This document provides information about a week-long student project involving penguins. Students will read a book about penguins, complete math worksheets, research penguin facts to create a fact book, and present their mathematical solutions and fact book information to the class. The project involves reading, research, data gathering, graphing, and determining patterns over the course of the week.
The document is a presentation by Mrs. Paula McMullen, a library teacher, about features of nonfiction books that help readers understand the information. It discusses outside features like the cover and spine label, internal features like the title page, contents page, glossary and index, illustrations, graphics, and special print features like headings and captions. The goal is for readers to learn how to use these features to aid their understanding when reading nonfiction.
Bright Alphabet Poster Slides to help with Teaching the Alphabet - also includes blank Alphabet Pages for you to add words and pictures using your Interactive Whiteboard if you like.....Cheers
The document introduces several characters: Biff, Chip, Dad, Kipper, Mum, and Floppy. It states that Biff, Chip, and Kipper are in school. It then asks the reader to identify pictures of the characters by clicking on their names.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the English alphabet. It is made up of 26 letters that are used to write the English language. The alphabet is organized into the letters A through Z.
Learn about aspects of Westerville, Ohio history, including the Westerville Creamery, the Johnston family, the local milkman Dewey Parker and more! This newsletter was created by the Westerville Library's Local History Department.
The document is a presentation for UKG (Upper Kindergarten) kids made by Kiran Arya. It includes lists of word families organized by vowel sound, including words ending in "at", "ap", "an", "ad", and other vowel combinations like "ag", "am", and "ab". It provides examples of words for students to learn about patterns in word sounds and families.
The story follows a caterpillar from hatching from an egg on a leaf until becoming a butterfly. Each day the caterpillar eats through various fruits in an attempt to satisfy its hunger, but remains hungry. By eating through one green leaf, the caterpillar starts to feel better. After building a cocoon and staying inside for two weeks, the caterpillar emerges from the cocoon as a beautiful butterfly.
The document is a presentation by Mrs. Paula McMullen, a library teacher, about features of nonfiction books that help readers understand the information. It discusses outside features like the cover and spine label, internal features like the title page, contents page, glossary and index, illustrations, graphics, and special print features like headings and captions. The goal is for readers to learn how to use these features to aid their understanding when reading nonfiction.
Bright Alphabet Poster Slides to help with Teaching the Alphabet - also includes blank Alphabet Pages for you to add words and pictures using your Interactive Whiteboard if you like.....Cheers
The document introduces several characters: Biff, Chip, Dad, Kipper, Mum, and Floppy. It states that Biff, Chip, and Kipper are in school. It then asks the reader to identify pictures of the characters by clicking on their names.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the English alphabet. It is made up of 26 letters that are used to write the English language. The alphabet is organized into the letters A through Z.
Learn about aspects of Westerville, Ohio history, including the Westerville Creamery, the Johnston family, the local milkman Dewey Parker and more! This newsletter was created by the Westerville Library's Local History Department.
The document is a presentation for UKG (Upper Kindergarten) kids made by Kiran Arya. It includes lists of word families organized by vowel sound, including words ending in "at", "ap", "an", "ad", and other vowel combinations like "ag", "am", and "ab". It provides examples of words for students to learn about patterns in word sounds and families.
The story follows a caterpillar from hatching from an egg on a leaf until becoming a butterfly. Each day the caterpillar eats through various fruits in an attempt to satisfy its hunger, but remains hungry. By eating through one green leaf, the caterpillar starts to feel better. After building a cocoon and staying inside for two weeks, the caterpillar emerges from the cocoon as a beautiful butterfly.
This WebQuest lesson guides 3rd grade students on a virtual trip around the world to research animals for a new zoo. Students will visit websites to gather information on a jaguar, lion, koala, emperor penguin, and red panda. They will learn about each animal's habitat, behaviors, diet, and space needs. Using the research, students will then design their own zoo that safely houses all the animals. The teacher page provides standards, process details, evaluation criteria, and resources to support lesson implementation.
This document is a webquest for 3rd grade geography students that involves traveling to 5 continents to research animals for a new zoo. Students are tasked with learning about the animals' natural habitats, environments, behaviors, diets, and space needs. They will then use the information collected to design their own zoo that safely accommodates all the animals. The process involves visiting websites to gather facts on specific animals, like jaguars, lions, koalas, penguins, and red pandas. Students will be evaluated on collecting sources, originality, meeting requirements, attractiveness, content, and oral presentation.
This document provides instructions for a student project on researching and presenting information about an animal. It outlines the task which is for students to research an animal, find interesting facts about it, and create a PowerPoint presentation with sections on the animal's country, climate, classification, diet, predators, endangered status, and pictures. It describes the process of choosing an animal with a partner, researching online sources, citing information, and finding pictures and videos. It provides criteria for evaluating the presentations on various elements and their organization, information, and citation of sources.
This document outlines a webquest for 2nd grade students about the butterfly life cycle. The task is for students to work in partners to learn about the butterfly life cycle by completing online activities and creating a poster and book. The process involves reading books, visiting websites, watching a video, playing a game, and creating a poster and book. Students are evaluated using a rubric. Resources include books, websites, and materials for the art projects.
This document describes a webquest for 2nd grade students about the butterfly life cycle. Students will work in partners to learn about the butterfly life cycle by visiting websites, watching a video, and completing interactive activities. They will then create a poster and book about the butterfly life cycle. The lesson aims to teach science standards and involves research, art projects, and cooperation among partners.
This webquest simulates natural selection through a competition between student groups representing different finch species. Each group is given a different "tool" like a spoon or fingers to collect beans, representing finding food. Groups collect beans for one minute, with the lowest scoring group becoming extinct. Remaining groups reproduce and the activity repeats until one group remains, demonstrating survival of the fittest. Students write hypotheses, evaluate factors influencing survival, and explain how this connects to Darwin's research on his Galapagos finches.
This document provides instructions for creating a WebQuest lesson to teach educators how to create their own WebQuests. The lesson involves solving a fictional murder mystery based on events from the book "The Outsiders" by working in pairs to investigate clues, develop theories, and present findings in a PowerPoint. The process is outlined in 7 steps, which guide educators through brainstorming theories, creating evidence, getting feedback, and presenting their work. Educators are encouraged to be creative and have fun while learning how to design an effective student-centered WebQuest.
This document provides instructions for creating a WebQuest lesson to teach educators how to create their own WebQuests. The lesson involves solving a fictional murder mystery based on events from the book "The Outsiders" by working in pairs to investigate clues, develop theories, and present findings in a PowerPoint. The process is outlined in 7 steps, which guide educators through brainstorming theories, creating evidence, getting feedback, and presenting their work. Educators are encouraged to be creative and have fun while learning how to design an effective student-centered WebQuest.
This webquest guides students through creating their own zoo habitats using a shoebox. Students will research and choose one amphibian, bird, reptile, and mammal to feature. They will learn facts about each animal and craft miniature habitats in the shoebox reflecting the animals' natural environments. Finally, students will present their zoos and the animals featured while teachers place related stickers on a world map. The goal is for students to gain knowledge about different animals and habitats.
1. Students were tasked with researching animal species and habitats to help the Cleveland Zoo place animals back in their correct enclosures after chaos ensued.
2. Students were divided into groups and assigned to research amphibians, fish, or reptiles. They had to choose species within their class and gather information on food, climate, and other survival needs.
3. Students created wordles with their research and designed pamphlets presenting their information to help the zoo determine proper placements for the animals.
The document provides instructions for a classroom activity where students will learn about different types of dinosaurs by being assigned a dinosaur egg to research. Working with a partner, students will print out fact sheets about their dinosaur, answer questions to complete a worksheet, draw a picture of their dinosaur, and present what they learned to the class. The activity aims to teach students about dinosaurs before their "eggs hatch" and to foster cooperative learning.
This document provides instructions for a student project to create a book about bears. The project includes researching a fun fact about bears, drawing a picture to illustrate the fact, and compiling the pages into a class book. The document outlines the task, process, evaluation criteria, and conclusion. It also provides credits and references for images and templates used.
The document outlines tasks for student groups to research frogs from different perspectives as part of a marketing project for Cadbury chocolate bars. The groups are Protectors, Pattes de Grenouilles, Anura, and Der Frosch. Each group is assigned research tasks including blogging, creating trivia questions, presenting findings, and participating in a culminating event called "ếch Day". The process section provides guidance for each group to complete planning, research, information processing, and construction phases to prepare for their presentations and activities for ếch Day.
This document summarizes a teacher-created webquest for 6th grade students about choosing a planet to visit on a hypothetical 2-week vacation. The task is for students to research the planets to determine criteria for their choice, such as atmosphere and distance from the sun. The process involves making a list of criteria, researching the planets using provided websites, and creating a presentation on their chosen planet and why they selected it. An evaluation rubric assesses students' content, organization, design, requirements fulfillment, presentation delivery, and sourcing of information.
This workshop presented by Brynette Smith from the Texas Empowerment Academy focuses on igniting math, reading, and science enrichment programs through real life applications. The workshop demonstrated three projects - a cooking project making "spider snacks", an art project to make a "ball toss toy", and a reading theater project creating puppets and performing "Three Little Pigs". Participants worked in teams on the projects, with a project leader guiding them through the steps. The goals were to involve students in planning, make projects age-appropriate, demonstrate teamwork, and show how real-life applications motivate learning.
This document provides an outline for a 5-day lesson plan on the five senses for students. Each day focuses on one of the five senses - sight, hearing, touch, smell, and taste. Students will participate in hands-on activities to learn about each sense, such as using binoculars to observe sight and sampling different foods to learn about taste. They will also complete worksheets and drawings each day to demonstrate their understanding. The overall goal is to help students better understand the five senses through interactive and engaging lessons.
This lesson plan aims to teach 3rd grade students about polar bears and writing expository stories. Over two sessions, students will learn polar bear facts, create an original story using Story Jumper about helping the Rio Grande Zoo, and send their story to the zoo. Students will work in pairs to research polar bears, write their story, and provide peer feedback. The teacher will evaluate students based on their initial knowledge, self-evaluation, and final Story Jumper product. The goal is for students to learn expository writing skills while learning about polar bears.
This document provides instructions for a lesson plan involving the book "Diary of a Worm" by Doreen Cronin. Students will be tasked with writing their own diary entry from the perspective of an earthworm, using facts they learn about worms. The lesson involves students reading the book, completing various steps to gather worm facts, then writing and submitting their diary entry. Their work will be evaluated on inclusion of facts, punctuation, grammar, and participation in the lesson steps. The document also provides credits and additional activity ideas related to worms.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This WebQuest lesson guides 3rd grade students on a virtual trip around the world to research animals for a new zoo. Students will visit websites to gather information on a jaguar, lion, koala, emperor penguin, and red panda. They will learn about each animal's habitat, behaviors, diet, and space needs. Using the research, students will then design their own zoo that safely houses all the animals. The teacher page provides standards, process details, evaluation criteria, and resources to support lesson implementation.
This document is a webquest for 3rd grade geography students that involves traveling to 5 continents to research animals for a new zoo. Students are tasked with learning about the animals' natural habitats, environments, behaviors, diets, and space needs. They will then use the information collected to design their own zoo that safely accommodates all the animals. The process involves visiting websites to gather facts on specific animals, like jaguars, lions, koalas, penguins, and red pandas. Students will be evaluated on collecting sources, originality, meeting requirements, attractiveness, content, and oral presentation.
This document provides instructions for a student project on researching and presenting information about an animal. It outlines the task which is for students to research an animal, find interesting facts about it, and create a PowerPoint presentation with sections on the animal's country, climate, classification, diet, predators, endangered status, and pictures. It describes the process of choosing an animal with a partner, researching online sources, citing information, and finding pictures and videos. It provides criteria for evaluating the presentations on various elements and their organization, information, and citation of sources.
This document outlines a webquest for 2nd grade students about the butterfly life cycle. The task is for students to work in partners to learn about the butterfly life cycle by completing online activities and creating a poster and book. The process involves reading books, visiting websites, watching a video, playing a game, and creating a poster and book. Students are evaluated using a rubric. Resources include books, websites, and materials for the art projects.
This document describes a webquest for 2nd grade students about the butterfly life cycle. Students will work in partners to learn about the butterfly life cycle by visiting websites, watching a video, and completing interactive activities. They will then create a poster and book about the butterfly life cycle. The lesson aims to teach science standards and involves research, art projects, and cooperation among partners.
This webquest simulates natural selection through a competition between student groups representing different finch species. Each group is given a different "tool" like a spoon or fingers to collect beans, representing finding food. Groups collect beans for one minute, with the lowest scoring group becoming extinct. Remaining groups reproduce and the activity repeats until one group remains, demonstrating survival of the fittest. Students write hypotheses, evaluate factors influencing survival, and explain how this connects to Darwin's research on his Galapagos finches.
This document provides instructions for creating a WebQuest lesson to teach educators how to create their own WebQuests. The lesson involves solving a fictional murder mystery based on events from the book "The Outsiders" by working in pairs to investigate clues, develop theories, and present findings in a PowerPoint. The process is outlined in 7 steps, which guide educators through brainstorming theories, creating evidence, getting feedback, and presenting their work. Educators are encouraged to be creative and have fun while learning how to design an effective student-centered WebQuest.
This document provides instructions for creating a WebQuest lesson to teach educators how to create their own WebQuests. The lesson involves solving a fictional murder mystery based on events from the book "The Outsiders" by working in pairs to investigate clues, develop theories, and present findings in a PowerPoint. The process is outlined in 7 steps, which guide educators through brainstorming theories, creating evidence, getting feedback, and presenting their work. Educators are encouraged to be creative and have fun while learning how to design an effective student-centered WebQuest.
This webquest guides students through creating their own zoo habitats using a shoebox. Students will research and choose one amphibian, bird, reptile, and mammal to feature. They will learn facts about each animal and craft miniature habitats in the shoebox reflecting the animals' natural environments. Finally, students will present their zoos and the animals featured while teachers place related stickers on a world map. The goal is for students to gain knowledge about different animals and habitats.
1. Students were tasked with researching animal species and habitats to help the Cleveland Zoo place animals back in their correct enclosures after chaos ensued.
2. Students were divided into groups and assigned to research amphibians, fish, or reptiles. They had to choose species within their class and gather information on food, climate, and other survival needs.
3. Students created wordles with their research and designed pamphlets presenting their information to help the zoo determine proper placements for the animals.
The document provides instructions for a classroom activity where students will learn about different types of dinosaurs by being assigned a dinosaur egg to research. Working with a partner, students will print out fact sheets about their dinosaur, answer questions to complete a worksheet, draw a picture of their dinosaur, and present what they learned to the class. The activity aims to teach students about dinosaurs before their "eggs hatch" and to foster cooperative learning.
This document provides instructions for a student project to create a book about bears. The project includes researching a fun fact about bears, drawing a picture to illustrate the fact, and compiling the pages into a class book. The document outlines the task, process, evaluation criteria, and conclusion. It also provides credits and references for images and templates used.
The document outlines tasks for student groups to research frogs from different perspectives as part of a marketing project for Cadbury chocolate bars. The groups are Protectors, Pattes de Grenouilles, Anura, and Der Frosch. Each group is assigned research tasks including blogging, creating trivia questions, presenting findings, and participating in a culminating event called "ếch Day". The process section provides guidance for each group to complete planning, research, information processing, and construction phases to prepare for their presentations and activities for ếch Day.
This document summarizes a teacher-created webquest for 6th grade students about choosing a planet to visit on a hypothetical 2-week vacation. The task is for students to research the planets to determine criteria for their choice, such as atmosphere and distance from the sun. The process involves making a list of criteria, researching the planets using provided websites, and creating a presentation on their chosen planet and why they selected it. An evaluation rubric assesses students' content, organization, design, requirements fulfillment, presentation delivery, and sourcing of information.
This workshop presented by Brynette Smith from the Texas Empowerment Academy focuses on igniting math, reading, and science enrichment programs through real life applications. The workshop demonstrated three projects - a cooking project making "spider snacks", an art project to make a "ball toss toy", and a reading theater project creating puppets and performing "Three Little Pigs". Participants worked in teams on the projects, with a project leader guiding them through the steps. The goals were to involve students in planning, make projects age-appropriate, demonstrate teamwork, and show how real-life applications motivate learning.
This document provides an outline for a 5-day lesson plan on the five senses for students. Each day focuses on one of the five senses - sight, hearing, touch, smell, and taste. Students will participate in hands-on activities to learn about each sense, such as using binoculars to observe sight and sampling different foods to learn about taste. They will also complete worksheets and drawings each day to demonstrate their understanding. The overall goal is to help students better understand the five senses through interactive and engaging lessons.
This lesson plan aims to teach 3rd grade students about polar bears and writing expository stories. Over two sessions, students will learn polar bear facts, create an original story using Story Jumper about helping the Rio Grande Zoo, and send their story to the zoo. Students will work in pairs to research polar bears, write their story, and provide peer feedback. The teacher will evaluate students based on their initial knowledge, self-evaluation, and final Story Jumper product. The goal is for students to learn expository writing skills while learning about polar bears.
This document provides instructions for a lesson plan involving the book "Diary of a Worm" by Doreen Cronin. Students will be tasked with writing their own diary entry from the perspective of an earthworm, using facts they learn about worms. The lesson involves students reading the book, completing various steps to gather worm facts, then writing and submitting their diary entry. Their work will be evaluated on inclusion of facts, punctuation, grammar, and participation in the lesson steps. The document also provides credits and additional activity ideas related to worms.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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B. Ed Syllabus for babasaheb ambedkar education university.pdf
What? Did You Say 365 Penguins?
1. Student Page
[Teacher Page]
What? Did You Say 365 Penguins?
Title
Introduction A Web Quest for K-2 Grade Mathematics and Language Arts
Task Designed by
Process Elizabeth Bell
Evaluation amiable38@sbcglobal.net
and Leslie Skeen
Conclusion ljskeen@yahoo.com
Credits
Based on a template from The WebQuest Page
2. Student Page
[Teacher Page] Introduction
Hi Students!
Title
I know that penguins are one of your favorite subjects. And you have been
Introduction working on many math concepts, such as
Task adding, counting, comparing, factoring, sorting, and patterning. First, I thought
Process that you might enjoy reading the story, 365 Penguins by Jean-Luc
Fromental. Then, I thought it would be fun to put ourselves in the story.
Evaluation
Now let’s pretend that you are sitting in your bedroom working on a math
Conclusion problem. All of a sudden, your doorbell rings and you have permission to answer
the door. You look out of the door but you see no one there. You look down on
Credits
the doorstep and see a small box with holes all around it. You open it. There is
a little penguin chick with a note attached!
We have no way of caring for our baby penguin. Please take care of
him. It is unsafe for him to travel with us.
Sincerely,
Mama and Papa Penguin
You are asking yourself, what kind of penguin is this? What is does it eat or
drink? Where did the penguins come from? What activities do penguins like?
Where is the mama and daddy? Why do they have different colored feet? How
many more will come?
3. Student Page
[Teacher Page]
The Task
In order for you to learn more about the different penguins that have arrived
Title on your doorstep, you will need to work with a partner. You and your partner
will spend time reading, researching and gathering data. You will:
Introduction
Task Read the book 365 Penguins by by Jean-Luc Fromental.
Gather Penguin facts and make a Penguin Fact book.
Process Create graphs and determine patterns in the number of penguins that
marched in a parade.
Evaluation Create graphs and figure out how many fish a penguin caught.
Determine how many times you have to roll one or two dice to help the
Conclusion penguins escape from the ice floes.
Create a presentation to explain your mathematical solutions and your
Credits research to the class
This project will take a whole week. You will read 365 Penguins and complete
the various worksheets on Monday and Tuesday. On Wednesday you will
complete the research for your Penguin Fact Book. On Thursday, you will
create your presentations for the class. On Friday, you will present your
mathematical solutions and the information from your fact books to the class.
You will be using the Web to do your research. Materials will be provided to
create your fact books and graphs. You may complete your presentations using
Kidpix to make a poster or Kidspiration to make an informational web site.
4. Student Page
[Teacher Page]
The Process
Monday and Tuesday
1. The teacher will assign your partner.
2. You and your partner will read the book 365 Penguins to each other out
Title loud.
3. Your teacher will give the Penguin Problem Solving worksheets.
Introduction Penguin Fishing will challenge you to identify the pattern in the number of fish the
penguin catches each day, write a rule for the number of fish the penguin catches
Task
based on the day, then use that rule and pattern to predict how many fish the
Process penguin will catch on each of the next three days.
Penguin Parade: There are two pattern problem-solving task that will ask you to
Evaluation figure out how many penguins marched in the parade, given the marching pattern.
Penguin Delivery will apply calendar skills to solve the problem about how many
Conclusion penguins will you have to care for .
Credits Wednesday
1. Your teacher will tell you and your partner which penguins you will study to
complete your fact book.
2. Your teacher will give you the Penguin Fact Book that you will complete.
3. You and your partner will use the following websites to gather information for
your Penguin Fact Book.
http://www.siec.k12.in.us/~west/proj/penguins/slide3.html
http://www.siec.k12.in.us/~west/proj/penguins/index.html
http://www.penguinfacts.net/penguin-facts-for-kids.htm
http://www.tooter4kids.com/Penguins/Penguin_index.htm
Thursday
1. Today you and your partner will work on your presentation of math facts and
your Penguin Fact Book.
2. Make sure that you and your partner work on your presentation together.
3. Decide who is going to do which part of the presentation.
4. The presentation should last no more than 15 minutes.
Friday - Presentations
5. Student Page
[Teacher Page]
Evaluation
Title Beginning Developing Accomplished Exemplary Score
1 2 3 4
Introduction
One of the
Neither found
partners found Partners found Both partners found
Task information that
information information that was information that was
Penguin Facts is not
that was scientifically scientifically
scientifically
Process accurate.
scientifically accurate. accurate.
accurate.
Evaluation No habitat Three or more
One habitat fact Two or more habitat
information habitat facts
Conclusion provided. facts provided.
Habitat Information provided. provided.
Credits No behavior Two or more Three or more
One behavior fact
Behavior Information information behavior facts behavior facts
provided.
provided. provided. provided.
Appearance/Diet
Information No information One fact about Two or more facts Three or more facts
provided. each provided. provided for each. provided for each.
Grammar
More than five Three or four No more than two
Five mistakes in
mistakes in mistakes in mistakes in grammar,
grammar, spelling,
grammar, spelling, grammar, spelling, spelling, and
and punctuation.
and punctuation. and punctuation. punctuation.
Math concepts/
Missing two to All answers complete
No worksheet Missing one-two
three entries or and all entries
entries or answers entries or answers
answers recorded
6. Student Page
[Teacher Page]
Conclusion
Title Be very proud of yourself. You provided care for the large number of penguins
while in your care. By reading the story “365 Penguins”, you will better
Introduction understand the life of penguins, their habitats, cost of care, develop graphs,
and present our work through the hand-on-experiences of the use of
Task technology. Excellent Job!
Process
Evaluation
Conclusion
Credits
7. Student Page
[Teacher Page]
Credits &
References
Title
This project would not have been successful without the teamwork and
Introduction dedication between us. When brainstorming on how we were going to approach
this task we thought about each of our strengths and weaknesses. Then we
Task were able to distribute who would do what to bring it together as a team .
Thanks to Jennifer for including this as a final project in Module 10 so that as
Process teachers and future teachers that we will be better equipped to provide our
students with exciting opportunities to interact with technology. We hope to
Evaluation continue to our excitement about learning with technology . It has inspired us
to create this Web Quest.
Conclusion
The Penguin Problem Solving worksheets are available through
Credits http://mathwire.com/themes/themepen.html#lit
8. [Student Page]
What? Did You Say 365 Penguins?
Teacher Page
Title
Introduction A Web Quest for K-2 Grade Mathematics and Language Arts
Standards Designed by
Process Elizabeth Bell
amiable38@sbcglobal.net
Resources and Leslie Skeen
Evaluation ljskeen@yahoo.com
Teacher Script
Conclusion
Based on a template from The WebQuest Page
9. [Student Page]
Teacher Page Introduction
Title
Introduction This Web Quest was created for Pre-K to second grade students as an ATCP
technology project. It is intended that students be able to identify the characteristics
Standards of different species of penguins, and present the findings to the class in the form of a
Power Point, Kidpix etc. Most important is that students have exposure and
Process experience in learning mathematical concepts using technology.
Evaluation
Conclusion
10. [Student Page]
Teacher Page Curriculum Standards
Title
§111.12. - §111.14. Mathematics, Grade K-2.
Introduction (1.1) – (1.3) Number, operation, and quantitative reasoning.
(1.4) – (1.5) Patterns, relationships, and algebraic thinking.
(1.6) Geometry and spatial reasoning.
Standards (1.9) – (1.10) Probability and statistics.
(1.11) – (1.13) Underlying processes and mathematical tools.
Process
§110.2. - §110.4. English Language Arts and Reading, Grade K-2.
Evaluation (1) Listening/speaking/purposes
(3) Listening/speaking/audiences/oral grammar.
Conclusion (4) Listening/speaking/communication
(5) Reading/word identification.
(7) Reading/variety of texts.
(8) Reading/vocabulary development.
(9) Reading/comprehension.
(12) Reading inquiry/research.
(16) Writing/spelling.
(17) Writing/grammar/usage.
(20) Writing/inquiry/research.
11. [Student Page]
Teacher Page The Process 1
Monday and Tuesday
Title 1. The teacher will assign your partner. (Teachers should explain that selection
of partners is not open for discussion. Try to partner students who have
Introduction complimentary strengths and weaknesses)
2. You and your partner will read the book 365 Penguins to each other out loud.
Standards (If the sound factor is a problem, teacher may choose to have the class do a
group reading.)
Process 3. Your teacher will give the Penguin Problem Solving worksheets. (Teachers should
print these worksheets out ahead of time.)
Evaluation Penguin Fishing will challenge you to identify the pattern in the number of fish the
penguin catches each day, write a rule for the number of fish the penguin catches based
Conclusion on the day, then use that rule and pattern to predict how many fish the penguin will catch
on each of the next three days.
Penguin Parade: There are two pattern problem-solving task that will ask you to figure
out how many penguins marched in the parade, given the marching pattern.
Penguin Delivery will apply calendar skills to solve the problem about how many
penguins will you have to care for .
(All math worksheets should be introduced before the students work on them to assure
that students understand the concepts that they will be using.)
Wednesday
1. Your teacher will tell you and your partner which penguins you will study to
complete your Penguin Fact Book. (Tell the class that there are 17 species of
penguin, and that you will assign each group 3 species to make sure that all 17 will
be presented to the class.)
2. Your teacher will give you the Penguin Fact Book that you will complete. (Click on
the hyperlink for a copy of the handout.)
12. [Student Page]
Teacher Page The Process con’t
Title 3. You and your partner will use the following websites to gather information for your
Penguin Fact Book.
Introduction http://www.siec.k12.in.us/~west/proj/penguins/slide3.html
Standards http://www.siec.k12.in.us/~west/proj/penguins/index.html
http://www.penguinfacts.net/penguin-facts-for-kids.htm
Process http://www.tooter4kids.com/Penguins/Penguin_index.htm
Evaluation Thursday
1. Today you and your partner will work on your presentation of math facts and
Conclusion your Penguin Fact Book. (Help students to locate the Kidpix and Kidspiration
web sites that they will use to complete their presentations.)
2. Make sure that you and your partner work on your presentation together . (Tell
them that this is part of the grade for this project.)
3. Decide who is going to do which part of the presentation.
4. The presentation should last no more than 15 minutes. (Each teacher should
make their own judgment about the length of time for the presentations.
Take into account individual student needs. )
Friday – Presentations (Each teacher should also adjust the daily schedule . This
could take more or less time depending on the capabilities of your students.)
13. [Student Page]
Teacher Page Evaluation
Title Beginning Developing Accomplished Exemplary Score
1 2 3 4
Introduction
One of the
Neither found
Standards information that
partners found Partners found Both partners found
information information that was information that was
Penguin Facts is not
that was scientifically scientifically
Process scientifically
scientifically accurate. accurate.
accurate.
accurate.
Evaluation No habitat Three or more
One habitat fact Two or more habitat
information habitat facts
provided. facts provided.
Conclusion Habitat Information provided. provided.
No behavior Two or more Three or more
One behavior fact
Behavior Information information behavior facts behavior facts
provided.
provided. provided. provided.
Appearance/Diet
Information No information One fact about Two or more facts Three or more facts
provided. each provided. provided for each. provided for each.
Grammar
More than five Three or four No more than two
Five mistakes in
mistakes in mistakes in mistakes in grammar,
grammar, spelling,
grammar, spelling, grammar, spelling, spelling, and
and punctuation.
and punctuation. and punctuation. punctuation.
Math concepts/
Missing two to All answers complete
No worksheet Missing one-two
three entries or and all entries
entries or answers entries or answers
answers recorded
14. [Student Page]
Teacher Page Conclusion
Title We hope that the opportunity to study this wonderful animal will encourage the
students to become more interested and knowledgeable about the variety of
Introduction species that we have come to treasure.
Standards These books might also be used to complement a penguin math unit.
Your Personal Penguin by Sandra Boynton
Process
Mr. Popper's Penguins by Richard Atwater
Resources Cinderella Penguin: Little Glass Flipper by Janet Perlman
The Penguin and the Pea by Janet Perlman
Evaluation The Emperor Penguin's New Clothes by Janet Perlman
Little Penguin's Tale by Audrey Wood
Teacher Script The Penguin and the Pea by Janet Perlman
Antarctic Antics: A Book of Penguin Poems> by Judy Sierra
Conclusion Plenty of Penguins by Sonia Black