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):
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.
Essential Questions: What questions will lead student learning?
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?
Describe what success looks like so that participants have a clear picture of expectations.
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.
Learning Targets
KnowWhat do you expect students to know when project is completed?
UnderstandWhat concepts will students have mastery of when the project is completed?
DoWhat 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.
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.
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.
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: 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):
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:=
  • Explain how an animal or plant is specially adapted to meet its survival needs.
Third Grade Reading StandardsIndicator 1: Students can recognize and analyze words.
3.R.1.1 Students can decode using word recognition skills.
Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts.
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 DescriptorsProficient:
• determine and utilize organizational features of informational text;
• choose reference materials to locate information;
collect information from two reference materials.
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
KnowWhat do you expect students to know when project is completed?
UnderstandWhat concepts will students have mastery of when the project is completed?
DoWhat 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
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: Natural Resources and Forestry Web Quest
Developed by: Etta Knuth
Grade Level: 9th Grade
Timeframe: 3-4 Weeks
Indicators and Standards Addressed in Project (Reading or Math):
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.
Wildlife & Fisheries
Indicator #1: Demonstrate the importance of fish and wildlife management, including their respective habitats.
- WF 1.2 Identify fish and wildlife species.
- WF 1.3 Identify healthy habitat for wildlife and fish.
Essential Questions: What questions will lead student learning?
How do the forest communities, trees and wildlife change as you travel across North America?
Describe what success looks like so that participants have a clear picture of expectations.
Students will discover forest structures in eight forest regions across North America, create visual documentation and presentation.
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?
- Location and characteristics of North American forest regions
- Difference between deciduous and coniferous trees
- North American Geography
- Reading comprehension
- Tree/wildlife types and characteristics vary across North America
- Create & format tables in Microsoft Word
- Create Photo Story
- Navigate through WebQuest
- Present finished product