Posted on 14 May 2012. Tags: Collaboration, communication, Deep Run, High School
Submitted by: Rachel Lawrence
Collaborators: Patty Stockdale
School: Deep Run High School
Summary
Who discovered Calculus first? Sir Isaac Newton or Gottfried Leibniz? Calculus students study the backgrounds of these two mathematicians, what other discoveries they made, and their supporters in this controversy. Using the NPR show “A Moment in Time” as an exemplary model, student teams create podcasts to describe the many aspects surrounding this point in history, which are shared with other Calculus classes through a Glogster page.
TIPC Ratings
This lesson is at the approaching level as students respond to class assignnments that require them to analyze discovered information in terms of accuracy and authority. They then assemble and organize the information to create effective, engaging and entertaining audio files for others to critique and enjoy.
This lesson is developing as students work in teacher-selected groups to complete their research and create their podcasts.
This lesson is rated as developing to approaching as the teacher designs a series of challenges that allow students to provide solutions to questions that have long puzzled scientists and historians. The students elaborate on their research by providing unique insights into the issues surrounding the creation of calculus. 
This lesson is rated as approaching as there are many opportunities for students to synthesize knowledge and research while working collaboratively to create original meaningful works to share within and beyond the classroom.
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Contents:
- Calculus Controversy Lesson Plan
Posted in Calculus, Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Grade Level, High School, Math, Subject
Posted on 14 May 2012. Tags: Collaboration, communication, Deep Run, English, High School
Submitted by: Trish Lyons
Collaborators: Greg Metcalf
School: Deep Run High School
Summary
To supplement the school newspaper and provide an online presence for updated student news coverage, the Deep Run student newspaper (The Sentinel) staff wanted to build a website. This required students to research news websites and styles, define the purpose of the site, define the presentation method for the site, define the implementation timeline, design the material collection / workflow method, launch the site, and update it bi-weekly!
The Sentinel is now online via a WordPress blog and can be found at
TIPC Ratings
This lesson is rated as approaching as students self-selected the most appropriate digital tools and information resources in order to create an online version of the student newspaper. Students continually had to determine the authority and accuracy of information for only implementing the online blog but aslo in the posted content.
This lesson is rated as developing as students worked within the The Sentinel newspaper teams to accomplish the class and newspaper goals.
This lesson is rated as approaching as students generate and responded to a series of purposeful questions regarding the creation of the online version of the student newspaper. In addtion, students often had to justify their decision-making processes and engaged in a series of problem solving practices in order to make the online Sentinel work and probject an image of a high quality students news site.
This lesson is rated as developing to approaching because newspaper staff members continued to work on class assignments for the hard copy newspaper while implementing the online version.
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Contents:
- Online Newspaper Lesson Plan
Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - App, English, Grade Level, High School, Info Fluency - App, Journalism, Subject, TIP Chart
Posted on 11 May 2012. Tags: Collaboration, communication, creativity, gahs, glen allen high school, High School, hs, jpmarshall, Rome, social studies
Submitted by: John Marshall
School: Glen Allen High School
Summary
Students will learn the similarities between the problems that face America today and those encountered by the Roman Empire just before its fall. They research information on both current events and Roman History and develop a method to share these ideas with the rest of the world with the goal of making people award of these problems using History to preview what could happen to America.
After a review of the factors that contributed to Rome’s fall and of the current events readings assigned for homework, students will work in small groups to decide the best method to share information with the rest of the world. (examples: create a website, a viral video, a twitter feed, etc.). They’ll then be asked to ‘pitch’ the idea to the instructor who will approve it and give them the assignment rubric and instructions, or be sent back for more project development.
The final product will show its audience the parallels between 3rd and 4th century Rome and 21st Century America with warnings about America’s situation. It will be appropriately published to the outside world for all to see.
TIPC Ratings
Approaching – Students are constructing their own questions to guide research and selecting the most appropriate tools and information to complete an authentic task.
Ideal/Target – Students are choosing and justifying effective means for collaborating and disseminating information with the outside world as well as the most effective tools for communicating within their group. Students are also asked to reflect on the effectiveness of their collaboration each class period as well as upon assignment completion, which is a part of the rubric and their grade.
Ideal/Target – Student are engaged in critical thinking as they apply lessons learned form ancient history to today’s world. They are also asked to evaluate and reflect as they choose which digital tools will be the most effective in disseminating this information. Making connections between history and current events is an authentic task that requires high-level thinking.
Approaching – Students are asked to create meaningful original work that make predictions based on the past. As a teacher, I’ve created parameters where students are required to synthesize information to create and original work
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Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - Target, High School, Info Fluency - App, World History
Posted on 02 May 2012. Tags: Freeman, Google Docs, High School, Science, spreadsheet
Submitted by: Carol Campfield
School: Freeman High School
Summary
Students performed a lab in which groups collected data on the reaction rate of catalase. I gave the Google doc web address to the students. Each group then chose one person to enter their group’s data on the google doc form.
This lesson is retrieval of the entire data set for all three classes. My computer was hooked to the projector so all could watch. After opening the google doc, we looked at the data for information that didn’t appear to be correct. We decided as a group what to do about questionable data. Once the data was corrected, the students downloaded the document as an Excel file. The students were then able to use Excel to average the data so they could graph this data and enter it into their data tables on their lab reports. Finally, they had to answer questions concerning the lab and their results.
TIPC Ratings
Teacher: Approaching 4: Students had to research for the introduction part of the formal lab. They were to locate information on the catalase reaction that breaks down hydrogen peroxide, the benefit of hydrogen peroxide to living things and its toxicity to organisms. Then they had to write two to three paragraphs using the researched information.
Student: Developing 3: The students researched as I have modeled and we have spoken about confirming information found at one web site by checking another site. I have also showed them how to do an advance search, using only .edu or .gov sites.
This lesson is Approaching. Students engaged in meaningful communication and purposeful collaboration through the use of the Google doc. This was the most appropriate digital tool for collaboration. Most students used Excel to create graphs, while some stayed in Google docs. This data was shared and collected across three different classes.
This lesson is approaching. Students were able to respond to questions concerning data and justify their answers. They were able to explain why certain data entered from other groups was invalid. I designed instruction where students had to think critically to answer questions concerning their data. Students analyzed the data in the Excel spreadsheet and their graph to answer questions and create their own questions.
This lesson is developing. This lesson created opportunities for students to synthesize data, communicate and collaborate both within and with other classes, and apply critical thinking skills to address the action of catalase. Students had to analyze trends in the data to create accurate graphs. The graphs were original works but they seemed to stay within excel or the google spreadsheet, limiting their aspects of personal choice.
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Contents:
- Lesson Plan
- Lab Plan
- Link to Google Form and Spreadsheet
Posted in Biology, Comm/Collab - App, Creativity - Dev, Critical Thinking - App, Info Fluency - Dev, Science
Posted on 24 April 2012. Tags: Google Docs, High School, movie, movie maker, research, Virginia Randolph
Submitted by: Garvey T. Dobbins
School: The Academy at Virginia Randolph
Summary
Summary: Whitney Houston’s untimely death has led the career investigation nursing students to questions what was the cause. The new media initially said that the cause was an overdose caused bythe misuse of Percocet. The students realize that Percocet is a prescription drug. They were interested in what are the side effects and how can it cause death. The students decide that they want to research this drug to learn more about it. The students develop the questions to drive their research and select the medium in which they want to present their project. They used Google Docs to share their research and collaborate with their classmates to write a script to present as a public serve announcement.
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TIPC Ratings
Students were responsible for decided what they were going to research and what questions they were going to answer to present information to their audience. Students used the Internet to research the information. Lively discussion sparked up as students asked more questions about the information they were researching. All the information was included in a Google Doc that was shared with the class so each students could have access to the researched information. Students also included citations that they wrote using Easy Bib.
Students used Google Document to share the information they were studying. This is small class of students so all students were responsible for researching and creating a script to use for their presentation. They decided that Google Doc would be an effective tool to write the script for the PSA. The group projected the script on a whiteboard to use as a prompt when videoing their presentation. Students also reviewed their first attempt of the video to make recommendations on what should be added to provide more information to the audience.
Students deciding what topic they wanted to research and learn about as related to health and well-being. They developed the questions to direct their research. They used the information the collected to write their Public Service Announcement.Each students was responsible for a part of the information.
Students decided that they wanted to create a video that would be used as a Public Service Announcement to present information on the effects of Percocet. When they reviewed the initial product, they decided that they needed to include at clip of Whitney Houston, pictures of the drugs, and an introduction to describe why they decided to research this topic.
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Posted in Comm/Collab - Dev, Creativity - Dev, Critical Thinking - Dev, CTE, High School, Info Fluency - App, Uncategorized
Posted on 19 April 2012. Tags: English, Freeman, Google Docs, Google Sites, High School, novel, Writing
Submitted by: Wiley Hunnicutt
School: Freeman High School
Summary
The thematic elements of fear, flight, and fate run through Richard Wright’s seminal work Native Son. Wright’s novel is comprised of three parts entitled Fear, Flight, and Fate.
Each group was tasked with finding visual and auditory representations of each book in Native Son. Students searched for and discussed their finds and your choices. They wrote about why they made the choices they made for each book (three paragraphs minimum) in addition to presenting this information to the class in a dynamic, rehearsed presentation replete with visuals as well as musical accompaniment and the site produced for this lesson.
TIPC Ratings
This lesson is in the ideal/target range for Research and Information Fluency. Students constructed the questions to research based on their interpretation of fear, flight, and fate in the book as it related to their own lives. Students were in an environment where they selected the most appropriate digital tools and assembled information powerfully using Google docs and Google sites.
This lesson is Approaching in communication and collaboration. Students worked in groups with roles and were able to collaborate and communicate beyond their classroom. They used a range of tools to communicate throughout the lesson and did so without direct supervision.
This lesson is Approaching in Critical Thinking and Problem Solving. Students generate, respond to, and justify decisions made throughout this lesson. They select, think critically about, and defend the audio and visual representations they chose. They applied the digital tools within Google Apps to display this in a dynamic way.
This lesson is in Approaching in Creativity and Innovation. Students created meaningful, original work that expanded a traditional novel study into something more personal. Students capitalized on opportunities to synthesize research, communicate and collaborate, and apply critical thinking skills. They took their interpretation of the book and blended it with art.
Student Artifact
Posted in Comm/Collab - App, Creativity - App, Critical Thinking - App, English, High School, Info Fluency - Target
Posted on 30 March 2012. Tags: communication, critical thinking, High School, Highland Springs High School, Spanish
Submitted by: Brenda Witherspoon, Justin Beck
Collaborators: Tyra Pickering
School: Highland Springs High School
Summary
The goal, based on our pacing guides/course objectives, is to recognize conflicts that affect relationships among family and friends and to work together to find solutions. Students from level III will identify problems and ask for advice and the level IV/V students will provide advice plus useful websites and video clips that address the various conflicts. This will be conducted in the target language. The students will use technology to aid them in achieving the goal, specifically Google docs, Google sites, the internet, Movie Maker for video editing and a camcorder. The website will be in Spanish with an English translation available so that both Spanish and English speakers may benefit from the information. Then English translation will be done at a later date.
TIPC Ratings
Students spend a significant amount of time researching their conflict and resolutions. They share this information with each other and with those visiting their website.
Students communicate through the use of google docs to collaborate on this assignment. Upper level students help the lower level students through this communication. Also, students share their websites with organizations that can offer feedback.
Students are presented with a real-life issue and must determine situations that can come from that overarching issue as well as determine the best solutions for those problems.
This lesson allows students to create a product that can be used by others. They had the freedom to design and create their site to best accomplish their goal.
Posted in Critical Thinking - Target, High School, Info Fluency - Target, Spanish, World Languages
Posted on 13 March 2012. Tags: critical thinking, ESL, High School, video, Virginia Randolph, Weebly
Submitted by: Cheryl Sumner
Collaborators: Terran Evans
School: The Academy at Virginia Randolph
Summary
The primary focus on this lesson is to introduce beginning ESL students to the English names of foods and to prepare foods by converting dry and liquid measurements into the American system. An ancillary, but important, outcome of this lesson is the study and understanding of different cultures and their foods.
This lesson was designed to immerse students in a learning experience that promotes collaboration, project-based learning and critical thinking. The students will develop the skills necessary to participate in small and large group learning activities. They will acquire the skills needed for reading recipes in English, to understand and to use the American system of measurements. The lesson will also provide enough English to give students the confidence to order foods in restaurants, to shop for groceries, and to read cookbooks written in English.
TIPC Ratings
Students used the Internet to research recipes from their country that were like recipes from classmates’ country. Because many of the students have just arrived in this country and students had to found ways to communicate with each other, they used Google Translate. Group leaders were responsible for finding the directions for using Excel and how to write simple mathematical formula so he/she could train the team members to convert the measurements of ingredients so they could prepare the recipe.
Students were divided into two groups according to country of origin. Student leaders naturally emerged with the these groups to help compile and complete the recipes. Students used pictures of food to share their findings and Google Translate to communicate their ideas. The groups discussed their findings and decided which recipe they would cook with the help of the Culinary Arts teacher.
Student leaders learned how to use Excel by viewing self-paced tutorials they found on the Internet. The leaders were responsible for instructing their team members to use simple mathematical formula so they could convert the ingredients to prepare the recipes. The students discovered Google Translator to communicate with each other. One of the groups contained language groups that were responsible for finding a recipe and calculating the measurement of ingredients.
Students worked in groups to post the recipes they felt represented the class and amount of ingredients needed to serve 6, 8, 10, 12, 14, and 16 individuals on a Weebly. This class is made up of students who have different comfort level with speaking English. Students were responsible for helping each other complete the Weebly.
Posted in Comm/Collab - Dev, Creativity - Dev, Critical Thinking - App, ESL, High School, Info Fluency - Dev
Posted on 02 March 2012. Tags: Freeman, High School, movie maker, Spanish
Submitted by: Jonathan Gouldthorpe
Collaborators: Lisa Hand
School: Freeman High School
Summary
Students were to use the preterite tense and Sporting Competition Vocabulary in a real life context utilizing 21st century skills. They created a narration of a sports broadcast and did a voice over on a sporting event. Students utilized Audacity and Movie Maker for this mini project.
TIPC Ratings
Developing because students utilized prior knowledge and or teacher and peer support to find and evaluate resources and apply those skills. Students used available, provided, and found resources to help them with the sports narration.
Developing because students communicate ethically within and beyond the classroom using a variety of resources to complete the narration. Student communication is partially teacher directed and the tools used were limited.
Approaching because students use resources to solve problems which have multiple solutions; then reflect on the product. The task was authentic, and students created their own questions and responses.
Approaching because students apply critical thinking and research methods to create work containing elements of originality and teacher-defined requirements in an authentic task. Students used the video and audio tools to create the narration.
Posted in Comm/Collab - Dev, Creativity - App, Critical Thinking - App, High School, Info Fluency - Dev, Spanish, World Languages
Posted on 12 February 2012. Tags: Collaboration, critical thinking, Freeman, Google Presentation, High School, Science, secondary
Submitted by: Carol Campfield
School: Freeman High School
Summary
Students work in small groups to complete research on a genetic engineering topic of their choice. They create a google presentation from their research to present to their class and other classes.
TIPC Ratings
This lesson is ideal/target for research and information fluency. Students used OneSearch and advanced searches to find credible information. Students determine accuracy of information and use the information they deem appropriate. This lesson facilitates an authentic task that will be assessed through the compilation of information on the presentation.
This lesson is approaching in communication and collaboration. Students from each period are creating one google presentation to then show within their class and to other classes. Students work in groups with established norms and are addressing the authentic task of genetic engineering. Students are using the google presentation to collaborate during class time and after school hours.
This lesson is approaching in critical thinking and problem solving. Students are required to generate and find answers to the questions surrounding the topic they chose. During the presentation, students are able to justify their research when they are questioned. Additionally, they are thinking critically about this high level topic and recording their research and thoughts in the presentation.
This lesson is approaching in creativity and innovation. Students are given the opportunity to synthesize their research, collaborate, and apply critical thinking skills to address and present on their topic. Students look at the trends and information, analyze it, then create an original google presentation that will become a part of the larger project.
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- Lesson Plan with Presentation Links
Posted in Biology, Comm/Collab - App, Creativity - App, Critical Thinking - App, High School, Info Fluency - Target, Life Science, Science
