# data[].attributes.headline
DoInk Green Screen - Persuasive Writing Cereal Box

# data[].attributes.subject
DoInk Green Screen - Persuasive Writing Cereal Box

# data[].attributes.headline
Lesson Plan 1 - American Symbols - Nearpod

# data[].attributes.subject
Lesson Plan 1 - American Symbols - Nearpod

# data[].attributes.body
TEKS: 2.1(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings

Materials: PebbleGo, Question/Recording sheet, iPads (Nearpod)

Procedure:
1. T and S will review the meaning/importance of symbols by connecting to previously learned symbols (State Symbols).
2. T will model research process over Mount Rushmore on a sample of the worksheet they will be using and identifying important parts to include in their project from non-important parts.
3. S will repeat this process in a group with their own National Symbol (White House, Liberty Bell, Statue of Liberty,  they have gotten to choose from by using PebbleGo to research the questions on their sheet and read about their national symbol.
4. Groups will then come together to review their research collected and help each other collect data they might not have found.
5.  S will split up each part for their portion of the NearPod presentation.
6. S will take turns doing their own part of the NearPod presentation by including 2 sentences for each question and a picture on each slide. One student will be responsible for incorporating the visual field trip to their National Symbol.
7. When students are done, they will present to the class the part they have completed in their groups.
8. S will then take an assessment to test if they can recognize each of the National Symbols they have learned.

Guiding Questions: 1. What/who does this National Symbol represent? 2. Where is this symbol located? 3. What happened/happens here? 4. What are important/interesting facts you can share about your national symbol?

Evaluation:  Completed NearPod presentation graded by using a rubric, assessment checking for learned material

# data[].attributes.headline
Student Product 1 - American Symbols - Nearpod

# data[].attributes.subject
Student Product 1 - American Symbols - Nearpod

# data[].attributes.body
https://share.nearpod.com/xVO1bhoXRU

# data[].attributes.headline
Lesson Plan 2 - Solid Shapes - Photos, Chatterpix, BookCreator

# data[].attributes.subject
Lesson Plan 2 - Solid Shapes - Photos, Chatterpix, BookCreator

# data[].attributes.body
TEKS: 2.8B The student is expected to classify and sort three-dimensional solids including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language (vertex, edge, face).

Materials: solid shapes anchor chart with attributes, attributes worksheet, iPods (camera, Chatterpix) , iPads (AirDrop, BookCreator)

Procedure:
1. S and T will watch Solid Shapes on BrainPOP Jr. along with hard quiz to review solid shapes and their attributes.
2. S will independently complete a WS to fill in attributes of each solid shape.
3. S will use previously taken photos of real-world examples of solid shapes (cylinder, sphere, cone, rectangular prism, triangular prism, cube) in ChatterPix to personify each shape explaining their attributes in their second language using the stem, "I am a _________. I have ____ faces, ____ edges, and _____ vertices. I can roll/slide/spin."
4. S will download each of these six videos onto their photos from Chatterpix and airdrop them to their iPad.
5. Once all videos have been transferred to the iPad, they will open up BookCreator.
6. S will create their cover page for their book with title and author. S will repeat process for subsequent pages of their book by inserting their video and creating a label for each solid shape in their second language on each page.
7. Once they have completed personalizing their book, they will save and upload onto ClassDojo.

Guiding Questions:
- How can you use mathematical language to describe two-dimensional and three-dimensional shapes?
- What are some ways you can compare two-dimensional or three-dimensional shapes?
- What new figures can you create by cutting apart shapes?
- How are fractional parts represented?
- How do we use fractions in our everyday lives?
- How many equal pieces does it take to make a whole?
- How can you represent a fraction with a group or set of objects?
- If you remove a side and a vertex from a square, then what shape would it become? If you remove the base of a triangular prism and replaced it with a square, then what shape would you have?
- Speculate the relationship between two dimensional and three dimensional figures. i.e., How many squares would it take to make a cube?

Evaluation:  Completed project/videos graded by using a rubric.

# data[].attributes.headline
Student Product 2 - Solid Shapes BookCreator

# data[].attributes.subject
Student Product 2 - Solid Shapes BookCreator

# data[].attributes.body
Photos, ChatterPix, Book Creator
https://padlet-uploads.storage.googleapis.com/264123662/6b41ea627bd8989e5dbab022f2af8c0b/23855513_44F7_40C9_A287_5186FB3EA52D.MOV.mov

# data[].attributes.headline
Student Product 3 - Spark Page over Sojourner Truth

# data[].attributes.subject
Student Product 3 - Spark Page over Sojourner Truth

# data[].attributes.body
SparkPage
https://spark.adobe.com/page/mRk9SH5S91Wgs/