Dr.+Moore+CRN+51815+(Online)

2nd Grade Mathematics Online || ===**MCC.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. **=== || The student will be able to identify the "unknowns" in an "adding to" and "putting together" problem, using standards based language, and solving problems up to 100 with the "result unknown." || Post your Mini Module below. b. Distinguish and categorize trace evidence. || > l
 * **Kaly Shingleton** ||
 * **Grade and Subject:**
 * **Common Core Performance Standard:**
 * **Learning Objective:**
 * **Learning Resources and Instruction:**
 * HOOK: (Review) Brainpop - Adding with Regrouping
 * View and Complete Mini-Presentation: media type="custom" key="20303944" width="50" height="50" (Students are asked to work with manipulatives and answer the PowerPoint prompts as they review it)
 * Review concepts and skills learned by completing skill G.11 on IXL: (IXL Skill G.11)
 * Complete the discussion on [|VoiceThread] using the [|given prompt.]
 * Review and contribute to [|the discussion board.] This is where you are expected to ask questions. ||
 * **Assessment**
 * IXL report
 * Completion of [|mini-assessment presentation].
 * Completion of VoiceThread. ||
 * **Angie Aufderheide** ||
 * **Grade and Subject:** 9-12 grade Forensic Science (Online) ||
 * **GPS:** SFS1. Students will recognize and classify various types of evidence in relation to the definition and scope of forensic science.
 * **Learning Objective:** Given a sample crime scene, students will identify the different specialties and techniques used in a crime lab to process evidence and report findings and also be able to differentiate a true crime lab from common misconceptions perpetuated on television, as measured by a minimum score of 80% on an essay. ||
 * **Learning Resources and Instruction:**
 * Investigate the three major crime labs within the Department of Justice (Drug Enforcement Agency, Federal Bureau of Investigation, and Bureau of Alcohol, Tobacco, Firearms, and Explosives) and the departments within each. Visit each website and read about the services that are offered at the crime lab.
 * Identify the crime scene investigators and their respective duties in a crime scene analysis. Read the article found here.
 * Read Multnomah County, Oregon District Attorney'ssite that classifies the three types of crimes (felony, misdemeanor, infraction/violation).
 * Visit the Oklahoma State Bureau of Investigation Crime Lab found here. As you move through each part of the lab, take notes in your lab notebook that indicate the discipline, the name of the individual lab, and the type of evidence/tests that are conducted in the lab.
 * Read "The CSI Effect" found here and "Prime-Time Crime TV Exposed" found here. ||
 * **Student Assessment:**
 * Search the websites of these crime labs and answer the questions on the Crime Lab Webquest. Your grade is determined by answering the questions correctly. Submit your completed webquest into the correct dropbox. [[file:Crime_Lab_WebQuest.docx]]
 * Visit the Shmoop careers page or the American Academy of Forensic Science to investigate careers available within the field of forensic science. Create a VoiceThread that describes your chosen career. Copy the link to your VoiceThread in the Forensic Science Career Discussion board. Leave comments on the VoiceThreads of at least two classmates. Your grade is determined by a VoiceThread rubric found here. The quality of the presentation and the participation and quality of responses to others on the VoiceThread will be assessed.
 * Complete a self-assessment drag and drop activity where crimes are dragged into their respective classification category. Grade and feedback are computer generated and are immediate.
 * Complete The Backpack Mystery lab. I n this lab, you'll collect evidence and use deductive reasoning to solve the mystery of who stole the missing backpack. You may submit the handout to the dropbox OR you may present your case as a video or audio recording, much as a television or radio news report would present a news story. Your grade will be determined by the quality of the presentation and solving the case correctly.
 * Write a one page paper comparing and contrasting reality and perceptions propagated by CSI type TV shows and submit it through the correct dropbox. Your grade will be determined by an essay rubric found here. ||

(2) //(3)// (2) (3)
 * **Heather Holder** ||
 * **Grade and Subject:** 8th grade Physical Science: Energy Unit ||
 * **GPS:****S8P2. Students will be familiar with the forms and transformations of energy.** ||
 * **Learning Objectives:** **(1)** Students will be able to explain the relationship between potential and kinetic energy. **(2)** They will calculate PE and KE at different points on a roller coaster. **(3)** Students will explain energy transformation and how it relates to the Law of Conservation of Energy. ||
 * **Learning Resources and Instructions:**
 * (1)**
 * Read Holt Physical Science book pp. 238-243 use the online textbook: [|my.hrw.com]if needed there is an option to have the text read to you.
 * complete the physics tutorial lesson 1 Potential Energy and Kinetic Energy at [|www.physicsclassroom.com]
 * Take the Potential vs. Kinetic Quiz at [|www.quia.com]
 * Play "who wants to be a millionaire: Energy Edition at [|www.quia.com]
 * Roller coasters, like other amusement park rides, are designed using physics laws. View the following clip about roller coasters and the laws of physics. Go to:[|video]
 * Complete the potential and kinetic energy in a pendulum from the online textbook [|my.hrw.com]
 * Use the interactive demonstrations to learn how to use equations to solve gravitational potential energy and kinetic energy in the online textbook [|my.hrw.com]
 * Try your hand at designing your own roller coaster. Build your coaster using the concepts of physics and what you have learned about kinetic and potential energy. Go to: [| create your own roller coaster].
 * Read Holt Physical Science book pp. 248-257 use the online textbook: my.hrw.com if needed there is an option to have the text read to you
 * demonstration: Wrong way roller? students try to determine how an object appears to roll uphill and in the process they learn about the law of conservation of enegry
 * watch the short video clip about the Law of Conservation of Energy at []
 * [[file:Hear that drum lab.pdf|Quick Lab,]] Hear That Energy!,make a drum and describe the sounds in relation to mechanical energy ||
 * **Student Assessment:**
 * (1)**
 * Create a concept map to Explain PE & KE and post it in the assignment section. review[[file:7480modules/concept map rubric.xlsx| rubric]] before submitting.
 * Complete the Problem Based Learning bungee jumping[[file:7480modules/PBLBungee.doc| activity]] with your assigned learning group.
 * Describe at what point the pendulum would have the greatest potential energy and kinetic energy
 * Draw your roller coaster, Label the points where GPE and KE occur, What were your safety ratings?, What was your fun rating?solve problems using the equation for gravitational potential energy and kinetic energy
 * Video your demonstration and Quick Lab and post it up on the discussion board also comment on your learning groups post about the results were similar or different
 * Answer the following questions on the discussion board:What happens to the potential energy of the roller when it moves down the sticks?,Does the roller defy the laws of physics?Why or why not?,How does this demonstration confirm the law of the conservation of energy? ||

Melissa Snell || Third Grade - Life Science - Georgia Habitats This is intended for a traditional classroom that is integrating technology. || S3L1 - The student will investigate the habitats of different organisms and the dependence of organisms in their habitat. || A group of students will use Powerpoint to create a slideshow about the five habitats of Georgia and will score at least a 20 out of 24 on the rubric. || __STEP 1:__ Jigsaw Learning: You will be put into groups of 5. Each person in your group will be given a habitat to research using the Internet and their digital textbook. Two web sites each person must visit are: [] and [] Print out this google document to use to take notes or you may use type into it [|HabitatNoteSheet] __STEP 2: Sharing__ Your group will come back together. Each person will be given a few minutes to share what they found out about their habitat. __STEP 3: Making a PowerPoint__ Your group will work together to make a PowerPoint on all five habitats of Georgia. Make sure you all check the rubric for specifications on what is expected. __STEP 4: Presentation__ Your group will present your PowerPoint to the class. Each person in your group must take part in the presentation. If your group has time, and would prefer to use VoiceThread for your comments that is fine as long as everyone takes part. || Each presentation will be assessed with the rubric found here: [|HabitatRubric] ||
 * **NAME:**
 * **GRADE LEVEL & SUBJECT:**
 * **GPS STANDARD:**
 * **LEARNING OBJECTIVE:**
 * **LEARNING RESOURCES & INSTRUCTIONS:**
 * **ASSESSMENT:**

1. **Read online book - [|Realidades.com] (pgs xvi-xxvii)** 2. **Online discussion([|StudyWiz]) - "I have visited (Spanish country) and it was...; explain the trip you took to your classmates and describe the country, what you saw, where you went(cities), where the country is(continent, etc), geographical features that you saw there, what is the capital of the country and where is it located inside the country(northeast coast, etc), if you have never visited a Spanish country research one and answer all questions".** 3. **In-class lecture about book reading(pgs xvi-xxvii); Q&A session on reading; I ask random fact type questions; you are expected to take notes, fill in the and save them to your Spanish folder for proof of participation** 4. **Online map, tutorial games; play as many times as required for complete comprehension and recollection of info** 5. **Online map, formative self assessment, self grading; practice as many times as it takes to competently reproduce results without help** 6. **Read all peer postings to online discussion([|StudyWiz]) of "I have visited..."; Post a response to two separate peers commenting on their trip and asking questions, follow communication guidelines for discussions** || General population-**without prompt(no word bank) from teacher take paper-handout-map of Central/South America and the Caribbean and label the countries(19) with their corresponding capitals(19), pass w/ 80% or better.** ESOL/SPED-**with prompt(word bank) from teacher take paper-handout-map of Central/South America and the Caribbean and label the countries(19) with their corresponding capitals(19). Copy of map with word bank given 2 days prior to assessment for student review and study, pass w/ 80% or better. ||
 * **Name:** Eddie Martin [|Revised Mini Module] (I couldn't make edits permanent)* ||
 * Grade Level and Subject: **8th grade; Spanish 1** ||
 * GPS Standard: **Community Comparison Aspect(MLI.CCC1)- (1.) The students use information acquired in the study of the target language. (A.) The student will be able to demonstrate knowledge of geographical locations and identify major countries, cities, and geographical features of the places where the target language is spoken.** ||
 * Learning Objective: **The student will demonstrate knowledge of geography, major countries, and cities where Spanish is spoken, to 80% degree or better, without prompts from teacher.** ||
 * Learning Resources and Instructions:
 * // [] ; // // [] ; //** screenshot results and save to Spanish folder for proof of practice
 * // [] ; // **
 * // [] ; // ** screenshot results and save to Spanish folder for proof of practice
 * Assessment: In-Class


 * **Valerie Conner ** ||  ||
 * **9th Grade Math Study Skills Class **

 This is a blended resource class for special education students that will help them learn the vocabulary and skills to be successful in their team-collaborative math classes. Instruction and activities are tied to standards being taught in the regular math class but are not designed to teach mastery of standards. ||
 * **GPS: ** MM1D1 Students will determine the number of outcomes related to a given event. b. Calculate and use simple permutations and combinations. MM1P3 Students will communicate mathematically d. Use the language of mathematics to express mathematical ideas precisely ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Objective: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Explain the difference between permutations and combinations. Calculate simple permutations and combinations using a scientific calculator with 80% accuracy. ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Resources and Instruction: **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 1) Log into <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|USA TestPrep] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> and watch the two video lessons about permutations and combinations. Answer the comprehension questions on the right of the screen, select my name, and click the submit button. Do this for both videos //(School ID: villarica, User Name: Little Timmy Password: practice. Students will have individual names and passwords)//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 2) Print two copies of this <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Frayer Model] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. Write "permutation" in the middle of one and "combination" in the middle of the other. Watch this [|slideshow].. Be sure to turn on your reading software if you need to. As you watch the slide. Complete the Frayers. In class, compare Frayers with a peer for accuracy. Discuss any differences that you may have. Keep the Frayers in the reference section of your notebook for your regular math class.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> 3) Watch this <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|demonstration] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> of how to use the IT-30XS Multiview calculator to calculate permutations, combinations, and factorials. Here are <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|calculator keystrokes] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> that you can print out and take with you to your regular math class. The printout should be kept in the calculator section of your notebook for your regular math class. || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Create a PowerPoint, poster, or other illustration demonstrating real-world examples of permutations and combinations. The project must include a clear and complete definition (in your words) of permutation and combination. At least five real-life examples of each must be described and illustrated. Your project must be neat, organized and creative. If you choose an electronic project, you may post it on the class Wiki page. If you create a poster or other product, you should turn it in during class on or before the due date. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Here is the <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|rubric for the permutation/combination project] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. <span style="color: windowtext; font-family: 'Times New Roman',serif; font-size: 12pt;">[|Please complete this test that covers permutations and combinations.] <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Review you Frayers and keystrokes before you take the test. ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student Assessment: **

Cynthia Morgan's Mini Module
** b. Determine the lengths of sides of 45°-45°-90° triangles. ** ||
 * **GRADE AND SUBJECT:** 10th Grade Mathematics II BLENDED Learning Unit
 * This unit is designed to be used in a Blended Learning environment where Face-to-Face instruction is blended with 21st Century Skills. ||
 * **GPS:** ** MM2G1. Students will identify and use special right triangles. **
 * **GPS:** ** MM2G1. Students will identify and use special right triangles. **
 * **LEARNING OBJECTIVE:** The student will recognize the relationships among the lengths of the legs and hypotenuse are the same for all right triangles with two acute angles of 45 degree angles and derive such a triangle by halving a square along the diagonal using Triangle of a Square Activity and scoring at least 70% on the 45-45-90 Ticket-out-the-Door. ||
 * **LEARNING RESOURCES AND INSTRUCTIONS:**
 * 1) Review videos on [|simplifying square roots], [|rationalization of denominor] , and [|Pythagorean theorem].
 * 2) View Teacher demonstration of "Triangle of a Square" activity using 6 cm side lengths.
 * 3) Using square grid paper and scissors, complete in cooperative groups " [|Triangle of a Square] " activity. Be sure to Save As your group document create your original response.
 * 4) Share your groups work on our [|class share].
 * 5) As a group compare your responses on the Triangle of a Square with other groups. ||
 * **STUDENT ASSESSMENT:**
 * 1) Your 45-45-90 Ticket-out-the-Door can be found here: LINK. ||


 * ==TALI BEN-SENIOR's Mini Module== ||
 * **GRADE AND SUBJECT:** 4th grade Torah blended unit ||
 * **GPS:** Tal Am Curriculum standards (Hebrew Language Curriculum). Students will investigate the ten plagues. ||
 * **LEARNING OBJECTIVE:** The student will discuss the differences between plagues.The students will leave an original comment on voice thread provided. ||
 * **LEARNING RESOURCES AND INSTRUCTIONS:**
 * 1) **Participate in introduction session in class.**
 * 2) **Read and watch presentations about the ten plague** **Brainpop click** ** [[file:///C:/Documents%20and%20Settings/Asaf/My%20Documents/Kennesaw/1.%09http:/www.brainpop.co.il/category_9/subcategory_630/subjects_4896/|here]] ** **Encyclopedia Judaica click**** [|here] ** **Galim network click** ** [|here] **
 * 3) **In your groups investigate one plague according to pdf guide form. Click**** [|here] **
 * 4) **Write your answers on the discussion board.**
 * 5) **In voice thread discuss the differences between the two plagues click** ** [|here] **
 * 6) **By the end of the week, respond to 2 of your peer's postings.** ||
 * **STUDENT ASSESSMENT:**
 * Your voice thread comment and responses will be graded using our class rubric click [|here] ** ||

MCC9‐12.G.CO.1 Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. MCC9‐12.G.CO.2 Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). MCC9‐12.G.CO.3 Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. MCC9‐12.G.CO.4 Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments. MCC9-12.G.CO.5 Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. || 1) Students, you will complete the task from CCGPS entitled “ Introduction to Reflections, Translations, and Rotations” in class with a partner or small group. You will take the task home to finish it and it will be grades based up the following rubric. 2) Students, navigate to the following website: [] This is a Google documents questionnaire that will walk you through the online activity and asks you to input 2-3 sentence answers about what you are seeing. Please read carefully and follow all the directions on the website. 3) Students, navigate to the following website: [] Once you go to the website you will see the following instructions. Please read them carefully and completely. You will submit an assignment at the end for a grade. Please take notice of how your assessment will be graded. [] 1) Under "New Polygon" and "How many vertices?" Input 3 and click “Go”. 2) The coordinates for point 1 are (1,1). The coordinates for point 2 are (3,3). The coordinates for point 3 are (5,1). Input these and press “Graph.” This is my original triangle that I graphed. I translated, reflected, and rotated it until my final vertices ended up at:  point 1 (7, -10); point 2 (9, -8); and point 3 (7, -6). It is your job to figure out exactly what I did. Play around with the graph and see if you can figure it out. If you need to get back to the original graph go back to step 2 above and follow the directions.  Answer the questions below. These can also help you figure out the order I did stuff to the graph and how many things I did. When you think you have figured it out, please try to work through it from start to finish to make sure that you have the correct answer.  Your final grade will be based on how far away your directions get me from the actual answer. I will find the distance each point of your answer’s triangle is from the correct answer’s triangle and subtract that from 100. || = = 2. You will be taking a quiz while you are watching the movie. 3. You will need the vocab terms/definitions that I have provided and you will use those and put them into quizlet as flash cards to study for your vocabulary quiz. Access quizlet with the following link: Quizlet flash cards. 4. You will complete the chart. Fill in as much as you can as this will help you with your next few assignments. || 1. You will take a vocabulary quiz based on the words I provided you with earlier that you made the quizlet flashcards with. It is a crossword quiz -. Please turn it in to me as soon as you are finished. 2. You will get into your small groups that you were assigned for the WWI unit and discuss each of the underlying causes of WWI. As a group, you need to decide which of the 4 reasons was the biggest contributing cause to WWI, in your opinion. Your group must be prepared to present and argue your decision with the other groups in the class. This will count in your participation points for the semester. 3. You will need to create a cause and effect diagram examing the long term causes of WWI. See the attached rubric for guidance on what to include. This will be turned into me by the time you come to class tomorrow. . ||
 * **Tara Whittington** ||
 * **Grade and Subject**: 9th Grade/ Coordinate Algebra ||
 * **CCGPS**: Experiment with transformations in the plane
 * **Learning Objective**:Students will //describe// //properties// //of// //translations,// //reflections// //and// //rotations.// ||
 * **Learning Resources and Instructions**:
 * **Assessments**: Each of the assignments under "Learning Resources and Instructions" has an assessment linked with it. Assignment 1 has a rubric for grading. Assignment 2 and 3 have a Google Document Questionnaire that the students will submit as their assessment. ||
 * =**Jennifer Roma**= ||
 * =Subject: 10th Grade World History Blended Learning= ||
 * **GPS:** SSWH16 The student will demonstrate an understanding of long term causes of WWI and its global impact. a)Identify the causes of the war, include Balkan nationalism, entangling alliances and militarism. ||
 * **Learning Objective**: Students will be able to identify what the long term causes of WWI were by describing M.A.I.N. (Militarism, Alliances, Imperialism, Nationalism) ||
 * **Learning Resources and Instructions:**
 * 1.** Watch the video titled "WWI: the War in Europe" on the following link Discovery education.
 * **Assessments:**

Fourth Grade Social Studies This module will be implemented in a traditional classroom that utilizes technology to enhance student learning. || A. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party. || The students will create a digital poster persuading America colonists to be a Patriot or Loyalist as it relates to the events that shaped the Revolutionary Movement in America. Students will use a Flip Camcorder, a digital camera, images from the internet, and www.Glogster.com to meet expectations of a score at least 8 out of 10 on the rubric. || 1. Visit [] to learn more about the events leading up to the Revolutionary War. 2. Log onto YouTube using the links provided below. Watch the entire Liberty Kids Episode # 1, //The Boston Tea Party// and the first 2:55 minutes of Liberty Kids Episode #2, //The Intolerable Acts.// Watch these video twice! Yes, twice J. The first time you view the episode, I advise you to sit back and enjoy the action unfold. The second time you watch the Boston Tea Party Episode, complete the attached graphic organizer to frame the big ideas of this event. Episode 1 Part 1’s Link: [] Episode 2 Part 2’s Link: [] Episode 2 Part 1’s Link: [] 3. Using your digital camera, take pictures that give visual highlights of the events that led to the Revolutionary War. These will be used to embellish your Glog. Possible ideas would include a cup of tea, a body of water, and a picture of your angriest face. You may also gather pictures from the internet. 4. Using a video recording device, record a short clip of yourself persuading visitors of your Glog to join your side, of the Patriots or Loyalists. Make sure you refer to key events and provide factual information. 5. Create a Glog using www. Glogster.com of the events leading up to the Revolutionary War using the pictures you took and the persuasive video you created. Be sure to be creative and use the rubric! ||
 * Alexandria Elikwu ||
 * Grade/ Subject:
 * Georgia Perfomance Standard: SS4H4 The student will explain the causes, events, and results of the American Revolution.
 * Learning Objective:
 * Learning Resources & Instuction:
 * Assessment: Your Glog will be assessed based on the attached rubric . [[file:Revolutionary War Glogster Rubric.pdf]] ||

11th - 12th grade Sociology This module is intended for a traditional classroom that is integrating technology to enhance student learning. || relates to the other social sciences. || Students will be able to define sociology and demonstrate undestading of the sociological imagination by application with a measure 80% on their written assessment on their weekly worksheet. || Read pages 1-8 in Holt Sociology:The Study of Human Relationships in your textbook. Students may go to [|www.go.hrw.com] and click online textbook to access texbook and assigned reading. Students will be asked to register to create an account, then read pages 1 -8 in Chapter 1 Section 1. View Power Point slides 1 -16 at : [] || Complete and submit your weekly worksheet to fortej@fultonschools.org by Friday at midnight. Take reading and vocabulary quiz and submit your answers by Friday at midnight. ||
 * **Jesse Forte** ||
 * **Grade and Subject:**
 * **Georgia performance standard:**
 * SSSocFR1** Students will explain the origins of sociology and the sociological perspective and how sociology
 * **Learning objective:**
 * **Learning resources and Instructions:**
 * **Assesment:**

2nd grade Math The module is created for use in a traditional classroom that integrates technology for the enhancement of student learning. || M2N3. Students will understand multiplication, multiply numbers, and verify results. M2N3b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table. || Students will be able to identify arrays using real world scenarios. Students use technology to create visual representations that represent their knowlege of arrays. ||
 * **Kwanza Lippitt** ||
 * **Grade and Subject:**
 * **Georgia Performance Standards:**
 * **Learning Objectives:**
 * **Learning Resources and Instructions:**
 * You will use [|Wordle] to create a word splash about what comes to mind when you think of an array.
 * Visit[| BrainPOP] (click login. username:oakley password:oakley)
 * After viewing the video, you will go on a scavenger hunt to find arrays around the school (you may work with a partner if you like). You will photograph as many arrays as possible ([|see example]).
 * Upon completion of your scavenger hunt, you will use [|Kerpoof], [|Blabberize], or[| Glogster]to explain your understanding of arrays.
 * You will present your presentation to the class.
 * If you have any additional questions after your presentation, please add them to our [|questions parking lot] ||
 * **Assessment: You will be assessed on the completion of your presentation using the attached [[file:Arrays Presentation Rubric.doc]]and via[| assessment questions]** ||

// c. Demonstrate movement skills and patterns following specific rhythms. // || // Answer the following questions via voice thread at //[|//http://www.voicethread.com//]// and comment on three other classmates thread. Please read the rubric before commenting // []
 * **Felicia Belcher** ||
 * **Grade &Subject**: // 3rd grade Physical Education (Online) // ||
 * **Georgia Performance Standard**: // PE3.1 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities. //
 * **Learning Objective**: // Students will perform a routine consisting of electric slide movements and kickboxing in rhythm to music and counts and understand the importance of balance, rhythm, and making the heart stronger and more efficient. // ||
 * **Learning Resources & Instruction**:
 * // Click on the link and watch the video of the electric slide //[|//http://www.youtube.com/watch?v=86oajgI1L8o//]
 * // Click on the link and watch the video of the electric slide involving cardio kickboxing //[|//http://www.youtube.com/watch?v=S0h2OP3HK_E//]
 * // Practice the electric slide cardio kickboxing for 15 minutes and use your pedometer to record your movements. //
 * // Using your webcam record yourself doing the electric slide cardio kickboxing dance. Recordings should be at least five minutes long for a goo effective workout. If you do not have the electric slide song, use this link as background music //[|//http://www.youtube.com/watch?v=2RVT6-NH1KA&feature=related//]
 * // Upload your video to YouTube so your classmates and I can view it // ||
 * **Student Assessment**:// You will be graded on the completion of the self-made electric slide cardio kickboxing video and your pedometer readings from the 15 minute practice. //
 * 1) // Each time you kick in the activity, can you keep your balance? Why or Why not? //
 * 2) // What heart rate were you able to accomplish? How long? How many attempts? // ||

a. Describe the physical attributes of stars—size, brightness, and patterns. || 1.) Read all about stars and answer the questions on your webquest sheet by visiting [] 2.) Visit [] and click on each of the five types of stars. 3.) Choose one star and create a 5 slide (includes a title page) Powerpoint presentation about the star. You will upload the presentation to [|http://voicethread.com] and narrate the presentation. Use the rubric for guidance. || 1.) Your webquest sheet will be graded based on research, answers, and complete sentences. It will be graded out of 20 points. 2.) Your Powerpoint presentation and voiecthread will be graded using our class rubric. ||
 * **Abbie Hedelund** ||
 * **Grade and Subject:** Second Grade Earth Science – Stars ||
 * **Georgia Performance Standard: S2E1. Students will understand that stars have different sizes, brightness, and patterns.**
 * **Learning Objectives:** The student will complete a mini-webquest on star attributes and create a Powerpoint presentation with audio narration using [|http://voicethread.com] to describe attributes of one type of star. ||
 * **Learning Resources and Instructions:**
 * **Assessment:**

1) Visit [|http://www.scholastic.com/teachers/article/what-folklore]. Read and learn about folktales. 2) Watch the video about Johnny Appleseed at [] 3) Take the online Johnny Appleseed Weekly Reader quiz at [] 4) Visit your local grocery store. Using your digital camera, take 4 pictures of products that include apples as an ingredient. 5) Use PowerPoint to present step-by-step cooking/baking instructions that follow a recipe using apples. Narrate your presentation using [|http://voicethread.com.] || Your PowerPoint presentation will be assessed using the rubric found at this LINK ||
 * //** JENNIFER BARTA'S MINI MODULE **// ||
 * **GRADE AND SUBJECT:** 1st grade social studies ||
 * **GPS:SS1H2** The student will read or listen to American folktales and explain how they characterize our national heritage. ||
 * **LEARNING OBJECTIVE:** The student will create a PowerPoint presentation with voice thread narration and digital camera pictures that provide step-by-step directions of a cooking/baking recipe we have today because of Johnny Appleseed and score at least 16 out of 20 on the rubric. ||
 * ** LEARNING RESOURCES AND INSTRUCTIONS: **
 * ** STUDENT ASSESSMENT: **

<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Angela Burgess || <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Grades 9-12, French 1 || <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">H. Use sequenced information, such as the alphabet, days of the week, months, seasons, and numbers 0 to 100 in context. || <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">The student will demonstrate knowledge of the French alphabet by correctly writing 5 words as spelled by the teacher and by correctly spelling 5 words as provided by the teacher. || <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">1. View [|//this VoiceThread presentation of the French alphabet//] and follow the instructions given throughout the presentation (be sure to complete the LAST instruction!!). <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">2. Complete these online practice activities identifying letters of the French alphabet: <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">3. Work with your partner to practice spelling vocabulary words in French from. Take turns spelling and writing the words FROM BOTH SIDES. This is what your quiz will be like. <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">4. Complete [|this online practice activity] to type a series of letters by listening to the letters said. BEWARE: These series of letters do not spell anything, so it is hard to predict what the letter will be. || <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Section 1 of the quiz is an oral activity completed in the digital language lab. Each student will be given a list of 5 words from the Vocab 1.1 list or cognates. When told to begin, they will spell each word in French. There are 3 different sets of words to discourage cheating. <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Section 2 of the quiz may be completed online or in class. The teacher will spell 5 words from the Vocab 1.1 list or cognates. Students will record each letter as it is said. For administering the quiz online, I will record myself spelling each of the words and students will complete a cloze activity in which they type the letters. Each student will get 5 randomly selected words. In class, students will all get the same five words and will write those words down as I spell them out loud to the class. <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Each of the 3 versions of the quiz rotates the lists from Section 1 into Section 2. So Version A uses Version C's Section 1 as Section 2. Version B uses Version A's Section 1 as Section 2. Version C uses Version B's Section 1 as Section 2. ||
 * **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Name **
 * **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Grade / Subject **
 * **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">GPS Standard MLI.IP1 **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">The students exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.
 * **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Learning Objective **
 * **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Module Instructions **
 * <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Practice the sounds of the alphabet again [|//here//].
 * <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Practice hearing and typing the letters using Quizlet: [|//Speller//]
 * <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Play [|//this Rags to Riches game//] until you get all the way to the top. Think logically before responding!
 * <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Click on “Joue”, then select the letter indicated each time in [|this game from Boowa & Kwala].
 * <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Practice one more time before the quiz using [|this activity from Le Point de FLE].
 * <span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">When you feel ready, take this [|Quia quiz]. It is multiple choice. You may take it as many times as you like. When you are happy with your score, print out your score and turn it in.
 * **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">Assessment: **<span style="color: #000090; font-family: Arial,Helvetica,sans-serif;">**Students will take** [[file:French 1 Quiz 1.1a - L'alphabet.pdf]]

The student will use a balloon, water bottle, baking soda and vinegar to conduct a science experiment and write a reflection to demonstrate understanding with 80% or highter accuracy based on the rubric provided. The student will demonstrate his/her understnading of ways to change objects by creating a video and commenting on classmates videos with 80% or higher accuracy based on the rubric provided. || You will be assessed based on the following rubrics. [|Reflection Paragraph Rubric] [|Video Project Rubric] ||
 * **Name:** Rhonda Gamblin ||
 * **Grade and Subject:** 2nd Grade Science ||
 * **GPS:** S2P1b Changes in Objects: Investigate changes in objects by tearing, dissolving, melting, squeezing, etc ||
 * ** Learning Objective: **
 * ** Learning Resources and Instructions: **
 * 1) Watch the attached video explanation of this module [|Changing Matter]
 * 2) Watch this video [|balloon experiment].
 * 3) With an adult’s help conduct the experiment yourself.
 * 4) Using a funnel (you can make one by rolling up a piece of paper) to put 2 teaspoons of baking soda inside your balloon.
 * 5) Pour ½ cup of white vinegar into a small water bottle.
 * 6) Fit the opening of the balloon tightly over the opening of the bottle. Be sure it is very secure.
 * 7) Lift the balloon up so that the baking soda falls into the vinegar.
 * 8) Watch your balloon blow up.
 * 9) Reflect: What property of a gas did you demonstrated? You changed the shape of the solid (the balloon) by stretching it. How did you do this?
 * 10) Write a paragraph to answer these questions. Post your paragraph on our class Wiki.
 * 11) What is another way you can change the shape a balloon? Use [|YouTube] create a video of yourself changing the shape of a balloon in 2 different ways. Be sure to narrate your video to explain what you are doing. Post the link to your video to our class Wiki by 9:00 Tuesday night.
 * 12) By 9:00 Thursday night view and comment on 2 of your classmate’s videos. Did he/she think of different ways to change the shape of the balloon than you did? Ask your classmate at least one question about what he/she did. Make these comments on the YouTube page.
 * 13) By 9:00 Friday night read and respond to the comments and questions posted for your video. ||
 * ** Assessment: **