Lesson+Plans

Billy Cannon (NCMS) January 24-February In our upcomming unit studying the solar system, students will take part in several lessons that will explore details from the origins of space flight to various planetery factors that encompass our solar system.

Plans: Apollo discovery Lesson: Students will explore the origins of the Apollo program. Students will rationalize decisions made by the program, the development of rockets, initial missions to the moon,explore technology developed from the program that sparked current technology, and explore lunar phases and impacts on earth. Tasks: Apollo Hunt Students will use the QR code reader to participate on a scavenger hunt that gives students the ability to discovery various facts and information about the Apollo program. Students will also respond to an EDMODO response question. (Which Apollo mission do you feel was most successful to the advancement of mankind?) Students will also prepare a timeline of Apollo missions.

Follow Up Activity: Students will be allowed to watch Apollo 13 and answer various questions about the mission to the moon. Students will submit their answers and responses for a grade.

Lunar Phase Study Lesson Students will use the Moon Globe app to explore the phases of the moon. Students will also complete notes using a powerpoint presentation and classroom discussions. Students will complete drawings for each phase as well as listen to recorded songs that allow the material to presented in a differentiated manner.

Quiz: Students will have the choice between two versions of a quiz that will evaluate students understanding of the phases of the moon. __Billy Cannon (NCMS) December 12-16__ Students this week will be working on a Newsbroadcast that will highlight recent studies on the earthquake that struck Japan earlier this year. Students will record their broadcast using IMovie and will show their broadcast to the class on Friday. News Broadcast __Roles:__ Anchor-T.V. personalities that tend to introduce and share the story. Camera Operator- In charge of capturing the footage Field Reporter-The anchor that is on scene Witness- Someone that is present at the scene and can recall events __Task:__ Your news crew will create a broadcast covering the latest earthquake in Japan. The magnitude of the earthquake is a 9.0 on the Richter Scale and caused massive damage. __Reference:__ Youtube video, //Mega Disasters Earthquake.// Things to include: Interview a survivor of the quake. Cover what a 9.0 means and the possible damage that can be caused. Write a script for all the speaking parts. Broadcast should be no longer than 10 minutes. Use at least 5 chapter vocabulary words during the broadcast. __Extras:__ Commercials Weather Extra video footage

__**Geoff Crosson (NCHSHS) - Dec. 9th**__ Today I used the Socrative Teacher and Socrative Student apps for assessment. I created a pop quiz 20 questions to assess the reading they did for homework. One iPad was given to each table of three students. Students worked on the quiz together. They were given instant feedback from the app and a score report was automatically emailed to me after their completion. We read a chapter from the book together as a class while discussing. Students then read another chapter independently. After reading each student took a quiz via Socrative’s “Space Race” feature. Again, scores and feedback were automatically emailed to me upon each group’s completion of the quiz. Scores were then entered into Engrade immediately for parents and students to see.

__**Jody Dixon (NCHSHS) - Dec. 9th**__ Twitter chat to discuss slavery
 * 1) chpt16

__**Geoff Crosson (NCHSHS) - Dec. 6th**__ Yesterday I had the kids using the new iPad 2’s. We’re reading __Keeper__ by Mal Peet which goes back and forth between two settings; The Amazon Rainforest and San Juan, Argentina. I posted questions on Edmodo relating to character development, foreshadowing, Character Motives, and Figurative Language. Students accessed the questions and turned in the assignment via the Edmodo app. Afterwards, students were given some “directive play”. I knew they would have extra time and since some of them had never held an iPad before I wanted them to continue to familiarize themselves with the operating system and the general feel of the iPad. Students were asked to launch the Google Earth app and zoom in to the Amazon Rainforest and look at the photos that were posted. For comparison, they were then asked to pan to San Juan, Argentina. They were to take notes on the distance between the two settings, and to take notes on the clear contrast of the two settings (one a lush rainforest and the other a major metropolis). The last part of the “directive play” was for the students to launch Safari and perform a Google search for images. The keyword combinations they were suggested were, “Amazon rainforest bugs”, “Amazon rainforest wildlife”, and “Amazon rainforest logging”...all of which pertained to the chapters the students had read the day before…something to give them a realistic visual of what kinds of things the main character was seeing and talking about when he walked through the jungle. The students were highly engaged because they were using an attractive and innovative tool to prove what they had learned from their reading…but the level of engagement was also high because they were simply EXPLORING new things; the tool itself and a far off land

__**Ideas shared on Nov. 16th:**__ Andrea - Songify in Spanish Julie - Recorder to practice fluency, Reading A-Z, PBS Kids Jody - Cross-curricular project w/ World History, Environmental Science, & English (make a movie trailer, movie poster, and write a synopsis for a movie script) Mandy - Songify to put content into music, Whiteboard app in guided reading Cindy - Record decaying pumpkin and create a multimedia project Billy - Volcanoes, earthquakes, catastrophic events (movie project), Socrative (Daily Oral Science) Jessica - Record herself going over warm-up, 3D view of microscopic stuff Jeremy - Phonics Brooke - Edmodo for literature circle groups, projects, discussions

NCHSHS
11/17/11 1st & 3rd Period: We are beginning a project where students will use iMovie, Pages, and Keynote to accomplish goals within an overall project. Entry document: “It’s the End of the World as We Know It!”

Michael Bay, famous for his production of movies like “Tranformers”, “Pearl Harbor”, and “Armageddon”, is getting ready to make another film about the destruction of society as we know it with a slightly more realistic theme. Your mission is to create a story plot and movie pitch for Mr. Bay that paints a more realistic picture of how today’s society may collapse based on your knowledge of previous societies. It is also up to you how the story will end and whether technology can save us. Because you are not a movie mogul with millions of dollars to access, you will need to use the technology available to you to create the three products for this project: Remember that Mr. Bay is looking for a realistic but entertaining storyline and inclusion of the science involved as well as any historical content will be valuable to the pitch as well as your grade!
 * A story/ outline that details the challenges, society’s response, and whether that response is effective in avoiding collapse.
 * A movie poster that includes images that hint to the plot, setting, stars and tag line that will be included.
 * A movie trailer created by the members of the group that can be played for Mr. Bay and gives him clues to the important scenes and science of society’s potential collapse and possible salvation.

Group Work Rubric:
 * Criteria || Distinguished || Proficient || Competent || Limited || Unsatisfactory ||
 * Group members facilitate each other's participation. || Members share thinking without dominating the discussion, exhibit active listening skills, and exhibit no issues of disruptive behavior. || Members often encourage other members to share thinking, listen carefully, and effectively manage disruptive behavior. || Members encourage everyone to contribute fully. || Members show little interest in the contributions of others and interrupt frequently. || Members do not interact with each other and do the work individually. ||
 * All group members participate in project work. || All members are able to offer high quality information & all is relevant. || Offers some information but not all is of high quality, most is relevant. || Shows good effort by contributing relevant information in limited quantities. || Either gives too little information OR information which is irrelevant to the topic. || Does not speak or contribute to the work OR distracts members with off topic discussions. ||
 * Work is distributed and completed. || All group members complete their tasks and submit them in a timely manner. || Most group members complete their tasks and submit them in a timely manner. || All group members complete their tasks BUT the work is submitted late. || Tasks are incomplete OR of poor quality AND work is submitted late. || No work is submitted. ||
 * Group uses members' skills and talents effectively. || Tasks are delegated using thorough knowledge of each other's skills and talents allowing this cohesive group to complete work. || Tasks are delegated with some knowledge of each other's skills and talents to complete the work. || Tasks are delegated with some group input but not every member is used to their potential. || Some effort to get to know one another and discover each other's skills and talents. || No effort made to get to know one another or discover talents and skills. ||
 * Group members resolve conflicts successfully. || Group members use adult voice in discussion to challenge thinking or voice opinions.Any conflicts are easily resolved within the group. || Group members rarely challenge thinking; outside help is unnecessary to successfully resolve conflicts. || Group members rarely challenge thinking but sometimes argue over work/assignments;peer mediators are able to successfully resolve conflicts. || The group submits work that is late or incomplete due to conflicts/ issues. The instructor is required to mediate conflicts. || Group loses a member of the team due to issues/ conflicts. ||
 * Criteria || Distinguished || Proficient || Competent || Limited || Unsatisfactory ||
 * Maintains group focus on what's important. || The group is very task oriented and focused on the topic and completing the work. The group is very self-directed and requires little supervision by the teacher. || The group is focused, task-oriented and on topic most of the time. Occasionally the group deviates from the topic and requires teacher intervention to refocus. || The group requires a structured agenda to focus on goals and tasks. Requires occasional reminders from the teacher to get back on-task. || Rarely able to maintain focus despite structured agenda and task list. || The group is completely off task.Off topic conversations or non-class related work are the norm. ||
 * Allocates time effetively. || Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of any member's procrastination. || Usually uses time well throughout the project, but may have procrastinated on one task or deadline. Group does not have to adjust deadlines or work responsibilities because of the procrastination. || Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of a member's procrastination. || Rarely gets things done by the deadlines AND group has to adjust dealines or work responsibilites because of member's inadequate time management. || Obvious "night before deadline" work submitted OR work incomplete due to procrastination by multiple group members. ||
 * Monitors progress. || Group regularly monitors and assesses progress of individual members and group as a whole without needing structured discussion. || Group regularly monitors and assesses progress of individual members and group as a whole using structured discussion. || Group monitors and assesses progress as necessary. || Group rarely attempts to monitor progress of the work. || Group does not attempt to monitor its progress or fails to do so when requested. ||

NCMS
How can studying these objects help scientists and human development? || 5.01 Analyze the components and cycles of the solar system including: 5.02 Compare and contrast the Earth to other planets in terms of: 5.05 Describe the setting of the solar system in the universe including: Students will be assigned a particular body and will complete a data chart. Students will create a presentation using Keynote regarding their celestial body. ||
 * ** Date:11/17/2011 ** ||
 * Essential Question || Why do scientists study the celestial bodies of the solar system?
 * NCSCOS Objective # || ** Competency Goal 5: The learner will build understanding of the Solar System. ** ||  ||
 * **Objectives**
 * Sun.
 * Planets and moons.
 * Asteroids and meteors.
 * Comets.
 * Phases.
 * Seasons.
 * Day/year
 * Eclipses.
 * Size
 * Composition.
 * Relative distance from the sun.
 * Ability to support life. ||
 * Galaxy.
 * Size.
 * The uniqueness of Earth.
 * Lesson Summary || Students will use the IPAD program Solar System 3D and will research the celestial bodies of the solar system.
 * Lesson Summary || Students will use the IPAD program Solar System 3D and will research the celestial bodies of the solar system.

5.06 Analyze the spin-off benefits generated by space exploration technology including: Students will develop a timeline of events starting with the Sputnik program. Students will create ideas as to how spaceflight technology has lead to other inventions and discoveries. Students will research various spinoff technologies and share with the class. Students will generate ideas as to what future exploration might be like and how it will advance human civilization. ||
 * ** Date: ** ||
 * Essential Question || What were the purposes of the Apollo program? How did the program lead to other inventions and discoveries? ||
 * NCSCOS Objective # || 5.04 Describe space explorations and the understandings gained from them including:
 * N.A.S.A.
 * Technologies used to explore space.
 * Historic timeline.
 * Apollo mission to the moon.
 * Space Shuttle.
 * International Space Station.
 * Future goals.
 * Medical.
 * Materials.
 * Transportation.
 * Processes.
 * Future research. ||
 * Lesson Summary || Students will explore the Apollo program as well human spaceflight using various IPAD programs. (History of spaceflight)

Conover School
This is working well with my students. They require hands-on activities to remain engaged for an extended amount of time. We have been using our IPad to practice handwriting and simple math skills. We have worked with several of the phonics apps to practice our letter sounds and spelling. We have used the Google Earth app to locate where each of the students live. We are going to use the Planet Finder app to learn about the planets for our Extensions for the SCOS. We have watched some of the videos on the Electric Company and talked about vocabulary. We have coin identification and time telling as well.