Sharing+Project+Ideas

Please share your ideas here (refer to page 2.23)

Will's Ideas I am working on a unit for students to graph, recognize the different types of charts and graphs and analyze the data My "project": The students create a "news" show where they report on different data generated by the school...for example, the field reporter could report on and show a graph of how much money the lunch rooms took in during the week (of course these would be student generated ideas), the sports reporter could do a piece on number of point scored per quarter, another field report could be o how students performed on the AIMS assessment. The students would be in charge of creating the graphics, writing the dialoge, handling the "technical" aspects of producing/directing. The show could then be shared on the school news, uploaded to teachertube, etc. I am also toying with the idea of students using the development side of the I-touch and creating a free app that would explain the differences in each type of graph/chart and show an example. What do you think?

Jann's idea: I am working on a desert plant/animal adaptions unit for fourth graders. They will research a plant or animal and produce a podcast about that animal's or plant's adaptation that enables it to live successfully in the desert. Student teams comprised of botanists and zoologists will then design a desert habitat with appropriate plants and animals. At least one of these habitats will then be planted in the school grounds.

= Boyd =

This unit will be developed with a specific culture of students in mind, the San Carlos Apache Nation. As a Nation and over the last 20-30 years, the Apaches have begun to document their history. This project will give our students some sense of pride within their culture.Being expressive or expository in nature, this unit will require students to create a written document (book, comic, news article, magazine article, etc.) of some type of past story that has been handed down from a previous generation by word of mouth. Integrating technology, students will publish, buy, and/or sell their written document to others.A variety of end-product choices will enable students to demonstrate their learning, but also provide an avenue that will allow them to demonstrate mastery of the standards in a differentiated manner.In order to create their written document, they will be required to interview an elder (hopefully a family member) regarding a past story. To meet this goal, I will provide instruction, modeling, and multiple opportunities for students to refine and develop relevant 21st century skills in creativity and innovations skills, communication and collaboration skills moving through opportunities to develop media literacy.Students will use a recording device to be included in the final product. Lulu.com, newspaper generator, and other technologies could be included. In addition to creating a written document, students will participate in the creation of project and individual assessments while also frequently assessing themselves and their peers both formally (summative) and informally (formative).

http://intel-twt-phoenix.wikispaces.com/LNorwoodI+Am+Somebody%21

Robyn and Suzanne's Ideas: Robyn and I worked with a third grade teacher on a unit plan during the Technology with Technology Training in our district last week. The teacher wanted to do a language arts unit on character traits. This week we want to work on adding to the unit and clarifying some of the ideas. The unit focuses on learning about and identifying character traits and culminated with a Character Trait Wax Museum. One of the things we need to work on is adding a real world scenario for the project.

Emil In this language arts unit, students participate in a variety of activities to help them analyze literary elements among stories, focusing in similarities and differences. Students will conduct activities that will help them understand relationships between character traits, story events, plot, problem-solution and settings. Students will use the Visual Ranking tool to rank character traits, and then compare those traits among characters in two different stories. They will use the Seeing Reasoning Tool to analyze events in one story. Students will also create their own project and present it to the class where they will compare and contrast themselves to a classmate.