Final+Projects+examples

** 10.R.2.1 ** Students can formulate associations between texts and experiences. ** ISTE 1.a ** Students apply existing knowledge to generate new ideas, products, or processes. ** ISTE 1.b ** Students create original works as a means of personal or group expression ** ISTE 3.0 ** Students research and information fluency ~ Students apply digital tools to gather, evaluate and use information ** ISTE 3.b ** Students locate, organize analyze, valuate, synthesize, and ethically use information from a variety of sources and media. ** ISTE 4.b ** Students plan and manage activities to develop a solution or complete a project. ** ISTE 4.c ** Students collect and analyze data to identify solutions and/or make informed decisions. ** ISTE 6.d ** Students transfer current knowledge to learning a new technologies. || What make a Prezi presentation informative and yet keeps the audience’s attention? What are the difference between Power Point and Prezi presentation? When and how would you use Prezi in your other classes? || Student will create and present two Prezi Presentations. The first one will have 15 steps on their life and the second one will have 8-12 time lines on anything educational that would be covered in any of their HS Classes. || I expect students to create two Prezi using the information that they collected. I expect students to present those Prezi to the rest of the class. |||| Students will recognize the need to gather information before creating a Prezi. Students will have an understanding of how to create a Prezi. Students will need to have the knowledge of how to use the following: digital camera, scanner, internet, Prezi, Picnik, Smartboard. |||| Students will understand how much information and graphics can be gathered using the internet. Students will present their personal 15 step in their life. Students will present a 2nd Prezi that has 8-12 time lines using any information that would be applied in any of their other high school classes. || Get registered with Prezi Go through presentation on how to use Prezi and create a practice Prezi Take material gathered and create the 15 steps of their lives using Prezi. Presentation of Prezi to rest of class. Gather information for second Prezi(8-12 eduacational timelines) Create 2nd Prezi Presentations of 2nd Prezi to rest of class. |||| 2 days 1 day 2 days 3 days 3 days 3 days |||| Internet, scanner, digital camera. Web site Prezi, Zamzar, Smartboard Internet, Prezi, Picnik, Publisher, font maker sites. Prezi, Smartboard. Internet, textbooks, Internet4classrooms.com, Prezi, Picnik, Publisher, font maker sites Prezi, Smartboard. || Learning and Innovation Skills □ Critical thinking and problem solving □ Communication and collaboration □ Creativity and innovation Information, Media, and Technology Skills □ Information literacy □ Media literacy □ ICT (Information, Communications, and Technology) literacy Life and Career Skills □ Flexibility and adaptability □ Initiative and self-direction □ Productivity and accountability □ Leadership and responsibility ||
 * Project Plan Title: Prezi ||
 * Developed by: J. Grunewaldt |||| Grade Level: 10th |||| Timeframe: 3 weeks ||
 * Content Area Indicators and Standards Addressed in Project (also include Reading or Math):
 * Essential Questions: What questions will lead student learning?
 * Describe what success looks like so that participants have a clear picture of expectations.
 * ** Learning Targets ** ||
 * ** Know **  What do you expect students to know when project is completed?  ||||  ** Understand **   What concepts will students have mastery of when the project is completed?  ||||  ** Do **   What will students be able to do as a result of this knowledge and understanding?  ||
 * I expect students to collect data (text and graphic) for two presentations, using internet, library, textbook, etc.
 * ** Lesson Activities ** ||
 * ** Learning Experiences ** |||| ** Timeframe ** |||| ** Technology Integration and Resources ** || ** 21st Century skills addressed ** ||
 * Gather 15 Steps of information and graphics of the student’s life.

**Third Grade Life Science: ** **Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things.** 3.L.1.2. Students are able to identify characteristic features of animals and their related functions in relation to their environment. **Indicator 3: Analyze how organisms are linked to one another and the environment.** 3.L.3.1. Students are able to describe how species depend on one another and on the environment for survival. 3.L.3.2. Students are able to explain how environments support a diversity of plants and animals. **Third Grade Life Science** **Performance Descriptors:** =** Advanced: **= **Third Grade Reading Standards** **Indicator 1: Students can recognize and analyze words.** 3.R.1.1 Students can decode using word recognition skills. 3.R.5.1 Students can determine and utilize organizational features of text. 3.R.5.2 Students can choose reference materials to locate information. 3.R.5.3 Students can collect information from two reference materials. **Third Grade Reading Performance Descriptors ** **Proficient: ** • determine and utilize organizational features of informational text; • choose reference materials to locate information; • collect information from two reference materials. || □ Critical thinking and problem solving □ Communication and collaboration □ Creativity and innovation Information, Media, and Technology Skills □ Information literacy □ Media literacy □ ICT (Information, Communications, and Technology) literacy Life and Career Skills □ Flexibility and adaptability □ Initiative and self-direction □ Social and cross-cultural skills □ Productivity and accountability □ Leadership and responsibility ||
 * Project Plan Title: Animal Habitats/Biomes (Arctic Tundra) ||
 * Developed by: Crystal Anderson |||| Grade Level: 3rd Grade |||| Timeframe: 3 weeks ||
 * Content Area Indicators and Standards Addressed in Project (also include Reading or Math):
 * Explain how an animal or plant is specially adapted to meet its survival needs.
 * Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts.**
 * Essential Questions: What questions will lead student learning?
 * What characteristics allow certain animals to live where they do?
 * How do I gather information concerning a particular topic and what do I do with it? ||
 * Describe what success looks like so that participants have a clear picture of expectations.
 * Success in this project will be having each student complete a research paper, glogster, habitat, and small videoed oral presentation all about one particular animal living in the Arctic Tundra. ||
 * ** Learning Targets ** ||
 * ** Know **  What do you expect students to know when project is completed?  ||||  ** Understand **   What concepts will students have mastery of when the project is completed?  ||||  ** Do **   What will students be able to do as a result of this knowledge and understanding?  ||
 * * The students will be able to describe what resources are available for researching a topic.
 * The students will be able to explain what to do with gathered information.
 * The students will be able effectively present information, orally, to an audience. |||| * The different adaptations that animals have for their survival in different biomes.
 * The knowledge of the vocabulary used when discussing animal’s survival. |||| * Create a glogster poster of a particular animal displaying the gathered information regarding its survival in the Arctic Tundra.
 * Present the researched information in a report, a habitat diorama, and to an audience in a clear and organized manner. ||
 * ** Lesson Activities ** ||
 * ** Learning Experiences ** |||| ** Timeframe ** |||| ** Technology Integration and Resources ** || ** 21st Century skills addressed ** ||
 * * Chapter 3 (Science Textbook)
 * Lesson 1
 * Chapter 3 (Science Textbook)
 * Lesson 2
 * Chapter 3 (Science Textbook)
 * Lesson 3
 * Chapter 3 (Science Textbook)
 * Lesson 4
 * Arctic Tundra Introduction
 * Animal Distribution/ Researching
 * Research Reports
 * Report Cover Sheet
 * Glogster
 * Animal Habitat
 * Oral Presentation
 * Science Fair |||| * 45 mins.
 * 45 mins.
 * 45 mins.
 * 45 mins.
 * 45 mins.
 * 1 Week (45 min. Periods)
 * 1 Week
 * 30 mins.
 * 3 Days (30 min. periods)
 * 2 Days (30 min. periods)
 * 2 Days (30 min. periods)
 * 1 Day (2 hrs.) |||| * Elmo
 * Science Journal
 * Flipchart (Promethean Board)
 * Chapter 3 Lesson 1
 * Elmo
 * Science Journal
 * Flipchart (Promethean Board)
 * Chapter 3 Lesson 2
 * Elmo
 * Science Journal
 * Flipchart (Promethean Board)
 * Chapter 3 Lesson 3
 * Elmo
 * Science Jouranl
 * Flipchart (Promethean Board)
 * Chapter 3 Lesson 4
 * Power Point Presentation
 * Classroom Nonfiction Children’s Books
 * Animal Name Cards
 * Animal Information Research Packets, Various Websites, and Classroom Books
 * Gathered Information
 * Research Report Form
 * Lined Writing Paper
 * Microsoft Word
 * [|www.edu.glogster.com]
 * Materials for Dioramas
 * Final Project Pieces
 * Report, Glogster, and Habitat
 * Digital Camera
 * Final Project Pieces
 * Report, Glogster, and Habitat || Learning and Innovation Skills

**Reading: ** R.5 Students can access, analyze, synthesize, and evaluate informational texts. **Natural Resources **: Indicator #2: Interpret scientific principles to natural resource management activities. - Understanding: NR2.1 Describe biological and physical characteristics to identify and classify plant-based natural resources. - Understanding: NR2.5 Discuss forestry management techniques. **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px; font-variant: small-caps;">Wildlife & Fisheries ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Indicator #1: Demonstrate the importance of fish and wildlife management, including their respective habitats. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- WF 1.2 Identify fish and wildlife species. <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- WF 1.3 Identify healthy habitat for wildlife and fish. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">How do the forest communities, trees and wildlife change as you travel across North America? || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Students will discover forest structures in eight forest regions across North America, create visual documentation and presentation. || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">What do you expect students to know when project is completed? || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Understand ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">What concepts will students have mastery of when the project is completed? || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Do ** <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">What will students be able to do as a result of this knowledge and understanding? || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Difference between deciduous and coniferous trees || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- North American Geography <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Reading comprehension <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Tree/wildlife types and characteristics vary across North America || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Create & format tables in Microsoft Word <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Create Photo Story <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Navigate through WebQuest <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Present finished product ||
 * **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Project Plan Title: Natural Resources and Forestry Web Quest ** ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Developed by: **Etta Knuth** || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Grade Level: **9th Grade**  || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Timeframe: **3-4 Weeks**  ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Indicators and Standards Addressed in Project (Reading or Math):
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Essential Questions: What questions will lead student learning?
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">Describe what success looks like so that participants have a clear picture of expectations.
 * **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Learning Targets ** ||
 * **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 19px;">Know **
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 16px;">- Location and characteristics of North American forest regions