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Environmental Scientists' Website Design Challenge
Grade 4Computer ScienceTechnology20 days
★★★★★
4.0 (1 rating)Environmental ScienceWebsite DesignGoogle SitesDigital LiteracyCollaborationSustainabilityInquiry-Based Learning
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as environmental scientists, design an effective and engaging website to communicate scientific ideas about sharing the planet, using digital tools like Google Sites?Essential Questions
Supporting questions that break down major concepts.- What makes an effective and engaging website?
- How can we use digital tools to communicate scientific ideas effectively?
- In what ways can we represent information visually on a website?
- How can website design impact how information is perceived and understood?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will learn to effectively use Google Sites to create an engaging and informative website on environmental science topics.
- Students will develop skills in integrating text, images, and links into digital platforms to share scientific knowledge.
- Students will explore how to visually represent information to enhance understanding and engagement in a digital medium.
- Students will understand the role of website design in communicating complex ideas clearly and persuasively.
- Students will apply principles of collaboration by working in groups to design their websites.
- Students will connect their website projects to real-world environmental science themes, particularly focusing on resource sharing and sustainability.
CSTA K-12 Computer Science Standards
CS201.P-6-01
Primary
Use digital tools to create a project that expresses ideas collaboratively.Reason: The project involves using Google Sites, a digital tool, to collaborate and express ideas through website creation, directly aligning with this standard.
ISTE Standards for Students
ISTE.6.a
Primary
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.Reason: Students need to choose and use Google Sites effectively to meet project objectives, aligning with this standard.
ISTE.6.b
Primary
Students create original works or responsibly repurpose or remix digital resources into new creations.Reason: The project involves creating original websites, including integrating media, which aligns with this standard.
Next Generation Science Standards
NGSS.4-ESS3-1
Secondary
Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.Reason: The theme 'Sharing The Planet' likely includes discussions on natural resources and their environmental impacts, aligning with this science standard.
Common Core English Language Arts Standards
CCSS.ELA-LITERACY.W.4.2
Supporting
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.Reason: Creating website content will require students to write informative texts, aligning with this ELA standard.
CCSS.ELA-LITERACY.SL.4.5
Supporting
Add audio recordings and visual displays to presentations when appropriate to enhance main ideas or themes.Reason: Students will add multimedia components to their website, similar to presentations, supporting this standard.
Entry Events
Events that will be used to introduce the project to studentsMystery of the Disappearing Bees
Presented with a scenario of declining bee populations, students must investigate as 'environmental detectives' to design an informative website aimed at educating the public about bees' role in ecosystems and how to protect them. This project taps into critical thinking and research skills while focusing on biodiversity and ecological balance.Trash Travels: From Bin to Beyond
Students follow the journey of trash from their school to its final destination and create a website documenting their discoveries and suggesting improvements to waste management practices. This project relates to students’ everyday experiences and challenges them to think critically about waste and pollution.Mission Mars: Biodome Challenge
Students receive a mysterious transmission claiming they are needed to design a biodome for sustaining life on Mars. They are tasked with creating an interactive website that showcases their findings, especially focusing on resource management and sustainable living practices that can be applied both on Mars and Earth. This captures attention through the intriguing story and real-world implications of sustainable living and space exploration.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Google Sites Bootcamp
Students receive a crash course in using Google Sites, learning how to integrate text, images, and links to project pages. This sets the foundation for creating their educational websites.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce Google Sites and its interface to the students.
2. Demonstrate how to add and format text, insert images, and create hyperlinks.
3. Assign students practice tasks on Google Sites, such as creating a simple page using all multimedia elements discussed.
Final Product
What students will submit as the final product of the activityA simple informational page created by each student using Google Sites to demonstrate basic skills.Alignment
How this activity aligns with the learning objectives & standardsMeets CS201.P-6-01 by using digital tools to express ideas through website creation.Activity 2
Content Curation and Creation
Students select topics based on their inquiry questions, researching to gather facts, images, and links that will be included in their website.Steps
Here is some basic scaffolding to help students complete the activity.1. Choose a specific topic related to environmental science that interests them.
2. Conduct research to gather relevant information, statistics, and visuals.
3. Cite sources to ensure credibility of information, incorporating this content into their Google Site.
Final Product
What students will submit as the final product of the activityA comprehensive resource package that includes written content, images, and credible links to be used on their websites.Alignment
How this activity aligns with the learning objectives & standardsAligns with NGSS.4-ESS3-1 by obtaining and combining information on environmental impacts and resource management.Activity 3
Design Draft and Peer Feedback
Students create an initial draft of their website and present it for peer feedback, focusing on design, clarity, and engagement aspects.Steps
Here is some basic scaffolding to help students complete the activity.1. Create a draft version of the website integrating all researched content.
2. Present the draft to peers, observing their reactions and gathering constructive feedback.
3. Discuss feedback in groups, identifying areas for improvement.
Final Product
What students will submit as the final product of the activityA peer-reviewed draft of their website, refined based on feedback to enhance clarity and engagement.Alignment
How this activity aligns with the learning objectives & standardsAligns with ISTE.6.b by promoting collaboration and repurposing resources to improve original creations.Activity 4
Final Website Showcase
Students finalize their website design after making improvements based on peer feedback and input from teachers. They then present their completed projects to the class.Steps
Here is some basic scaffolding to help students complete the activity.1. Incorporate changes and finalize the website based on feedback received.
2. Ensure all multimedia components are functioning correctly (e.g., visuals, links).
3. Prepare a brief presentation on the website’s design and content rationale.
4. Showcase their website to the class or a broader audience, explaining the scientific concepts and website design choices.
Final Product
What students will submit as the final product of the activityA polished and functional website on an environmental topic, presented to peers, showcasing skills in digital communication and scientific literacy.Alignment
How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.W.4.2 by writing informative texts and CCSS.ELA-LITERACY.SL.4.5 by adding multimedia to enhance presentations.Activity 5
Website Inspiration Exploration
Students explore existing environmental websites to gather ideas for their own design. This helps them understand structure, use of multimedia, and effective communication strategies.Steps
Here is some basic scaffolding to help students complete the activity.1. Introduce students to a selection of well-designed environmental websites.
2. Have students navigate through the websites, noting down design elements they find engaging and effective.
3. In groups, discuss what features and information made the websites compelling.
Final Product
What students will submit as the final product of the activityA list of features and design ideas generated from their exploration, which will guide their future website design choices.Alignment
How this activity aligns with the learning objectives & standardsAligns with ISTE.6.a by evaluating platforms and tools in action, helping them think critically about communication.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioEnvironmental Science Website Design Rubric
Category 1
Digital Tool Utilization
Assessment of students' proficiency and creativity in using Google Sites features for website creation.Criterion 1
Use of Google Sites Features
Evaluates how effectively students utilize text, images, links, and site layout functions within Google Sites.
Exemplary
4 PointsStudent expertly applies a wide range of Google Sites features, including customized layouts, clickable buttons, and well-integrated media, enhancing the website's interactivity and appeal.
Proficient
3 PointsStudent efficiently uses Google Sites tools to include necessary media elements and maintains a coherent site structure.
Developing
2 PointsStudent shows basic use of Google Sites features, integrating some media but with inconsistent structure and design.
Beginning
1 PointsStudent struggles to effectively use Google Sites features, resulting in a simplistic or incomplete website structure.
Criterion 2
Content Integration and Accuracy
Assesses the selection, accuracy, and integration of scientific content into the digital platform.
Exemplary
4 PointsContent is thoroughly researched, accurate, and excellently integrated into the site, using engaging multimedia that enhances understanding and engagement.
Proficient
3 PointsContent is well-researched and accurate with good integration, using relevant multimedia to support understanding.
Developing
2 PointsContent is somewhat accurate and integrated but lacks depth and sufficient multimedia support.
Beginning
1 PointsContent is inaccurate or poorly integrated, with minimal multimedia support.
Category 2
Collaborative Engagement
Evaluation of students' ability to work effectively in groups and contribute to the project.Criterion 1
Peer Feedback and Iteration
Measures the ability to incorporate peer feedback constructively to improve the final product.
Exemplary
4 PointsStudent actively participates in providing and receiving substantial feedback, demonstrating significant improvements in the website design and content.
Proficient
3 PointsStudent engages in peer feedback and makes noticeable improvements to the website design.
Developing
2 PointsStudent participates in feedback sessions but incorporates few suggestions into the website.
Beginning
1 PointsStudent minimally participates in feedback process with little to no incorporation of suggestions.
Category 3
Design Aesthetics and Presentation
Assesses the visual appeal, clarity of information, and presentation of the final website.Criterion 1
Visual Design and Clarity
Evaluates the layout, aesthetics, and clarity of the website design.
Exemplary
4 PointsWebsite design is highly appealing with a well-organized layout that enhances clarity and engagement.
Proficient
3 PointsWebsite design is appealing and mostly clear with an organized layout.
Developing
2 PointsWebsite design lacks consistency and clarity in layout and engagement.
Beginning
1 PointsWebsite design is confusing or unappealing, lacking clear organization.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
What was the most significant lesson you learned about creating engaging and informative websites using Google Sites?
Text
Required
Question 2
On a scale of 1 to 5, how would you rate your ability to integrate multimedia elements (text, images, links) effectively in your website design?
Scale
Required
Question 3
Which entry event or project phase did you find most inspiring or challenging, and why?
Text
Optional
Question 4
How effectively do you feel your website communicates the scientific ideas and environmental themes you researched?
Scale
Required
Question 5
What feature or design element are you most proud of in your website, and what could you improve next time?
Text
Required