Week 6: Final Project Proposal and Lesson Plan

Project Description:

This week was my most challenging week of this course, not only was the weather horrible and we lost power AGAIN, but the eCollege system and the internet were not working properly either. Frustration dominated my week. But I survived and due to the malfunctions,I tried many programs to create my final project. I used Empressr.com to try to create a movie, DID NOT work, I tried Stupeflix.com, DID NOT work. I used Wordle.com to create a word collage IT WORKED!  I had created a PowerPoint as the main focus of my teaching lesson. YouTube.com videos are not easily embedded where they will work properly. I had to view a YouTube video to learn that I had to  add the developer tab , go to controls look for the (hammer and wrench). Then choose the Shockwave Flash , then movie, tab to the empty column by movie, paste the video URL from your chosen YouTube video, And it still will not play until you remove the word - watch? and replace the = sign with / sign.  How much trouble is that? about 5 hours worth to get the movie to play when prompted at the slide change. Then I tried to Narrate the power point and It would not work either. So after 11 hours on Friday and 6 on Saturday, I walked away and came back to finish it Sunday.

Individual Project        Proposal                                                                   

 Mary Freeman 2/28/15

1. I will create an informative power point to show students before assigning their projects on Animals in WWI.

2. I will create the power point using Microsoft office.

   I will use Wordle.com to create the opening slide. I will demonstrate for students the Wordle.com web 2.0 tool.

3. We will be exploring animals in WWI for the purpose of this assignment.

1. Students will be asked to answer 2 questions pertaining to the use of animals in WWI.

My Lesson Plan for the Final Project

Animals in WWI

Grade Levels: 6- 8

Objectives

·         Students will use various devices to access the internet.

• Students will use traditional and Internet resources.
• Students will make judgments about information found online.
• Students will create a visual and/or auditory presentation supporting their decision on the use of animals in World War I.
• Students will write a one page essay or a newspaper article supporting their decision.
• Special Education students will make a poster stating 3 reasons why they are in favor of animals being used  or against animals being used.

Materials

·         School supplied devices:  iPads and computers. Students may also use their own tablets and smart devices.

• Internet access
• Research materials

Procedures

1.      Teach a classroom lesson on WWI and the contribution animals made to the war.

2.    Discuss how the animals were used.

3.    Point out that Animals were also used on posters and postcards during World War I.

I will assign two questions for students to answer:

1.      Should Animals Be used in War? Why or Why Not? ( Students can collaborate, suggest reasons as to why and why not)

2.    How did animals help or hurt the conflicts during World War I?

4.    Explain that students will be doing research to find examples of how animals were used in World War I and still used in military service today.

5.     Brainstorm with students a list of resources that they might use for this purpose. (For example, books, Internet, history books etc….)

6.    Encourage students to use as many resources as possible to find the answers to their questions.

 Student Assignment Assessment

Use the following rubric for evaluating students' ability to complete this lesson.

4 – Exemplary

Student:

• navigates the Internet quickly and efficiently.
• evaluates online information accurately.
• produces a creative, well-organized, and complete WWI project.

3 – Competent

Student:

• navigates the Internet with very few problems.
• evaluates online information with occasional prompting.
• develops an accurate, but not thorough, Animals in WWI project.

2 – Developing

Student:

• can navigate within a site, once a specific site is reached.
• needs guidance to evaluate online information.
• creates an Animals in WWI project that is short on detail or poorly organized.

1 – Emerging

Student:

• demonstrates enthusiasm about the Internet.
• can perform simple navigational strategies.
• needs guidance to stay on task.
• experiences difficulty producing a Animals in WWI project independently.

 Evaluation Rubric

I loaded my presentation to the screen cast website allowing others to view the video.

Link:

http://www.screencast.com/t/sK3uhj3m