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Office Of Instructional Technology

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

 

 Web Projects 2009

 

 

 

 

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      Know your Nano


  

Developed By:   Ryan England, Kara Ford, Melissa Hirt, and Terrance McNally
 

Curriculum Area: Technology, Science, and limited Math

 Grade Level:  7th and 8th

         Time Needed:  

3 Days for basic activities; Up to 10 Days with Extension activities

Brief  Description of Activity: Students will be introduced to the world of Nanotechnology. Students will get a brief overview of the field of nanotechnology, basic vocabulary associated with nanotechnology, and exposure to some of the current uses of nanotechnology in their lives. Extension activities will have students develop solutions to problems in the food and medical industries

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

  • Give a description of how small a nanometer is compared to other things such as hair and red blood cells and describe what nanotechnology is in their own words.

  • Define and describe vocabulary associated with nanotechnology as well as current uses for nanotechnology in the fields of medicine, food, and consumer goods.

  • a. Do a report on nanotechnology innovations in food.
    b. Describe and summarize some of the current applications of nanotechnology.
    c. Apply the skills learned above to develop a solution for a current medical issue using nanotechnology.

Student product or performance to be used for evaluation:

Nanotech review worksheet
Team Activity worksheet
Extension Activities
- Design Activity Report: Nanotechnology Innovations in Food
- Nanotechnology Extension Activity – What is the latest in science stuff?
- Nanomedicine Web Project – Find a cure for a disease using nanotechnology.

Criteria for evaluating:

  • Completion of each step of activities, evidence of research provided, accuracy of information, explanation of why your unique product is needed, and innovation of design.

Assessment tool for student products/ performance:

  • Teacher generated rubric.


 

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         Geography

Developed By:   Tim Weklar, Amanda Venezia, Emer Geraghty
 

Curriculum Area: Social Studies/Global Studies

 Grade Level:  9th

                         Time Needed:  Six days

 

Brief  Description of Activity: Students will create an atlas with basic geographic information. They will also gain basic computer skills that will be expanded throughout the school year

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

  • Identify the seven continents.

  • Identify major landforms and waterways..

  • Utilize basic computer skills (e.g. cut and paste) to create atlas

Student product or performance to be used for evaluation:

  • Completed atlas.

  • Completed daily quizzes.

  • Completed Comic Life maps chart.
     

Criteria for evaluating:

  • Accurate completion of atlas.

  • Minimum 80% on daily quizzes with monitored improvement from start to finish of project.

  • Holistic observation of students’ comfort level with use of technology.

Assessment tool for student products/ performance:

  •  Rubric

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ELA Testing

Developed By:   Earl Davis, Laura Franz, Ellen Gerard and Deb Mark
 

Curriculum Area: English

 Grade Level:  7th

 Time Needed:  Ongoing

 

Brief  Description of Activity: Students will work on Reading comprehension activities on the computer.
They will also work on Author’s purpose, Context Clues and Sequencing.
The students will each pick a story from the Main Idea page based on their interests
 

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

  • Find the main idea and determine the Author’s purpose of the story.

  • Determine the sequence of events in the story they read.

  • Find context clues to determine the meaning of words they do not know.

  • Doing the above activities will help students improve their reading comprehension

Student product or performance to be used for evaluation:  Students will complete a model ELA 7 Exam based upon the project readings.

Criteria for evaluating:

  • Test grade

  • Teacher anecdotal evidence for student engagement and participation.

Assessment tool for student products/ performance:

  • The practice ELA Exam.

  • Worksheets embedded in the project.

  • Interactive activities embedded in the project.

  • Teacher observation.
     


 

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     DBQ Writing

 

Developed By: Amanda Venezia
Curriculum Area: Social Studies
Grade Level:    9
Time needed: Ongoing


Brief description of the activity:

Students will improve/build DBQ and essay writing skills. The students will begin practicing writing paragraphs and then write pieces of generic essays (opening, closing, body paragraphs) They will practice using documents and sources in paragraphs and finally build up to writing a whole DBQ.

As a result of this lesson, the student will know and be able to:
1.Basic paragraph and essay organization

2.Write a cohesive paragraph and essay, incorporating documents.

3.Write a level 3 or better DBQ.


Student product or performance to be used for evaluation:

Various writing samples, paragraphs, and DBQ essays.


Criteria for evaluating:

1.Increased comfort in writing.

2.Better organization.

3.Incorporating documents into essays.


Assessment tool for student products/ performance:

Regents based rubric and anecdotal evidence of increased comfort and ease with writing.

 

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    Famous Monuments

Developed By: Katharine Walsh & Martine Stapleton
 

Curriculum Area: French and Spanish
Grade Level:    Grades 6-8
Time needed: 1 week
Brief description of the activity: Students will be researching a famous monument &
Create a postcard, describing their imaginary visit to the monument and will present it to the class.
 



As a result of this lesson, the student will know and be able to:
1.Expand their technological awareness

2. Present facts to their classmates on their monument

3. Understand and appreciate another country’s history and culture and use words in their target language


Student product or performance to be used for evaluation:

Postcard created on the internet and oral presentation to their class


Criteria for evaluating:

1. NYS LOTE Standards 1&2

2.  Written rubric on project webpage

3.  Speaking rubric on project webpage


Assessment tool for student products/ performance:

Writing & speaking rubrics, NUA a-z taxonomy, bubble map, key word notes, project/task checklist

 

 

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Recycling

 

 

 Developed By: Emer Geraty, JoAnn Battaglia, Elizabeth Franklin
Curriculum Area: Science
Grade Level:  9
Time needed: 3 days


Brief description of the activity:

The students will visit various websites and complete various activities to introduce them to the 3Rs and the human impact on the environment and understand the different impacts the certain regions have on the environment.

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

1. The students will know the impact that they are having on the environment

2. Complete an excel spreadsheet and use chart wizard to create a bar graph

3. The students will understand the basics of recycling

Student product or performance to be used for evaluation:

Excel worksheet
Recycling worksheet
Daily Trash Journal
Pre-Survey

Criteria for evaluating:

1. Production of excel chart and graph with appropriate labels, data and chart form

2. Questions are answered, correctly, on worksheet using the websites provided.

3.Journal is evaluated weekly to ensure that it has been completed.


Assessment tool for student products/ performance:

Rubric for graph
Answer key for worksheet
Rubric for journal
 

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       Day of the Dead    

   

Developed By:  Nancy Wawrla & Diane Solomon
Curriculum Area: Art and Spanish
Grade Level: 9
Time needed:  1 to 2 weeks


Brief description of the activity:

This is a cross curricular unit between Art, Spanish and Technology. Students will navigate through a uniquely designed web quest about Day of the Dead beliefs, traditions, art and festivities. The web quest will provide the student an opportunity to learn computer skills as well as Art And Spanish concepts. The student will construct 4 products, two for each subject area.

As a result of this lesson, the student will know and be able to:
1.Student will know and be able to use the verb Ser ( verb “to be”) when speaking and writing. Student will also know and use Spanish adjectives to describe themselves or others when speaking and writing.

2. Students will navigate through a web quest designed to expose students to Day of the Dead traditions. Students will have a greater appreciation of the Mexican culture. Students will be able to discuss and describe Day of the Dead traditions in Mexico and make comparisons to their own culture.

3.Art students will also be able to navigate through a web quest, designed to expose students to Day of the Dead traditions. Students will have a greater appreciation of Mexican art and culture. Line and color will be the primary Elements of Art focus.

4.  Students will develop a new classroom creation stemming from their research and exposure to Mexican design, online. This translation of design, through manually manipulated materials will provide an appreciation of the two technologies.


Student product or performance to be used for evaluation:

 There are a total of 4 products.
1) High Tech image composite
2) Low Tech collage
3) Spanish poem using the verb Ser & adjectives
4) Cultural Essay


Criteria for evaluating:

1.  A Graded Rubric (1 to 4) for each project. Also, a student survey, evaluating their experience, will be helpful in any modifications needed.

2.  On going teacher assessment.

3.  Students will work independently (in art) and participate in group discussion (in Spanish).


Assessment tool for student products/ performance:

  At the end of the Unit, each student will have 4 products. Students will be provided with a project checklist and a graded rubric (1 to 4) for each project (total of four). The rubric will outline the criteria for each product. The student will be encouraged to use the rubric as a guide.

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Curriculum Area:
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Brief description of the activity:


 


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

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Assessment tool for student products/ performance:
 

 

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Developed By:

Curriculum Area:
Grade Level:
Time needed: 


Brief description of the activity:


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


Student product or performance to be used for evaluation:


Criteria for evaluating:

 
Assessment tool for student products/ performance:

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