Lisa+Skellie

5 URLS [[]] Students can play games alone or join in with others online; Quizzes are designed for students to answer and then print results. Try "Granny Prix!"

[[]] Cool site for kids to learn to type (all levels)

[[]] Grade by grade internet skill builders, links and assessments

[[]] Interactive arcades by school subjects, web books and comics, and of course, the latest movie info for kids

[[]] NASA site that allows student to build his on rocket and see what's going on the universe today

[[]] Click on the links for the White House, US Mint, Bureau of Engraving & Printing, US government, and Alcohol & Tobacco Trade Bureau

[[]] Grammar Bytes! Great site for grammar exercises-vocabulary, presentations, tips, and rules

[[]] Advertised as "where children have fun with learning." Fantastic online books! (pre-k, kdg. 1st, 2nd, spec.ed., ELL)

Others: [[]] [[]]

WEBSITE *[[] Our Class web site]

SOFTWARE *[[]] Strengths: Students, parents, and teachers can benefit from this informative site. Multiplication facts can be presented through interactive games, printable worksheets, or videos lessons. The lessons are geared for different learning styles, so most students will be successful. If a student learns best through music/singing, there is a page to teach through rhyming the facts. Weaknesses: Since the website is primarily on multiplication facts, it has a limited age and subject group. Also, visitors to the site might be cohersed into buying the books or games sold on the site. Still, the site is free. Comments: I was drawn to this website after engaging in some of the interactive games. May I suggest "Granny Prix" for a test drive?!

WEBQUEST

** SS5H5: ** The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. 1) What were the causes of the Great Depression? 2) What was life like during the Great Depression? 3) What was the "New Deal?" 4) Name some famous Americans during this time period (1929-1940)
 * Introduction: ** The Great Depression was a difficult time period for the United States. Lasting for over a decade, many Americans lost their jobs, homes, and savings. Businesses and banks closed, creating a need for many to depend on charity. More than 25% of the country was unemployed.
 * Task: ** In assigned groups, you are to create a Power Point presentation on the Great Depression. The following information should be included:

** Process: ** For each question, I have provided you with several web links. You should use these links first but then you can "google" for your own information. Before you begin creating a presentation, take notes on your subjects. Make sure to include a reference page with books, websites, or any other resources you used. [[[]]



http://www.awesomestories.com/history/great-depression

http://www.whitehouse.gov/about/presidents/franklindroosevelt

http://www.whitehouse.gov/about/presidents/herberthoover

http://www.pbs.org/wgbh/americanexperience/films/ccc/ []

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** Evaluation: ** I will use a rubric for grading your assignment. You will be graded as a group and also for your individual participation.


 * Conclusion: ** Take your time and enjoy this project. We can all learn from one another.

Shows an understanding of the material Able to answer questions || Does their “fair share” in presenting the material Participates in each part of the presentation || Long enough to adequately cover assigned material || Topic covered thoroughly Enough information given to understand topic Did not exclude any important information or include any unnecessary information || Very creative Easy to see and follow Did not include any unncessary graphics || Included class in the learning process Did more than lecture to the class ||
 * Rubric**
 * KNOWLEDGE ** : 4 3 2 1 0
 * KNOWLEDGE ** : 4 3 2 1 0
 * PARTICIPATION ** : 4 3 2 1 0
 * PARTICIPATION ** : 4 3 2 1 0
 * LENGTH ** : 4 3 2 1 0
 * LENGTH ** : 4 3 2 1 0
 * CONTENT ** : 4 3 2 1 0
 * CONTENT ** : 4 3 2 1 0
 * DESIGN ** : 4 3 2 1 0
 * DESIGN ** : 4 3 2 1 0
 * HANDS-ON ACTIVITY ** : 4 3 2 1 0
 * HANDS-ON ACTIVITY ** : 4 3 2 1 0

23-24 A  21-22 B   18-20 C   16-17 D   0-15 F  **Georgia** **Performance Standard:**
 * TOTAL ** ________
 * Lesson Plan **
 * Grade: 6 **
 * Curriculum: Mathematics **
 * Topic: Introduction to Probability **

a. Predict the probability of a given event through trials/simulations experimental probability), and represent the probability as a ratio. b. Determine, and use a ratio to represent, the theoretical probability of a given event. c. Discover that experimental probability approaches theoretical probability when the number of trials is large.
 * M6D2. Students will use experimental and simple theoretical probability and **
 * understand the nature of sampling. They will also make predictions from **
 * investigations. **


 * Objectives: **

· Demonstrate an understanding that chance refers to the likelihood of an event. · Demonstrate an understanding of likely, unlikely, certain, and impossible events. · Make predictions about an event based on what is known about the history of the event.

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 * Materials:** Discovering Math: Probability
 * Day 1**: Watch video and allow class to freely discuss what he/she has learned.

// Teacher // : Predict how many times a coin will land heads up or tails up when flipped 50 times. // Instructions // : Now you will perform the experiment for your prediction. Flip a coin 50 times. Tally the heads and tails in the spreadsheet provided. How close was your prediction? Compare your results with those of your classmates.
 * Day 2 ** : Allow students to work in groups with the following assignment.

// Teacher // : Your next task is to design a game of probability using either a spinner or dice. You will work in groups. Be sure to include the following elements: // Teacher: // You will have two class periods to complete this assignment. Use your time wisely. I have provided you the necessary materials to complete your project. · Template of spinner · Dice · Poster board, construction paper · Glue · Scissors · Markers, crayons · Computer (if needed) Continue assignment with students working on project on Day 3 and Day 4. On day 5, take up projects. After grading, ask students to make suggested changes and then allow students to play the games.
 * Title of your game
 * Game components
 * Directions so others can play
 * List of rules
 * Explanation of why your game is fair
 * Materials: **
 * Assessment: Rubric **
 * Probability Game Rubric **


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Rules || Rules were written clearly enough that all could easily participate. || Rules were written, but one part of the game needed slightly more explanation. || Rules were written, but people had some difficulty figuring out the game. || The rules were not written. ||
 * Cooperative work || The group worked well together with all members contributing significant amounts of quality work. || The group generally worked well together with all members contributing some quality work. || The group worked fairly well together with all members contributing some work. || The group often did not work well together and the game appeared to be the work of only 1-2 students in the group. ||
 * Attractiveness || Contrasting colors and at least 3 original graphics were used to give the cards and game board visual appeal. || Contrasting colors and at least 1 original graphic were used to give the cards and game board visual appeal. || Contrasting colors and "borrowed" graphics were used to give the cards and game board visual appeal. || Little or no color or fewer than 3 graphics were included. ||
 * Accuracy of Content || All information cards made for the game are correct. || All but one of the information cards made for the game are correct. || All but two of the information cards made for the game are correct. || Several information cards made for the game are not accurate. ||
 * Knowledge Gained || All students in group could easily and correctly state several facts about the topic used for the game without looking at the game. || All students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. || Most students in the group could easily and correctly state 1-2 facts about the topic used for the game without looking at the game. || Several students in the group could NOT correctly state facts about the topic used for the game without looking at the game. ||
 * Creativity || The group put a lot of thought into making the game interesting and fun to play as shown by creative questions, game pieces and/or game board. || The group put some thought into making the game interesting and fun to play by using textures, fancy writing, and/or interesting characters. || The group tried to make the game interesting and fun, but some of the things made it harder to understand/enjoy the game. || Little thought was put into making the game interesting or fun. ||