Specials+&+Other+(E-12)

East High ||  || Name of Unit:
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 * Location** || **Link to student project** || **Lesson plan description** || **Reflection - what would you do differently next time?** ||
 * John Adams

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 * Kathleen Allgeier

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Evaluation of Learning: ||  || Maxwell Elementary || I created a lesson plan in collaboration with our 2nd grade literacy teacher who meets with me in the computer lab once a week for 45 minutes. This lesson incorporates Digital Tools for English Language Learners (ELLs) with Maxwell Elementary School's work with Academic Language. We have learned about using Instructional Conversations with students to create learning and the importance of Accountable Talk amongst ELLs. My lesson plan includes content standards, ILT standards, N.E.T.S.S., 21st C standards, and language objectives. The Literacy Standard is - Story Comprehension: Main Event and Supporting details; Written Response to Literature using the story, Giraffe's Can't Dance by, Giles Andreae This Learning Plan also provides a good template for collaboration with teachers using technology, specifically GaggleNet blog posting. || Name of Unit: [|ELL Accountable Talk Literacy-Lab Learning Plan-1.pdf] Grade Level: 2nd Grade Materials Needed: Length of Time: 3-4 45 min. session in computer lab/library Learning Goal: //see Learning Plan// Description of the Activity: //see Learning Plan// Evaluation of Learning:Rubric for blog posting, main event, language objective [|Gaggle examples.pdf] || Resources that helped guide my planning: [|Lessons w-overt lang. objectives.pdf] [|Blooms Digital Taxonomy Map.doc]
 * Robin Bashor

ISTE N.E.T.S.S. || GT ||  || Name of Unit:
 * Laura Evans

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 * Suzanne Frachetti

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Evaluation of Learning: ||  || McMeen ||  || Name of Unit: Using a Google Lit Trip to Understand Setting: Possum Magic by Mem Fox. The DPS curriculum for first grade includes an author study on Mem Fox.
 * Mackie Fritzmeier

Grade Level: First

Materials Needed: Computers for students, Google Lit Trip for Possum Magic (download from www.googlelittrips.org) on each computer, computer/projector or Promethean for demonstration for students, copy of Possum Magic by Mem Fox

Length of Time: 30 - 40 minutes

Learning Goal: Students will have a deeper understanding of Australia and the story sequence of Possum Magic. Using the Lit Trip, students will be able to view real pictures and maps of Australia, and thus be able to make authentic connections to the story.

Description of the Activity:

Introduce the story to the class--show the students where Australia is on a globe.Review the concept of "setting".

Read the story in whole group setting (if the teacher has already read the story during classroom time, this step may be skipped. After reading, lead a discussion of the sequence of the story, students may "turn and talk" for a few minutes about thier favorite part of the book.

Demonstrate the Lit Trip and how it works. After you feel the students are comfortable with the program, allow them to complete the trip on computers. During this time, circulate and check on progress, helping students with mouse skills.

After the "trip" is completed, bring students back into whole group. Discuss what they learned about Australia and the setting of the story.

Evaluation of Learning: Students will complete a Writing Alive "beginning, middle, end" story planner using specific knowledge they gained about the setting of the story.

Cowell Elementary || Holly Grady || Name of Unit: Accountable Talk on the Playground
 * it would also be great to include a "tasting" of food from Australia, such as Vegemite. ||  ||
 * Holly Grady

Grade Level: 4 / 5

Materials Needed: Flip camera, lap tops Length of Time: 3 weeks Learning Goal: Students will establish expectations for behavior and language on the playground. They will communicate school wide expectations through multi media products. Description of the Activity: Groups of students in 4th and fifth grades began to look at ways they could use experiences using academic language in their classrooms and extend it to the playground. They came up with very clear explicit scripts to help all cowell students understand how to behave and what is expected. They worked on a playground wikki and composed several videos in imovie to share. Evaluation of Learning: What was great about this unit was the content was very much in their zone of actual development (playground) This enabled them to take bold risks in their technology experimentation. || This unit will be repeated at the start of the school year in 2011 / 2012. In the past 6 weeks we have had over fifty new students. These student products will be used to orient new students to our PBS program. || Colfax Elementary ||  || Name of Unit: Number Sense/Exploring Tens and Hundreds (This lesson was a collaborated effort of the 4th and 5th grade teachers as a modifed format of the "Lesson Study" conducted in our school). The flip charts with the objectives stated, the steps the students needed to follow, and the sentence frames were added to include the technology component and the 21 century skills to the lesson study).
 * Giglia Gonzalez

Grade Level: 4th

Materials Needed: writing slates, markes, sentence strips, 4 poster number cards ( numbers 21, 110, 450, 999). Flip charts/Promethean Board

Length of Time: 1 class session ( 60 minutes)

Learning Goal: (Academic Objective): Students make reasonable estimates about number of things in the classroom. (Language Objective): Students will communicate effectively using accountable talk in order to explain their thinking.

Description of the Activity: " In our classroom 21 could not be the number of __electronic pencil sharpeners__, but it could be the number of __pencils__ because...
 * State learning objective: Today, partners will work together to explore and compare the size of numbers.
 * Modeling: with the 21 poster card. Let's think of objects we could have 21 in our classroom. (Wait for students responses)
 * Could we have 21 pencils in our classroom? What makes you think so? Could we have 21 electric pencil sharpeners? Explain and justify your answer.
 * Present flip chart with sentence stem:

Do you agree with this statement? Why? If you disagree, how would you change the statement. What other sentences do you disagree with? What problems did you have reaching an agreement? What did you do to solve the problem? How did that work? What did you and your partner do to reach an agreement? Evaluation of Learning: South ||  || Name of Unit: Pursuit of Happiness- UBD Plan for Into the Wild
 * Erase underlined words on the flicp chart.
 * What's another way we could complete this sentence for the number 21? Turn to your partner and discuss possible answers.
 * Whole class discussion of other posibilities for number 21. Students will complete the blanks on the flip chart with the best examples and estimates.
 * Introduce the activity: Pairs of students will use the 3 numbers posted around the classroom ( 110, 450, 999 ), and the frame sentence (flip chart) to agree or disagree. Pairs will then write their statements on sentence strips and will post their findings under the appropriate number. students will then review and decide if they agree or disagree with the staements posted under each numbers.
 * Students will engage in conversations and will use the following model:
 * Discuss sentences as a class. Students will complete the sentence frames on the flip charts after they select as whole class the best examples and estimates.
 * Students reflect on partner work
 * Exit Slip: What steps will you take next time to make sure you are successful when working in a group or with a partner. What conclusion can you reach in terms of estimates about the size of numbers?
 * Exit Slip: What steps will you take next time to make sure you are successful when working in a group or with a partner. What conclusion can you reach in terms of estimates about the size of numbers? ||  ||
 * Cheri Hilton

Grade Level:10-12

Materials Needed: __Into the Wild__ by Jon Krackauer, Prometian Board, Clickers, Prezi, Reference Materials and Databases.

Length of Time: 2 days

Learning Goal: Students will review the elements of a variety of hard copy and digital reference materials available in the library. Materials will then be used for a team building t easure hunt and Prezi presentation to support the text. Description of the Activity: || ** LearningActivities: ** // Pre-Exposure — //How can students prepare to engage new material/experience? Brief discussion of previous experience with reference material, importance of reference material with research, and reliability of information sources. How do we ensure that the material we are using is accurate and efficient?  ||   ||   ||   ||  Librarian and teacher will emphasize the importance of the notes to be used for the team reference treasure hunt which is related to their class book Into the Wild. Cooperative skills reviewed before treasure hunt begins. ||  ||
 * ^  ||  ||   ||
 * ^  ||  ||   ||
 * // During-Exposure — // How can students make meaning from their engagement?
 * 1) Active discussion during class time
 * 2) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Each student will participate in note taking during the discussion.
 * 3) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Students will be allowed time to browse through the reference materials provided for them
 * 4) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">A short clicker test will be given to help teams understand both their strengths and weaknesses, with time to review before the next day's treasure hunt and Prezi
 * 5) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Teams of 2-4 are formed for the reference skill treasure hunt. Eight different clues are provide, students search for one print and one digital resource to find the answer. Once the answers are found students can then move to the next clue.
 * 6) <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">When all clues are answered, groups may then use Prezi to present any findings they choice and discuss how they find that this relates to Into the Wild.
 * // <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Post-Exposure — //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> How can students reflect on what they are learning?
 * ^  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;"> ||   ||

Evaluation of Learning: Three rubrics were used, one self, one teacher and one teammate to evaluate approrpriate performance assessment for the project. CEC ||  || Name of Unit: Using Xtranormal.com to present Staff Meeting Topics
 * Less emphasis should be placed on the actual hardcopy references but much of that is due to the preference of the classroom teacher. Kids enjoyed the Prezi version but we need to spend at least one additional day to refresh their memories about pathways and editiing. The inclusion of photos in the Prezis also needs to be reviewed as many had some serious "flashing" issues during their presentations. ||
 * Elizabeth Kenny

Grade Level: Applicable to staff at any DPS school.

Materials Needed: Computer with internet connection

Length of Time: 45 minutes to an hour to produce a short video. Can be done far more quickly with practice.

Learning Goal: Introduce staff to web 2.0 tools as a vehicle for spicing up meetings and instruction.

Description of the Activity:

Sample Video by Beth Kenny: []

Performance Objective: Staff developer will use the xtranormal site to prepare a brief, humorous introduction to the professional development or staff meeting topic.

Background: In order to introduce staff to the “Successful High Schools Study” of East and CEC, produced by the DPS office of Accountability, Research and Evaluation (found on the website), (<span style="border-collapse: separate; font-family: Verdana,Geneva,Arial,Helvetica,sans-serif; line-height: normal;">@http://tinyurl.com/hsresearchbrief). I put together a video in which I play the bad-idea lady to my more savvy colleague’s summary of what makes CEC successful. It was fun to write the script and create an alter ego. I look forward to introducing future topics through my workplace avatar.

I was introduced to the tool by Sudi Srodola, the TJ and CEC teacher librarian for 2012-2013. She did a session on web tools a couple of years ago at a summer conference for DPS tech teachers and librarians. I found an incredibly complete set of directions online and plan to share this with the staff as a way to communicate Professional Learning Community findings. Other tools we will explore for student use can be found on: http://cooltoolsforschools.wikispaces.com/Video+Tools

These tools become the more engaging format for research and presentation, knocking the 89 cent poster board back to the forest from whence it came. It is important for teachers to use these tools as we move into use of the Framework for Effective Teaching in 2011-2012. Use of technology appears on the “High Impact Instructional Moves” portion of the rubric, adding some teeth to the need for better use of technology in one’s practice.

Handouts:

1.) Directions on setting up an account and preparing a video []

Evaluation of Learning:

Evaluation of Learning: Here is a sample of an Xtranormal rubric.

http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=T37CWA&

For this activity, provide an exit slip with handout on how to use the program. Track the number of staff members using xtranormal for the year by posting results to school Xtranormal Wiki. Goal of 25% of staff creating a video for semester one, 50% for semester two, until all have made a video using xtranormal or a similar tool, posting it to their teacher page. ||  || GT || http://cagt.wikispaces.com
 * Robbi Makely

@http://gt.dpsk12.org/kid_links (This Kid's Link page is not my formal project. However, it is a fabulous resource for parent, students, or teachers.) || Name of Unit: "Take a Dip in the Web 2.0 Pool - Four Teacher Tools" and "Take a Dip in the Web 2.0 Pool - Four Student Tools"

Grade Level: ECE-12

Materials Needed: Internet

Length of Time: 60 minutes

Learning Goal: Three part~ (1) Overview of Tiny Tools that can immediately be embedded in a classroom with minimal learning; (2) In-depth exposure to either a Presentation Tool and/or Writing Across the Content Tool; and (3) Hands-on experience for participants

Description of the Activity: Gretchen Allgeier, Tamara Bilewski, Candy McGregor and I offered two breakout sessions at the CAGT (Colorado Association for Gifted and Talented) conference in October 2010. Additionally, this presentation was shared with DPS GT Reps at the GT district-wide meeting in November 2010.

Evaluation of Learning: Google form evaluation: http://cagt.wikispaces.com/evaulation+2010 || We offered a similar breakout session during the 2009 CAGT conference. We modified and improved the wiki from the 09 to the 2010 session. We created a home page for participants. We put our current year links in a toolbar along the right. We archived last year's wiki in the same toolbar. Over all, I think we improved our work and set the stage for a smooth transition to 2011-2012, if we present at CAGT again next year. || Greenwood K-8 || http://paulaj.wikispaces.com/ || Name of Unit:Google Earth
 * Paula Martin

Grade Level: Middle School

Materials Needed:Internet, Google Earth, Prezi.com

Length of Time:10 class periods

Learning Goal: Students will learn to navigate within Google Earth Students will strengthen internet research skills Students will be able to present their research project through the presentation software by Prezi.com

Description of the Activity: Students will be expanding on their previous knowledge of Google Earth and discovering more in depth navigation tools. They will be given a worksheet they will each need to complete and turn in that consists of: 1. navigation tools research 2. place marking skills 3. virtual field trip creation 4. final in-depth research of a city they wish to visit (final project completed in pairs) 5. introduced to Prezi.com to present their final project

Evaluation of Learning: Grading of the worksheet individually Using a teacher-created rubric, each group will by evaluate by their peers and graded by teacher || Collaborate with Social Studies teacher for cities of interest to narrow student choices and support her curriculum || Castro || https://castroelementaryprojects.wikispaces.com/ Go to teacher website below for lessons plans. click on US State Report button http://teacherweb.com/CO/CastroK5/mrmcfarland || Name of Unit: US State Report students used animoto to present info about their states
 * Ron McFarland

Grade Level: 3rd Grade

Materials Needed: Internet, Library resources

Length of Time: six class periods

Learning Goal: identify and develop questions pertaining to a state in the United States.

Description of the Activity:Students will use word processing skills and e-mail skills. The students will post results to their gaggle net blogs and send to their teacher a copy by e-mail

Evaluation of Learning: See Rubric on teacher website || Use gaggle net a little early in the year. I would more pod casting. use more web 2.0 sites like voki. Have the students come up with more of their own questions for the project. || FBHowell ECE-8 || <span style="border-collapse: separate; font-family: Verdana,Geneva,Arial,Helvetica,sans-serif; line-height: normal;">@http://tinyurl.com/5thgradezoo Student projects
 * Megan McQuinn

Photos from the final event



|| __Name of Unit:__ Animals in the Zoo and in the Wild

__Grade Level:__ 5th grade

__Materials Needed:__ 1. Zoo Education Dept animal assignments 2. Nonfiction books for research 3. Websites for animal research 4. StepUp to Writing 2 column templates, modified to add guiding questions for each Key Area. 5. Materials for dioramas 6. Computers for research and PowerPoint creations 7. Account with Slideshare.com

__Length of Time:__ 1 trimester

__Learning Goal:__ Students will learn how to do research. Students will be able to present their results to judges from research and observations.

__Description of the Activity:__ 1. Classroom teacher, Susan Austin, and I meet to create unit along with timeline. Together we planned each day's objective, along with the lesson. 2. Each class time began with a mini lesson about that day's objective. Following that each student worked independently practising the skill they were taught. 3. The first objective was for the students to learn about their animals in these categories: Daily Behavior Food and Water Habitat Family Structures Interesting Facts 4. Once students completed research we taught them how to use PowerPoint. Each student embedded hyperlinks into the Table of Contents page of their .ppts. Each student had a checklist and a rubric for their PowerPoint project. 5. Once .ppts were completed I imported them into slideshare.com. Next I embedded each one onto the school website. 6. Each student then took research notes and went to the Zoo to complete observations to answer: Do the Zoo enclosures meet the needs of the animals? 7. Upon the completion of observations students, working with their group created their dioramas along with a poster in preparation for the final judging.

__Evaluation of Learning:__ 1. Using a teacher-created rubric each student PowerPoint was evaluated. 2. On March 25 judges from the Zoo and the school evaluated each group's presentation using a rubric created by the Zoo Education Center. || Upon reflection this project allowed the students to practise both research skills, but additionally they were able to use Science standards of hypothesis and evaluations. The two things we were modify for next year will to change the rubric used by the Zoo Education Center for the presentations. It doesn't allow for any technology presentations or allow for each participant to present. I will also suggest to the classroom teacher that we try a new technology tool that is not PowerPoint. || Waller K-8 ||  || Name of Unit: Fact or Folly?
 * Peggy Obert

Grade Level:6

Materials Needed: DVD "Evaluating Sources", Schlessinger Media Fact or Folly? worksheet Computer and projection system Student computers

Length of Time:3 class periods

Learning Goal: Students will evaluate a web site's reliability.

Description of the Activity: 1. Show the DVD and discuss with the students the 7 keys to evaluating a source's content and reliability. 2. Using the computer and projection system, show students how to apply the 7 keys to some actual web sites 3. Students will use the Fact or Folly? worksheet, which lists two legitimate web sites, and one that is made up, to evaluate and determine the real sites. Students use questions on the sheet to evaluate each site.

Evaluation of Learning: Students will correctly identify the legitimate sites, giving the reasons why they chose those. || Students enjoy using their sleuthing skills to discover the "fake" site. || McKinley-Thatcher || [] [] [] [] [] [] [] || Name of Unit: Writing a Newsletter with Glogster
 * Mary Olson

Grade Level: 5th

Materials Needed:Glogster account, topics for writing

Length of Time:Several weeks for each newsletter.

Learning Goal:Student will write a newsletter article

Description of the Activity: Brainstorm story ideas, talks about 5 w's, write, edit, type.

Evaluation of Learning: rubric to judge if key elements of an article are presented and no spelling or grammar or punctuation errors.

There are also some glogsters students did about favorite subjects such as the Rockies, favorite books and movies. One student did a poster for No TV week. || The students loved doing glogster and playing with backgrounds and fonts and especially copying and pasting internet pictures about their topic. If I did this again, I would like to have more time to publish their personal topics. || Lowry Elementary ||  || Name of Unit:
 * Valentin Petrov

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Evaluation of Learning: ||  || GT || Here's some links used with the teachers to explore IPOD learning opportunities in the classrooms: <span style="border-collapse: separate; font-family: Verdana,Geneva,Arial,Helvetica,sans-serif; line-height: normal;">@http://tinyurl.com/poddytraining Twitter #poddytraining [] I looked just at the first link Ikids apps – these resources are unlimited and apply to many grade levels [] click on handouts to get more information http://ipodclassroom. wikispaces.com Research on Mobile Learning http://www.lwbva.org http://www.learninginhand.com iPod Educator Ning (social site) http://ieducationappsreview. ning.com || Name of Unit: "IPODDY Trainiing"
 * Patti Shade

Grade Level: ECE - 2

Materials Needed: IPODS

Length of Time: 60 minutes

Learning Goal: Explore Apps for differentiation/RTI: acceleration, remediation, and enrichment

Description of the Activity:

Evaluation of Learning: Pre & Post Assess usage/transfer level of IPOD Learning Apps. || These sessions were introductory/ resource sharing - need to plan follow-up implementation sessions for teachers. || TJHS || []
 * Sudi Stodola

(Handout links pending) || Name of Unit: Honors English Book Review Blog

Grade Level: 9th & 12th

Materials Needed: internet, YA level books

Length of Time:

Learning Goal: Literacy - summarization and evaluation Technology - Blogging

Description of the Activity: Students choose books - can be based on interest, genre covered by curriculum, or assigned by teacher. Students are taught reviewing expectations: Summarization, paraphrasing, use of literary terms covered in class. Rough Drafts due for peer review: reviewing handout used Revised drafts are typed, discussed with librarian for final polish, and then posted on blog.

Evaluation of Learning: Effeciveness of summary, use of approriate literary terms, appropriateness of review ||  || Centennial K-8 ||  || Name of Unit:
 * Chris Swallow

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Evaluation of Learning: ||  || Munroe ||  || Name of Unit:
 * Patrick Thornham

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