Michael Crouch Unit Presentation Arts Presentation of Unit: A description of the unit using stage 1 of UBD framework: As a result of this lesson, students will be able to understand the concept of boundaries and use technology to … Continue reading →
Digital camera A.) Students are selecting a place/building present in their community that is one of value to them. They will explore the history, its significance to the community and the reasoning behind their own personal connection to this special … Continue reading →
What is Photovoice? Photovoice was developed by Caroline C. Wang, professor at University of Michigan, and Mary Ann Burris, program officer for women’s health at the Ford Foundation. Photovoice was developed to be “participatory photography for social change.” It was … Continue reading →
For more an example of a unit that makes use of Prezi click here. Just click present to start.
Uncovering Tacoma Unit Plan Stage 1 – Desired Results Established Goals: 8th grade Common Core Writing Standard 9: Draw evidence from literary or informational texts to support analysis, reﬂection, and research. Common Core Writing Standard 3-Write narratives to develop … Continue reading →
In my unit, I plan for students to investigate the boom and bust periods of Tacoma’s history, by researching different buildings in the Tacoma area. Students will be taking pictures of these buildings, using research databases to build historical stories, … Continue reading →
Information that helps you understand and explain the nature of technology you plan to use. If you want to see the unit plan, click here! Wikis in the classroom: http://www.techforteachers.net/wikis-in-the-classroom.html What to use based on what parents want; describing wordpress, weebly, … Continue reading →
Community & War Lesson Using Imovie Introduction to Technology Imovie is a program designed to edit and compile film in order to create a finished product. Imovie is a program designed for a general audience and is not a program … Continue reading →
Kelly Shaffstall Unit Title: Community Spaces Grade: 12 Subject: Social Studies Key Words: Community Space, event, photography, group article, Brief Summary: For this unit students will explore community spaces in their community (ie farmer’s market, open mic, theater, music venue, … Continue reading →
Concept Mapping using Coggle in the secondary ELA classroom Aspects of the technology: Available Online Real time sharing, editing, and collaborating (like google docs) Clear, simple, color-coded design Includes options for adding images and links Students make downloadable maps of the relationships … Continue reading →
How do we form our identity in communities? (English Language Arts) We see interactions between individuals and communities every day. Sometimes these interacts are harmonious and sometimes they are full of conflict. Think about the city of Tacoma. Recently the graffiti garages, known … Continue reading →
What is more important: self or community? (English Language Arts) Stage 1 – Desired Results: Established Goals: RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how … Continue reading →
What is a blog?? Blogs are created to display information and the opinions of the author around that information and can be updated as often as the author wants. How do I make one?? Blogs are very easy to make. … Continue reading →
To see my unit plan utilizing digital archives, please click here: http://blogs.evergreen.edu/investigations/marisas-super-cool-unit-plan/ What Are Digital Archives? Simply put, an archive is an accumulation of historical records, and a digital archives is when those records are made available on the internet. Many of the … Continue reading →
For an example of an unit that makes use of digital stories, click here: http://blogs.evergreen.edu/investigations/claudia-unit-outline-railroad-influence-in-tacoma-past-and-present/ The National Storytelling Network (http://www.storynet.org/) defines: “Storytelling as an ancient art form and a valuable form of human expression” By telling a story we have … Continue reading →
To both develop the content and skills for this project and demonstrate your learning for this class, you will create: A Unit Plan that meaningfully leverages technology in order to meet content learning goals (due week 9) A Technology Presentation … Continue reading →
What is a Glog? Part-blog, part scrapbook page, part infographic. A Glog is a way to incorporate different types of media from the web into a single, focused, visually-stimulating page. The tool supports students’ creativity and media savvy. Although it … Continue reading →
(For more information about Windows Live Movie Maker, CLICK HERE) Description of unit using stage 1 of UbB Established Goals: ELA Writing standard 2B (grades 9-10): “Develop the topic with well-chosen, relevant, and sufficient facts … concrete details, quotations, or … Continue reading →
If you come across a good idea add it to the list below. Please use the following format: Create a name for the resource & 1 sentence description that helps people see what the resource is. Add a link to the … Continue reading →
Washington State History, 7th Grade Unit: Changes and Impact in Tacoma Brief Description: This has been imagined as a two to three week unit. Students will begin by participating in an inquiry based research project. Set up as a jigsaw, students will be … Continue reading →
Technology to Learn One of the primary technologies for this unit are Virtual Manipulatives: programs that allow students to be more interactive when working with mathematics, more specifically allowing them to have a more direct manipulative effect on the problems, equations, … Continue reading →
Words and Stuff bullet points and stuff numbers and stuff crossed out words and stuff italics and stuff
Blogging With Photovoice: What is courage? Blogging Through Photovoice: What is courage? Unit Planning Framework Stage 1 – Desired Results Established Goals: Students will: Connect their own experiences and community to texts using both images and words Increase knowledge and … Continue reading →
Unit Ideas: UBD stage 1 Big ideas for unit: I want to have students learn more about the unit in their Social Studies class on boundaries I would like for students to become familiar with the different boundaries and … Continue reading →
A Community Analysis This image shows: A circle A trinity symbol Nothing else
Landmarks, events, traditions, and, of course, people all shape and define one community from another. Through this unit we are going to take a closer look at our own community. Using social studies methods, student will select one of these features: a place, event, … Continue reading →
How do Wars affect our community domestically and others abroad?
Using modern media to explore timeless themes: Grade: 10-12, ELA Standard: CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on … Continue reading →
Unit Concept / 11-12th grade ELA The American Dream is concept that has been explored through some of our country’s most notable authors. From John Steinbeck, August Wilson, and Willa Cather to contemporary authors Michael Chabon and Chuck Palahniuk, we … Continue reading →
Paul Neet 2 / 5 / 2014 A: UBD, stage 1 Unit Planning Framework Stage 1 – Desired Results Established Goals: ELA Writing standard 2B (grades 9-10): “Develop the topic with well-chosen, relevant, and sufficient facts … … Continue reading →
Technology Digital photography has emerged as a widely used tool among students for a variety of social and personal applications. The integration of photography in to the curriculum aims to build off of the prior knowledge of students to guide … Continue reading →
Through this unit plan students will: explore common issues and debates surrounding water quality investigate water quality within their own community identify problems and propose solutions to local water quality issues share their findings with community members. Standards Addressed: Next … Continue reading →
A community education project on the Asarco Smelter through student compilation of data, ideas, thoughts, and connections in a blog. NGSS Standard: HS-ETS1-3 – Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for … Continue reading →
This unit focuses on and develops the idea that math is around us in our everyday lives. It takes problems that people encounter relating to their work, business, education or home lives and structures them to be solvable using various levels of mathematics. The unit described below focuses on using high school mathematics but it could be adapted to use other grade levels. As the name suggests the unit is supposed to be followed as an investigation for students to deconstruct a problem or series of problems then use mathematics to help solve or propose possible solutions to the problems investigated. The kinds of problems that students will investigate will be problems that impact their local working community similar to those problems investigated by the Messy Problems workshop and Mason Matters. As the Common Core State Standards are being implemented this unit is structured to utilize not only their content standards but the process standards of mathematics as well. Due to the complexity of this unit and the multiple parts to completing the investigation successfully the suggested assessment is a collection of work. I envision this as a portfolio for students to develop as the progress through the investigation with some pre-determined standards referenced rubrics as well as some student generated rubrics centered around the process for the investigation.
To complete the ideas laid out for this unit you will need:
- The outline for the unit (below) will give you the overall design and concept for the unit.
- The activity types for mathematics: this will help shape and determine what technologies you are able to use in educative ways in the unit can be found onpage 2 linked below.
- Information on a variety of technological tools to aid in the investigation. In this case I will be focused on Virtual Manipulatives. This is useful since students will be modeling their problems and using their models to develop their understanding(click here if want to know more about how virtual manipulatives are important for this unit)
- the outline for the assessment task can be found on page 3 linked below.
- some final considerations when thinking about implementing this unit can be found on page 4 linked below.
“Problematizing OUR Messy Problems”
- create connections between the core concepts of mathematics and the community at large
- allow students to explore the communities connection to math
- allow student to explore some of the ways math interacts with technology
- Students will be able to create problems appropriate of various levels by researching or problematizing things from their lives. (make sense of problems SMP 1 pt 1, Reason Abstractly and Quantitatively SMP 2 , Modeling with Math SMP 4)
- In creating these problems students may use any or all of the following component standards for Mathematical Content(building / interpreting functions, creating equations/inequalities, seeing structure in eq’s, use systems of equations, use geometric Rules, use statistical rules)
- Students will solve created problems or modify created problems to be solvable at various stages of mathematical development (persevere in problem solving SMP 1 pt 2)
- Students will Critique problems in multiple ways (SMP 3 Construct argument and Critique) including written and oral, both on their own problems and on each others
- Students will learn to use tools to make problems and solve them. (Use appropriate tools and Modeling SMP 4, 5)
- Students will develop a deeper number sense with connections to Real numbers and use that sense to solve problems (possible connections to vectors)
Some questions to provoke thinking might include:
- What are some of the math problems that you encounter every day.
- What are some things we encounter every day that we never think of as math but have mathematical components
- How do we use math to create/simplify/solve real world problems.
- How do we take our everyday experiences and turn them into mathematical models, ideas, arguments
By the end of the unit students should understand:
- Math is Everywhere
- Everything can be modeled by math to some degree (how precise is the question)[possible misunderstandings on both parts]
- Everyday tasks include more math than people realize (even the fun ones, such as computer games, walking, driving, sports.)[misconception that people don’t do math all the time]
- Determining if a formula is a function uses the vertical line test to see if there are two outputs for a given input [horizontal line test or similar transposition]
- Building equations and functions uses all of arithmetic (+,-,*,/) as well as using exponents, bases, logarithms, trigonometric functions, and composition (taking a function of a function)
- Make connections between different function types and the problems they can represent (trig functions representing periodic movement, exponential for growth of population or radioactive decay) [their is no function that matches what I want to do(model)
By the end of this unit students should be able to:
- Identify Functions using Vertical line test
- Build a function from known functions.
- Define and calculate Best fit functions (line function)
- describe the process for creating an inverse function and find inverse functions
- compare linear, exponential, quadratic, (trigonometric) functions
- Define Domain, Range and Function.
- Define and calculate average Rate of Change
- Make connections between observations and mathematical functions/models
- adjust a model to better fit an observation
- solve/compute possible solutions working forwards or backwards
- Follow steps of modeling mathematical ideas (pg 72 of CCSS flow chart for problem solving)
- Make a verbal presentation to communicate their mathematical ideas
- Complete an in Class Critique of mathematical ideas and problems
- Use some kind of virtual manipulative or simulation to model their functions digitally
- Create a portfolio that will include a set of 6 problems to present to their class/community to show their ability to develop mathematical functions and models of at least 3 real life occurrences from their local community.
- Create Multiple Representations of Functions (Graph, table, formula)
The activity types for mathematics that help shape the use of technology for this unit can be found on page 2 linked below.
The outline for the assessment task can be found on page3 linked below
Some final considerations when thinking about implementing this unit can be found on page 4 linked below.
Click here if want to know more about how virtual manipulatives are important for this unit
For more information on how I will use digital archives in this unit, please click the link below: http://blogs.evergreen.edu/investigations/digital-archives/ Unit Outline This 7th grade social studies unit has students exploring the history of their own town. Students will be researching … Continue reading →
For more information about how to create digital stories, click here:http://blogs.evergreen.edu/investigations/digital-stories-claudia-ell-classroom Union Station, Tacoma WA Unit Planning Framework 7th grade Social Studies Stage 1 – Desired Results Established Goals: Understands how themes and developments have defined … Continue reading →
Book Trailer to “Genre-lize” Your Community Link to Unit Plan Free Video Editing Software Nature of Technology Use You will need … Camera and Video Camera Computer and video editing software (Free Technology for Teachers) Wideo: create … Continue reading →
Articles, Presentations & Frameworks
The Economic Roller Coaster of the Pacific Northwest: Boom and Bust Cycles Unit Plan Unit Overview: The overarching goal of this assignment is for students to understand how boom and bust cycles have effected different area’s around Tacoma. The learning … Continue reading →
Homework for Wednesday week 5 Resources to refer to: (i) Place based education- learn to be where you are, (ii) UBD, (iii) Activity types for your content area, (iv) new article by Schafer-Southard & Hofer Give your lesson a tech makeover – … Continue reading →
Investigation/Preparation for Presentation on Technology: I have decided to use mapping technology to help students learn about goegraphy, social studies and boundaries. The students will be looking at the GIS software that is available and is now being … Continue reading →
Back to Unit The theme of the unit is change – and making an impact. Students are researching, taking stock and understanding how people problem solve. Students will present their research findings as a group. There are a variety of … Continue reading →
Introduction: The unit involves students answering the question; how do wars affect communities? Students will build background knowledge about U.S. wars; they will then begin investigating how these wars have affected their community. Students will have opportunities to interview people … Continue reading →
Web-Based Timelines Web based timeline software can be used as a tool for accomplishing many things. It can be used for organizing and planning and can be a platform for collaborative work. In the classroom, web-based timelines can be used … Continue reading →
What is courage? Introduction: In this unit students will engage in a photo and writing project relating it to a piece of literature that they have previously read. They will take original photographs of their communities with these questions is … Continue reading →
What is Public Art? This unit will explore the meaning of public art and what public space means to you. Students will explore their local communities and look for evidence of how people claim space in various ways. Graffiti, murals, … Continue reading →
Link to Technology Community Genre Students will use the colorful intricacies and diversity of their community to tell a story through video. They will communicate a self-chosen genre of their community using images they find that speak to them of … Continue reading →
Thoughts on the purposes of education Framework for 21st Century Learning “Only Connect…: The Goals of a Liberal Education”. The American Scholar. 1998. 67(4) Experience and Education (Dewey, 1938) share other articles we could post here that might influence our thinking … Continue reading →
Do you know what a Prezi is? Prezi is a cool interactive way to make a visual presentation. Learning to make a Prezi will help you to do two things. First, to inform the audience about your chosen destination and … Continue reading →
For more information about using Prezi click here. Unit Planning Framework Stage 1 – Desired Results Established Goals: W. 9-10.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. … Continue reading →
UNIT PLAN Ideas for 10th Grade Biology: What’s in our food? … Continue reading →
Why Here: Placing Shelton’s Past in the Development of the American West The following is a U.S. History unit plan in which students at Shelton High School will investigate the history of their town in light of the recent … Continue reading →
(For an example of a unit that makes use of Windows Live Movie Maker, CLICK HERE) Info that helps to understand / explain the tech For the final part of this unit, students will create multimedia presentations that will … Continue reading →