ClassMate User Guide - portal.bigchalk.comportal.bigchalk.com/media/products/classmate/classmateteachergui… · ClassMate Language Arts | Teacher User Guide | © 2002 bigchalk.com,

ClassMate Language Arts | Teacher User Guide | © 2002 bigchalk.com, inc. 1

ClassMate Language Arts Teacher User Guide

I. Introduction………………………………..…………………… 2

II. How to Log In…………………………………..……………… 3

III. Subject Guide…………………………………..………………. 5

IV. Lessons……………………………………………..….………… 9 V. Citation Guide……….……………………………..………….. 14

VI. Classmate Quick Reference Guide…….…………….….. 18

VII. Teaching the Lesson..……………………….…..………….. 19

VIII. Guide to Pedagogical Implementation

With Sample Lesson……………………………………… 26

IX. Customer Support......……………………….…..………….. 34


I. Introduction Welcome to ClassMate. ClassMate provides comprehensive online curriculum that meets the needs of language arts educators nationwide. Customizable and printable assignments, projects, activities and lesson plans support educators in their individual instructional approach. All materials meet state and national standards of learning, and may be used as core curriculum or in conjunction with new or older textbooks. ClassMate features relevant graphics, animations, pop-up glossaries, as well as Web links that have been evaluated for quality, security and appropriateness. Printable Materials Many of the materials in ClassMate are printable. That is, they have been specially formatted so you can easily print out each lesson’s key readings, glossary, assignments and assessment tasks.

Whenever you see this icon, it means that the page you’re viewing can be printed. Click the link next to the icon to bring up the material, click the File menu and then select Print. A printable item will open into your word processor. Related readings (most lessons contain one to five related readings) are also printable. Because the readings come from a variety of sources, they may open into your word processor (.RTF), Adobe Acrobat Reader (.PDF), or into a new browser window. Once the material has opened, click the File menu and then select Print. System Requirements Operating System: Windows 95/98/Me/2000/NT/XP; Apple Macintosh OS 7/8/9/X Processor: 486/SX or Pentium; Macintosh 68040 or PowerPC/G3/G4 Memory: 24 MB RAM (32 MB or greater preferred) Software: Microsoft Internet Explorer 4.0 (5.5+ preferred)

http://www.microsoft.com/downloads Netscape Communicator or Navigator 4.0 (4.7+ preferred) http://browsers.netscape.com/browsers Macromedia Shockwave Player http://www.macromedia.com/downloads QuickTime 5.0 http://www.apple.com/quicktime/download Adobe Acrobat Reader http://www.adobe.com/products/acrobat/readstep.html

Internet Connection: 28.8K Modem (56K Modem or LAN/Cable/DSL preferred)

http://www.microsoft.com/downloads

http://browsers.netscape.com/browsers/

http://www.macromedia.com/downloads

http://www.apple.com/quicktime/download

http://www.adobe.com/products/acrobat/readstep.html


II. How to Log In To access ClassMate, connect to www.bigchalk.com and click Log In at the top of the home page.

Fill in your user name and password as provided by your technology coordinator, library media specialist or other school administrator. (Note that user names and passwords are case sensitive.)

Click GO to continue. Click the My Products link in the center of the page.

A list of your products will appear.

http://www.bigchalk.com/


Click the word ClassMate to begin using the curriculum.


III. Subject Guide Navigation Selecting a Lesson

a. Navigation

The ClassMate curriculum is divided into five levels: 1. Subject 2. Course 3. Module 4. Sub-module

5. Lesson When you first access ClassMate, you will immediately see the Subject Guide.


To access this top-level page, click the Subject Guide link found near the top of every page.

b. Selecting a Lesson

To begin using the curriculum, select your subject by placing your mouse over the word Language Arts.

Drag your mouse to a module on the right and click once on its title to begin. In this example, we positioned our mouse over Language Arts, then dragged our mouse over to Drama and clicked on it.

Click a lesson to continue. We clicked The Miracle Worker by William Gibson.


The Miracle Worker lesson opens, with the key reading displayed first.

You’re now ready to begin using the lesson with your students. Another way to select a lesson is to use the Table of Contents. (Think of it as a shortcut to save you time.) From the Subject Guide, select your subject by placing your mouse over the word Language Arts.


Drag your mouse to the right and click on Table of Contents.

Click a module or lesson from the list to continue.


IV. Lessons Key Readings Glossary Related Readings WWW Links Assignment ClassMate lessons contain a key reading, glossary, related readings, WWW (Web) Links and an assignment.

Each of these items can be accessed through the yellow bar at the top of every lesson page, and are described in detail below.

a. Key Readings

When you first access a lesson, the key reading page appears. You can access this page by clicking Key Readings from the menu at the top of any page in a lesson.

The key reading is the foundation text of each lesson. It consists of several pages of text, similar to a chapter of a textbook. It may include photographs, illustrations and animations. Animations require the QuickTime software to play. Most Web browsers come preinstalled with the free QuickTime player software. If the animations don’t play on your computer, connect to Apple’s Web site to retrieve a copy. http://www.apple.com/quicktime/download

http://quicktime.apple.com/

http://www.apple.com/quicktime/download


Additionally, the key reading’s vocabulary words are linked to the glossary page. Position your mouse over the bold words found inside the text, pause for a few seconds, and a definition will appear in a pop-up window.

To learn more about the author of a lesson, click their name at the top of each key reading.

b. Glossary

The glossary contains a list of vocabulary words for each lesson. You can access the page with all of the glossary terms listed by clicking Glossary from the menu at the top of any page in a lesson.


c. Related Readings

The related readings page contains articles from our bigchalk Library collection of the latest newspaper and magazine articles, maps, atlases and more. You can access this page by clicking Related Readings from the menu at the top of any page in a lesson.

The related readings were selected to enhance the key reading and allow students to further explore the central theme of each lesson. Each reading can be printed. Click each blue link to bring up the material, click the File menu and then select Print. Depending upon its file type, a reading may open into Adobe Acrobat Reader (.PDF) or your word processor (.RTF).


d. WWW (Web) Links

The WWW Links page contains links to Web sites outside of ClassMate. They are selected from bigchalk’s online directory of the best educational destinations on the Web. You can access these links by clicking WWW Links from the menu at the top of any page in a lesson.

Each site in bigchalk’s directory is carefully reviewed by educators and subject matter experts to insure that it's maintained by a reputable source, offers substantial educational value and doesn't contain inappropriate material. To connect to each link, click the blue words. Note that the location of each site appears in green. Students can use these green addresses to cite the source of online research materials they choose to include in assignments or research papers. (See page 14 for detailed information about citing ClassMate resources.)


e. Assignment

You can access student assignments associated with the lesson by clicking Assignment from the menu at the top of any page in a lesson.

Assignments can consist of hands-on activities, reading comprehension exercises and creative writing compositions. In addition, journal activities are provided for every lesson.


V. Citation Guide

Here are step-by-step instructions for citing the information you find using bigchalk research products and the Internet in your assignments or research paper.

Step One: Keep track of the information you find. Write everything down in a notebook or create a marked list. To save paper and time, try sending yourself the information via email. Keep everything in a single folder on your computer, or in a three-ring binder for safekeeping and teacher review.

Step Two: Create your citations. Ask which format your instructor prefers: standard MLA, APA, or the updated bigchalk citation format.

I. BIGCHALK PRODUCTS & SERVICES ClassMate, Integrated Classroom, Library, ProQuest and eLibrary

Newspaper Article bigchalk Style Author's Last Name, First Name. "Title." Name of Newspaper. [Database Name] Date. Coker, Margaret. "Fiery end drawing near for Russia's obstinate Mir." The Palm Beach Post. [ClassMate] 03.15.2001. MLA Style Coker, Margaret. "Fiery end drawing near for Russia's obstinate Mir." The Palm Beach Post. 15 March 2001, 1A. ClassMate. Anytown School Library, Anytown, CA. 22 March 2001 http://www.bigchalk.com. APA Style Coker, Margaret. (2001, March 22). Fiery end drawing near for Russia's obstinate Mir. The Palm Beach Post. p. 1A. Magazine Article bigchalk Style Author's Last Name, First Name. "Title." Name of Magazine. [Database Name] Date. Hayden, Thomas. "A prelude to the big big one?" U.S. News & World Report. [ClassMate] 03.12.2001. MLA Style Hayden, Thomas. "A prelude to the big big one?" U.S. News & World Report. 3 March 2001: 37. ClassMate. Anytown School Library, Anytown, CA. 15 March 2001 http://www.bigchalk.com. APA Style Hayden, Thomas. (2001, March 3). A prelude to the big big one? U.S. News & World Report. p. 37.


Newswire bigchalk Style Source."Newswire release title." [Database Name] Date. Reuters. "White House to release fundraising documents." [ClassMate] 02.25.1997.

MLA Style "White House to release fundraising documents." Reuters. 25 Feb. 1997. ClassMate. Anytown School Library, Anytown, CA. 30 Nov. 2001 http://www.bigchalk.com.

Book bigchalk Style Author's Last Name, First Name. Title of Book. [Database Name] Copyright date. Williams, Bard. The Internet for Teachers. [bigchalk Integrated Classroom] 1995. If there's more than one author invert only the first name as in Jones, Tom, and Mariea Berryman. MLA Style Williams, Bard. "The Internet for Teachers." 1995: 54. ClassMate. Anytown School Library, Anytown, CA. 27 March 2001 http://www.bigchalk.com. APA Style Williams, Bard. (1995). The Internet for Teachers. Foster City, CA: IDG Books. Map bigchalk Style Description of map location. Source. [Database Name] Date. Quebec City Central Canada. MGMapsOfTheWorld. [ClassMate] 01.01.1996. MLA Style Quebec City Central Canada. Map. 1 Jan. 1996. ClassMate. Anytown School Library, Anytown, CA. 27 March 2001 http://www.bigchalk.com. Audio/Video bigchalk Style Source. "Description of audio/video." [Database Name] Date. Knight Ridder/Tribune: News in Motion. "Knee replacement is a billion dollar industry in the United States." [ClassMate] 09.05.1997. MLA Style "Knee replacement is a billion dollar industry in the United States." Knight Ridder/Tribune: News in Motion. 9 May 1997. ClassMate. Anytown School Library, Anytown, CA. 29 March 2001 http://www.bigchalk.com.


TV/Radio Transcript bigchalk Style Reporter/source. Description of programming. Source. [Database Name] Date. Edwards, Bob. "Profile: Quality of education in America." Morning Edition (NPR). [ClassMate] 06.01.2000. MLA Style "Profile: Quality of education in America." Morning Edition (NPR). 6 June 2000. ClassMate. Anytown School Library, Anytown, CA. 5 July 2001 http://www.bigchalk.com. Picture bigchalk Style Source. Description of picture. [Database Name] Date. Reuters News Pictures Service NASA. Space station in view during shuttle docking operation. [ClassMate] 09.11.2000. MLA Style Space station in view during shuttle docking operation. Photograph. Reuters News Pictures Service NASA. 11 Sept. 2000. ClassMate. Anytown School Library, Anytown, CA. 30 Nov. 2001 http://www.bigchalk.com.

II. INTERNET SOURCES

World Wide Web bigchalk Style Web site author. Title of Web page. [Web] Date of retrieval from the Internet. [Full Web address]. National Public Radio (NPR). President Bush appoints new cabinet. [Web] 01.20.2001. [http://www.npr.org/newstories/presbushcabinet.html]. U.S. Congress Citation Structure Originating body, Name of Sponsor, Person or Authority with their state, what they are sponsoring or speaking about. Date or Number of Congressional Session. [Web] Date of retrieval from the Internet. [Full Web address]. House of Representatives of the United States, Sen. Shelia Jackson-Lee, Expressing the sense of the Congress regarding the need to pass legislation to increase penalties on perpetrators of hate crimes. 107th Congress. [Web] 03.22.01 [http://thomas.loc.gov/cgi-bin/bdquery/D?d107:1:./temp/ ~bdHt8N::|/bss/d107query.html|] APA Style National Public Radio. (2001). President Bush appoints a new cabinet. All Things Considered. Retrieved January 20, 2001, from the World Wide Web: http://www.npr.org/newstories/presbushcabinet.html


Email (Electronic Mail) bigchalk Style Sender Name [sender's email address]. Subject line of message. Recipient Name [recipient's email address]. [Email] Date of message. The Math Forum [[email protected]]. Re: Question about the history of algebra. Chris Noonan Sturm [[email protected]]. [Email] 01.10.2001. Online Images bigchalk Style Image creator/source. Brief description of image. [Internet Image] Date of retrieval. [Full Web address of graphic/image]. bigchalk.com. Animated image of ballerina dancing. [Internet Image] 01.30.2001. [http://www.bigchalk.com/home/ballerina.jpg]. Online Sounds bigchalk Style Sound creator/source. Brief description of sound. [Internet Sound] Date of retrieval. [Full Web address of sound]. SoundLibrary.com. Sound of a clock chiming the hour. [Internet Sound] 02.10.2001. [http://www.soundlibrary.com/archive/clockchime.mp3]. Online Video Clips bigchalk Style Video clip creator/source. Brief description of video clip. [Internet Video] Date of retrieval. [Full Web address of video clip]. NASA. Video clip of STS-26 space shuttle launch. [Internet Video] 02.20.2001. [http://www.nasa.gov/medialibrary/sts26launch.ram].

The next page contains a quick reference guide for your students. You may wish to print it out and distribute it to your students, or post a copy next to your computer(s).


VI. ClassMate Quick Reference Guide

ClassMate Overview ClassMate contains lessons and activities that will help you learn about language arts. Each ClassMate lesson contains a collection of readings with images, animations, pop-up glossaries and Web links that will help you master each concept. Connecting to ClassMate 1. Open your Web browser. 2. Connect to: www.bigchalk.com 3. Click Log In at the top. 4. Type your user name and password and then click GO. 5. Click the My Products link in the center of the page. 6. A list of links appears. 7. Click ClassMate. 8. Under Subject Guide, click Sciences to begin. 9. Continue clicking the menus that appear to bring up a lesson.

Using ClassMate At the top of every lesson, you’ll find eight links. Click each link once with your mouse to continue. (See the illustration above.) 1. Subject Guide Sends you to the Subject Guide. From here, you can choose a new lesson to read. 2. Help Connects you to directions for using ClassMate. 3. Related Readings Contains articles from our bigchalk Library collection of the latest newspaper and magazine articles, maps, atlases and more. 4. WWW Links The WWW Links page contains links to Web sites outside of ClassMate. They hold additional information about the main topic of each lesson. 5. Assignment Assignments consist of hands-on activities, reading comprehension exercises and creative writing compositions. In addition, journal activities are provided for each lesson. 6. Key Readings The key reading contains the text of each lesson. It consists of several pages of text, just like the chapter of a textbook. It may include photographs, illustrations and sometimes animations. 7. Glossary Displays a list of vocabulary words for the lesson. 8. bigchalk.com Link Connects you to our Web site at www.bigchalk.com.

http://www.bigchalk.com/


VII. Teaching the Lesson

Teacher Tab Teacher Lesson Resources Lesson Plan Assessment Correlations Feedback Customize Tab

a. Teacher Tab

When you first log into ClassMate with your user name and password, you have “student” access to the Subject Guide and each lesson. Note that the Student tab in the upper right-hand corner is highlighted after you log in.

As a teacher, you have access to an additional set of educator resources and customization tools that students cannot see. These items are accessible by clicking the yellow Teacher tab.

b. Teacher Lesson Resources

To access the educator resources related to each lesson, click the Teacher tab at the top of the current lesson you’re viewing.

Type your teacher password into the box as provided by your technology coordinator, library media specialist or other school administrator. (Note that this password is case sensitive.)


Click Submit to continue. In addition to the related readings, WWW links, assignment, key readings and glossary described in the lessons chapter, there are four new links: lesson plan, assessment, correlations and feedback.

1. Lesson Plan To access an overview of the lesson, teaching tactics, and other related materials, click the Lesson Plan link in the second row of buttons.

This page contains: 1. A timetable for introducing, teaching and assessing the lesson. 2. An outline of standards met by the lesson. 3. A lesson overview. 4. An essential question to be answered by students. 5. Suggested introductory activities. 6. Tips for developing the lesson. 7. Links to the key readings, online resources, WWW links and key terminology. 8. A set of culminating activities and discussion topics. 9. Questions that can be used to check for student understanding. 10. A link to the lesson’s student assignments, assessments and performance task. Consider printing this page as you develop your strategy for using the lesson in your classroom, and for easy reference while you teach.


2. Assessment Each ClassMate lesson contains a lesson assessment and performance task that test student understanding of the material. These assessment documents can be viewed online or downloaded as a printable document. Click the Assessment button to access this material.

For those states requiring performance standards for their students, the performance task document provides a guide for teachers to perform this evaluation. Materials include: task description, assessment criteria, curricular context, genre(s) of performance, required resources for students, time guidelines, protocol, key trouble spots and troubleshooting tips. The lesson assessment consists of response questions (true/false, multiple choice, matching, completion) and open-ended questions (short essays). You may view the assessment either with or without an answer key. Click the viewed links to look at each document in your Web browser. Click the RTF links to download each document to your computer. Once the file has been downloaded, open a word processing program such as Microsoft Word, click File, then Open, and locate the document on your computer. Double-click on the document icon to open it.


3. Correlations To view the specific state standards for each ClassMate lesson, click the Correlations button.

Click your state. Use either the map of the United States or the alphabetized list the bottom of the page.

A list of state standards will appear. Consider printing this data for later reference.


4. Feedback

At bigchalk, we’re always happy to receive feedback from our users. Click the Feedback link to submit an alternate lesson, ideas for improving ClassMate, suggestions for other subjects to add to our product line, share a success story or report a problem.


c. Customize

The customize screen allows you to change how ClassMate operates and looks when students or teachers log in. To access the customize screen, click the Teacher tab and log in with your teacher password. You’ll notice that an additional tab at the top of the screen labeled Customize is available. Click this tab to continue.

There are four customizable items: WWW Links, Custom URL for your students, Custom URL for teachers and Change Password. 1. WWW Links Every ClassMate lesson contains a collection of related WWW links students can follow to learn more about each topic. Click the button next to leave them enabled or disable them.

2. Custom URL for students You may input a Web address (URL) for your school or classroom Web site here. If you choose to display a custom URL for students, they will see the link at the bottom of every page.

Student Link: Student Pages Students can click the words Student Pages in this example to access pages stored on a school site.


3. Custom URL for teachers

In a similar manner, you may input a Web address (URL) for your school or classroom Web site here. If you choose to display a custom URL for teachers, they will see it at the bottom of every page.

Teacher Link: Teacher Pages Teachers can click the words Teacher Pages in this example to access pages stored on a school site. 4. Change Password The final item allows you to change your teacher password. First enter your old password in the top box, then type your new password in the bottom two boxes. Remember that passwords are case sensitive.

When you’re done making changes on the customize screen, press the Submit button at the bottom to save your changes.


VIII. Guide to Pedagogical Implementation With Sample Lesson

Note: This guide utilizes a lesson from the ClassMate Earth Science curriculum. However, these tools can be applied to any of the other ClassMate subject areas. A major goal of all state and national academic standards is to integrate higher-order or critical thinking skills into the core curriculum. Unfortunately, a combination of multiple choice testing, testing to determine rank, and a strategy of covering the textbook, makes it difficult to integrate critical thinking in traditional education. Critical thinking is characterized by answering questions that emphasize why, why not, what if, and how. Traditional multiple choice or other easy to grade testing (and therefore instruction) is focused on the questions of who, what, when, and where. According to research, students learn and must be stimulated in a variety of styles and ways. Therefore assessments must be provided that lend themselves to a variety of ways of demonstrating learning. ClassMate provides this variety of assessments and integrates both factual assessment and the reasoned opinion that demonstrates student�s higher-order thinking skills. ClassMate provides students and teachers opportunities to learn that are virtually impossible with traditional textbooks.

Research-Proven Educational Practices for Effective Learning

Teacher + Textbook

Teacher + ClassMate

Instruction Provides lessons designed by master teacher(s) Yes Yes Designs lessons that are research and standards-based ? Yes Customizes lessons for appropriate pace, duration, and level of instruction

No Yes/CAT

Designs lessons that provide ongoing student interactivity ? Yes/CAT Designs lessons that use a variety of instructional media and strategies to address multiple styles of learning

No Yes

Integrates current and relevant information, data, and events into each lesson when appropriate

No Yes

Integrates a variety of follow-up application activities to immediately reinforce the learning of ideas/concepts

? Yes

Sets/Communicates achievement targets for each lesson ? Yes Highlights new vocabulary/phrases that provide understanding through instant access to definitions and examples

No Yes

Delivers all lessons regardless of sickness, vacations, etc. ? Yes Effectively integrates technology into teaching and learning No Yes Is available 24x7x365 ? Yes

Assessment Provides a variety of standards and research-based assessment methods

? Yes

Uses assessment results to immediately identify and correct learning deficits

No Yes/CAT

Involves parents in learning process by sharing assessment results on a timely basis

? Yes/CAT

CAT = ClassMate Capability Augmented through a Teacher option.


The following exhibit provides a summary of the characteristics of higher-order (critical thinking) based on Bloom’s Taxonomy of the cognitive domain of learning.

It is clear that students can "know" about a topic or subject at different levels. While most teacher-made tests still test at the lower levels of the taxonomy, research has shown that students remember more when they have learned to handle the topic at the higher levels of the taxonomy.

Critical Thinking Level

What Student Knows and Can Do

Descriptive Verb Samples

ClassMate Earth Science Examples

KNOWLEDGE

Recall or recognize information, ideas, and principles

presented in class.

Write List

Label Name State

Define

Define the 3 types of seismic

waves.

COMPREHENSION

Translate, comprehend, or

interpret information based on prior

learning.

Explain Summarize Paraphrase

Describe Illustrate

Explain the purpose of earthquake

prediction systems.

APPLICATION

Select, transfer, and use data and principles to

complete a problem or task with a mini- mum of direction.

Use Compute

Solve Demonstrate

Apply Construct

Construct a model of a structure that will

withstand the shake test

ANALYSIS

Distinguish, classify, and relate the assumptions,

hypotheses, evidence, or structure of a

statement or question.

Analyze Categorize Compare Contrast Separate

Using lab equipment, experiment to compare

and contrast the 3 types of seismic waves and their

effect

SYNTHESIS

Originate, integrate, and

combine ideas into a product, plan or

proposal that is new to the student.

Create Design

Hypothesize Invent

Develop

Journal activity: create a plan on how to get your

present home earthquake ready.

EVALUATION

Appraise, assess, or critique

on a basis of specific standards and criteria.

Use Judge

Recommend Critique Justify

Mini-research report on the ISSUE of increasing spending for earthquake

prediction systems.


The information presented demonstrates the importance of integrating critical thinking activities and assessments into all learning experiences. Examples of how ClassMate provides these advantages is also illustrated. The following activity provides an optional opportunity for students to develop reasoned opinion in the context a mini-research report on an issue related to the real-world. This mini-research activity integrates technology, information literacy, critical reading, writing/presentation, and critical thinking.

ClassMate Related Readings——Optional Mini-research Report Critical Thinking Issue: Should additional investments be made in earthquake prediction systems? National standards addressed: • Gathers and uses information for research purposes (ELA--McREL) • Uses the general skills and strategies of the reading process (ELA--McREL) • Understands the relationships among science, technology, society, and the individual (S&T�McREL) • Understands the nature and uses of different forms of technology (S&T�McREL) • Students use technology to locate, evaluate, and collect information from a variety of sources (ISTE) • Students use technology resources for solving problems and making informed decisions (ISTE) • Students employ technology in the development of strategies for solving problems in the real world (ISTE) State Standards addressed: Specific state standards can be accessed from within each ClassMate lesson. Critical thinking skills developed: organize, analyze, synthesize, critique, recommend, conclude, judge and justify. Other essential skills integrated: technology, information literacy, writing, critical reading, connecting academic knowledge to real-world issues through problem-solving. Essential questions to be researched and included in report:

1. What is the success rate of current efforts to predict earthquakes? 2. If we knew approximately when a quake would occur, what could we do differently than is being

done presently? 3. What new scientific ideas, techniques and discoveries provide hope that predictability may be

possible? 4. What are the best things to do until we gain more accuracy in predicting earthquakes?

Activity: Complete a 100 to 150 page written report or a 2-3 minute oral/PowerPoint presentation based on answering the essential questions to address the major issue.

• Team reports are facilitated by assigning a student to each essential question, then conferencing, synthesizing and reporting to answer the major question.

• Attach a Summary Document (this is your working bibliography) of your sources and essential

information. You may include one additional document from the WWW links in this lesson.


Resource for written report format and summary document models:

• http://www.bigchalk.com • Product Information Center • bigchalk Library • Scroll down to Teacher�s Guide • Open pdf document (need Adobe Acrobat), use table of contents and locate mini-research models

for finished report and summary document. Possible Evaluative Criteria Worth Score The report had conclusion(s) justified by the information gathered in research. (Evaluating) 50 46

1. Validity of Content 2. Sophistication of Knowledge Employed 3. Reasoning Strategies 4. Accuracy Understanding of Content

The final report/presentation included all the required parts and format. (Organizing) 20 16 The final report/presentation was free of major errors in grammar, spelling, and punctuation (Communicating) 20 15 The final report used a style that was interesting, and easy to read/understand. (Presenting/Reporting). 10 7

1. Communication

POINTS 100 84


Summary Document Model of Sources and Essential Information

An alternative to a summary document (as illustrated) for students without sufficient technology skills to copy and paste from source documents is to print the document and highlight their evidence/essential information. Source 1. Is Earthquake Prediction just Literature? New Statesman, February 5, 2001; Mark Buchanan.

Over the past decade, physicists have discovered that systems as diverse as a pile of sand, the earth's crust and its ecosystems, and even our financial markets seem to have a tendency to "self-- organise" into what is known as a "critical state". This is a natural condition of extreme instability in which the system remains always poised on the edge of sudden, radical change. It is, in a way, tuned so as to be hypersensitive to even the tiniest of influences. In such a setting it becomes next to impossible to predict what will happen next.

As one geophysicist put it, an earthquake when it starts out "does not know how big it will ultimately become". And if it doesn't know, neither can we. This view suggests that it may be wise for geophysicists to work in a different way. Even if one cannot make predictions, this does not imply that there is no regularity at all in the earthquake process.

Source 2. Time to get ready for the Big One? Countryside and Small Stock Journal, July/August 1998; Anonymous.

There have been 26 El Ninos in the last 100 years. At least two serious quakes took place in California with every one of them.

The theory is that all the water dumped on the coast-one square mile of water just one foot deep weighs 920,000 tons-adds tremendous pressure to the Pacific shelf, the tectonic plates that shift, causing California quakes.

Source 3. Seismology under the deep-blue sea; Insight on the News; Washington; Apr 20, 1998; Virginia McCord

"California has no seismometer coverage on the ocean side so, when earthquakes do happen there, it is sometimes hard to locate them," says Chave. "This station will be of considerable help in that respect."

Scientists hope to continue their study of plate tectonics with bigger and better observatories in the next decade. John Delaney, a marine geologist at the University of Washington, is working on a plan to create a deep-sea observatory along the Juan de Fuca Ridge, 300 miles off the coast of Washington state. The observatory would be spread over 12 miles at a depth of 4,950 feet and cross a 43,400-mile-long ridge.


STUDENT OUTCOMES APPROACH TO LESSON PLANNING

Standards-based lesson planning is an improved strategy for designing learning activities and assessments based on educational research. This design is integrated into ClassMate so that educators can be sure that this student focused approach results in a superior way of teaching and learning. Standards-based Lessons Step 1. What will the student know and be able to do at the conclusion of this lesson unit?

a. enduring concept(s) b. important to know and do Standards(s) c. information worth knowing

Step 2. How will I know whether the student has met or exceeded the standard(s) for knowledge and performance (communicated to students and parents)?

a. knowledge of facts b. skills to demonstrate Multiple Assessments c. enduring concepts to integrate

Step 3. What content, strategies, and activities will I select, create, and design to assure that all students can achieve the learning goals and standards?

a. select appropriate content and topic information for study b. create/design skills activities that integrate content Lesson Plan c. create issues for students to research to construct their own

unique perspective for the importance of this knowledge

Traditional, Teacher-Focused Approach to Lesson Planning Step 1. Select the topic and information to be studied

a. select the textbook chapter b. select the textbook questions and activities that are most Lesson Plan

appropriate for these students c. set the time schedule for completion of the chapter

Step 2. Assess student learning at the end of the chapter

a. textbook publisher multiple choice test (typical) b. grading results in ranking student achievement Assessment(s) c. optional credit for homework, class response, extra credit, attendance, etc. d. does not indicate what students can do with information

Step 3. Determine what standards apply to the lesson. Standard(s)


ClassMate Standards-Based Lesson Development

LESSON: Measuring and Predicting Earthquakes � Earth Science (2.2.3)

Applicable Content Standards (PA): Step 1. Standard: ►Measure and describe motion as it pertains to sound, light and other objects. Step 2. ClassMate Assessment: Variety of objective tests to determine knowledge of content; Open Ended Questions: Provides opportunities to demonstrate application of knowledge. Step 3. ClassMate Content: Key Reading (multimedia demos), WWW Links, Related Readings Step 4. ClassMate Activity: Experiments 1-5�Plate pressure, Primary waves, Secondary waves, Waves through liquid, Waves through solids; Key Reading demos.

▼ Step 1. Standards: ►Assess the impact of geologic events on various structures of the earth's surface. ►Evaluate impact of geologic hazards. Step 2. ClassMate Assessment: Variety of objective tests to determine knowledge of content; Open Ended Questions: Provides opportunities to demonstrate application of knowledge. Step 3. ClassMate Content: Key Reading (multimedia demos), WWW Links, Related Readings Step 4. ClassMate Activity: Activity 1�Research an actual earthquake and report the detail based on list of questions;

▼ Step 1. Standards: ►Develop ways to eliminate or minimize the effects of geologic hazards (e.g., cliffs, landslides, flooding). ►Analyze and describe the effectiveness of systems to solve specific problems. ►Identify how physical technology (e.g., construction, manufacturing, transportation), informational technology and biochemical-related technology are used to meet human needs. Step 2. ClassMate Assessment: Variety of objective tests to determine knowledge of content; Open Ended Questions: Provides opportunities to demonstrate application of knowledge.


Step 3. ClassMate Content: Key Reading (multimedia demos), WWW Links, Related Readings Step 4. ClassMate Activity: Journal questions�provide facts, informed opinions, contrast of earthquake measurement systems; Structure Demonstration�build a shake-proof model;

▼ Step 1. Standards: ►Examine the problem. Examine all aspects of the problem. ►Assess the problem. Appraise all aspects of the problem. Prioritize the necessary information. Formulate questions that must be answered. ►Propose, develop and appraise a solution. Design, develop and prioritize alternative methods to achieve solutions. Develop and assess the best or appropriate methodology. Step 2. ClassMate Assessment: Written or oral report/presentation. Use rubrics in the teacher assessment section. Step 3. ClassMate Content: WWW Links (3), Related Readings (7) Step 4. ClassMate Activity 1: Performance Task: Earthquake Relief�develop an earthquake relief kit sufficient to distribute only to the most earthquake prone areas in the world.

Optional Activity: Mini-research activity�Critical Issue: Should additional investments be made in earthquake prediction systems? Use suggested rubrics provided with the activity details listed previously.


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