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Published by Michelle Colte
Water Cycle Storybirds for Grades 3 & 4. Created by Elisabeth Zwick, Shannon DeSantis & Ashley Sperber
Water Cycle Storybirds for Grades 3 & 4. Created by Elisabeth Zwick, Shannon DeSantis & Ashley Sperber

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Published by: Michelle Colte on Mar 24, 2012
Copyright:Attribution Non-commercial


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Elisabeth Zwick Shannon DeSantisAshley Sperber 
First Activity/LessonTitle:
Water Cycle Storybirds
Educational level:
Content Area:
NYS Standards Addressed:
2.1c – Water is recycled by natural processes on Earth.Evaporation: changing of water (liquid) into water vapor (gas).Condensation: changing of water vapor (gas) into water (liquid).Precipitation: rain, sleet, snow, hail.Runoff: water flowing on Earth’s surface.Groundwater: water that moves downward into the ground.2.1c Water is recycled by natural processes on Earth.
Common Core Standard Addressed:
(no Common Core standards exist for science at thisgrade level, so we have included the related ELA standard):CC.3.W.6 Production and Distribution of Writing: With guidance and support from adults, usetechnology to produce and publish writing (using keyboarding skills) as well as to interact andcollaborate with others.
AASL Standards Addressed:
Standard 1 – Inquire, think critically, and gain knowledge.1.1.2. - Use prior and background knowledge as context for new learning.1.1.6. - Read, view, and listen for information presented in any format in order to makeinferences and gather meaning.1.3.1. - Respect copyright/intellectual property rights of creators and producers.2.1.6. - Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
Description of Activity:
For our first project using Storybird we decided to create Storybirdsdescribing the water cycle. The target age group would be third or fourth graders, giventhat these two grade levels often study the topic of water cycles in science. Students can useStorybird to creatively narrate the water cycle after reading the book 
 Drippy the Raindrop: Tothe Mountains and Back 
written and illustrated by Joel M. Kimball in science class. Studentscan create their own story telling of the water cycle. Students will use their Storybirds as hybridfiction/nonfiction text or as a nonfiction booklet. These projects can be used as an assessmentfor the unit in the classroom.
Role of Web 2.0 Technology
: Storybird provides a colorful and creative way to review contentthrough creation. Students can select a variety of artwork and text to tell their stories. Studentswill learn how to use Storybird during a collaborative library lesson. As the program is quiteuser-friendly, this lesson should not require a large amount of time. The remaining time can beused for students to plan their story, browse artwork, and think about the text they wish to use.Students will receive a worksheet explaining the scientific facts they are required to include inthe Storybird, tips for using Storybird, and other instructions for the activity (how many pagesto include, due dates, etc.). The school librarian will work in conjunction with the classroomteacher to teach this activity, and with cooperation from the classroom teacher students can alsoused class time that is devoted to science to work on their water cycle Storybirds.
Elisabeth Zwick Shannon DeSantisAshley Sperber Teachers/librarians may want to spread this activity over the course of several days, so thatstudents can fully understand how to use Storybird and browse the artwork, choose the art for their story, write their story, go through a teacher and peer editing process, and share their storiesas a class. This activity can be easily modified to accommodate different learning needs.
Final Product:
The final product of the activity would be a Storybird of a predeterminednumber of pages dependent on the teacher’s requirements. A quality Storybird will explain thewater cycle using the vocabulary learned in science class, use appropriate images, and contain proper spelling and grammar. Teachers can also use their own Storybird account to grade thestudents and give them digital stickers as an assignment reward, if they so choose.
Second Activity/LessonTitle:
Narrative Personal Storybirds
Educational level:
9th Grade
Content Area:
NYS Standards Addressed:
Standard 4 – Language for Social Interaction.4.2 Reading and Writing:
Written communication for social interaction requires using writtenmessages to establish, maintain, and enhance personal relationships with others.Students:
Use a variety of print and electronic forms for social communication peers and adults.
Make effective use of language and style to connect the message with the audience andcontext.
AASL Standards Addressed:
Standard 2.1.6. - Use the writing process, media and visualliteracy, and technology skills to create products that express new understandings.
 Common Core Standards Addressed:
CC.9-10.W.6. - Production and Distribution of Writing: Use technology, including theInternet, to produce, publish, and update individual or shared writing products, taking advantageof technology’s capacity to link to other information and to display information flexibly anddynamically.
CC.9-10.W.3. - Text Types and Purposes: Write narratives to develop real or imaginedexperiences or events using effective technique, well-chosen details, and well-structured eventsequences.
 Description of Activity:
For our second project using Storybird we decided that we wouldutilize this technology tool for a beginning of the year activity for Language Arts. The ninthgraders would read several short personal narratives, such as passages from Sandra Cisneros’
The House on Mango Street 
. The students would then retell a personal story of their own usingStorybird. This story would serve as a way of introducing the students to their classmates andletting them get to know about each other’s backgrounds. The Storybirds that they wrote would

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