PowerPoint+and+Written+Description

**Description **
The Marine Biome Scuba Doo Traveling Trunk is a teaching and learning tool that provides materials to support seventh grade Science (S7L4), Math (M7G2), and ELA (ELA7W2) standards. The Scuba Doo Trunk contains items that help to teach science concepts on marine biomes with multimedia content. The trunk also includes multimedia resources that will help students become engaged in learning about marine biomes using Science, Math, and ELA concepts. Students can access the actual trunk and online resources provided through the accompanying wiki to complete activities and create multimedia ocean projects.

The purpose for the Traveling Trunk: Scuba Doo unit is to meet a cross-curricular lesson that includes seventh grade science, math, and language arts. Science: Math: ELA:
 * Purpose: **
 * Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
 * Categorize relationships between organisms that are competitive or mutually beneficial.
 * Describe the characteristics of a marine biome.
 * Demonstrate understanding of translations, dilations, rotations, and reflections.
 * Relate symmetry to appropriate transformations.
 * Determine the coordinates resulting from a translation, dilation, rotation, or reflection.
 * Share favorite poems in read-aloud format.
 * Discuss and chart what makes poems engaging to read and hear.
 * Model and practice making connections with poems.
 * Write formula poems individually, with partners, or in small groups.

Students will be introduced to the Marine Biomes Unit with the Scuba Doo Traveling Trunk filled with ocean artifacts that include ocean items (coral, fishing nets, starfish, shells, plastic ocean animals, etc.), books on the ocean, and scuba gear. All the activities associated with the Scuba Doo Traveling Trunk will be included: Teachers will chose activities as time permits. Students will also be introduced to the correlated Marine Biomes Wiki for all the online resources. Students will be encouraged to use the real and online trunk for all activities.
 * Distribution Plan: **
 * Under the Sea Symmetry Project
 * Website Exploration Activity
 * <span style="font-family: Arial,sans-serif;">Video Note Organizer
 * <span style="font-family: Arial,sans-serif;">Shark Poetry
 * <span style="font-family: Arial,sans-serif;">Comic Activity
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Multimedia Oceans Project (Culminating Activity).

1. Students will be introduced to the Marine Biome Scuba Doo Traveling Trunk images. <span style="font-family: Arial,sans-serif;">2. Students will pick an underwater scene and draw half of it. <span style="font-family: Arial,sans-serif;">3. Students will then complete the other half of the picture by relfecting is with a MIRA over its line of symmetry, and trace it onto the other half of the page. <span style="font-family: Arial,sans-serif;">4. Students will also be required to write a description of their animal. <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. Students will explore two shark websites [] and [] <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. Students will use a note taking worksheet to take notes on the two shark websites. 1. Students will view the Marine Biome Scuba Doo Traveling Trunk shark video. 2. Students will complete the video note organizer. <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. Students will be read poems on the ocean//.// <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. Students will be asked to create a original shark poem. <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. Students will learn about environmental conditions and concerns of marine biomes. <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. Students will be introduced to Comic Life. <span style="font-family: Arial,sans-serif; font-size: 10pt;">3. Students will use the computer lab to create comics on conditions and concerns of marine biomes. <span style="font-family: Arial,sans-serif; font-size: 10pt;">1. Students will be introduced to the Traveling Trunk: Scuba Doo wiki where they will find all the resources needed to create a multimedia presentation on the ocean. <span style="font-family: Arial,sans-serif; font-size: 10pt;">2. Students will be given a rubric on the Oceans Project (see attached Multimedia Ocean Project Rubric). <span style="font-family: Arial,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,sans-serif; font-size: 10pt;">3. Students will be given instructions on Window Movie Maker. <span style="font-family: Arial,sans-serif; font-size: 10pt;">4. Students will use the computer lab to create Oceans Project. <span style="font-family: Arial,sans-serif; font-size: 10pt;">5. Students will present their Ocean Project to the class.
 * Activity Distribution**:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Activity 1: Under the Sea Symmetry Project **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Activities 2: Website Exploration Activity **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Activity 3: Video Note Organizer **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Activity 4: Shark Poetry **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Activity 5: Comic Activity **
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Activity 6: Multimedia Oceans Project (Culminating Activity) **

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Seventh grade science classes.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Target Audience: **

Differentiation will be used for special education students by:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Usefulness to Diverse Populations: **
 * Interest level: to meet individual interest in ocean biomes.
 * Learning style: to meet student learning style using audio, visual, and tactile resources.
 * Content: to meet the reading level appropriate to the student.
 * Process: to meet specific needs of student with collaboration of the special education teacher.
 * Product: to meet student ability to complete Ocean Project.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Marine Biomes: Scuba Doo
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Theme: **

Science: Math: ELA:
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Curricular Objectives Addressed: **
 * Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
 * Categorize relationships between organisms that are competitive or mutually beneficial.
 * Describe the characteristics of a marine biome.
 * <span style="font-family: Arial,sans-serif;">Demonstrate understanding of translations, dilations, rotations, and reflections.
 * <span style="font-family: Arial,sans-serif;">Relate symmetry to appropriate transformations.
 * <span style="font-family: Arial,sans-serif;">Determine the coordinates resulting from a translation, dilation, rotation, or reflection.
 * Classify and interpret figurative language used in poetry.
 * Analyze how sound devices add to the meaning of poetry.
 * Create examples of figurative language and sound devices in poetry.

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Science (GPS), Grade 7, Life Science <span style="font-family: Arial,sans-serif; font-size: 10pt;">S7L4. Students will examine the dependence of organisms on one another and their environments. <span style="font-family: Arial,sans-serif; font-size: 10pt;">e. Describe the characteristics of Earth's major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). <span style="font-family: Arial,sans-serif; font-size: 10pt;">The unit will focus on marine aquatic communities. <span style="font-family: Arial,sans-serif; font-size: 10pt;">M7G2. Students will demonstrate understanding of transformation. <span style="font-family: Arial,sans-serif; font-size: 10pt;">a. Demonstrate understanding of translations, dilations, rotations, reflections, and relate symmetry to appropriate transformations. <span style="font-family: Arial,sans-serif; font-size: 10pt;">b. Given a figure in the coordinate plane, determine the coordinates resulting from a translation, dilation, rotation, or reflection. <span style="font-family: Arial,sans-serif; font-size: 10pt;">ELA7LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: <span style="font-family: Arial,sans-serif; font-size: 10pt;">When delivering and responding to presentations, the student: <span style="font-family: Arial,sans-serif; font-size: 10pt;">b. Organizes information to achieve particular purposes and to appeal to the background and interests of the audience. <span style="font-family: Arial,sans-serif; font-size: 10pt;">d. Uses language for dramatic effect. <span style="font-family: Arial,sans-serif; font-size: 10pt;">e. Uses rubrics as assessment tools. <span style="font-family: Arial,sans-serif; font-size: 10pt;">g. Uses multimedia in presentations.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Georgia Performance Standards: **

Traveling Trunks can be used in all content areas to facilitate project based learning. Traveling Trunks can be created to meet specific content area needs that incorporate multimedia teaching and learning. Trunks should include relevant artifacts, a list of library books on the topic, and a list of student projects that can be accomplished with the use of the trunk. The trunks should also include an accompanying wiki that includes websites, images, audio, and video files on the content topic that will supply students with resources to create projects. Traveling Trunks can be stored in the media center and checked out by teachers as needed.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">How a similar project could be used in the one’s practice: **

Emily Brown
 * The challenges encountered in the completion of this project and its resolutions:**
 * We didn't have too many challenges during this project except that we had to present a week early due to me having a personal conflict with the presentation date. (Thanks to my group members for working so hard and getting it done early!)
 * It was a lot of work, but I think we all pulled together and got it all accomplished.

Cliff Kicklighter
 * The main challenge was organization and pulling all of the parts of the project together.
 * Another challenge for me was working with a subject that I was not really familiar with (Science).

Sharon Purucker
 * Project 4 is a huge project with many different components making it difficult to pull everything together coherently, but my group was able to work together to create a consistent project.
 * We decided to complete the project early, and everyone worked hard to accomplish this.

Robin Schirmer
 * The biggest challenge of this project was that there were so many components that I never felt as if I was completely finished with any of it. There were just too many things to keep track of doing, but our group was so awesome we were able to complete it early.

**<span style="font-family: Arial,sans-serif; font-size: 10pt;">Lessons learned, tools used, and information a ****<span style="font-family: Arial,sans-serif; font-size: 10pt;">bout oneself as a learner : ** Emily Brown I used word to create the activity and to save the poems. I had to download the two music files from I Tunes. I also was responsible for creating the CD, so I had to save all the files that everyone else had already made. All and all, I learned a lot about the underwater world.

Cliff Kicklighter To make the comic for our project, I used the Comic Life program. I have used Comic Life a few times in the past so, I didn't have any problems with the program. I ended up learning some good facts about marine pollution when I created the comic for my group. My group did a great job of coming together and accomplishing this task, we even finished everything a week early!

Sharon Purucker I used Audacity, Wikispaces, and Microsoft Word to create the components that were my responsibility. In recording the narration I learned how to better use Audacity. I also found by creating a traveling trunk that different content areas should be incorporated with different activities that will be useful to more teachers allowing for cross-curricular collaboration. I learned a lot from the this assignment, and I plan to work with teachers to create more traveling trunks.

Robin Schirmer I used various different programs to complete the movie. I mainly used MovieMaker to put together the movie, but often times I had to incorporate videos that were in formats tht could not be imported into MovieMaker. This forced me to download various different programs that would convert them to the appropriate formats. I also learned how to download and save YouTube videos to my computer so that they could be incorporated into MovieMaker. I attempted to learn how to do the "green screen" method and spent hours trying to get it right, but was unsuccessful. However, one of the greatest tools that I checked out from the media center, that I never knew existed is a Camera Flip video recorder that videotapes in digitized format and plugs directly into the USB port of your computer! I absolutely love it!!!!!