Handbook

EUREKA!

Incorporating Technology into a Gold

Rush Simulation

A Handbook for 4th Grade Teachers

Handbook Table of Contents

An Introduction to Project Based Learning & Digital Storytelling................................3

Why Use Project Based Learning?...........................................................................3

What Does Project Based Learning Look Like in a Classroom?................................4

It Sounds Great…What’s the Catch?.......................................................................5

What is Digital Storytelling?....................................................................................7

The Lesson Plan Format..........................................................................................8

How to Use this Handbook......................................................................................8

Gold Rush Simulation Timeline..............................................................................10

Lesson PlansA Miner’s Blog Lesson Plan....................................................................................11

Getting to the Gold Fields PowerPoint....................................................................17

Student Guidelines.................................................................................................17

Mining Techniques PowerPoint Guidelines.............................................................19

Digital Storytelling: Life of a 49er Lesson Plan.......................................................21

Rubrics/Surveys

Simulation Rubrics & Informal Teacher/Student PBL Surveys...............................26

Gold Rush Simulation Rubric.................................................................................27

An Introduction to Project Based Learning & Digital Storytelling

Why Use Project Based Learning?Project Based Learning (PBL) is widely known as an innovative,

creative and popular teaching method that helps students better relate what

they’re learning, to their lives outside of the classroom by giving them real-

world problems to solve. Rather than using textbooks exclusively to assist

students with understanding lessons, textbooks are merely used as one of

many tools or resources that the teacher utilizes to ensure students

comprehend and understand what they’re being taught. The role of the

teacher changes from the traditional stand in front of the classroom and

lecture style, to more of a mentor for the students; someone who provides

information and answers questions for the students, but doesn’t dominate

the discussion. The role of the student is also much different in a PBL

environment. Students are expected to work with the teacher to select

projects they would like to work on, actively participate in project activities,

and become part of the decision-making process throughout the project.

Research had shown that students involved in Project Based Learning

feel more of a sense of ownership of their learning. This causes them to

become more invested in their learning and in turn develop better critical

thinking skills, take more risks, and work better in a collaborative

environment than those of their peers in traditional classrooms. PBL does not

just teach facts and memorization, it teaches students how to think for

themselves and become real world problem solvers. The PBL method of

teaching therefore better prepares students for the future.

What Does Project Based Learning Look Like in a Classroom?Unlike traditional classrooms where each core subject is taught as a

separate entity, Project Based Learning seeks to integrate all subjects in one

inquiry. This integration can be achieved by creating a thematic unit in which

math, language arts, social studies, science, and art are combined

throughout the unit as students investigate the overall problem or theme.

This handbook is to be used as a supplement to the Interact simulation for a

4th grade unit on the California Gold Rush. Throughout the simulation,

students take on the persona of a Gold Rush miner in the mid 1800s in

California. As they immerse themselves in mining life students use and gain

knowledge of core subjects to navigate through the everyday trials and

tribulations of being a 49er. Language arts skills will come in handy as they

reflect on their mining days in a Miner’s Blog. Math skills will be put to use as

they calculate their daily losses or earnings and decide how much to spend

on mining supplies at the local mining shop. Students will acquire critical

thinking skills and apply social studies knowledge as they create a Digital

Story documentary about mining life. Integrating more than one subject at a

time into the unit allows teachers and students to relate new learning to real

life situations and in turn make the connection between the classroom and

the outside world. Students who understand how their knowledge gained in

the classroom can be applied to their everyday life are more likely to become

more invested in their learning, and become more well rounded citizens.

It Sounds Great…What’s the Catch?While Project Based Learning is engaging and exciting, it does have its

challenges. First, PBL can be difficult to implement as a new and less

experienced teacher. Being able to integrate various subjects into one lesson

or inquiry requires mastery of each subject by the classroom teacher. It is

important that the PBL teacher feels comfortable with the subject matter in

order to properly convey it to their students. Unlike the traditional teacher, a

PBL can’t rely as much on manuals and textbooks to instill knowledge in her

students. It is also important that a teacher using PBL have a handle on

classroom management. A key part of PBL is collaborative learning. Unlike

the traditional classroom where students might be seated in rows at

individual desks working on individual assignments, students immersed in

PBL need the freedom to work with their peers and communicate openly as

they investigate the given problem. Students involved in PBL might not be

working on the same task at the same time which means their potentially

could be a lot of movement occurring in the classroom as students attend to

different tasks. It is imperative that the PBL teacher establish a set of norms

with the entire class before a project begins. While the PBL classroom might

allow for more student freedom and creativity than its traditional

counterpart, it is still important that students know what is expected of them

in terms of behavior and assignment deadlines. Setting daily or weekly goals,

depending on the length of the project, can be effective in this area.

Another challenge that can arise when implementing Project Based

Learning is the issue of time. As all teachers know, there never seems to be

enough time in the day to accomplish everything needing to be

accomplished. At first glance, PBL can seem intimidating due to the amount

of time needed to complete one inquiry. However, because PBL integrates

multiple subjects, with proper planning, time can become less of a challenge.

Planning and organization are two key components to successfully

implementing PBL into any classroom.

Lastly, a common challenge faced by teachers who are attempting to

implement PBL into their classrooms is that of student assessment. Unlike

the traditional pen and paper exams used to assess student learning and

understanding of a particular subject, in a PBL setting assessment is often

shared by both the teacher and the student. Oftentimes, students in a PBL

setting help to develop the criteria on which they will be assessed. This

component brings the whole idea of PBL full circle. If students create their

own assessment at the start of a project, they will know be completely aware

of what is expected of them throughout the process. This step in PBL also

causes students to become self-reflective of their learning which is a skill

often left out in the traditional classroom setting. Creating rubrics and

alternative assessments can be more time consuming than just using the

pre-made assessments provided in the teacher’s manual, but in the long run

alternative assessments will prove to be effective and worthwhile.

What is Digital Storytelling?Digital Storytelling is the practice of using computer-based tools to tell

stories. As with traditional storytelling, most digital stories focus on a specific

topic and contain a particular point of view. However, as the name implies,

digital stories usually contain some mixture of computer-based images, text,

recorded audio narration, video clips and/or music. Digital stories can vary in

length, but most of the stories used in education typically last between two

and ten minutes. The topics that are used in Digital Storytelling range from

personal tales to the recounting of historical events, from exploring life in

one's own community to the search for life in other corners of the universe,

and literally, everything in between.

For this project, Digital Storytelling is the culminating activity

completed by students after participating in the Interact Gold Rush

simulation. Students will assume the role of a California Gold Rush miner as

they narrate what life is life in the gold fields and in the mining camps. The

Digital Story lesson plan for this project has been created based on the Photo

Story program, however, any digital media can be used as long as students

are familiar with it prior to this project.

The Lesson Plan FormatThe technology lesson plans included in this handbook are to be used

in correlation with the Interact Gold Rush Simulation handbook. The content

of the Interact lesson plans are excellent, they just lack the technology

component that is needed to update them for the 21st Century classroom.

Some of the technology lessons are linked to just one daily Interact

lesson, while others can be used with multiple Interact lessons.

The lessons provided in this handbook were written based on the

assumption that students have had prior training or experience with

programs such as Microsoft PowerPoint, Microsoft Excel, and Windows Photo

Story. The lessons can be adapted and used as you, the teacher see fit. If

students need training with any of these programs, it may be necessary to

issue this training prior to using this handbook with the Interact Gold Rush

Simulation.

How to Use this HandbookThis handbook needs to be used side by side with the Interact Gold

Rush simulation handbook. The Timeline Table included in this supplemental

handbook can be used as a table of contents for the overall unit. Each

Interact lesson is included in the timeline table along with a corresponding

technology lesson plan that enhances the original lesson. The formal lesson

plans/student guidelines for each technology component are included after

the Timeline Table. These lessons can be used “as is”, or adapted to meet

the needs of your individual classroom/students.

Included at the end of this handbook are two informal surveys. One survey is

for you, the teacher, to complete as a reflection on your overall experience

using this supplemental technology handbook. The other survey is for the

students who participated in the technology infused simulation and is a

reflection of their overall experience. A teacher’s log has also been created

for you to maintain throughout the technology infused simulation. This log

can be used to record any challenges you may have experienced throughout

the simulation, as well as any suggestions you have on how this handbook

can be improved or enhanced.

Gold Rush Simulation Timeline

Lesson Title Technology Component1 Day 12 Day2 Miner’s Blog

Miner’s Record Excel Spreadsheet

Getting to the Gold Rush PowerPoint

3 Day 3 Mining Techniques PowerPoint

Miner’s Record Excel Spreadsheet

Miner’s Blog4 Day 4 Miner’s Record Excel

Spreadsheet Miner’s Blog

5 Day 5 Miner’s Record Excel Spreadsheet













A Miner’s Blog Lesson Plan

Concept / Topic To Teach:

In place of the Interact Miner’s Log, students will develop and maintain a Miner’s Blog throughout the entire simulation. Students will follow the given directions for the original Miner’s Log, except instead of keeping a handwritten journal, they will record their reactions to all important mining life experiences on an online blog. Maintaining a blog will not only teach students how to communicate using technology in a proper format, but it will also allow students to interact with one another in a digital format by commenting on each others’ blogs.

Prior Knowledge:

In order for this lesson to be successful, students will need to have a basic understanding of what a blog is and how blogging works. It is suggested that the teacher develop simple blogging lessons for students prior to this unit. Blogger is a user friendly blog building site that may be useful for the purposes of this project.

www.blogger.com

Standards Addressed:

CA State Content Standards Grade 4:

Social Studies 4.3

Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.

3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

The ISTE National Educational Technology Standards (NETS•S)and Performance Indicators for Students

http://www.blogger.com/

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems.

General Goal(s):

Students will further their understanding of mining life by assuming the role of a Gold Rush miner and maintaining a daily miner’s blog online. Students will include information about daily life, hardships, and accomplishments. The Miner’s Blog will serve as a daily record that will be assessed by the teacher. Students will also interact with one another via their online blogs, commenting on similar/shared experiences and feelings, as well as conversing on upcoming decisions to be made in the mining camps.

Required Materials:

Student computers

Free subscription to an online blogging site, such as Blogger, for each student

Step-By-Step Procedures:

1. Students will participate in the Interact Gold Rush Simulation and take on the role of a California gold miner. The experience they have during this simulation will help them to better understand what life was like for a 49er.

2. Students will blog daily on their mining experiences. Blogs will be monitored/assessed by the teacher on a daily basis.

3. Students will comment on each others’ blogs on a daily basis (minimum of one comment per day)

Assessment Based On Objectives:

Students will be assessed using the Miner' rubric.

Miner’s Blog Student Guidelines

Directions:

At the end of each simulation day you, the gold miner, will add an entry to your online Miner’s Blog. This blog will be maintained throughout the simulation and will serve as a daily record of your mining experience. Your daily blog entries must be thoughtful, and include your reactions to all important mining experiences. In addition to maintaining your own Miner’s Blog, you will also keep in “virtual contact” with your mining companions by commenting on their Miner’s Blogs and sharing your similar experiences, and discussing upcoming decisions that need to be made.

Draft your first blog entry below:

Miner’s Blog Assessment Rubric

Student Name: _________________________________Date: _____________________

1Beginner

2Capable

3Accomplishe

d

4 Expert

Quality of Writing

- post has no style or voice- gives no new information on the topic- poorly organized

- post has little style or voice- gives some new information on the topic- poorly organized

- written in a somewhat interesting style and voice- some new information on the topic or reflective- well organized

- written in an interesting style and voice- very informative or deeply reflective- well organized

Presentation

- many words misspelled- many grammar errors- formatting makes post difficult to follow or read

- several spelling errors- several grammar errors- formatting makes it difficult to follow or read

- few spelling errors- few grammar errors- some formatting to help make the post easier to read

- all words spelled correctly- no grammar errors- formatting makes the post more interesting and easier to read

Requiremen -inconsistent comments

-one comment made on another

-one thoughtful comment made

-more than one thoughtful

ts made on other miner’s blogs with little thought

miner’s blog each day with little effort or thought

on another miner’s blog each day

comment made on another miner’s blog each day

Power Point Lesson PlanConcept / Topic To Teach:

Students will create 2 PowerPoint presentations during the Interact Gold Rush simulation. The 2 presentations will provide important background on different aspects of the gold rush and it will allow them to become more familiar with the PowerPoint program.

Prior Knowledge:

In order for this lesson to be successful, students will need to have a basic understanding of how PowerPoint works. Simple lessons can be created to help students become more familiar with the program. The link below is a useful Web site for educators who are unfamiliar with the PowerPoint program. It gives a brief tutorial to the program, as well as sample units to use with students to give them the experience they need.

http://www.actden.com/pp/index.htm



Social Studies 4.3



http://www.actden.com/pp/index.htm








General Goal(s):

Students will further their understanding of mining life by researching two different and important aspects of the gold rush. Students will learn about the different routes miners took to get to the gold fields. Students will also learn more about different mining techniques used, along with their advantages and disadvantages.

Required Materials:

Student computers

Microsoft PowerPoint presentation program



2. Students will perform further research on gold field routes and mining techniques using such resources as their social studies textbook, reference books and online sources.

3. Students will create 2 PowerPoint presentations. 1 presentation will focus on the routes miners took to arrive in the gold fields in California. They will discuss the benefits and negative aspects of the different choices. The other presentation will focus on the different mining techniques employed by gold miners. They will discuss the advantages and disadvantages of the different techniques.


Students will be assessed using the two PowerPoint Rubrics created in this handbook.

Getting to the Gold Fields PowerPoint

Student Guidelines

• After reading Background Sheet 2 in your student booklet, and doing further research on how miners got to the California gold fields, summarize the 4 different routes/modes of transportation used by miners during the Gold Rush period:

1. Overland

2. Sea

3. Panama Route

4. Cape Horn Route

• Each Route needs to have its own slide. On each slide include a graphic/picture of the route along with a description of it. Included in the summary should be a description of the advantages and disadvantages of the route.

Getting to the Gold Rush

PowerPoint Assessment Rubric

CATEGORY 4 3 2 1

Requirements

All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Student Name: ________________________________ Date: ____ ______________________________________

Mining Techniques PowerPoint Guidelines

• After reading Background Sheet 3 in your student booklet, and doing further research on mining techniques, summarize the 5 different techniques used to mine gold during the Gold Rush period:

1. Panning

2. Cradle

3. Long Tom

4. Coyote Mining

5. Hydraulic Mining

• Each technique needs to have its own slide. On each slide include a graphic/picture of the technique along with a description of the technique. Included in the summary should be a description of the advantages and disadvantages of the technique.

• Use the following slide as an example for your final project

Mining Techniques

PowerPoint Assessment Rubric

CATEGORY 4 3 2 1

Requirements

All requirements are met and exceeded.

All requirements are met.

One requirement was not completely met.

More than one requirement was not completely met.

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Student Name: ________________________________ Date: ____ ______________________________________

Digital Storytelling: Life of a 49er Lesson Plan

Concept / Topic To Teach:

Students will create a Digital Story as they take on the personality of a California gold rush miner.



Social Studies 4.3


2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).









General Goal(s):

Students will further their understanding of mining life by assuming the role of a Gold Rush miner and creating a Digital Story based on the life of their miner persona. Students will include information about daily life and hardships of a miner, where their miner is from and how he/she arrived in California. Students will also include information about the failures and accomplishments of their miner during the time of the Gold Rush.

http://moneymakingmomsadvice.com/images/miner.jpg

Required Materials:

photographs/images found by students,

microphone,

Photo Story program

Story Board templates for student use

Student computers



5. During or following the simulation students will visit the following interactive learning sites to learn more about the Gold Rush and mining life to prepare them to create their Digital Story

6. Visit the following Gold Rush site:

http://museumca.org/goldrush/fever01.html

This site provides a virtual tour of the Gold Fever! exhibit at the Oakland Museum of California. Here, students will learn more about the history of the Gold Rush as well as hear audio clips describing different aspects of the Gold Rush.

7. Students will visit http://pbskids.org/wayback/goldrush to learn more about the history of the Gold Rush and what life was like for a gold miner.

8. Students will be paired/grouped and will develop a Gold Rush miner personality to depict in their Digital Story.

9. Students will create a Digital Story storyboard to prepare for creating their Digital Story.

10.Students will use Photo Story to create their Gold Miner Digital Story with their partner/group

Closure (Reflect Anticipatory Set):

Students will share their “Life of a 49er” digital stories with their classmates.


Students will be assessed using the corresponding rubric. Students will also complete a personal reflection/assessment.

http://pbskids.org/wayback/goldrush

http://museumca.org/goldrush/fever01.html

Digital Storytelling: Life of a 49er

Student GuidelinesNow that we have completed the Gold Rush simulation and you have more of an understanding of Gold Rush life, with your partner or group, you will be assuming the role of a California Gold Miner and narrating your miner’s personal story. You will use pictures/images to go along with your narration. Your Digital Story will be created using the Photo Story program, and you will be graded on various aspects including detail, voice consistency, detail, and duration of your story. The following outline demonstrates the details that need to be included in your story. Use the outline as a guide, but be sure to use your own creativity to make your Digital Story unique and original. Before you can begin working on your story, you must complete a Storyboard outline. This storyboard needs to be completed and turned in before you begin working on your final Digital Story. Do your best work and most importantly, have fun!

1) Introduction

(a)Who are you?

(b)Where are you from?

(c) If you are not from California, why did you come? If you are from California, why did you decide to come to the Gold Fields?

(d)Who did you leave behind? (ie-family members)

2) Daily Life

(a)What is your life like in the mining camp?

(b)How did you decide where to stake your claim?

(c) How is your life different than before you arrived in the gold fields?

(d)What is a typical day life for you?

(e)What mining techniques have you tried? Which have been successful?

(f) What challenges have you faced since arriving to the gold fields?

(g)Have you made any friends?

3) Thinking Ahead


(a)How long do you plan on staying in the gold fields?

(b)What will you do if you “strike it rich”?

(c) Where will you go once the Gold Rush is over?

(d)Will you miss anything about mining life?

Digital Storytelling : The Life of a 49er

Student Name: __________________________________


Date: ______________________________

CATEGORY 4 3 2 1

Voice - Consistency

Voice quality is clear and consistently audible throughout the presentation.

Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.

Voice quality is clear and consistently audible through some (70-84%)of the presentation.

Voice quality needs more attention.

Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.

Little or no attempt to use images to create an appropriate atmosphere/tone.

Detail The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long.

The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.

The story seems to need more editing. It is noticeably too long or too short in more than one section.

The story needs extensive editing. It is too long or too short to be interesting.

Duration of Presentation

Length of presentation was 4 minutes.



Presentation was less than 2 minutes long OR more than 4 minutes.

Simulation Rubrics & Informal Teacher/Student

PBL Surveys

Collaborative Work Skills :

Gold Rush Simulation Rubric

Student Name:______________________

Date:_____________________

CATEGORY 4 3 2 1

Working with Almost always listens to,

Usually listens to, shares,

Often listens to, shares with, and

Rarely listens to, shares with, and

Others shares with, and supports the efforts of others. Tries to keep people working well together.

with, and supports the efforts of others. Does not cause "waves" in the group.

supports the efforts of others, but sometimes is not a good team member.

supports the efforts of others. Often is not a good team player.

Focus on the task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Preparedness Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work

Often forgets needed materials or is rarely ready to get to work.

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.

Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Quality of Work Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Technology-Infused PBL Gold Rush Simulation Teacher’s Log

Teachers,

Simulation Day Comments/Concerns/Observations

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Day 8

As you navigate through the Interact Gold Rush simulation, and this corresponding technology handbook, please take some time to record your thoughts about the project daily. Express any concerns you might have and anything else that might contribute to the success of this project in the future.

Day 9

Day 10

Day 11

Day 12

Day 13

Project-Based Learning Student Survey

Students,

Now that we have completed our simulation on the California Gold Rush, and the corresponding technology lessons, I would like to get some feedback from you. Please complete the table below to share with me your experience and feelings towards the project. You are not being assessed on this survey, and can leave it anonymous if you would like. I would just like to hear from you in order to make the project and others like it, more successful in the future

I Got (what did you get out of I Needed (What did you need during

participating in this project?) this project that you may have gotten, or not?)

I Wanted (What did you want from this project that may have made it a more successful experience for you?)

Aha! (What did you learn from participating in this project that you didn’t know before? This could be related to the gold rush, or about yourself.)

Handbook

Documents

Transcript of Handbook