Technology in the Schools, Unit Booklet (SP13) by Nicole Kendall Arrighi

Tennessee State University EDCI 4190: Technology in the Schools

Technology Integration Booklet Dr. Nicole Kendall, Spring 2013

Purpose: This booklet was developed by teacher education candidates enrolled in EDCI 4190Technology in the Schools at Tennessee State University. These students seek to provide a service to their future colleagues through their understanding on technology as a beneficial resource in todayâ&#x20AC;&#x2122;s classroom. Within our global society, digital learners seek opportunities to expand their knowledge beyond textbooks, worksheets, and other traditional resources. Technology is a familiar tool to students whether used for educational or entertainment purposes. It is likely that teachers are not as equipped with materials that incorporate technology effectively in the curriculum. The contributors of this resource guide hope to assist other practitioners with promoting critical thinking, instructional engagement, and curricular enhancements through effective technology integration. The activities support Tennessee curriculum standards, ISTE 2008 technology principles, and TSUâ&#x20AC;&#x2122;s seven knowledge, skills, and dispositions for teacher education majors. Each student packet includes a unit rationale with the following seven (7) projects: a technology-rich lesson plan, Glogster, Wix portfolio, opening unit commercial, active strategy PowerPoint notes (with teacher notes), unit video, and WebQuest. The end of the book offers service learning ideas, in addition to the compiled media share resources (websites, videos, and mobile apps).

Department of Teaching & Learning 3500 John A. Merritt Blvd. Nashville, TN 37209-1561

Â 10 May 2013

Dear Educator, I hope that you find this book beneficial to incorporate technology in the classroom. Additional resources and technology booklets are available on my website (http://www.kendallcubs.org ) >> Click on the Resources tab. Â

The linked sites are not under the control of Tennessee State University, and the university is not responsible for the contents of any of these linked sites or any link contained in a linked site, or any changes or updates to such sites. My students and I are providing these links to you only as a convenience. Each site is critiqued for appropriate content and every effort is made to review these sites on a regular basis. However, we have no control over these sites and the content may change. If you find material that you feel is inappropriate, please let me know.

Sincerely,

Nicole Kendall, Ed.D. Interim Chair, Dept. of Teaching & Learning 203B Clay Hall Tennessee State University Phone: (615) 963-5474 Fax: (615) 963-5218 URL: http://www.tnstate.edu/teaching/

Contributors:

Hiba Ghanem

http://hghanem81.wix.com/map-skills-wix Live as if you were to die tomorrow. Learn as if you were to live forever. ~Mahatma Gandhi

Integration of technology in education is very important. Enhancing the teachers’ teaching methods, engaging the students in the learning process, and sharing teaching activities and ideas between teachers are some of the reasons that make me believe in the use technology in school.

Janee’ Hall

http://jbirdhall07.wix.com/janeehall One's love of teaching greatly impacts one's love of learning ~ Janee’ Hall

Technology can serve as complimentary support and enhanced aid for those who have a positive philosophy of technology integration in the school and community. Technology integration will allow teachers to step outside of the ordinary 20th century classroom and into an extraordinary 21st century learner-centered environment. Technology integration takes teaching “beyond the call of duty” and empowers teachers by introducing added benefits that may not otherwise be accessible in school.

Gerald Messier

http://murvacet77.wix.com/geraldmessierii “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Albert Einstein

My personal philosophy of technology integration as a tool for teachers is that technology can be an extremely useful when it comes to initiating research and problem based projects. Due to the practicality of the internet as a research tool, research projects and problem based scenarios for students have become great ways for a teacher to engage the students better while asking them to take on an active learning role.

Bethany Oakley http://boak1989.wix.com/wixpageoakley “The beautiful thing about learning is that nobody can take it away from you.” --B.B. King

Integrating technology into classroom instruction means more than teaching basic computer skills. Effective technology integration expands teaching beyond the text. With the support of technology, teachers are able to connect the learning process to real world experiences for students. This allows for instruction that actively engages students, promotes participation, enables frequent interaction and feedback, and makes connections beyond the classroom walls.

Amanda Warren http://awarren4.wix.com/amandawarren “Education is the most powerful weapon which you can use to change the world.”-Nelson Mandela

The integration of technology into the classroom opens endless possibilities. Students can visit exotic places, collaborate and connect with people far away, and can take ownership of their learning. When a teacher has the knowledge and creativity to integrate technology into their lessons, they are opening many doors to enhance a learner’s experience.

Table of Contents Author

Grade Level

Topic

Oakley Bethany

Reading Comprehension

Hall, Janeeâ&#x20AC;&#x2122;

Warren, Amanda

Ghanem, Hiba

Messier, Gerald

Measurement

Magnetism

Map skills

Writing for diverse audiences

Description This first grade unit is designed to aid students in developing reading comprehension skills. Students need to learn comprehension skills in order to understand and place meaning behind what they read. This second grade unit plan is developed to teach about measurement in mathematics. Second grade students need to: (1) comprehend the measurable characteristics of objects, along with the processes, units, and systems of measuring those objects; and (2) apply the techniques, formulas, and tools needed to measure those objects using standard and non-standard units of measure. This second grade unit plan is designed to aid students in an understanding of gravitational force and that there is interplay between magnetic fields and electrical currents. Second graders need to have a basic understanding of the scientific principles that explain gravity and electromagnetism. In this unit, we will be learning about the use of maps in Geography. Third grade students need to learn about maps to understand the world around them and recognize major areas on the map. In this unit we will be learning about writing and prewriting for different audiences. It is becoming increasingly important for students to examine different prewriting exercises in order to educate them on various strategies to begin their writing assignments.

Page

Service Learning Activities

Media Share Resources (mobile apps, videos, and websites)

Bethany Oakley Wix Portfolio: http://boak1989.wix.com/wixpageoakley# Unit Proposal: Reading Comprehension This first grade unit is designed to aid students in developing reading comprehension skills. Students need to learn comprehension skills in order to understand and place meaning behind what they read. There are two elements that make up the process of reading comprehension: vocabulary knowledge and text comprehension. In order to understand a text, students must be able to comprehend the vocabulary used in the piece of writing. If the individual words do not make sense then the overall meaning of the text will not either. For this reason, students will be introduced to new vocabulary words each week to help build vocabulary knowledge. In addition, student will also be taught various text comprehension strategies to use in order to develop reading comprehension. These strategies include: monitoring for understanding, answering and generating questions, summarizing, and being aware of and using a text’s structure to aid comprehension. Reading comprehension is critical component of functional literacy—making it an essential part for life. In order to survive and thrive in today’s world, individuals must be able to comprehend what they read. This may include basic texts such as bills, contracts or agreements, road signs, labels, and documents. Being able to derive meaning from written words enables students to live safe and productive lives, which in turn allows them to continue to develop intellectually, socially, and emotionally. The use of active comprehension strategies to derive meaning while reading and check for understanding after reading is a learning expectation covered under the Tennessee State Reading Standard 1.0. GLE 1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

Glogster Interactive Poster: http://boakley.edu.glogster.com/reading-comprehension-1stgraderevision3 Unit Video: Topic – Summarize, located in the media folder as 1ReadingComprehensionVideo.m4a

PowerPoint Script 1. 2.

Introduction the topic by reading the Title Slide aloud to the students (show 2nd slide) I will lead students in the Brainstorm activity by asking students that answer the question, “What do good readers do?” Students will contribute their answer by raise their and as a class will we discuss their responses. 3. (show 3rd slide) At this point, I will build off of the responses from the brainstorm activity and explain to the students that in today’s lesson they are going to learn how to increase their reading comprehension by using five helpful reading strategies—visualize, predict/infer, ask questions, make connections, and summarize. 4. (show 4th slide) I will tell students that good readers visualize as they read. I would explain that visualizing as you read is like playing a movie in your head of the story. 5. (show 5th slide) Here, I would tell students that good reader infer and predict as they read. I’ll explain to students that good readers act as “detectives” while reading. They look for clues in the text and try and figure out what will happen next in the story. 6. (show 6th slide) I will have students partner up and complete the Think-Pair-Share activity. During the activity, students are to view the given pictures and make an inference and predict what might happen next. Once students have completed the activity, I will select a few students to share their responses. 7. (show 7th slide) Here, I will tell students that good readers ask themselves questions as they read. I will explain to students that the answers to these questions can be either found within the text or through additional research. 8. (show 8th slide) I will tell students that good readers make connections as they read. I will explain that there are three types of connections readers can make—text to text connection, text to selfconnection, and text to world connection. A text to text connection involves readers connecting what they are reading to another story or text that they have already read. A text to self-connection involves readers connecting what they are reading with a personal experience. A text to world connection involves readers connecting what they are reading to society and/or the world around them. I will also be sure to include examples of each connection. 9. (show 9th slide) Here, I will tell students that good readers can summarize what they have read. I will explain to students that a summary is the short version of a story and should be at least five sentences in length. 10. (show 10th slide) Here, I will have students participate in a Question and Answer Pair activity. I will ask students to partner up and write summarize the story of “The Three Little Pigs” in five sentences. 11. (show 11th slide) Here, I will give a brief recap of the presentation and explain to students that they now know how to increase their reading comprehension by visualizing, inferring and predicting, asking questions, making connections, and summarizing what they read.

Glogster Retell Lesson #1 Name: Bethany Oakley Subject Area(s): Reading Duration of Lesson: 35mins Grade Level: 1st grade Context for Learning: (Attention to students’ backgrounds, interests, and needs) There are eighteen students in the classroom: nine girls and nine boys. These students are of a lower socioeconomic status. All students are proficient in English. One student has an individualized education plan (IEP) for Mathematics. Student diversity consists of one Caucasian student, two Hispanic students, and sixteen African American Students. According to the latest DEA testing results, many students are performing at the basic range of skills for both reading and math. Science proficiencies vary from below average to advanced. The general behavior of the class is fair. Most students are engaged and excited to learn new concepts. However, some need more encouragement than others.

State Standard(s)

• • •

GLE 1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading ISTE’s NETS for student standards: Communication and Collaboration ISTE’s NETS for student standards for: Technology Operation

Behavioral Objectives After a brief PowerPoint presentation on the 5W’s of reading retell, students will be able to demonstrate reading comprehension by (creating an active retell Glogster book preview.)

TTW assess student comprehension through oral questioning and how well students follow directions in order to complete their retell Glogster book preview. Language Objectives: Students have already been introduced to some vocabulary found within this lesson, such as: “comprehension”, “summarize”, and “retell”. New content-specific terms introduced include: “Glogster” “preview”, “recommend”. Students will demonstrate their understanding of new vocabulary by using new terms in the correct content of the lesson. To aid students with this task, they may refer to the Word Wall if needed. Formative Assessment (Process): During the lesson, the teacher will review the concept of summarizing and introduce the 5W’s of reading retell—“who”, “what”, “when”, “where”, and “why”. During the PowerPoint presentation, TTW ask students to respond to question by either raising their hands or by being selected from the “Pick Me Stick”. Student will show their understanding of the 5W’s of reading retell by (answering questions and completing activities from the PowerPoint

presentation) TTW assess student comprehension based on correct or incorrect responses to asked questions. 9

Summative Assessment (Product): In order to ensure comprehension, students will demonstrate their knowledge of the 5W’s of reading retell by (creating a Glogster preview that accurately retells a story.) The Glogster previews must include: 1. Who the story is about 2. What the story is about 3. When the story took place 4. Where the story took place 5. Why or why didn’t you like the story TTW assess comprehension on the basis of accuracy and completion of the retell Glogster book review. ** All Glogster book previews will be graded by a rubric**

Materials Content Related: • The teacher will need: Elmo or Computer with a Projector scene, PowerPoint presentation, list of key terms for the Word Wall, “Pick Me Sticks”, and Post-It notes. • The students will need: their reading notebook, a pencil, and a selected book of choice from the classroom library. Technology Related: • The teacher will need: Elmo or Computer with Projector scene with access to the Internet • The students will need: Computer or laptop with access to the Internet (preferably one computer per student) • Glogster EDU. (2013). Glogster. [Interactive Bulletin Board]. Retrieved on April 21, 2013 from http://edu.Glogster.com/ Procedures: Time

Learning Activities -Teacher

Learning Activities Purpose Students ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. Ex: Anticipatory Set: 1. To activate How do you pick out a good 1. Students will be prior book to read? Do you look at seated and will knowledge the cover picture or flip raise hands to be of the through the pages? Wouldn’t called on to subject. it be a lot easier if you preview contribute to a book before you actually teacher-‐led read it—well after today you discussion. 5mins can!

Presentation/Explicit Instruction: •

•

15mins

Before, beginning TTW ask students to take out their reading notebooks, a pencil, and their selected classroom library book. TTW will start by asking students to think of how they pick out a good book to read. As a class, we would then discuss how having a review or preview of a book makes selecting books to read easier. TTW briefly review what it means to summarizing a story and then introduce the concept of the 5W’s of reading retell in a PowerPoint presentation. To aid in the learning process, TTW have students participate in different activities during the PowerPoint presentation, such activities include Brainstorming, Think-‐ Pair-‐Share, and Question-‐Answer-‐Pair. If a student is struggling to answer particular question or needs help to complete the given activity, he or she may call on a friend for help.

2. Students will be expected to participate during the PowerPoint presentation and ask questions when needed.

2. To engage students in learning

Structured Practice/Exploration: •

•

Entire •

Time

•

15mins

TTW will then provide each student a computer or laptop. TTW will give students all the information needed to create and use a Glogster EDU account. To ensure that students are on the correct website, TTW provide student with a hyperlink to www.Glogster.edu . After all students have successfully created a Glogster account, TTW will give a simplified demonstration on how to use the provided tools through the website to create and save a Glogster. Students’ Glogster must identify the 5W’s of reading retelling for their selected book: who the story is about, what the story is about, when the story took place, where the story took place, and why or why you didn’t like the story.

Guided Practice/Feedback: •

During the PowerPoint Presentation, TTW encourage class discussion by asking students questions that promote critical thinking such as, “why is it important to understand what we

3. Students will be seated and are expected to follow the given directions in order to create their Glogster accounts

3. To allow students to create a Glogster account and familiarize themselves with the website’s features needed to create and save a Glogster.

4. To allow

•

read?” “Should book reviews or previews tell the truth about a book?” “Would you recommend your book for others to read?” During Glogster tutorial, students will be encouraged to participate. If any student seems to be struggling with technology comprehension, they will be given the option of partnering up with another student.

4. Each student will have the opportunity to participate during the class discussion and will be given all the information needed to create a Glogster EDU account.

the teacher to assess students through observation and assess who is correctly following instructions .

Independent Practice/Application: •

To ensure comprehension of the 5W’s of reading retell, each student will be expected to design and create a Glogster book preview for the book of their choice. Students will be given time to work on this assignment in class.

5. Student will create a Glogster book preview that identifies the 5W’s for their selected book of choice.

5. To assess reading comprehen sion and mastery of technology skills all Glogster book previews will be graded by a rubric.

Modifications During the PowerPoint presentation, if any student is struggling to answer a question correctly or needs help with any of the activities, he or she may call on a friend for help. Also, if any student seems to be struggling with technology comprehension of this assignment he or she may have the option of partnering up with another student. Questions regarding clarity of instruction are always encouraged and accepted. Closure In order to move on to the next activity for the day, students must add a “post” to the “What I Learned” bulletin. • Student will be given Post-It notes to jot down what they learned from today’s lesson and add their “post” to the “What I Learned” bulletin. (students may also include any misunderstanding from the lesson)

This simple gesture will allow the teacher to assess individual understanding and help identify any misunderstandings.

Rubric for Glogster Book Previews CATEGORY

Required Elements

The poster identified all required elements of the 5W\'s of Reading Retell.

Most of the required elements of the 5W\'s of Reading Retell were identified.

All but 2 of the required elements of the 5W\'s of Reading Retell were identified.

Several required elements of the 5W\' of Reading Retell were missing.

Grammar

There are no grammatical mistakes on the poster.

There is 1 There are 2 grammatical mistake grammatical on the poster. mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Kung Fu Read ing

Designed by: Bethany Oakley Based on the state of Tennessee curriculum standards for 1st grade Reading GLE 1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading

Introduction

Task

Process

Evaluation

Conclusion

Credits

Introduction: Hi-yah! I’m Po, the Dragon Warrior panda and Master of Kung Fu awesomeness. I have the honor of leading the Furious Five in keeping calm in the Valley of Peace. With Tigress, Monkey, Mantis, Crane, Viper and Master Shifu fighting by my side, I defend the Jade Palace against evil, "skadooshing" the bad guys with my trademark panda moves—leaving plenty of time for dumplings; but now the Furious Five and I need your help. Our mission is to protect the readers of Jade Palace from the evil Text-Dragon, but before you can begin fighting alongside the Furious Five and me, you will need to train with Master Shifu and earn your black belt in the ancient art of Kung Fu Reading Strategies.

Task: Okay Jr. Warrior, Po and the Furious Five need your help defending the Jade Palace from the evil Text-Dragon. Before you start your training, there are some important details you must know. The Text-Dragon is a nasty villain who feeds off of readers’ confusion and misunderstanding of what they read. He will stop at nothing until the all of the readers from the Valley of Peace are no more. Po and the Furious Five have discovered what seems to be the Text-Dragon’s only weakness—good story retell. Your mission is to protect the Jade Palace from the evil Text-Dragon. You will need to put your ninja reading skills to use by creating a six (6) slide PowerPoint presentation that correctly summarizes, or retells, the story of your choosing. Your mission will last a total of five days. You will have four days to train in the ancient art of Kung Fu Reading Strategies. On the fifth day, you will battle the Text-Dragon and present your PowerPoint presentation. The PowerPoint presentation will be graded using a rubric. In order to earn your black belt, your presentation must identify: what the story is about, the characters in the story, the setting of the story, and the events of the story in order. Also, be sure to use a loud and clear speaking voice when presenting your PowerPoint. Remember, the Text-Dragon will stop at nothing— the readers from the Valley of Peace are counting on you. • •

•

Task 1 will be completed on Monday. You will need to visit the provided website and participate in The Visualizing Game. Task 2 will be completed on Tuesday. You will need to print off and complete the Making Predictions activity. You will need your crayons and a pencil for this activity. Task 3 will be completed on Wednesday. You will need to watch the provided video, Reading Comprehension Strategies: Sequence of Events. After watching the video you may then visit the provided website and play Story Scramble. Task 4 will be completed on Thursday. First, you will need to pick your favorite book from the classroom library. Then you will watch the provided video to help you create a six (6) slide PowerPoint presentation over the book of your choosing. Task 5 will be completed on Friday when you present your PowerPoint presentation.

Process: 16

Day 1 Today you will be studying the ancient art of Visualizing. To complete this activity you will need to visit the PBS Kids website through the provided link and play The Visualizing Game. During the game, you will read the given sentence and visualize, or create, in your mind a picture or “movie” of what you read. After you have read the sentence and have a clear picture in mind, click on the word “Visualize” and select the drawing closest to what you pictured in your mind. Click on Po’s Tummy to begin

Congratulations!! You have now earned your yellow belt in Kung Fu Reading Strategies. Day 2 Today you will be studying the ancient art of Predicting. To complete this activity you will need to visit the Have Fun Teaching website through the provided link and print off your Making Predictions activity. (The activity you need to print off is the 6th sheet from the top of the page) To complete this activity, you will need to write a sentence and draw a picture of your prediction of what might happen next in the cartoon. You will need your crayons and a pencil. Click on Tigress’s Tummy to begin

Congratulations!! You have now earned your green belt in Kung Fu Reading Strategies. Day 3 Today you will be studying the ancient art of Sequence of Events. To complete this activity you first need to watch a video Reading Comprehension Strategies: Sequence of Events. After watching the video, you will then need to visit the PBS Kids website through the provided link and play Sequence Scramble. The game presents three clips of a story. You must read each clip and rearrange them into the correct order. 17

Click on Master Shifu’s Tummy to watch Reading Comprehension Strategies: Sequence of Events.

Click on Monkey’s Tummy to begin

Congratulations!! You have now earned your blue belt in Kung Fu Reading Strategies. Day 4 Today you will be studying the ancient art of Summarizing. To complete this activity, you will first need to select your favorite book from the classroom library. Remember when writing a summary, you’re telling the short version of the story. Be sure to answer the questions who, what, when, where, and why. Use the following guideline to create your PowerPoint: • • • • • •

Slide1 should list: the title, author, and illustrator of the story Slide 2 should list: the name of main character(s)—WHO is the story about? Slide 3 should list: WHAT the story is about or WHAT happens in the story? ** Be sure to tell the events of the story in order** Slide 4 should list: WHEN the story took place. Slide 5 should list: WHERE the story took place. Slide 6 should list: WHY do you think others should read this book?

You will be using Microsoft PowerPoint 2010 to create your slideshow presentation. Click on the Furious Five to learn how to create a PowerPoint

Now you can begin working on your own PowerPoint presentation.

Day 5 Today you will complete the final stage of your Kung Fu training and present your PowerPoint presentation to the class.

Evaluation: Rubric for PowerPoint Presentation CATEGORY Knows the Story

The storyteller knows the story well and has obviously practiced telling the story several times.

The storyteller knows the story pretty well and has practiced telling the story once or twice.

The storyteller knows The storyteller could some of the story, not retell the story. but did not appear to have practiced.

Characters

The main characters are named and clearly described (through words and/or actions).

The main characters The main characters It is hard to tell who are named and are named. the main characters described (through are. words and/or actions).

Setting

Lots of descriptive words are used to tell the audience when and where the story takes place.

Some descriptive words are used to tell the audience when and where the story takes place.

The audience can figure out when and where the story took place, but there isnâ&#x20AC;&#x2122;t much detail (e.g., once upon a time in a land far, far away).

The audience has trouble telling when and where the story takes place.

Sequence

Retells story in correct sequence.

Retells story in sequence but may leave out an important part.

Retells story but leaves out several important parts.

Retells story out of sequence.

Voice

Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time

Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the time.

Usually speaks loudly and clearly. Speaks so fast sometimes that audience has trouble understanding.

Speaks too softly or mumbles. The audience often has trouble understanding.

Conclusion:

Congratulations Jr. Warrior!! You have successfully completed your training by earning a black belt in the ancient art of Kung Fu Reading Strategies! Your hard work and awesomeness have restored calm in the Valley of Peace, but your ninja adventure doesn’t end here. You must take the Kung Fu Reading Strategies that you’ve mastered and go forth and continue to attack the text! Hiyah!!

Credits: anovellife. (Producer). (2011). Reading comprehension strategies: Sequence of events. [YouTube Video]. Retrieved on February 16, 2013 from http://www.youtube.com/watch?v=ZEWitdYB6_Y mullinsJ08.(Producer). (2012) Creating a Presentation—PowerPoint 2010. [YouTube Video]. Retrieved on April 7, 2013 from http://www.youtube.com/watch?v=3ZUwFwooMrY Oakley, B. (2013) Kung Fu Reading Retell. Rubistar. Created from http://rubistar.4teachers.org/index.php?ts=1365389665 PBS Kids.(2011).Blue Ribbon Readers: The Visualizing Game. Retrieved on April 7, 2013 from http://www.pspb.org/blueribbon/games/visual/Visual.html PBS Kids. (2013). Story scramble. Retrieved on March 2, 2013 from http://pbskids.org/arthur/games/storyscramble/scramble.html Unknown. (2013). Crane image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/crane.html Unknown. (2013). The Furious Five image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/quizzes/kung-fu-panda-quizzes Unknown. (2013). Kung Fu Panda image. [Digital Graphic]. Retrieved on April 7, 2013 from http://kungfupanda.wikia.com/wiki/Kung_Fu_Panda_2#.UWHij3Yo6M8 Unknown. (2013). Mantis image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/mantis.html Unknown. (2013). Monkey image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/monkey.html

Unknown. (2013). Po image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/po.html Unknown. (2013). Shifu image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/shifu.html Unknown. (2013). Tigress image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/tigress.html Unknown. (2013). Viper image. [Digital Graphic]. Retrieved on April 7, 2013 from http://www.nick.com/shows/kung-fu-panda-legends-ofawesomeness/characters/viper.html

Unit Media Share Paragraph Attack: Reading Strategy Paragraph Attack: Reading Strategy is a terrific resource for teaching students to how to analyze a passage. The video teaches students to look at a passage in sections and “attack” each paragraph. “Attacking” the paragraph is an important skill that students must learn in order to ensure reading comprehension. “Attacking” the paragraph includes circling the title, numbering paragraphs, underlining topic sentences, boxing in important words, and eliminating wrong answers. While Paragraph Attack: Reading Strategy may be originally geared toward upper elementary grade students, it can easily be modified to support beginning readers. gan15232. (Producer). (2010). Paragraph attack: Reading strategy. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=3cxllqT01rE Read and Play: Stories, Puzzles and Coloring Books for Kids Read and Play series is a hand-crafted collection of illustrated stories for children. Each book contains a classic fairy tale for your child or student to discover. Colorful illustrations will help to visualize the story and play with it after reading. Each page of the book can be used as a child-friendly inlay puzzle and as an easy-to-use coloring book. You can safely leave your students with these books - there are no ads, links or any inappropriate content. Each book has a "Read to Me" mode, and you can just let the app read the stories to your students. Controls are fairly easy even for a 3-year old. This app is compatible with iPhone, iPod touch, and iPad. It requires iOS 3.0 or later. Second Gear Games. (September 13, 2012). Read and Play: Stories, Puzzles and Coloring Books for Kids. [iTunes, Free] Retrieved on March 31, 2013 from http://www.secondgeargames.com/read-andplay Read on Sight Read on Sight is a great way for early readers to practice sight words, an important building block for independent reading. First a sentence is read aloud, then the word tiles scatter, and the player rebuilds the sentence. At some point we all learn to read without sounding out each letter in a word. We recognize the entire word and know what it means. This skill is especially important for common words that are not easily sounded out. The sooner a child learns these words by sight, the sooner they gain the confidence to read independently. In the 1930s, Edward Dolch went through children's books and created a list of words that were frequently used but hard to sound out. Once a child masters this list, he or she will be a much faster reader and able to enjoy stories without the words getting in the way. This app is Compatible with iPad and requires iOS 4.0 or later. Harris Crowne, Adrian. (March 27,2012). Read on Sight. [iTunes, Free] Retrieved on March 31, 2013 from https://itunes.apple.com/ie/app/read-on-sight-free/id434349833?mt=8

Reading Comprehension - Grade 1 & 2 - Super Reader Reading Comprehension - Grade 1 & 2 - Super Reader is a simple educational program designed with young children grade 1 or 2 in mind. Parents and/or children may choose from 24 engaging short stories to improve their childrenâ&#x20AC;&#x2122;s English as well as capture their imagination. The stories were crafted by an experienced elementary school teacher and will encourage a child to read. The stories provide them with the necessary skills to improve their English as well as test their comprehension skills. Multiple choice questions follow each story. The app is convenient and simple to operate. It was tested on first and second grade children who enjoyed it immensely. This is app is compatible with iPhone 3GS, iPhone 4, iPhone 4S, iPhone 5, iPod touch (3rd generation), iPod touch (4th generation), iPod touch (5th generation) and iPad. It requires iOS 4.2 or later. Humand,Pankaj. (November 19, 2012). Reading Comprehension - Grade 1 & 2 - Super Reader. [iTunes, $0.99] Retrieved on March 31, 2013 from https://itunes.apple.com/dk/app/reading-comprehensiongrade/id578086005?mt=8 Reading Comprehension Strategies: Sequence of Events Reading Comprehension Strategies: Sequence of Events is a great resource for teaching students the comprehension strategy of sequence of events. The video highlights the importance of sequential order by explaining how the order of events can change an entire story. The video is age-appropriate for elementary classrooms and addresses the content standards for first grade reading. The video also includes a fun singalong song for students. anovellife. (Producer). (2011). Reading comprehension strategies: Sequence of events. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=ZEWitdYB6_Y Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is an excellent media source that highlights several effective comprehension strategies including: visualization, making an inference, summarizing, applying prior knowledge, and making predictions. A brief description of each strategy is given throughout the video. The video also features a fun song. Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is teacher-friendly and age-appropriate for elementary classrooms. balancedliteracydiet. (Producer). (2012). Sing those strategies!: Engaging students in reading comprehension strategies . [Youtube Video]. Retrieved from http://www.youtube.com/watch?v=wxIZmgrK-xc

Janeeâ&#x20AC;&#x2122; Hall Wix Portfolio: http://jbirdhall07.wix.com/janeehall Unit Proposal: Measurement This second grade unit plan is developed to teach about measurement in mathematics. Second grade students need to: (1) comprehend the measurable characteristics of objects, along with the processes, units, and systems of measuring those objects; and (2) apply the techniques, formulas, and tools needed to measure those objects using standard and non-standard units of measure. Students will measure real objects in their environment in both inches and centimeters. They will participate by measuring objects in the classroom (i.e., student's reading book, student's desk, teacher's desk, door to the classroom, sheet of paper, floor tile, and an unsharpened pencil) with a partner to record their answers. Students need to explore measurement by showing them how to use standard and non-standard units of measurement, through practice using rulers, to measure objects around them and how to use estimation to judge the size of items too difficult to measure. Knowledge of measurement is important for students to know because it is a daily aspect of living. Students will advance to broader categories of measurement after learning and understanding fundamental measurement concepts and its usefulness in our world. Studying and understanding measurement in mathematics is a learning expectation covered under Tennessee Mathematics and Common Core State Standard 2.0. CCSS.Math.Content.2.MD.A.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.Math.Content.2.MD.A.3 - Estimate lengths using units of inches, feet, centimeters, and meters. CCSS.Math.Content.2.MD.A.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. Glogster Interactive Poster: http://jaybird07.edu.glogster.com/measurement-fun/ Unit Video: Topic â&#x20AC;&#x201C; Centimeters, Inches, Feet, Yards, located in media folder as 2MeasurementVideo.mp4 Â

Mysterious Measurements: Seek and Find Lesson # 1 Name: Janee’ A. Hall Subject Area(s): Mathematics (Measurement) Duration of Lesson: 45 minutes Grade Level: Second Grade

Context for Learning: I will be teaching a classroom of approximately twenty (20) students. There are seven (7) boys and thirteen (13) girls in my classroom. My students are in the second grade and range from 78 years of age. My classroom consists of ten (10) African American, six (6) Caucasian, three (3) Hispanic, and one (1) Asian student(s). My students are proficient in the English language, however, four (4) of my students are bilingual. Classroom discussion for preparation of the lesson reveals that my students share an interest in measurement and it’s interrelatedness in the world around them. I have seven (7) students with Individualized Educational Plans. I have available additional materials for all students to achieve maximum learning.

State and Technology Standard(s): CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.Math.Content.2.MD.A.3 – Estimate lengths using units of inches, feet, centimeters, and meters. http://www.tn.gov/education/curriculum.shtml NETS for Students – 1. 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. http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx

Behavioral Objectives: Given a variety of measuring tools, digital camera, index cards (clue cards), and colored pencils, the student will measure the length (in standard units) of various objects in the classroom by selecting and using the appropriate measuring tools to match length units with those pre-‐stated on the clue cards. Students will also be introduced to the abbreviations of the metric units. To create a PowerPoint presentation, the students will submit their group clue cards and digital camera to the teacher for download, display, and discussion. While presenting, the students will demonstrate that they can estimate lengths using standard units of length.

Language Objectives (Academic Language): The students have displayed knowledge of such vocabulary words as longer, shorter, taller, bigger and smaller. The content-specific terms used within this lesson are: length, inch, inches, foot, feet, yard(s), ruler, yardstick, estimate, tool, measure, measurement, digital, computer, mouse,

clicker, download, display, PowerPoint presentation, and PowerPoint slides. These terms will be added to each student’s math journal and on the classroom Word Wall for necessary reference. Students will use these terms to communicate with each other during their investigation.

Formative Assessment (Process): The students will assemble in groups and receive detailed instructions for this lesson via PowerPoint presentation. The teacher will circulate throughout the classroom visiting each group to distribute all materials and instructions on the use of the digital cameras/materials. Students will be engaged and excited about this lesson and its investigation scenario. Each student in the group will have an index card with a specific length written on it. The student will estimate, measure, record, and photograph two (2) objects in the classroom that equal the specified length. The teacher will continue to circulate throughout the classroom to assess student comprehension in estimating lengths using standard length units and to determine if the students have selected and are using the appropriate measuring tools. The teacher will analyze the investigation status of each group and give needed support as students organize and create their PowerPoint presentation.

Summative Assessment (Product): •

•

The teacher will use a rubric to assess student comprehension in estimating lengths using standard length units, measuring the length (in standard units) of an object by selecting and using the appropriate measuring tools, and developing innovative products and processes using technology. End of the week unit test will assess student comprehension and knowledge gained by lessons of this sort.

Materials: Student materials will include: • Age appropriate digital camera (1 per group) • Index “Clue” card (1 per student) • Colored pencils (3 per student) • Measurement tools (i.e., ruler, yardstick, and measuring tape) • Math journals Teacher materials will include: • Computer w/ USB cords and connections • Projector w/screen • Dry erase markers for writing on the whiteboard • Water markers for writing on the index “clue” cards • Measurement PowerPoint presentation and program • Printer

Pre-Modifications checklist: •

Additional digital cameras will be available in the case of malfunction or damage.

•

Increased group visits and individual conference by the teacher will assist the students that may find estimating lengths using standard length units, measuring the length (in standard units) of an object by selecting and using the appropriate measuring tools, and developing innovative products and processes using technology difficult to understand and/or complete.

Procedures: Time

Learning Activities -Teacher Anticipatory Set:

5 min.

10 min.

Learning Activities Students

1. I will begin by asking students what they remember about measurement and tools used to measure.

1. Students will be seated and will raise hands and be called on to contribute to teacher-‐led discussion.

Presentation/Explicit Instruction:

5 min.

Structured Practice/Exploration: 3. I will introduce a variety of measuring tools and will select students to participate in a demonstration of measuring objects in standard units of length using a ruler, yardstick, and measuring tape.

1. To activate prior knowledge of measurement details and comprehension of measuring tools.

2. I will start by introducing some basic concepts of measurement with a PowerPoint presentation. I will give instructions to the students for solving a “Mysterious Measurement” investigation.

Purpose

2. Students are expected to actively listen and participate during the teacher-‐led presentation.

2. To develop attentive listening skills and establish clear expectations of the lesson objectives.

3. Selected students will participate by demonstrating the appropriate way to measure objects in standard units of length by using measuring tools.

3. To assess students, encourage participation, and develop an explanation for estimating lengths using standard length units in measurement and selecting and

Guided Practice/Feedback: 5 min.

4. I will group the class into five (5) sets of four (4) students. I will distribute the necessary materials and give needed support as each group starts their investigation. I will make additional visits to any struggling student.

Independent Practice/Application:

20 min.

5. I will circulate throughout the classroom to observe each group member as they provide the appropriate contributions. • I will collect the “Mysterious Measurements” results and download images from each group’s digital camera for display and discussion.

4. Students will use the provided materials to construct a group investigation scenario, estimate, measure, record, and photograph two (2) objects in the classroom to compile the information needed to create a group PowerPoint presentation.

using the appropriate measuring tools.

4. To assess students and integrate the knowledge of measurement with the development of innovative products and processes using technology to demonstrate comprehension of the lesson’s objective.

5. 5. Students will justify their comprehension of lesson objectives by engaging in a group PowerPoint presentation to explain their findings. Additional cameras were made available for successful lesson flow.

To assess students (using a scaled rubric) for estimating lengths using standard length units, selecting and using the appropriate measuring tools, and development of innovative products and processes using technology.

Closure: I will share with students that: learning basic measurement concepts and abbreviations, having the ability to select and use the appropriate measuring tools, and integrating the knowledge of measurement with the development of innovative products and processes using technology will

help them to better understand the physical world around them. They will appreciate the knowledge gained because it will be beneficial throughout their lives and educational journey. Post-Modifications checklist: • The group setting for this lesson proved to be beneficial for struggling students, because group members were glad to offer assistance between teacher group visits. •

The use of additional cameras proved beneficial not only for malfunctions but also to diffuse sharing issues within a group.

Welcome!

Swing Into Measurement! A WebQuest for 2nd Grade

Mathematics: Linear Measurement CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. CCSS.Math.Content.2.MD.A.3 – Estimate lengths using units of inches, feet, centimeters, and meters.

Introduction

Can You Build A Swing Set? Do you like to swing at the playground? Have you ever wanted to take the playground swing set home? Have you ever thought about building your own swing set? Well, here is your chance!!! Boost your measuring skills!!! This “WebQuest” will use measurement to help you build your very own mini-swing set. This is a fun activity that you are sure to enjoy. I hope you are excited about this new challenge!

Get ready, get set, and get started!!!

Task

You will have two weeks to complete this WebQuest.

You will design and build a mini-swing set to “show off” your measurement skills! You will show your ability to select and use the appropriate measuring tools and materials (i.e., popsicle sticks, ruler, glue, colorful beads and string) for measuring objects to complete your design. You will also show your ability to estimate the standard units of length of different objects to correctly complete your swing set. Upon completion, you will include a price tag which will estimate how much your design will cost to build. You can earn a maximum score of 100 points if you correctly follow all directions, correctly use your measurement skills, and correctly create a great swing set.

After showing your mini-swing set to your parents, one day they may help you to build the “swing set of your dreams” in your own backyard!!!

Process

WEEK 1:  Monday - Carefully look at the design above. Be creative and write down any changes you want to make to it.  Tuesday - Draw (on a piece of paper) a picture of the swing set design of your choice. (include the unit of length in your drawing – try this Quizlet Website for help with length units)  Wednesday - Select and list the measuring tool(s) needed to complete your WebQuest. Practice selecting measuring tools on this IXL Website.  Thursday - Estimate the measurements for your design. Practice making estimates on this FunBrain Website.  Friday - Create an order form by listing the supplies, tools, and materials (i.e., popsicle sticks, ruler, glue, colorful beads and string) you will need to build your swing set. WEEK 2:  Monday – Research this Swing Set Mall Website to find the estimated cost of a swing set that looks like your design. (draw a price tag to attach to your product when completed)  Tuesday - Take your drawing and order form to the “Classroom Supply Station” to measure, select, and gather the correct supplies, tools, and materials for building your swing set.  Wednesday – Visit this My Hobby Lounge Website for your swing set building instructions.

 Thursday+Friday – Follow the building instructions, be creative with your design, and build, build, build!!!

Evaluation ***Your individual performance will be graded using the rubric below. Make sure your work is presented in a neat and organized way to receive the appropriate points for your project. Objectives

Beginning – 5 pts.

Developing – 10 pts.

Accomplished – 15 pts.

Exemplary – 25 pts.

Ability to see an object and determine what measuring tool to use

Ability to determine what measuring tool to use displays a beginner's level

Ability to determine what measuring tool to use displays developing knowledge

Ability to determine what measuring tool to use is very good!

Ability to determine what measuring tool to use is exemplary!

Measuring and estimating the length of objects

No accurate measurements and no basic understanding of linear relationships; non reasonable estimates

Some accurate measurements and a basic understanding of linear relationships; a few reasonable estimates

Mostly accurate measurements, some judgment, and some understanding of linear relationships; somewhat reasonable estimates!

Accurate measurements, sound judgment, and good understanding of linear relationships; reasonable estimates!

Ability to estimate lengths using inches, feet, centimeters, and meters

Ability to estimate using the units of measure is at a beginner's level

Ability to estimate using the units of measure is developing

Ability to estimate using the units of measure is very good!

Ability to estimate using the units of measure is exemplary!

Product Assessment

Product has many construction errors; displays an absence of linear understanding

Product has a few construction errors; displays a lack of linear understanding

Product has a couple of construction errors; displays a partial linear understanding

Product has no construction errors; displays an exemplary linear understanding

Conclusion 34

You Did It!!!  Designed and built your very own mini-swing set!  Selected the correct measuring tools and materials for your design.  Estimated the units of length of different objects to complete your design.  Found the estimated cost of your design.

You have done a great job!!! *Note: One day you may want to use your amazing measurement skills to build a tree house!!! (tree house building instructions are found on this Instructables website) Always remember to ask for help and stay safe…good luck!!!

Credits & References Hall, J. (2013). Measurement Evaluation. Developed in Rubistar on April 6, 2013 from http://rubistar.4teachers.org/

Image courtesy of: jscreationzs. (April 15, 2011). Retrieved on April 4, 2013 from http://www.freedigitalphotos.net/images/Other_Metaphors_and__g307Search_Concept_p37896.html

Common Core State Standards Initiative. (2012). Retrieved on April 4, 2013 from http://www.corestandards.org/Math/Content/MD

Images courtesy of: Google Images. (2013). Retrieved on April 4, 2013 from https://www.google.com/search?q=animated+swingset+images&hl=en&rlz=1C1CHUE enUS494US512&tbm=isch&tbo=u&source=univ&sa=X&ei=V9NgUdqMCI6G9QSviYGIAg&v ed=0CDEQsAQ&biw=1366&bih=643

Pearson Education, Inc. (2000-2013). Measurement Game: “Measure It”. Retrieved on April 4, 2013 from http://www.funbrain.com/measure/index.html

Quizlet. (2013). Second Grade Unit 8 Math: “Length”. Retrieved on April 4, 2013 from http://quizlet.com/832302/2nd-grade-unit-8-math-length-flash-cards/

SwingSetMall. (2013). Retrieved on April 4, 2013 from http://www.swingsetmall.com/categories/Swing-Sets/

Instructables. (2006). “How to Build a Tree House”. Retrieved on April 4, 2013 from http://www.instructables.com/id/How-to-build-a-treehouse/

IXL. (2007). Second Grade: “S.13 Choose the appropriate measuring tool”. Retrieved on April 26, 2013 from http://www.ixl.com/math/grade-2/choose-the-appropriate-measuring-tool

My Hobby Lounge. (2012). “Jhoola: Swing – Popsicle/Ice Stick Craft”. Retrieved on April 26, 2013 from http://my-hobby-lounge.blogspot.com/2012/06/jhoola-swing-popsicle-ice-stick-craft.html

Here is a link to The Original WebQuest Template and Design Patterns page so that you can acquire the latest version of this template and training materials. Please read following statement: We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.http://webquest.sdsu.edu

Tell ‘em in 10 PowerPoint (Script) 1. (show 1st slide) I will introduce the topic by reading the “Measurement Title Slide” aloud to the students. 2. (show 2nd slide) I will lead students in “Brainstorming” by asking students to answer the question, “What is Measurement?” Students will contribute their answer by raising their hand and as a class will discuss their responses. 3. (show 3rd slide) At this point, I will build off of the responses from the brainstorming and explain to the students that in today’s lesson they are going to learn how to identify and correctly use measurement tools. This opening strategy will allow me to check for prior knowledge, empower classroom management, and obtain students' focus. 4. (show 4th slide) I will introduce the standard English ruler to the students. I will explain the inch length unit and how the calibrated lines are divided. The students will also learn that a ruler is 12 inches long which is equivalent to 1 foot. 5. (show 5th slide) Here, I will introduce the Metric ruler to the students. I will explain the centimeter length unit and how it is divided into millimeters. The students will also learn that it takes 100 centimeters to equal 1 meter. 6. (show 6th slide) I will explain the definition of length, how to accurately measure length, the common equivalences for length, and common abbreviations used for length measurements. 7. (show 7th slide) Here, each student will use a ruler to measure original and stretched gummy worms to find the difference in length. This is a hands-on activity that students are sure to love. This middle strategy will formally assess the learning experience, allow students to use a measuring tool (ruler) and add a flare to the lesson by using edible objects to measure which can be consumed upon completion. 8. (show 8th slide) I will explain the “Ruler Concept”. Students will learn that a ruler is a measuring tool used to rule lines and also to measure distance. 9. (show 9th slide) Here, I will tell explain the “Yardstick Concept”. Students will learn that a yardstick is a measuring tool and is 3 feet long. Students will also learn that it takes 3 rulers to equal 1 yardstick. 10. (show 10th slide) Here, I will have students participate in a Question and Answer Pair activity. I will ask students to partner up and use a yardstick to measure each other’s height. After measurements are recorded, students will write sentences to answer; who is shorter, taller, and what is the difference in standard length units. . This closing strategy will also formally assess the learning experience, allow students to use a measuring tool (yardstick) and add excitement to the lesson by allowing the students to engage as a social learning community. 11. (show 11th slide) Here, I will give a brief recap of the presentation and explain to students that they now know how to measure the length of an object by selecting and using appropriate tools such as rulers and yardsticks, estimate lengths using units of inches, feet, centimeters, and meters, and measure to determine how much longer one object is than another (expressing the length difference in terms of a standard length unit).

Unit Media Share Length Measurement Game – Teaching Kids to measure Length This turtlediary.com website is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This math game will teach kids to compare the length of an object. Learning is enhanced with this interactive practice lesson. Second grade students will enjoy the activity featured on this educational website. Teachers will appreciate the content of this website to explore options for lesson planning and ideas. Turtle Diary. (2012). Length Measurement Game – Teaching Kids to measure Length. [Website]. Retrieved on March 2, 2013 from http://www.turtlediary.com/grade-2-games/math-games/lengthmeasurement.html Math 4 Children – Learn Measurement Tools This math4children.com web video titled “Learn Measurement Tools” is a mathematics lesson on measurement. This web video compliments the core standard (CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, measuring tapes, etc.) in a fundamental mathematics measurement lesson. This video will help students learn about selecting the correct tools for measurement. Teachers can pause the video and allow students to participate before the answer is given. Second grade students will enjoy learning about measurement tools in this fun and exciting way! Teachers will be amazed by this video that will attract the attention and interests of all students. Nzembayie, Jude Mphoweh. (2013). Measurement Video: “Learn Measurement Tools”. [Website/ Video]. Retrieved from http://www.math4children.com/Videos/measurement%20tools/index.html. Math Playground – Metric Measurement This mathplayground.com web video is ideal for exciting the interests of children in the world of measurement. This web video offers information on how to easily understand the metric system. Second grade students will enjoy the videos and activities that are featured on this educational website. Teachers will appreciate the contents of this website to explore options for lesson planning and ideas. King, Colleen. (2002). Social Studies for Kids. [Website/Video]. Retrieved from http://www.mathplayground.com/howto_Metric.html

Learning Games For Kids. (2013). Measurements Learning Games for Kids. [Website]. Retrieved on March 2, 2013 from http://www.learninggamesforkids.com/2nd-grade-math/measurements-2nd.html PBS Kids: Cyberchase - Let’s Cut to Fit This web video titled “Let’s Cut to Fit” introduces fundamental measurement concepts, vocabulary, and tools. This web video will help reinforce key concepts in measurement as the characters (Ziff, Matt, and Jackie) work together to measure and cut a lid for a box. Any second grade class would enjoy the inclusion of this web video in a measurement lesson as it allows students to observe some of the tools used for measurement. Teachers will appreciate that this web video contains interesting concepts and core curriculum compatible content as pertains to fundamental measurement in second grade mathematics. Nankin, Frances. (2011). PBS Kids: Cyberchase – “Let’s Cut to Fit”. [Website/Video]. Retrieved from http://www.pbskids.org/cyberchase/videos/lets-cut-to-fit/. Quarked! Ushi’s Ruler Game This KU Center for Technology Commercialization, Inc. mobile application titled “Quarked! Ushi’s Ruler Game” offers subject-specific details for an exciting educational measurement game. This mobile app compliments CCSS.Math.Content.2.MD.A.1 and CCSS.Math.Content.2.MD.A.3. This game is informational, resourceful, and helpful to students, parents, and teachers. It is targeted to kids ages 7–12 and their families. The Quarked! Project also includes an animated television series plus science and mathbased toys and games. This mobile app will offer assistance, through gaming, to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this mobile app as it allows students to interact with the measurement lesson. Teachers will appreciate that this mobile app contains interesting concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this mobile app offers. Teachers may also use this mobile app to teach across the curriculum, as it offers a beneficial lesson for elementary science as well as math measurement. This mobile app has a rating of 5 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.2 or higher. KU Center for Technology Commercialization, Inc. (May 23, 2012). Mobile App: “Quarked! Ushi’s Ruler Game”. [Google Play] - Free. https://play.google.com/store/apps/details?id=air.UshiRuler&feature=search_result#?t=W251bGwsMSwxL DEsImFpci5Vc2hpUnVsZXIiXQ.. Second Grade Math help on Standardized tests, Measurement This internet4classrooms.com website titled “Measurement” offers subject-specific links for various educational measurement games and activities. This website is informational, resourceful, and helpful to students, parents, and teachers. It also offers “Assessment Assistance” to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this website as it allows students to interact with the measurement lesson. Teachers will appreciate that this website contains interesting concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this website offers. Brooks, Susan and Byles, Bill. (2000-2013). Second Grade Math help on Standardized tests, Measurement. [Website]. Retrieved on March 2, 2013 from http://www.internet4classrooms.com/skill_builders/measurement_math_second_2nd_grade.htm Smart Ruler This Smart Tools Co. mobile application titled “Smart Ruler” is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This mobile app will measure the length of a small object with your phone by touch and will teach kids to compare the length of objects. Learning is enhanced with this interactive mobile app. Usage is very simple. 1. Put an object on the screen of your phone. 2. Adjust the object to the left of the screen. 3. Touch the screen and read the length. Second grade students will enjoy the features on this educational mobile app. Teachers will appreciate the content of this

mobile app to explore options for lesson planning and ideas. This mobile app has a rating of 4.2 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.0 or higher. Smart Tools Co. (March 18, 2013). Mobile App: “Smart Ruler”. [Google Play] - Free. https://play.google.com/store/apps/details?id=kr.sira.ruler&feature=search_result#?t=W251bGwsMSwxLD EsImtyLnNpcmEucnVsZXIiXQ.. Wander Jones This PT Voyage Indonesia Technology mobile application titled “Wander Jones” offers a mathematic lesson on measurement through gaming. This mobile app has a wind obstacle in this adventure. The wind power indicator will be shown on the screen, so that you can measure your jump’s length with the wind power (the wind power is 0 to 9). Students will not only learn about measuring length using a ruler, but will also be introduced to the concepts of length like perimeter and distance. Second grade students will enjoy learning about measurement in this fun and exciting way! Teachers will be amazed by this mobile app and how it attracts the attention and interests of all students during engagement. Teachers may also implement a similar classroom activity by having students to mark each other’s jump’s and measure the distance using measurement tools. This mobile app has a rating of 4.6 out of 5 stars, a content rating acceptable for low maturity audiences and requires Android 2.2 or higher. PT Voyage Indonesia Technology. (October 24, 2012). Mobile App: “Wander Jones”.[Google Play] - Free. https://play.google.com/store/apps/details?id=id.co.voyagegroup.wanderjones#?t=W251bGwsMSwxLDIx MiwiaWQuY28udm95YWdlZ3JvdXAud2FuZGVyam9uZXMiXQ..

Amanda Warren Wix Portfolio: http://awarren4.wix.com/amandawarren Unit Proposal: Magnetism This second grade unit plan is designed to aid students in an understanding of gravitational force and that there is interplay between magnetic fields and electrical currents. Second graders need to have a basic understanding of the scientific principles that explain gravity and electromagnetism. They also need to realize why an object falls if it is not held up. Students will be experimenting with magnets to see how they react with each other. The students will make observations about gravity and learn why it is important to have an understanding about gravity. Students will explore why objects can be moved without being touched through the use of magnets. Learning about magnets is very important for the students to learn because many items that we use every day would not exist without them. They need to learn that items such as radios, TVs, speakers, and many toys rely on the knowledge we have of magnetism. It is important for second graders to have a basic understanding of gravity so that they understand that gravity keeps us from floating into space and keeps our earth in orbit. Studying and understanding interdependence in science is a learning expectation covered under Tennessee Science Standard 12. GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched. GLE 0207.12.2 Realize that things fall toward the ground unless something holds them up. Glogster Interactive Poster: http://amandawarren.edu.glogster.com/magnets Â Unit Video: Topic â&#x20AC;&#x201C; Understanding a Compass, located in the media folder as 2MagnetsVideo.m4a Â

The Northern Lights Lesson # 3 Name: Amanda Warren Subject Area(s): Science Duration of Lesson: 40 minutes Grade Level: Second Context for Learning(Attention to student’s backgrounds, interests, and needs): There are 17 students in the class. Nine of them are girls and eight of them are boys. The students are 7-8 years old. There are two ELL students. One student can read and write proficiently, but not at grade level and has difficulty communicating socially with the other students. The other ELL student can read Enlgish, but not at grade level and has trouble writing and communicating socially with the other students. The other ELL student can read and write proficiently, but not at grade level and has difficulty communicating socially with the other students. The other ELL student can read English, but not at grade level and has trouble writing and communicating as well. Both students work with an ELL specialist at least twice per week. Students have prior knowledge about magnetism because we have had prior lessons and a webquest pertaining to magnetism. There are four students in the class that have IEPs or 504 plans. For students who are above average, there will be extra material to keep up with interest. Students might have additional needs such as headphones to hear the video better. There are 6 Hispanic Students, 8 African American Students, and 3 Caucasian students. State and Technology Standard(s)

• •

GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched. ISTE’s NETS for student standards for: Research and Information

Behavioral Objectives

First we will watch a video that shows real footage of the Northern lights. The students will then be paired at the computers to read and follow directions on NASA’s website for students that provide the students with information, a fun poem, and an interactive component to ensure their involvement. For students that would like more information, or who finish earlier than the other students, they can click on additional facts at the end of the interactive website to obtain more information. They can also be given an additional website that is prepared that is more advanced. The students will follow directions of the website. Next the students will complete a short worksheet answering a few questions from the website they explored. When their work is complete, the students will construct a sketch of their own to reproduce what they learned about in the lesson. The students will label their work to practice the academic language that they acquire in this lesson. Language Objectives (Academic Language): The students will be able to describe what the northern lights are and that there is a connection to the magnetic field of the earth. The students are familiar with “website,” “mouse,” “monitor,” and “keyboard.” New words that will be introduced in this lesson are:“Interactive,” “NASA,”

“Glow,” “North,” “Aurora”, “Magnetic,” and “Poles.” These words will be posted on a

word wall for the students to refer to. The students will use these new words when they label their artwork. Students will hear these words when we watch our video in class. This will appeal to the visual and auditory learner. Formative Assessment (Process): To monitor learning, the teacher will check to make sure that students are paying attention to the video and are on task while on the computer. This is a new and interesting subject for the students to learn. I expect them to be interested and have many questions. The students and I can look up any additional information that they would like to research on the subject. I would provide feedback by making sure that the students answer the questions correctly and if not find out why and what clarity is needed. The questions will come from information that they learned while visiting NASA’s interactive website, so this will evaluate if they participated. Summative Assessment (Product): •

• •

The students will be asked to draw their own picture of the Northern Lights with one fact that they learned from the video underneath. Some students will need help writing their sentence, some students will only need to turn in their drawing. This will show that the students learned what the Northern Lights are and something about them. I will use a 3 point system in evaluating the Drawing. 3 points are awarded for a drawing with purpose that is labeled and has a grammatically correct sentence that uses language acquired during the lesson. 2 points will be awarded if the drawing is missing one of the requirements and 1 point will be awarded if there is only a drawing that is lacking in a describing sentence and a label. The sentence that the student writes will also be a form of assessment of their participation in the interactive website.

Materials Teacher-centered materials: • Innovation Norway. (2008). The northern lights-Official. Retrieved 4-21-2013, from http://www.visitnorway.com/us/What-to-do/Attractions-Culture/Nature• Projector • Computer with internet access Student-centered materials: • Regents of the University of California. (1999). . In Auroras: Paintings in the sky What makes them happen. Retrieved 4-21-2013, from http://www.exploratorium.edu/learning_studio/auroras/happen.html. • NASA. (2002). Auroras: Mysterious Lights. In . Retrieved 4-21-2013, from http://ds9.ssl.berkeley.edu/auroras/story.html. • A computer lab or at least 9 computers in the class. • coloring materials • Paper • pencil

Procedures: Time

Learning Activities -Teacher

Learning Activities Purpose Students ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. Ex: 1. To activate prior 1. I will begin by asking 1. Students will 1. students if they have raise their hands knowledge and get the 5 min students interested in ever seen or heard and share their the subject. about the Northern experiences if Lights, and I will have they have ever the first video that is seen the Northern just a song playing Lights on T.V. or with video of the maybe even 15 Northern Lights outside. min playing. Presentation/Explicit 2. The students will 2. To get the students Instruction: raise their hands thinking and making hypothesis about what 2. The first video does not and wait to be the Northern lights are give any information, so called on. They and what causes them. it gives us some time to will give talk about it. At this information that time I will ask the they know or are students if they have a guessing how the guess as to what causes lights came to be. the lights in the sky. Students will I will make sure any share their own 15 students that have experiences, like min vision disabilities are if they have seen sitting to where they the Northern can clearly see the Lights in person, video. on TV, or in a book or magazine. 3. The students will sit at 3.To give the students 3. We will visit the their desks and watch the the correct information so that they can see if second website as a video. They will ask class, this website questions, and respond to their hypothesis was correct. If not, they will gives the details as to any prompts that the store the information how the Northern teacher has in asking Lights connects with about academic language and create a new schema. They will their unit of or understanding. learn new facts that magnetism. This is they did not before. when I will teach the students what the Northern lights are 5 min and how they are caused. I will

emphasize the academic language throughout the lesson when it appears on the website or in discussion.

4. The students will get with their assigned partner. The students will Structured be partnered by the Practice/Exploration: teacher, and will get with their partner and chose a 4. The teacher will pair computer to work at. The the students up. teacher will already have Students who have trouble reading will be the interactive website up for the children to view. paired with a strong They will read and follow reader. the directions the website The teacher will make prompts. sure that all students are on task and visiting the website.

4. The students are placed into pairs so that fewer resources are needed, and the teacher can keep an eye on 8 or 9 computers. They are also put into groups so that stronger readers can peer tutor the students below reading level.

5. In their assigned pairs, the students 5. The teacher will direct the will go to an open pairs of students to the computer that has the computers that already have interactive website the NASA interactive loaded. They will website loaded and ready for follow the directions them to explore. The teacher and read the poem will monitor students at the that develops through computers to ensure that they each scene. If one stay on task and answer any partner cannot read questions that the students the material, the other have. If students finish the partner will read the activity on the website poem and directions earlier than other groups, out loud. they can be given a second When the and third website to explore students have that has more information completed the that we did not learn as a activity, they will class. alert the teacher. They will then take this extra time to explore a few more pre-‐ approved website by the teacher to further their

5.To give the students a hands-on learning opportunity and to present the information in a very kid friendly and accurate resource to obtain the information the students need to be knowledgeable in the subject. The purpose of the additional websites is to keep the interest of more gifted students and to give them a chance to expand their minds and challenge them.

knowledge. Guided Practice/Feedback: 6. The teacher will give the students a brief 3 question worksheet that will indicate that the students understood the website and obtained the information the lesson intended to teach. Feedback will be given that they completed the questions with the correct answers. This feedback is the assessment of their use of the technology. The questions will be very basic and clear, and the information used to answer the questions was obtained through the NASA site. If a student misunderstands, we can go through the interactive site again together where the teacher reads and explains more thoroughly through each scene. Independent Practice/Application: 7. The teacher will explain to the student their next assignment. The teacher will tell the students that they are each to create a drawing of the Northern Lights.

6. Students will complete the three questionnaires and turn them in to the teacher.

6. The purpose of the questionnaire is for the teacher to see if the students understood the basics of the lesson so that the teacher knows if she/he needs to make additional adjustments for some students.

7. The students will draw their own interpretation of the Northern Lights and write one sentence underneath, a fact that they learned during the lesson or during their

7. The purpose of the drawing is to allow the students a creative outlet to express themselves. The students are to label the drawing so that they get practice using the academic language that they acquired in this lesson. The students

The teacher will tell the students that in order to receive full credit, their drawing must be of the Northern Lights, be labeled, and must have one sentence about the Northern Lights written to accompany the picture. For students with certain IEPs, their rubric will be different. The teacher will make these students personalized rubrics that coincide with their IEP.

own computer time. Students will spend class time working on this assignment, but it will not be due until the next day so the students can take home their drawing to complete it at home if they wish.

are to write a sentence to practice the academic language and to give indication that they learned information using technology.

Closure: Before moving on to the next lesson, each student will either turn in their drawing, or show that they have made progress and are taking their drawing home. This keeps the students accountable and allows the teacher to know that they progressed through the steps of the lesson. Many students will have their sentences done for the teacher to read, and the teacher and quickly see that learning took place during the lesson.

Instructional Guide for Magnet Power Point Slide 1- Standards! Slide 2- Tell the students what we will be learning in this lesson. Slide 3- Think, pair, share activity. The students will work with partners at their desks. They will discuss what items that they already know or think might be magnetic. One partner is the recorder, they will write down what the group comes up with. The other partner is the recorder. After the partners have some time to discuss and come up with a list, the recorders will take turns sharing the list with the class. Slide 4- Elaborate on the parts of the atom. Everything in the universe is made of atomsâ&#x20AC;&#x201D;they are the building blocks of the universe. Atoms are so small that millions of them would fit on the head of a pin. Atoms are made of even smaller particles. The center of an atom is called the nucleus. It is made of particles called protons and neutrons. The protons and neutrons are very small, but electrons are much, much smaller. Electrons spin around the nucleus in shells a great distance from the nucleus. If the nucleus were the size of a tennis ball, the atom would be the size of the Empire State Building. Atoms are mostly empty space. If you could see an atom, it would look a little like a tiny center of balls surrounded by giant invisible bubbles (or shells). The electrons would be on the surface of the bubbles, constantly spinning and moving to stay as far away from each other as possible. Electrons are held in their shells by an electrical force. Slide 5- The protons and electrons of an atom are attracted to each other. They both carry an electrical charge. An electrical charge is a force within the particle. Protons have a positive charge (+) and electrons have a negative charge (-).The positive charge of the protons is equal to the negative charge of the electrons. Opposite charges attract each other. When an atom is in balance, it has an equal number of protons and electrons. The neutrons carry no charge and their number can vary. Slide 6- In most materials, the forces are in balance. Half of the electrons are spinning in one direction; half are spinning in the other, and they are randomly scattered throughout the materials. Magnets are different. In magnets, most of the electrons at one end are spinning in one direction. Most of the electrons at the other end are spinning in the opposite direction. This creates an imbalance in the forces between the ends (poles) of a magnet. This creates a magnetic field around a magnet. A magnet is labeled with North (N) and South (S) poles. The magnetic force in a magnet flows from the North pole to the South pole. Slide 7-To stick or not to stick activity. The class will split up into the same partners that they were in at the beginning of the lesson. Each table will have a bucket with many everyday items, some magnetic and some not, and a magnet for each group. Students will categorize these items by if the magnet has an effect on them or not. They are to record their findings. The partners will swap places, therefore the partner that was not recorder at the beginning of the lesson will be a recorder now. When the students have had enough time to explore with all the items, the reporter of the groups will come up to the front of the class one at a time to create a class list of which items were magnetic and which were not. This list will be put on the wall for the remainder of the unit. Slide 8- Like poles of magnets repel each other and opposite poles attract each other. If you try to push the South poles together, they repel each other. Two North poles also repel each other. Turn one magnet around and the North (N) and the South (S) poles are attracted to each other. The magnets come together with a strong force. Just like with protons and electrons, opposite magnetic forces attract. Slide 9- Explain to the students that not all metals are magnetic. Metals that can be magnetized include iron, nickel, and cobalt. Steel is made of iron and other metals. Most of the time steel is magnetic. The Earth is a magnet with North and South poles, because its core is iron. Slide 10- Closing objectives. Briefly remind the students what our learning goals were for this lesson. Hit on the key points and vocabulary.

Slide 11- Critical Thinking Question. The last slide is a critical thinking question that the students are to think about and record their answer/thoughts in their science journal. After the lesson the teacher can read the studentâ&#x20AC;&#x2122;s response and determine if they understood the key concepts based on their answer. The childrenâ&#x20AC;&#x2122;s journals should say something like this: I would attach the magnets to the cars with the rubber bands. Then I would use the one car to push the other car away because of the like poles repelling one another would cause the toy car to move without me touching it.

Designed by Amanda Warren Based on the state of Tennessee curriculum standards for second grade science GLE 0207.12.1 Experiment with magnets to determine that objects can move without being touched. Introduction

Task

Process

Evaluation

Conclusion

Credits

Introduction Congratulations, super heroes! If you are reading this, you have been handpicked by Iron Man to participate in a mission to save Middle Tennessee. An evil villain, Nemesis Bronze, is jealous that iron is magnetic and bronze is not, so he has created a plan to take all the magnets in Middle Tennessee for his own villainous use. In his plan, he will take all the magnets from peopleâ&#x20AC;&#x2122;s homes by telling them that magnets are not important anymore and are not useful. It is your job to inform the people of Middle Tennessee of the uses and functions of magnets. Will Nemesis Bronze trick the people of Middle Tennessee to give up their magnets? Itâ&#x20AC;&#x2122;s up to you!

Task: The result of your activities will be a recording. This recording can be a song, commercial, rap, dialogue, or whatever other creative way that you chose to showcase your expertise in magnets. In order to receive full credit your commercial must be well rehearsed, show that you know your information, have all group participation, be two to three minutes long, and must be clear for the listener.

Process: Day 1: Time to start your training! Each picture below is linked to a resource you can use for your journaling. Click on a picture to be linked directly to a website ready for your exploration. â&#x20AC;˘ Choose at least two (2) of the websites provided to sharpen your knowledge about magnets. â&#x20AC;˘ After viewing these sites, write a paragraph about what you learned at each site in your journal.

Day 2: Now that you have this great information, Iron Man thinks that you are ready for the next step. This picture of Iron Man below is linked directly to a training program where you are a secret agent that must stop a thief from stealing 52

treasures with your knowledge of magnets and how they work. Click on Iron Man and follow the directions prompted on the website.

Day 3: • • •

You will be put into super hero teams of three that you will be working with for the remainder of the mission. When you have joined with your super hero team, share what you wrote in your journal on Day 1. Write in your journal anything that a group member shares that you did not know before. Be sure to have two solid paragraphs in this journal entry to demonstrate that you tuned into your fellow super heroes to gather new information.

Day 4: Good work so far super heroes! Today you will be tapping into one of your most awesome super powers- creativity! You will be writing and recording a commercial, song, rap, funny dialogue, or anything else that effectively portrays the information and entertains the audience. • All three group members must participate in writing the script and speaking (or singing!) in the commercial. • Be creative and have fun. • By the end of class today, you should have your script ready to be approved by your teacher. • If you finish early with your script, take this time to practice your commercial.

Day 5: Today is the day super heroes! Iron Man is in need of commercials to broadcast that will save the day. • Make sure your commercial is in tip top shape. Practice your script and make sure that all team members are ready to record. • With the help of your teacher, each group will be recording their commercial using the program Audacity. • Your teacher will have Audacity set up and ready to go.

Evaluation

CATEGORY

Preparedness

Group is completely Group seems Group is Group does prepared and has pretty prepared somewhat not seem at all obviously rehearsed. but might have prepared, but it is prepared to needed a couple clear that present. more rehearsal was rehearsals. lacking.

Content

Shows a full Shows a good Shows a good Does not seem understanding of the understanding of understanding of to understand topic. the topic. parts of the topic. the topic very well.

Time-Limit

Presentation is 2-3 minutes long and time is used effectively.

Presentation is Presentation is Presentation is 2-3 minutes over 4 minutes or less than 1 long but much of only 1 minute. minute. the time is taken up by pauses or dead space.

Speaks Clearly

Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Conclusion Good work super heroes! Your hard work paid off and the commercials that Iron Man broadcasted to the people of Middle Tennessee convinced them that magnets are too important to hand over to Nemesis Bronze. Nemesis Bronze’s plan failed!

Credits Dragyn, W. (Designer). (2009). Anthonystark. [Print Photo]. Retrieved from http://marvel.com/universe/Iron_Man_(Anthony_Stark) Magnet Expert Ltd. (2012, 04-06). Fun magnet facts for kids . Retrieved from http://www.first4magnets.com/fun-magnet-facts-for-kids-243c.asp Rovin, C. (Photographer). (2012). Iron man thumbs up. [Print Photo]. Retrieved from http://toysforpapa.blogspot.com/2012/07/hot-toys-suitup-gantry-with-iron-man_28.html Stern, D. (2004, 11-05). Magnetism. Retrieved from http://wwwistp.gsfc.nasa.gov/Education/Imagnet.html Stidwill, P. (2004). Magnetic forces. Retrieved from http://www.engineeringinteract.org/resources/parkworldplot/flash/concept s/magneticforces.htm Unknown (Designer). (2012). consequences. [Print Photo]. Retrieved from http://gillen.cream.org/wordpress_html/4827/out-this-week-2/ Unknown. (Artist). (2012). Iron man . [Print Graphic]. Retrieved from http://lounge.moviecodec.com/vs-forum/ironman-vs-jack-rakan-119134/ Unknown (Artist). (2012). sadironman. [Print Photo]. Retrieved from https://drawception.com/viewgame/RyLOjSytAH/iron

Unknown. (Artist). (2013). Iron man wants you. [Print Photo]. Modified form http://fc04.deviantart.net/fs32/f/2008/216/6/0/Iron_Man_Wants_YOU_by_o pal_armor.jpg Unknown. (Artist). (2013). magnet and pins. [Print Photo]. Retrieved from http://magnetsrfun.wikispaces.com/How We Use Magnets In Our Every Day Life (acknowledges the contributors to the webquest: graphics, books, etc. that are not directly hyperlinked in the Process) Unknown. (Designer). (2010). physicsofironman. [Print Photo]. Retrieved from http://physicsofscifi.blogspot.com/2012/07/physics-of-iron-man2008-and-iron-man-2.html Unknown (Artist). (2013). two magnets and their attractions. [Print Photo]. Retrieved from http://www.jupitermagnets.com/lifting-magnets/ Unknown (n.d.). Magnetism. Retrieved from http://www.mcwdn.org/Physics/Magnetism.html Unknown. (Photographer). (2010). magnet. [Print Photo]. Retrieved from http://julieszteiter.wordpress.com/teaching-science-eec337/lessonplans-and-reflections/magnets/ Unknown (Photographer). (2013). Field of a cylindrical bar magnet calculated with ampère's model. [Print Photo]. Retrieved from http://en.wikipedia.org/wiki/Magnet Warren, A. (2013). Commercial rubric. Created in Rubistar from http://rubistar.4teachers.org/index.php?screen=CustomizeT emplateDownloadFile& Warren, A. (2013). Magnets. Retrieved from http://amandawarren.edu.glogster.com/magnets/

Unit Media Share After School KidzScience: Magnets This video explains magnetism, shows how to label north and south poles, and briefly explores what medals are attracted to magnets and which are not. Standards are addressed in this video. The video is created specifically for students, so the material is presented in a way that the students can easily understand and use the information. Lawrencehallscience(2011). After School KidzScience: Magnets [Teachertube video] Retrieved on February 17, 2013 from http://teachertube.com/viewVideo.php?video_id=224673 BBC Schools Science Clips- Magnets and springs This website hosts a screen where students can use a virtual magnet and explore which items the magnet picks up and which items it does not. The student can rotate the magnet, and they are prompted with thought questions about their experimentations. If a student cannot read the directions, the website has an icon that will read the directions and questions to the student. This activity is targeted for children ages 7-8 so it will be developmentally appropriate for the second grade classroom. BBC Schools (ND) BBC- Schools Science Clips- Magnets and springs. Retrieved on 3-3-2013 from http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml Fun Magnet Facts for Kids This website gives a large, well-illustrated overview of the basic concept of magnetism. It is colorful, easy to read, and would be a good way of introducing the topic to the classroom in a visually appealing way. Magnet Expert Ltd (ND) Fun Magnet Facts for Kids. Retrieved on 3-3-2013 from http://www.first4magnets.com/fun-magnet-facts-for-kids-243-c.asp How It’s Made Magnets This video is a brief clip from the Discover Channel’s show How it’s made describing what materials are used and how magnets are created to be the way we see them in our everyday use. This video also tells everyday items that would not exist if we didn’t have magnets. This material represents the best available media for the subject. In this video the topic is presented so that students are likely to be interested and actively engaged in learning. Thatsmynamedude (January 21, 2012) How it’s made magnets [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/noGGcyPhtdl Magnet Mania This video displays interesting facts that students probably didn’t know about magnets. This video also tells us about how money and magnetism are connected. This video has current information that enhances learning. The language is appropriate and the vocabulary is understandable. Kipkay [February 3, 2011] Magnet Mania! [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/2QiyiWLm2FY

Magnetism-Kids Science Videos, Games, and Lessons that make Learning Fun and Easy This is a great, age appropriate website that host many videos explaining and exploring magnetism. These videos would be a good resource to play to the class with the visual learner in mind. This website also includes online games and puzzles that would serve as a great way to include technology and fun into the lesson. NeoK12 (2011) Magnetism-Kids Science Videos, Games, and Lessons that Make Learning Fun and Easy. Retrieved 3-2-2013 from http://www.neok12.com/Electromagnetism.htm MagnetMeter-3D Vector Magnetometer and Accelerometer This is a really cool app that would be a great aid in bringing hands on activities into the unit lesson plan of magnets. This app allows you to visualize the hidden world of magnetism around you. It would benefit the students to get to see how there are magnetic fields around them and to explore a little around school to detect metal. This app is compatible with iPhone, iPod touch, and iPad. Plain code GmbH, (2012, September 21). MagnetMeter-3D Vector Magnetometer and Accelerometer (Version 1.4) iTunes App Store. (Cost: $0.99). Retrieved from http://www.plaincode.com/products/magnetmeter/manual.jsp. Magnetix This app would be a fun way to allow the students to play a game that incorporates the concepts that they are learning with this lesson. In the game, the â&#x20AC;&#x153;enemiesâ&#x20AC;? become attracted to you as you enter their magnetic fields. This could be used as an incentive to give the students a fun game to play. This app is compatible with iPad. Pinata Games, (2012, December 19) Magnetix (Version 1.2) iTunes App store, (Cost: $0.99). Retrieved from http://wearepinata.com/magnetix/ Mini Magnet This educational app allows you to explore magnetic fields. You can also test the effects of other magnets. This app is free, and could be used with partners, groups, or whole class to explore together. This app is compatible iPhone and iPad. Jochen Ehnes, (2010) Mini Magnet (Version 1.0) iTunes App store. (Cost: $0.99). Retrieved from http://homepages.inf.ed.ac.uk/jehnes/myApps/Mini_Magnet.html.

Hiba Ghanem Wix Proposal: http://hghanem81.wix.com/map-skills-wix Unit Proposal: Map Skills In this unit, we will be learning about the use of maps in Geography. Third grade students need to learn about maps to understand the world around them and recognize major areas on the map. The students will examine the worldâ&#x20AC;&#x2122;s map and other local maps. The students will locate the seven continents and oceans on the map. They will also learn how to find their locations on the map. Students will understand the differences between their location on a map and real life. They will have the opportunity to watch a short video that helps them recognize the location of oceans and continents. The students will learn to locate major cities around the world and the United States. Learning and understanding map skills is essential for students because they will be able to read maps if they travel. They can also find out their way around the city. The students can calculate the distance between cities around their areas. In order for students to move to another level of Geography, they should understand how to use map and relate it to the world around them. Studying and understanding the use of map in Geography is a learning expectation covered under Tennessee Science Standard 3.0. 3.3.01

Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire process and report information from a spatial perspective. A. Show how the spatial elements of point, line, and area are used on a map or globe. B. Explain the difference between relative and absolute locations. C. Locate places on a map using cardinal and intermediate direction.

Glogster Interactive Poster: http://hghanem.edu.glogster.com/map-skills Unit Video: Topic â&#x20AC;&#x201C; Map Skills is located in the media folder as 3MapSkillsTutorialVideo.m4a Â

Map skill (The cardinal directions and the intermediate directions) Name: Hiba Ghanem Subject Area(s): Social Studies Duration of Lesson: Forty Five Minute Grade Level: Second Grade Context for Learning: (Attention to students’ backgrounds, interests, and needs) This is a first grade class that consists of 20 students. The age range of the students is between six and seven years old. The class include eights girls and 12 boys. The class consists of ten African American students, five Hispanic, two white, one Middle Eastern, and two Asian. Since the school is located in a low socioeconomic area which is linguistically, culturally and economically diverse, the students are considered from a low socioeconomic class who some of them speaks English as a second language. Most of the students in this class attended preschool through the Head Start program except for two of them who have just moved to the United States, one is Hispanic and the other is Middle Eastern. The teacher should consider ESL class for the students who have just moved to the country and to the other students whose English is not their first language. Common Core/State Standard(s) and Technology Standards (if applicable) 3.3.02 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire process and report information from a spatial perspective. D. Locate places on a map using cardinal and intermediate direction. Technology standard 1. Facilitate and Inspire Student Learning and Creativity’ A. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. Behavioral Objectives Common Core/State The students will distinguish between the cardinal directions and the intermediate directions. The students will memorize the order of the Cardinal and intermediate directions. The students will determine the location of major cities in Tennessee depending on the cardinal and the intermediate directions. The Students will determine the location of some of the states on the United States map. Technology The students will use the search engine to access the Google image and the map game. The students will recognize the difference between the cardinal and intermediate directions through the video and the game.

Language Objectives (Academic Language): Common Core/State The words that the teacher is going to use and the students to learn are cardinal, intermediate, direction, north, east, south, west, map key and compass rose. The teachers will introduce the students to these new words by writing them down on the board. The teacher also provides the definition for each term. Since these terms are difficult to pronounce, the teacher will ask the students to repeat the word orally after she pronounce it front of them loudly. The teacher will engage the students to say the word during her/ his explanation of the material. For example, if the teacher refers to the direction of an object in class, and she will ask the students whether this object is located in the north, east, south, or west. The students will point out the differences between the cardinal directions and the intermediate. The students will recognize that a compass rose could have a both directions the students. They will locate cities depending on the cardinal directions and the intermediate. Technology The teacher is going to share some of the technological term that s/he refers to during demonstrating the class. The terms are navigation bar, right click, and left click, website, hyperlink, drag, and searching bar. The teacher shares the definition of these terms with his/ her students. S/he refers to these terms by through the computer. The students recognize new technological terms. The students will explore new techniques to use the computer. Formative Assessment (Process): Common Core/State / The teacher will introduce the students Tennessee map and ask them about the location of the city they live in. The teacher will introduce them to the four cardinal directions and the four intermediate directions. The use of the new words that the teacher has just explained by the students is an implication of their learning. The teacher will expect the students to look around the classroom and refer to the northern, eastern, southern, and western sides in class to help them guess the location of their cities. Other students might stand up and use their hands in order to know their directions. The students will demonstrate their understanding by listing some of the city they locate. The teacher should records studentsâ&#x20AC;&#x2122; comments and reactions on a sheet of paper especially if they got confused about deciding whether certain city is located in the north, east, south , or west. The students should start working on their compass by cutting the papers in a circular shape. They should also have cross line that is labeled with the cardinal directions. The teacher should monitor the students labeling the directions correctly on the four sides. Studentsâ&#x20AC;&#x2122; comments and reactions during their work on creating the compass model and labeling the map help the teacher in explaining any confusion the students have. For example, the students might get confused about Chattanoogaâ&#x20AC;&#x2122;s location. Such confusion could be cleared if the teacher pays attention to such comments. As a feedback, the teacher will provide a work sheet that has the Tennessee map. The students are asked to locate the capital and locate other major cities depending on the cardinal and intermediate directions Technology:

The teacher will examine whether the students are on the correct Tennessee map image. Being on the website that is required is another way to ensure that the students are using technology properly. Finishing the map game is also another way that proves to the teacher that they navigate through it successfully and easily. The students will drag some of the states’ maps into the United States map. By dragging these little maps into the major one, the students will develop an idea o the locations these states. They will be able to locate states that are in the north, south, east, and west. . Summative Assessment (Product): . Common Core/State The teacher will provide a worksheet with a blank map of Tennessee and another sheet with a list of seven major cities. The students will color their maps and label the cities by cutting out the words and gluing them to the correct areas of the map by using the proper website that is chosen by their teacher. The teacher will record each group performance by observing the students labeling their maps and then recording the mastery level of each student in the assessment rubric. M= Mastery: Correctly labeled all 7 areas P= Progressing: Correctly labeled5-‐6 areas B= Beginning: Correctly labeled 4 or less areas Technology With regard to technology, the students should access the Google images website successfully and find out the location of cities that are required to locate on Tennessee map. They also should navigate through the map game easily and drag all of the states’ maps into the United States map. Materials Common Core/State / Technology Teacher: The United States map, the Tennessee map, internet connection, computer, projector, unlabeled the state of Tennessee maps, the cardinal and the intermediate directions song video, and a compass model Students: papers, scissors, glue, crayon, four laptops, Google images for Tennessee map, and the map game website Citation: •

Crossley Adam (Dec 22,2012). The Cardinal Directions . [ YouTube. Video] Retrieved on March 13, 2013 from http://www.youtube.com/watch?v=UeeLivQH7Ok

•

Enchanted Learning.com (2001-‐2010) Enchanted Learning. com/ Tennessee. [website] Retrieved on April 21, 2013 from (http://www.enchantedlearning.com/usa/states/tennessee

•

Geography for Kids (1998-‐2013). Geography Games for Kids, Games about Our Earth. [Website] Retrieved on Feb 27, 2013 from http://www.kidsgeo.com/geography-‐games/

Pre-Modifications: For children who’s their English is their second language, a model of a labeled compass rose is provided with the teacher explanation of the cardinal directions and intermediate that is on it. The teacher will refer to the letters that are on the compass. For example the N presents the north; the E presents the east…etc. The class will watch a video which is beneficial for ELL students. The video is a song that demonstrates a way to memorize the directions in order. Arrows are used in the video when the song refers to specific direction. An image of the state of Tennessee is provided on Google images will help the targeted students and the other students to locate the required cities on the unlabeled map. A game also is provides will give the targeted students a good exercise to examine the location of some of the states on the United States map. The ELL students will be seated next to their body helper during the lesson. Procedures: Time Learning Activities -Teacher Learning Activities - Students Purpose ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. I. Anticipatory Set: 1. The students are 1. To activate prior 1. The teacher will set the placed in their groups 1 knowledge. students in two four group. and discussing the mins Each group has five question that the students. The teacher will teacher asked. show the students a poster of Tennessee map. 2 2. To initiate group mins work and 2. The students share 2. The teacher will ask the encourage group their answers in the students about the part that discussion. group. The students that they live in Tennessee raise their hand and and their favorite city and wait until the teacher open the discussion gives them

1 mins

2 mins

3 mins

2 mins

3. The students go over the objective and the standard with the help of the teacher.

II. Presentation/Explicit Instruction: 3. The teacher will provide the objective of the lesson and the standard on the board.

4. The teacher will write the terms she is going to use in class on the board and she pronounce them form of the students. 5. The teacher will show the students a model of rose compass and address that the cardinal direction are located on the edges of the cross sign. The teacher refers to their names, north, south, east, and west. 6. The teacher will mention that the intermediate direction is a combination of two cardinal directions, northeast, southeast, southwest, northwest.

permission to share their answers.

3. To predict what is going to be addressed during the lesson.

4. To allow the students to build vocabulary especially for ELL students and the students who have just moved to the United States.

4. The students are required to repeat the words orally after the teacher

5. The students will pay close attention to the teacher while explain the material

5. To build basic understanding of the material.

6. The students will pay close attention to the teacher while explain the material

7. The teacher will play a short animated song online through You tube called The Cardinal Directions (http://www.youtube.com/

6. To differentiate between the cardinal directions and the intermediate ones.

7. The students will pay close attention to the video as it plays.

7. To give students introductory information about the cardinal direction and the 65

watch?v=UeeLivQH7Ok).

8 mins

III.

Structured Practice/Exploration :

8. After watching the video, the teacher asks the students to create their own compass using their constructions paper and crayon. The teacher should ask the students to label the cardinal and the intermediate directions on the compass. II. 10 mins

intermediate directions. It also builds the students’ comprehension skills. this video is beneficial for ELL students since it presents them to images and letters of the directions

Guided Practice/Feedback:

The teacher will provide each group with a sheet of paper that has an unlabeled Tennessee map. The teacher asks the students to label the capital and major cities depending on each city direction. The teacher directs them to the proper image to locate the cities. This website will help the students to view an image of the Tennessee map and the location of major cities. The teacher will review the labeled map with the students.

8. The students use their construction papers, crayon, glue, and scissors to create their compass rose model. They will also label the cardinal and intermediate directions clearly on their model. 9. Each group uses their computer to view the Tennessee map image and locate seven cities that are assigned to label. The students will follow the teacher’s review for the labeled map.

10. The students will

8. To have students apply the knowledge they received from watching the video.

9. To engage the students’ in learning in technology and to restate their understanding of the cardinal directions and the intermediate directions. To ensure the students’ ability in recognizing the directions. The teacher will collect comments and feedback from the students.

5 mins

2 mins

(http://www.enchantedlearni ng.com/usa/states/tennessee) 10. The teacher ask the students to complete the map game on the required website which is (http://www.kidsgeo.com/g eography-‐games/) III.

10 mins

Independent Practice/Application:

11. The teacher will ask the students to label the Tennessee map with its major cities.

12. The teacher will ask each group to draw a map of the classroom. The map should include a compass rose and map key. The students should locate major items that are located in the class, teacher’s desk, board, students’ desks….etc.

complete the game by locating four of the states in the right spot on the map. 10. To assess the students’ abilities in labeling the locations of some of the states. 11. The students will label the major cities 11. To assess the on Tennessee map. students ability in recognizing the directions based on mastery, 12. The students will progressing, and draw the map with a beginning. guidance of the teacher. The students will include a compass 12. To help students rose that shows the recognize the cardinal and the difference objects intermediate those are located directions. The in different students will include a directions. To map key. The students enhance the will present their map students’ abilities with in class with rest to use maps and of their classmates. how to use them to find their locations or describe it.

Closure: The teacher will review the cardinal directions (North, East, South, and West). They will also review the intermediate directions (Northeast, Southeast, Southwest, and Northwest). Moreover, the teacher will ask the students to use their hands to pint to the different directions that they have learned. They will also sing along with the video that they watched earlier which is the song of the cardinal and intermediate directions. Since the students only stated states depending on the cardinal directions, the teacher will initiate a critical thinking discussion which is thinking some the states location depending on the intermediate directions. At the end of the lesson the teacher and the students will hang their poster of the classroom map on the wall in the school’s hallway.

Tellâ&#x20AC;&#x2122;em in 10 Instructional Guide Map skill / power point. Slide one: I will introduce the children to the objectives that they will learn through this presentation. I will tell the students that they will learn about the cardinal directions, intermediate directions, and how to locate some of the states and major cities in Tennessee on the map. Slide two: In this slide I will ask the students a question and encourage them to think, discuss, and analyze their answers. I will engage the students with an opening question to think about Tennessee location on the map and the location of the city they live in. through this slide I will present the students to the name of the cardinal and intermediate directions. Slide three: in this slide I will explain to the students the cardinal direction. The cardinal directions on compass are the letter that is located at the end of each arrow. I will also share with the students that the North is located at the top, the East is located to the right, the south is located at the bottom, and the West is located to the left. Slide four: In this slide, I will share with students some of the states and their locations. I will give the students examples of some states that are located in the North, East, West, and South. Through referring to the statesâ&#x20AC;&#x2122; location, the students will connect the states with their directions that are located at. Slide five: In this slide, I refer to the intermediate direction. I will explain to the students that the intermediate directions are the directions that are located in between the cardinal directions. I will indicate that intermediate directions are formed by connecting two cardinal directions together. For example, North and east becomes northeast, south and east becomes south east, south and west becomes south west, and north and west becomes northwest. I will also refer to the image that is provided in the slide for better understanding. Slide six: In this slide, the students will watch a video that will help them memorize and understand their cardinal and intermediate directions Slide seven: in this slide, I will present that student to a compare and contrast between cardinal directions and intermediate. I will refer to cardinal direction as these directions are four directions, major ones, and more broad. On the other hand, intermediate directions are four directions, minor directions, and more specific. Slide eight: In this slide, I will discuss some of the major citiesâ&#x20AC;&#x2122; locations in Tennessee. These locations are mostly stated by using intermediate directions. I will also refer to these examples on Tennessee map. Slide nine: after understanding cardinal and intermediate directions, I will enforce the students to think outside of the box through asking them to think of the intermediate locations of some of the states. Slide ten: this slide is my closing slide in which I state the objectives that the students learn. The students will be able to know and differentiate between cardinal and intermediate directions. They will be also able to locate major cities in Tennessee and know the cardinal location of some of the states. Slide eleven: This slide has the citation of the video.

Where Are You On The Map A second grade WebQuest Social Studies Designed by Hiba Ghanem hiba_azmi@yahoo.com

Standards 3.3.03 Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire process and report information from a spatial perspective. A. Locate places on a map using cardinal and intermediate direction

introduction

Task

Process

Evaluation

Conclusion

Credit

Introduction Greeting little explorers, you are going to travel around the United States by using the map for five days. You are going to explore cities that are located in the North, East, South, and West in American. You will explore cities in different directions and you will be able to tell the difference between the cardinal directions and the intermediate directions for this trip, don’t forget to bring your magnifying glass to view the treasure map, and don’t also forget your compass which will help you finding your way.

Task 1. Ok explorers, this project will take us six days to complete it. For this project, you are going as a group to pick and choose from the website that I will choose or you one of the states of the United States. After you choose the state, you have to draw the state’s map on a big poster.

2. You could trace the boarder of your map with black and color the inside part. You should also include a labeled compass rose and a map key. You should label the capital with a yellow star and label other four cities that are located in the north, east, south, and west. You should also label other cities depending on the intermediate directions. You should also label some geographical areas such as rivers, lakes, mountains…etc if there are any in the chosen state.

3. Also, you will have to create the map that you did on the poster on the Neighborhood Map Machine program. This program will help you draw and design your map including all the features you want. At last, you will have as a group to present the poster map and the digital map and share your discoveries in class.

4. As a group, you should for both map label all cities correctly, include a title for the map (the name of the state), and include a map key with a correct use of the symbol provided. You will be graded on a scale of 1-4, in which 1 represents that the information is insufficient and 4 is sufficient.

. Process Day one/ Prepare: I will share some new words with you. These words are map, compass rose, map key, cardinal directions, and intermediate directions. After that, you will watch a video called Teacher and the Rockbot-How To Read A Map. You will have a better understanding of the subject. I will put you in groups of five. I will also give the address to this website 50states.com that will help you choose a state to draw on your poster.

Day Two/ Outline: After each group chose their state, I will provide you with big white posters. Each group should draw the outline of their state map and trace the boarders with black marker. You should color the inside of the map with a light color. Day three/ locate: after tracing the borders with black marker, you should now locate the capital with yellow gold star. You also have to locate the four major cities that are located depending on the cardinal directions. You should have a city in the north, east, south, and west. Day four/ label: know you need to label some other cities depending on the intermediate directions. You should have at least one city in each direction if possible. You should also locate any lakes, mountains, or rivers if available. You should draw your labeled compass at the upper right hand side corner of the poster and your map key on the lower left hand side corner. Day five/ digital map: For this activity, you need to use the Neighborhood Machine Map program. You will create a digital map that is similar to the one that you created on the poster. You will locate the capital of the state, major cities, and if available rivers, lakes, or mountains. You should print off a copy of the digital map after you are done with it. Day six/ share: Now that you have completed you poster and you digital map, it is time to share it with the class. You should present both of your maps and refer to the cities, capital, and geographical areas that you labeled.

Evaluation CATEGORY

Labels - Accuracy At least 90% of the items are labeled and located correctly.

80-89% of the items are labeled and located correctly.

79-70% of the items are labeled and located correctly.

Less than 70% of the items are labeled and located correctly.

Map Legend/Key Legend is easy-tofind and contains a complete set of symbols, including a compass rose.

Legend contains a complete set of symbols, including a compass rose.

Legend contains an Legend is absent or almost complete set lacks several of symbols, symbols. including a compass rose.

Title

Title tells the purpose/content of the map and is printed at the top of the map.

Title tells the Purpose/content of purpose/content of the map is not clear the map, but is not from the title. located at the top of the map.

All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map.

Neatness of Color All straight lines and Lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely.

Many lines, corrections of errors, and/or features are not neatly done.

Conclusion Now that you have completed the assigned task successfully. You gained a lot of knowledge about your state. You know the capital of some of the states. You also know major cities depending on the cardinal and the intermediate directions. You are ready for the trip. Have your self, map, and compass ready to start the adventure.

Credits & References • Axum Management Capabilities. (2013).Design-implantation-and-evaluation. [Website]. Retrieved on April 5,2013 from http://www.axumhq.com/design-implementation-and-evalution •

bihuniak (2008, Jan 18). Teacher and the Rockbots - How To Read A Map. [YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=gbFIhmTd3iY

•

Changing Journalism. (2011, May 11). Conclusion [ website] Retrieved on April 5, 2013 from http://changingjournalism.wordpress.com/2011/05/11/conclusion

•

Ghanem, Hiba (2013, April, 5).Web Quest Rubric. [ website] Created from Rubistar on April 5, 2013 from http://rubistar.4teachers.org/

•

Hanan, Abdul (2012, January 5). Slide Over. [website] Retrieved on April 5, 2013 from http://slideover.blogspot.com/2012/01/introduction.html

•

Marchex Inc. (2013, April 18). 50states.com [website]. Retrieved on April 18, 2013 from http://www.50states.com/us.htm#.UXCv7sq5Y9F

•

msberginsclass (2011, Dec 4). Longitude and Latitude song. [You Tube. Video] Retrieved on Feb 13,2013 from http://www.youtube.com/watch?v=MjDqhLUzCpE

•

Srijayan, Iyer.(2013, Feb 28). Process picture [website] Retrieved on April 5, 2013 from http://srimanagementconsulting.blogspot.com/2013/02/process-orientation-is-vital-if.htm

•

Taskca. (2013) Task picture. [website] Retrieved on April 5, 2013 from http://www.taskca.org/index.html

•

Wikimediacommons. (2011). Guided to Research Paper Citation style [website]. Retrieved on April 5, 2013 from http://www.onlineuniversity.net/writing/research-paper-citationstyleshttp://webquest.sdsu.edu

Unit Media Share Continents and Oceans Movie This video gives the learners the opportunity to examine the worldâ&#x20AC;&#x2122;s map. The learners introduced to the continents and the oceans. The video has an acceptable language that is age appropriate. The material is presented in an organized way that is easy for students to follow. The video not only presents students to continents and ocean, but also to useful facts about each continent. Michld24 (Jun 26, 2009). Continents and Oceans Movie. [YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=FAHJ64id6n0&feature=endscreen&NR=1 Geography Games For Kids, Games About Our Earth This website is education based website. The website provides learners with educational games that demonstrate geography skills concentrating on map skills. These games demonstrate map skills that students need to learn. Locating the continents, oceans, and other major cities are some of the skills that these games provide. Plain maps are also provided which give teachers better opportunity to assess their students in mastering their map skills. Geography for Kids (1998-2013). Geography Games for Kids, Games about Our Earth. [Website] Retrieved on Feb 27, 2013 from http://www.kidsgeo.com/geography-games/ Geography Quiz Game This app is a quiz based app. It presents the user to a quiz in geography where they learn interesting facts about the world. During the quiz, the screen moves to the country that the question is about and show the player and image that is related to the question. The quiz can be played with as single player, multiplayer, 59or log in to Facebook. The app can be used by elementary children with the help of the teacher. The app is appropriate the most for fifth grader and up. Since the app is offered in other languages, the teacher should choose the appropriate language. The teacher should also be familiar of how set up the multiplayer game or login to Facebook. Webelinx DOO, ( 2013, March 19). Geography Kids Quiz. [iTunes â&#x20AC;&#x201C; Free]. Retrieved on March 26, 2013 from http://www.webelinx.com Google Earth This app is one of the most significant apps that a person can open on many devices and is free. The app gives the opportunity for children and teacher to have closer look to places around the world by the touch of their figure. Through looking at the preferable country a little square pop up next to the main cities in that country. Such pop up square provides the users with interesting facts about the city. Using this app, the users are also able to experience life real images of every country in the world. Roads, boarders, major cities can be seen through the use of this app. This app can be use in social studies lessons. It could be demonstrated in history if the teacher talks about ancient civilizations and their accomplishments around the world. It also can be used in geography if the teacher introduces children to the location of the continents, oceans, major river and mountains, and countries. The teacher should be aware of the setting icon which allow thing to pop up on the map. The teacher should refer to the search bar and the compass rose as well.

Google INC. (2013, February 20). Google Earth. [Google Play- free].Retrieved on March 26, 2013 from http://www.google.com/mobile/earth Kids Planet Discovery This app is very beneficial and fun for children. The app has various games in which they explore the world through them. You will find games about culture, map skills, and other topics. The app is free only for the Continents icon and easy to access and use by children. The app includes 100 games and 80 videos that introduce the user to new facts about the world. The Continents icon has a lot of education information that will teach children about each continent. The only thing I did not like in this app that other icons is between 99 cents and three dollars to use. On the other hand, the app is not limited in providing information for geography only, but also for other subjects. The app also is offered in other language which makes it beneficial for ELL students. Choosing the language is one of the features that the teacher is aware of. The teacher should also know that other icons are not free to access. The teacher should also identify to the students that name of the continents and distinguish between the dresses up, memory, and puzzle icon. La factoria D’Imatges, Serveis Grafics. (2012, February 21). Kids Planet Discovery- games and videos to travel and learn. [iTunes – Free]. Retrieved on March 26, 2013 from http://www.planetfactory.com Longitude and Latitude song This video demonstrates a song about longitude and latitude which are main terms any third grader should know and understand relying on the common core for this subject. The lyrics of the songs are common which ease the memorizing and learning process. The material is age appropriate and is presented in an organized clear way. msberginsclass (Dec 4, 2011). Longitude and Latitude song. [You Tube. Video] Retrieved on Feb 13,2013 from http://www.youtube.com/watch?v=MjDqhLUzCpE Map Skills: Geography – FREE Powerpoints, Free Games & Interactives for Kids This website is fabulous. It presents the teacher and students to power point presentations about map. Teachers have the opportunity to choose the grade level of any presentation and share it in the classrooms with regards to copyright. The website also provides the learners with some map games that emphasize and address some map skills. Engaging and sharing students with technology such as power point presentations develops their understanding of the skills that are demonstrated in class and enhances their knowledge of such skills. Martin Philip. Map Skills – Geography – FREE Powerpoints, Free Games & Interactives for Kids. [Website] Retrieved on Feb 27, 2013 from http://geography.pppst.com/mapskills.html The National Geographic Maps Tools for Adventure This resource is a useful website that presents learners to map games. Explore a pyramid, Explore Mars, and Find the Sunken Treasures are some of the games that the website provides it learners. These games enhance the learner ability to master map skills indirectly. Looking for a treasure, solving some heliographic terms, and finding out different ways around Mars are activities that engage learners in the learning process of mastering such skills. The Children’s Museum of Indianapolis, (1996-2013). The National geographic Maps Tools for Adventure. [Website] Retrieved on Feb 27, 2013 from http://www.mywonderfulworld.org/toolsforadventure/games/index.html Teacher and the Rockbots - How To Read A Map I find this video very helpful for my third grade map skills lesson. The video introduce the learners to some terms that the common standard focuses on. The cardinal direction and compass rose are introduced in the video. The video has also accurate information. The music that is chosen for this song keeps the learners engaged and interested in the learning process.

bihuniak (Jan 18, 2008). Teacher and the Rockbots - How To Read A Map.[ YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=gbFIhmTd3iY

Gerald Messier Wix Portfolio: http://murvacet77.wix.com/geraldmessierii Unit Proposal: Writing for diverse audiences In this unit we will be learning about writing and prewriting for different audiences. It is becoming increasingly important for students in and beyond the eighth grade to have the ability to write for different audiences with various purposes. Students will be examining different prewriting exercises in order to educate them on various strategies to begin their writing assignments. Students will see examples of when to and when not to use formal and informal language in their writing. Students will learn how to put these ideas together into a fluent argument or proposal while using supportive statements to further reinforce their own ideas. What do I want to say? What keywords will emphasize my own point of view? Will I be using formal or informal language for this particular audience? Students will need to write three versions of the same letter, one to a friend, one to their teacher, and a final letter for the school board of education. Knowledge of how to write and prewrite letters for different audiences is a part of everyoneâ&#x20AC;&#x2122;s daily life. In order for children to successfully apply for a scholarship one day or to be able to apply for a job once they are an adult, they need to be able to distinguish between formal and informal language in their own writing. Studying and understanding the importance of writing for different audiences in English Language Arts is a learning expectation covered under Tennessee English Standard 3.0. GLE 0801.3.1 Write in a variety of modes for different audiences and purposes. GLE 0801.3.2 Employ various prewriting strategies. GLE 0801.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions. GLE 0801.3.4 Refine strategies for editing and revising written work. Glogster Interactive Poster: http://gmessier.edu.glogster.com/the-writing-process/ Unit Video: Topic â&#x20AC;&#x201C; Drafting, Revising, and Editing, located in the media folder as 8WritingProcessUnitVideo.m4a

Thinking about Theses Lesson # 1 Name: Gerald Messier Area(s): E.L.A. Duration of Lesson: 50 – 55 minutes 8th grade

Subject Grade Level:

Context for Learning: Title I school. Suburban school, where most students come from similar socio-economic backgrounds and are generally on an equal level in learning.18 boys 19 girls; one of the boys is in a wheelchair and possesses a learning disability, ADHD. This student’s name is Henry. All students are fairly proficient in their academic English due to their previous conversations about subject matters discussed. Occasionally Henry does display disruptive behavior; however, most students are accustomed to it. They tend to ignore the outbursts and remain focused on their work. The students are all new to the 8th grade but do already have a good understanding of the writing process and the steps within the process prior to this lesson. Common Core/State Standard(s) and Technology Standards :

CU0801.3.5 Create a thesis statement and include relevant facts, details, reasons, and examples that support the thesis. GLE 0801.3.3 Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions. Technology Standard 5.0 Students will select and use appropriate technology research tools.

Behavioral Objectives Common Core/State Students will participate in the creation of their own thesis through positive group work and discovery of relevant facts, details, reasons, and examples that support the group’s thesis. Students differentiate the importance of creating a well thought out thesis and, my students will learn to be able to contrast the opinions of any era with the opinions of today’s world to develop a thesis that will interest a reader and serve as an outline for the completion of an essay, introduction, developing paragraphs, conclusion, and appropriate transitions. The instructor can monitor achievement by asking questions from each group as they research and develop their own thesis and checking for understanding. Technology Students will use the computers in the library to research relevant facts, details, reasons, and examples that will support them in developing a thesis that will serve as an outline for their essay. The instructor can monitor progress by watching the different groups in their researches and asking questions pertaining to the method of research the students are using.

Language Objectives: Common Core/State Students will discuss and apply the terms thesis, relevancy, supportive statements, introduction, developing paragraphs, conclusion, and transitions. Students will learn these new words orally and learn how to apply first-hand to their writing in the summative assessment of the lesson.

Technology Students will discuss and to apply the terms relevancy, supportive statements, and argument to their computer based research for topics relevant to their thesis. Students will also be able to know how to cite or reference the information they gather from the web to help them create a thesis. Formative Assessment (Process): Common Core/State By listing the parts of an essay, I will activate prior knowledge within my students of the parts of an essay, and, by following this discussion with an analysis of a thesis statement, I will be to introduce how essays begin outlining themselves with a created thesis statement. By having my students create a thesis in a group, I will be able to engage my students while they cooperatively work on creating an effective argument. And by having the students actively researching for supportive statements for their theses, the students will be able to demonstrate their understanding of their own thesis and begin writing an essay introduction, developing paragraphs, and conclusion with transitions. For those students whose research is not guided by their thesis, I will break down their thesis for them so they can understand the type of research they might want to do that will reinforce their thesis statement. Technology By having my students use computers for their research in creating a thesis, I will be able to engage my students while ensuring they are on staying on topic with their theses. I will ask them to justify what they are looking at while walking around the room and monitoring their researches. Summative Assessment (Product): Common Core/State After having a discussion with the class and having each group create their own thesis, I will have all students write a paper that explores their thesis. This paper will need to have an introduction, two or three developing paragraphs, and a conclusion and, this paper will need to explore the thesis and use statements to support the thesis the student is using. Also, transitions will be necessary to connect ideas from one paragraph to another. This paper will give the students an opportunity to showcase what they have learned from the lesson and will be graded by a rubric that analyzes all of the parts of the essay assigned. Technology Students who have availability to computers at home or elsewhere will be able to further research the thesis their group made. These same students will most likely be able to type their papers on the computer and print them out before the next class. The students will need to cite their researches so that I can make certain that they have conducted an adequate amount of research and not just found one single web page to use a for supporting their thesis. Materials Common Core/State The teacher will need to bring a list of the parts of an essay. The teacher will also need students to have their textbooks, paper and pens for writing. Technology Students will need access to a computer in the classroom or school library and use the schoolâ&#x20AC;&#x2122;s search engine to conduct their research online. Pre-Modifications:

Because the assignment is a group assignment, the teacher can choose the groups so that the struggling writers are with students who excel at writing assignments to serve as peer buddies for the struggling students. For struggling writers, the teacher can give them a summative assessment that differs from the paper, such as having them create their very own thesis instead of writing the entire paper or possibly creating an outline based on the research they conduct. Because the formative assessment is a group assignment, the other students in the group should be able to help keep Henry focused on the work they are doing; however, if Henry, the student in the class with ADHD, chooses to make it difficult for his

group to get work done by being disruptive then he will be warned to either work with his group in harmony or he will have to do the work again by himself and without the help of his group members. Procedures: Time

Learning Activities Learning Activities - Students Purpose Teacher ****Use numbers to sequence procedures and align Time, Learning Activity and Purpose in each column. 5 mins Anticipatory Set: I will To activate prior knowledge Students will listen of the subject and to focus first begin the class by attentively and the students’ attention on the writing the list of the contemplate the words idea of a thesis which they parts of an essay on the which are written on the will soon be asked to create. board in front of the class. board in front of the class. I will then ask my students questions to assess their knowledge of the terms given in the language objectives. I will 10 then give examples of mins how each of the terms are parts of an essay and, after defining what a thesis is, I will explain how an essay can be easily organized from a well-‐developed thesis. Students will divide into Presentation/Explicit To assign an activity so that groups as assigned Instruction: I will split students continue to be quietly and without my class into 7 groups, 6 engaged and stay focused on argument. They will the subject. groups with 4 members listen as the teacher 15 and one group with 3 instructs each group in mins members. If there are any completing the struggling writers in the assignment. class I will put them indifferent groups, otherwise I would choose the groups randomly. I will instruct the groups to create their own thesis for a paper about a current 20 event that interests my mins students and to think of findings that will support and develop a thesis. I will then instruct them to research the event on the computer and ask them to

write down any sources they use in formulating a thesis.

5 mins

Structured Practice/Exploration: I will walk through the class and monitor my (5 Mstudents as they find i information on the n suggested current event. I ) will engage any group that is struggling and talk to each group in order to accurately assess their understanding of a thesis and its purpose in an essay.

Guided Practice/Feedback: I would first listen to each group as they explain their own thesis and list their findings. I would ask questions that would force the students to analyze and synthesize, such as “Would this event be less acceptable or more accepted by society in the past?” For each thesis presented, I would draw an example outline on the board suggesting topics for an introduction, developing paragraphs, and conclusion. I will also give an example of transitions between the paragraphs.

Students will search the internet for statements that support the group’s thesis. They will also converse over the various scenes and discuss the absurdity of some instances.

By working together to find statements that support the theses, the students will be actively learning the way a thesis is created along with the idea of finding relevant ideas that further reinforce the point made by the thesis.

Students will explain their theses and list their findings group by group and participate in a discussion led by different questions from both the students and the teacher.

By asking questions about their theses and having them list their findings, I can assess whether or not the students understand their own thesis statements and give the students an example of how to make an essay out of the statements that support their thesis.

Independent Practice/Application: I will ask my students to independently write an essay derived from their thesis and the supportive statements they have found, as it is written in the summative assessment. For struggling writers, I would lighten their load by having them make an outline or create their own thesis. I will explain to the students the importance of the various parts of an essay and that they will be required to include all of these parts within their essays.

Students will listen as I explain the assignment. They will write down any information about the expectations I have for their essays so that they will know how they will be graded on them.

By having my students write their essays, they will use everything they have learned and should demonstrate understanding.

Closure I will illustrate the examples of how to derive topics for the paragraphs in an essay from the thesis statement and the statements found that support the thesis. I will ask students to use the most important or relevant statements that support their thesis to be the topics of the developing paragraphs they use. Students will focus on reproducing my deductions in creating their own papers for grading. This lesson would then be followed by lessons on different styles of essay writing from persuasive to informative.

Tell’em in 10 PowerPoint Presentation – Teacher Script Slide 1 – Title slide Slide 2 – Ask the class, “What is a process?” (This should start a discussion about what a process is and what does a writing process mean to the students.) Slide 3 – Explain to the class that you would like them to know how to write for a specific audience, about the 5 steps in the writing process, prewriting, drafting, revising, editing, and publishing, how to execute each step of the writing process, and why each step of the writing process is essential to skillful writing. Slide 4 – Explain to the class how to choose the best format for your audience. Give an example such as “If you are writing for your teacher on a figure in history you might choose a research paper. Then explain the difference between formal and informal language and suggest what audiences both are appropriate for, such as formal writing for your teacher when writing a research paper and informal for your friends when writing a letter. Explain how to choose a topic that your audience will appreciate such as for your teacher a paper on Abraham Lincoln or for your friend a letter about the new One Direction video. Lastly, explain to the class how to choose a medium in which you will deliver the information, such as email or Microsoft word. Slide 5 - State that prewriting is perhaps the most important step in the process and that with any process, the more prepared one is at the start the better the finished product will be.Go over each of the prewriting exercises and explain what each is, brainstorming, listing topics, free writing, graphic organizers, and clustering. Then explain that the figure on the right is a cluster on the writing process. Slide 6 – Go over each of the steps in writing a first draft with the class, getting an outsider’s perspective on topic, finding a quiet place to work, relaxing deciding what avenues you want to explore, and writing until you are finished. Explain why each is important to writing a quality first draft, such as limiting distractions by finding a quiet place to work. Explain what is happening in the cartoon to the right side. Slide 7 – Ask the students if there are any questions before we start the actual writing. (This should start some discussion on many topics in which I would suggest to find one question that will make an easy transition into drafting or the first draft. Slide 8 – Explain how each piece of advice listed is necessary in the revision step of the writing process, reading what you have written again thinking about what others said about it, rearranging words or sentences, taking out or adding parts, replacing overused or unclear words, and reading your writing aloud to be sure it flows smoothly, such as defining the phrase “overused or unclear words.” Slide 9 - Explain how each piece of advice listed is necessary in the revision step of the writing process, looking for grammatical errors, finding any errors in punctuation, spelling and capitalization, having a peer proofread when you believe you are finished, making a final copy that is correct and neat, such as explain the value of having somebody else proofreading your work by stating that somebody else may find errors that you somehow overlooked. Slide 10 – Explain that there are many ways to publish your final copy, by reading your writing aloud to a group, creating a book of your work, sending a copy to a friend or relative, putting your writing on display, illustrating, performing, or setting your creation to music. Lastly, tell the class to then congratulate themselves on a job well done. Give the class an assignment to publish a writing assignment, after the lecture, in one of the various ways mentioned. Slide 11 - Explain to the class what they should know now that the lecture is over, how to write for a specific audience, about the 5 steps in the writing process, prewriting, drafting, revising, editing, and publishing, how to execute each step of the writing process, and why each step of the writing process is essential to skillful writing.

A+ Advertising A Webquest for 8th grade

The Writing Process GLE 0801.3.1 Write in a variety of modes for different audiences and purposes. GLE 0801.3.2 Employ various prewriting strategies. GLE 0801.3.4 Refine strategies for editing and revising written work.

Introduction

You have just been hired by the A+ Advertising Agency to write a commercial for a new style of Nike shoes or a new type of cola, similar to Pepsi or Coca-Cola. You will be making a commercial and should consider the audience you are targeting with your commercial. As a group, you will have to employ prewriting strategies to decide which product you will be advertising in your commercial and how you will present your advertisement to your target audience. To ensure that you are making a quality commercial, editing and revising the written part of your commercial will be necessary.

Tasks

This assignment will take everyone five days to create and one day for presentation. The finished product should result in a commercial made using the Garageband application on the school computers, using both audio and visual images. The classroom will be split up randomly into groups of four. Each group will be responsible for the conception of their product, either Nike shoes or a new type of cola. It will take you all of five days to complete the tasks listed under the process section of this webquest. Each commercial should be between 1 and 3 minutes in length. Each group will be scored on the concept of the advertisement, the ability to focus on a specific audience, the ability to work together as a team, the over quality of video production when finished, and the amount of errors in the written script part of the finished commercial, so make sure you edit and revise your project to prevent any mistakes from making it into your finished product. On the next Monday, following the completion of commercials, each commercial will be presented in class and I will be using the rubric to grade your groupâ&#x20AC;&#x2122;s finished commercial.

Process

Day 1 You will all be assigned into groups of four students. On this first day, your group will collectively decide which product you will choose and begin thinking of a name for the product you will be advertising. You will begin your project by working on a description of who is your target audience of the product for your commercial, why they would want to buy your product,

and what kind of gimmick you will employ to get your target audienceâ&#x20AC;&#x2122;s attention in your commercial. When you are finished, one person in the group will write a description of your product for my approval at the start of the next class. Article on how Businesses Target Audiences With Their Products On day 1, this article will help your group decide how to connect your product with a target audience.

Day 2 Each group will present the description of their product for my approval at the start of class. After your product is approved, you may begin on writing your commercial. Keep in mind when employing prewriting strategies for these commercials, the target audienceâ&#x20AC;&#x2122;s interests and the ability to transform your ideas and images into a Garageband video for your commercial. One good way to reach your target audience is through some sort of character or designed logo. If you are designing one or the other, this day should be the day when you conceive of this character and bring them to life. Have one person in each group write down the commercial from beginning to end so that you can later outline the images you want to include in your Garageband creation. Advertising Characters Designing characters or logos should be worked on at the beginning of your advertising in day 2. This website should give you an idea of how to design characters to make into a logo for your product or into a spokesperson for your product.

Day 3 Each group will be revising and editing their written portion of their commercial to ensure that each commercial presents a solid idea and is free of mistakes. You will be using editing and revision tools given to you in the resources portion of the process page. Make certain you try to make your written commercial as appealing to the audience as you possibly can. After perfecting the written portion of your commercial, you will present them to me before the end of class for approval. Revising and Editing On day 3 you should be working on revising and editing your written script for your commercial. To help you do this, I have provided you with a list of helpful ways to use revision and editing to make your writing better.

Day 4 After each groupâ&#x20AC;&#x2122;s written portion of the commercial has met my approval, you will be instructed on how to make a Garageband commercial with images from the web. You will be able to use the resources from the resources portion of the process page in order to gather images suitable for your commercial. Once you have gathered the images you need to complete the commercial, they must be checked by me for content. After approval, you can begin putting the images together while recording the lines of your commercial. During the recording, you will be allowed to complete the recordings in the library, however, only one group at a time may go and will have only 20 minutes to complete all recordings and, as ambassadors of my class, you will be expected to listen and respect the librarian fully. Suggestions for Images , Great site to find images These sites have free images for you to find on day 4 when you will be looking for images to use in your commercial. You should also be able to type in the search bar, what you are looking for followed by the word image to find multiple images. I will be checking your images when you are finished. Garageband Application This will be used in day 4 and day 5 to make your commercial come alive and then submit to me using the share option.

Day 5 The remaining recordings will first be completed. Then each group will review their commercial and search for mistakes which will need to be edited and revised. Each project should be completed before the last fifteen minutes of class. This time will be allotted for instruction on how to send me your finished commercials by using electronic mail. Garageband Application This will be used in day 4 and day 5 to make your commercial come alive and then submit to me using the share option.

Presentation Day Each of you will be respectful while each group is presenting their commercial to the class and will judge them based on the standards put forth in the rubric. Each commercial will be preceded by a description of the conception of the commercial by group members and followed by a question and answer session from the class. No more than four questions will be necessary in order to provide every group with ample time to present.

Evaluation

CATEGORY 4

Concept

Team has a clear picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product.

Team has a fairly clear picture of what they are trying to achieve. Each member can describe what they are trying to do overall but has trouble describing how his/her work will contribute to the final product.

Team has brainstormed their concept, but no clear focus has emerged for the team. Team members may describe the goals/final product differently.

Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal.

Teamwork

Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work.

Students meet and discuss regularly. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

A couple of team meetings are held. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

Meetings are not held AND/OR some team members do not contribute a fair share of the work.

Score

Script

Script is complete and it is clear what each student will say and do. Recordings are scripted as are images included. Script is quite professional.

Video Production All necessary recordings/images are located and organized well in advance. All elements are prepared before the video is made to ensure they will work. A backup plan is developed to cover possible problems with recordings.

Script is mostly complete. It is clear what each student will say and do. Script shows planning.

Script has a few major flaws. It is not always clear what the students are to say and do. Script shows an attempt at planning, but seems incomplete.

There is no script. Students are expected to invent what they say and do as they go along.

All necessary recordings/images are located and somewhat organized in advance. All elements are somewhat prepared before the video is made to ensure they will work. A backup plan is developed.

On the day of making the video, all necessary recordings/images are located and checked to ensure they will work. There may or may not be a backup plan.

Needed recordings/images are missing OR were not checked before the video was made.

Conclusion You will be learning how writers have a target audience for what they write. You will be learning how to use prewriting strategies to create a place to start writing. And, you will be learning how editing and revision fit into creating a final product. You should be thinking to yourself while creating your commercial, “How you could use in your own writing these techniques for catering to specific audiences, employing prewriting strategies, and using revision and editing to perfect writing.

Credits Actor.bollysite.com. (n.d.). Shahrukh Khan in pepsi commercial ad pose. Retrieved on April 4, 2013 from http://actor.bollysite.com/shahrukh-‐khan/shahrukh-‐khan-‐049.jpg.php. Apple Inc. (March 7, 2013). Garageband Application. Retrieved on April 5, 2013 from http://www.apple.com/ilife/garageband/

Fotosearch.com. (1998). Free images. Retrieved on April 5, 2013 from http://www.fotosearch.com/ Kozzi.com. (n.d.). Free images. Retrieved on April 5, 2013 from http://www.kozzi.com/search/all/image-vectorvideo,k=,all,free,downloads,40,1/?affiliate=660986&tracking=affordable-clip-art-01Search# Messier, Gerald. (April 5, 2013). Webquest Rubric. Created from Rubistar http://rubistar.4teachers.org/index.php Pereira, Gabriella. (2012). DIY MFA Revision. Retrieved on April 14, 2013 from http://storyaday.org/revising-short-stories/ Programsuccess.wordpress.com. (June 8, 2011). Effective Brainstorming with the Project Team. Retrieved on April 14, 2013 from http://programsuccess.wordpress.com/2011/06/08/effective-brainstorming-with-theproject-team/ Squidoo.com. (n.d.). Designing a character for advertising. Retrieved on April 5, 2013 from http://www.squidoo.com/anime-character-design Studygs.net. (1996). Revising and editing writing assignments. Retrieved on April 5, 2013 from http://www.studygs.net/writing/revising.htm Suttle, Rick. (1999). How to Choose a Target Market. Retrieved on April 5, 2013 from http://www.ehow.com/how_6404937_choose-target-market.html Wakpaper.com. (n.d.). Free Download Advertising Wallpaper Download Nike Ads With Resolution 1024x768. Retrieved on April 4, 2013 from http://wakpaper.com/id60332/advertising-wallpaper-download-nike-ads-1024x768pixel.html Warby.com. (n.d.). My Task Lists. Retrieved on April 14, 2013 from http://mytasklists.warby.com/

Unit Media Share Advanced English Dictionary and Thesaurus This application would be helpful to students during the teaching of my unit because it serves as an extensive dictionary and thesaurus which would be extremely helpful in the revision step of the writing process. The fact that this application has over 592,000 entries, a 4.9 million database of words, and 335,000 word relations makes it extremely useful as a dictionary or thesaurus used in the revision process. The application offers word scramble and hangman as games to engage students and to help them get to know words and their meanings better. This application would be helpful in teaching the unit on the writing process because of it’s usefulness in the revising and editing steps. Mobile Systems.(2013, March 11). Advanced English Dictionary and Thesaurus. (iTunes - $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 4.3 or later. This app is optimized for iPhone 5. Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/app/advanced-english-dictionary/id291070079 The Five Steps of the Writing Process This website would be helpful in teaching my unit because this teacher has posted a handout on the writing process for her 8th grade class which is the same grade level I am teaching, and this handout successfully breaks down the writing process into five simplified steps. By using the phrases think, write, make it better, make it correct, and share the finished product to simplify the steps within the writing process, this teacher is helping her own class in understanding those five steps listed. Since the standards I am using has my class learning the writing process and because this teacher’s handout is very relative to this lesson, I believe this webpage would be extremely useful in teaching my students about the writing process. Blanchard, Stacey. (August 28, 2012). The five steps of the writing process. [Webpage which simplifies the writing process for eighth graders]. Retrieved on February 28, 2013 from http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20OF%20THE%20WRITING%2 0PROCESS.htm Formal vs. Informal Writing This webpage would be helpful in teaching my unit because it is an overlook on the differences between formal and informal writing. The webpage defines what goes into both writing styles and explains to the viewer that formal writing is the more widely used of the two. The article presented is mostly about formal writing as it more widely used, however, the article does include mention of reasons why one would use informal writing and what kind of writing is informal. Although I found this website helpful to the unit, I do believe the video I found on the subject to be more helpful to students in explaining the differences as a video is more engaging to students than a webpage. Webb, Celia. (January 10, 2013). Formal vs. Informal Writing. [Webpage which details the differences in formal and informal writing]. Retrieved on February 28, 2013 from http://www.articlesbase.com/languagesarticles/formal-vs-informal-writing-6399029.html Formal vs Informal Writing: What’s the Difference and When to Use Them This video would be extremely helpful in the teaching of my unit because it covers the difference between formal and informal writing. The video defines both writing styles and will explain to the students that the writer needs to question “who are they writing for?”. By breaking down the components within each writing style slowly, this video would make it easier for students to understand what formal and informal consists of and when to use them both appropriately.

EzineArticles. (August 25, 2011). Formal vs Informal Writing: What’s the Difference and When to Use Them. [Video which covers the difference between formal and informal writing]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=sdDBY2-Wmis. How to Write A 5 Paragraph Essay in Less Than 30 Minutes This video would be helpful in teaching my unit because it explains the organization part of writing an essay. In my students’ writing assignment they will be asked to write a letter for three specific audiences, a friend, a teacher, and their local school board of education. And because the last two audiences they will have to write for are more formal, the students will be expected to write their ideas into essay format for those target audiences. This video should aid for learners by helping the students’ abilities to understand how to organize these letters. Essaywritinghowto. (August 13, 2010). How to Write A 5 Paragraph Essay in Less Than 30 Minutes. [Video Which Covers Organization for Essays]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=Vwm7kLvl878. iA Writer This writing application is useful not only as a word processor but also because it severely limits distractions while one is writing. There are no spell checkers, no auto correction, and no toolbars which makes it a great tool for the pre-writing step of the writing process. Because limiting distractions during pre-writing is discussed in my unit, this application would helpful as a writing tool for the students in the class. One added advantage to using this application for writing assignments is that the application syncs up with a Dropbox account if the student has one already, which enables the student to transfer their writings to the home personal computer. Information Architects Inc. (Copyright 2012. Last updated November 5, 2012). iA Writer. (iTunes $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 5.0 or later. This app is optimized for iPhone 5. (iTunes). Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/it/app/iawriter/id439623248?l=en&mt=12 Toontastic Although this application might be somewhat childish, it would definitely engage eighth graders and teach them how to create a storyline and events in a story. This application uses cartoon characters and backgrounds in order for the user to create their own cartoon with a story line and plot. Toontastic allows children to take photos from their iPad and use them as backgrounds for the cartoons they create. The story arc part of the application teaches important storytelling elements by using a story board similar to comic book or movie production, which parallels the teaching of organization in my unit. In addition the world section of the application allows the student to share their creation with others from around the world. Launchpad Toys. (Copyrighted 2013. Last updated on March 28, 2013). Toontastic. (iTunes free). Compatible with iPad. Requires iOS 5.1 or later. Rated as a 4+ rating. Retrieved on March 30 2013 from iTunes https://itunes.apple.com/ca/app/toontastic-free/id404693282?mt=8 The Writing Process This webpage is a more detailed description of the writing process. The site includes a list of what each step within the process consists. Each of these lists are followed by helpful tips which would be extremely useful for students in the eighth grade. And each step is loaded down with virtual links to help anyone out in accomplishing the specific step the links are found within. As well as it being more in depth than other resources, the webpage also includes comments from viewers who comment on the usefulness of the site’s content. For my unit I think this site would be very helpful in explaining writing as a process and demonstrating to my students the world wide usage of the writing process. Hale, Ali. (September 8, 2009). The Writing Process. [Webpage that details the writing process and includes comments from viewers]. Retrieved on February 28, 2013 from http://www.dailywritingtips.com/thewriting-process/ Writing Process This short video gives several suggestions for the pre-writing part of writing and also includes reasons for why drafting and revising is an important part of the writing process. Because these elements are going to be discussed in

my unit, this video would help to explain to many students the content of the unit while recognizing the importance of pre-writing and revising when writing the assignments. With the proper understanding of writing as a process, students should be able to achieve a higher level of quality in their writing. TeachertubeWriting. (September 28, 2009).. [Video which explains writing as a process and the steps within that process]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=mY4O-8IKxqc.

Service Learning Ideas

English/Language Arts 1. A service learning project that I decided for my sixth graders was to take them to a nursing home. The students are required to buddy up with an elderly person and talk with them about their lives. Each student will have an iPod Touch where they can record the conversation that they are having with a senior citizen. After the service learning project is complete, the students will be required to write a descriptive essay recalling the events from the nursing home. They can use the recorded conversation from their iPod Touch in case some information is forgotten. The essay correlates with the state standards because the students will be organizing their essay into paragraphs that will include an introduction, body paragraphs and a conclusion. 2. A service learning project fit for an eighth grade class would allow them to first visit the place of business where the magazine or newspaper is made at and then attend a lecture by the editor who will include mention of editing strategies and the fundamental reasons why editing is very important to a staff of writers along with the repercussions that come with a mistake in editing. At the end of the lecture, students will be given an article for them to edit that is supposed to be published in the next edition of the newspaper or magazine. The students will receive the document that requires editing as a Microsoft Word file on a flash-drive which was given to each student before the visit. The students will load the file onto the computers in school and make their own revision of the document. After completing their editing choices and revised versions of the document, the students will print out their documents for submission to the editing staff on the following day. The next day the students will present their revisions to the editing staff. The students will then sit down with the editor or editing staff and talk about the decisions made to edit various punctuations, words, and ideas. The editor will speak on which corrections are justified and explain why the mistakes are necessary to fix. The learning outcome for students should be that they can reach an understanding of the importance of editing while seeing first-hand the value of editing being applied in a business setting.

Mathematics

1. My second grade students will display their comprehension of our unit in linear measurement by participating as recorders for the annual long jump event at the end of the year “Field Day” celebration. Each year, recorders for the long jump event seem hard to find. Well, this year my class will be volunteering our expertise! My students will use chalk to mark and digital rulers to measure (in units of length) the jump of each participant. My second graders will use a digital voice recorder to record the results of each jump and to determine a winner. This service learning project will allow my students to demonstrate their measurement and technology skills beyond the classroom and in front of proud participants/interested peers. Who has the longest jump of all? Well, let’s check with my students to find out! 2. I will bring in a small band or rock group to talk to the fifth grade students seeming that most kids are into music. I will have the band explain to the kids how they have a lead singer, the guitarist, and a drummer. With this, each one of them have their own place and the song is divided into different parts where each one get a piece to do. The band will explain how they use division to divide up music or a song. Afterwards, I will have my students get in groups of 3 or 4 and make up a song about division using Garageband. Within the song, each student has to have a part. This will give them a lesson in what the group goes through to be great performers.

Reading

This service learning project is designed for first grade student to use active retelling to perform plays of popular children’s stories. Before students are able take the stage, they will first need to read and comprehend each featured story. Admission will be charged for the plays; and all proceeds will go to local libraries to help purchase new books. In order to integrate technology into this service learning project, students will use technology resources, such as Audacity and Wordle, to design and create commercials and/or flyers that promote the plays. This use of advertisement is sure to increase ticket sales. To ensure a successful production, local businesses, such as Lowe’s and Home Depot, will be asked for donations to help with the making of props and settings. Also, local restaurants may make donation of food items for concessions during intermission. With a little help from local businesses, first graders will be able to raise money for a good cause—all while demonstrating reading comprehension through active retell.

Science 97

1. This service learning application is designed for second graders to learn about magnets and discuss ways that they could reuse them. One of the ways that we will discuss is artistic creations. We will discuss the importance of random acts of kindness in the community. The students will make flyers using Microsoft Word that emphasizes the importance of the three R’s. The students will pair a flyer with a magnet creation and we will donate them to a local retirement home to brighten their day. 2. Considering that the third grade students will be taking a virtual tour to the San Diego Zoo Australian Outback exhibit, a great service learning project would be for the class to raise money to adopt an animal from the Nashville Zoo. The price to adopt an animal is $25. This level of adoption comes with an adoption certificate and picture that can be displayed in the classroom, as well as, a fact sheet about our adopted animal. The money, as will be explained to the students, helps with the conservation of the selected animals, and we will be helping provide food and other necessities for the animal we adopt. We may choose to adopt more than one animal depending on the amount of money we raise. The students will be asked to do research on the available adoptable animals on the internet in order to decide which animal would be best to adopt. I will also be planning a trip to the Nashville Zoo. The Nashville district managers and staff of White Castle who sponsor different activities around the city and different volunteer projects will sponsor me. They will provide the funds for the bus and also provide lunch for the students and chaperones that day. After the trip the students will be creating EyeJots to send to the workers at the Nashville Zoo, as well as, the sponsors from White Castle thanking them for their involvement.

Social Studies 1. The students in second grade will have the opportunity to draw a map for school campus on a big poster. The poster will be placed at the front of the main building of the school. If there are more buildings on campus, other copies will be made and placed front of each building. The map will have a drawing of all the buildings, parking lots, playing areas, and other facilities that are on campus. These facilities should have numbers on the map. The place that the map is going to be located at, it should have the phrase “You are here”. The students will use the Neighborhood Map Machine program to create a digital map similar to the one they make on posters. On the digital map, the students will exchange the writing with images that refer to the school buildings. For example they might have a food picture referring to the cafeteria. After creating the digital map, the students will print off some copies and attach it a bulletin in each building. 2. The Service Learning Project that I would design for my third grade students studying culture and diversity would include a series of presentations hosted by the Global Education Center of Nashville. The Global Education Center of Nashville provides school outreach programs which can teach students a variety of different cultures through school assemblies and museum presentations. I would choose three or four museum presentations from The Global Education Center’s list of presentations about people from different places around the World and have them present that to students. The Global Education Center of Nashville would provide services in the school and bring learning right to students in the classroom. I think this would be a fun way for students to get involved in their

learning and in their cultural community. I would use technology by broadcasting student participation and student learning during the presentations through video and podcasts. The students would then be required to write blogs on our classroom blog board on each presentation. These blogs would be shared with parents and the school community. I believe this service learning project gives students the opportunity to be involved and engaged in learning about different cultures that represent the World and their community.

Media Share Resources

100

English Advanced English Dictionary and Thesaurus This application would be helpful to students during the teaching of my unit because it serves as an extensive dictionary and thesaurus which would be extremely helpful in the revision step of the writing process. The fact that this application has over 592,000 entries, a 4.9 million database of words, and 335,000 word relations makes it extremely useful as a dictionary or thesaurus used in the revision process. The application offers word scramble and hangman as games to engage students and to help them get to know words and their meanings better. This application would be helpful in teaching the unit on the writing process because of it’s usefulness in the revising and editing steps. Mobile Systems.(2013, March 11). Advanced English Dictionary and Thesaurus. (iTunes - $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 4.3 or later. This app is optimized for iPhone 5. Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/app/advanced-english-dictionary/id291070079 The Five Steps of the Writing Process This website would be helpful in teaching my unit because this teacher has posted a handout on the writing process for her 8th grade class which is the same grade level I am teaching, and this handout successfully breaks down the writing process into five simplified steps. By using the phrases think, write, make it better, make it correct, and share the finished product to simplify the steps within the writing process, this teacher is helping her own class in understanding those five steps listed. Since the standards I am using has my class learning the writing process and because this teacher’s handout is very relative to this lesson, I believe this webpage would be extremely useful in teaching my students about the writing process. Blanchard, Stacey. (August 28, 2012). The five steps of the writing process. [Webpage which simplifies the writing process for eighth graders]. Retrieved on February 28, 2013 from http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20OF%20THE%20WRITING%2 0PROCESS.htm Formal vs. Informal Writing This webpage would be helpful in teaching my unit because it is an overlook on the differences between formal and informal writing. The webpage defines what goes into both writing styles and explains to the viewer that formal writing is the more widely used of the two. The article presented is mostly about formal writing as it more widely used, however, the article does include mention of reasons why one would use informal writing and what kind of writing is informal. Although I found this website helpful to the unit, I do believe the video I found on the subject to be more helpful to students in explaining the differences as a video is more engaging to students than a webpage. Webb, Celia. (January 10, 2013). Formal vs. Informal Writing. [Webpage which details the differences in formal and informal writing]. Retrieved on February 28, 2013 from http://www.articlesbase.com/languagesarticles/formal-vs-informal-writing-6399029.html Formal vs Informal Writing: What’s the Difference and When to Use Them This video would be extremely helpful in the teaching of my unit because it covers the difference between formal and informal writing. The video defines both writing styles and will explain to the students that the writer needs to question “who are they writing for?”. By breaking down the components within each writing style slowly, this video

101

would make it easier for students to understand what formal and informal consists of and when to use them both appropriately. EzineArticles. (August 25, 2011). Formal vs Informal Writing: What’s the Difference and When to Use Them. [Video which covers the difference between formal and informal writing]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=sdDBY2-Wmis. How to Write A 5 Paragraph Essay in Less Than 30 Minutes This video would be helpful in teaching my unit because it explains the organization part of writing an essay. In my students’ writing assignment they will be asked to write a letter for three specific audiences, a friend, a teacher, and their local school board of education. And because the last two audiences they will have to write for are more formal, the students will be expected to write their ideas into essay format for those target audiences. This video should aid for learners by helping the students’ abilities to understand how to organize these letters. Essaywritinghowto. (August 13, 2010). How to Write A 5 Paragraph Essay in Less Than 30 Minutes. [Video Which Covers Organization for Essays]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=Vwm7kLvl878. iA Writer This writing application is useful not only as a word processor but also because it severely limits distractions while one is writing. There are no spell checkers, no auto correction, and no toolbars which makes it a great tool for the pre-writing step of the writing process. Because limiting distractions during pre-writing is discussed in my unit, this application would helpful as a writing tool for the students in the class. One added advantage to using this application for writing assignments is that the application syncs up with a Dropbox account if the student has one already, which enables the student to transfer their writings to the home personal computer. Information Architects Inc. (Copyright 2012. Last updated November 5, 2012). iA Writer. (iTunes $0.99). Compatible with iPhone, iPod touch, and iPad. Requires iOS 5.0 or later. This app is optimized for iPhone 5. (iTunes). Retrieved on March 30, 2013 from iTunes https://itunes.apple.com/it/app/iawriter/id439623248?l=en&mt=12 Toontastic Although this application might be somewhat childish, it would definitely engage eighth graders and teach them how to create a storyline and events in a story. This application uses cartoon characters and backgrounds in order for the user to create their own cartoon with a story line and plot. Toontastic allows children to take photos from their iPad and use them as backgrounds for the cartoons they create. The story arc part of the application teaches important storytelling elements by using a story board similar to comic book or movie production, which parallels the teaching of organization in my unit. In addition the world section of the application allows the student to share their creation with others from around the world. Launchpad Toys. (Copyrighted 2013. Last updated on March 28, 2013). Toontastic. (iTunes free). Compatible with iPad. Requires iOS 5.1 or later. Rated as a 4+ rating. Retrieved on March 30 2013 from iTunes https://itunes.apple.com/ca/app/toontastic-free/id404693282?mt=8 The Writing Process This webpage is a more detailed description of the writing process. The site includes a list of what each step within the process consists. Each of these lists are followed by helpful tips which would be extremely useful for students in the eighth grade. And each step is loaded down with virtual links to help anyone out in accomplishing the specific step the links are found within. As well as it being more in depth than other resources, the webpage also includes comments from viewers who comment on the usefulness of the site’s content. For my unit I think this site would be very helpful in explaining writing as a process and demonstrating to my students the world wide usage of the writing process. Hale, Ali. (September 8, 2009). The Writing Process. [Webpage that details the writing process and includes comments from viewers]. Retrieved on February 28, 2013 from http://www.dailywritingtips.com/thewriting-process/

102

Writing Process This short video gives several suggestions for the pre-writing part of writing and also includes reasons for why drafting and revising is an important part of the writing process. Because these elements are going to be discussed in my unit, this video would help to explain to many students the content of the unit while recognizing the importance of pre-writing and revising when writing the assignments. With the proper understanding of writing as a process, students should be able to achieve a higher level of quality in their writing. TeachertubeWriting. (September 28, 2009).. [Video which explains writing as a process and the steps within that process]. Retrieved on February 15, 2013 from http://www.youtube.com/watch?v=mY4O-8IKxqc

Mathematics Length Measurement Game – Teaching Kids to measure Length This turtlediary.com website is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This math game will teach kids to compare the length of an object. Learning is enhanced with this interactive practice lesson. Second grade students will enjoy the activity featured on this educational website. Teachers will appreciate the content of this website to explore options for lesson planning and ideas. Turtle Diary. (2012). Length Measurement Game – Teaching Kids to measure Length. [Website]. Retrieved on March 2, 2013 from http://www.turtlediary.com/grade-2-games/math-games/length-measurement.html Math 4 Children – Learn Measurement Tools This math4children.com web video titled “Learn Measurement Tools” is a mathematics lesson on measurement. This web video compliments the core standard (CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, measuring tapes, etc.) in a fundamental mathematics measurement lesson. This video will help students learn about selecting the correct tools for measurement. Teachers can pause the video and allow students to participate before the answer is given. Second grade students will enjoy learning about measurement tools in this fun and exciting way! Teachers will be amazed by this video that will attract the attention and interests of all students. Nzembayie, Jude Mphoweh. (2013). Measurement Video: “Learn Measurement Tools”. [Website/ Video]. Retrieved from http://www.math4children.com/Videos/measurement%20tools/index.html. Math Playground – Metric Measurement This mathplayground.com web video is ideal for exciting the interests of children in the world of measurement. This web video offers information on how to easily understand the metric system. Second grade students will enjoy the

103

videos and activities that are featured on this educational website. Teachers will appreciate the contents of this website to explore options for lesson planning and ideas. King, Colleen. (2002). Social Studies for Kids. [Website/Video]. Retrieved from http://www.mathplayground.com/howto_Metric.html

Measurements Learning Games for Kids This learninggamesforkids.com website titled “Measurements” offers mathematic lessons on measurement through gaming and activities. This website compliments the core standard (i.e., CCSS.Math.Content.2.MD.A.1 – Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, measuring tapes, etc.). Students will not only learn about measuring length using rulers and tape measures to measure to the nearest inch, foot, and yard, but will also be introduced to the metric system and learn about concepts of length like perimeter and distance. Second grade students will enjoy learning about measurement in this fun and exciting way! Teachers will be amazed by this website and how it attracts the attention and interests of all students while using both standard and non-standard units during engagement. Learning Games For Kids. (2013). Measurements Learning Games for Kids. [Website]. Retrieved on March 2, 2013 from http://www.learninggamesforkids.com/2nd-grade-math/measurements-2nd.html PBS Kids: Cyberchase - Let’s Cut to Fit This web video titled “Let’s Cut to Fit” introduces fundamental measurement concepts, vocabulary, and tools. This web video will help reinforce key concepts in measurement as the characters (Ziff, Matt, and Jackie) work together to measure and cut a lid for a box. Any second grade class would enjoy the inclusion of this web video in a measurement lesson as it allows students to observe some of the tools used for measurement. Teachers will appreciate that this web video contains interesting concepts and core curriculum compatible content as pertains to fundamental measurement in second grade mathematics. Nankin, Frances. (2011). PBS Kids: Cyberchase – “Let’s Cut to Fit”. [Website/Video]. Retrieved from http://www.pbskids.org/cyberchase/videos/lets-cut-to-fit/. Quarked! Ushi’s Ruler Game This KU Center for Technology Commercialization, Inc. mobile application titled “Quarked! Ushi’s Ruler Game” offers subject-specific details for an exciting educational measurement game. This mobile app compliments CCSS.Math.Content.2.MD.A.1 and CCSS.Math.Content.2.MD.A.3. This game is informational, resourceful, and helpful to students, parents, and teachers. It is targeted to kids ages 7–12 and their families. The Quarked! Project also includes an animated television series plus science and math-based toys and games. This mobile app will offer assistance, through gaming, to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this mobile app as it allows students to interact with the measurement lesson. Teachers will appreciate that this mobile app contains interesting concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this mobile app offers. Teachers may also use this mobile app to teach across the curriculum, as it offers a beneficial lesson for elementary science as well as math measurement. This mobile app has a rating of 5 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.2 or higher. KU Center for Technology Commercialization, Inc. (May 23, 2012). Mobile App: “Quarked! Ushi’s Ruler Game”. [Google Play] - Free. https://play.google.com/store/apps/details?id=air.UshiRuler&feature=search_result#?t=W251bGwsMSwxLDEsImF pci5Vc2hpUnVsZXIiXQ.. Second Grade Math help on Standardized tests, Measurement This internet4classrooms.com website titled “Measurement” offers subject-specific links for various educational measurement games and activities. This website is informational, resourceful, and helpful to students, parents, and teachers. It also offers “Assessment Assistance” to help your students prepare for annual assessments, standardized tests, and end of course exams. Any second grade class would enjoy the inclusion of this website as it allows students to interact with the measurement lesson. Teachers will appreciate that this website contains interesting

104

concepts and core curriculum compatible content as pertains to measurement in second grade mathematics. Parents and teachers alike will appreciate the safe, educational, and kid-friendly environment this website offers. Brooks, Susan and Byles, Bill. (2000-2013). Second Grade Math help on Standardized tests, Measurement. [Website]. Retrieved on March 2, 2013 from http://www.internet4classrooms.com/skill_builders/measurement_math_second_2nd_grade.htm Smart Ruler This Smart Tools Co. mobile application titled “Smart Ruler” is ideal for exciting the interests of second graders as they are introduced to measurement in mathematics. This mobile app will measure the length of a small object with your phone by touch and will teach kids to compare the length of objects. Learning is enhanced with this interactive mobile app. Usage is very simple. 1. Put an object on the screen of your phone. 2. Adjust the object to the left of the screen. 3. Touch the screen and read the length. Second grade students will enjoy the features on this educational mobile app. Teachers will appreciate the content of this mobile app to explore options for lesson planning and ideas. This mobile app has a rating of 4.2 out of 5 stars, a content rating acceptable for all audiences and requires Android 2.0 or higher. Smart Tools Co. (March 18, 2013). Mobile App: “Smart Ruler”. [Google Play] - Free. https://play.google.com/store/apps/details?id=kr.sira.ruler&feature=search_result#?t=W251bGwsMSwxLDEsImtyL nNpcmEucnVsZXIiXQ.. Wander Jones This PT Voyage Indonesia Technology mobile application titled “Wander Jones” offers a mathematic lesson on measurement through gaming. This mobile app has a wind obstacle in this adventure. The wind power indicator will be shown on the screen, so that you can measure your jump’s length with the wind power (the wind power is 0 to 9). Students will not only learn about measuring length using a ruler, but will also be introduced to the concepts of length like perimeter and distance. Second grade students will enjoy learning about measurement in this fun and exciting way! Teachers will be amazed by this mobile app and how it attracts the attention and interests of all students during engagement. Teachers may also implement a similar classroom activity by having students to mark each other’s jump’s and measure the distance using measurement tools. This mobile app has a rating of 4.6 out of 5 stars, a content rating acceptable for low maturity audiences and requires Android 2.2 or higher. PT Voyage Indonesia Technology. (October 24, 2012). Mobile App: “Wander Jones”.[Google Play] -‐ Free. https://play.google.com/store/apps/details?id=id.co.voyagegroup.wanderjones#?t=W251bGwsMSwxLDIxMi wiaWQuY28udm95YWdlZ3JvdXAud2FuZGVyam9uZXMiXQ..

Reading

Paragraph Attack: Reading Strategy Paragraph Attack: Reading Strategy is a terrific resource for teaching students to how to analyze a passage. The video teaches students to look at a passage in sections and “attack” each paragraph. “Attacking” the paragraph is an important skill that students must learn in order to ensure reading comprehension. “Attacking” the paragraph includes circling the title, numbering paragraphs, underlining topic sentences, boxing in important words, and

105

eliminating wrong answers. While Paragraph Attack: Reading Strategy may be originally geared toward upper elementary grade students, it can easily be modified to support beginning readers. gan15232. (Producer). (2010). Paragraph attack: Reading strategy. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=3cxllqT01rE Â Read and Play: Stories, Puzzles and Coloring Books for Kids Read and Play series is a hand-crafted collection of illustrated stories for children. Each book contains a classic fairy tale for your child or student to discover. Colorful illustrations will help to visualize the story and play with it after reading. Each page of the book can be used as a child-friendly inlay puzzle and as an easy-to-use coloring book. You can safely leave your students with these books - there are no ads, links or any inappropriate content. Each book has a "Read to Me" mode, and you can just let the app read the stories to your students. Controls are fairly easy even for a 3-year old. This app is compatible with iPhone, iPod touch, and iPad. It requires iOS 3.0 or later. Second Gear Games. (September 13, 2012). Read and Play: Stories, Puzzles and Coloring Books for Kids. [iTunes, Free] Retrieved on March 31, 2013 from http://www.secondgeargames.com/read-and-play Read on Sight Read on Sight is a great way for early readers to practice sight words, an important building block for independent reading. First a sentence is read aloud, then the word tiles scatter, and the player rebuilds the sentence. At some point we all learn to read without sounding out each letter in a word. We recognize the entire word and know what it means. This skill is especially important for common words that are not easily sounded out. The sooner a child learns these words by sight, the sooner they gain the confidence to read independently. In the 1930s, Edward Dolch went through children's books and created a list of words that were frequently used but hard to sound out. Once a child masters this list, he or she will be a much faster reader and able to enjoy stories without the words getting in the way. This app is Compatible with iPad and requires iOS 4.0 or later. Harris Crowne, Adrian. (March 27,2012). Read on Sight. [iTunes, Free] Retrieved on March 31, 2013 from https://itunes.apple.com/ie/app/read-on-sight-free/id434349833?mt=8 Reading Comprehension - Grade 1 & 2 - Super Reader Reading Comprehension - Grade 1 & 2 - Super Reader is a simple educational program designed with young children grade 1 or 2 in mind. Parents and/or children may choose from 24 engaging short stories to improve their childrenâ&#x20AC;&#x2122;s English as well as capture their imagination. The stories were crafted by an experienced elementary school teacher and will encourage a child to read. The stories provide them with the necessary skills to improve their English as well as test their comprehension skills. Multiple choice questions follow each story. The app is convenient and simple to operate. It was tested on first and second grade children who enjoyed it immensely. This is app is compatible with iPhone 3GS, iPhone 4, iPhone 4S, iPhone 5, iPod touch (3rd generation), iPod touch (4th generation), iPod touch (5th generation) and iPad. It requires iOS 4.2 or later. Humand,Pankaj. (November 19, 2012). Reading Comprehension - Grade 1 & 2 - Super Reader. [iTunes, $0.99] Retrieved on March 31, 2013 from https://itunes.apple.com/dk/app/reading-comprehensiongrade/id578086005?mt=8 Reading Comprehension Strategies: Sequence of Events Reading Comprehension Strategies: Sequence of Events is a great resource for teaching students the comprehension strategy of sequence of events. The video highlights the importance of sequential order by explaining how the order of events can change an entire story. The video is age-appropriate for elementary classrooms and addresses the content standards for first grade reading. The video also includes a fun sing-along song for students. anovellife. (Producer). (2011). Reading comprehension strategies: Sequence of events. [YouTube Video]. Retrieved from http://www.youtube.com/watch?v=ZEWitdYB6_Y Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is an excellent media source that highlights several effective comprehension strategies including: visualization, making an inference, summarizing,

106

applying prior knowledge, and making predictions. A brief description of each strategy is given throughout the video. The video also features a fun song. Sing Those Strategies!: Engaging Students in Reading Comprehension Strategies is teacher-friendly and age-appropriate for elementary classrooms. balancedliteracydiet. (Producer). (2012). Sing those strategies!: Engaging students in reading comprehension strategies . [Youtube Video]. Retrieved from http://www.youtube.com/watch?v=wxIZmgrK-xc

Science After School KidzScience: Magnets This video explains magnetism, shows how to label north and south poles, and briefly explores what medals are attracted to magnets and which are not. Standards are addressed in this video. The video is created specifically for students, so the material is presented in a way that the students can easily understand and use the information. Lawrencehallscience(2011). After School KidzScience: Magnets [Teachertube video] Retrieved on February 17, 2013 from http://teachertube.com/viewVideo.php?video_id=224673 BBC Schools Science Clips- Magnets and springs This website hosts a screen where students can use a virtual magnet and explore which items the magnet picks up and which items it does not. The student can rotate the magnet, and they are prompted with thought questions about their experimentations. If a student cannot read the directions, the website has an icon that will read the directions and questions to the student. This activity is targeted for children ages 7-8 so it will be developmentally appropriate for the second grade classroom. BBC Schools (ND) BBC- Schools Science Clips- Magnets and springs. Retrieved on 3-3-2013 from http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml Fun Magnet Facts for Kids This website gives a large, well-illustrated overview of the basic concept of magnetism. It is colorful, easy to read, and would be a good way of introducing the topic to the classroom in a visually appealing way. Magnet Expert Ltd (ND) Fun Magnet Facts for Kids. Retrieved on 3-3-2013 from http://www.first4magnets.com/fun-magnet-facts-for-kids-243-c.asp How It’s Made Magnets This video is a brief clip from the Discover Channel’s show How it’s made describing what materials are used and how magnets are created to be the way we see them in our everyday use. This video also tells everyday items that would not exist if we didn’t have magnets. This material represents the best available media for the subject. In this video the topic is presented so that students are likely to be interested and actively engaged in learning. Thatsmynamedude (January 21, 2012) How it’s made magnets [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/noGGcyPhtdl

107

Magnet Mania This video displays interesting facts that students probably didn’t know about magnets. This video also tells us about how money and magnetism are connected. This video has current information that enhances learning. The language is appropriate and the vocabulary is understandable. Kipkay [February 3, 2011] Magnet Mania! [YouTube video] Retrieved on February 17, 2013 from http://youtu.be/2QiyiWLm2FY Magnetism-Kids Science Videos, Games, and Lessons that make Learning Fun and Easy This is a great, age appropriate website that host many videos explaining and exploring magnetism. These videos would be a good resource to play to the class with the visual learner in mind. This website also includes online games and puzzles that would serve as a great way to include technology and fun into the lesson. NeoK12 (2011) Magnetism-Kids Science Videos, Games, and Lessons that Make Learning Fun and Easy. Retrieved 3-2-2013 from http://www.neok12.com/Electromagnetism.htm MagnetMeter-3D Vector Magnetometer and Accelerometer This is a really cool app that would be a great aid in bringing hands on activities into the unit lesson plan of magnets. This app allows you to visualize the hidden world of magnetism around you. It would benefit the students to get to see how there are magnetic fields around them and to explore a little around school to detect metal. This app is compatible with iPhone, iPod touch, and iPad. Plain code GmbH, (2012, September 21). MagnetMeter-3D Vector Magnetometer and Accelerometer (Version 1.4) iTunes App Store. (Cost: $0.99). Retrieved from http://www.plaincode.com/products/magnetmeter/manual.jsp. Magnetix This app would be a fun way to allow the students to play a game that incorporates the concepts that they are learning with this lesson. In the game, the “enemies” become attracted to you as you enter their magnetic fields. This could be used as an incentive to give the students a fun game to play. This app is compatible with iPad. Pinata Games, (2012, December 19) Magnetix (Version 1.2) iTunes App store, (Cost: $0.99). Retrieved from http://wearepinata.com/magnetix/ Mini Magnet This educational app allows you to explore magnetic fields. You can also test the effects of other magnets. This app is free, and could be used with partners, groups, or whole class to explore together. This app is compatible iPhone and iPad. Jochen Ehnes, (2010) Mini Magnet (Version 1.0) iTunes App store. (Cost: $0.99). Retrieved from http://homepages.inf.ed.ac.uk/jehnes/myApps/Mini_Magnet.html.

108

Social Studies Continents and Oceans Movie This video gives the learners the opportunity to examine the worldâ&#x20AC;&#x2122;s map. The learners introduced to the continents and the oceans. The video has an acceptable language that is age appropriate. The material is presented in an organized way that is easy for students to follow. The video not only presents students to continents and ocean, but also to useful facts about each continent. Michld24 (Jun 26, 2009). Continents and Oceans Movie. [YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=FAHJ64id6n0&feature=endscreen&NR=1 Geography Games For Kids, Games About Our Earth This website is education based website. The website provides learners with educational games that demonstrate geography skills concentrating on map skills. These games demonstrate map skills that students need to learn. Locating the continents, oceans, and other major cities are some of the skills that these games provide. Plain maps are also provided which give teachers better opportunity to assess their students in mastering their map skills. Geography for Kids (1998-2013). Geography Games for Kids, Games about Our Earth. [Website] Retrieved on Feb 27, 2013 from http://www.kidsgeo.com/geography-games/ Geography Quiz Game This app is a quiz based app. It presents the user to a quiz in geography where they learn interesting facts about the world. During the quiz, the screen moves to the country that the question is about and show the player and image that is related to the question. The quiz can be played with as single player, multiplayer, 59or log in to Facebook. The app can be used by elementary children with the help of the teacher. The app is appropriate the most for fifth grader and up. Since the app is offered in other languages, the teacher should choose the appropriate language. The teacher should also be familiar of how set up the multiplayer game or login to Facebook. Webelinx DOO, ( 2013, March 19). Geography Kids Quiz. [iTunes â&#x20AC;&#x201C; Free]. Retrieved on March 26, 2013 from http://www.webelinx.com Google Earth This app is one of the most significant apps that a person can open on many devices and is free. The app gives the opportunity for children and teacher to have closer look to places around the world by the touch of their figure. Through looking at the preferable country a little square pop up next to the main cities in that country. Such pop up square provides the users with interesting facts about the city. Using this app, the users are also able to experience life real images of every country in the world. Roads, boarders, major cities can be seen through the use of this app. This app can be use in social studies lessons. It could be demonstrated in history if the teacher talks about ancient civilizations and their accomplishments around the world. It also can be used in geography if the teacher introduces children to the location of the continents, oceans, major river and mountains, and countries. The teacher should be aware of the setting icon which allow thing to pop up on the map. The teacher should refer to the search bar and the compass rose as well. Google INC. (2013, February 20). Google Earth. [Google Play- free].Retrieved on March 26, 2013 from http://www.google.com/mobile/earth Kids Planet Discovery This app is very beneficial and fun for children. The app has various games in which they explore the world through them. You will find games about culture, map skills, and other topics. The app is free only for the Continents icon and easy to access and use by children. The app includes 100 games and 80 videos that introduce the user to new facts about the world. The Continents icon has a lot of education information that will teach children about each continent. The only thing I did not like in this app that other icons is between 99 cents and three dollars to use. On the other hand, the app is not limited in providing information for geography only, but also for other subjects. The

109

app also is offered in other language which makes it beneficial for ELL students. Choosing the language is one of the features that the teacher is aware of. The teacher should also know that other icons are not free to access. The teacher should also identify to the students that name of the continents and distinguish between the dresses up, memory, and puzzle icon. La factoria D’Imatges, Serveis Grafics. (2012, February 21). Kids Planet Discovery- games and videos to travel and learn. [iTunes – Free]. Retrieved on March 26, 2013 from http://www.planetfactory.com Longitude and Latitude song This video demonstrates a song about longitude and latitude which are main terms any third grader should know and understand relying on the common core for this subject. The lyrics of the songs are common which ease the memorizing and learning process. The material is age appropriate and is presented in an organized clear way. msberginsclass (Dec 4, 2011). Longitude and Latitude song. [You Tube. Video] Retrieved on Feb 13,2013 from http://www.youtube.com/watch?v=MjDqhLUzCpE Map Skills: Geography – FREE Powerpoints, Free Games & Interactives for Kids This website is fabulous. It presents the teacher and students to power point presentations about map. Teachers have the opportunity to choose the grade level of any presentation and share it in the classrooms with regards to copyright. The website also provides the learners with some map games that emphasize and address some map skills. Engaging and sharing students with technology such as power point presentations develops their understanding of the skills that are demonstrated in class and enhances their knowledge of such skills. Martin Philip. Map Skills – Geography – FREE Powerpoints, Free Games & Interactives for Kids. [Website] Retrieved on Feb 27, 2013 from http://geography.pppst.com/mapskills.html The National Geographic Maps Tools for Adventure This resource is a useful website that presents learners to map games. Explore a pyramid, Explore Mars, and Find the Sunken Treasures are some of the games that the website provides it learners. These games enhance the learner ability to master map skills indirectly. Looking for a treasure, solving some heliographic terms, and finding out different ways around Mars are activities that engage learners in the learning process of mastering such skills. The Children’s Museum of Indianapolis, (1996-2013). The National geographic Maps Tools for Adventure. [Website] Retrieved on Feb 27, 2013 from http://www.mywonderfulworld.org/toolsforadventure/games/index.html Teacher and the Rockbots - How To Read A Map I find this video very helpful for my third grade map skills lesson. The video introduce the learners to some terms that the common standard focuses on. The cardinal direction and compass rose are introduced in the video. The video has also accurate information. The music that is chosen for this song keeps the learners engaged and interested in the learning process. bihuniak (Jan 18, 2008). Teacher and the Rockbots - How To Read A Map.[ YouTube. Video] Retrieved on Feb 13, 2013 from http://www.youtube.com/watch?v=gbFIhmTd3iY

110