet: Visit
a Volcano
Ask a volcanologist |
1 hour |
| 7. Developing a Timeline | R | By developing a timeline groups will determine the time needed for the completion of the I-Search project. | Word processor/pen & paper | 1 hour |
| 8. Identifying
Individual Questions |
R | Students will generate questions to stimulate ideas for a possible I-Search project. | Journals, word processor, paper & pen, chart paper & markers | 30 minutes |
| 9. Interview Skills | R | Students work in pairs and small groups to develop interview questions and interviewing techniques | Tape recorder, cam corder, sample interview questions | 1 hour |
| Phase
I
Activities |
Phase
II
Activities |
Phase
III
Activities |
Phase
IV
Activities |
Overview of Phase II Activities
Design a Search Plan
| Activity
Number Activity Name |
Required
or Optional |
Main Objectives |
and |
Pacing
Recommendations |
| 10. Reviewing
Classroom Resources |
R | By starting in the classroom and with the school library, students become aware of possible resources and sources of information for their I-Search. | Newspapers:
Local &
Regional Texts Videos |
2 hours |
| 11.
Using
Library Resources |
R | The local library is used to reinforce search skills and to broaden the range of resources available. | Library Resources | 2 hours |
| 12.
Brainstorm
Ideas |
R | Students work in groups to brainstorm ideas, questions or interests that they can use as a basis for their research. | Chart
paper & markers,
Notebooks, word processor |
1 hour |
| 13.
Identify
a
Research Plan |
R | Students develop a plan based on a question arising from the previous activities. They identify the order of their research and record this plan in their journals. | Chart
paper & markers
Word processor Paper & pen |
1 hour |
| Phase
I
Activities |
Phase
II
Activities |
Phase
III
Activities |
Phase
IV
Activities |
Overview of Phase III Activities
Gather and Integrate Information
| Activity
Number Activity Name |
Required
or Optional |
Main Objectives |
and |
Pacing
Recommendations |
| 14. Field
trip to
Cape Forchu |
R | Students have an opportunity to experience a hands on activity in which they can identify, explore, compare, observe and/or collect data/information about their topic. In addition, students have the opportunity to further develop their social skills as well as their cooperative and collaborative skills. | Busses,
lunches, warm clothes
Paper & pens, notebooks Containers Measuring devices(rulers, tapes, weights Cameras, cam corders, tape recorders |
6 hours(full day on-site) |
| 15. Internet Research | R | Students use the Internet to further their technological skills and to locate, retrieve and store information that is relevant to their project. | Computers,
Internet Access |
2 hours |
| 16.
Traditional
Resources |
R | Students will now extract relevant information from text based resources. Additions, deletions and amendments to resource requirements will be noted. Items that are used as a reference or as a resource will be included in the project's bibliographical file. | Journals, newspapers, texts, articles, microfiche files, etc. | 2 hours |
| 17. Interview | O | Students use the interview skills and techniques developed in Phase I to compose relevant interview questions and to conduct interviews with former lighthouse keepers in order to gather additional information about their topic. | Cam
corder, tape recorder, notebooks, pen & paper,
camera |
1 hour |
| 18. Presentation Formats | R | Students review web sites that have comprehensive and diverse methods of presentations. Students develop their cooperative and collaborative skills in their groups by working together to choose a format for their presentation that is meaningful to them. | Internet:
Site
1
Site 2 Computers, word processor Notebooks, chart paper, markers, pen and paper |
1 hour |
| 19. Starry Night | R | Students use a database to track the relationship between the moon and the tides. By extracting information from Starry Night and comparing it to the local tide cycle, students are utilizing higher order thinking skills as they collect and correlate information that is relevant to their topic. | Computers
Starry Night software |
1 hour |
| 20. Pre draft | R | Students begin to organize the information that they have collected, transferring this information from notes to a report outline or draft based on the format selected in Activity 18. | Word processor, notebooks, chart paper and markers, pens, journals, templates of chosen format. | 1 hour |
| Phase
I
Activities |
Phase
II
Activities |
Phase
III
Activities |
Phase
IV
Activities |
Overview of Phase IV Activities
Produce and Disseminate Reports
| Activity
Number Activity Name |
Required
or Optional |
Main Objectives |
and |
Pacing
Recommendations |
| 21. Establish
Guidelines |
R | Students generate a set of guidelines which provides continuity in the compilation of the project, regardless of the number of individuals involved in the process. | Word processor, chart paper and markers, notebooks, pen and paper | 2 hours |
| 22. Draft | R | Students use effective leads and descriptive language to generate a draft report. | Journals
Pre draft |
2 hours |
| 23. Storyboard | R | Students use technology or traditional tools to develop a storyboard that that organizes, visually or with text, the components of the final presentation | Inspiration,
HyperStudio,
Word processor, Chart paper and markers, pens and paper |
2 hours |
| 24. Conference | R | Students work in groups to conference with each other and with the teacher to receive input, ideas and suggestions for the improvement of their project. | Portfolios, all information that is to be included in the final presentation | 2 hours |
| 25. Editing | R | Students use each other to proof their drafts, thereby gaining different perspectives or they may use technology to check for spelling and grammar, thereby extending their technological skills. | Draft
report
Word processor Spell checker, grammar checker Peers Markers, different colours |
1 hour |
| 26.
Additional
Information |
O | Students extend their learning by including in their report a section which may not fit with their specific research questions. This section may contain information that is meaningful and relevant to the group and/or individual and adds a different dimension to the completed project. | Word
processor
Notebooks Pen and paper Portfolio |
1 hour |
| 27. Multimedia | O | Students develop a multimedia stack that is their project or is a part of their project. This enables students to have a presentation that is non-traditional but which still enables them to present their peers with evidence of their acquired knowledge and skills. | Hyperstudio
Journals Portfolio |
2-3 hours |
| 28. Oral Presentation | R | Students practice their public speaking skills and test their presentation within their group, allowing them to make adjustments or alterations prior to the final presentation | Hyperstudio
Inspiration Props, as necessary Portfolio Project |
1 hour |
| 29. Presentation | R | Students work with the other members of their groups to deliver the presentation of their completed project to their peers/parents/teachers. | Journals
Portfolio Final Product Props Audio and Visual aids |
3 or more hours |
| 30. Reflection | R | Individuals and groups reflect and debrief on the process, providing input and suggestions for improvement. | Journals
Portfolios |
1 hour |
| Phase
I
Activities |
Phase
II
Activities |
Phase
III
Activities |
Phase
IV
Activities |
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