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Office Of Instructional Technology

Working to integrate technology into teaching, learning, and life...

 

 Web Projects 2008

 

 

 

 

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                              Ancient Eqypt
  

Developed By:    Melissa Ryan
 

Curriculum Area: Social Studies

Grade Level:  9

Time Needed:  Three weeks

Brief  Description of Activity: Brief description of the activity: This project will serve as an overview of ancient Egyptian life, which will supplement the Global History curriculum at the ninth grade level (civilizations unit). It is designed to be based in the English class and used with the text The Royal Diaries: Cleopatra. Students will be exposed to many web resources through the FrontPage program, with vocabulary built in from the Global History curricula and from the ELA text. It will culminate in a project to be presented to the class.

As a result of this lesson, the student will know and be able to:

  • Understand the broader concepts of ancient Egyptian life. This is to support the Global History 9 curriculum.

  • Incorporate the vocabulary from the ELA component into their own vocabulary for daily use

  • Decide on an area of special interest, develop a project based upon it, and present it to their classmates.

Student product or performance to be used for evaluation: Students will create a project based on information learned through completing this unit, which will then be presented to their classmates. Students will also complete various vocabulary skill building activities and assessments throughout this unit, including a final exam including all of the words from this unit.

Criteria for evaluating:

  • Students will be expected to master vocabulary encountered in this unit with 90% accuracy.

  • Students will be expected to work cooperatively and individually throughout this unit to display knowledge gained with 80% accuracy.

  • Class presentations will be completed within the timeframe and presented to the class on the allotted day.

Assessment tool for student products/ performance:

  • Formal and informal vocabulary assessments administered by the teacher throughout the unit.

  • Students will be expected to follow classroom rules while working cooperatively, which will be assessed by the teacher throughout the unit.

  • Students will be expected to participate in classroom discussions and complete written assignments administered by the teacher.

  • Students will complete self-evaluations on their participation and presentation of the projects

  • Teacher will assess student presentations based upon project design, group or individual completion, and special needs of individual students.


 

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                                 Museum Magic

  Developed By:  Robin McKenna & Ann Marie Morin
 

 

 

 

Curriculum Area: Art
Grade Level:  Grades 6-8    
Time needed:  4 classes 
Brief description of the activity: Students will be introduced to four paintings via the Internet.  They will be given elements and principals of art to address in each painting. Students will use a double bubble to compare and contrast two pieces of art and write an essay.
Materials and Resources needed: computer, internet
As a result of this lesson, the student will know and be able to:
1. Recognize famous works of art
2.Identify elements and principals of art
3. Use a double bubble map to create a compare and contrast essay.
Student product or performance to be used for evaluation:

  • Double bubble maps

  • Compare and contrast essay

Criteria for evaluating:

  • Rubric for essay

  • Completion of the double bubble map

  • Vocabulary mastery

Assessment tool for student products/ performance: Rubric, Generic
 

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  Building My Future

  Developed By:  Ellen Green, Margie Rector, Melissa Hirt,

Jordan Vener, Bryan Watson


 

 

 

 

Curriculum Area:  FACS, Technology, Special Education, School Counseling, ISS Support
Grade Level: 8th grade    
Time needed:  3 days
Brief description of the activity:
Students will navigate the Web Project to explore different area with relationship to their future as HS students, College Students, Certified Employees and Professionals.
Materials and Resources needed:
Computers, Color Printer, Digital Camera, Scanner, Thumb Drives, CD
As a result of this lesson, the student will know and be able to:
1.
Students will be empowered to make goals for their future regarding HS course offering and concentration, college majors, occupational interests and aptitudes.
2.
Strengthen computer literacy skills
3.
Reinforce course content
Student product or performance to be used for evaluation:

Final electronic portfolio which can be viewed by teachers, guidance counselors and used to complete futures resumes, cover letters, job application, college entrance process.
Criteria for evaluating:

checklist for completed tasks

individual teacher review

Each subject area teacher will determine their evaluation tool (rubric, survey, checklist, portfolio completion)


Assessment tool for student products/ performance: Rubric, Assessment checklist
 

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                                 Taxes, Protests and Punishments

  Developed By: Jim Lovett
 

 

Curriculum Area: Social Studies
Grade Level: 7  
Time needed: 3 -45 Minute classes   
Brief description of the activity: Use NUA strategies and selected web resources to study the event leading up the American Revolution. .
Materials and Resources needed:

1 piece of standard computer paper
Scissors
Computer with internet access
Pen or pencil
.As a result of this lesson, the student will know and be able to:
1. Explain 4 taxes levied by British Parliament.
2. Describe measures taken by the American Colonists in response to British taxation.
3. List ways the British punished the Colonists.
Student product or performance to be used for evaluation:

Completion of NUA Step Book
Document Based Question (DBQ)
Criteria for evaluating DBQ Rubric
Assessment tool for student products/ performance:

 DBQ Rubric
Completed Step Book
Task Checklist

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                         Using Library Databases

  Developed By: Roberta Greenberg, Sonji Greenaway, Donna Gwin

 

Curriculum Area: Media Center
Grade Level:   3-12
Time needed:    Two periods
Brief description of the activity:
Students will be given instruction on how to use some of the databases that the Albany City School District owns. This will presented as an online tutorial. They will be given assignments using the databases as resource tools to find information on their topic. 
Materials and Resources needed:

  • Computers with Internet access
  • Worksheets
  • Electronic databases
  • Pencil or pen and paper
  • Projector and projection screen.

As a result of this lesson, the student will know and be able to:
1. Students will become confident in their ability to access accurate, current, and relevant information.
2. Students will be able to increase their higher level thinking skills.
3. Students will know how to access the online electronic databases for information.  
Student product or performance to be used for evaluation:

1.  Accurately answering the activity questions.

2. Observation of how the students do the activity, and follow the directions.

3. How the students are able to explore other topics in that database.
Criteria for evaluating:

The activity worksheets.
Assessment tool for student products/ performance:
The subject teacher will provide a rubric for their particular project.

 

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Bill of Rights

 

 

 

 Developed By: Kevin Rockwood and Kathleen Fazioli
 

 

 

Curriculum Area: Your Voice in Government
Grade Level:  
11th, 12th and self-contained special education classes
Time needed: 
2-2 weeks
Brief description of the activity:
The students will familiarize themselves with the first ten amendments of the Constitution by working through the WebQuest we developed. Upon completion of the information-gathering phase, the students will be grouped into teams and create an oral project presentation using various media choices.  Further, the answers to the questions students answer as they progress through the unit will become the basis for a Jeopardy game.
Materials and Resources needed:

Computer Lab, projector, printer, time, internet access, various art supplies
As a result of this lesson, the student will know and be able to:
1.  Demonstrate an understanding of their rights by describing six of them in depth.

2.  Give examples of how the amendments protect the students personally.

3. Participate in a Jeopardy game using the questions and answers generated from the WebQuest
Student product or performance to be used for evaluation:
Teams will give an oral presentation that is either a board game, mobile, newsletter, graphic organizer or any other idea approved by the teacher.
Criteria for evaluating:

1. All students are involved in the oral presentation.

2. Project is creative and neat.

3. Project is presented enthusiastically demonstrating knowledge of the subject matter.
Assessment tool for student products/ performance:
Rubric that scores originality, preparedness, content and enthusiasm.

 

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                 Life Cycles

   

Developed By: Tammie Keough, Marni Neenos, Michelle Miesowicz,

and Marsha Strosberg
 

Curriculum Area: Science and ELA
Grade Level: 1-3    
Time needed: Two weeks
Brief description of the activity:
This web quest teaches students about the life cycles of Plants, Chicks, Frogs, and Butterflies.  The students will have the chance to choose one of the above lifecycles that they wish to learn more about.  The students will follow the directions on the website to complete their assignment.  Each of the lifecycles (plants, chicks, frogs, and butterflies) have different activities, and assignments for the children to do as they navigate through the site.  At the end as a culminating/final project, the students must choose to make a mobile, a poster, a flow chart and reading comprehension to do with the lifecycle that they choose to study
Materials and Resources needed: Computer with Internet access and a printer.

As a result of this lesson, the student will know and be able to:
1.
The students will have a greater knowledge of numerous life cycles.
2.
The students will be able to navigate the computer as a learning tool.
3.
Students will have a great ability to sequence and order events.
Student product or performance to be used for evaluation:

The children will produce a number of different activities from each of the lifecycles, as well as their final project.  We will use all of the above as a method of evaluation. 
Criteria for evaluating:

1. Participation and effort

2.  Completion of required activities

3.  Teacher observation
Assessment tool for student products/ performance:

In each of the lifecycles (plants, frogs, butterflies, and chicks) we have a completion checklist to ensure that the children completed all of the required work within their website.  We also have a grading rubric to use when grading the final project. 

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New York State

   

Developed By: Sonya Flowers, Melissa Martin, Gazell Scott

 

Curriculum Area: Social Studies
Grade Level: 4th grade 
Time needed: Two weeks
Brief description of the activity:
The students will demonstrate their knowledge of the history of New York State through gathering information from the different Indian Tribes.  Students will demonstrate an understanding of geography through various vacation spots in New York State.
Materials and Resources needed: Computer with Internet access and a printer.

As a result of this lesson, the student will know and be able to:
1. Identify three landforms (Mountains, islands, waterways)

2.  Name three Indian Tribes (Seneca, Iroquois and Oneida)

3. Locate three vacation spots (Adirondack, Niagara Falls, Catskills)
Student product or performance to be used for evaluation:

A one page report on Landforms, Indian Tribes and Vacation Spots. Compare and Contrast using Double Bubble Maps.  Crossword puzzle using vocabulary words that they have learned.
Criteria for evaluating:

The students will demonstrate their knowledge of New York State by making an edible project.  The students will use dough, blue icing, chocolate chips and m&ms to represent New Yorks waterways, mountains and cities.
Assessment tool for student products/ performance:
 

 

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Our Community

   

Developed By:Harriet Gibbons High School, Alicia Holt-Riley: Global teacher, Amanda Venezia: Global teacher, Tim Wekler: Special Education/AIS TA, Lauren Falkenhainer: ELA teacher

Curriculum Area: Interdisciplinary
Grade Level: 9th
Time needed: Year long
Brief description of the activity:
Our interesting topic is school community where we will be focusing on our four major projects: Personal Narratives, Elections, Fairy Tales, Afrikan Kingdoms Festival

Materials and Resources needed: We will be using a blog, a message board, pictures, video, and links to websites. .
As a result of this lesson, the student will know and be able to:
1. Students will have a better idea as to what is going on in school, what major issues in the school are.

2. Students will be able to express themselves.
Student product or performance to be used for evaluation:

1. We will evaluate by reviewing the town hall and responding to student blogs or comments.
2. There will be individual rubrics for each of the projects done during the school year.
Criteria for evaluating:

1. This will be an interdisciplinary project with a major focus on ELA skills.
2. We want the students to be aware of what is going on in the school community.
3. We want the students to have resources to use as they approach their four major interdisciplinary projects.
Assessment tool for student products/ performance:

Rubrics

 

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