Team+6

SS.O.03.04.01 construct and use the basic elements of maps and globes (e.g., title, legend, cardinal directions, scale, grid, parallels, meridians).  SS.O.3.4.8 construct and interpret data from various types of maps, globes, charts, graphs and timelines (e.g., population, products, climate). **Learning Skills and Technology Tools** 21C.O.3-4.1.LS.2 Student accurately interprets symbols and visuals and can distinguish fact from opinion when presented with visuals through various media; student uses his/her knowledge to construct new knowledge and communicate information.  21C.O.3-4.1.TT8 Student uses existing common databases (e.g., online or CD-ROM encyclopedias, electronic dictionaries, and other online library archives) to find, sort and interpret information for classroom assignments. || One indicator that needs to be improved on is student-directed tasks. With the current techSteps project, it is a teacher-led task. The authenticity also must be adapted in order for this project to include an open-ended question. By making these adaptations, higher-order thinking would be completed by all students. || Using [|www.sister-cities.org], students will exchange digital portfolios with another school in another country. Students will then use Google Earth to locate their Sister School and interpret climate, location, and weather based upon the information conveyed in the field trip (digital portfolio). ||
 * === Grade Level === || 3rd ||
 * === Current Project === || Neighborhood Maps ||
 * ===** Current Learning Standards Addressed **=== || **Social Studies**
 * ===** Summary of Current Lesson **=== || Learn about maps and symbols. Use a Web site to look at a map of your neighborhood. ||
 * === Analysis of indicators of Engaged Learning in Current Lesson (strengths and opportunities for improvement). === || This project is definitely standards-based using WV CSO’s as well as 21st Century CSO’s. It is also challenging to students because they are required to add new information to an existing document (a neighborhood map).
 * === Summary of Technology Uses in Current Lesson === || Students use Microsoft Word and Google Earth to complete this project. ||
 * ===  ﻿ ﻿ NEW Adaptation Title === || Virtual Field Trip to My Neighborhood ||
 * === Learning Standards Added (if any) === || SS.O.3.4.5 compare and contrast climate, weather and location with regard to people's clothing, food, shelter, and jobs ||
 * === Summary of Your Adaptation === || Students will take digital photographs of various artifacts within their neighborhood. These include houses, schools, famous landmarks, clothing, work places, and food. Students will create a neighborhood map as well as a digital portfolio of artifacts found on their maps and in their communities. The neighborhood map will also be uploaded to the digital portfolio.
 * === Summary of Your Adaptation === || Students will take digital photographs of various artifacts within their neighborhood. These include houses, schools, famous landmarks, clothing, work places, and food. Students will create a neighborhood map as well as a digital portfolio of artifacts found on their maps and in their communities. The neighborhood map will also be uploaded to the digital portfolio.
 * ===** How you strengthened the use of technology and the Indicators of Engaged Learning **=== || Digital imaging and electronic portfolio development are two more technology goals added to this project. The project now also includes a global perspective with another country. Learning is now student directed and more authentic because students are actively engaged throughout the learning process. ||