Syllabus

Syllabus ** Course Description: **The Earth’s landforms are affected by constructive and destructive forces, yet such processes can be controlled through the use of technology. This science course provides a more in-depth look at the visible effects of the building up and breaking down of the Earth’s surface. Fifth grade students will gain an understanding of how weathering, erosion, and other natural processes have related to the change of physical land features. They will also examine and learn about technologies that will support the control of these changes.
 * Course Title: ** 5th Grade Earth Science (2 credits)
 * Course Learning Outcomes and Objectives: **
 * 1) Students will identify and describe surface features of the Earth caused by constructive processes.
 * 2) Students will identify and describe surface features of the Earth caused by destructive processes.
 * 3) Students will relate the role of technology and human intervention in the control of constructive and destructive processes.

** Instructor Contact Information: ** Tiffany Harrell Carrollton, GA 30117 tiffany.harrell@waldenu.edu tiffany.harrell@carrollcountyschools.com (678) 794-8886

Office Hours and Online Availability: Monday-Friday 8:00 AM- 6:00 PM EST

As the instructor of this course, I will encourage participation and communication from each student throughout the course as well as promote higher-level critical thinking, logging in to discussions 3-4 times per week to provide feedback. I will hold students responsible for submitting assignments on time, and will have discussion and assignment grades posted within three days of the submission date. All course-related questions or concerns will be responded to within 48 hours. Please contact me if a telephone or Skype conference is needed. __ Week 1 Discussion: __ After reviewing this week's resources, reflect on what effects constructive and destructive processes have on the Earth's surface. Explain how each process occurs, and choose an example of each to describe how they have affected the Earth's surface.
 * Discussion Information: **

__ Directions: __ As a member of the learning community, your ideas and critical thinking skills will be applied as you communicate with peers in this course to expand learning of Earth Science. Your initial response to the discussion prompt should be posted in the **//Discussion//** section of the **//Week 1 Discussion//** page by **Wednesday** of Week 1. Respond to **at least two** members of the course by **Sunday** of Week 1, under their initial discussion post in the Week 1 Discussion section. In addition, respond to any comments that your peers have made to your initial post.

__ Rubric: __ __ Week 2 Discussion: __ After reviewing this week's resources, reflect on how technology can be used to control changes of the Earth's surface. Choose two examples of technology that control constructive and destructive processes, and describe how each have effected the Earth's surface. __ Directions: __ As a member of the learning community, your ideas and critical thinking skills will be applied as you communicate with peers in this course to expand learning of Earth Science. Your initial response to the discussion prompt should be posted in the **//Discussion//** section of the **//Week 2 Discussion//** page by **Wednesday** of Week 2. Respond to **at least two** members of the course by **Sunday** of Week 2, under their initial discussion post in the Week 2 Discussion section. In addition, respond to any comments that your peers have made to your initial post. __ Rubric: __ __ Week 1 Individual Assignment __ : Review the week 1 resources to gain a better understanding of the constructive and destructive processes that affect the Earth’s surface. Using this knowledge, create a PowerPoint presentation to define and give examples of each process. Be sure to add creativity and individualization to your presentation using different fonts, colors, layouts, and graphics. Upload your presentation to the **Individual and Group Presentations** wiki page by Friday of Week 1.
 * ** Week 1 Discussion Rubric ** ||  ** Maximum 10 points **  ||
 * Constructive processes on the Earth’s surface are clearly defined with an example of their effects. || 3 points  ||
 * Destructive processes on the Earth’s surface are clearly defined with an example of their effects. || 3 points  ||
 * Thoughtful and reflective responses were made to at least two peer initial discussion posts. || 2 points  ||
 * Responses were made to peers who commented on your initial post, extending the discussion. || 2 points  ||
 * ** Week 2 Discussion Rubric ** ||  ** Maximum 10 points **  ||
 * A technology that controls constructive processes of the Earth’s surface is clearly defined with an example of its effects. || 3 points  ||
 * A technology that controls destructive processes of the Earth’s surface is clearly defined with an example of its effects. || 3 points  ||
 * Thoughtful and reflective responses were made to at least two peer initial discussion posts. || 2 points  ||
 * Responses were made to peers who commented on your initial post, extending the discussion. || 2 points  ||
 * Assignment Information: **

__ Objective __ : Students will identify surface features of the Earth caused by constructive and destructive processes. They will use knowledge of technology tools to create a creative multimedia presentation.

__ Individual Assignment Rubric __ :


 * ** Individual PowerPoint Presentation Rubric ** ||  ** Maximum 15 points **  ||
 * The constructive effects on the Earth’s surface are clearly defined with detailed examples. || 5 points  ||
 * The destructive effects on the Earth’s surface are clearly defined with detailed examples. || 5 points  ||
 * The presentation demonstrates individualization with the use of a variety of fonts, colors, layouts, and graphics. || 5 points  ||

__ Week 2 Group Assignment __ : Review this week’s resources to gain a better understanding of technologies that can be used to control the Earth’s changing surface. As a group, choose a technology that interests you and gather information to tell
 * Who uses and advantages from the technology
 * What the technology is used for
 * Where in the world this technology is needed
 * When and how often this technology is required to be used
 * Why this technology is needed to control the Earth’s changing surface
 * How the technology works

Collaborate and post this information to your group’s wiki page. Remember that all student work is recorded on the wiki page and each student must contribute to the group collaboration and communications, sharing and posting information. Have all of your information added to your group wiki page by Friday of Week 2.

__Objective__: Students will relate the role of technology and human intervention in the control of constructive and destructive processes.

__ Group Assignment Rubric __ :


 * ** Group Wiki Page Assignment Rubric ** ||  ** Maximum 40 Points **  ||
 * The group collaboratively defines who uses and advantages from the technology on the wiki page. || 5 points  ||
 * The group collaboratively defines what the technology is used for on the wiki page. || 5 points  ||
 * The group collaboratively defines where in the world this technology is needed on the wiki page. || 5 points  ||
 * The group collaboratively defines when and how often this technology is required to be used on the wiki page. || 5 points  ||
 * The group collaboratively defines why this technology is needed to control the Earth’s changing surface on the wiki page. || 5 points  ||
 * The group collaboratively defines how the technology works on the wiki page. || 5 points  ||
 * The wiki page is designed creatively with varying fonts, colors, and graphics. || 5 points  ||
 * __ Individual Points __ - The group member contributes at least five facts of information to the wiki page. || 5 points  ||


 * Grading Scale: **


 * Week 1 Discussion || 10 points ||
 *  Week 1 Individual Assignment || 15 points ||
 *  Week 2 Discussion || 10 points ||
 *  Week 2 Group Assignment || 40 points ||
 *  **Total Maximum Points** || **75 points ** ||


 * 100%-90 % || A ||
 * 80%- 89.9% ||  B ||
 *  70%-79.9% || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> C ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> 60%-69.9% || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> D ||
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> 59.9%-below || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> F ||

The announcements section on the home page should be referred to often for updates or changes to the original schedule, as well as further information to assist with discussions and assignments. Students are responsible for being aware of due dates for discussion posts and assignments. Students are also expected to submit assignments in a timely manner. Each week’s assignment should be posted to the //Individual and Group Presentations// page no later than 11:59 p.m. EST on the specified due dates. If you are unable to submit an assignment on time, contact me to make arrangements as soon as possible, as points will be deducted by one grade each week for any unexcused late assignments. As a self-directed learner in an online course, students are responsible for managing their time effectively to balance coursework with other responsibilities.
 * Student Roles and Expectations: **

When participating in class discussions and meetings with group members, students should demonstrate respect and online etiquette in their responses and communication with peers. Your discussion responses should be a reflective representation of the course resources, and extend initial discussion conversations. This should be done by asking probing or clarifying questions, sharing insights gained, validating others’ opinions with personal experiences, or making suggestions. In order to develop intellectually, academic honesty is required from each student. The ideas and contributions of the work of others should be honored by students. In quoting or using information from resources, citations should be provided. Work that is submitted by students consisting of plagiarism will receive a zero for the assignment, and may be dismissed from the course depending on the severity of the use of others’ work. Students enrolled in this course are agreeing to respect the ideas and work of others.
 * Academic Honesty Policy: **

** Course Resources: ** Constructive Forces Website <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">[] Destructive Forces Website <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">[] Constructive and Destructive Forces Flash Cards <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">[] Constructive and Destructive Process Links <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">[] Adventures in Constructive and Destructive Forces Video [] Landform Creation and Destruction Video [] Natural Disasters- National Geographic Website [] Forces of Nature- National Geographic Interactive Website [] Constructive and Destructive Forces PowerPoint <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;"> [|Constructive+and+Destructive+Forces.ppt] Seismological Studies Website: [] Graphics of Earthquake Locations: [] The Study of Seismology Video: [] Flood Control (// Dams) //Website: [] Interactive Website about Cracks and Dams: [] Flood Control (// Dams) //Website: [] Flood Control Dam Example Video: [] // Levees // Website with videos: [] Flood Control Levee Video: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">[] // Storm Drain Management // Website: [] // Storm Drain Management // Website: [] Stormwater Management Example Video: [] // Man-Made //// Lakes // Website: [] Beach Reclamation Website: [] Beach Reclamation Example Video: []