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MARCH 17TH - MARCH 23RD - WOMEN OF THE CENTURY

                       

Just in time for Women's History Month! Education World offers a Women's History WebQuest. Challenge students to make use of bookshelf and online resources to create an Encyclopedia of Notable Women. Included: Ideas for adapting the WebQuest across the grades plus a simple rubric for grading students' efforts and a database of online resources.

 

This week, Education World celebrates Women's History Month with a WebQuest for students across the grades.  

 

This is the following scenario:

You have just accepted a job as one of the editors of a new encyclopedia that will highlight the greatest women in history. You need to research potential candidates for recognition in your field of specialty -- the arts, medicine, politics, science, or sports -- and select the women who are most deserving of inclusion in the Encyclopedia of Notable Women.

 

Start this WebQuest with a brainstorm. What names come to mind when you think of the greatest women in history?

   

  • Arts and Humanities
  • Health and Medicine
  • Politics and Government
  • The Sciences (Science and Math)
  • Sports

 

 

TASK/OJBJECTIVES

Each student will be assigned as "editor’s" of one of the sections of the encyclopedia (in the bulleted list above). Select one woman and create a class presentation in a Word (2 pages) or Powerpoint document (6 slides)

 

PROCESS

  1. Research. Students will conduct Internet and library research in their field of their chosen specialty. (See The National Women's Hall of Fame Resources below.)
  2. Students should first establish criteria for the selection process. Use the following questions as a guide as you make your decisions
  • What makes the woman outstanding in her field?
  • What outstanding personal characteristics did/does the woman possess?
  • How did her accomplishments affect the world?
  • Will her accomplishments stand the test of time? Will people still consider her outstanding in her field 100 years from now?
  • Why include her rather than someone else?

   3. Typing. Each student should choose a woman to research and prepare a one or two page report about her. That report should provide         paragraphs that summarize the following:

  • Background (the "growing up" years)
  • Education
  • Greatest accomplishments
  • Rationale (why the woman deserves inclusion in the encyclopedia more than other women in the same category do)

   4. Editing. Proofread and make necessary changes on grammar, spelling, punctuation and revising before submitting the final version.

 

RESOURCES

Students will be able to make use of the general Internet resources listed below. They can also use a variety of print and online resources. School libraries or media centers and the children's sections of local libraries usually have a good selection of popular biographies that can serve as valuable resources too.

The National Women's Hall of Fame
Click on The Women of The Hall to find biographies of dozens of women who have been inducted into the National Women's Hall of Fame.

Women's History in America
The Women's International Center supplies this alphabetical listing of famous women.

Distinguished Women of Past and Present
Check this site's alphabetical listing for biographical information about almost any famous woman Click on Search by Name.

 

EVALUATION/GRADING 

 

 Web Quest   - Rubric Exceptional

All points earned

 Admirable

-3 points

 Developing

-6 points

 Needs Improvement

-10   points

 

 Use of   Internet (Links Provided)

 Successfully uses   suggested Internet links to find information and navigates within these sites   easily without assistance.

 Usually able to use   suggested Internet links to find information and navigates within these sites   easily without assistance.

 Occasionally able to use   suggested Internet links to find information and navigates within these sites   easily without assistance.

 Needs assistance or   supervision to use suggested Internet links and/or to navigate within these   sites.

 

 Web   Quests Tasks Completed

 All areas of the project   were addressed and handled with a high degree of sophistication. Project is   interesting and completed.

 The project is only   partially completed. The project submitted demonstrates a great deal of   thought. (Between 75% and 100% complete)

 The project is only   partially completed. The project submitted demonstrates a moderate level of   thought. (Between 50% and 75% complete)

 The project is   incomplete, and/or it is apparent that little effort went into the   development of the project, and/or project is less than 50% complete.

 

 Power   Point/Publisher Project - Attractiveness

 Makes excellent use of   font, color, graphics, effects, etc. to enhance the presentation.

 Makes good use of font,   color, graphics, effects, etc. to enhance to presentation.

 Makes use of font, color,   graphics, effects, etc. but occasionally these detract from the presentation   content.

 Use of font, color,   graphics, effects etc. but these often distract from the presentation   content.

 

 Time Use

 Classroom time was used   to work on the project. Conversations were not disruptive and focused on the   work.

 Classroom time was used   to work on the project the majority of the time. Conversations were not   disruptive and focused on the work.

 Classroom time was used   to work on the project the majority of the time, but conversations often were   disruptive or did not focus on the work.

 The Student did not use   classroom time to work on the project the majority of the time and/or was   highly disruptive.

 

 Grammar,   Format, and Spelling

 The final body of work   was free of grammar, spelling, and formatting errors.

 The final body of work   had 1-2 errors related to grammar, spelling, and formatting errors.

 The final body of work   had 3-5 grammar, spelling, and formatting errors.

 The final body of work   had major grammar, spelling, and formatting errors

 

             

 

CONCLUSION

Ask students to reflect on the characters of the women they selected for their presentations. Following questions can be ask:

  • What factors, do you think, were most responsible for the women's successes -- their backgrounds, educations, character, personality, luck, or some other factors?

 

FYI - NOTE: " All assignments are available on-line and in print.   If you do not have access to a computer or the internet, please make arrangements to pick up your work packet.  Moore information on when and where this can be done will be posted shortly.  Please check my webpage for updates."

 

 

MARCH 24TH LESSON CODING DANCE PARTY

  

Overview

In this lesson, students will program their own interactive dance party. This activity requires sound as the tool was built to respond to music.

 

Purpose

This lesson introduces the core CS concepts of coding and event programming (using blocks).

 

Agenda

 

Objectives

Students will be able to:

  • Develop programs that respond to timed events
  • Develop programs that respond to user input
  • Create dance animations with code

 

Preparation

Play through the puzzles to find any potential problem areas for your class.

Make sure every student has a journal.

Consider the need for headphones. This activity relies on sound. 

 

All students will login into https://studio.code.org/users/signin

  • You already have your assigned login to access Code.org. 
  • Use your group login and your password to access Code.org.
  • Once you are logged in go to Course Catalog, then go down to hour of code and look for Dance Party.
  • Click on that link and began the coding process to dance.

 

 

MARCH 25TH: LESSON CODING SPORTS

 

Overview

In this lesson, students will program their own interactive sport game. This activity requires sound as the tool was built to respond to music.

Purpose

This lesson introduces the core CS concepts of coding and event programming (using blocks).

Agenda

 

Objectives

Students will be able to:

  • Develop programs that respond to timed events
  • Develop programs that respond to user input
  • Create sport animations with code

 

Preparation

Play through the puzzles to find any potential problem areas for your class.

Make sure every student has a journal.

Consider the need for headphones. This activity relies on sound.

 

All students will login into https://studio.code.org/users/sign_in

  • You already have your assigned login to access Code.org. 
  • Use your group login and your password to access Code.org.
  • Once you are logged in go to Course Catalog, then go down to hour of code and look for Sports.
  • Click on that link and began the coding process to play sports coding.

 

 

MARCH 26TH - MARCH 30TH: TECHNOLOGY CURRENT EVENT

 

Lesson Objective

Students will read news articles on Technology current events. Students will answer questions based on the reading.

Lesson Plan

Introduction and Review

Attract student attention and activate prior knowledge by asking about current events.  Model the full grammar structure when students do not respond in full sentences.  For example:

  • Who did you see in the online article this week? 
  • What was he/she doing? 
  • Where is an important event happening this week?
  • When (is that important event)?
  • How often do you read current event articles online or in the newspaper?

The students’ ability to answer the questions can be used to informally assess whether or not they are capable of understanding the structure.  They do not need to be able to produce the structure at this time.

Explain that students will be reading some news articles and learning how to ask and answer questions about them. 

Directions:

Model the process of reading an article, answering questions, and forming new questions.

Find an article either in the newspaper or online from a newspaper source, Time.com, USA Today, The New York Times, etc., or any other reputable national or local source. Read the article and answer the following questions below:  Use a Technology Article of your choice.

                       

 Guided Practice

Let students choose which article they would like to read, and give them the related worksheet that is pre-filled with some questions and answers for their article.  They will read article to themselves, identify the topic and write/type answers to the questions provided. 

 

Topic of Article:

_____________________________________________________________

Title of Article:

_____________________________________________________________

 

Source (where did you find this article):

_____________________________________________________________

 

 

Complete the following questions using complete sentences.

WHO is this article about?

____________________________________________________________

_____________________________________________________________

WHAT is this story about? List at least three important facts from your article.

1.____________________________________________________________

_____________________________________________________________

_____________________________________________________________

2.____________________________________________________________

_____________________________________________________________

_____________________________________________________________

3.____________________________________________________________

_____________________________________________________________

_____________________________________________________________

WHEN did this story take place?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

WHERE is this event or issue occurring? (Specify city, country, region, etc.)

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

WHY is this story important?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

CONNECT the article. What does it have to do with you? Can it be connected to

anything we learned or are learning about in class?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

 

 

FYI - Anyone who wants to turn in make up work still can (it will not be marked late).