Tag Archive | "iPads"
Posted on 20 January 2012. Tags: Collaboration, critical thinking, E12S, iPads, magnets, research, Sandston, Science
Submitted by: Amy Moore, Kindergarten
Collaborators: Whitney deBordenave, Elementary ITRT
School: Sandston
Summary
After initial classroom introduction on magnets and their properties, students were asked to research how staff used magnets in their everyday life at school using the iPads to record their interviews. In small groups, students went to various staff members to see where magnets were used and items they would or would not attract to in the immediate environment. Using the information they discovered, students then researched magnets in their classroom and communicated and documented it using StoryKit.
TIPC Ratings
The lesson is Approaching in Research and Information Fluency as student used the iPads to investigate within the classroom and around the school. They went around the school and gathered new information to learn how magnets are used in the school and objects they attract to or do not.
The lesson is Target/Ideal for Communication and Collaboration. The students worked well in partners and groups to address the various parts of the lesson. Students reflections show application of new knowledge.
The lesson is Approaching in Critical Thinking and Problem Solving. As students applied what they learned to new situations in the various student centered activities that they completed in the lesson. Students used digital tools, such as the iPad, to document and explain their reasoning with StoryKit.
The lesson was Approaching in Creativity and Innovation as students had a lot of choice for what items they wanted to use in their work. They use various technological mediums – keynote, story kit, iPad video, Pixie, and the Promethean Board at different stages of the lesson. Students went beyond teacher expectation by taking a picture of people and placing it within a picture of the puppet center.
Student Artifact
Click on picture for video. Click on picture to advance to next clip.
Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - App, Science, Subject
Posted on 20 January 2012. Tags: E12S, iPads, map making, maps, routes, second grade
Submitted by: Stefanie Tellman
School: Gayton Elementary
Summary
This lesson connects the Children’s Engineering design brief, 21st century skills and social studies SOL 2.6. Students will explore creativity and problem solving, communication and collaboration among teammates, as well as relating maps to real world scenarios. Technology enhances the lesson through the use of a Power Point presentation, research with Google Maps, as well as the Pixie program where students will create an original map using pictures and words. Students will make a class atlas of maps to share and keep in the front office for all to see.
TIPC Ratings
Students will identify Pixie as the appropriate tool to publish and share their project. Students will use the model map provided by the teacher on Pixie as a resource on which to base their project. We also researched various maps that the students brought in as well as Google Earth and Google Maps to apply information to real world problems. By working with their teams and collaborating with one another, students are using real world skills necessary for the 21st century.
Students are communicating and collaborating with each other as they problem solve throughout the lesson and as they share their maps with the class and other students and parents.
Throughout the process and lessons, students are drawing conclusions and solving real world problems when they reflect on their answers and explain their thinking.
Students are creating original work when they are developing their maps. Students used Pixie to design a map. Students also used the iPads to record their routes through the school to show how their map works.
Student Artifact
Download Files
Tellman
Contents:
- Lesson Plan
- Design Brief handout
Posted in Comm/Collab - App, Creativity - App, Critical Thinking - App, Info Fluency - App, Social Studies
Posted on 20 January 2012. Tags: Collaboration, communication, creativity, critical thinking, E12S, Echo Lake, elementary, iPads, Kg, research, social studies, video
Submitted by: Kimberly Hardiman, Mary Barradale, Megan Bouton, Kimberly Jackson, Blair Wildauer
School: Echo Lake Elementary
Summary
The students will explore various careers and the skills and tools necessary for each career. They will use this information to help set goals for their future career. The students will participate in Community Helper center rotations that will help prepare them for future careers in the 21st century. Throughout the centers, they will research, communicate, collaborate, problem solve, and create innovative products about Community Helpers. The students will create a resume, a “Show Me” product, a graphic organizer, Community Helper puppets, and a Photo Booth movie clip. The clips will be combined to make a classroom iMovie to share with the community. The student may choose to research and display information about the same Community Helper in each center; however, the teacher will encourage the students to pick different careers to learn about as he/she goes through each 20-minute center.
TIPC Ratings
Prior to the start of the centers, the teacher reads many books and helps the students create a poster. This helps the students begin to research the different types of jobs that are available.
In Resume center and iPad center- the students are applying the information they have previously researched to create a resume and a Show Me document as authentic tasks.
In Reading center- the students are researching many different Community Helpers and they are organizing the information into a four square writing map.
In Listening center- the students use a website to listen to a variety of Community Helper stories. They will analyze the information to create puppets to show tools they would need to use as a Community Helper.
In Photo Booth center- the students are using Photo Booth to powerfully display and interact with the information that they have previously researched.
The student is encouraged by the teacher to communicate and collaborate with the other students at the different centers. The student gets to pick the partner that he/she would like to work with. The student may choose to change partners when they rotate to different centers.
In the Resume center- the students will share their resume with a partner and listen to their feedback.
In iPad center- the students will use their existing knowledge to create and share their Show Me project with the other students in their center. They will discuss with their partner additional things they could add to their picture.
In Reading center- the students researching the same Community Helper are encouraged to collaborate and use partner feedback to add details to their four square writing map.
In the Listening center- the students listen to their partner and think about the ideas and suggestions that their partner gives them before creating their puppets. The student will then listen to their partner’s stories before discussing how these stories are related to real life situations.
In Photo Booth center- the student will use the suggestions their partner gave them in previous centers to add to their story when he/she creates their movie. After creating their movie, they will share with the students in their center.
The students complete a rubric to self evaluate and reflect how they communicated and collaborated on the tasks in each center. They will also set goals on how to improve their performance in the future.
The students will communicate with the community via video conference with a Community Helper. They will share the finished iMovie with parents and other professionals in the community on the blog/website.
Children are critically thinking about what they want to be when they grow up and deciding how they can portray different Community Helpers. The students extend their knowledge of careers and apply it to real life situations.
In the Resume center- the students analyze which tools and skills fit their own personality. They create their resume identifying their strengths and talents.
In the iPad center- the students select appropriate digital tools and use critical thinking to generate their Community Helper Show Me product. They will apply higher level thinking skills when they record their sentence to go along with their picture.
In the Reading center- the students assess their knowledge they gained in their research to organize the information in a meaningful way. As they complete the graphic organizer, they will reflect on the necessary skills needed for a specific Community Helper and they will use these ideas to help them set goals for their future career path.
In the Listening center- the students will apply the information they listened to in the stories by creating puppets that display skills and tools necessary for a career. The student will decide how to show the information, digitally or paper and pencil.
In the Photo Booth center – the students utilize a digital tool to develop an authentic situation. They will use problem solving skills to explain their reasoning for selecting the various Community Helpers. They use real life items to display necessary tools for each career.
The students complete a rubric to self evaluate and reflect how they used critical thinking skills and problem solved the tasks in each center. They will also set goals on how to improve their performance in the future.
In Resume center- the students use their self-generated knowledge to create a resume that displays their unique skills and talents.
In the iPad center- the student generates a Show Me product based on their understanding of Community Helpers. When they “create” and record on the iPad they use their existing knowledge and draw their own design.
In the Reading center- the students synthesize existing and newly acquired knowledge to organize their information in a meaningful way. The students will add creative details to their drawings to show necessary tools for different careers.
In the Listening center- the students create original work on the computer or by hand to display skills and tools Community Helpers require. The students take risks by using Pixie to support their innovative process.
In the Photo Booth center- the students develop original ideas to create a Photo Booth product. They apply their critical thinking skills and communication tools to explain the important attributes of each Community Helper.
The students complete a rubric to self evaluate and reflect on their creative process in each center. They will also set goals on how to improve their performance and accelerate their creativity in the future.
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Target, Language Arts, Social Studies, Subject
Posted on 20 January 2012. Tags: ActivInspire, Art, creativity, critical thinking, Dumbarton, E12S, elementary, iPads, Kg, language arts, math, research, Writing
Submitted by: Cheryl Corbin
Collaborators: Suzanna Panter, Jessica DelMonte
School: Dumbarton Elementary
Summary
Students explored and understood the life cycle of a pumpkin through a wide variety of media. Students researched our topic with Mrs. Panter, our librarian. During several trips to the library, students asked questions and predicted they might experience on our pumpkin patch field trip. Students discussed finding the answers to these questions through the use of song, “Plan, Do, and Review”, a process to use to gather our data. Students found answers collaboratively through discussion, books, databases, and videos. Research ended by sampling the wide variety of foods made out of pumpkins (ice cream, bread, muffins, roasted pumpkin seeds, pie). The field trip was recorded through the use of an iPad and a flip camera by students. Students returned with pumpkins, the following day, students actively participated in 8 rotation centers throughout the week. Centers allowed students to work collaboratively and think critically to apply what they learned through their research to activities that consisted of phonics, computer, Promethean board activities, reading, writing, home living, math, science, and listening.
TIPC Ratings
Students accessed a variety of informational sources on the pumpkin patch, the life cycle of the pumpkin patch, and aspects of the fall season. Students brainstormed on what they might see and do at the pumpkin patch, what questions they had about the pumpkin patch, and how they could find the answers. They learned a “Plan, Do, and Review” song. At the end of the week, we investigated quite a few products made from pumpkins (roasted seeds, muffins, bread, ice cream, and pie). Students also preformed hands-on research during the trip to the pumpkin patch. Students looked for life cycle examples. The ‘little pumpkin center’ gave more detailed investigation of actual pumpkins. Students recorded this ‘little pumpkin’ data for comparison at a later time. They were very engaged in the activities.
Students had the opportunity to communicate with each other throughout their research. Students collaborated during center rotations to accomplish a variety of tasks. They used many digital tools to complete the center.
Students had to think critically to design a pumpkin patch with limited materials.
Children came up with some very creative ideas on their own. The students did make predictions of what they thought they would see and do at the pumpkin patch, then went to the pumpkin patch and experienced it first hand. Upon returning, what we had learned was reinforced in the activities in the centers for the week.
Students made a pumpkin patch in pairs with materials, taking a picture, and narrating their project and the pumpkin patch made with blocks, animals, etc. used the students’ creativity and imagination. They used many different technological tools to demonstrate what they have learned in the last couple of weeks and to create new sources of information for pumpkins.
Download Files
Contents:
- Lesson Plan
- Flipcharts
- Work Samples
Posted in Children's Engineering, Comm/Collab - Dev, Creativity - Target, Critical Thinking - Target, Elementary School, ESL, Grade Level, Info Fluency - Target, Language Arts, Math, Reading, Science, Subject
Posted on 20 January 2012. Tags: Collaboration, communication, History, iPads, M12S, Middle School, Pocahontas, QR code, social studies
Submitted by: Candice Royall
Collaborators: Michael Renfroe
School: Pocahontas Middle School
Summary
Students will be divided into groups to go on a virtual adventure during the era of Westward Expansion. Using iPads and QR codes, each group will navigate through 4 different stations answering questions related to the particular topic assigned to their group (Farmers, African Americans, Gold Rushers, and Lewis & Clark’s Crew). Questions consist of videos, readings, and photo/map analyses. When students answer correctly, they will be directed to their next stop on their adventure; however, if they answer incorrectly, they will be directed to the “Road Block” where they will have to answer another generic question about Westward Expansion to move forward. At the end, each group will share what they learned on their adventure out west!
TIPC Ratings
Students will be viewing videos, reading information from websites, and analyzing pictures and maps to answer questions on this topic.
Students are divided into 4 groups and will work together to complete this adventure. They must agree on which choice is correct before they move forward on their journey. Each group must also present what they learned on their adventure to the class.
Students will be required to answer questions about what they have learned/researched in order to move forward. The questions are on the higher end of the Bloom’s Taxonomy spectrum.
Using iPads and QR codes in this lesson makes it even more engaging to students. The inspiration for this activity was the old Oregon Trail game…this is a modern version using modern technology.
Download Files
Contents:
- Lesson Plan
- Question Samples
- QR Code Samples
Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - App, Info Fluency - Dev, Middle School, Social Studies, US History
Posted on 20 January 2012. Tags: 1st grade, blog, Collaboration, communication, creativity, critical thinking, E12S, Echo Lake, elementary, iPads, research, Science, Skype, Writing
Submitted by: Crystal Aveson, Lisa Farthing, Amy Feaver, Janet Givens, and Kristina Rilee
Collaborator: Beverly Brown
School: Echo Lake Elementary
Summary
After completing our animal essentials, the first grade team developed a project based learning unit focusing on birds. Students made real world connections about birds and their habitats through communicating with peers, family, neighbors, and friends around the world. Based on each classroom’s interest, the students developed questions as a guide and researched a bird and its habitat using a variety of resources. In order to attract their particular bird, students used their research to develop and create nesting boxes and birdfeeders. Once the artifacts were created, they were sent to destinations around the world. Correspondence with those communities will continue by various forms of communication such as the grade level blog, Skype, letters, pictures, and videos.
TIPC Ratings
Teachers first researched appropriate tools for their learners to use to facilitate their own research. Each teacher did extensive front-end planning to provide research opportunities to students that were age-appropriate, relevant, and dynamic enough for the real-life activities they would be engaging in each class. As children developed questions, teachers would continue to probe them to think deeper and further develop questioning skills. Students were able to engage in research by selecting the research tools they were most fluent with to guide information gathering. The students used the research they gathered about birds to help them address the correct approach to building their class’s birdhouse. Using a variety of tools the students were able to gather an extensive amount of information and were able to share the information gathered through class slideshows and videos.
The five first grade teachers and Mrs. Brown worked and planned extensively in order to create authentic tasks where students were engaged in meaningful communication and purposeful collaboration. Because of this high level of collaboration between the teachers, the children were able to communicate more effectively and build relationships with older peers outside of the classroom. Ultimate concrete goal——create a birdhouse, birdbox, platform, or birdfeeder. Ultimate abstract/ higher level goal—-students communicate and collaborate effectively to reach a common goal, in the classroom and on a global scale
Variety of communication methods
Electronic messaging -First grade blog/website to gather bird sighting data, discuss bird sightings around the world, encourage conversations between family members /friends across distances, create new topics of conversation between children and family/friends
Multimedia publishing -student-made movies, slideshows, presentations published on the grade-level blog to share to a global audience, published vimeo movies, future communication with birdbox recipients via nestwatch.com (recipients will register birdboxes on the website and report findings as birds nest in the boxes in the spring)
Face to face collaboration and communication—between students, with guest speaker, with students from other first grade classes as well as with the upper grade students who helped with activities, discussions with adults about birds seen in neighborhoods, discussions with teachers on how to move forward with many aspects of the project
Video-conferencing -skype to Australia with Ms. Feaver’s bird feeder recipient, skype to England with Mrs. Givens’ birdbox recipient, future video chats with other birdbox owners to report on progress
The teachers facilitated the children in developing relevant research questions based on their bird. Based on questions the students developed, teachers guided them to extend beyond simple questions. Students’ critical thinking is evident in comments posted on the blog as well. As research progressed, students had to analyze information in order to select the best birds for each classes’ recipient. For example, as Ms. Feaver’s class videoconferenced with Ms. Robinson in Australia, students discovered that native birds do not use nesting boxes. These insights led the children to reevaluate their plans, thus leading to the creation of the birdfeeder. Students also selected many tools to document data collected such as taking pictures and videos, later incorporating them into slideshows and movie presentations that were used to communicate their research globally. We are so proud of our students taking a simple idea like a birdhouse, adding their own thinking and imagination to it, and allowing this final global collaboration to emerge!
Teachers provided a wealth of 21st century tools in order for students to further expand on preliminary information researched by the teacher. The students creatively designed a campaign presentation advocating where their research indicated the best home for specific birds would be. Models were constructed from a variety of supplies (string, unifix cubes, etc.) to demonstrate the flight pattern of birds to the new nesting location. Students experienced using hand tools and building materials including hammers, screwdrivers, drills, screws, rulers, and measuring tapes. Students took strategic risks as they were constructing and realized measurements had to be modified due to human error. To further the process for future growth, students and recipients have the capability to skype, email, blog, and share pictures & videos of their bird watching pleasure.
Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Target, Language Arts, Science, Social Studies, Subject, Winner '11-'12, Winners
Posted on 19 January 2012. Tags: children's engineering, Community Helpers, E12S, elementary, iPads, Kg, Mehfoud, movie, pixie, project, research, social studies
Submitted by: Wendy Dyal
School: Mehfoud Elementary
Summary
Students will become familiar with community helpers and be able to identify the community helpers within the school and local community. Using technology, the students as a class will research and become familiar with the jobs of community helpers and the role they play in helping the community. They will then use technology tools to demonstrate what they have learned about these community helpers.
TIPC Ratings
It is very early in the school year when Community Helpers are covered, and as kindergarteners, the students have limited ability in the area of research. During this unit, the students are engaged in research through their generation of questions and the guidance of the teacher in finding the answers to the those questions. Students use the pictures in books as research. They will also use their own experience talking to school faculty and staff and the discoveries made during the tower engineering project to convey ideas.
The students are grouped in pairs by the teacher. They are both given the task of taking pictures and interviewing a teacher selected school community helper. When looking at books the students are free to discuss amongst one another the communtiy helper costume they are going to wear and through this discussion will be better able to communicate their knowledge of the community helper when they are making the Photo Booth video.
When the students are tasked with creating a tower they learn through the experience what is and is not successful. They are able to justify their reasons for using the method or manner for solving the problem of how to create a tower, creating a tower with as much height as possible, and the ability of the tower to be freestanding.
The students are still at the very early stage of their knowledge of the computers and computer programs as kindergarteners. They are limited to the computer programs that they have been taught at this point, and do not have enough understanding to be able to determine which program(s) would be appropriate to create a product showcasing their ideas. However, they are given room for creativity in the creation of their Pixie project, the words they use when making their Photo Booth video, and in their generation of a paper tower.
Download Files
Contents:
- Lesson Plan
- Samples Folder
Posted in Children's Engineering, Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - App, Language Arts, Social Studies, Subject
Posted on 19 January 2012. Tags: critical thinking, E12S, elementary, iPads, Kg, math, movie, Pemberton, pixie, shapes
Submitted by: Theresa Wagner
School: Pemberton Elementary
Summary
Summary: Kindergarten students are challenged to evaluate, explain, and relate information concerning shape attributes through a variety of experiences. They complete a Children’s Engineering design challenge that requires that the computer be used to create a Shape Picture using Pixie and then create a graph of the shapes used in their Pixie Shape Picture. Center rotations give further discovery. The children record a dialogue on the I-pads as Shape Experts, go on a shape hunt and use the I-pads to take a photo of four objects in the room that represent each shape and also sort shapes in a shape box and create a graph of the shapes found in the box. The children later reflect on their experiences and share their work from each station.
Extensions: Use the ShowMe program on the I-pad to outline each shape found in each photo and record a description of the objects in the room that represented each shape. The videos taken as Shape Experts, Shape Pictures made on Pixie, and photos taken on the Shape Hunt are uploaded into each child’s folder and then made into an I-movie to be shared with the class and parents.
TIPC Ratings
Students apply research and discovery techniques modeled by the teacher. They analyze their environment to find shapes in the real world. They write about shapes in their Math Journals.
Students work in rotation groups to further discover shapes. They were given the opportunity to collaborate, brainstorm, communicate, share ideas and question with partners and in groups.
Students are given problems to solve. They sort, organize, create pictures, search for, count, and report on shapes in their environment. Digital tools are used to facilitate and reflect on the critical thinking and problem solving process.
The students are given the opportunity to design and create a shape picture using Pixie without teacher intervention. The students are given an opportunity to search for shapes in their environment and then creatively arrange the shapes for a photo taken by a partner. The students are also given an opportunity to use expressive language as shape experts. They report on a particular shape and are recorded on video by a partner. Digital tools were used to create and share their original work with the class and community.
Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Dev, Math
Posted on 12 January 2012. Tags: 1st grade, chidren's engineering, E12S, iPads, Maybeury, Story Kit
Submitted by: Jan Locher
Collaborators: Karen Hues
School: Maybeury Elementary
Summary
The students worked collabratively to discover more about force & motion and then shared their ideas in pictures and stories. By building on their basic knowledge, through their own experiences and collaberation, the students discovered new ideas about force & motion. First, the students shared what they knew about this topic and listed for future reference (KWL chart form). Next, the students worked at five different stations investigating various ideas about force & motion. The stations included a computer driven Discovery Education interactive game with moving locomotives and another with Sid the Science Kid investigating movement and friction, another included non-fiction books for fact collection, another had a heavy and light ball rolling ball activity and lastly, a lego car that must use the force of wind to move. After these activities, the students shared ideas and added new words to the KWL chart about force & motion. These groups of students then moved to the playground to show force & motion using their own bodies on the equipment. They used the I-pads to take pictures of one another and then put their picutres to stories using their own recorded words to tell about force & motion. These stories are uploaded onto the teacher blog so that all famlies can share in their child’s learning about force & motion. Comments were turned on so students and their parents could make comments and ask questions about what we did in the classroom.
TIPC Ratings
This lesson is in the Ideal/Target range for Research and Information Fluency. Students constructed their own questions through the use of a class KWL Chart. The teacher provided activities that required students to explore force and motion ideas and synthesize information. The teacher supported students as they conducted research. The students used Story Kit on the iPads and the class blog to display information gained during research.
This lesson is in the Developing range for Communication and Collaboration. Students collaborated in small groups to complete the class assignment. The teacher directly instructed on the use of Story Kit on the iPads. The Story Kit projects were posted on the class blog and opened for comments/questions.
This lesson is Approaching for Critical Thinking and Problem Solving. The students had to do a great deal of problem solving with their teams to be able to complete the virtual and hands on labs. Students created their own questions as they were working and responded to them through trial and error in the labs. Students took pictures on the playground and then justified their decision making by creating a story with voice overs on Story Kit.
This lesson is Approaching for Creativity and Innovation. Students synthesized their research to be able to take appropriate pictures on the playground and communicated using Story Kit to address this authentic task. They made predictions from their research stations to assist with their new solution; different types of motion they observed on the playground. Each group made their own original story using Story Kit.
Posted in Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Elementary School, Finalist '11-'12, Grade Level, Info Fluency - Target, Science, Subject, TIP Chart, Winners
Posted on 02 January 2012. Tags: Collaboration, E12S, elementary, iPads, Jackson Davis ES, kindergarten, Science
Submitted by: Audra Yerian
School: Jackson Davis ES
Summary
This math and science integrated lesson throws students into the world of real problem solving as it pertains to them, while they become actual scientists. Students pick their groups for center rotations where they perform the following activities: Measure, record and compare seedling sizes to those of their peers, Measure, compare, and predict their birth weight, current weight and future weight by using a digital scale, Research change over time in Pixie, classroom library, and classroom KWL chart, and Cooperatively complete a sort of objects that do or don’t change over time on classroom laptops in Pixie, followed by drawing objects that change over time in Doodle Bug on classroom i-pads. Students take a hands on approach to the unifying concept of change, constancy and measurement and learn that in order to determine whether an object has changed over time, direct observation and/or measurement are necessary. Students model and role play how real scientists make these observations and measurements by working in small groups or with partners to solve problems and share data. Students are encouraged to ask questions of their group or partner so as to introduce them to the concept of early inquiry. Finally, students reflect as a class on what worked and why they thought it worked, and compare what didn’t work or needed improvement in each center.
TIPC Ratings
This project is Developing in Research and Information Fluency. Students research in Pixie stickers & classroom library and record findings on KWL chart and in their own booklets that they created.
This project is Approaching in Communication and Collaboration. Students pick their own groups for centers and decide on ‘jobs’ within those groups to address tasks. Groups set goals for future growth within and outside of those groups by reflecting as a class (with teacher direction) afterward on what worked, what didn’t, and proper follow up for each team.
This project is Approaching in Critical Thinking and Problem Solving. Teacher designed instruction that promotes solutions to authentic tasks, such as measuring and comparing students’ seedlings growth, measuring, comparing and predicting THEIR OWN growth, and utilizing laptops and iPads to perform open ended tasks.
This project is Ideal in Creativity and Innovation. Students are responsible for generating their own ideas based on research and learning throughout unit on change over time. Students must reflect within their small group as to how they will create their free-standing statue and take risks attempting to create statue and fulfill all criteria. Teams opt for best possible solution by discussing and creating new ideas.
Download Files
Contents:
- Lesson Plan
- Lesson Resources
- Student Artifacts
Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - Dev, Math, Science
