Students will teach a short lesson about how to read and use the periodic table. In their lesson, students will also give a short report about one specific element. Students will use a dynamic version of the periodic table available online at www.ptable.com for their presentation. Students will record their lesson presentation using Jing and will publish their lessons on a class wiki.

Chemistry

11-12

Online dynamic periodic table

Jing screencast

Wiki

Dynamic Periodic Table - http://www.ptable.com/

Jing - http://www.techsmith.com/jing/

Wikispaces - www.wikispaces.com

Students will create a digital crossword puzzle to summarize and evaluate content reading material. Students will choose 15-20 key elements, people, events, and topics from the reading and then compose a statement for each to demonstrate their new knowledge. After students have prepared their statements, they will type their words and statements into an online crossword puzzle generator to create their puzzles.

Any

7-12

Crossword puzzle generator web tool

Crossword Puzzle Generators: www.puzzle-maker.com/CW/, or http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

The purpose of this assignment is for students to become familiar with the basic functions and capabilities of Google Docs so they will be able to use Google Docs for individual and group assignments. In this lesson, students will construct a document, and practice collaborating with other users using the sharing feature in Google Docs.

Any

3-12

Google Docs

Training resources and examples: https://sites.google.com/site/minnesotancollaboration/

Video tutorials for Google Docs: https://sites.google.com/site/minnesotancollaboration/video-tutorials

This lesson teaches students how to use Google Earth to access existing information that is available from the Google Earth database, such as viewing places, buildings, roads, streetview and photos, but also historical, geographical, scientific, and consumer oriented content.  In addition to learning how to access information in Google Earth, students will also learn how to placemark locations, create and trace routes, add photos and images, and create tours themselves, so they will be able to create content for class projects, such as Lit Trips, current events and historical timelines, and environmental inquiries.

Social studies, English, Science

5-12

Google Earth

Students will create a Google Earth Tour to track the travels of the characters in a book study. In Google Earth, students will plot the locations of events in the book by flagging locations, marking paths, and accessing street. After students have plotted the event locations, they will create and narrate a tour in Google Earth using the Tour feature. 

English

5-12

Google Earth

Inspired by the blog post "Using Google Maps & Google Earth In The Classroom" by Chris Castiglione

Google Lit Trips

In this lesson, students will use VoiceThread to share and provide feedback on original writing (short essays & poems) as a part of the writing and re-writing editing process. Students will upload and post their writing to a class VoiceThread. After students post their writing to VoiceThread, they will read the essays or poems of their classmates and leave constructive comments as text or recorded audio for each. 

English

5-12

VoiceThread

Inspired by "Poetry VoiceThread" as shared by Keith Ferrell at http://edtechideas.com/2010/11/30/poetry-voicethread/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+techhappy+(Ed+Tech+Ideas)

In this lesson, students will research and create a historical report about an event or series of events from World War II. Instead of typing their reports, students will present their reports using a Google Earth historical tour of the region being reported on. Students will present their report to their class either in person, using the Google Earth Tour feature, or by using Jing to create a screencast.  

History

9-12

Google Earth

Jing

WWII Historical Imagery in Google Earth

U.S. History Tours Powered by Google Earth

Historical Imagery for Google Earth

This unit consists of five parts that leverage various strategies and technology tools to differentiate learning opportunities about the Cuban Missile Crisis. In this unit students will articulate the events and outcomes of the Cuban Missile Crisis, use a graphic organizer to organize the sequence of events of the 13 days of the crisis, explain why the U.S. did not want Soviet missiles in Cuba, analyze President Kennedy's options, and experience and evaluate President Kennedy's speech informing U.S. citizens about the crisis. 

Part I - After reading about the crisis online at the JFK Library & Museum, students will think-pair-share, complete a K-W-L, and participate in creating a class word wall using the classroom SMART Board.

Parts II & III - After watching a YouTube video that presents events and details about the crisis, students will participate in a class discussion to compare the information in the video to the information in the online reading at the JFK Library & Museum. Students will then complete an Internet inquiry/scavenger hunt using the web site Squidoo.com and create a timeline about the crisis using a digital diagraming application, such as mywebspiration.com. Students will also add words discovered from the Squidoo site to the word wall.

Part IV - Students will use the Internet to listen to a speech by JFK about the crisis (bit.ly/7B7eBv) and watch a slideshow of government photos from the crisis (bit.ly/7AWTJF). As a class, students will watch and discuss short video presentations about the crisis from Brown University's Choices Program (www.choices.edu/resources/scholars_cmc.php). Students will reflect in writing about what they think they would have been thinking if they were listening to President Kennedy speaking to the American public on October 22, 1962. 

Part V - Students will demonstrate their learning about the crisis by creating a project from a unit menu (Unit menu: mini-poster (desktop publishing or traditional paper), presentation slideshow, web page, or simulated radio news report (podcast).

History

9-12

SMART Board

Internet source material (JFK Library & Museum, Squidoo.com/cubanmissilecrisis)

Streaming Video

Digital diagramming tools (Prezi, Mywebspiration, Creately, Spicynodes)

See lesson pdf attached below.

bit.ly/7B7eBv

bit.ly/7AWTJF

www.choices.edu/resources/scholars_cmc.php

In this lesson, students become story-tellers. Students will work in small groups to create a short video documentary (5-10 minutes) about an issue related to a content unit or theme. Students will identify and research an issue, where they will collect information, images, and other media (audio & video) to incorporate into their documentary. Students will also need to collect (create) primary source materials to include in their documentary, which could include audio/video interviews, photos, and video clips. Students will assemble their documentary using video editing application that will allow them to add narration, titles and background music to their video. Students should publish their finished videos to YouTube or Vimeo. Videos will also be published to a class web site or wiki.

Science & Social Studies

9-12

iMovie, Windows MovieMaker, or JayCut

Camera & Video camera

Subject Areas:
Science, English, Social Studies

Grade Level: 
5-12

Technology Integrated:
Sync.in - Real-time, mulitple-user, synchronous online word processing application.

Link:
http://sync.in
http://sync.in/4MLgYAzRi4