This document outlines a lesson plan for teaching students about three American Indian cultures - the Powhatan, Lakota, and Pueblo. Students will create illustrations using KidPix software about the environment and housing of one of the tribes. They will then upload their illustrations to VoiceThread and narrate them, demonstrating their understanding. The lesson aims to meet social studies and technology standards while developing students' map reading, research, and technology skills through interactive activities like using tables and creating multimedia projects.
This five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
Birds of New York - Nature Photography LessonSeema Sumod
This document provides a description of a lesson plan titled "Birds of New York" for middle school students. The lesson uses digital photography, online tools, and art activities to teach students about common birds in New York. Students will take photos of birds, research them, and present information about one bird in a foreign language using voice recordings and writing. They will also create poetry and stories about birds and work collaboratively to make mosaic artworks from their photos. The lesson aims to develop students' language, writing, research, collaboration, and art skills while learning about local birds.
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
This document outlines a project for 4th grade students at Jamestown, Virginia to learn about the early Jamestown colony through creating podcasts and wikis. The goals are for students to learn key facts about Jamestown, how to use podcasting and other technologies, and to effectively research the topic. Over the course of several weeks, students will conduct research in the library and classroom, visit the Jamestown colony site, and create podcasts and wikis to share what they have learned.
Ed se604 christina rubbino_pbl unit lesson plan outlinecrubbino
This lesson plan outlines a 3-week project-based learning unit for 3rd grade students on the theme of "Communities in Our World." Students will be divided into groups representing different continents and research a country or region within that continent. They will create a travel brochure, virtual tour, or collage representing their assigned area. In their final presentations, students will role-play as tour guides leading their classmates on a virtual trip around the world. Throughout the unit, students will develop knowledge of geography, cultures, and collaboration skills while teachers assess learning with various rubrics and forms.
This document provides an overview of day two of a professional development program for middle school teachers on integrating art into social studies and language arts lessons. The day includes an "Art Talk" activity where teachers analyze paintings, an "Artifact Boxes" activity where they examine primary sources using close looking techniques, and a "Smart Art" session on finding educational resources online and understanding copyright. The document outlines several of the program organizers' top ten ways that art can enhance middle school academics, including using art to deepen understanding of history, study technological developments, interpret meanings, and address different learning styles. It provides examples of lessons and resources for photographers, the development of photography, and informational texts about artists.
The document provides background information on a lesson about the Jingle Dress dance of the Muscogee Nation. The lesson will teach students about onomatopoeia, which are words that imitate sounds, through exploring the origins and sounds represented in the Jingle Dress dance. The lesson aligns with multiple Texas Essential Knowledge and Skills (TEKS) standards for subjects such as English language arts, music, science, social studies, and math. The document also provides resources and activity ideas to engage students at different levels.
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 five day unit on Native Americans for 4th grade includes lessons and activities to teach students about Native American culture and history. In the first lesson, students listen to a story and complete Venn diagrams and charts comparing Native American and modern life. The second lesson has students learn about Native American drums and create their own. In the third lesson, students research Native artifacts online and use a computer program to draw them. The fourth lesson has students watch a video clip and write a script describing the scene. The final lesson involves students watching a YouTube video about Native American children and answering questions.
Birds of New York - Nature Photography LessonSeema Sumod
This document provides a description of a lesson plan titled "Birds of New York" for middle school students. The lesson uses digital photography, online tools, and art activities to teach students about common birds in New York. Students will take photos of birds, research them, and present information about one bird in a foreign language using voice recordings and writing. They will also create poetry and stories about birds and work collaboratively to make mosaic artworks from their photos. The lesson aims to develop students' language, writing, research, collaboration, and art skills while learning about local birds.
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
This document outlines a project for 4th grade students at Jamestown, Virginia to learn about the early Jamestown colony through creating podcasts and wikis. The goals are for students to learn key facts about Jamestown, how to use podcasting and other technologies, and to effectively research the topic. Over the course of several weeks, students will conduct research in the library and classroom, visit the Jamestown colony site, and create podcasts and wikis to share what they have learned.
Ed se604 christina rubbino_pbl unit lesson plan outlinecrubbino
This lesson plan outlines a 3-week project-based learning unit for 3rd grade students on the theme of "Communities in Our World." Students will be divided into groups representing different continents and research a country or region within that continent. They will create a travel brochure, virtual tour, or collage representing their assigned area. In their final presentations, students will role-play as tour guides leading their classmates on a virtual trip around the world. Throughout the unit, students will develop knowledge of geography, cultures, and collaboration skills while teachers assess learning with various rubrics and forms.
This document provides an overview of day two of a professional development program for middle school teachers on integrating art into social studies and language arts lessons. The day includes an "Art Talk" activity where teachers analyze paintings, an "Artifact Boxes" activity where they examine primary sources using close looking techniques, and a "Smart Art" session on finding educational resources online and understanding copyright. The document outlines several of the program organizers' top ten ways that art can enhance middle school academics, including using art to deepen understanding of history, study technological developments, interpret meanings, and address different learning styles. It provides examples of lessons and resources for photographers, the development of photography, and informational texts about artists.
The document provides background information on a lesson about the Jingle Dress dance of the Muscogee Nation. The lesson will teach students about onomatopoeia, which are words that imitate sounds, through exploring the origins and sounds represented in the Jingle Dress dance. The lesson aligns with multiple Texas Essential Knowledge and Skills (TEKS) standards for subjects such as English language arts, music, science, social studies, and math. The document also provides resources and activity ideas to engage students at different levels.
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.
My family consists of my mom, dad, 3 brothers, 1 sister, grandparents, 6 aunts, 6 uncles, and 10 cousins. I will use software programs with audio, video, and graphics to create a presentation about my family that enhances learning and obtains information from a variety of visual sources like pictures, symbols, and computer images.
This lesson plan teaches 5th grade students about the locations of the 50 U.S. states and their capitol cities. Students will label blank maps with the states and capitols, make flashcards by cutting out and gluing states onto cards, and play a matching game to learn the pairings. The learning objective is for students to be able to independently identify each state and its capitol on a map.
This document describes activities for teaching English language learners based on NETS-T standards. It includes 5 activities: 1) having students describe language through a lesson plan, 2) pretending to travel around the world to learn about different places, 3) representing different cultural backgrounds by sharing facts about their ethnicity, 4) creating a newsletter to improve their school, and 5) doing a scavenger hunt to learn the butterfly life cycle. The activities are designed to help students demonstrate understanding of language systems, language acquisition, cultural identity, managing ESL instruction, using educational resources effectively, and classroom-based ESL assessment.
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
This unit focuses on animals as pets and farm animals. Students will learn the names of common pets and farm animals, how they move, and how to take care of pets. They will understand that people love animals and that animals live in different places like farms and homes. Students will be able to identify similarities and differences between farm and pet animals in Spain and the US. They will demonstrate their knowledge by answering questions, describing animals, and singing songs using gestures.
This unit outline focuses on teaching first grade students about the Statue of Liberty as an American symbol through a variety of technology-integrated activities over 5 days. The goals are for students to understand what the Statue of Liberty represents, communicate using developmentally appropriate technology terminology, and illustrate and communicate original ideas about the Statue of Liberty using digital tools. Activities will include using iPads, websites, songs, pictorial charts, timelines, and graphic organizers. Differentiation is provided through small group instruction and adjusting the level of writing for different students.
This document outlines a lesson plan for a 4th grade classroom on holiday traditions from different cultures. The plan includes analyzing the diverse class of 20 students, stating the objectives of identifying and describing various cultural holiday traditions through activities. Methods like videos, songs, group projects, and hands-on art are selected to accommodate different backgrounds. Materials like art supplies, the smart board, and chairs/tables will be prepared. The first day will introduce Jewish traditions through a video and songs, followed by hands-on art to create symbols for presentations later in the week. Student comprehension will be assessed through discussion, checking understanding, monitoring group work, asking about differences, and a final presentation.
This document outlines a 10-day unit plan for 5th grade students to learn about the Native Americans of the Pacific Northwest through using QR codes and smartphones. Students will be placed into groups to use QR codes to research how geography and climate influenced aspects of the culture like housing, food sources, and tools. They will then create a PowerPoint presentation to present their findings to the class. The teacher provides accommodations for different types of students and identifies standards. Formative and summative assessments are outlined to check student understanding throughout the project.
This document outlines two exhibits for a museum on Native American history and culture. Exhibit A focuses on different Native American tribes, their ways of life, and their lasting influences. Students will research a tribe, identify influences still present today, and create artifacts. Assessments include Jeopardy and sorting games. Exhibit B examines Native American inventions, why they were created, and tribal trading. Students research their tribe's inventions and create multimedia presentations. The exhibits aim to teach students about Native American tribes and the impacts of their cultures.
This 5-day WebQuest introduces third grade students to Native American culture through group projects and activities. Each day focuses on a different aspect of Native American life: tribes and languages, tools and hunting/gathering, food and pottery, music and games. Students are assigned a tribe and create presentations and crafts throughout the week. On the final day, groups present their projects on the tribe's name, location, language, way of life, and artifacts. The teacher evaluates students based on their presentations, participation, and understanding of Native American history and culture.
This five-day WebQuest introduces third grade students to Native American culture through group projects and presentations. On day one, students are assigned Native American tribes and begin research projects. Subsequent days focus on comparing hunting and gathering, crafting tribal tools and pottery, experiencing music and games, and presenting findings. The teacher evaluates students based on presentation rubrics and participation. The goal is for students to learn about Native American history, food, language, arts and way of life through interactive lessons and collaboration.
This document outlines a lesson plan for teaching 3rd grade students about Native American history. The teacher will split the class into groups and have them research different Native American tribes. Each group will create a presentation on the tribe they were assigned, including examples and items. Throughout the week-long lesson, students will learn about Native American culture, languages, foods, and ways of life. The teacher will use a Voki and posters to present information and assess student learning through group presentations and participation in class activities and discussions.
The document describes a multi-lesson learning experience where students in a 2nd grade class will research important African Americans from history and present information about them in an "African American Wax Museum." In the first lesson, students learn about wax museums and what makes someone a hero. They discuss important African American figures and are assigned one to research. The second lesson has students use books, computers and other sources to find facts about their person. They will create a diorama, timeline and other projects to showcase what they learned. The goal is for students to understand the contributions of African Americans and how they helped change history.
Olivia Fisher will teach a unit on Native American history to her 3rd grade class over 5 days. She will introduce the students to different Native American tribes, cultures, languages and ways of life. The students will be split into groups to research and present projects on assigned tribes. They will use materials provided by the teacher, including information from a Voki presentation and posters, to complete their projects with 95% accuracy.
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
This three-lesson unit introduces 4th grade students to cultural diversity through exploring Native American and Turkish cultures. In the first lesson, students research flags of their own heritage and learn about symbols and colors. They then enter flag information on a class wiki. Lesson two involves reading about the two cultures and identifying similarities and differences. The final lesson has students research cultural aspects like art and traditions online and record audio responses on a voice thread. Students are evaluated based on homework, voice thread contributions, and an exam assessing their understanding of the cultures.
By the end of a five day unit, the 3rd grade class will learn about Native American history. The 21 students will work in groups to create and present projects about Native American culture, including foods, languages, music/dance, games, and ways of life. To do this, the class will compare hunters and gatherers using a smart board chart. Students will then work in groups to create tools used by different tribes and upload pictures and descriptions to a class Facebook page. The teacher will evaluate students on their group presentations and participation during activities and discussions.
This lesson plan outlines a week-long project for 4th grade students to learn about holiday traditions from different cultures. Students will be split into groups and research an assigned holiday, creating artifacts and presentations to teach their classmates. Activities include a Jeopardy game, poster project, question game using a basketball hoop, and dance performance. The plan details setting up the classroom environment and preparing students and materials to utilize hands-on and visual learning styles through group work and presentations.
This lesson plan aims to teach 4th grade students about world production using a digital spreadsheet. The class has students from various cultures and backgrounds. Students will bring 10 items from home and identify the country of origin. They will create graphs to record findings and present in groups. The teacher will use a song, map, computer and hands-on activity to engage tactile, visual and auditory learners. Students will analyze which countries produce the most and discuss factors influencing production.
1) The document outlines a lesson plan for a 4th grade Earth Day unit. It will involve students watching an introductory video, researching Earth Day topics in small groups, creating presentation projects, and participating in hands-on activities like making bird feeders and cleaning up the school grounds.
2) Students will be placed into groups of 4 to research Earth Day topics through websites, books, podcasts and videos. They will then create presentations using videos, slideshows or posters.
3) Materials needed include computers, library books, poster boards, craft supplies for bird feeders and composting, and equipment for student presentations. The classroom and library will be prepped ahead of time.
The unit plan analyzes 8th grade students of varying backgrounds and learning styles who will engage with The Hunger Games through group presentations. Students will create newspapers accurately displaying the main events of the story and hold a debate outlining the pros and cons of revolution. Groups will utilize videos, web quests, and presentation materials of their choice. Students will present their projects while other students participate through voting and feedback. The teacher will evaluate the presentations for accuracy and understanding of the materials.
My family consists of my mom, dad, 3 brothers, 1 sister, grandparents, 6 aunts, 6 uncles, and 10 cousins. I will use software programs with audio, video, and graphics to create a presentation about my family that enhances learning and obtains information from a variety of visual sources like pictures, symbols, and computer images.
This lesson plan teaches 5th grade students about the locations of the 50 U.S. states and their capitol cities. Students will label blank maps with the states and capitols, make flashcards by cutting out and gluing states onto cards, and play a matching game to learn the pairings. The learning objective is for students to be able to independently identify each state and its capitol on a map.
This document describes activities for teaching English language learners based on NETS-T standards. It includes 5 activities: 1) having students describe language through a lesson plan, 2) pretending to travel around the world to learn about different places, 3) representing different cultural backgrounds by sharing facts about their ethnicity, 4) creating a newsletter to improve their school, and 5) doing a scavenger hunt to learn the butterfly life cycle. The activities are designed to help students demonstrate understanding of language systems, language acquisition, cultural identity, managing ESL instruction, using educational resources effectively, and classroom-based ESL assessment.
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
This unit focuses on animals as pets and farm animals. Students will learn the names of common pets and farm animals, how they move, and how to take care of pets. They will understand that people love animals and that animals live in different places like farms and homes. Students will be able to identify similarities and differences between farm and pet animals in Spain and the US. They will demonstrate their knowledge by answering questions, describing animals, and singing songs using gestures.
This unit outline focuses on teaching first grade students about the Statue of Liberty as an American symbol through a variety of technology-integrated activities over 5 days. The goals are for students to understand what the Statue of Liberty represents, communicate using developmentally appropriate technology terminology, and illustrate and communicate original ideas about the Statue of Liberty using digital tools. Activities will include using iPads, websites, songs, pictorial charts, timelines, and graphic organizers. Differentiation is provided through small group instruction and adjusting the level of writing for different students.
This document outlines a lesson plan for a 4th grade classroom on holiday traditions from different cultures. The plan includes analyzing the diverse class of 20 students, stating the objectives of identifying and describing various cultural holiday traditions through activities. Methods like videos, songs, group projects, and hands-on art are selected to accommodate different backgrounds. Materials like art supplies, the smart board, and chairs/tables will be prepared. The first day will introduce Jewish traditions through a video and songs, followed by hands-on art to create symbols for presentations later in the week. Student comprehension will be assessed through discussion, checking understanding, monitoring group work, asking about differences, and a final presentation.
This document outlines a 10-day unit plan for 5th grade students to learn about the Native Americans of the Pacific Northwest through using QR codes and smartphones. Students will be placed into groups to use QR codes to research how geography and climate influenced aspects of the culture like housing, food sources, and tools. They will then create a PowerPoint presentation to present their findings to the class. The teacher provides accommodations for different types of students and identifies standards. Formative and summative assessments are outlined to check student understanding throughout the project.
This document outlines two exhibits for a museum on Native American history and culture. Exhibit A focuses on different Native American tribes, their ways of life, and their lasting influences. Students will research a tribe, identify influences still present today, and create artifacts. Assessments include Jeopardy and sorting games. Exhibit B examines Native American inventions, why they were created, and tribal trading. Students research their tribe's inventions and create multimedia presentations. The exhibits aim to teach students about Native American tribes and the impacts of their cultures.
This 5-day WebQuest introduces third grade students to Native American culture through group projects and activities. Each day focuses on a different aspect of Native American life: tribes and languages, tools and hunting/gathering, food and pottery, music and games. Students are assigned a tribe and create presentations and crafts throughout the week. On the final day, groups present their projects on the tribe's name, location, language, way of life, and artifacts. The teacher evaluates students based on their presentations, participation, and understanding of Native American history and culture.
This five-day WebQuest introduces third grade students to Native American culture through group projects and presentations. On day one, students are assigned Native American tribes and begin research projects. Subsequent days focus on comparing hunting and gathering, crafting tribal tools and pottery, experiencing music and games, and presenting findings. The teacher evaluates students based on presentation rubrics and participation. The goal is for students to learn about Native American history, food, language, arts and way of life through interactive lessons and collaboration.
This document outlines a lesson plan for teaching 3rd grade students about Native American history. The teacher will split the class into groups and have them research different Native American tribes. Each group will create a presentation on the tribe they were assigned, including examples and items. Throughout the week-long lesson, students will learn about Native American culture, languages, foods, and ways of life. The teacher will use a Voki and posters to present information and assess student learning through group presentations and participation in class activities and discussions.
The document describes a multi-lesson learning experience where students in a 2nd grade class will research important African Americans from history and present information about them in an "African American Wax Museum." In the first lesson, students learn about wax museums and what makes someone a hero. They discuss important African American figures and are assigned one to research. The second lesson has students use books, computers and other sources to find facts about their person. They will create a diorama, timeline and other projects to showcase what they learned. The goal is for students to understand the contributions of African Americans and how they helped change history.
Olivia Fisher will teach a unit on Native American history to her 3rd grade class over 5 days. She will introduce the students to different Native American tribes, cultures, languages and ways of life. The students will be split into groups to research and present projects on assigned tribes. They will use materials provided by the teacher, including information from a Voki presentation and posters, to complete their projects with 95% accuracy.
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
This unit explores the 21 California Missions over 3-4 weeks. Students will individually research one mission and create a brochure presenting key facts about its establishment, architecture, crops/livestock, and current use. They will organize research using a graphic organizer then write a 3 paragraph essay. Accommodations include extra support and modified assignments. Standards addressed include writing informational reports using multiple sources and describing social/economic life in early California. Teachers will facilitate using technology to advance student learning and creativity through real-world projects using digital tools for collaboration, communication, and assessment.
This three-lesson unit introduces 4th grade students to cultural diversity through exploring Native American and Turkish cultures. In the first lesson, students research flags of their own heritage and learn about symbols and colors. They then enter flag information on a class wiki. Lesson two involves reading about the two cultures and identifying similarities and differences. The final lesson has students research cultural aspects like art and traditions online and record audio responses on a voice thread. Students are evaluated based on homework, voice thread contributions, and an exam assessing their understanding of the cultures.
By the end of a five day unit, the 3rd grade class will learn about Native American history. The 21 students will work in groups to create and present projects about Native American culture, including foods, languages, music/dance, games, and ways of life. To do this, the class will compare hunters and gatherers using a smart board chart. Students will then work in groups to create tools used by different tribes and upload pictures and descriptions to a class Facebook page. The teacher will evaluate students on their group presentations and participation during activities and discussions.
This lesson plan outlines a week-long project for 4th grade students to learn about holiday traditions from different cultures. Students will be split into groups and research an assigned holiday, creating artifacts and presentations to teach their classmates. Activities include a Jeopardy game, poster project, question game using a basketball hoop, and dance performance. The plan details setting up the classroom environment and preparing students and materials to utilize hands-on and visual learning styles through group work and presentations.
This lesson plan aims to teach 4th grade students about world production using a digital spreadsheet. The class has students from various cultures and backgrounds. Students will bring 10 items from home and identify the country of origin. They will create graphs to record findings and present in groups. The teacher will use a song, map, computer and hands-on activity to engage tactile, visual and auditory learners. Students will analyze which countries produce the most and discuss factors influencing production.
1) The document outlines a lesson plan for a 4th grade Earth Day unit. It will involve students watching an introductory video, researching Earth Day topics in small groups, creating presentation projects, and participating in hands-on activities like making bird feeders and cleaning up the school grounds.
2) Students will be placed into groups of 4 to research Earth Day topics through websites, books, podcasts and videos. They will then create presentations using videos, slideshows or posters.
3) Materials needed include computers, library books, poster boards, craft supplies for bird feeders and composting, and equipment for student presentations. The classroom and library will be prepped ahead of time.
The unit plan analyzes 8th grade students of varying backgrounds and learning styles who will engage with The Hunger Games through group presentations. Students will create newspapers accurately displaying the main events of the story and hold a debate outlining the pros and cons of revolution. Groups will utilize videos, web quests, and presentation materials of their choice. Students will present their projects while other students participate through voting and feedback. The teacher will evaluate the presentations for accuracy and understanding of the materials.
This document summarizes a 2nd grade geography and language arts lesson on location and place. The lesson involves students taking photos around their school to identify important locations and places. Students will then create a virtual tour using computer software and photos to show the location and place of their classroom from a geographic perspective. They will present their maps in small groups. The teacher evaluates students on their understanding of location vs place terms and their skills using multimedia tools to complete the project.
This document summarizes a history class presentation on the American Revolutionary War consisting of 21 diverse 10th grade students. Students were instructed to present on their favorite part of the American Revolutionary War using various presentation technologies and formats. Presentations were evaluated based on accuracy, content, presentation quality, creativity, and student engagement during other presentations.
This presentation describes a unit on culture for an 8-student 6th grade resource room. The unit contains 5 subtopics: 1) Every Culture, where students will research and write about the cultures of 2 countries; 2) Family Tree Builder, where students will create a family tree using community resources; 3) Technology Timeline, where students will make a timeline of 5 agricultural technology advances; 4) Ohio State Map, where students will plot coordinate pairs on a map; and 5) objectives and grade-level indicators for each subtopic. The unit is intended to expose students from low economic backgrounds to other world cultures.
This document outlines a 5-day lesson plan for 2nd grade students to learn about rural, urban, and suburban communities. Students will read books, take virtual field trips, work in groups to design their own community using materials like construction paper, and present their projects to the class. Modifications are made for students with learning disabilities, including placing them in different groups and providing multiple means of learning and repeating content. Technology is incorporated through videos and online resources. Students will be assessed using a rubric.
This document provides information about a lesson plan for an after-school culture camp program for 8-9 year olds. The lesson focuses on introducing students to the plant and animal life native to Zimbabwe. Students will learn the Latin and common names of plants and animals from Zimbabwe through handouts and activities. They will create Zimbabwean flags to take home and answer trivia questions about what they learned. The goal is for students to gain knowledge about animals and plants in Africa.
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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 ...।
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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.
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How to Fix the Import Error in the Odoo 17Celine George
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2. • Primary School K-2 in an urban neighborhood
• Low-socio economic status, 95% qualify for a free-reduced
lunch
• 75% African-American, 20% Caucasian, 5% Hispanic, 1%
other (not specified)
• Inclusion classroom with about 50%
of the students who have an IEP.
• Special Ed Co-Teacher
• Cooperative learning
• environment
• 3 desktops and 1 laptop in room
• SmartBoard installed
3. Purpose- This lesson will meet Virginia standard of Learning in History,
Geography, and Computing and technology
History- 2.2 The student will compare the lives and contributions of
three American Indian cultures of the past and present, with emphasis
on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and
the Pueblo peoples of the Southwest.
Geography-2.4 The student will develop map skills by c)locating the
regions of the Powhatan, Lakota, and Pueblo Indians on United States
maps; d) understanding the relationship between the environment and
the culture of the Powhatan, Lakota, and Pueblo Indians.
Computer and Technology-C/T K-2.2 The student will demonstrate
proficiency in the use of technology. Demonstrate the use of mouse,
keyboard, printer, multimedia devices, and earphones. Use multimedia
resources such as interactive books and software with graphical
interfaces.
4. Region Indians Homes Occupations Transportation
Eastern
Woodlands
Powhatan
Wood frame
houses with
bark/reed covering
Fishermen,
hunters,
farmers
Walked,
paddled canoes
Plains Lakota Teepees
Hunters,
horsemen
Walked,
used horses
Southwest Pueblo
Multi-story
terraced
buildings
Farmers,
hunters
Walked
Comparison of three American Indian cultures of the past
Contributions of American Indians
•Arts (pottery, weaving, carving)
•Knowledge of the environment
•Respect for nature
•Farming of corn and tobacco
Students will be able to read the below table and pull information from the
table. Students will also be able to recall the information from the table.
5. Teacher Resources
-Story books about Native
Americans
-Fact books about Native
Americans
-Native American workbooks
-Discovery Education videos
-VoiceThread, Kid Pix software,
microphone
-SmartBoard and projector
-Laptop
-Music tapes
-Self-created Smartboard lessons ,
games and sorting activities
Student Resources
Kid Pix software
Table
Microphone
Computer with internet access
6. KidPix- The students will use kidpix to create a replica of the
Native American tribe of their choice: Powhatan, Lakota-
Sioux, or Pueblo. Students will then save their Kidpix JPEG
picture into VoiceThread and narrate their picture
It addresses creativity and innovation, communication and
collaboration, conducting research, and using technology
effectively. It satisfies computer and technology standards
for the state of Virginia K-2.2
The students have used Kidpix before for other assignments
and so have good background knowledge to be able to use
the software. Voicethread will be a new technology and
students will be instructed on how to use it whole group
projected on a white board. Then, will save as a JPEG picture
and record their voice with the assistance of a teacher one
at a time
7. The students will learn the subject matter by
1.Listening to stories
2. Viewing videos
3. Using/reading tables
4. Playing online games
5. Doing online webquests
6. Sorting photos of elements of the tribes
7. Singing songs, dancing, and acting (miming)
8. Creating an illustration of the environment of a Native
American Tribe including appropriate illustrations for:
Flora/Fauna, housing, food, occupations, transportation,
clothing, and climate
8. Students will show understanding of essential knowledge
by choosing a Native American tribe and correctly
illustrating the tribes: environment, housing, clothing,
food, transportation, and occupations.
Students will be able to (with assistance) upload the JPEG
illustration into voice thread.
Students will be able to articulate what their illustration is
about and explain the features.
Students will be able to read a table
9. Learning of essential knowledge based on illustration and
articulation of illustration
Unit exam (paper test with Senteo remotes)
If students are able to: follow directions, cooperate with
classmates, grasp essential knowledge, and answer
questions
Read a table
Completion of unit assignments and participation
10. Weekly timeline for culminating final unit activity
Monday Tuesday Wednesda
y
Thursday Friday Monday
-Introduce
table to the
children,
practice
extracting
data off of the
table
(children will
have prior
knowledge of
each Native
tribe since
whole unit is
4 weeks in
length)
-Review table…
on Smartboard
practice
identifying and
filling in
missing data.
-On
Smartboard,
children sort
facts into
categories
about:
Powhatan,
Lakota-Sioux,
or Pueblo tribes
-Small group,
kids will
practice the
technology
and using a
table by
creating an
illustration of
the classroom
using Kidpix
and
information
off of a
similar table
of teachers
classrooms
-Children
begin their
Kidpix
project in
the
computer
lab.
Focusing on
environmen
t and
housing
-Children
continue
and finish
their Kidpix
project
using
laptops in
the
classroom.
-With
teacher
assistance,
Children
will save
their Kidpix
illustration
into
Voicethread
and narrate
their
illustration
11. The lesson will be effective and successful if:
-Each child has an illustration that contains all
essential components that focus on the tribe that
the child chose
-Students are able to answer questions from data
on a table
-Students are able to follow the directions they are
given
-Students are able to articulate and explain their
illustration
-Students are able to use the technology effectively
with minimal assistance (if any) from an adult.
Editor's Notes
-School located in the Hampton Roads region of Virginia. This areas is highly populated. The school is located in the urban inner city of the City of Chesapeake. It is the oldest part of the city and the old heart. The population is elderly mostly with younger families living in section 8 housing developments and some of the older single family homes that surround the school. There is also a trailer park development near the school that is within the school boundaries as well.
-Parental involvement is generally low. There are transportation issues and parents typically work during the day which does not permit for many visits to the school. Many parents do not attend parent teacher conferences, or volunteer at the school.
- The school itself is a Balanced Literacy pilot school. As a Title 1 school, they have had great success with implementation of the program. The program encourages tables v. desks, and students sit in heterogeneous groups based on reading ability. Approximately 30% of male students at the school have repeated Kindergarten to strengthen beginning literacy skills. This is a large number, but the school has found it necessary for continued success in school. Because of this, many students are 1 year older than the typical 2nd grader. This can at times affect their interest in certain subjects.
History 2.2 – students will learn about the region, transportation, environment, occupations, lifestyle, use of natural resources, housing, clothing, and language of the three Native American tribes being focused on through reading of books, watching videos, reconstructing environments, acting out occupations, sorting, categorizing and singing about the tribes.
Geography 2.4 – Students will be able to identify on a map, the regions where the Native American tribes one lived.
Computer and Technology C/T K-2.2 – Students will turn on computer and navigate to watch videos, go on web quests, listen to interactive books, and create environments on Kidpix
Students will need to be able to recall the information listed above. Students will able be able to read the table and pull information from the table. Students should be able to fill in missing information on the table and identify if components are missing. Students will be able to use the data off the table to create a picture on kidpix of one tribes environment illustrating the information in the table above along with additional info from lessons.
-Books are gathered by the media specialist (librarian) at the beginning of the unit and distributed to teachers who then share the books around the grade level. Both storybooks and factual books are used
ETEC standards:
1. Creativity and innovation: Students are creating an illustration themselves using software that allows them to be creative.
2.Communication and Collaboration: Students create a Kidpix in small groups of our classroom environment as a sample project.
3. Conducting Research- Children may look for additional clip-art to use in their illustration to represent essential knowledge
4. Using technology effectively: The children are learning how to use technology effectively by creating an original illustration to demonstrate knowledge
It is extremely important that students are able to articulate their illustrations and be able to explain what their illustration is of and the components to demonstrate understanding of the material.
All assessments are considered in determining whether the child has the essential knowledge for the unit and can demonstrate knowledge. Children in grades lower than 3 are not given letter grades. They are given Outstanding/excels grade level standards, Satisfactory/meets grade level standards, Progressing/ towards grade level standards, Unsatisfactory/ far from meeting grade level standards.
Children will be finishing up the whole 4 week unit at this point. The previous 3 weeks, students will have learned about the individual tribes at a rate of 1 per week. This week is focusing on review of the tribes and comparing and contrasting the tribes and their lifestyles. It also focuses on incorporating the skills of reading and using a table as well as addresses the computer and technology standards.
-The children at PPS have had extensive experience with Kidpix and using a computer by the second grade. The new skills will simply be saving it as a JPEG, and using Voicethread (which will be modeled
whole group, but executed one on one with the special ed teacher)
-Uploading of illustration and Voicethread will be conducted throughout the day pulling children aside individually to do their own in the special educator’s home room (to provide a quiet distraction free environment). The following Monday after the written assessment students will view all the illustrations on Voicethread whole group.
Include any final thoughts, ideas, inspiring quotations, images, etc. that will give an appropriate end to your presentation of your learning unit. Remember to be professional!