ALEX Learning Activity

  

Digital Breakout Safari for Grades 3-5

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Amanda Walker
System:Hoover City
School:Bluff Park Elementary School
  General Activity Information  
Activity ID: 1615
Title:
Digital Breakout Safari for Grades 3-5
Digital Tool/Resource:
Google Sites/ Digital Breakout Edu
Web Address – URL:
Overview:

This Digital Breakout is a perfect way to enhance a unit of study with animals standards for grades 3-5. It can be used before or after a unit a study or field trip to the Birmingham Zoo. Students will work creatively and collaboratively to solve academic puzzles to unlock an answer. Academic puzzles are centered around a variety of Course of Study standards that engage students through the Breakout process. This activity can be done as a whole group for students that are not familiar with the Digital Breakout process. This activity can be done in small groups grades 2-5 in small groups for students that are familiar with the Digital Breakout process.  

This Learning Activity was created in partnership with the Birmingham Zoo. 

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
10 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.10- Answer who, what, and where questions to demonstrate understanding of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 4
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. [W.4.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.29- Identify information that is relevant to a given topic.


English Language Arts
ELA2015 (2015)
Grade: 5
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]

Mathematics
MA2019 (2019)
Grade: 3
11. Use various strategies to add and subtract fluently within 1000.

Unpacked Content
Evidence Of Student Attainment:
Students:
When given problems of addition and subtraction within 1000,
  • Fluently find sums and differences using strategies based on place value, properties of operations, and the relationship between addition and subtraction.
  • Justify strategies and by relating the strategy to a written method and explain reasoning used.
  • Use estimation strategies to check for reasonableness and justify solutions.
Note: Standard algorithm for addition and subtraction is not a grade 3 expectation.
Teacher Vocabulary:
  • Fluently
  • Sum
  • Difference
  • Place value
  • Strategy
Knowledge:
Students know:
  • The relationship between addition and subtraction operations.
  • How conceptual models support and give understanding to procedures for addition and subtraction.
Skills:
Students are able to:
  • Use a variety of strategies to solve addition and subtraction problems within 1000.
Understanding:
Students understand that:
  • Strategies for addition and subtraction will vary depending on the problem.
  • Strategies can include place value, properties of operations, and the relationship between addition and subtraction.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.11.1: Define the commutative and associative properties of addition and subtraction.
M.3.11.2: Subtract within 100 using strategies and algorithms based on the relationship between addition and subtraction.
M.3.11.3: Subtract within 100 using strategies and algorithms based on properties of operations.
M.3.11.4: Subtract within 100 using strategies and algorithms based on place value.
M.3.11.5: Add within 100 using strategies and algorithms based on the relationship between addition and subtraction.
M.3.11.6: Add within 100 using strategies and algorithms based on properties of operations.
M.3.11.7: Add within 100 using strategies and algorithms based on place value.
M.3.11.8: Recall basic addition and subtraction facts.

Prior Knowledge Skills:
  • Add within 100, including adding a two-digit number and a one-digit number and adding two two-digit numbers.
  • Add within 20, demonstrating fluency for addition within 10.
  • Add and subtract within 20.
  • Identify place value for ones, tens and hundreds.
  • Read number names one through one hundred.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.10 Using vocalization, sign language, augmentative communication, or assistive technology use concrete materials and pictorial models to model whole numbers.


Mathematics
MA2019 (2019)
Grade: 4
10. Use place value strategies to fluently add and subtract multi-digit whole numbers and connect strategies to the standard algorithm.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use place value strategies and properties of operations to build procedural fluency and understanding of the standard algorithm for addition and subtraction.
Note: Expectations are limited to whole numbers within 1,000,000.
Teacher Vocabulary:
  • Addition
  • Subtraction
  • Standard algorithm
  • Place value
  • Decompose
  • Compose
  • Fluently
  • Multi-digit
  • Strategy
  • Difference
  • Sum
Knowledge:
Students know:
  • a variety of accurate and efficient strategies to find sums and differences and use them when appropriate.
Skills:
Students are able to:
  • Use place value strategies to add and subtract multi-digit numbers.
  • Use the standard algorithm for addition and subtraction and connect strategies to the standard algorithm.
Understanding:
Students understand that:
  • There are a variety of strategies, models, and representations for solving mathematical problems with addition and subtraction.
  • Efficient application of computation strategies is based on the numbers and operations in the problems.
  • The steps used in the standard algorithm for addition and subtraction can be justified by using the relationship between addition and subtraction and the understanding of place value.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.10.1: Multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.
M.4.10.2: Multiply single-digit numbers.
M.4.10.3: Recall basic multiplication facts.
M.4.10.4: Apply concepts of multiplication through the use of manipulatives, number stories, skip-counting arrays, area of a rectangle, or repeated addition.

Prior Knowledge Skills:
  • Define the commutative and associative properties of addition and subtraction.
  • Subtract within 100 using strategies and algorithms based on the relationship between addition and subtraction.
  • Subtract within 100 using strategies and algorithms based on properties of operations.
  • Subtract within 100 using strategies and algorithms based on place value.
  • Add within 100 using strategies and algorithms based on the relationship between addition and subtraction.
  • Add within 100 using strategies and algorithms based on properties of operations.
  • Add within 100 using strategies and algorithms based on place value.
  • Recall basic addition and subtraction facts.
  • Define regrouping, total, sum, difference and solve.
  • Add and subtract two two-digit numbers with and without regrouping.
  • Determine the value of the number in the ones, tens, hundreds and thousands place using concrete models or drawings and strategies based on place value.
  • Match the number in the ones, tens, hundreds and thousands position to a pictorial representation or manipulative of the value.
  • Model written method for recording horizontal and vertical addition and subtraction problems.
  • Represent two- and three-digit numbers with multiple models.
    Examples: models—base ten blocks, number lines, linking cubes, straw bundles.
  • Recall single-digit addition and subtraction facts.
  • Add and subtract within 20, e.g., by using objects or drawings to represent the problem.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.11 Add and subtract one and two-digit numbers up to 49 with regrouping using concrete manipulatives and visual models.


Mathematics
MA2019 (2019)
Grade: 5
8. Add, subtract, multiply, and divide decimals to hundredths using strategies based on place value, properties of operations, and/or the relationships between addition/subtraction and multiplication/division; relate the strategy to a written method, and explain the reasoning used.

a. Use concrete models and drawings to solve problems with decimals to hundredths.

b. Solve problems in a real-world context with decimals to hundredths.
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use strategies based on place value, properties of operations, and relationship between addition and subtraction to find sums and differences of decimals.
  • Use strategies based on place value, properties of operations, and relationship between multiplication and division to find products and quotients of decimals.
  • Use models to justify the sum, difference, product or quotient of decimals.
  • Solve real-world problems with decimals to hundredths.
Note: Products are limited to thousandths and quotients are either whole numbers or decimals terminating at the tenths or hundredths place.
Teacher Vocabulary:
  • Decimal
  • Tenths
  • Hundredths
  • Place value
Knowledge:
Students know:
  • Strategies based on place value understanding, properties, and relationship between operations to find the sum, difference, product, and quotient of whole numbers.
  • How to write decimal notation for fractions with denominators of 10 or 100.
  • Use estimation strategies to assess reasonableness of answers.
Skills:
Students are able to:
  • Use concrete models, drawings, and strategies to add, subtract, multiply, and divide decimals.
  • Relate strategies for operations with decimals to a written method and explain reasoning used.
  • Solve real-world context problems involving decimals.
Understanding:
Students understand that:
Problems involving operations with decimals
  • Can be solved using a variety of strategies based on place value, properties of operations, or the relationship between the operations.
  • Can be illustrated using concrete models or drawings.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.5.8.1: Use decimal notation for fractions with denominators 10 or 100.
M.5.8.2: Multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
M.5.8.3: Add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M.5.8.4: Apply properties of operations as strategies to multiply and divide.
M.5.8.5: Identify that 100 can be thought of as a bundle of ten tens, called a "hundred".
M.5.8.6: Identify that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
M.5.8.7: Recall basic addition, subtraction, multiplication, and division facts.

Prior Knowledge Skills:
  • Use fraction equivalence to add and subtract fractions and mixed numbers with unlike denominators.
  • Find whole number quotients and remainders using a variety of strategies based on place value and properties of operations.
  • Illustrate and explain the calculation using equations, arrays, and area models.
  • Use concrete models, drawings, and strategies to add, subtract, multiply, and divide decimals.
  • Relate strategies for operations with decimals to a written method and explain reasoning used.
  • Solve real-world context problems involving decimals.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.5.8 Add decimals to tenths using concrete models, drawings, and manipulatives without regrouping.


Learning Objectives:

The students will...

  • use information analyzed to problem solve in discovering codes to unlock locks throughout the entire Digital Breakout. 
  • compare and contrast ideas with other students to justify codes to unlock locks. 
  • observe and recall of information from a nonfiction text by reading a nonfiction passage and completing a Google Form with multiple choice questions from the text to receive a puzzle to find the code to a lock.   
  • observe, analyze, and recall of information from a nonfiction video to find the code to a lock. 
  • analyze patterns, inference, and apply observations while working collaboratively with peers to figure out codes to locks. 
  • enhance communication skills by working together in pairs, groups, or as a whole class to complete and solve the digital breakout. 
  • use higher-order thinking and perseverance to solve mystery/problem posed in the digital breakout. 
  • add and subtract multi-digit whole numbers and decimals using the standard algorithm. 
  Strategies, Preparations and Variations  
Phase:
Before/Engage, After/Explain/Elaborate
Activity:

***This activity is a great addition to an animal unit of study or as a culmination activity after the unit or a field trip to the Birmingham Zoo.

The goal of the breakout is to use the skills in the learning objectives to analyze and apply information on the digital breakout to discover codes to unlock locks. 

Teacher Directions for a class that has never done a digital breakout

1.  If students have not participated in a digital breakout, try this one called Catch The Bus. It is a great introduction to solving digital breakouts. 

2. Start the digital breakout by displaying the game on the board/screen and telling the students that that will be looking for clues to unlock the digital locks on a Google Form. The first place to look for clues will be in the story at the top of the webpage. Pay close attention to the hyperlinks in the story and pictures on the webpage.

3. Explore the website until all locks have been unlocked. The Google Form for the digital locks will tell you when the locks have been unlocked or if you still need to keep looking. 

4.  After completing Catch The Bus, discuss what strategies students needed to complete the breakout: cooperation, communication, perseverance, and problem-solving. 

5. In another class session, proceed onto the Digital Breakout Safari.

Teacher Directions for Digital Breakout Safari

1.  The teacher will introduce the Digital Breakout Safari by displaying the webpage on the board/screen. This game can be completed in small groups sharing a Chromebook or in the computer lab using this shortened URL for the Digital Safari Breakout, https://goo.gl/c5HH45

2. The teacher will explain to the students that they will need to work together to solve the breakout of this digital game.

3.  The teacher will read the mystery/story at the top of the digital breakout. The teacher will ask: Do you notice anything that gives us a clue to solve the mystery? Students might point out the random capital letters in the story. The teacher can then help them make a connection to the word lock on the Google Form. 

4. Work through the digital breakout together or in small groups until the digital breakout has been completed.  Click the Teacher Hints to find answers for hints that you can help groups that get stuck. 

5. After completing the digital breakout, discuss how the group improved from the first digital breakout and what strategies they used to complete the breakout. 

6.  Use exit tickets to evaluate the learning objectives from the digital breakout:

Emoji Exit Ticket

or 

Breakout Lock Exit Ticket

Assessment Strategies:

Use these exit tickets to evaluate learning objectives: 

Emoji Exit Ticket

or 

Breakout Lock Exit Ticket

 


Advanced Preparation:

Before playing Digital Breakout Safari with the class, please take the time to work through the Breakout yourself to have an understanding of how to play the Breakout.  This is a teacher answer sheet with codes and where to find them in the Digital breakout.  Do not share answers with students.  Please allow them to use their clues to figure out the lock codes. 

Variation Tips (optional):

This Digital Breakout Safari can be done in a whole group, small groups, or individually.  Before assigning this Digital Breakout Safari in small groups or individually, I would highly recommend doing another breakout from the Digital Breakout site like Catch the Bus or Soar as a whole class, so students can understand the structure of a Digital Breakout. 

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: