Dr.+Moore+CRN+50691+(Hybrid)

Post your Mini Module Below.
 * =** Rosamari Amezaga's Mini Module **= ||

**Grade/Subject: 6th Grade Earth Science**; Covered with Water
||
 * ====**GPS:** S6E3 Students will recognize the significant role of water in Earth processes.==== ||
 * ====**Learning Objective:** The student will be able to use maps to calculate and explain that a large portion of the Earth's surface is water,====

consisting of oceans, rivers, lakes, underground water, and ice.
||

4. Post your answer to the discussion question located on the [|Collaborize Classroom] board.
||

=
You will be graded for every assignment turned into [|Edmodo]. Graph will be graded using the following [|rubric] =====

Discussions will be graded using the following[| rubric]
||

The students will be able to document erosion happening around their #|homes with a camera and analyze how to stop the Erosion. || 1. Read the chapter 5 in Houghton Mifflin text book online 2. Watch Brain Pop on Erosion 3.Read your book Erosion by Cherie Winner 4. Take your camera and take a picture of an example of weathering 5. Post your picture on the class wiki describing the area you found. 6. Post your ideas to prevent the weathering from happening. 7. Defend your ideas!!!!! 8. Comment on three other peoples ideas wiki pages. || Your wiki will be graded using the supplied rubric by me and peers.Please email me the rubrics one you are done filling them out. ||
 * Sarahann Prince's Mini Module ||
 * Grade/ Subject : 3rd Grade Science ||
 * GPS: S3E1. Students will investigate the physical attributes of rocks and soils. ||
 * < Learning Objective:
 * Learning Resources and instructions:
 * Student Assessment:

1. Watch "Basic Probability" on Brainpop and answer the review questions at the end of the video for practice. Read the first three bullet points under Q&A after the review questions for further explanations. 2. Download and complete Spinner Probability and Marble Probability. Check answers using 2nd page in each document. 3. Brainstorm 2 real world examples of simple probability and explain why knowing the probability is important. You may use any resources you wish to spark ideas. 4. Post your real world examples on the discussion board. 5. By the end of the week, respond to 2 of your peer's postings. 6. Complete 10 basic probability problems using Study Island. Take a screenshot of your results and email to your teacher. ||
 * ** Ashley Chupp's Mini Module ** ||
 * ** GRADE AND SUBJECT: ** 6th Grade Mathematics ||
 * ** GPS: ** M6D2. Students will use experimental and simple theoretical probability. ||
 * ** LEARNING OBJECTIVE: ** Students will determine the theoretical probability of a simple event. ||
 * ** LEARNING RESOURCES AND INSTRUCTIONS: **
 * ** STUDENT ASSESSMENT: ** Discussion posts will be graded using the discussion rubric. ||

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). || 1. Participate in the online activity for expanded notation using base ten blocks at: [] 2. Practice more of this skill at:[] 3. Watch the video: []. Choose a number to show all the different ways it can be modeled (like the boy did in the video). Use Voice thread or create a video to show your finished product. Your number must be at least 3 digits, but can be more if you can model it. See a Voice Thread Example of this activity [|here]. ||
 * Yvonne Bates' Mini Module media type="custom" key="19716976" ||
 * GRADE AND SUBJECT: 2nd Grade Mathematics ||
 * GAPCCS: MCC2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. a. 100 can be thought of as a bundle of ten tens — called a ―hundred.
 * LEARNING OBJECTIVE: Students will model using three-digit numbers using base ten blocks in multiple ways to show given numbers. ||
 * <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">LEARNING RESOURCES AND INSTRUCTIONS:
 * <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 140%;">STUDENT ASSESSMENT: Voice Thread or Video submission will be assessed based on the rubric. ||

8th Physical Science || S8P5. Students will recognize characteristics of gravity, electricity, and magnetism as major kinds of forces acting in nature. || Students will experiment with the advantages and disadvantages of series and parallel circuits. || 1. Complete the Series and Parallel Circuits lab using what you learned from the previous lesson. Go to PhET simulations and select Run Now to complete the lab. 2. As you work on the lab, take screen shots of the completed circuits and put them in a Google Doc, making sure to label them accordingly. Answer the questions below each screen shot. If you do not remember to how to take screen shots, review these directions. 3. When you are finished with the entire lab, follow the saving directions given in the lab. Submit your completed document on the class website. It is due Sunday by 10:00 PM. || Series and Parallel Circuit labs will be graded using the guidelines. ||
 * Whitney Beem’s Mini Module ||
 * GRADE AND SUBJECT:
 * GPS:
 * LEARNING OBJECTIVE:
 * LEARNING RESOURCES AND INSTRUCTIONS:
 * STUDENT ASSESSMENT:

H51 Health Concepts Students will comprehend concepts related to health promotion and disease prevention to enhance health. H51a (Nutrition/Personal Health) The learner will use food labels to evaluate nutritional values of foods. H51b (Nutrition/Personal Health) The learner will use the Food Guide Pyramid to plan nutritious snacks and meals. || Students will be able to create a one day food plan that meets dietary guidelines. || You will receive a grade on your menu based on this rubric and you will also receive a grade for your comments to your classmates based on the checklist. || __**GPS:**__ ** 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. __**Common Core:**__ 1. Viewing the VoiceThread that a group of students created last year to understand the how the Creeks lived. 2. The students will read a variety of resources and using graphic organizers (think maps) to organize the information: **a**. Complete t-chart while reading through the websites. Write 5 to 10 facts for Creeks and Cherokees. **b**. Take the facts written in the t-chart and compare/contrast , 3. The students will relate how life is different from today and in the past: houses, clothes, food, eduation, etc. Use the thinkmap to help compare and contrast how life has changed. 4. A VoiceThread will be created for the students to record thier experience with the lessons. || The students will be graded on the having more than 5 facts for each graphic organizers as well as a. ||
 * ===Cathleen Westall Mini Module=== ||
 * ===Grade 5 – Health (Nutrition)=== ||
 * ===Georgia Performance Standards:===
 * ===Learning Objective:===
 * ===Learning Resources and Instructions:===
 * 1) Go to the following site (Kids Health – Food Pyramid), and explore the Food Pyramid. When are finished, take the quiz.
 * 2) Next, go to the following site (Kids Health – Food Labels) and read the information. If you want to listen as you read, click on the Listen tab at the top of the page.
 * 3) Then go to (Super Tracker) where you can see some suggestions as to how to plan a one day meal. Notice at the top of the page under the Daily Food Group Targets tab, the amounts for each category but oil. You can use the sample Meal Plans to guide you in the next step.
 * 4) Create a one day meal plan (with or without snacks) that meets the dietary guidelines. You have to have at least 3 meals.
 * 5) Post your menu in the Discussion forum. List your name as the subject.
 * 6) Read and comment on at least 2 other menus – listing specifically what you do or don’t like about them (This is a place where you can let others know some of your likes and dislikes). Please make note if the person met the guidelines, and if not, offer a way to modify the meals to meet guidelines. Also offer one change that still meets all dietary requirements. ||
 * ===Student Assessment:===
 * ==<span style="font-family: Verdana,Geneva,sans-serif;">April Booe: Mini Module == ||
 * ===<span style="font-family: Arial,Helvetica,sans-serif;">2nd Grade: Social Studies === ||
 * **__ Standards: __**
 * **__ Standards: __**
 * 2RI.3-Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
 * 2 SL 2- Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
 * 2 SL 4-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. ||
 * **__Learning Objective__:** The students will create a wiki site on the Creeks and Cherokee. ||
 * __** Learning Resources and Instruction **__
 * []
 * []
 * []
 * __** Students Assessment **__

> || ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">* (Comprehension/Application Level) discuss the use of newspapers in the early 1900's and compare those ideas to today's news reporting ===
 * ==<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Patty Blanchard: Mini Module == ||
 * **<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif; font-size: 15px; vertical-align: baseline;">Grades 5 & 6/ Language Arts ** ||
 * * ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">GPS: 5R1: Relates new information to prior knowledge and experience and makes connections to related topics or information ===
 * ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">GPS: ELA5W3/ELA6W3: The student uses research and technology to support writing. ===
 * ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">GPS: ELA5LSV1/ELA6LSV1: The student participates in student-to-teacher, student-to-student, and group verbal interactions ===
 * ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">GPS: ELA6LSV2: The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. ===
 * ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">At the end of this lesson, you will be able to: ===

<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">* (Analysis Level) examine current event topics that are of importance to the class
===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">* (Evaluation Level) decide which topic of interest should be the focus of our class wiki and explain your reasoning behind your decision. === || > ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Write 3-4 sentences on this topic on the Google Doc[| linked here]. Remember to post your thoughts in an original color and place your name before your post. There is an example on the document. === >> ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Read the posts of some of your classmates. Post a comment in one of the comment sections under one classmate. Remember to use your original color text! ===
 * ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Step-By-Step Instructions: ===
 * 1) ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Think on this: If you wanted to know the news of your town or state or even the country, what would you do to get that news? How would you access that information? (Hearing, Sight) If you wanted to pass on that information to people, what would you do? What other ways could this be accomplished? ===
 * 1) ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Watch the [|video linked here]. What is going on in this video? What time period do you think this is from? Why is everyone in such a hurry? Add your thoughts to your section of the [|Google Doc]. ===

<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Go to these websites and view the articles linked.
===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Think about how these sites are displaying the news for the viewer. Think about how the pictures and video help discuss the topic or maybe how they are distracting. === > <span style="color: #ff0053; font-family: Arial,Helvetica,sans-serif; vertical-align: baseline;">YOUR TURN TO BE THE NEWS REPORTER! >> ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">[|Go to this link] and type your name, topic that you would want to research, and why you chose that topic. REMEMBER to use your color text and 2-3 well-written sentences discussing your choice. === >> || Participants will be assessed on whether they completed all items on the Guidelines Check Off. ||  ||
 * [|CNN Article- Olympics]
 * [|AJC Article: GA Woman Heads Home From Hospital]
 * [|ESPN Article-Atlanta Braves]
 * [|Fox News ATL- GA Aquarium Applies to Get More Belugas]
 * 1) ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">[|Go to this form] and fill out your name, which news article you thought to be most informative/interesting and why. Think more about the format of the article and the way it is written, as well as pictures and video included, instead of just the topic. ===
 * 1) ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">We are going to create a class website about a topic that is important to us. Think of anything that is happening in the world, in the country, in Georgia, or even in Kennesaw & Acworth. Think of things happening in and around our school. What would you want to research and discuss to share with the world? ===
 * 1) ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Comment on one student’s choice of topic. Remember to be respectful, even if you disagree. 2-3 sentences of why you agree or disagree and why. ===
 * 2) ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">You can also add your ideas under comments on your topic. This is a way to converse since we are not face-to-face discussing. ===
 * 3) ===<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">Once every class member has voted, I will post an announcement with a link to a voting form. You will vote for your top 3 favorite topics. The topic with the most votes will be our class wiki subject. ===
 * ==<span style="color: #520f52; font-family: Arial,Helvetica,sans-serif;">ASSESSMENT: [|Rubric for grading posts in Google Docs] == ||<  ||
 * =Cheryl Usher's Mini Module= ||
 * GRADE AND SUBJECT:Professional Learning for any teacher in grades K-12 ||
 * NETS-T:**Standard: 4. Promote and Model Digital Citizenship and Responsibility**Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: # Promote and model digital etiquette and responsible social interactions related to the use of technology and information. ||
 * LEARNING OBJECTIVE:Participants will identify policy and procedures for digital etiquette guidelines in the classroom, create digital etiquette guidelines for their classroom, and post the guideline to their class blog page. ||
 * LEARNING RESOURCES AND INSTRUCTIONS:1. Explore these website links provided for policies and procedures for digital etiquette guidelines for students.
 * [|Netiquette for Kids]
 * [|Some Netiquette Guidelines]
 * [|Top 10 Netiquette Guidelines]
 * [|Examples of Online Netiquette Guidelines]
 * [|Netiquette Guide]
 * [|Core Rules of Netiquette]
 * [|Cherokee County School District Guidelines for Blogs and Wikis] scroll to the bottom (This will be updated in the fall, 2012)
 * [|Blog Etiquette in the Classroom]
 * [|Elementary Blog Rules]
 * [|Middle School Student Created Blog Policies]
 * [|Middle School Blogging Rules]
 * [|High School Blog Etiquette example]
 * 1) Create at least 5-10 digital etiquette guidelines appropriate for your class that promote and model digital etiquette and responsible social interaction related to the use of technology and information. If you prefer, you can create your etiquette guidelines with your students.
 * 2) Next, create an additional page on your class blog and title it, “Digital Etiquette Guidelines” or something similar that your students will understand.
 * 3) Next, post your digital etiquette guidelines to your newly created page.
 * 4) In this week’s discussion post, provide a link to your new digital etiquette page and explain why you chose the guidelines you chose for your students by Wednesday at 10:00 p.m.
 * 5) By Sunday at 10:00 p.m., review and comment on two peers’ netiquette guidelines. How are their guidelines different? What did they focus on? Were you motivated to make any revisions to yours? ||
 * STUDENT ASSESSMENT:

8th Physical Science || S8P1. Students will examine the scientific view of the nature of matter. || Students will identify and demonstrate the Law of Conservation of Matter when explaining balancing chemical equations with 90% accuracy when given equations. || 1. READ chapter 12 from textbook 2. WATCH [|BrainPop] on Law of Conservation of Matter 3. WATCH “Show Me” Presentation on [|Balancing Equations] 4. PRACTICE [|PhET] Balancing Chemical Equations 5. PRACTICE [|Balancing Act!] Work through the activity until you receive a 100% || WIKI Discussion post - Due Wednesday by 9:30pm – Explain the law of conservation of matter in regards to your secret chemical equations. If needed explain how to balance the equation. [|Rubric] [|QUIZ] – Will be given Monday in the computer lab. ||
 * Andrea Rioux’s Mini Module ||
 * GRADE AND SUBJECT:
 * GPS:
 * LEARNING OBJECTIVE:
 * LEARNING RESOURCES AND INSTRUCTIONS:
 * STUDENT ASSESSMENT:

First Grade/ Science || S1E1: Students will observe, measure, and communicate weather data to see patterns in weather and climate. || The student will be able to characterize the different weather types. || Students will be assessed on their Glogster Poster. You can find the rubric here: ||
 * **Rachel Rountree's Mini Module** ||
 * **Grade and Subject:**
 * **GPS:**
 * **Learning Objective:**
 * **Learning Resources and Instructions:**
 * 1) Visit Weather.com and record the weather each day for today! Visit each day to see the forecast!
 * 2) View the VoiceThread Presentation, look at the picture on each slide, and create your own comment on the slide. In your comment make sure the use words that describe the type of weather you are looking at! Here’s the link to the VoiceThread Presentation.
 * 3) Watch the following video on weather.media type="youtube" key="v1-Khi9i3UU" height="315" width="560"Choose your favorite type of weather and create a Glogster poster on why that type of weather is the best. Link to Glogster.
 * 4) Practice what you have learned about weather by making your own weather here. ||
 * **Student Assessment:**

(c) Identify objects and materials (air, water, wood, paper, your hand, etc.)that do not block magnetic force. || 2. Students will then will use the interactive website Magnet and Springs to explore what will or will not attract to the magnet. 3. Students will reflect on on the video and what they learned from the Magnet and Springs website. This reflection will be used later as part of the assessment. 4. Students will participate in the interactive website KS2 Bitesize Magnets to further explore what attracts and repels to magnets. 5. Students will draw a picture modeling what attracts and repels to a magnet. || 2. Students will use all reflection notes and drawing to create a "Fun Fact Book" about magnets and attraction to display in the hall/ turn in for project credit ||
 * ====**Melissa Weatherford**==== ||  ||
 * Grade and Subject || 1st Grade Physical Science: Magnets ||
 * GPS || S1P2. Student will demonstrate effects of magnets on other magnets and other objects
 * Objective || Students will develop a model discriminating what attracts to magnets ||
 * Instructions || 1. Students will use the internet to watch a short video on how magnets are made.
 * Assessment || 1. Using student drawings, students will input their learning and what fascinated them about magnets on our class VoiceThread for this unit.
 * Notes || It is best to scan in student drawings into Voice Threads prior having students make their verbal summaries about what they have learned from completing this mini module. ||

Georgia history. a.Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). || You will be about to demonstrate verbally, using Voicethread, how life might be if it were not for you historical figure and their impact. || -James Oglethorpe -Mary Musgrove -Sequoyah -Jackie Robinson -Martin Luther King, Jr. -Jimmy Cater 2. Go the the [|Pebblego] website and log on using your assigned username and password. 3. Once on the site, click on the "Biographies" (located in the middle of the page). 4. Enter you historical figure in the search box (located in the top right). 5. Click the different categories. Read and listen to the information about you historical figure and record them on the your graphic organizer. (Click this for your [|graphic organizer].) Keep your completed graphic organizer because you load it at the end of you PowerPoint. 6. Create a PowerPoint about the historical person of you choice. (Click here for the[| PowerPoint rubric and expectations]) 7. Once you have completed your PowerPoint, load it to Voicethread. Click here for the [|Voicethread rubric]) 8. Comment on 2 classmates voicethreads. ||
 * **Name:** || Correna McDuffie ||
 * **Grade/Subject** || 2nd Grade/Social Studies ||
 * **GPS** || SS2H1 The student will read about and describe the lives of historical figures in
 * **Measurable Objective** || You will be about to recall facts about important historical figures using a graphic organizer
 * **Instructions** || 1. Select one of the following historical figures:
 * **Assessment** || Assessments are done based on the [|PowerPoint] and [|Voicethread] (Click each for the rubric.) ||

<span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2731px; width: 1px;">Andrea Rioux’s Mini Module 1. Watch the video Solar System from BrainPop. Complete the Review Quiz at the end to see what you learned. Review the Q & A section to get answers to questions you may still have. 2. Complete the Planet Graphic Organizer by reading the information at Blast Off on a Trip into Our Solar System. 3. Watch The Magic School Bus: Gets Lost in Space from Discovery Education. Complete the 3-2-1 Graphic Organizer after viewing the video. 4. Review the solar system diagram at Solar System Scope. Practice creating your own solar system diagram by playing the Make a Solar System Game. 5. Create a hands-on or digital model or poster of the solar system using the appropriate characteristics (relative size and order) for each planet on your model. For some examples, click HERE. ||
 * **Jena Parish’s Mini Module** ||
 * ======**Grade and Subject**: 4th Grade Science – Solar System====== ||
 * **GPS**: S4E2.d Demonstrate the relative size and order from the sun of the planets in the solar system. ||
 * **Learning Objective:** The student will create a digital or hands-on representation of the solar system using the appropriate characteristics of each planet, including the relative size and order, and score at least 12 out of 16 on the rubric. ||
 * **Learning Resources and Instructions**
 * **Student Assessment:** Your solar system model will be graded using our class rubric which can be found at this LINK. ||