A.+ITEC+7480+Mini-Module

=TEC 7480 Summer 2013 - Mini-Modules=

You will be using this wiki to build and share our learning modules. Here is a simple example fitting within a six (6) row table. Simply click the EDIT button, scroll to the bottom of the last entry to find the cursor, select the Table option in the formatting toolbar, and copy/paste your information into a six row/one column table. Save before exiting.
 * (Participant's Name) Mini Module ||
 * **GRADE AND SUBJECT:** 4th grade science ||
 * **GPS:** SC4... ||
 * **LEARNING OBJECTIVE:** The student will create a representation of the water cycle as it occurs near him/her using a digital camera and [|www.Glogster.com] and score at least 8 out of 10 on the rubric. ||
 * ** LEARNING RESOURCES AND INSTRUCTIONS: **


 * 1) Visit [] and click on each of the vocabulary words on the picture to learn about the water cycle.
 * 2) Read about a watershed at []
 * 3) Learn more about different types of precipitation at []
 * 4) Using your digital camera, take a picture of parts of the water cycle closest to your home. Include at least 4 pictures (watershed, evaporation, condensation, and precipitation).
 * 5) Create a Glog using [|www.Glogster.com] of the water cycle using the pictures you took of the water cycle as it is happening closest to you. Be sure to use the rubric! ||
 * ** STUDENT ASSESSMENT: **
 * 1) Your watercycle Glog will be graded using our class rubric which can be found at this LINK. ||

Use place value understanding and properties of operations to perform multi-digit arithmetic. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and
 * Name: Jennifer Reed ||
 * Grade and Subject: 3rd Grade Math ||
 * **CCGPS**Number and Operations in Base Ten 3NBT

__Creativity and Innovation__ Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: __Communication and Collaboration__ Students use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. Students: __Technology Operations and Concepts__ Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: students will then upload and edit the video using Movie Maker. || 1. Watch the following videos [],
 * NETS**
 * apply existing knowledge to generate new ideas, products, or processes.
 * create original works as a means of personal or group expression.
 * use models and simulations to explore complex systems and issues.
 * interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * communicate information and ideas effectively to multiple audiences using a variety of media and formats
 * contribute to project teams to produce original works or solve problems
 * understand and use technology systems.
 * select and use applications effectively and productively.
 * troubleshoot systems and applications. ||
 * **Learning Objective**: The student will create a video using a digital camera or smartphone demonstrating how to and subtract using three different strategies scoring meets or exceeds the standard on the rubric. The
 * **Learning Resources and Instructions:**

[],

[],

[]

[]

2. Read the following notes to review other strategies we have learned:

[]

[|http://investigations.terc.edu/library/curric-gl/math_content_g3_2ed.pdf]

3. Look in your math journals for any additional notes pertaining to the various addition/subtraction strategies we have learned. 4. Pick three strategies that you would like to present and create videos demonstrating how to solve three of the following problems.


 * 389 + 217 =** **700 – 264 =** **465 + 520 =** **812 – 109 =** **640 + 272 =**

Make sure to include at least one addition and one subtraction problem.

5. Create your movie using Windows Movie Maker. Use some of the features available on the program to be creative.

6. Upload to the D2L dropbox labeled Math Movie Project. || ||
 * **Student Assessment**: Your movie will be graded using the following rubric.

S8P1. Students will examine the scientific view of the nature of matter a. Distinguish between atoms and molecules. c. Describe the movement ogf particles in solids, liquids, gases, and plasma states. d. Distinguish between physical and chemical properties of matter (i.e., density, melting, boiling) chemical (i.e., reactivity, combustibility). e. Distinguish between changes in matter as physical or chemical. S8P2. Students will be familiar with the forms and transformations of energy d. Describe how heat can be transferred through matter by the collisions of atoms(conduction) or through space (radiation). In a liquid or gas, currents will facilitate the transfer of heat (convection). L6-8RST3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. L6-8RST7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually(e.g., in a flowchart, diagram, model, graph, or table). L6-8RST9: Compare and contrast the information gained from experiments, simulations, video or multimedia sources with that gained from reading a text on the same topic. Research and Information Fluency 3b, c, d: Students apply digital tools to gather, evaluate, and use information. 1.a: Students apply existing knowledge to generate new ideas, products, or processes Communication and Collaboration a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate ideas and information effectively to multiple audiences using a variety of media and formats. Digital Citizenship b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. Students utilize interactive technology to acquire scientific knowledge through inquiry and the reading and writing requirement of common core Science.The 8th grade student engages in the States Of Matter simulation which will require the students to make predictions, explain and justify answers, and analyze information. Students will explore the states of matter based on speed and arrangements of the particles involved. Collaboratively students utilize their individual laptops to write their questions and answers from the information learned from the simulation activity using the web 2.0 tool WALLWISHER, and present their findings to the class. Students will score no less then 40 out of the 50 points possible on the rubric provided. 1. Prior to the simulation, a brief lesson concerning the four states of matter would be helpful to familiarize students with the vocabulary-solid, liquid, gas, and plasma. Click on [] Students can also access the States of Matter Smartboard Interactive Activity to review.
 * **Name**: Geri Kasper
 * Grade and Subject**: 8th Grade Physical Science
 * Standards Addressed (CCGPS):**
 * Common Core Standards:**
 * NETS-S Standards:**
 * Learning Objective:**
 * Learning Resources and Instruction:**

2. Open the internet browser and enter the address: [|http://phet.colorado.edu] or google: PhEt states of matter, then click on the first link. Open the “States Of Matter” simulation and select “Run Now” Students work in groups and collaborate working with the simulation. Special Education Students, English Language Learners and English Students Of Other Languages are segmented into groups according to their learning preferences.

3. Complete the activity/simulation worksheet while engaging in the “States Of Matter” simulation. Students will answer questions based on the different levels of “Blooms Taxonomy”, specifically; analyze, synthesize and justify.

1. Students will evaluate their understanding of the matter standard with a focus towards identifying weakness and creating a realistic plan to remediate and address said problem areas. The utilization of wall wisher will be critical to their success. [] Students utilize interactive technology (WALLWISHER) to answer the question, “Describe the different ways matter can change states and give one example of a phase change taking place. Justify your answer.” Students utilize “Think-Pair-Share” as they collaborate within their respective groups to answer the question.
 * Student Assessment**:

(Student-led closing: Students will present their answers to the class within their respective groups. Students will be asked to elaborate on their answers. For Example, Students can communicate some of the variables(temperature) that bring about changes in speed and arrangement of the atoms or molecules, discuss the effects of adding or removing heat to matter. Students present the"bulletin board" with the explanations to their different questions in front of the class.As each group presents their "WallWisher Bulletin Board" the students will be able to see the presentation on the SmartBoard simultaneously with their answers on their individual laptops. As students add their questions and answers to WallWisher they will start to notice it showing up on the "bulletin board" with the other students contributions.

2. and group presentation using the attached.



||

ere is my screen cast that presents the following lesson plan in detail: media type="custom" key="23451204" SS1G3 The student will locate major topographical features of the earth's surface. c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts). ELACC1W3: The student will w rite narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
 * Name: Sherry Graham ||
 * Grade and Subject: 1st Grade Social Studies ||
 * Standards Addressed (CCGPS):

NETS-S 3. Research and Information Fluency: Apply digital tools to gather, evaluate, and use information. 1.Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media 2. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks || 1. Students will __activate__ knowledge by watching the BrainPop Jr.video on [|Landforms]. 2. Students will choose a landform to research in detail. They will select a landform and choose one of the following links to begin their research: [|Mountain] [|Desert] [|Valley] [|Plain] [|Plateau] [|Coast] 3. Students can research [|Landforms] on Pebble Go to add on to their knowledge 4. Students will record research utilizing the to __#|apply__ their knowledge. 5. Students will create story to extend their knowledge following this prompt: “Imagine you just found out that your family is moving to an area where the landform you researched is located. Write a narrative about your experience, making sure to mention facts you recorded about the landform. Look over your work to make sure that you stay on topic, include two or more events, include details about the events, use temporal words to signal event order, and provide a sense of closure.” 6. Students will extend their knowledge further by turning turn their written stories into interactive stories utilizing [|Story Jumper]. 7. Students will present their stories on the Smart Board to the class. || The rubric assesses the following: 1. Students’ graphic organizers will assess if they are able to identify and describes landforms. 2. Students’ written stories will assess depth of knowledge on landforms as well as the child’s ability to write narratives in which they recount two or more appropriately sequenced events and include some details, regarding what happened use temporal words to signal event order, and provide some sense of closure. 3. Students’ Story Jumper Story will further assess narrative writing abilities. 4. Presentation will assess Speaking and Listening skills if students are able to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ||  (CCGPS) || SS1G3 The student will locate major topographical features of the earth's surface. c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts). ELACC1W3: The student will w rite narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. || 2. Students will choose a landform to research in detail. They will select a landform and choose one of the following links to begin their research: [|Mountain] [|Desert] [|Valley] [|Plain] [|Plateau] [|Coast] 3. Students can research [|Landforms] on Pebble Go to add on to their knowledge 4. Students will record research utilizing the apply their knowledge. 5. Students will create story to extend their knowledge following this prompt: “Imagine you just found out that your family is moving to an area where the landform you researched is located. Write a narrative about your experience, making sure to mention facts you recorded about the landform. Look over your work to make sure that you stay on topic, include two or more events, include details about the events, use temporal words to signal event order, and provide a sense of closure.” 6. Students will extend their knowledge further by turning turn their written stories into interactive stories utilizing [|Story Jumper]. 7. Students will present their stories on the Smart Board to the class. || 2. Students’ written stories will assess depth of knowledge on landforms as well as the child’s ability to write narratives in which they recount two or more appropriately sequenced events and include some details, regarding what happened use temporal words to signal event order, and provide some sense of closure. 3. Students’ Story Jumper Story will further assess narrative writing abilities. 4. Presentation will assess Speaking and Listening skills if students are able to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ||
 * Learning Objective: Students will identify and describes landforms. Students will write narratives in which they recount two or more appropriately sequenced events and include some details, regarding what happened use temporal words to signal event order, and provide some sense of closure. Students will describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ||
 * Learning Resources and Instructions:
 * Assessment:
 * Note: Students will have access to the PDF [[file:Graham MiniModule.pdf]]of these directions to help guide them and their research. There is a self-editing checklist located on the second page to help students monitor their progress. ||
 * Sherry Graham ||  ||
 * Grade and Subject || 1st Grade Social Studies ||
 * Standards Addressed
 * Objective || Students will identify and describes landforms. Students will write narratives in which they recount two or more appropriately sequenced events and include some details, regarding what happened use temporal words to signal event order, and provide some sense of closure. Students will describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ||
 * Learning Resources and Instructions || 1. Students will activate knowledge by watching the BrainPop Jr. video on [|Landforms].
 * Assessment || 1. Students’ graphic organizers will assess if they are able to identify and describes landforms.
 * Notes || Students will have access to the PDF file of these directions to help guide them and their research. There is a self-editing checklist located on the second page to help students monitor their progress. ||
 * Name: Bridget Purdy ||
 * Grade and Subject: 4th grade Science ||
 * Common Core Standards:

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

 * Digital Citizenship **
 * Students understand human, cultural, and societal issues related to technology and practice legal and ethical **
 * behavior. Students: **
 * a. advocate and practice safe, legal, and responsible use of information and technology. **
 * b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. **
 * c. demonstrate personal responsibility for lifelong learning. **
 * d. exhibit leadership for digital citizenship. **


 * Technology Operations and Concepts **
 * Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: **
 * a. understand and use technology systems. **
 * b. select and use applications effectively and productively. **
 * d. transfer current knowledge to learning of new technologies ** ||
 * Performance Objective: Students will find examples of simple machines throughout their house. Students will place the digitized images on a Web 2.0 tool of their choice (slide share, animoto, glogster, movie maker) which defines, and explains the uses of each of the simple machines. ||
 * Learning Resources and Instructions:

> [] is another good site for students to practice recognizing simple machines. Evaluates student slide show in content accuracy, number of slides, and images; use of digital camera may be assessed, if desired. Designed to evaluate one student’s work, however, if group work has been done, have all members of the group place their names at the top. ||
 * 1) After students have been introduced to simple machines, tell them that they will learn more about where and how they are used. They will begin a scavenger hunt to find as many of each type as they can. If desired, get them started with the activity at: [].
 * 1) Assign students to begin looking, at school and home, for simple machines. If possible, have them take digital pictures to use in their projects. Each student’s photos will need to be uploaded onto the computer that the student will be using later to prepare a slide show.
 * 2) Working in groups or individually, students will begin making a slide show of simple machines.
 * 3) Each simple machine should have at least one slide, a minimum of 6 slides; more may be necessary if the student has a lot of pictures. Each simple machine should be defined and explained in terms of how it makes work easier for humans.
 * 4) Have students share their completed slides on the individual student computers with other students as you assess their work. ||
 * Student Assessment:

Participant's Name: **Lori Pangburn** || e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine). ‍ a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ‍ b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. || The 7th grade life science student will describe the characteristics of each terrestrial and aquatic biome by collaboratively creating travel packages and publishing them in the form of a travel agency website by scoring no less 160 out of a possible 200 points on the rubric provided. || Your Biome Website will be graded using the following rubric:. Use the following Discussion Rubric as a guide for publishing your Peer Review Posts: ||
 * Mini Module
 * ** GRADE AND SUBJECT: ** 7th grade Life Science ||
 * ** GPS: **Students will examine the dependence oforganisms on one another and their environments.
 * Common Core Literacy Standards and Skills:**
 * Student will usetechnology,includingtheInternet,to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
 * Students will compare and contrast information gained quantitatively with that gained from reading text on the same topic.
 * (NETS) Communication and Collaboration Standard and Skills:**
 * ‍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.
 * ** LEARNING OBJECTIVE: **
 * ** LEARNING RESOURCES AND INSTRUCTIONS: **
 * 1) Watch the video “Introduction to Biomes” @[]
 * 2) Post a response on the discussion board answering: In your opinion, what is a biome? [[file:discussion rubric general.docx]]
 * 3) Read the attached article and design a visual flowchart demonstrating the elements that make up a biosphere. [[file:Five Levels of the Biosphere.docx]].
 * 4) Post a response to your initial discussion post clarifying your description of a biome. Incorporate your flowchart and explain how your meaning of the term "biome" fits into this model.
 * 5) Read two other pee'rs initial and secondary responses and make a comment using the discussion rubric.
 * 6) View the websites provided, research the various biomes, and complete the chart to organize your information. [[file:BIOME COMPARISON DATA COLLECTION Chart.doc]]
 * [] - Great information on land biomes and water systems
 * [] - Lots of great information and pictures on land biomes
 * [] - Includes a map of the biomes
 * [] - Great source on biomes; breaks down each biome into specific areas
 * [] - Another good source for information on various biomes
 * [] - Basic information on biomes
 * [] - Great source for
 * 1) Watch the [|tutorial] on how to create a Weebly Website. (See the attached list for group assignments)[[file:Travel Agency Biome Website Group Assignments.docx]]
 * 2) Complete the attached Collaborative Travel Agency Biome Website: [[file:Travel Agency Biome Website Assignment.doc]]Post a copy of completed Website on the Discussion Board.
 * 3) Select at least two websites from the discussion board to peer review. Post a comment using the discussion rubric as a guide. ||
 * ** STUDENT ASSESSMENT: **

__Language Arts:__ EAL1R1.2.d -Distinguishes between long and short vowel sounds in spoken, one-syllable words ELA1R3.a - Automatically generates the sounds for all letters and letter patterns, including long and short vowels. ELA1R3.b -Applies knowledge of letter-sound correspondence to decode new words. ELA1R3.h -Applies learned phonics skills when reading and writing words, sentences, and stories __Technology Literacy:__ T6.bStudents demonstrate a sound understanding of technology concepts, systems, and operations. 1.a: Students: apply existing knowledge to generate new ideas, products, or processes 6**.**a**:** Students demonstrate a sound understanding of technology concepts, systems, and operations 6.b: select and use applications effectively and productively || Students will demonstrate background knowledge of the Long E sound by identifying and sounding out Long E words. || 2. Students will apply the proper decoding techniques to fluently read a poem containing Long E words. 3. Students will demonstrate their technology literacy by using the application Bubbl.us. to effectively and productively create a web containing 4 Long E words and their corresponding sentences. 4. Students will demonstrate their Long E phonics knowledge by creating 4 Long E words with corresponding sentences. || This rubric is designed to both guide the student and assess their knowledge as they demonstrate their understanding of long E words and technology literacy as they create a web on Bubbl.us. They are required to create 4 Long E words and then use each of those words in a sentence. ||
 * < Name: **Karen Shapiro** ||
 * Grade and Subject: **First Grade - Phonics** ||
 * **Common Core Standards:**
 * NETS-S Standards:**
 * **Learning Objective**:
 * **Learning Resources and Instructions:** 1. Students will demonstrate their knowledge of the Long E sound by completing online activities that require them to solve problems based on their Long E understanding.
 * **Student Assessment:**

S7L4.c Recognize that changes in environmental conditions can affect the survival of both individuals and entire species. SB4.c Relate environmental conditions to successive changes in ecosystems. SB4.d Assess and explain human activities that influence and modify the environment such as global warming, population growth, pesticide use, and water and power consumption. 1.a: Students apply existing knowledge to generate new ideas, products, or processes 6**.**a**:** Students demonstrate a sound understanding of technology concepts, systems, and operations 6.b: Students select and use applications effectively and productively ||
 * **My name:** || Shauna Bristol ||
 * **Subject and grade level:** || Life Science, 7th grade ||
 * **Standards Addressed:** || **__Cobb County GPS Standards:__**
 * __NETS-S Standards:__**
 * **Learning Objectives:**
 * **Audience**
 * **Behavior**
 * **Condition**
 * **Degree** || **__A__**__udience:__ 7th grade students
 * __B__**__ehavior:__ The students will compose a list of 6 characteristics shared by all living things. The students will use unit vocabulary to support their observations and theories.
 * __C__**__ondition:__ Given the opportunity to work within their collaborative learning groups and independently, the students will create a Characteristics of Life cereal box to show their understanding of characteristics of living organisms.
 * __D__**__egree:__ The students will score 80 out of 100 on Characteristics of Life project. ||
 * **Learning resources and instructions:** || **__Students will preview power point on ecology:__**[]

Students will be given a list items that they must put into 1 of 4 categories: **//alive, never alive, once was live, not sure//** []. They will create a list of characteristics that each group has in common with observational rationale. Record results into a 4 column graphic organizer and put into LMS dropbox.

The students will read “Characteristics of Living Things” pp. 38 – 41 and complete cloze notes activity and upload to LMS dropbox.


 * __Be able to answer the following essential questions__****:** (in complete sentences on: [|www.Edmodo.com] -blog)
 * What are some examples of the impact humans have on our natural world?
 * What changes occur naturally that affect the survival of species?
 * What abiotic and biotic factors would have long term effects on the environment?


 * __Be able to explain the following ecology vocabulary__****:** (in complete sentences on KIM chart from: [] -interactive/collaborative group work). Upload to LMS dropbox. //__Fundamental Terms__// – ecology, habitat, interdependence, competition, ecosystem, biotic, abiotic, niche, community, population, species, environment, adaptation, stress, cycle

Characteristics of Life cereal box project (project expectations): [] Students can use internet resources of their choosing to assist with cereal box creation. Upload final pictures/documents to LMS dropbox. || ü Students will respond to all 3 blogs AND respond to 2 of their peers’ blogs on [|www.Edmodo.com] in **__WRITE__** format (**__W__**armth, **__R__**esponsiveness, **__I__**nquisitiveness, **__T__**entativeness, **__and Empathetic__**). ü Completion of KIM chart to be put into dropbox upon full completion. Characteristics of Life cereal box project (rubric): [] || **Differentiation:** || ü KIM chart is in Spanish and English. ü SWD/ESOL students will get graded on content and not grammar and spelling this unit. They will be encouraged to focus on responding in complete thoughts. ü Accelerated students will be expected to respond to **__4__** of their peers. ||  ||
 * **Assessments:** || ü Living vs. non-living response and 6 characteristic observational rationales.

ELACC1W2- The students will write an informational explanatory in which they name a topic, supply facts, and some sort of closure. ELACC1W7- The students will research a topic or theme connected to a topic of study. ELACC1L2- The students will demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Creativity and Innovation 1.a: Students: apply existing knowledge to generate new ideas, products, or processes. Research and Information Fluency. 3.b, c, d: Students apply digital tools to gather, evaluate and use information. || Audience: First Grade Students Behavior: The students will compose an informational story with 3 to 4 facts about an animal they have self selected. Condition: Given the opportunity to work independently the students will research an animal, complete a graphic organizer, compose an Informational Story, and type their finished product. Degree: The students will score an 8 out of 12 or higher on the Informational Writing Rubric. || The students will create an Informational Story following the steps below: 1. Choose an animal of interest to research. 2. Research you animal using Pebblego at [] 3. Create a graphic organizer with 3 or more facts about your animal using the website Bubbl.us at [] 4. Type your story using Microsoft Word. 5. Insert a picture of your animal below your story. 6. Complete the Informational Writing Rubric. 7. Email your final Informational Writing, graphic organizer, and rubric to your teacher, jill.o'meara2cobbk12.org. || The students and teacher will use the Informational Writing Rubric to assess the completed story. ||
 * **Name:** Jill O'Meara ||
 * **Grade and Subject:** Grade 1/Language Arts ||
 * **Common Core Standards:**
 * Language Arts**
 * NETS-S Standards**
 * **Learning Objective:**
 * **Learning Resources and Instructions:**
 * **Assessment:**
 * Informational Writing Rubric:I**

MCCKG 1,2,3 Students will: describe objects in the environment using names of shapes, correctly name shapes regardless of their orientations or overall size, identify shapes as two dimensional or three dimensional. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression || 1. Visit [] and view the movie on plane shapes. (Remember: Your BrainPop Jr. login information was located in Module 1) 2. Make sure you understand the following shapes: square, circle, triangle, rectangle and hexagon. 3. Visit [] and view the movie on solid shapes. (Remember: Your BrainPop Jr. login information was located in Module 1) 4. Make sure you understand the following shapes: cube, cone, cylinder and sphere. 5. You will need to visit [] (Remember: Your Flickr login information was located in Module 1) to find picture of things you can see around you each day that represent each of the following shapes: - Square - Circle - Triangle - Rectangle - Hexagon - Cube - Cone - Cylinder - Sphere. 6. Using all of your shape photos create a “Shape Museum” within Microsoft Word, you will need to submit your “Shape Museum” within the dropbox. Make sure you label each photo, write a brief description of the shape and determine whether the shape is 2D or 3D. ||
 * **Name**: Katie Mauldin ||
 * **Subject/Grade Level**: Mathematics (Geometry)/Kindergarten ||
 * **Common Core Standards**:
 * Nets-S Standards**:
 * **Learning Objective**: The students will be able to create a “Shape Museum” of 2D and 3D shapes (square, circle, triangle, rectangle, hexagon, cube, cone, cylinder and sphere) from their environment and describe these shapes. The students will create a “Shape Museum” using pictures of environmental shapes found on Flickr to represent 2D and 3D shapes. In order for a student to successful complete this learning objective, he/she must receive a 27 out of 30 on the “Shape Museum Rubric”. ||
 * **Learning Resources and Instructions**:
 * **Assessments**: Your “Shape Museum” will be graded using the “Shape Museum Rubric” which can be found here [[file:Shape Museum Rubric.docx]]. ||

a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change. b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change. c. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression
 * || ** NAME: ** : **Lea Capps** ||
 * ** GRADE AND SUBJECT: ****5th grade science** ||
 * ** COMMON CORE STANDARDS: **
 * S5P2. Students will explain the difference between a physical change and a chemical change.**
 * NETS**
 * Creativity and Innovation**

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. b.Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems
 * Communication and Collaboration**

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology
 * Digital Citizenship**

Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies || 5th Grade students will identify and explain the difference between a physical and chemical change. Students will explore these physical and chemical changes with a partner using web 2.0 tools provided by the teacher. Students will demonstrate their learning with a multimedia presentation of the differences in physical and chemical changes. Through application of new knowledge students are expected to score 80% out of 100% on a cross curriculum assessment about physical and chemical changes in the 19th century. || Students will be formally assessed using an end of the lesson assessment. Students will be informally assessed using a developed for the end of the lesson presentation. Students will have access to this checklist prior to their assignment to ensure proper support for success. Students will also receive participation points for their discussion posts in the course discussion forum. ||  ||
 * Technology Operations and Concepts**
 * ** LEARNING OBJECTIVE: **
 * ** LEARNING RESOURCES AND INSTRUCTIONS: **
 * 1) Students will begin this module by visiting the [|SCIENCE GLOG] for this lesson. Here they will find the instructions for completing the entire module.
 * 2) The students will begin with a [|PRE-ASSESSMENT ACTIVITY]. This will allow both the instructor and the student to determine the student’s readiness for this particular module.
 * 3) The students will then follow the instructions to print their graphic organizer for the remainder of the module. They will use this graphic organizer as a personal guide to complete the lessons in the module. Although they will not be responsible for turning this graphic organizer in at the end of this module, they will be responsible for turning in a journal at the end of the unit with all completed study guides/graphic organizers.
 * 4) The students will move forward in their explorations with a video about physical and chemical changes using this link [|STATES OF MATTER]. If time permits, students whom wish to move ahead will be allowed to complete the activities immediately following the video. If students feel they are behind and need to continue practicing, they should do so. Students will use their graphic organizer to identify and understand the vocabulary words for this unit as they work through the module.
 * 5) Students will work with a partner to complete the activities located on the following website. This [|PARTNER GAME] will allow them to assess their readiness for the lesson test.
 * 6) Students will then work with their partners to locate images on the web that represent both physical and chemical changes. They will need one picture for each. The students will then use a multimedia presentation tool of their choice to create an informative presentation for the class. (Photo Story, Animoto, Glogster, Movie Maker, Prezi) BASIC KNOWLEDGE OF THESE TOOLS IS A PRE-REQUISITE OF THIS COURSE.
 * 7) Students’ presentations will need to be at least 1 minute long but no longer than 3 minutes. Students will need to ensure that all vocabulary words are included in this presentation and that all information being presented is accurate. Students will post their completed presentations to the course discussion forum via [|WALLWISHER]. This discussion forum is also conveniently located on the [|SCIENCE GLOG] for easy access.
 * 8) Students are asked to visit the discussion forum ([|WALLWISHER]) and post a peer response, prior to completing this module. Students are asked to review a peer’s presentation and using the course feedback protocol, post a comment on their work.
 * 9) Students will complete this module with a cross curricular assessment, answering questions about physical and chemical changes in the 19th century. Students will be able to access this assessment from the [|LESSON EXAM] link on the [|SCIENCE GLOG]. ||
 * ** STUDENT ASSESSMENT: **
 * **Name:** Lauren Hemmings ||
 * **Grade and Subject:** Chorus, grades 7 and 8 ||
 * **Standards:**

Choral GPS: Demonstrate appropriate singing posture and breathing techniques
 * Element:** MMSBC.1a

NETS-S Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues
 * 1. Creativity and Innovation**

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. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems
 * 2. Communication and Collaboration**

Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
 * 3. Research and Information Fluency**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions
 * 4. Critical Thinking, Problem Solving, and Decision Making**

Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies ||
 * 6. Technology Operations and Concepts**
 * **Learning Objective:**

Audience: 7th and 8th grade choral students Behavior: Students will communicate prior knowledge, research new information, then create a presentation that demonstrates understanding of appropriate posture and breathing techniques for singing Condition: Students will use provided resources, videos, simulations and images to develop understanding and create their presentations. Students will use production tools to create their presentation. Students may work in small collaborative groups, in pairs, or alone Degree: Students will score at least 25 out of 32 points (80%) on the Project Rubric, and students will score at least 13 out of 16 (80%) on the Online Discussion Rubric. ||
 * **Learning Resources and Instructions:**

1. Examine the following images. What do you know about choral posture and breathing already? Post to the discussion board: explain what you understand at this point about breathing and posture, then explain what you think is going on in both of the images. a. [] b. []

When you create your post, do not forget to:


 * • Include content that demonstrates you have read and understood the particular lesson
 * • Use statements backed up with references to the lesson
 * • Use detailed feedback from a personal perspective,
 * • Create responses that show respect for the ideas of others
 * • Create responses to those who comment on your contributions
 * • View the discussion post rubric

2. Watch the following videos about breathing and posture: a. [] b. [] c. [] d. []

If the video instructor asks you to try an exercise, participate!

3. Read the following article about breathing for singing, and practice the exercises:

[]

4. Key Assignment: Use any of the following resources to research breathing and posture for singing. Then, create a presentation demonstrating your understanding of posture and breathing for singing. You may use your choice of several production tools to create a video, podcast, poster, screencast, Blabber, Power Point, or VoiceThread. If you have an idea for a presentation that is not mentioned here, feel free to email the instructor to check if it will be suitable. When you have completed your presentation, submit it or the URL where it can be found to the dropbox.

Additional Resources to use in your research:


 * Elements of choral posture
 * o []
 * o P.2 []
 * o []
 * o Posture Image: []
 * o Posture Image: []
 * o Video Posture Rap: []
 * o Video Posture Directions: []


 * Elements of breathing
 * o #2 [[file://localhost/site/wardchoirhelp2/vocaltraining|https://sites.google.com/site/wardchoirhelp2/vocaltraining]]
 * o P. 2 []
 * o Advanced reading: [|http://en.wikibooks.org/wiki/Choral_Techniques_and_Literature_for_the_Real_World#Breathing]
 * o Advanced Westminster Choir College Breathing Vid: []
 * o eMedia Singing Method: []
 * o Benefits article: []
 * o Video: Respiratory System Song (mostly lungs) []
 * o Cute Image Breathing: []
 * o Image Diaphragm Breathing: []
 * o Exercises: []
 * o Exercises video: [] ||
 * **Assessments:**
 * **Assessments:**

Rubrics for online discussions and project: ||