Author Archives | Janelle Buggio

Island Paradise



Summary

Your math teacher recently won the lottery and decided to purchase a string of four islands. It is your job to find a developer to design the layout for the four islands. As a billionaire investor, your teacher is very busy and will not be available for any meetings, so developers must submit a digital design of the islands. The students’ task is to lay out each component of the islands in an aesthetically pleasing and mathematically accurate way. Students assume the role of the developer, and design the island layout according to specific stipulations, utilizing properties of circles and components of circles to prove accurate distances and angle measures.

TIPC Ratings

Students used minimal direction to create their own design using circle theorems learned in class. Students analyzed the information given and used their knowledge of circles and theorems to create their own island design.

Students worked individually on the project, but were given class time to work together to check one another’s work. Teacher trained students on approved methods of communication (email, gchat), and provided opportunities for students to work together in checking their work. Students used digital tools to communicate with the investor and other students to solve problems and discuss the process of the project.

Teacher facilitated and formally assessed an authentic task, where students were engaged in meaningful questioning, critical thinking, and problem solving activity. Students selected their own digital tools based on their previous experience and justified their critical thinking and problem solving strategies to design their islands and their 1-2 page design explanations.

Teacher developed, facilitated, and assessed a learning environment where students were engaged in creativity and innovation. Teacher left much of the decision making up to the students when it came to this project.  They analyzed trends and to make predictions that inspired new solutions to authentic tasks. Students created meaningful, original work within the assignment parameters.  Students justified their creative/innovative process by writing a paper.

Student Artifact

Posted in Algebra, Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Grade Level, Info Fluency - Dev, Math, Middle School, Subject0 Comments

Advertising Friction


Submitted by: Michele Hope
School: Elko Middle

Summary

Using their knowledge of friction, students will become advertising designers and create a 15-30 second commercial for an imaginary shoe or tire company. They will create a proposal using a Word document, which outlines the scientific information required, as well as, a plan for the ad. The proposal consists of a series of questions each student will answer as a building block of the final product. Students will be required to list the resources used within the proposal. Students will choose their own media presentation platform and use a rubric as a guide for the commercial requirements. Should students need more than the specified 30 seconds to complete commercial, the option to extend the time is present, pending “supervisor” permission.

TIPC Ratings

Students determine accuracy and authority of information sources using a provided checklist or digital tool (Advertising Proposal).  They select the most appropriate digital tools and information sources to assemble and organize information to address authentic

Provides information and assignment expectations with limited student interaction.  Directs communication opportunities that promote student comprehension.

Students justify their decision-making and/or problem-solving practices.  They apply digital tools to think critically and solve open-ended authentic tasks that require higher order thinking skills.

Students analyze trends and make predictions that inspire new solutions to authentic tasks.  They create meaningful, original work within assignment parameters.

Student Artifact

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Contents:

  • Lesson Plan
  • Student Work Sample
  • Student Advertising Proposal

Posted in Creativity - App, Critical Thinking - App, Grade Level, Info Fluency - App, Middle School, Physical Science, Science, TIP Chart0 Comments

The Big Night Out


Submitted by: Tara Pallis
School: Elko Middle

Summary

Like to go to fancy restaurants?  Ever go out to eat with your parents and ask why they leave a “tip” for the server?  How do they know how much to leave?  It is time to see why more money is added or taken off of the bill.  A new restaurant wants you to design their menu with appetizers, main courses, sides, desserts, and drinks.  Once you have finished designing your menu, switch menus with another group in the classroom.  Make sure you choose one that you will enjoy eating at.  After choosing what you would like to order, find the tax, tip, and total of your meal with your partner.  Once your calculations are complete, create a training video of the step by step process you used to determine your findings.  The video will be shared with other students, to help them visualize how tax, tip, and discount are calculated.

TIPC Ratings

1 – Entry: For this lesson, students were directed to search for existing restaurants in order to look at existing products. Search strategies and techniques were not modelled in this lesson. Sources were not cited or evaluated.

2 – Developing: Students were working in groups on the assignment. They had options for using a variety of digital tools. However, there was no tool used in this lesson for digital communication. Communication was limited to the classroom. While students did work together on the product, they did not collaborate digitally.

6 – Ideal/Target: Students justify decision-making and problem solving practices as they create training videos for their peers that explain the process step-by-step. Students select the most appropriate digital tools to think critically and solve open ended authentic tasks that require higher order thinking skills in calculating tax, tip, and total. The students also reflect on their roles as critical thinkers by discussing and showing how they calculated the answers. The teacher facilitates critical thinking problems solving strategies and supports students as they engage in meaningful questioning and problem solving within their menu choices and calculations.

6 – Ideal/Target: Students analyzed existing trends (restaurants) in order to get ideas for their own original restaurant idea. They used their own knowledge of going out to restaurants as they created the menus and created original work. They synthesized research on restaurants, collaborated, and applied critical thinking to come up with an innovative product.

Student Artifact

Posted in Comm/Collab - Dev, Course 2, Creativity - Target, Critical Thinking - Target, Math, Middle School0 Comments

Real World Applications of Finding Area


Submitted by: Kate Poprik & Jeremy Stacy
Collaborators: Mr. Barlage, Engineer
School: Elko Middle School

Summary

Your students have been hired to develop a flooring estimate for two rooms in the home of a new client, Mr. Barlage.  They will collaborate to create a proposal that fits within Mr. Barlage’s budget. The students are grouped based on their specialties and not all group members work in the same “office”. In the math class they specialize in finding area and perimeter while in the technology class, students specialize in finding materials needed to complete the job. The two classes will work together using discussion boards or GoogleChat to complete the task.  At the end of the class, the groups will present their proposals to the client.

TIPC Ratings

Students will respond to class assignments that prompt analysis of information.

While working in groups, students will use digital tools to collaborate with group members in another classroom to complete their project.

Students generate and respond to purposeful questions and justify decision-making and/or problem solving practices.

Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products.

Student Artifact

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Contents:

Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - App, Grade Level, Info Fluency - Dev, Math, Middle School, Subject0 Comments

Vehicles of the Future – What do You See?


Submitted by: Lorie Butler
School: Elko Middle School

Summary

Technology is always changing and improving our lives every day from being able to watch a movie on a cell phone, printing pictures from a printer through Wifi, to a train that runs on magnetism. In this lesson, the students’ task is to create their own vehicle of the future that will be both unique and efficient. Students will generate questions as they read a current event article from TeenBiz3000 that describes a futuristic car that can run under water. Students in this self-contained reading class will use these questions to guide their research. The lesson is an extension activity to be utilized with the Teen Biz Reading Program.

TIPC Ratings

Teacher models strategies to guide student investigations, designs a challenge that promotes synthesis of resources and addresses and authentic task as students construct questions to guide research and select appropriate digital tools.

Teacher defines structures for student communication inside the classroom, as students work in self- selected teams to address an authentic task.

Teacher models a range of critical thinking and/or problem solving strategies and supports students as they engage the challenges and problems purposefully. Students generate and respond to purposeful questions in order to guide the design of their vehicle.

Teacher designs opportunities for students to synthesize research, communicate/collaborate, and apply critical thinking skills to address an authentic task. Students analyze their research and make predictions in order to design a car for the future.

Student Artifact

PUT EMBED CODE HERE

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Contents:

  • Lesson Plan
  • Collaborative Rubric
  • Individual Rubric
  • Flipchart to Guide Lesson

Posted in Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Info Fluency - App, Middle School, Reading0 Comments

Eye on the Storm – Hurricane Preparation and Awareness


Submitted by: Stacie Dyson

Collaborators: Joyce Tzavellas, Carey Ratlief, Devon Clark and Janelle Buggio

School: Elko Middle

Summary

A tropical storm is forming and quickly approaching!  It is your job to track the storm as it grows.  The station manager needs digital and visual resources to be streamed online and on television to help the viewer’s prepare for the storm and stay informed in the event of a mandated evacuation.  The students’ task is to investigate the role of heat energy in weather related phenomena, research what causes hurricanes of varying category strengths and the damage they cause once they make land fall.  Students assume the role of a weather team and use the information  gathered to create digital material meant to inform viewers of the technical aspects of the hurricane, outlining the “life” of the hurricane, the cause and effects of hurricanes on land, how to prepare, and when to evacuate.

TIPC Ratings

Approaching

Students constructed questions to guide their research, assemble, and organize their findings to complete an authentic task.

Target
Students worked in self-selected teams and assigned roles to select appropriate digital tools to communicate and collaborate with their peers and audiences beyond the classroom.  Students applied their knowledge to the creation of an original product meant to help prepare the public for an approaching hurricane.

Approaching
Students generated purposeful questions to guide their research and used appropriate digital tools to provide solutions for hurricane preparation and safety.

Approaching
Students questioned, summarized, and made predictions on existing knowledge to create meaningful work within the assignment parameters.

Student Artifact

Download Files

Contents:

  • Lesson Plan
  • Student Handout
  • Student Work Samples
  • Photo Credit: John Antoni

Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - App, Finalist '11-'12, Info Fluency - App, Middle School, Science, Winners0 Comments

Sell Us The Cell Process


Submitted by: Joyce Tzavellas
Collaborators: Carey Ratlief, Devon Clark, Janelle Buggio, and Heather Murfee

School: Elko Middle

Summary

Sell us the cell process!  In collaborative groups, students investigate one of the processes carried out by individual cells (photosynthesis, cellular respiration, mitosis, meiosis, diffusion or osmosis) and create a comprehensive and engaging lesson to teach their classmates.  The groups team-teach their lessons that include a student note session, an activity or demonstration, classwork, homework and a quiz.  Students select and develop the appropriate digital tools necessary to deliver the lesson and assess the class in an effective and interactive manner.

TIPC Ratings

Target
In this lesson the teacher facilitated and assessed students as they were engaged in research activities.  The lesson required them to assemble and synthesize information to address authentic tasks and display their knowledge in an interactive manner.

Approaching
The students established roles and worked in groups to address an authentic task.  They chose appropriate digital tools to share their learning and collaborate with others.

Target
Group members justified their findings and defended their work as participants asked questions throughout the lesson.  They generated purposeful questions to guide their research and determined the effectiveness of their lesson based on the assessment scores of their peers.

Developing
Students created products that blended technology and aspects of student choice. They questioned, summarized, and made predictions on existing knowledge using appropriate tools to complete authentic tasks.

Student Artifact

 

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Contents:

Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - Target, Finalist '11-'12, Grade Level, Info Fluency - Target, Life Science, Middle School, Science, Winners0 Comments

Amigos de Distancia


Submitted by: Jaroa Favilla
School: Elko Middle

Summary

Amigos de distancia is a lesson that builds student vocabulary in order to develop the ability to communicate in writing with a foreign student.  Students will apply prior knowledge acquired in class to develop a relationship with a native Spanish speaking student.  As the “pen pal” relationship progresses, students compare between the language in the textbook and the language used by the native speaker.  Students share information with the class using approved social media in order to obtain input from the entire class and move from written to oral communication with video chat opportunities with their pen pal.  The pen pal is actually a High School ESL student but students do not learn this until the end.


TIPC Ratings

Approaching

In this lesson students had to assemble and organize material learned in class in order to create a letter to their pen pal.  The teacher modeled strategies to guide student investigation and provided opportunities for students to synthesize information and complete an authentic task.

Target

In this lesson the teacher designed challenges that promoted collaboration within and beyond the classroom to address an authentic task in addition to prompting the students to analyze others work and to communicate changes through the use of appropriate digital tools.  Providing the students with a high school editing partner aided the students as they reflected on their roles as communicators and set goals for future growth in Spanish speaking communication.

Developing

In this lesson the teacher directly instructed the students on effective questioning, critical thinking and/or problem solving strategies, and use of associated digital tools.  This led students to elaborate on critical thinking or problem solving practices when prompted.

Approaching

In this lesson the students created meaningful, original work within the assignment parameters.  The teacher designed opportunities for students to communicate, collaborate, and apply critical thinking skills to address an authentic task.

Download Files

Contents:

  • Lesson Plan
  • Student Work Sample
  • PenPalPhotoCredit: andreasnilsson1976 onFlickr

Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - Dev, ESL, Grade Level, Info Fluency - App, Middle School, Spanish, World Languages0 Comments

Introduction to Inequalities


Submitted by: Kate Poprik
School: Elko Middle

Summary

There is a need for more reliable reference resources for students to use when learning about the topic of inequalities. To help fill the void, the students are tasked with researching inequalities with a partner of their choice, planning a lesson for the class, and developing a digital tool to support the lesson.  They research inequalities, the types of symbols found in this particular type of problem, how inequalities are used in real life, and create examples to demonstrate how to solve inequalities.  Once the lesson is developed, a digital learning tool is created and presented to the class.  A rubric is used to evaluate the lesson and the most organized and informative lesson is uploaded to the teacher’s website.

TIPC Ratings

Target: Throughout the lesson, the teacher supported the students as they ran into problems and facilitated the acquisition and evaluation of information as the students applied their research to the completion of an authentic task.  Students constructed questions or guidelines to support and guide their research on inequalities and to determine how to assemble the problem in order to create the appropriate digital teaching tool.  The teacher supported the students and facilitated a learning environment where they were engaged in research that demonstrated information fluency.

Target: Students worked in pairs and utilized roles to complete the task. They selected and created a digital tool to communicate their lesson to their peers regardless of their physical presence during the lesson in class.  At the end of the process, they reflected on their collaboration and made suggestions on how to improve for the next task.

Approaching: The teacher designed opportunities for students to synthesize research, communicate/collaborate, apply critical thinking skills to address an authentic task.  Students had to think about what they learned through the research and apply it in a manner that would make sense and engage the audience, requiring them to utilize their higher order thinking skills.

Approaching: Students created a learning tool and integrated technology to generate a new product.  They summarized their knowledge on inequalities using digital tools and created meaningful,
original work within the assignment parameters.

Student Artifact

 

Student Created Lesson on Inequalities

(Power Point)

Download Files


Contents:

  • Lesson Plan
  • Rubric

  • Student Sample

Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - App, Grade Level, Info Fluency - Target, Math, Middle School, Subject, TIP Chart0 Comments

Heart Rate Field Study


Submitted by: Wendy Genova & Jesse Chavis
School: Elko Middle

Summary

Health and PE students will participate in a study of what affects the human heart rate.  The lesson will be conducted as a laboratory study and a 7th grade science teacher will help to guide the students through the process of scientific investigation.  Once the students set up their study they will work with self-selected partners to select and test which exercises affect their heart rate the greatest and if their hypothesis was correct.  The goal is for students to identify that their heart rate is vital to proper exercise and physical fitness.  To apply to real life experiences, each student will create a 60 minute, customized physical fitness plan based on their lab results.

TIPC Ratings

Developing: Before searching for appropriate exercises to raise their heart rate in a safe manner, the teachers reminded the students to use safe search practices. The students were also required to analyze their heart rate data to make predictions about the effectiveness of the exercise. Once analyzed, they created a personal fitness plan to help them reach their fitness goals in a healthy and safe manner.

Developing: Students worked in self-selected groups of two to collect heart rate data. The remaining elements of the lesson were completed individually using School Space for students to post and share their final fitness plan.

Developing: Students were required to analyze data and make predictions when creating their personal fitness plan and the teacher prompted the students to answer higher order questions aloud.

Developing: The lesson made clear connections between the subject matter and contemporary issues facing children today such and awareness of physical activity and the risks of obesity. The students demonstrated their ability to question, make predictions and apply their existing knowledge of the scientific method and appropriate digital tools to the development of their own personal fitness plan.

Student Artifact

Example:

Student Lab Worksheet

(personal fitness plans were not recorded)

Download Files

Heart Rate Lesson Documents
Contents:

Posted in Health & PE, Middle School, Science0 Comments


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