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After studying the major threats to sea turtles in the U.S., the students will discuss ways to protect the Loggerhead species.  Students will work in groups to create a poster/presentation to explain how an injury to a turtle may occur, how the injury may affect the turtle, and ways people can protect turtles.  Then, the groups will share their projects via a Skype session with a class from outside the state of Maryland that has researched an endangered species connected to their environment.  The two classes will discuss their findings with the intent to spread awareness.  They will be asked to compare and contrast the threats for both animals, as well as ways people can protect them.

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This activity aligns with ISTE Standard 7.  Within this standard, students are expected to connect with others as they work to analyze issues from different viewpoints.  As the students summarize their learning from the unit, they can enrich their learning by collaborating with students studying a similar topic.  The students will use Skype as a digital tool to engage with other global citizens as they explore ways to protect their respective endangered species.

Source
ISTE Standards FORSTUDENTS. (n.d.). Retrieved December
8, 2017, from https://www.iste.org/standards/for-students

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Skype Session Preparations                                                   (these steps can be completed while the Science Unit is being taught)

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Skype Session Preparations                                                   (these steps can be completed while the Science Unit is being taught)

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1. Browse the various digital tools that are available to facilitate global communication, and choose the best fit for the teacher and students. Some of the digital tools that I explored were:

1. Mystery Skype

2. Skype in the Classroom - I chose to use this for the project

3. Google Hangouts

4. ePals

2. Download Skype, and create a Skype account.

3. Join the Microsoft Educator Community

1. Complete user profile

2. Take the "Introduction to Skype in the Classroom" course to learn all about Skype in the Classroom.

4. Connect with other educators within the Microsoft Educator Community

1. Browse current discussions within the Microsoft Educator Community

2. Request a Skype Activity

3. Connect with a teacher completing a similar project

5. Plan Skype Session expectations with partner teacher.

1. Create a Skype Session schedule in order to keep the conversations organized and productive.

2. Choose students to be the Skype Session Discussion Leaders

3. Schedule a date and time for the Skype Session to take place.

6. Prepare the students for the Skype Session

1. Have the students practice summarizing their group projects

2. Have the students create a list of questions to ask the students in the partner class.

3. Discuss proper online and collaborative etiquette

Source
Skype in the Classroom - Overview. (n.d.). Retrieved December 10, 2017, from
https://education.microsoft.com/skype-in-the-classroom/overview

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How I will run the project with my students?

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How I will run the project with my students?

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My role in this activity is to connect with other global educators interested in collaborating using Skype.  I will meet with the educator online, and we will plan our culminating activities together.  Once planned, we will schedule a time to meet, then prepare our students.  After teaching the Grade 4 Science Unit: Turtle Trouble, I will provide support as the students work in (4) small groups to create their presentations.  The students will be in control for this part of the activity.  Once the presentations are complete, I will assume the role of liaison, in that I will connect our classes using a Skype session.  During the Skype session, I will make introductions to the partner class, and I will hand over the responsibilities to the Skype Session Student Discussion Leaders. The Discussion Leaders will follow the schedule as the two classes share their projects and ask related questions.

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1. Students will complete a Pre-Assessment Survey asking them to rate the following:

1. Confidence in student's ability to educate others on how injuries to our native (indigenous) Maryland plants and animals impact their ability to survive, grow, and reproduce.

2. Size of audience interested in learning from the student.

3. Feelings on how the student's ideas and opinions are valued by others.

4. Ability to discuss threats faced by endangered animals (and the ways that they animals can be protected) with other children outside of the school community.

5. Student's ability to identify digital tools that are available to connect with learners from different backgrounds as they collaborate on ways to protect endangered animals.

2. Complete Science Unit 3: Turtle Trouble

3. Break into small groups to research specific turtles that have been impacted by:

1. Light Pollution - Eliza Ann

2. Plastic Debris - Cruz

3. Trawl Fisheries - Soca

4. Poor Water Quality - Tina

4. Create a poster/presentation following this prompt:  Imagine your selected turtle has become injured because of the problem you have researched. Your task is to create a poster/presentation for (partner class) that will inform the community about the turtle and its injury.

5. The poster/presentation should include the following:

1. Image and description of the potential injury to the turtle

2. Description of how the injury may affect the turtle's ability for growth, survival, and reproduction

3. Possible ways the turtle could have been injured

4. Ways people could help to protect the turtles in the future

6. Students can use different forms to create their presentations. They can create any of the following options:

1. Wixie

2. Powerpoint

3. Paper

7. Students will work with their groups to prepare for the Skype Session

1. Practice summarizing the poster created by the group

2. Prepare questions to ask partner class

3. Prepare to answer questions related to their turtle, injury, and ideas for protecting the turtles in the future.

8. Skype Discussion Leaders will prepare by:

1. reviewing the Session Schedule with the teacher

2. Practicing leading a discussion with classmates

9. During the Skype Session students will:

1. Take turns summarizing their presentations and answering questions related to their research.

2. When not presenting, students will be taking notes and preparing questions and kudos for the presenters.

10. After the Skype Session students will:

1. Complete the Unit 3: Turtle Trouble Final Assessment provided by BCPS

2. Complete a survey to help the teacher gauge the effectiveness of the project

Sources
Koenig, P., Denmyer-Prenger, K., Varlack, A., Leavey, M., & Price, K.
(2016, June 16). Structure and Function: Turtle Trouble. Towson:
Baltimore County Public Schools.

Science 4: Turtle Trouble [EBook]. (2017). Baltimore County Public
Schools, Towson, Maryland. https://bcps.coursearc.com/conten/grade-
4-science/turtle-trouble/saving-turtles/

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The students will demonstrate their learning in two ways:

1. Group Project - The students will work together to create a poster presentation using the information learned throughout the unit.  The rubric for the presentation is attached to this post.

2. Individual - Students will also be assessed individually using the BCPS Grade 4 Unit 3: Turtle Trouble Summative Assessment.

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There are so many wonderful activities that can be done using Skype in the Classroom.

As a follow-up enrichment activity, I would like to connect my students to an expert who works to save endangered animals every day.  The students can ask questions regarding the specific "threat to turtles" that they studied.  They can then share their ideas for protecting the turtles, and discuss the strategies that the expert is currently working on.

I found a Virtual Field Trip that connects wonderfully with this activity. I can connect my class with the Sea Turtle Assistance and Rehabilitation (STAR) Center at the North Carolina Aquarium on Roanoke Island to learn about their efforts to protect and help local sea turtles!

https://education.microsoft.com/Story/VirtualFieldTrip?token=WDGZx

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4-LS1-1 From Molecules to Organisms: Structures and Processes. (n.d.).
Retrieved December 8, 2017, from https://www.nextgenscience.org
/pe/4-ls1-1-molecules-organisms-structures-and-processes

ISTE Standards FORSTUDENTS. (n.d.). Retrieved December
8, 2017, from https://www.iste.org/standards/for-students

Koenig, P., Denmyer-Prenger, K., Varlack, A., Leavey, M., & Price, K.
(2016, June 16). Structure and Function: Turtle Trouble. Towson:
Baltimore County Public Schools.

Lindsay, J. (2016). The global educator: leveraging technology for
collaborative learning & teaching. Eugene, OR: International Society
for Technology in Education.

Science 4: Turtle Trouble [EBook]. (2017). Baltimore County Public
Schools, Towson, Maryland. https://bcps.coursearc.com/conten/grade-
4-science/turtle-trouble/saving-turtles/

Skype in the Classroom - Overview. (n.d.). Retrieved December 10, 2017, from
https://education.microsoft.com/skype-in-the-classroom/overview

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How this project fits into my curriculum

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How this project fits into my curriculum

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This will be a culminating activity aligned with the BCPS 4th Grade Science Unit 3: Turtle Trouble Curriculum.
During this unit, students have learned about the structures and systems of various plants and animals and how those have led to the living thing's survival, growth, behavior, and reproduction.  Students investigated capillary action by immersing cut celery into colored water to watch the process by which water gets from the base of the plant to the other areas of a plant.  Students also became familiar with the internal structures and systems of living things.  While not identical, systems across different species can be easily compared. The animal that was the primary focus of the unit has been the Loggerhead Turtle. Students also learned about senses and sense receptors and how they impact an animal's chances for survival and growth.

Source
Koenig, P., Denmyer-Prenger, K., Varlack, A., Leavey, M., & Price, K.
(2016, June 16). Structure and Function: Turtle Trouble. Towson:
Baltimore County Public Schools.

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Next Generation Science Standards                  From Molecules to Organisms: Structures and Processes

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Next Generation Science Standards                  From Molecules to Organisms: Structures and Processes

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4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

4-LS1-2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

Source
4-LS1-1 From Molecules to Organisms: Structures and Processes. (n.d.).
Retrieved December 8, 2017, from https://www.nextgenscience.org
/pe/4-ls1-1-molecules-organisms-structures-and-processes

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1. Students will complete a Post-Activity Survey asking them to rate the following:

1. Confidence in student's ability to educate others on how injuries to our native (indigenous) Maryland plants and animals impact their ability to survive, grow, and reproduce.

2. Size of audience interested in learning from the student.

3. Feelings on how the student's ideas and opinions are valued by others.

4. Ability to discuss threats faced by endangered animals (and the ways that they animals can be protected) with other children outside of the school community.

5. Student's ability to identify digital tools that are available to connect with learners from different backgrounds as they collaborate on ways to protect endangered animals.

The teacher can assess project effectiveness by comparing the Pre-Assessment ratings with the Post-Activity Survey ratin

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Students will educate others on how injuries to our native (indigenous) Maryland plants and animals impact their ability to survive, grow, and reproduce.

Students will engage in a critical discussion about endangered animals, including the threats faced by the animals, and the ways that the animals can be protected.

Students will use a digital tool (Skype) to connect with learners from different backgrounds as they collaborate on ways to protect endangered animals.

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Science

Students can understand that the internal and external features of animals work together as a system.

Students can construct an argument based on evidence, data, and/or a model.

Digital Communication

Students can help others to share knowledge, content and resources.

Students can engage with on-line learning communities effectively.

Collaboration

Students can use technologies and media to work in teams and collaborate in learning.