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A principal observing a media coordinator's lesson who did not seem to grasp the value of this particular lesson might be able to use the following prompt... 

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A principal observing a media coordinator's lesson who did not seem to grasp the value of this particular lesson might be able to use the following prompt... 

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You are a K-5 School principal observing media coordinator's lesson and want to provide appropriate feedback based on a new initiative called Portrait of a Graduate to your existing initiatives, documents, and practices.  Identify common themes, concepts, and areas between Coding with Sphero Indi Robots, Portrait of a Graduate, SLMC Professional Standards, ISTE-Standards-One-Sheet_Combined_11-22-2021_vF4-1-4 (1), NC DLS 3-5 Grade Band Articulation, and other uploaded files.   Please generate a bulleted list showing areas of alignment between the uploaded documents to help prepare and provide appropriate feedback.  Please include a reference to the document(s) each bullet aligns to and where the information is contained.

Claude's reply was... Based on the uploaded documents, here are some common themes, concepts, and areas of alignment that could be relevant for providing feedback to the media coordinator's lesson on "Coding with Sphero Indi Robots" in relation to the Portrait of a Graduate initiative and other existing initiatives:

- Empowered Learner (Aligns with ISTE Standards 1.1, Portrait of a Graduate - Learner's Mindset)

- Students leveraging technology to take an active role in their learning goals (ISTE Standards 1.1, Coding lesson)

- Students seeking feedback and demonstrating learning in various ways using technology (ISTE Standards 1.1c, Coding lesson)

- Innovative Designer (Aligns with ISTE Standards 1.4, NC DLS 3-5 ID.4, Portrait of a Graduate - Critical Thinking)

- Students using a design process for generating ideas, testing theories, and solving problems (ISTE Standards 1.4a, Coding lesson)

- Students exhibiting perseverance and working with open-ended problems (ISTE Standards 1.4d, Coding lesson)

- Students developing, testing, and refining prototypes (NC DLS 3-5 ID.4c, Coding lesson)

- Computational Thinker (Aligns with ISTE Standards 1.5, NC DLS 3-5 CT.5, Portrait of a Graduate - Critical Thinking)

- Students formulating problem definitions and using algorithmic thinking (ISTE Standards 1.5a, Coding lesson)

- Students understanding automation and developing sequences of steps (NC DLS 3-5 CT.5d, Coding lesson)

- Collaboration (Aligns with ISTE Standards 1.7, NC DLS 3-5 GC.7, SLMC Professional Standards 2.4, Portrait of a Graduate - Collaboration)

- Students working cooperatively with partners (Coding lesson)

- Students contributing constructively to project teams (NC DLS 3-5 GC.7c, Coding lesson)

- Personal Responsibility (Aligns with Portrait of a Graduate - Personal Responsibility)

- Students exhibiting perseverance and working through challenges (Coding lesson)

- Leadership (Aligns with SLMC Professional Standards 1, Portrait of a Graduate - Learner's Mindset)

- Media coordinator demonstrating leadership in the library media program (SLMC Professional Standards 1)

The coding lesson with Sphero Indi Robots aligns well with several areas highlighted in the Portrait of a Graduate, ISTE Standards, NC Digital Learning Standards, and SLMC Professional Standards, particularly in terms of fostering empowered learners, innovative designers, computational thinkers, collaboration, personal responsibility, and leadership.

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New Science Standards Crosswalk between new standards and old standards as well as course overview document for Earth Science 9th Grade Course

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New Science Standards Crosswalk between new standards and old standards as well as course overview document for Earth Science 9th Grade Course

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- Earth's Systems:

- Analyzes how the geosphere is shaped by plate tectonics and the rock cycle (**New Earth Science Standards 2024, ESS.EES.2**)

- Explains how processes and forces affect the lithosphere (**Earth Science Standards, EEn.2.1**)

- Explains how processes and forces affect the lithosphere (**Earth and Environmental Science Course Overview, Lithosphere Unit**)

- Analyzes how the interactions between the hydrosphere and atmosphere transfer energy and influence climate (**New Earth Science Standards 2024, ESS.EES.3**)

- Explains the structure and processes within the hydrosphere (**Earth Science Standards, EEn.2.3**)

- Explains the structure and processes within the Hydrosphere (**Earth and Environmental Science Course Overview, Hydrosphere Unit**)

- Earth and Human Activity:

- Evaluates how human consumption patterns impact Earth's systems (**New Earth Science Standards 2024, ESS.EES.5**)

- Evaluates human influences on the lithosphere (**Earth Science Standards, EEn.2.2**)

- Analyzes how human activities impact the lithosphere, hydrosphere, and atmosphere (**Earth and Environmental Science Course Overview, Sustainability Unit**)

- Inquiry-Based Instruction:

- Emphasizes engaging students in inquiry-based instruction (**Earth Science Standards, Science as Inquiry**)

- Provides opportunities for students to engage in "hands-on/minds-on" activities that exemplify scientific inquiry (**Earth Science Standards, Science as Inquiry**)

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You are a K-12 School district technology team looking to create a new student acceptable use technology policy for K-12 students to sign at the beginning of the year. Look at the old Iredell-Statesville Schools "untitled document" and create a new one based on the other uploads. Be sure to include information about the ethical use of artificial intelligence and generative ai. Please generate a new document for students to sign at the beginning of the school year.

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You are a K-12 School district technology team looking to create a new student acceptable use technology policy for K-12 students to sign at the beginning of the year. Look at the old Iredell-Statesville Schools "untitled document" and create a new one based on the other uploads. Be sure to include information about the ethical use of artificial intelligence and generative ai. Please generate a new document for students to sign at the beginning of the school year.

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Portrait of a Graduate: Adaptability crosswalk with Available AI tools in my district

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Portrait of a Graduate: Adaptability crosswalk with Available AI tools in my district

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Prompt: You are a 6-12 School digital learning facilitator choosing AI tools from BCS Available AI Tools to support the implementation of Portrait of a Graduate: Adaptability. Identify common areas between BCS Available AI tools and other uploaded files.   Please generate a bulleted list showing areas of alignment between the uploaded documents to help prepare teachers to use AI tools to support Portrait of a Graduate: Adaptability within your work.   Please include a reference to the document(s) each bullet aligns to and where the information is contained.

Results: Areas of Alignment between BCS Available AI Tools and Portrait of a Graduate: Adaptability

Agility: MagicSchool.ai can suggest behavior interventions and help with problem-solving (Top AI Tools for BCS Educators); the Adaptability rubric emphasizes recognizing adversity as an opportunity for growth and using various problem-solving strategies (POG Adaptability Rubric - Grades 9-12).

Responding to Feedback: Brisk Teaching provides feedback for student writing and helps students revise their work based on feedback from others (Top AI Tools for BCS Educators); the Adaptability rubric highlights using feedback and success criteria to make revisions and demonstrating the balance between using feedback and preserving one’s own voice (POG Adaptability Rubric - Grades 9-12).

Inclusiveness: Brisk Teaching can translate content and write items in different languages (Top AI Tools for BCS Educators); the Adaptability rubric emphasizes understanding, respecting, and valuing diverse perspectives when collaborating with others (POG Adaptability Rubric - Grades 9-12).

Collaboration: Curipod lets you create lessons in collaboration with other teachers and share them with individuals or groups (Top AI Tools for BCS Educators); the Adaptability I Can Statements for Grades 6-8 mention using resources to respond to challenges and obstacles (POG Adaptability I Can Statements - Grades 6-8).

Communication: AI tools like Canva Magic Studio and Twee can help students create and share content and communicate their ideas (Top AI Tools for BCS Educators); the Adaptability rubric emphasizes balancing diverse viewpoints and beliefs to reach workable solutions (POG Adaptability Rubric - Grades 9-12).

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New 5th grade science standards for 2024-25 and how they align with lesson plans from 2023-2024:

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New 5th grade science standards for 2024-25 and how they align with lesson plans from 2023-2024:

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Based on the lesson plan provided in "Oct 9th-13th.docx.pdf" and the new North Carolina 5th grade science standards from 2023, the following new standards are addressed in the lesson plan:

1. LS.5.1 Understand how structures and systems of the human body perform functions necessary for life.

Specifically, the lesson plan covers:

LS.5.1.2 Use models to compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, nervous) as it relates to their functions necessary for life.

This is evident from the Friday lesson where it states:

"Start human body systems. We will start with the skeletal system"

"Students will fill in and color a skeletal system drawing to put in their science notebooks."

"Play music videos of skeletal systems after reviewing the system. Students will then begin to work on the muscular system."

The lesson plan covers the skeletal and muscular systems, which are part of the major systems mentioned in the standard.

It's worth noting that while the lesson plan touches on these systems, it doesn't explicitly cover all the systems mentioned in the standard (digestive, respiratory, circulatory, nervous). However, it appears to be the beginning of a unit on body systems that may continue in subsequent weeks.

The other science standards from the 2023 document don't appear to be directly addressed in this week's lesson plan. The plan focuses primarily on the human body systems, which aligns with the LS.5.1 standard.