Grades 9 &11: Economics: Amusement Park Fun!

Description:	Using the five factors of production (land, labor, capital, management, and technology) Mr. Roeder's class and Ms. Harner's class will create a themed amusement park. The project will have two parts, 1)power point presentation and 2)poster board layout. The park must have resorts, land usage, restaurants, merchandise, entertainment, thrill rides, and customer service info. The two classes will partner in a virtual field trip to Cedar Ponit Amusement Park prior to the creation of the projects. The two classes will then connect with each other to present their parks.
Dates:	October 1, 2010- October 15, 2010
Sign up method:	Email: droeder@brandywinebobcats.org
Grades:	9, 11
Subjects:	Social Studies/History
Outcomes:	Students will identify five factors of production. Students will collaborate in creating a comprehensive project. Students will use economic terms to present project. Students will demonstrate understanding of factors of production.
Preparation Time Frame:	2 weeks preparation with a 60 minute vc.
Methods and Activities:	1. Lecture on factors of economic production. 2. Virtual Field Trip to Cedar Point. Tour the different venues at the park. 3. Present rubric for project. Two parts: power point with pictures and poster board layout. 4. Present projects between Mr. Roeder's class and Ms. Harner's class.
Responsibilities:	Teachers will direct students to websites that show theme rides, hotels, restaurants, entertainment, and merchandise. Teachers will coordinate virtual trip with Cedar Point. Students will work in groups of 3-4 to create power point and poster board according to rubric. Teachers and students of both classes will connect to share finished projects.
Agenda:	Class Connection. Intorduction and review of project goals. Mr. Roeder's class will present projects Ms. Harner's class will present projects Discuuseion and questions. Evaluations
Credit:	Ms. Harner and Mr. Roeder worked together.
Other:	N/A

Dave Roeder

droeder@brandywinebobcats.org

BRANDYWINE SENIOR HIGH SCHOOL

Grades 1-5: Procedures in Schools Around the World

Description:	We have 4 second grade classes who would like to share with and learn about school procedures in another country such as hallway, lunch, commuting, emergency drill, general school, etc. Sharing could include wiki, email, video conferencing, and other eForums. The project would begin at the beginning of April 2010 and continue through mid-May 2010. If interested please email, and we can discuss details; we are flexible.
Dates:	Between April 2010-mid-May 2010 from 8:00-2:00 central time
Sign up method:	Email: michele.hanlon@leanderisd.org
Grades:	1, 2, 3, 4, 5
Subjects:	Elementary All Subjects
Outcomes:	In this unit of study on procedural texts, students will explore many elements of learning across the curriculum. They will practice using creative thinking, communication, inquiry, information processing, problem solving and reasoning. As students explore procedural text, they will identify the main idea, topic, and describe the order of events or ideas. Not only is it important for students to read and understand procedural text but to write and communicate procedures to others. Texas Essential Knowledge and Skills: 2.15 Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow written multi-step directions (B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations) 2.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) recognize different purposes of media (e.g., informational, entertainment); (B) describe techniques used to create media messages (e.g., sound, graphics); and (C) identify various written conventions for using digital media (e.g., e-mail, website, video game). 2.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting words, phrases, or sentences; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. 2.19 Writing/Expository and Procedural Text. Students write expository and procedural work-related texts to communicate ideas and information to specific audiences for specific purposes. The students are expected to: (A) write brief compositions about topics of interest to the student (C) write brief comments on literary or informational text 2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. 2.25 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) gather evidence from available sources ( natural and personal) as well as from interviews with local experts (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) 2.27 Research/Organization and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to (with adult assistance) create a visual display or dramatization to convey the results of the research Reading/Comprehension Skills. Students use a flexible range of meta-cognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon content to enhance comprehension; (B) ask literal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re- reading a portion aloud, generating questions); (D) make inferences about text using textual evidence to support understanding; (E) retell important events in stories in logical order; and (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
Preparation Time Frame:	You will need a few class periods prior to the connection to prepare your presentation and a 45-60 minute videoconference.
Methods and Activities:	Once a partnership is established we can collaborate to determine the presentation details. We have ideas, but we are also open to any new suggestions. :)
Responsibilities:	To be determined during collaboration with the partner school
Agenda:	5 min. Welcome and introductions. Each class shares their location and brief information about their school. Visuals: Use the document camera or PowerPoint to share a few pictures of local interest. 30 min. Presentations. Each class shares a 15 minute demonstration and/or presentation on the assigned topic. Teachers should negotiate who will cover what to prevent duplication. Visuals: Can be a live scientific experiment demonstration, iMovie of the experiment, or PowerPoint with digital pictures of the experiment/concept, posters with large letters. 15 min. Question and answer. Each class has prepared questions for the other on the content and generates questions while/after listening to the presentation. After the content questions, if time remains, students may enjoy asking each other questions about their respective locations and schools.
Other:	How to increase interaction: While a traditional exchange consists of a 15 minute presentation by each class followed by a question and answer period, there are ways to increase the interaction between the two classes. These work best when you’ve discussed the session with your partner teacher ahead of time. • Snowball fight. Northern classes matched up for Read Around the Planet with classes in the south enjoy explaining snow. A paper snowball fight is always exciting. • Interactive readers’ theatre. Create a PowerPoint slideshow with the words to a readers’ theater and have your audience read some of the lines. • Game shows. If classes are studying similar topics, prepare a game show for the other class to answer questions. • Trade off presenting. Instead of presenting for the full 15 minutes, trade off small sections, i.e. when sharing poetry, each class shares one poem at a time.

Michele Hanlon
michele.hanlon@leanderisd.org

Grandview Hills

Grade 12: Behind the "Blindside"

Description:	A 12th Grade teacher in a suburban community on Long Island, NY, is looking for a teacher-partner, preferably with 12th grade students in an urban community, for a class-to-class collaboration using the movie “Blindside” as a springboard for discussion. Prior to the initial class-to-class videoconference connection, the teacher-partners will collaborate on questions to focus the students as they watch the movie. After viewing the movie, the students will videoconference with the distant class to discuss various topics from the film, such as unemployment, health care, career paths, living conditions, family structure (home life) as well as school experiences and sports. The project could involve more than one videoconference. In addition, the Long Island teacher would like to develop an online sharing environment for students to create a joint project. The project would take place during the next two months (April-May). The Long Island class can be flexible about the videoconference connection time (school day is 8:00-2:30 EST), but the best times would be either 8:38-9:18 or 1:02-1:42. The distant class must have IP videoconference equipment that transmits at H323.
Dates:	April-May, flexible about connection time
Sign up method:	Email: sneale@mail.nasboces.org
Grades:	12
Subjects:	Business, Career Education, Family & Consumer Science, Health

Susan Neale
sneale@mail.nasboces.org

Nassau BOCES Videoconference Services

Grades 1-8: Earth Day Celebration!!!

Description:	Would you like to be apart of our school Earth Day Celebration? You can watch and/or partipate in our celebration.... or share your celebration with us! We will have poetry, art, music and dance to celebrate Earth Day. Come join us! You can see our ECO-TRUCK made from pizza Boxes!
Dates:	aprill 22nd 11:25 - 12:45 eastern time
Sign up method:	Email: mcerniglia@lakelandschools.org
Grades:	1, 2, 3, 4, 5, 6, 7, 8
Subjects:	Language Arts/English, Mathematics, Science (Life), Social Studies/History, Special Education
Outcomes:	Students can be apart of the confernce and share poetry, art work, songs, dance and projects with our school. We will share what we are doing with your school. You will get to interact with students and learn whatthey will be doing to help the environment. Very interactive! Lots of fun! Come join us!
Agenda:	There will be time for students to watch the video confernce and times for them to ask questions and show their work.

Michael Cerniglia
mcerniglia@lakelandschools.org

LAKELAND-COPPER BEECH MS

Grade 1: Magnificent Moments

Description:	Students will draw a picture of their most magnificent moment and orally describe the experience to our partner class. The partner class will then make comments and ask questions. Next, the partner class will share their magnificent moments and respond to questions and comments. 5 minute: Welcome and Introductions. Each class will share briefly about their location including about interesting information about their school and community. 15 minutes: Magnificent Moments Interaction - Take turns presenting magnificent moment pictures. 5-10 minutes: Questions and Answers Credit for original posting: Kim Magro
Dates:	Between May 3 - May 14 from 10:00 - 11:00 or 1:30 - 2:30
Sign up method:	Email: louderkirk@oswegoboces.org
Grades:	1
Subjects:	Language Arts/English

Created By:

Laurie Ouderkirk
louderkirk@oswegoboces.org
x298
Oswego County BOCES

Grade 1: Primary Poetry Cafe

Description:	My class of Grade 1's from Barrie Ontario would love to share their poetry with another primary class. I would like the other class to participate by sharing their own poetry!
Dates:	Last week of April between 9:30am and 3:00pm EST
Sign up method:	Email: jwardlaw@mail1.scdsb.on.ca
Grades:	1
Subjects:	Language Arts/English

Jocelyn Wardlaw-Tucker

jwardlaw@mail1.scdsb.on.ca

W.C. Little Elementary School

Grade 8: Reconstruction in Texas

Description:	Students will research online and local resources and participate in a free video conference with the National Archives to discover what reconstruction looked like in their community. Who were the community leaders who emerged? Who were the leaders in position of influence who helped the community? What events are noted? Is evidence of reconstruction still found in your community today? Reconstruction in the south was a time of great change, animosity, resentment and growth. Students will use this information to create and present a multimedia project other classes or schools.
Dates:	May 5-May 20 time TBA
Sign up method:	Email: chagan@aisd.net
Grades:	8
Subjects:	Social Studies/History
Outcomes:	TEKS (24C)(24D)(30B)(31D)(32A)(30B)(31B)(31D) (32B)(10A)(9A,B,C)
Preparation Time Frame:	3 class periods to research, one for the video conference, 2 to prepare the presentation,one to present
Agenda:	5 min. Welcome and introductions. Each class shares their location and brief information about their school. Visuals: Each class creates an animoto to share information about their school and location. 30 min. Presentations. Each class shares a 15 minute demonstration and/or presentation on the assigned topic. Teachers should negotiate who will cover what to prevent duplication. Visuals: Must me multimedia 15 min. Question and answer. Each class has prepared questions for the other on the content and generates questions while/after listening to the presentation. After the content questions, if time remains, students may enjoy asking each other questions about their respective locations and schools.

Charlee Hagan
chagan@aisd.net

682.867.7554
AISD PDC