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Zip Line Mathematics

Teacher(s) Name: Mrs. Brittany McCarter

School: MS – Short Pump

Grade Level(s): Grade 7

Content Area(s): Math, Course 2

Lesson Summary

To practice statistical math skills, students created their own data from participating in an engineer design process of constructing carriers made out of different materials to help Barbie zip-line from point A to B. Once given their problem, the students collaborated in small teams to go through a process of critical thinking and reflection to construct a carrier that could move. Each team’s trial provided data that was collected and analyzed to allow them to build a histogram and summarize trends of each teams materials for carriers. After this common design process experience , the students then came up with their own problem statement and went to collect data to synthesize and show mastery in comparing and analyzing data.

TIPC Ratings

Research & Information Fluency

Rating:Ideal – Explanation: Students began this lesson with creating individual data points and then had to synthesize whole class information. Once the students synthesize class data points from a Google Spreadsheet they had to create histograms to show the information visually. Once they worked through these steps as a team the students were set forth to work individually on finding a new problem/hypothesis statement. Once they found created their original problem statement they had to research and find way to get the data they needed, whether making surveys or doing research. From previous classes they knew and applied R.A.D.C.A.B. to their research resources. Students then assembled and organized their findings to share out to their classmates in a gallery walk.

Communication & Collaboration

Rating: Approaching – Explanation: The teacher became the unit utilizing the engineer design process and randomly selected teams. Students had to work together to prototype and construct a carrier for Barbie to successfully zip-line safely across a portion of the library. Student were allowed to work how they saw fit either using white boards to blend their ideas for the proto-type together or google draw. After this common learning experience of the engineer design process, the students came up with their own problems and worked to create a product to share with their peers in class.

Critical Thinking & Problem Solving

Rating: Ideal – Explanation: This was a 2 step lesson. In the first step, many students had to solve a class problem and reflect as a team on their solution. The teacher gave each team time to reflect and improve their structures for Barbie to safely zip-line in the library. Step 2 ,students created their own authentic problem statement. Students had to determine the best way to gather information to solve their authentic problem. Many students created their own GoogleForm and used the spreadsheet to synthesize the information to produce a histogram of their findings. They ended with a review student’s work and reflected in a discussion board the process they took in collecting and sharing out their findings.

Creativity & Innovation

Rating: Approaching – Explanation: This project had an emphasize on the learning process and allowing students choice in how they showed their mastery of the mathematical skills. The teacher provided a learning experience where students were hands-on and engaged creating their own data to practice and review content skills. Afterwards the student shad to generate their own problem that was relevant to their own lives to collect data for and share their findings.

Student Artifact

Lesson Materials

H21 Lesson Artifacts

Posted in Math, Course 20 Comments

Ancient Archives Trading Cards

Teacher(s) Name: Mrs. Dohrman, , , and

School: Colonial Trail ES

Grade Level(s): Grade 2

Content Area(s): Social Studies

Lesson Summary

As a way to research and become more acquainted with the contributions of ancient China and ancient Egypt students research the following Inventions and Architectural Structures: Kite, Silk cloth, Compass, Bronze, Fireworks, Paper made from papyrus, a 365-day calendar, the Clock, The Great Wall of China and the Pyramids. Using this research the students created digital trading cards with that told facts about the contribution. Finally, the students illustrated the image for their digital trading card.

TIPC Ratings

Research & Information Fluency

Rating:Ideal – Explanation: Students assembled and synthesize information to create their digital trading cards. Then they Used digital tools to powerfully display and interact with information.

Communication & Collaboration

Rating: Not observed – Explanation: N/A

Critical Thinking & Problem Solving

Rating: Approaching – Explanation: Students generated and responded to purposeful questions. They justified their decision-making and/or problem-solving practices. Students applied digital tools to think critically and solve open-ended authentic tasks that required higher order thinking skills.

Creativity & Innovation

Rating: Ideal – Explanation: Students synthesized existing books on Epic! and self-generated knowledge to create new products within and beyond assignment parameters. Students took strategic risks that supported their innovation.

Student Artifact

Lesson Materials

H21 Lesson Artifacts

Posted in Social Studies0 Comments

20th Century African-American Musicians

Teacher(s) Name: Mr. Gunter, , , and

School: Academy at Virginia Randolph

Grade Level(s): Grade 10

Content Area(s): Creative Communication

Lesson Summary

Graphic Communications students participate in a multimedia project based on the impact of music on Black history as a part of our celebration of Black History Month (BHM). Students respond to music, therefore, the lure of the lesson begins with students listing their top three favorite songs. They provide a sample of one of their favorite songs and begin their research on 20th Century Black musicians. As they listen to the songs of 20th Century musicians, they discover the artistry in vintage music and how it compares (relates or connects) to their contemporary artists. Graphic communications elements of the lesson provide students with opportunities to create and design products that promote Black History Month. These products include a trifold brochure, a web page of their research, a QR code, a screen print for t-shirts, posters/portraits of recording artists. The lesson is filled with excitement and creativity.

TIPC Ratings

Research & Information Fluency

Rating:Approaching – Explanation: Students research their top three songs (along with the recording artists) and provide a sample of one of the songs. One of the main web resources for this project is http://whosampled.com. Although this resource is one of the most comprehensive for sampling music, students are instructed to find similar resources and compare the scope of other sites to whosampled.com. Most students discover that whosampled.com provides more opportunities for deeper learning and research of different genres such as rap, hip-hop, rock, pop, soul, jazz, reggae, funk, r&b, country, classical, electronic, etc. Students analyze, and organize their data in preparation for their contribution to the website for this project and the brochure they will create.

Communication & Collaboration

Rating: Approaching – Explanation: Working in small groups, students discuss their research information and the software they will use to create an informational brochure for publication. Next, students reflect on the content of their brochures and make necessary tweaks to their printed information. They upload this content to their individual page on our collaborative website for this project. They analyze photographs of recording artists and upload selected pictures, text, and video to the web site. In small groups, students review and critique webpage submissions of their peers. Students reach out to the staff (via a survey) for input regarding a slogan or theme for the unique Black History Month image that will represent this project.

Critical Thinking & Problem Solving

Rating: Approaching – Explanation: Students use their knowledge and skills to create an art piece, in Photoshop, of their recording artists. They must make decisions regarding which Photoshop tools to use, settings, color, shading, cropping, layering, and much more to make their art piece unique. Student peers critique each other’s work looking for proper settings and execution. Next, they create a poster from the art piece and display these posters in strategic locations in the cafeteria and the corridors during Black History Month.

Creativity & Innovation

Rating: Ideal – Explanation: Students have free choice in choosing an image to manipulate for their unique art pieces. They rely on their previous Photoshop knowledge and skills to create original artwork. There are no restrictions regarding the use of their design and how they manipulate photographs to create a unique piece. Before photographs are posted on the website or mounted for posters, students critique each other’s work reflecting on the creative use of Photoshop tools and techniques used to produce the final product. Students create a unique image that to represent the project during BHM. This image is transformed into a screen print which students print to print t-shirts for their classmates and for the entire staff. The staff wears these t-shirt throughout BHM and on Fridays, during the remaining months of the school year. In the final phase of this project, students post their art piece on their webpage and display their art piece posters in strategic locations in the cafeteria and the school corridors. Students have numerous opportunities to reflect on the display of their posters and their brochures. They switch the posters around the school to re-energize the enthusiasm for this project. They also encourage classmates and staff to wear their t-shirts anytime and anywhere.

Student Artifact

Lesson Materials

H21 Lesson Artifacts

Posted in Creative Communication0 Comments

Introduction and Investigation of 3D Shapes

Teacher(s) Name: Ms. Hastings

School: MS – Rolfe

Grade Level(s): Grade 8

Content Area(s): Math

Lesson Summary

In this lesson, we introduced 8th grade students to 3-Dimensional Shapes using the Tinkercad application. With the Tinkercad website, students created 3-dimensional shapes on a digital workplane, and then investigated the attributes of each shape following a guided activity sheet. Students learned about the composition of each shape and related each shape to real-life examples. After learning more about each shape, students were tasked with creating a pair of 3-dimensional shapes of their own – one with original measures and one with a single attribute changed in some way. They submitted their pair of 3D shapes and had these shapes printed on the 3D printer – students were able to watch as the 3D Printer created different shapes and then were able to have hands-on tools to use in analyzing volume and surface area. These 3D models they created were donated to Baker Elementary. Students created and submitted mini-lessons introducing 3D models with 3rd grade SOL standards and 3 small groups were selected to go teach their introductory lessons to 3rd grade students at Baker, using the donated Math manipulatives to reinforce information on shape names, counting sides and understanding the different faces of each shape.

TIPC Ratings

Research & Information Fluency

Rating:Developing – Explanation: Students applied search techniques that had been demonstrated by the teacher to research shapes for their presentations. They used research as part of a class assignment.

Communication & Collaboration

Rating: Ideal – Explanation: Students used Tinkercad to create 3D shapes. They worked together in groups to determine to create 3-dimensional shapes on a digital workplane. Students learned about the composition of each shape and related each shape to real-life examples. Together, students created a pair of 3-dimensional shapes of their own – one with original measures and one with a single attribute changed in some way.

Critical Thinking & Problem Solving

Rating: Ideal – Explanation: Students had to figure out how to change the attributes of shapes together. Students printed their shapes and revise-printed to adjust based on outcome and expectation. They created 3D shapes to give to Baker for future use. They also brought with them other examples of 3D objects as part of the lesson they taught to the 3rd graders. They created presentations to teacher the 3rd graders at Baker Elementary School.

Creativity & Innovation

Rating: Ideal – Explanation: Students used Tinkercad to create 3D shapes, and explored the shape by adjusting different aspects. They created their own presentations to take with them to teach the students at Baker Elementary. One group of students created a rap about shapes as part of the lesson they taught.

Student Artifact

 

Lesson Materials

H21 Lesson Artifacts

Posted in Middle School, Math, Comm/Collab - Target, Critical Thinking - Target, Creativity - Target0 Comments

Ovation!

Teacher(s) Name: Mr. Morgan Day

School: Henrico HS

Grade Level(s): Grade 11

Content Area(s): Music, Theater

Lesson Summary

Journey with Musical Theater students into the world of performing, casting, directing, choreographing, technical theater, costuming, budgeting and building the team. Their podcasts will share the formative journey and personal antidotes of the Center for the Arts Musical Theater III students as create their own Showcase performance.

TIPC Ratings

Research & Information Fluency

Rating: Approaching – Explanation: Rating: Approaching – Explanation: Students conducted research into the world of creating, producing and performing a musical showcase. Using a variety of applications students created podcasts to document, organize and analyze the processes and information necessary for a successful showcase. Students interviewed a professional director to learn from his expertise. A class website was created to share their creative journey.

Communication & Collaboration

Rating: Approaching – Explanation: Rating: Approaching – Explanation: Students worked in teams to develop in-depth podcasts documenting the processes necessary to produce and perform a successful musical showcase. They used Schoology, Google Docs, Google Sites, Audcacity, Iphone Voice Memos, in-person communication and electronic messaging to facilitate communication and collaboration among their teams, experts and others in order to provide information for future classes to understand what is involved in producing and performing a musical showcase.

Critical Thinking & Problem Solving

Rating: Approaching – Explanation: Rating: Approaching – Explanation: Once students were given the tasks of producing and performing a musical showcase, they dialogued with their team on essential questions to determine how to research the steps of the process and to develop their plan for the best outcome. Examples of essential questions include: How can having a conversation about and reflecting on steps of a process help produce a better outcome? What elements should I include and how can I use technology to engage an audience?

Creativity & Innovation

Rating: Approaching – Explanation: Rating: Approaching – Explanation: Students synthesized their research, analyzed trends, collaborated with one another and used technology to produced and participate in a team activity. Their final product was a musical showcase that was performed before a live audience of their peers, teachers and the public.

Student Artifact

Lesson Materials

H21 Lesson Artifacts

Posted in Music, Theater0 Comments

Coding Rules

Teacher(s) Name: Ms. Lange, , , and

School: Adams ES

Grade Level(s): Grade 3

Content Area(s): Language Arts

Lesson Summary

Students love imparting knowledge to their younger counterparts. Students don’t normally talk to the class that comes after them and share their knowledge, that is until this lesson. Each child wrote an interactive computer program in Scratch to teach about rules and routines. The best part is that the students are working on their writing skills!

TIPC Ratings

Research & Information Fluency

Rating:Not Observed – Explanation: N/A

Communication & Collaboration

Rating: Not observed – Explanation: N/A

Critical Thinking & Problem Solving

Rating: Not observed – Explanation: N/A

Creativity & Innovation

Rating: Developing – Explanation: Students thought of the rules they would like to share with next class. They then programmed scratch to ask questions to help teach the new class. Students decided on the characters, background, questions, and how to code these questions.

Student Artifact

Lesson Materials

H21 Lesson Artifacts

Posted in Language Arts0 Comments

Lunch Waste

Teacher(s) Name: Mrs. Wilson

School: Greenwood ES

Grade Level(s): Grade 3

Content Area(s): Math, Language Arts

Lesson Summary

Students collected data about how much food was thrown away in the cafeteria during lunch. After reviewing and graphing the data, students realized there was a problem with food being wasted and started brainstorming ways to solve this problem. After conducting some additional research, students shared their individual ideas on FlipGrid. They listened to each other’s ideas and then worked as a class to come up with a solution. Working in small groups, students wrote their portion of the script for the school PSA. They filmed in front of the green screen so that images could be added in the background using the DoInk app. All portions of this project were compiled in a Google Site and their solution was shared with the Principal for consideration.

TIPC Ratings

Research & Information Fluency

Rating:Ideal – Explanation: Students generated questions to guide their research. They used a tally sheet in Seesaw and a graph in Google Sheets to showcase data they found during their research. They combined all of their research information into a public service announcement using the green screen and DoInk.

Communication & Collaboration

Rating: Ideal – Explanation: Students collaborated in real time using resources such as Seesaw and FlipGrid. Students were all able to share their ideas on FlipGrid and in small groups they worked together to write and record scripts to share their ideas with a larger audience.

Critical Thinking & Problem Solving

Rating: Ideal – Explanation: Students had to think critically to come up with a way to minimize food waste at Greenwood. They shared ideas individually and then brainstormed as a class to come up with a solution.

Creativity & Innovation

Rating: Ideal – Explanation: Students created meaningful original work that evolved as they learned more during this project/process. Students had the freedom to decide how they were going to bring awareness to the food waste problem at their school. Even after the project was complete, students still continued to brainstorm ideas for future solutions to this problem.

Student Artifact

Lesson Materials

H21 Lesson Artifacts

Posted in Math, Language Arts0 Comments

Project IMPACT: Student podcast creation

Teacher(s) Name: Mrs. Rysinski

School: Highland Springs HS

Grade Level(s): Grade 11,Grade 12

Content Area(s): English, Journalism

Lesson Summary

Over the course of the unit, students work on creating an engaging, relevant, and newsworthy story in the form of a podcast. This format introduces students to a new layer of storytelling: conducting background research, necessary outlining, building plot suspense, integrating pauses and shifts of tone to really pull listeners in. Recording stories allows the students to powerfully experience the narrative with more than one sense, and ultimately, to share their audio with peers.

TIPC Ratings

Research & Information Fluency

Rating:Approaching – Explanation: Students conducted research on a socio-political topic of their choice using both primary and secondary sources. Teacher and student-created tools helped them organize and analyze the information to then compile into an in-depth news narrative podcast.

Communication & Collaboration

Rating: Ideal – Explanation: Students worked in groups to develop an in-depth news narrative podcast by developing individual roles and objectives, timeline of work, and reflection opportunities. They used e-mail, Schoology discussion boards, in-person communication, and electronic messaging.

Critical Thinking & Problem Solving

Rating: Ideal – Explanation: Once students were asked to consider topics for their podcast, they were required to enter a dialogue with their group on the essential questions to determine how their research would further develop their understanding, inquiry, role and responsibility in constructing the narrative.
Why is it important for people and cultures to construct narratives about their experience?
How can writing serve as a vehicle for social change?
How is our understanding of culture and society constructed through and by language?
When is it necessary to question the status quo? Who decides?

Creativity & Innovation

Rating: Approaching – Explanation: Students synthesized their research, collaborated with one another while using the technology to create the final product, and participated in a podcast showcase where each group presented (and reflected on) their final piece and the process they used.

Student Artifact

Check out the finished product here.

Lesson Materials

H21 Lesson Artifacts

Posted in English, Info Fluency - App, Comm/Collab - Target, Critical Thinking - Target, Creativity - App, Journalism, TIP Chart0 Comments

_Speak_ Across the Curriculum

Teacher(s) Name: Mr. Browne, Mr. Kaufman, Ms. Paul, and Mrs. McCrickard

School: ACE at Highland Springs

Grade Level(s): Grade 9,Grade 10,Grade 11,Grade 12

Content Area(s): English, CTE

Lesson Summary

This is a cross-curricular and cross-school collaboration between HSHS and the ACE Center at Highland Springs High School. The Criminal Justice, Nursing, and Radio Broadcasting departments all focused on further developing literacy into their curriculum by developing projects relating to the novel Speak by Laurie Halse Anderson. Criminal Justice students wrote a mock indictment against the character Andy Evans, Radio Broadcasting produced a news piece on the indictment, and Nursing students created brochures about suicide awareness and/or anti-bullying. The English 11 students at HSHS created symbols to represent who they are as students, drawing textual inferences, and will be writing a final essay explaining their symbolic representation.

TIPC Ratings

Research & Information Fluency

Rating:Developing – Explanation: Students were required to navigate information outside of their usual content area by examining a text thoroughly, finding connections with their ACE Technical Center content, conduct research, and create a final product that demonstrates both knowledge of content and narrative literacy. They were given questions to guide their research and a variety of tools from which to choose as they worked through their objectives.

Communication & Collaboration

Rating: Approaching – Explanation: Students worked with peers outside of their classroom, in other vocational areas, to more clearly see the common threads and connections that span across industries.

Critical Thinking & Problem Solving

Rating: Approaching – Explanation: Students had to think outside the box and bring their technical skills to work in a realistic scenario that better prepares them for work outside of the classroom. Nursing students researched and produced information brochures to give to high schoolers considering suicide, Criminal Justice students developed a criminal indictment for a character in the book, and Radio Broadcasting students created a radio news story… all of which sharpened student skills in their vocational area while focusing on literacy.

Creativity & Innovation

Rating: Ideal – Explanation: Students across all content areas were engaged and worked together to generate new ideas. Students reflected with the teachers upon culmination of this project on its success, and on the connection between their ACE Technical Center program and their experiences with more traditional English coursework.

Student Artifact

Click below to listen to the news program developed by a Radio and Broadcasting student for this project.  To see student examples from English, Nursing, and Criminal Justice, check out the Google Drive folder under “Lesson Materials!”


Lesson Materials

H21 Lesson Artifacts

Posted in High School, English, Info Fluency - Dev, Comm/Collab - App, Critical Thinking - App, Creativity - Target, CTE0 Comments

3D Printed Rotational Inertia Derby

Teacher(s) Name: Mr. Jeremy Booher

School: Freeman HS

Grade Level(s): Grade 10, Grade 11, Grade 12

Content Area(s): Science, Physics

Lesson Summary

In this multi-day, hands-on lab, students explore various aspects of objects to determine what affects the transformation of gravitational potential energy to rotational and translational kinetic energy. Using their findings, they collaborate in groups to design, draft, 3D-print, and “slow race” a unique object/vehicle.

TIPC Ratings

Research & Information Fluency

Rating: Ideal

Explanation:

  • Students determined which variables to manipulate when designing objects for the “slow race” (i.e. thickness, length, smoothness, etc)
  • Students developed their own procedure for analysis, determining which measurements they would need to take in order to analyze each object’s performance.

Communication & Collaboration

Rating: Approaching

Explanation:

  • The teacher provided a HyperDoc template in which students could engage in meaningful communication and purposeful collaboration both during and outside of class time.
  • Students worked collaboratively, in self-selected groups, to discuss the pros and cons of each individual design, and to collaboratively design a final object that incorporates various elements from the individual designs.
  • Students used a shared HyperDoc to compile their work and provide feedback on objects individually designed by each group member.
  • In a shared HyperDoc, students completed a final lab report/analysis.

Critical Thinking & Problem Solving

Rating: Ideal

Explanation:

  • Through the process of creating a final design that incorporates various beneficial elements from the group members’ individual designs, students justified their descision-making practices.
  • After 3D printing the objects for each group, some groups tested their objects and chose to modify their designs for better (slower) performance. For these groups, the modified object was 3D printed and the original object was not used.

Creativity & Innovation

Rating: Approaching

Explanation:

  • Through the design process, students analyze trends and make predictions that inspire new solutions to the authentic task of creating an object that will be the last to reach the bottom of a ramp.

Student Artifact

Lesson Materials

H21 Lesson Artifacts

Posted in Science, Info Fluency - Target, Comm/Collab - App, Critical Thinking - Target, Creativity - App, Physics, Project0 Comments

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