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Class newspaper -  21C.O.3-4.2.TT3 Student uses technology tools (e.g.,
presentation software, word processing
software, publishing software, group web
page design, digital cameras, scanners) for
individual and collaborative writing,
communication, and publishing activities to
create informative products for audiences
inside and outside the classroom.

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Class newspaper -  21C.O.3-4.2.TT3 Student uses technology tools (e.g.,
presentation software, word processing
software, publishing software, group web
page design, digital cameras, scanners) for
individual and collaborative writing,
communication, and publishing activities to
create informative products for audiences
inside and outside the classroom.

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21C.O.9-12.1.TT4 Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.

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21C.O.9-12.1.TT8 Student uses advanced features and utilities of database software (e.g., to create tables, forms, perform table relationships, advanced queries, and simple reports) to test hypotheses or research questions and to report results.

Students can collect data in the classroom (height vs. shoe size) and input their results into Excel.

From there, students are able to analyze their data using formulas and tables to calculate the

line of best fit and correlation coefficient. Students are also able to create a visual representation

of their data to present.

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21C.O.3-4.2.TT3- Student uses technology tools (e.g., presentation software, word processing software, publishing software, group web page design, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create informative products for audiences inside and outside the classroom.

Students will choose a side,Patriots or Loyalists, and write an persuasive paragraph explaining why they feel their "side" is right. They will try to persuade other students to become part of their group. Students can read and respond to eachother's paragraphs as part of a debate.

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The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format. jhvul

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21C.O.3-4.1.TT7 Student creates a presentation of at least four to six slides. Student inserts slides and chooses backgrounds, fonts, and slide layouts. Student understands and uses different formats for viewing (e.g., slide sorter menu, slide show menu, normal view).

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21C.O.3-4.2.TT4 Student uses technology tools (e.g., calculators, data collection probes, videos, educational software) for problem solving, self-directed learning, and extended learning activities

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21C.S.5-8.2 - The student will demonstrate the ability to explore and develop new ideas, to intentionally apply sound reasoning processes and to frame, analyze and solve complex problems using appropriate technology tools.

Students will be asked to participate on either a pro or con side, and visit ProCon. org to gather resource sites and information, gather information, create arguments with referenced sources, and post arguments on padlet.

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Collaboration to gain new knowledge and research

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Collaboration to gain new knowledge and research

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1C.O.5-8.2.TT2 Student collaborates with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.

I would use Skype, Face time or other collaboration online options for students to communicate with experts that they couldn't otherwise meet face to face. This allows kids to ask their own original questions of experts that may not be as easily found through internet searches.

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21C.O.3-4.3.TT6   Student selects appropriate technology tools
and resources needed to communicate
information to others, to achieve personal
goals, and to support independent learning.

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21C.O.3-4.3.TT6   Student selects appropriate technology tools
and resources needed to communicate
information to others, to achieve personal
goals, and to support independent learning.

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I would use this to have students research sources to write informational pieces.

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Create a PowerPoint presentation

21C.O.3-4.1.TT7 Student creates a presentation of at least four to six slides. Student inserts slides and chooses backgrounds, fonts, and slide layouts. Student understands and uses different formats for viewing (e.g., slide sorter menu, slide show menu, normal view).

21C.O.3-4.1.TT8 Student uses existing common databases (e.g., online or CD-ROM encyclopedias, electronic dictionaries, and other online library archives) to find, sort and interpret information for classroom assignments.

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Using Padlet, post a link to an app or website that you use to learn Spanish along with a brief description.

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Standard Standard 3: Personal and Workplace Skills 21C.S.5-8.3 The student will exhibit leadership, ethical behavior, respect for others; accept responsibility for personal actions considering the impact on others; take the initiative to plan and execute tasks; and interact productively as a member of a group.

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Food Web--21C.O.5-8.1.TT7 Student uses advanced features and utilities
of presentation software (e.g., design
templates, design layouts (fonts/ colors/
backgrounds) animation and graphics,
inserting pictures, objects, movies, sound,
charts, hyperlinks, and graphs) to create an
original product.

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Food Web--21C.O.5-8.1.TT7 Student uses advanced features and utilities
of presentation software (e.g., design
templates, design layouts (fonts/ colors/
backgrounds) animation and graphics,
inserting pictures, objects, movies, sound,
charts, hyperlinks, and graphs) to create an
original product.

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Students will use PowerPoint to create a food web from a biome and specific ecosystem in that biome. The food web needs to containing 8 different organisms. Each organism must have a picture and a text box that explains the animals habitat and niche. This also will involve using different tools within Poweroint. Students will present their food web to the class.
.

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21C.O.5-8.3.LS1 Student manages emotions and behaviors,
engages in collaborative work assignments
requiring compromise, and demonstrates
flexibility by assuming different roles and
responsibilities within various team structures. 

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21C.O.5-8.3.LS1 Student manages emotions and behaviors,
engages in collaborative work assignments
requiring compromise, and demonstrates
flexibility by assuming different roles and
responsibilities within various team structures. 

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I would like to use this as a journal activity with the book Number The Stars where they journal the feelings and emotions of one of the characters throughout the book. They should choose at the beginning one of the characters and keep the same journal entries from that character the whole way through the book. I would use technology by letting the students update their online journal on either a computer or iPad during reading stations.

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Animate the movement of the

continents from Pangea to

Present Day

21C.O.5-8.1.TT7 Student uses advanced features and utilities of presentation software (e.g., design templates, design layouts (fonts/ colors/ backgrounds) animation and graphics, inserting pictures, objects, movies, sound, charts, hyperlinks, and graphs) to create an original product.

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S21C.O.5-8.1.TT1 Student connects peripheral devices (e.g.,

scanners, digital cameras, video projectors,

USB drives, printers, media storage devices)

to computers and uses them efficiently and

effectively. Student accesses server and/or

network resources (e.g., file folders/software

programs, bookmarked sites

Students research a scientist and then create a powerpoint.

Then they connect their device to my projector and present

to the class.

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Students work out solutions and share via a post to edmodo. Other students can respond and share solutions and determine if there are any mistakes and what the correct solution is.

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Students work in groups to create a video of a news weather forecast to show their knowledge of weather vocabulary and grammar from the current lesson.

21C.O.9-12.1.TT4 Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents and other files to collaborate for the creation of electronic products that inform multiple audiences both inside and outside the school environment.

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I would have students find data by using a computer poll system like edmodo poll. Than students can use an exel sheet to write in their data and use formulas to find rates, ratios, and percents.

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21C.O.5-8.1.LS2 Student interprets abstract visuals and creates products (e.g. digital storytelling) that reflect a growing understanding of visual language and require the effective use of tools (e.g. cropped photos, original charts and graphs, well-chosen images from databases, video clips).

After visiting the Buckwheat Festival, students will create a commercial advertising their student-created festival that highlights one of West Virginia's geographic regions.

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21C.S.3-4.3

Student required training for online safety training.