This five day unit plan teaches second grade students about clouds. On day one, students learn what clouds are through a webquest and social media activities. Day two focuses on the three main types of clouds and has students research them online and create blogs. On day three, students learn how to determine weather based on clouds using Twitter and build simple robots. Day four covers the location of clouds through a group activity, PowerPoint presentations, and posters. The final day consists of observing real clouds using cell phones, identifying cloud types, and writing blogs about using character education to teach clouds. The plan aims to engage students and help them learn through hands-on projects and technology.
This five day unit plan teaches second grade students about clouds through various hands-on activities and technology. On day one, students research what clouds are through a webquest and create a wiki and Facebook posts. Day two focuses on the three main types of clouds - cirrus, alto and stratus - and has students learn through videos, blogs and making their own story with Powtoon. On day three, students learn how to determine weather based on clouds using Twitter and creating a robot. The unit incorporates various 21st century skills like using technology for research, communication and problem solving. Progress is assessed based on student work like wikis, blogs and presentations.
This five day unit plan teaches second grade students about clouds. On day one, students learn what clouds are through a webquest, Facebook posts, and creating a wiki. Day two focuses on the three main types of clouds and has students research blogs, create their own blog with Photoshop images, and tell stories with Powtoon. Day three is about determining weather from clouds using Twitter and building robots. Day four covers cloud location through groupwork, PowerPoints, and posters. The final day consists of cloud observation with cell phones and Zello, then blogging about teaching clouds through character education. The lessons utilize various technologies and activities to engage students in learning about clouds.
This document outlines a technology integration plan for a second grade lesson on Washington D.C. It involves using virtual tours and websites to teach students about important sites and symbols in the capital. Students will be assessed before and after the lesson to evaluate the impact of the technology. The plan is divided into phases that introduce the lesson objectives, integration strategies using large and small group settings, required technology and environment, a timeline of activities over multiple days, and an evaluation of the strategy's effectiveness.
I. The lesson is designed for a 9th grade honors class in West Virginia consisting of about 20 students ages 14-16 who are mostly Caucasian. Most students learn best visually, through hands-on activities, and group work.
II. The objectives are for students to write a magazine article about the Green Bank Observatory using a webquest, and to accurately discuss the Green Bank telescope and Arecibo Observatory on Twitter.
III. The lesson incorporates Voki, Twitter, a webquest, and Facebook to accommodate different learning styles and engage students through interactive activities involving research, writing, and discussion.
The document describes 12 ICT tools that can be used to engage students in science learning. Survey Monkey, Letterpop, and Mindmeister allow students to assess their knowledge, create newsletters on science topics, and make mind maps to visualize information. Simulations on natural selection, frictional force, atoms, the greenhouse effect, and particle motion allow interactive exploration of science concepts. Other tools like Prezi, Dabbleboard, Wordle, and Storybird give students creative ways to research and present information on topics like classification, cell division, the origin of the universe, and states of matter.
This lesson plan outlines activities for four days of instruction on the Scientific Revolution, Enlightenment, and French Revolution. On day one, students will examine scientists of the Scientific Revolution and their findings through a lecture and worksheet. They will then identify philosophers of the Enlightenment and their theories on day two. On day three, students will examine the spread of Enlightenment ideas and take a quiz. Finally, on day four, students will discuss causes of the French Revolution through a lecture.
The lesson taught students about the four main types of clouds - cumulus, nimbus, stratus, and cirrus. Students created cloud books with cotton balls, feathers, and paper to represent each cloud type. As they worked, a PowerPoint presentation showed pictures of the clouds to demonstrate their appearances. The projector engaged students and allowed them to see multiple examples of each cloud type.
This five day unit plan teaches second grade students about clouds through various hands-on activities and technology. On day one, students research what clouds are through a webquest and create a wiki and Facebook posts. Day two focuses on the three main types of clouds - cirrus, alto and stratus - and has students learn through videos, blogs and making their own story with Powtoon. On day three, students learn how to determine weather based on clouds using Twitter and creating a robot. The unit incorporates various 21st century skills like using technology for research, communication and problem solving. Progress is assessed based on student work like wikis, blogs and presentations.
This five day unit plan teaches second grade students about clouds. On day one, students learn what clouds are through a webquest, Facebook posts, and creating a wiki. Day two focuses on the three main types of clouds and has students research blogs, create their own blog with Photoshop images, and tell stories with Powtoon. Day three is about determining weather from clouds using Twitter and building robots. Day four covers cloud location through groupwork, PowerPoints, and posters. The final day consists of cloud observation with cell phones and Zello, then blogging about teaching clouds through character education. The lessons utilize various technologies and activities to engage students in learning about clouds.
This document outlines a technology integration plan for a second grade lesson on Washington D.C. It involves using virtual tours and websites to teach students about important sites and symbols in the capital. Students will be assessed before and after the lesson to evaluate the impact of the technology. The plan is divided into phases that introduce the lesson objectives, integration strategies using large and small group settings, required technology and environment, a timeline of activities over multiple days, and an evaluation of the strategy's effectiveness.
I. The lesson is designed for a 9th grade honors class in West Virginia consisting of about 20 students ages 14-16 who are mostly Caucasian. Most students learn best visually, through hands-on activities, and group work.
II. The objectives are for students to write a magazine article about the Green Bank Observatory using a webquest, and to accurately discuss the Green Bank telescope and Arecibo Observatory on Twitter.
III. The lesson incorporates Voki, Twitter, a webquest, and Facebook to accommodate different learning styles and engage students through interactive activities involving research, writing, and discussion.
The document describes 12 ICT tools that can be used to engage students in science learning. Survey Monkey, Letterpop, and Mindmeister allow students to assess their knowledge, create newsletters on science topics, and make mind maps to visualize information. Simulations on natural selection, frictional force, atoms, the greenhouse effect, and particle motion allow interactive exploration of science concepts. Other tools like Prezi, Dabbleboard, Wordle, and Storybird give students creative ways to research and present information on topics like classification, cell division, the origin of the universe, and states of matter.
This lesson plan outlines activities for four days of instruction on the Scientific Revolution, Enlightenment, and French Revolution. On day one, students will examine scientists of the Scientific Revolution and their findings through a lecture and worksheet. They will then identify philosophers of the Enlightenment and their theories on day two. On day three, students will examine the spread of Enlightenment ideas and take a quiz. Finally, on day four, students will discuss causes of the French Revolution through a lecture.
The lesson taught students about the four main types of clouds - cumulus, nimbus, stratus, and cirrus. Students created cloud books with cotton balls, feathers, and paper to represent each cloud type. As they worked, a PowerPoint presentation showed pictures of the clouds to demonstrate their appearances. The projector engaged students and allowed them to see multiple examples of each cloud type.
This lesson plan is for a second grade class of 20 students to learn about clouds over five days. On day one, students will learn how clouds are formed and stay in the sky. Day two focuses on the different types of clouds. Day three covers the locations of clouds. On day four, students learn how to determine weather based on clouds. The final day involves observing and discussing clouds. Throughout the week, students will sing songs, read stories, make art projects, and use technology like videos and podcasts to develop their cloud knowledge, which they will demonstrate with 95% accuracy by week's end.
The applicant has over 10 years of experience working with students with special needs. She has a passion for experiential and kinesthetic learning and has seen success implementing these techniques. Currently, she is developing a science-based curriculum to support diverse learners through inquiry-based learning across all subjects. She aims to provide the best possible education to students and continuously learns and improves.
This lesson plan outlines a kindergarten science lesson on clouds that engages students through outdoor observation, an indoor experiment to demonstrate cloud formation, and graphic organizers for students to record their predictions and observations. The lesson explains that clouds form through evaporation and condensation of water in the sky. Students will learn the different types of clouds and how their appearance relates to upcoming weather changes.
This lesson plan is about teaching students to identify and differentiate between the four main types of clouds: cirrus, stratus, cumulus, and cumulo-nimbus. The 40 minute lesson involves reading a book about clouds, a cloud PowerPoint presentation, students drawing and labeling the four cloud types, and identifying clouds outside. Formative and summative assessments include checking students' cloud drawings and a homework assignment to reinforce cloud types.
types of clouds and volcanoes grade IV michaella15
This document appears to be notes from a lesson on weather and clouds. It includes descriptions of different types of clouds like cirrus, stratus, and nimbus clouds. It outlines a classroom activity where students will be split into groups to describe various cloud types. An evaluation will involve students defining each cloud type. There is also content on volcanoes, including the parts of a volcano like the magma chamber, lava, vent, and crater.
Detailed lesson plan in Science III Basic Types of CloudsRacina1221
The lesson plan aims to teach students about the basic types of clouds through various hands-on activities. The teacher will lead a discussion on cloud observations and introduce the main cloud types. Students will participate in drawing contests and games to learn cloud characteristics. They will also make models, drawings and songs about clouds. Formative assessments include describing cloud pictures and predicting the next day's sky conditions.
This document discusses different types of clouds and how they form. It begins by describing high clouds like cirrus and contrails, then mid-level clouds such as cumulus and cumulonimbus. It explains that cumulonimbus clouds form on hot days and can produce hail. Lower level clouds like stratus and altocumulus are also mentioned. The document concludes by explaining the water cycle and how clouds transport water from one place to another through evaporation and condensation.
There are three main types of clouds - stratus, cirrus, and cumulus - which form in different ways and can be used to predict weather. Stratus clouds form in layers when warm air rises over cooler air, and can produce rain or snow. Cumulus clouds have flat bottoms and puffy tops, and usually indicate fair weather but sometimes rain. Cumulonimbus clouds are large thunderheads that bring thunderstorms and occasionally hail. Cirrus clouds form high in the sky and usually mean good weather is coming, though they may also signal an upcoming change.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
This five-day unit plan teaches second grade students about clouds. Day 1 introduces clouds by reading a book and watching a video. Day 2 covers types of clouds through a song. Day 3 discusses determining weather from clouds using pictures. Day 4 teaches cloud location by creating posters. Each day assesses student understanding through discussion, songs, or activities. The goal is for students to understand clouds with 95% accuracy.
This lesson plan is designed for a 9th grade honors class in West Virginia to analyze pulsar plots over 5 days of instruction. The students will work in groups of 2-3 to analyze pulsar plots from an online database using previously taken notes. They will then present their findings on Facebook and discuss each other's posts. On the final day, students will present their findings alongside robotics projects they have been building. The teacher will facilitate discussion and ensure technology is available for presentations. Students will be assessed based on group participation, robot applications and their engagement on social media forums throughout the unit. Feedback will be used to revise and improve the lesson plan.
This document outlines a six-week research project for 5th grade students on Latin American countries. Students will research the maps, landforms, people, resources, climate, history, flag, and culture of one country and compare it to another. They will use a wiki, Animoto, and other technologies to complete their research and final product. The project aligns with social studies and technology standards and provides accommodations for special needs students.
This document outlines a 6-week unit plan using Edmodo for a 6th grade Earth Science class project on earthquakes. Students will be divided into news reporting groups to research different earthquake-related topics like causes, study, locations, and preparedness. They will use Edmodo for collaborative work and to post questions and findings. Groups will create presentations and students will assume professional roles like scientists or reporters. The goal is for students to explain earthquakes and preparedness. Formative assessments include group discussions and quizzes. A summative assessment rubric will evaluate final newscast presentations. Accommodations are provided for different learners. The unit aligns to California earth science and technology standards.
The project involves students working in groups to create wiki pages on each planet. They will use information from a web quest and various resources to complete the wiki pages. Students will then use the information from the wiki pages to build a scale model of the solar system. The project incorporates various subjects and aims to engage students through hands-on learning activities.
This document provides an overview of a 5-lesson unit on the solar system for elementary school students. In the unit, students will learn about the sun, moon, stars, and planets through research online and class discussions. They will create a KWL chart to track their prior knowledge and questions. Students will also complete a webquest and outlines to research facts about different objects in the solar system. Their final assignment will be to write short reports about the sun, moon, stars, and planets using the information they learned.
The lesson plan involves 7th grade students researching and creating projects on different body systems over 14 days. The library media specialist and science teacher will collaborate, with the specialist teaching research skills using the Big 6 method. On the first day, the specialist will introduce the Big 6 framework and teach website evaluation. Students will then conduct research and create presentations to share their findings. The collaborative planning process helped define each teacher's roles and timing. Some challenges included limited planning time due to different schedules. Student learning was assessed through quizzes before and after on research skills and sources.
This document outlines a lesson plan for teaching students about "muckrakers" during the Progressive Era. Students will take on the role of muckrakers by researching issues of the time via provided websites and creating a newspaper article exposing corruption using Microsoft Publisher. They will then critique each other's articles on a Wikipedia page. The lesson is divided into four class periods to allow time for research, writing, design, presentation and feedback. Key figures like Ida Tarbell and organizations like child labor will be covered. The goal is for students to understand the work of muckrakers in revealing social problems and pushing for reform.
The document outlines a lesson plan for teaching 9th grade honors students about harmonics and binary systems. It describes the students who will be in the class as largely Caucasian with basic math and science skills. The objectives are for students to define the differences between single pulsars and binary systems, and define pulsar harmonics through a podcast with 95% accuracy. The lesson plan incorporates different learning styles through a Voki bell ringer, class Twitter for reflections, tablets with a podcast, and a class blog. It ensures the technology is prepared and students will participate through podcast discussions, class discussions, and interacting on the blog. Students will be evaluated on their podcast assessment answers and class discussion participation, while the teacher will reflect on Twitter
The document outlines the lesson plan for a day 3 class on radio frequency interference and noise for 9th grade honors students. The objectives are for students to create a Glog in groups of 2-3 accurately explaining the concept of radio frequency interference. The lesson plan incorporates different learning styles through a Voki bell ringer, a class Twitter account for reflections, and having students make Glogs in groups about devices that cause radio interference after watching an informational video. The teacher will ensure access to technology and evaluate the Glogs and group work to assess student progress and ability to revise future lessons.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
The document outlines a lesson plan for a 9th grade history class about the American Civil War. It details that the class has 28 students, mostly girls, with some Hispanic and African American students. The lesson will use computers, a projector, Zunal webquest, PowerPoint, Wikispace, pencils and paper. Students will take notes on a lecture, complete the webquest to learn about the Confederacy, and post observations on similarities between the Union and Confederacy to the class wiki. Their work will be evaluated using the webquest rubric and participation points for the wiki post.
The document outlines a 5-day unit plan for high school seniors to learn about author Kurt Vonnegut Jr. Each day focuses on different activities and technologies: Day 1 introduces Vonnegut through a webquest and QR codes. Day 2 continues student research using blendspace, twitter, and youtube. Day 3 has students analyze characters using a blog, wikispaces, and podcasts. Day 4 uses photoshop and a smartboard for a book project. Day 5 concludes with student presentations using Voki and Arts and Bots. The overall goal is for students to gain a deep understanding of Vonnegut and his works through varied multimedia activities over the course of the week.
This lesson plan is for a second grade class of 20 students to learn about clouds over five days. On day one, students will learn how clouds are formed and stay in the sky. Day two focuses on the different types of clouds. Day three covers the locations of clouds. On day four, students learn how to determine weather based on clouds. The final day involves observing and discussing clouds. Throughout the week, students will sing songs, read stories, make art projects, and use technology like videos and podcasts to develop their cloud knowledge, which they will demonstrate with 95% accuracy by week's end.
The applicant has over 10 years of experience working with students with special needs. She has a passion for experiential and kinesthetic learning and has seen success implementing these techniques. Currently, she is developing a science-based curriculum to support diverse learners through inquiry-based learning across all subjects. She aims to provide the best possible education to students and continuously learns and improves.
This lesson plan outlines a kindergarten science lesson on clouds that engages students through outdoor observation, an indoor experiment to demonstrate cloud formation, and graphic organizers for students to record their predictions and observations. The lesson explains that clouds form through evaporation and condensation of water in the sky. Students will learn the different types of clouds and how their appearance relates to upcoming weather changes.
This lesson plan is about teaching students to identify and differentiate between the four main types of clouds: cirrus, stratus, cumulus, and cumulo-nimbus. The 40 minute lesson involves reading a book about clouds, a cloud PowerPoint presentation, students drawing and labeling the four cloud types, and identifying clouds outside. Formative and summative assessments include checking students' cloud drawings and a homework assignment to reinforce cloud types.
types of clouds and volcanoes grade IV michaella15
This document appears to be notes from a lesson on weather and clouds. It includes descriptions of different types of clouds like cirrus, stratus, and nimbus clouds. It outlines a classroom activity where students will be split into groups to describe various cloud types. An evaluation will involve students defining each cloud type. There is also content on volcanoes, including the parts of a volcano like the magma chamber, lava, vent, and crater.
Detailed lesson plan in Science III Basic Types of CloudsRacina1221
The lesson plan aims to teach students about the basic types of clouds through various hands-on activities. The teacher will lead a discussion on cloud observations and introduce the main cloud types. Students will participate in drawing contests and games to learn cloud characteristics. They will also make models, drawings and songs about clouds. Formative assessments include describing cloud pictures and predicting the next day's sky conditions.
This document discusses different types of clouds and how they form. It begins by describing high clouds like cirrus and contrails, then mid-level clouds such as cumulus and cumulonimbus. It explains that cumulonimbus clouds form on hot days and can produce hail. Lower level clouds like stratus and altocumulus are also mentioned. The document concludes by explaining the water cycle and how clouds transport water from one place to another through evaporation and condensation.
There are three main types of clouds - stratus, cirrus, and cumulus - which form in different ways and can be used to predict weather. Stratus clouds form in layers when warm air rises over cooler air, and can produce rain or snow. Cumulus clouds have flat bottoms and puffy tops, and usually indicate fair weather but sometimes rain. Cumulonimbus clouds are large thunderheads that bring thunderstorms and occasionally hail. Cirrus clouds form high in the sky and usually mean good weather is coming, though they may also signal an upcoming change.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
This five-day unit plan teaches second grade students about clouds. Day 1 introduces clouds by reading a book and watching a video. Day 2 covers types of clouds through a song. Day 3 discusses determining weather from clouds using pictures. Day 4 teaches cloud location by creating posters. Each day assesses student understanding through discussion, songs, or activities. The goal is for students to understand clouds with 95% accuracy.
This lesson plan is designed for a 9th grade honors class in West Virginia to analyze pulsar plots over 5 days of instruction. The students will work in groups of 2-3 to analyze pulsar plots from an online database using previously taken notes. They will then present their findings on Facebook and discuss each other's posts. On the final day, students will present their findings alongside robotics projects they have been building. The teacher will facilitate discussion and ensure technology is available for presentations. Students will be assessed based on group participation, robot applications and their engagement on social media forums throughout the unit. Feedback will be used to revise and improve the lesson plan.
This document outlines a six-week research project for 5th grade students on Latin American countries. Students will research the maps, landforms, people, resources, climate, history, flag, and culture of one country and compare it to another. They will use a wiki, Animoto, and other technologies to complete their research and final product. The project aligns with social studies and technology standards and provides accommodations for special needs students.
This document outlines a 6-week unit plan using Edmodo for a 6th grade Earth Science class project on earthquakes. Students will be divided into news reporting groups to research different earthquake-related topics like causes, study, locations, and preparedness. They will use Edmodo for collaborative work and to post questions and findings. Groups will create presentations and students will assume professional roles like scientists or reporters. The goal is for students to explain earthquakes and preparedness. Formative assessments include group discussions and quizzes. A summative assessment rubric will evaluate final newscast presentations. Accommodations are provided for different learners. The unit aligns to California earth science and technology standards.
The project involves students working in groups to create wiki pages on each planet. They will use information from a web quest and various resources to complete the wiki pages. Students will then use the information from the wiki pages to build a scale model of the solar system. The project incorporates various subjects and aims to engage students through hands-on learning activities.
This document provides an overview of a 5-lesson unit on the solar system for elementary school students. In the unit, students will learn about the sun, moon, stars, and planets through research online and class discussions. They will create a KWL chart to track their prior knowledge and questions. Students will also complete a webquest and outlines to research facts about different objects in the solar system. Their final assignment will be to write short reports about the sun, moon, stars, and planets using the information they learned.
The lesson plan involves 7th grade students researching and creating projects on different body systems over 14 days. The library media specialist and science teacher will collaborate, with the specialist teaching research skills using the Big 6 method. On the first day, the specialist will introduce the Big 6 framework and teach website evaluation. Students will then conduct research and create presentations to share their findings. The collaborative planning process helped define each teacher's roles and timing. Some challenges included limited planning time due to different schedules. Student learning was assessed through quizzes before and after on research skills and sources.
This document outlines a lesson plan for teaching students about "muckrakers" during the Progressive Era. Students will take on the role of muckrakers by researching issues of the time via provided websites and creating a newspaper article exposing corruption using Microsoft Publisher. They will then critique each other's articles on a Wikipedia page. The lesson is divided into four class periods to allow time for research, writing, design, presentation and feedback. Key figures like Ida Tarbell and organizations like child labor will be covered. The goal is for students to understand the work of muckrakers in revealing social problems and pushing for reform.
The document outlines a lesson plan for teaching 9th grade honors students about harmonics and binary systems. It describes the students who will be in the class as largely Caucasian with basic math and science skills. The objectives are for students to define the differences between single pulsars and binary systems, and define pulsar harmonics through a podcast with 95% accuracy. The lesson plan incorporates different learning styles through a Voki bell ringer, class Twitter for reflections, tablets with a podcast, and a class blog. It ensures the technology is prepared and students will participate through podcast discussions, class discussions, and interacting on the blog. Students will be evaluated on their podcast assessment answers and class discussion participation, while the teacher will reflect on Twitter
The document outlines the lesson plan for a day 3 class on radio frequency interference and noise for 9th grade honors students. The objectives are for students to create a Glog in groups of 2-3 accurately explaining the concept of radio frequency interference. The lesson plan incorporates different learning styles through a Voki bell ringer, a class Twitter account for reflections, and having students make Glogs in groups about devices that cause radio interference after watching an informational video. The teacher will ensure access to technology and evaluate the Glogs and group work to assess student progress and ability to revise future lessons.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
The document outlines a lesson plan for a 9th grade history class about the American Civil War. It details that the class has 28 students, mostly girls, with some Hispanic and African American students. The lesson will use computers, a projector, Zunal webquest, PowerPoint, Wikispace, pencils and paper. Students will take notes on a lecture, complete the webquest to learn about the Confederacy, and post observations on similarities between the Union and Confederacy to the class wiki. Their work will be evaluated using the webquest rubric and participation points for the wiki post.
The document outlines a 5-day unit plan for high school seniors to learn about author Kurt Vonnegut Jr. Each day focuses on different activities and technologies: Day 1 introduces Vonnegut through a webquest and QR codes. Day 2 continues student research using blendspace, twitter, and youtube. Day 3 has students analyze characters using a blog, wikispaces, and podcasts. Day 4 uses photoshop and a smartboard for a book project. Day 5 concludes with student presentations using Voki and Arts and Bots. The overall goal is for students to gain a deep understanding of Vonnegut and his works through varied multimedia activities over the course of the week.
The document outlines a lesson plan for a 2nd grade class to help students understand multiplication and division. It includes the following:
- The class has 21 students ranging from 7-8 years old, with 13 girls and 8 boys who are Caucasian.
- The objective is for students to create real-world examples of multiplication and division on their own with 90% accuracy over two days.
- Students will make web quests using zunal.com to describe multiplication and division scenarios and share them online for peers.
- The teacher will provide guidance on using the website and an example web quest for students to reference.
The document outlines a lesson plan for a second grade classroom. The lesson uses various technologies to teach students about growth and development. It includes using a podcast of a book, a digital image discussion, and a webquest. The podcast and discussion are used to engage students, while the webquest serves as an assessment of their understanding. The goal is for students to understand and differentiate types of growth through class activities and discussions over five days with 95% accuracy.
The lesson plan aims to teach third grade students about cloud types over five days. Students will identify cloud types, learn how clouds form and their meanings. Activities include creating online resources like wikis and blogs, watching videos, following weather accounts, and a final cloud observation. Technology is integrated each day, including creating online content and using apps. The goal is for students to demonstrate 95% accuracy in cloud knowledge by the end of the week.
This unit plan is for a third grade class to learn about grasslands habitats. There are 25 students, most are boys. Two have ADD. The lesson objectives are for students to identify grasslands characteristics by exploring various interactive resources. Students will create a Voki and have the option to make a Glog for extra credit. To ensure participation, the teacher will offer rewards and mark participation points. Students will be evaluated based on their contributions during class discussions and while working on their Voki group projects.
This document provides a mini lesson plan on electricity and magnetism for an 8th grade science class. The lesson has three parts and incorporates digital resources and tools. In part one, students will research series and parallel circuits online and build sample circuits. They will then discuss circuits with an electrician via Skype. In part two, students will research magnetism online and work in groups to build a floating train that demonstrates magnetic properties. They will then blog about magnetism. In part three, students pretend to be scientists researching the relationship between electricity and magnetism. They will create a web-based presentation on the topic while practicing ethical online research and citation skills. The goal is for students to understand key science concepts while developing digital literacy
This lesson plan provides instruction for 6th grade students to create a presentation using a Web 2.0 tool to display their knowledge of quantitative measures including mean, median, mode, range, and box and whisker plots. Students will use a provided pathfinder with examples and links to choose a tool to create a video, poster, or other product. The media specialist will introduce various digital tools and work with the math teacher to develop the lesson and assessments. Students will share their final projects and reflections on the tools used.
1) The document outlines a lesson plan for a 5th grade class to learn about the end of the Holocaust. It will utilize Second Life, a class blog, and a Facebook page.
2) The objectives are for all students to demonstrate their understanding of the end of the Holocaust with 100% accuracy after participating in the lesson's activities.
3) The lesson will use various methods including having students create avatars to tour the Holocaust Museum in Second Life, reading and discussing a blog, and answering questions on the class Facebook page in the computer lab.
Students will learn about the three most common types of clouds - cirrus, alto, and stratus clouds - through a variety of online and hands-on activities over the course of five days. They will explore cloud formation, properties, and identification by creating wikis and posts on Facebook, blogs, and PowToon about each cloud type. Students will also learn to determine weather patterns from cloud types using Twitter and how to identify cloud locations through an informational poster and PowerPoint. They will observe real clouds outside and discuss their findings using Zello.
Through a five day lesson plan, students will learn about the three main types of clouds - cirrus, alto, and stratus clouds. Students will explore clouds using online resources like a Webquest, wiki, Facebook, YouTube, blogs, Twitter, and by creating a cloud identifier and observing real clouds. The lesson aims to teach students what clouds are, how they form, their colors, locations in the sky, and how to determine weather patterns based on cloud types. By the end of the lesson, students will have gained a better understanding of the key characteristics of cirrus, alto, and stratus clouds.
The document outlines a 5-day lesson plan about clouds for a 3rd grade class. It details the students' demographics and learning styles. Over the course of 5 days, students will learn to identify different cloud types, where they are located in the sky, and what each type indicates about the weather. Students will demonstrate their cloud knowledge through various hands-on technology-based activities like creating wikis, blogs, videos, and social media posts. The lesson incorporates multiple learning styles and aims to teach students to recognize clouds and understand their significance.
This lesson plan introduces students to various holiday traditions celebrated around the world. It involves 20 4th grade students from diverse religious backgrounds. The objectives are for students to learn about different holiday traditions and why they are celebrated. Students will discuss traditions as a class, research in groups from books, and create posters and PowerPoint presentations to teach their peers. Assessment involves students demonstrating 85% accuracy on the traditions and reasons for celebration.
The document outlines a lesson plan for 2nd grade students to learn about clouds. It breaks the students into four groups to research different aspects of clouds: formation, how they stay aloft, color variations, and movement. Each group will use provided links to online resources to research their assigned topic and create 2-5 slides for a class PowerPoint presentation. The groups will then present their slides to teach the class about clouds. The goal is for students to work collaboratively to gather information and share their new understanding of cloud formation and properties.
This document discusses the importance of character education in schools. Character education teaches students how to develop good moral character and become respectful, well-mannered citizens. It is important to teach these skills at a young age so students can learn to have positive relationships. In the 21st century, character education teaches students the importance of having good manners in order to build positive relationships and get through life. The document provides examples of character education lessons and projects that use technology tools to teach students about manners, ethics, caring for others, and respect.
The author created a composite photo in Photoshop by cutting out and layering different types of clouds found on Google over a landscape picture. Clouds were added in the order of alto, cirrus and stratus using the lasso tool. The landscape layer was reapplied and blended with the clouds using the smudge tool to improve the composition.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Five Day Unit Plan on Clouds
Cloudy With A Chance…. A Lesson
On Clouds
By: Lindsey McSweeney
2. West Virginia 21st Century Science for Second Grade
Content Standard And Objectives
SC.O.2.1.08 design and conduct simple investigations;
observe, collect and record information using a variety of
classification systems; describe trends of data; and make
predictions based on that data (e.g., seasonal changes and
plants or temperature and weather).
SC.O.2.3.02 use models as representations of real things.
SC.O.2.1.01 interpret science as the human’s search for an
understanding of the world by asking questions about
themselves and their world.
SC.O.2.1.04 demonstrate curiosity, initiative and creativity by
observing, classifying, comparing and analyzing natural
objects in the environment.
3. West Virginia 21st Century Skills and Tools
21C.O.PK-2.1.LS.1 Student uses text, people and electronic resources (e.g. interactive books, educational software, CD-ROMs, elementary
multimedia encyclopedias and search engines) to locate information for classroom assignments and is able to identify the author and purpose for
each source located.
21C.O.PK-2.1.LS.2 Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to
solve problems and communicate information.
21C.O.PK-2.1.LS.3 Student articulates thoughts and ideas, representative of real and imaginary experiences, clearly and effectively through oral,
written or multimedia communication.
21C.O.PK-2.1.TT.7 Student, working in a teacher-led whole group project, uses presentation software to illustrate concepts and communicate
ideas.
21C.O.PK-2.1.TT.10 Student begins to locate information in a variety of developmentally appropriate technology resources (e.g., interactive
books, educational software, CD-ROMs, elementary multi-media encyclopedias and web-based search engines) to support classroom
assignments.
21C.O.PK-2.2.LS.3 Student engages in a problem solving process using objects to solve problems and demonstrates learning by explaining how
they solved the problem
21C.O.PK-2.2.LS.4 Student engages in discovery, exploration and experimentation to reach unexpected answers. Student makes unusual
associations and provides a variety of solutions to problems.
21C.O.PK-2.3.TT.1 Student identifies and practices the responsible use of technology systems and software
21C.O.PK-2.3.LS.5 Student uses clearly defined teacher directions and interpersonal skills to move others toward the goal.
21C.O.PK-2.3.TT.5 Student demonstrates positive social and ethical behaviors when using technology. Student identifies appropriate and
inappropriate use of computers and describes how to work collaboratively with others when using technology at home or in school.
5. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will identify the types of clouds that are in the sky with 95% accuracy.
Students will demonstrate their knowledge through working on a WebQuest,
creating posts on Facebook, and creating a classroom wiki.
S Select Methods, Media, and Materials Available Materials: Working as a group with the teacher, computers, and
internet.
Modify Existing Materials: WebQuest assignment.
Design New Materials: Creating a wiki on wikispaces.com and making a post on
Facebook.
U Utilize Media and Materials Preview Materials: Make sure the WebQuest has all the material needed for the
lesson. Makes sure all websites work prior to assignment. Instruct students where
Facebook posts will be located and show students. Have wiki accounts set up.
Prepare Materials and Environment: Have WebQuest up on computers prior to
student’s assignment. Have Facebook account set up for students use and have a
class on creating a wiki. Have appropriate permission slips to create accounts.
Prepare the learner: Start the class with introducing clouds. Have students
brainstorm on what a cloud is and what the purpose of a cloud is. Encourage
questions. Ask them when they see dark clouds; what do they expect the weather
to be like. If they know, then have them pretend they are running for cover. If the
clouds are very light and the sun is shining: what would this weather be like.
Have them pretend like they are sun bathing.
Provide the learning experience: At the beginning of the lesson, students will
be questioned on what they know about clouds. After the discussion is complete,
students will then get on WebQuest using zanul.com and go to the appropriate site
that I have created. Students will be grouped into three’s. Students will research
what clouds are. Once they have completed their assignment, they will then make
a post on Facbook about what clouds are and then have other students comment
on their post. Students are required to post a comment on at least one original
post. Students will then stay in their groups and create a wiki about clouds on
wikispaces.com Students will get to present their wiki to the class.
6. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process
the Information: Students will be creating a wiki so that
learners process what they learned on the WebQuest. For
follow-up activities, students will read the posts from other
students on their Facebook post about clouds. This way,
students can receive new information from other students.
E Evaluate and Revise Before, During, and After Instruction: Before instruction,
students may be familiar with what clouds are, but do not know
exactly what the purpose of a cloud is. During instruction,
students will explore the various websites on the WebQuest to
come up with information on what exactly is a cloud. After the
instruction, students will have the knowledge of what clouds
are and they will be able to make a wiki on wikispaces.com to
present to the class.
Assess Learner, Media, and Methods: Using Facebook posts
and the group’s wiki, I will assess the knowledge that the
students have obtained.
8. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will learn about the three most common types of clouds with 95%
accuracy through storytelling and reading and creating their own blog.
S Select Methods, Media, and Materials Available Materials: Working as a group and working with the teacher,
computer, and internet.
Modify Existing Materials: Watching YouTube videos and reading/working on
blogs.
Design New Materials: Students create their own desktop publishing using
powtoon.com and create their own blog using blogger.com.
U Utilize Media and Materials Preview Materials: Make sure websites are easily accessible for students.
Prepare Materials and Environment: Have each student create an account with
powtoon.com and blogger.com. Have a class on how to create and navigate each.
Have appropriate permission slips from parents to create accounts.
Prepare the learner: Discuss what the students have learned so far about clouds
and if they can recall any clouds that they may have learned about on the previous
day. Tell students about the three clouds they are going to talk about: cirrus, alto,
and stratus clouds. Talk about how each cloud has a purpose.
Provide the learning experience: To get the lesson started, we will all look at
some YouTube videos on the types of clouds. I will show them a YouTube video
that I created for the class to get them started on their discovery of the clouds.
Next, students will break into groups. Students will read blogs from blogger.com.
Students are also encouraged to use zunal.com to look for information about the
types of clouds. Once information has been obtained, students will get to create
their own blog about clouds. After this is completed, students will create a story
using powtoon.com. Students will get to present their story to the class.
9. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: The in-class activities that will help learner’s process information
will be by gathering information on the blogs. Students will also use zunal.com
to get information about the types of clouds. The follow-up activities will be
their blogs on blogger.com and their story on powtoon.com.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
about be familiar with what clouds are, but may not know that each cloud has a
name. During instruction, students will learn about cirrus, alto, and stratus
clouds. After instruction, students will demonstrate their new knowledge of each
cloud using their blogs and their story they created.
Assess Learner, Media, and Methods: Students will be assessed based on their
blogs created on blogger.com and their story on powtoon.com. These will help
assess students knowledge on what they learned about the types of clouds we are
studying.
11. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will learn about how to determine the weather based on clouds with 95%
accuracy by using Twitter and creating a robot.
S Select Methods, Media, and Materials Available Materials: Internet, working as a group and working with the teacher,
and computers.
Modify Existing Materials: Using Twitter.
Design New Materials: Creating a robot on clouds.
U Utilize Media and Materials Preview Materials: Make sure that twitter account that is going to be followed
has appropriate and accurate information.
Prepare Materials and Environment: Have appropriate permission slips signed
for creating account on Twitter. Make sure all robot materials are out and
accessible to students. Have the stations each labeled. Make sure all robot
packets have all the materials that students need and that all of them work.
Prepare the learner: Have a class on how to create a robot and how to use all of
the materials that we will be using. Go over what we have learned the past two
days. See if students can brainstorm about how the clouds help them determine
weather.
Provide the learning experience: To start the lesson, we as a class will explore
what we have learned on the previous two days and look at the clouds we have
learned about. We will first look at a cirrus cloud and determine what weather
comes from them. Next, we will look at the alto clouds and discuss the weather
we might see from them. Finally, we will look at stratus clouds and determine the
weather we would see from them. After we have completed this, we will go to
Twitter and follow @TheWeatherChannel to look at all the different clouds that
they have tweeted. Students are encouraged to reply, but it is not required. We
will then break into groups of three or four and start working on our robots. The
robots are a simple, but functioning robot on the three types of clouds that we
learned about. Students are allowed to be crafty with their robots and decorate
however they would like. Stations will be set up with different arts and crafts.
For example, there will be a recycling station to start their robot, a station with
pipe cleaners, popsicle sticks, etc. After students have completed their robots,
they will show the class their creations.
12. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: The in-class activity that students will use to process the
information will be through our discussion and browsing @TheWeatherChannel
Twitter site of the different clouds and what weather that cloud creates. The
follow-up activity will be the robot that they create.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
about the types of clouds and what the clouds are. During instruction, students
will learn that each cloud can help you determine the weather. After instruction,
students will demonstrate their knowledge of the types of weather each cloud
creates by the group activity and their robot.
Assess Learner, Media, and Methods: Students will be assessed on their
knowledge by the group activity and creating and talking about their robot.
14. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will learn about the location of clouds with a 95% accuracy by creating a
poster and creating a PowerPoint presentation.
S Select Methods, Media, and Materials Available Materials: Working in groups, working with the teacher, computer,
internet, and Microsoft PowerPoint.
Modify Existing Materials: PowerPoint presentations.
Design New Materials: Creating a Poster using PowerPoint.
U Utilize Media and Materials Preview Materials: Make sure PowerPoint is working on all computers.
Prepare Materials and Environment: Make sure all students know how to get
on PowerPoint and show them how to use it.
Prepare the learner: We will go over everything we have learned so far.
Students will have previous knowledge of where the clouds are located. Provide
the learning experience: Students will work in a class group about the location
of each cloud. We will do a group activity altitude means. We will discuss about
where the clouds are based on altitude. I will go over with the students that
altitude means the height of an object in relation to the Earth. We will do
examples of what altitude means by using objects as the clouds and the floor as
the Earth. The further away the object, the higher the cloud, the closer the object
is to the floor, the lower the cloud is to the Earth. The highest cloud away from
the Earth is cirrus, the middle cloud from Earth is alto clouds, and the closest
clouds to Earth are stratus. Students will be in groups of two and then go to the
computers to create a PowerPoint presentation of cloud location. After they have
completed this, students will then work individually to create Poster using
PowerPoint with the location of each cloud studied. Students will get to present
their posters to the class.
15. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: The in-class activities that the students will use are: the group
activity and the group PowerPoint presentation to process the information they
learned about the location of clouds. For the follow-up activity, students will
create their own poster based of the cloud location of each cloud we are
studying.
E Evaluate and Revise Before, During, and After Instruction: Before instruction, students will know
what clouds are, the types of clouds we are studying, and that each cloud can
help you determine the weather. During instruction, students will learn the
location of each cloud. After instruction, students will have the knowledge of
the location of each cloud we are studying and will demonstrate their knowledge
using PowerPoint presentations and by creating a poster.
Assess Learner, Media, and Methods: Students knowledge will be assessed
using their group participation on learning about location of clouds, the group
PowerPoint presentation, and the poster that they create.
17. A Analyze Learners General Characteristics: Second Grade, Classroom: 20 students, 9 boys, 11
girls: 90% White, 10% African American.
Specific Entry Competencies: One student has ADHD.
Learning Style: Students know of clouds, but have no prior knowledge.
S State Objectives Students will learn how to identify the three clouds that they have learned about
with 95% accuracy by doing a cloud observation, using Zello, and creating a blog
about using character education to teach about clouds.
S Select Methods, Media, and Materials Available Materials: Cell phones, working as a group with the teacher, the
outdoors, computer, internet, popsicle sticks, pictures of clouds, glue.
Modify Existing Materials: Have appropriate permission slips signed to use cell
phones and to download/use Zello app.
Design New Materials: Create cloud observation identifier.
U Utilize Media and Materials Preview Materials: Have students download and create their channel for the
class on the Zello app. Make sure students can use it correctly. Check the
weather to make sure there is no chance of rain.
Prepare Materials and Environment: Have all pictures and materials out to
create the cloud observation identifiers. Show example of how to use a blog and
websites to research character education to teach about clouds.
Prepare the learner: Review everything that we have learned all week. Talk
about the things that most interested the students. Talk about how they are going
to be able to identify their own clouds today and that they get to discuss them
using their phones.
Provide the learning experience: Students will first research how teach clouds
through character education. Students will work individually on a blog about
clouds. They will take the knowledge that they have learned and place it and
publish it on blogger.com. Students will then comment on one other blog.
Students will use the critical part of character education. By doing this, they will
positively critique the blog. They will offer any suggestion or comments that
could help the blog become better. Once we have completed this, students will
then get to create their own cloud observation identifier. Students will take a
popsicle stick and glue an open square onto it. Then they will get to chose from a
various assortment of different cloud pictures and glue them onto their identifier.
After they have completed this, we will go outside and observe the clouds.
Students will take their phones out with them and we will use Zello to discuss
what clouds we see. If students do not have a phone, they will buddy up with
someone who does.
18. R Require Learner Participation In-Class and Follow-Up Activities So Learners Can Process the
Information: The in-class activities that students will use to process the
information will be creating the group blog. The follow-up activity will be using
the cloud observation identifier and discussing what they see.
E Evaluate and Revise Before, During, and After Instruction: Before instruction students will know
about clouds and the various aspects of the clouds we are studying. During the
instruction, students will get to write a blog about what they have learned about
clouds and critique one other students blog. After instruction, students will
know how to accurately pick out the different types of clouds in the sky and
discuss with others what the cloud they observed is.
Assess Learner, Media, and Methods: Students will be assessed using the
Zello app for discussion and the group blog.