Table+5+Wednesday


 * === Grade Level === || 4th Grade ||
 * === Current Project === || Zoom In ||
 * ===** Current Learning Standards Addressed **=== || RLA.O.4.2.13 **select and use a variety of sources to gather information (e.g.**, dictionaries, encyclopedias, newspapers, informational texts, **electronic resources**).

RLA.O.4.2.14 **use strategies to compile information into written reports or summaries (e.g., incorporate notes into a finished product, include simple facts-details-explanations-examples**, draw conclusions from relationships and patterns that emerge from data of different sources, **use appropriate visual aids and media**). Learning Skills and Technology Tools

21C.O.3-4.1.LS1 **Student identifies information needed to solve a problem or complete an assignment, conducts a search and prioritizes various sources based on** credibility and **relevance, retrieves relevant information from a variety of media sources, and uses this information to create an effective presentation**.

21C.O.3-4.1.LS3 Student, cognizant of audience and purpose, **articulates thoughts and ideas accurately and effectively through** oral, **written or multimedia communications**.

21C.O.3-4.1.TT4 **Student finds, imports, inserts, and resizes or moves pictures, images** and charts in word processing documents, spreadsheets, **presentations** and other electronic templates.

21C.O.3-4.1.TT7 **Student creates a presentation of at least four to six slides. Student inserts slides and chooses backgrounds, fonts**, and slide layouts. **Student understands and uses different formats for viewing (e.g.,** slide sorter menu, **slide show menu, normal view**).

21C.O.3-4.1.TT10 Student selects and **uses appropriate** software, other technologies, and grade level appropriate **search engines to locate and acquire information from electronic resources (e.g.,** interactive books, multi-media encyclopedias, **Internet sites). Student evaluates information found for content and usefulness.**

21C.O.3-4.2.TT3 **Student uses technology tools (e.g., presentation software**, word processing software, publishing software, group web page design, digital cameras, scanners) **for individual** and collaborative **writing, communication, and publishing activities to create informative products** for audiences inside and outside the classroom. ||  ||   ||   || The teacher role is a coach during this lesson. The assessment should be ongoing throughout the process. The students have to analyze facts to determine what facts are relevant to the project. The student role is the teacher; they are presenting their project to their class. Project Weakness: This project could be improved by making a project that will be reused by others. In the existing project students are assigned or choose 4 planets, moons, stars, or celestial bodies to research. Student choice is limited. ||
 * ===** Summary of Current Lesson **=== || When you 'zoom in' on something you take a closer look. You use a microscope to zoom in on an insect or a camera to zoom in on a scene. In both cases zooming in lets you see things in greater detail. Have you ever thought about zooming in on a topic to learn more about it? Students will make a PoweerPointpresentation in which hyperlinked words allow your viewers to 'zoom in' to read and see details about a topic. You will:
 * Design a Home slide that contains a labeled picture and hyperlinked text
 * Research facts for Information slides
 * Insert action buttons on Information slides ||
 * === Analysis of indicators of Engaged Learning in Current Lesson (strengths and opportunities for improvement). === || Projects Strengths: Students are integrating their knowlege of science across multiple subjects: science and the function of systems.
 * === Summary of Technology Uses in Current Lesson === || Technology use is limited and primarily used as a package for the student research. Students use PowerPoint and features and functions within the program (hyperlinks, etc). They use graphics, labels, and detailed descriptions of the planets which are accurate and well-researched. ||

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 * === NEW Adaptation Title === || Traveling West Virginia ||
 * === Learning Standards Added (if any) === || SS.S.04.04 Students will
 * interpret, and choose maps, globes and other geographic tools to categorize and organize information about personal directions, people, places and environments (The World in Spatial Terms).
 * examine the physical and human characteristics of place and explain how the lives of people are rooted in places and regions (Places and Regions).
 * analyze the physical processes that shape the earth’s surface and create, sustain and modify the cultural and natural environment (Physical Systems).
 * analyze and illustrate how the earth is shaped by the movement of people and their activities (Human Systems).
 * analyze the interaction of society with the environment (Environment and Society).
 * point out geographic perspective and the tools and assess techniques available for geographic study (Uses of Geography).  ||   ||   ||   ||   ||   ||

(WCHS-8). Students will need photographs, person to do voice over, recording software and collectively decided format. Our plan is to connect classrooms across the regions of WV and take a closer look at what is available in different areas of the state. Classrooms would become E-Pals using Skype or email to learn from each others as they learn about WV. || We increased the scope of technology tools, technology is used as a medium to share information. ||
 * SS.S.04.05 || Students will
 * organize, analyze and compare historical events, distinguish cause-effect relationships, theorize alternative actions and outcomes, and anticipate future application (Chronology).
 * use the processes and resources of historical inquiry to develop appropriate questions, gather and examine evidence, compare, analyze and interpret historical data (Skills and Application).
 * examine, analyze and synthesize historical knowledge of major events, individuals, cultures and the humanities in West Virginia, the United States and the world (Culture and Humanities).
 * use historical knowledge to analyze local, state, national and global interdependence (Interpretation and Evaluation).
 * examine political institutions and theories that have developed and changed over time; and research and cite reasons for development and change (Political Institutions).  ||   ||
 * === Summary of Your Adaptation === || Our students will research our own community (divide our state into regions). We are zooming into tourist desitination in our area; based on a student's point of view. WE are looking child friendly tourist destinations, and the students would prepare reports / video / or visual representation. These include but are not limited to Movie Maker, Skype, PowerPoint; recording software - Audacity. "These products would be shared with classrooms around the state on ThinkQuest. The end result would be products that would be posted on the state tourism website, and broadcast on local news stations
 * ===** How you strengthened the use of technology and the Indicators of Engaged Learning **=== || This is student driven, the teacher is the facilitator. Technology is extended beyond the classroom.