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Mr. Tyler Henry’s Mini Module
 * Grade and subject: 6th Grade Mathematics ||
 * Learning Objective: Students will be able to use appropriate mathematical language and terminology to write a blog post sharing a mathematical exemplar they have collaboratively created that involves the use of percentages. ||
 * Learning Resources and Instructions:


 * 1) Students will visit [] to learn about finding percents and converting decimals to percentages.
 * 2) Practice percentage word problems at []
 * 3) Students will work in groups of three to four and collaboratively create their own word problem that involves percentages. They will use sections of the class Wiki to post ideas and evaluate other’s suggestions.
 * 4) Students will use their Blogspot accounts to post their word problem and share the link to their blog on a class Google Doc.
 * 5) Students will individually comment on another group’s exemplar using mathematical terminology to solve the word problem. ||
 * Student Assessment:
 * 1) Students will be assessed based on their work to collaboratively create a word problem as well as their ability to solve another group’s word problem. ||

a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet). b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms). SS2H2: The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments. a. Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources. b. Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today. ||
 * Mrs. Gilbert ||
 * 2nd Grade Social Studies ||
 * SS2H1: The __#|student__ will read about and describe the lives of historical figures in Georgia history
 * Learning Objectives ||
 * Learning Resources & Instructions ||
 * Student Assessment ||

**Judy Wright's Mini Module**

 * ====**Grade and subject:** 4th grade, Science:Ecosystems==== ||
 * ====**Learning Objective:** Student will explore, research, and create a food web by completing 3 learning tasks. Using Kidpix.com students will create and diagram a food web with at least three food chains.==== ||
 * ====**Learning Resources and Instructions:**====

**3**. Create a FoodWeb using [|www.kidpix.com] to illustrate your food web. Be sure to include at least three food chains and diagram each par of your food web.
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 * ====**Student Assessment:**Your Ecosystem Food Web design will be graded using the [|food chain rubric.] ==== ||

MKT-MP-3 Acquire foundational knowledge of marketing concepts to understand the scope and impact of marketing on the economy.
 * Mary Beth Jager’s Mini Module**
 * **Grade and subject:** 9th -12th Grade, Marketing Principles ||
 * **Learning Objective:**
 * __ Georgia Performance Standard: __**

Wiki URL: http://7480modules.wikispaces.com/home Audience: CCGPS Geometry students Behavior: identify the steps to the factoring process, select the appropriate method, solve Condition: using calculators if necessary Degree: By the end of the lesson (4 days), students should perform these tasks accurately with a success rate of 80%. ||
 * __ Instructional Objective: __** The student will demonstrate understanding of how decisions in the __#|marketing mix__ are applicable to the __#|marketing concept__ and economy by scoring 75 percent or better on an essay response. ||
 * ** Learning Resources and Instructions: ** ||
 * ** Student Assessment: ** ||
 * __Gerald Kadien’s mini module __**
 * Grade and subject: CCGPS GEOMETRY, 10 ||
 * Learning Objective: CCGPS Geometry students will identify the steps to the factoring process for two terms, three terms, and four terms, select the appropriate method (difference of squares, diamond, grouping), and solve (using calculators if necessary). By the end of the lesson (4 days), students should perform these tasks accurately with a success rate of 80%.
 * Learning Resources and Instructions: ||
 * Student Assessment: ||