To say that one quits learning is absolutely not true. One would have to shut themselves off to the world to accomplish this and then this question comes to mind, "Why would one want to quit learning?"
I can tell you without a shadow of a doubt, I am a lifelong learner.....the only thing is, as I get older I dont' seem to learn as quickly or recall my learnings as quickly....but I believe that's another blog in the making....
Truth is, I have learned wonderful things in my role as an Online Professional Development Facilitator. Here are some of my realizations.....
1 - Communication is KEY!
2 - Organization is a must!
3 - Develop a routine and stick to it!
4 - Ask for help when I need it!
5 - Be helpful at ALL times!
6 - Update grades immediately upon completion of session!
7 - Provide feedback to all participants.
8 - Be a cheerleader!
9 - Participate along with my students!
10 - Using humor is a powerful tool!
Wednesday, September 10, 2008
Yes, Virginia, NETIQUETTE is part of Online Professional Development
Online Etiquette aka Netiquette....
Taking an online course and corresponding via the World Wide Web presents communicators with the task of overcoming the lack of nonverbals in communication. When taking a course online, it is important to remember several points of etiquette that will smooth communication between the students and their instructors.
1. Avoid language that may come across as strong or offensive. Language can be easily misinterpreted in written communication. If a point must be stressed, review the statement to make sure that an outsider reading it would not be offended, then post the statement. Humor and sarcasm may easily be misinterpreted as well, so try to be as matter-of-fact and professional as possible.
2. Keep writing to a point and stay on topic. Online courses require a lot of reading. When writing, keep sentences poignant and brief so that readers do not get lost in wordy paragraphs and miss the point of the statement. Also, do not introduce new topics; it may just confuse the readers.
3. Read first, write later. It is important to read all posts or comments of students and instructors within the course discussion before personally commenting to prevent repeating commentary or asking questions that have already been answered.
4. Review, review, then send. There’s no taking back a comment that has already been sent, so it is important to double-check all writing to make sure that it clearly conveys the exact intended message.
5. An online classroom is still a classroom. Though the courses may be online, appropriate classroom behavior is still mandatory. Respect for fellow classmates and the instructors is as important as ever.
6. The language of the Internet. Though still a fairly young type of communication, certain aspects of this form of communication are becoming conventional. For example, do not write using all capital letters, because it will appear as shouting. Also, the use of emoticons can be helpful when used to convey nonverbal feelings (example: :-) or :-( ), but avoid overusing them.
7. Consider the privacy of others'. Ask permission prior to giving out a classmate's email address or other information.
8. If possible, keep attachments small. If it is necessary to send pictures, change the size to an acceptable 100k.
9. No inappropriate material. Do not forward virus warnings, chain letters, jokes, etc. to classmates or instructors. The sharing of pornographic material is forbidden.
Compliments of: http://www.kent.edu/dl/Technology/Etiquette.cfm
Taking an online course and corresponding via the World Wide Web presents communicators with the task of overcoming the lack of nonverbals in communication. When taking a course online, it is important to remember several points of etiquette that will smooth communication between the students and their instructors.
1. Avoid language that may come across as strong or offensive. Language can be easily misinterpreted in written communication. If a point must be stressed, review the statement to make sure that an outsider reading it would not be offended, then post the statement. Humor and sarcasm may easily be misinterpreted as well, so try to be as matter-of-fact and professional as possible.
2. Keep writing to a point and stay on topic. Online courses require a lot of reading. When writing, keep sentences poignant and brief so that readers do not get lost in wordy paragraphs and miss the point of the statement. Also, do not introduce new topics; it may just confuse the readers.
3. Read first, write later. It is important to read all posts or comments of students and instructors within the course discussion before personally commenting to prevent repeating commentary or asking questions that have already been answered.
4. Review, review, then send. There’s no taking back a comment that has already been sent, so it is important to double-check all writing to make sure that it clearly conveys the exact intended message.
5. An online classroom is still a classroom. Though the courses may be online, appropriate classroom behavior is still mandatory. Respect for fellow classmates and the instructors is as important as ever.
6. The language of the Internet. Though still a fairly young type of communication, certain aspects of this form of communication are becoming conventional. For example, do not write using all capital letters, because it will appear as shouting. Also, the use of emoticons can be helpful when used to convey nonverbal feelings (example: :-) or :-( ), but avoid overusing them.
7. Consider the privacy of others'. Ask permission prior to giving out a classmate's email address or other information.
8. If possible, keep attachments small. If it is necessary to send pictures, change the size to an acceptable 100k.
9. No inappropriate material. Do not forward virus warnings, chain letters, jokes, etc. to classmates or instructors. The sharing of pornographic material is forbidden.
Compliments of: http://www.kent.edu/dl/Technology/Etiquette.cfm
Yes, Virginia, there are TIPS for Online Professional Development
Getting Ready to Succeed Online
Tip 1: Make a realistic assessment of your skills before you start an online class.
Are you an independent learner? Success in online classes requires that you be a self-starter, that you are motivated, and that you generally see tasks through to completion.
Are you a good problem solver? Online classes present different challenges than face-to-face classes, but challenges nonetheless. What will you do if your hard-drive crashes during the course? What will you do if your ISP isn’t available the day an assignment is due? How can you complete group work when you don’t know anyone in the class?
Are your computer skills up to par? You will have more enjoyment and more success if you can concentrate on the course content without worrying about how to perform the inevitable technical tasks.
Tip 2: Be well-equipped with technology tools. “To do good work, one must have good tools.” This Chinese proverb sums it up well. Online students need an email account and a dependable Internet Service Provider (ISP). Consider high-speed Internet access—especially if your course will have a lot of graphics, video files, or require online interactivity such as learning games or synchronous chats. Be absolutely certain you have access to the required software and a reliable computer that meets the minimum requirements for the online class.
Helpful Habits for Online Students
Tip 3: Log in to the course early and often.
Familiarize yourself with the course and know where you can find assignments, protocols, and resources. Check back frequently so you don’t miss important announcements and don’t make avoidable mistakes.
Tip 4: Establish a class routine.
Make a study plan. Just as you make time to go to a face-to-face class, do the homework, visit the library, you must make time for an online class.
Set up a comfortable, well-equipped, and well-lit study area.
Set aside an interruption-free study time. Turn off your email alarm and the ringer on your phone. Make a “Do Not Disturb” sign if necessary.
Tip 5: Communicate!
In the online environment, most of your communication will be through reading and writing.
If it’s important to read the directions in a face-to-face class, it’s doubly important online.
Read course materials and instructions for assignments very carefully to save yourself (and your instructor!) needless aggravation. Regularly read your email so others in class can get in touch with you.
Read discussion board or forum postings by other students to fully participate in the online conversation. Be certain your own postings make meaningful contributions to discussions.
Review netiquette rules so you represent yourself in the best way possible.
Tip 6: Practice effective help-seeking strategies.
If you need help, don’t be afraid to ask for it. If you are puzzled about content or an assignment, ask other students or the instructor. If you’re in need of technical support, be prepared to give details about the problem—what you were doing, what happened and what tools you are using (computer platform and operating system, browser and version, etc.) so others can efficiently help you.
Tip 7: Time management skills are crucial. Know the deadlines and meet them.
Keep a calendar. Mark due dates for major projects and assignments.
Schedule enough time to complete your tasks and include some extra time in case you run into problems.
Tip 8: Devise a plan to backup and archive your work.
“My computer crashed” is the digital equivalent to “My dog ate my homework!” Don’t use that excuse. Backup and archive your work so a computer crash is merely an annoying inconvenience and not a major catastrophe. When you email or post an assignment, send a copy to yourself. That way you will have evidence that it was sent and when. File these until the class is over.
Tip 1: Make a realistic assessment of your skills before you start an online class.
Are you an independent learner? Success in online classes requires that you be a self-starter, that you are motivated, and that you generally see tasks through to completion.
Are you a good problem solver? Online classes present different challenges than face-to-face classes, but challenges nonetheless. What will you do if your hard-drive crashes during the course? What will you do if your ISP isn’t available the day an assignment is due? How can you complete group work when you don’t know anyone in the class?
Are your computer skills up to par? You will have more enjoyment and more success if you can concentrate on the course content without worrying about how to perform the inevitable technical tasks.
Tip 2: Be well-equipped with technology tools. “To do good work, one must have good tools.” This Chinese proverb sums it up well. Online students need an email account and a dependable Internet Service Provider (ISP). Consider high-speed Internet access—especially if your course will have a lot of graphics, video files, or require online interactivity such as learning games or synchronous chats. Be absolutely certain you have access to the required software and a reliable computer that meets the minimum requirements for the online class.
Helpful Habits for Online Students
Tip 3: Log in to the course early and often.
Familiarize yourself with the course and know where you can find assignments, protocols, and resources. Check back frequently so you don’t miss important announcements and don’t make avoidable mistakes.
Tip 4: Establish a class routine.
Make a study plan. Just as you make time to go to a face-to-face class, do the homework, visit the library, you must make time for an online class.
Set up a comfortable, well-equipped, and well-lit study area.
Set aside an interruption-free study time. Turn off your email alarm and the ringer on your phone. Make a “Do Not Disturb” sign if necessary.
Tip 5: Communicate!
In the online environment, most of your communication will be through reading and writing.
If it’s important to read the directions in a face-to-face class, it’s doubly important online.
Read course materials and instructions for assignments very carefully to save yourself (and your instructor!) needless aggravation. Regularly read your email so others in class can get in touch with you.
Read discussion board or forum postings by other students to fully participate in the online conversation. Be certain your own postings make meaningful contributions to discussions.
Review netiquette rules so you represent yourself in the best way possible.
Tip 6: Practice effective help-seeking strategies.
If you need help, don’t be afraid to ask for it. If you are puzzled about content or an assignment, ask other students or the instructor. If you’re in need of technical support, be prepared to give details about the problem—what you were doing, what happened and what tools you are using (computer platform and operating system, browser and version, etc.) so others can efficiently help you.
Tip 7: Time management skills are crucial. Know the deadlines and meet them.
Keep a calendar. Mark due dates for major projects and assignments.
Schedule enough time to complete your tasks and include some extra time in case you run into problems.
Tip 8: Devise a plan to backup and archive your work.
“My computer crashed” is the digital equivalent to “My dog ate my homework!” Don’t use that excuse. Backup and archive your work so a computer crash is merely an annoying inconvenience and not a major catastrophe. When you email or post an assignment, send a copy to yourself. That way you will have evidence that it was sent and when. File these until the class is over.
Yes, Virginia, there are GRADES in Online Professional Development
Grades you ask? Yes, indeed, grades are an essential component to OPD.
How do you access your grades?
You will be able to access your grades at any time by clicking on the "Grades" link in the Menu Bar. Please note the grading system to be used is as follows:"C" means you have completed all expectations. "I" means you have yet to complete some of the expectations. "N" means you have not yet completed any of the expectations. It is my goal to post grades by Wednesday evening as I know how important it is to see that "C".
What do I need to do to ensure I have a "Complete" each session?
For each session you will need to complete the sessions readings, read each original thread on the discussion board, post an original thread and respond "thoughtfully" to at least two other posts. Please remember this is a graduate course and while these are minimum requirements, to get the most from the course your full participation is recommend.
How do you access your grades?
You will be able to access your grades at any time by clicking on the "Grades" link in the Menu Bar. Please note the grading system to be used is as follows:"C" means you have completed all expectations. "I" means you have yet to complete some of the expectations. "N" means you have not yet completed any of the expectations. It is my goal to post grades by Wednesday evening as I know how important it is to see that "C".
What do I need to do to ensure I have a "Complete" each session?
For each session you will need to complete the sessions readings, read each original thread on the discussion board, post an original thread and respond "thoughtfully" to at least two other posts. Please remember this is a graduate course and while these are minimum requirements, to get the most from the course your full participation is recommend.
Yes, Virginia, even facilitators must COMPLETE TASKS
One must know that with any undertaking there are always tasks needing to be completed. As an OPD Facilitator there are many tasks "Behind the Scenes" that contribute to the success of the course.
Prior to the course beginning these lists of tasks should be complete:
1 - Review all course assignments/materials
2 - Check all course links & report tech. issues
3 - Prepare and send Welcome Letter via email
4 - Write & post facilitator information
5 - Send enrollment confirmation emails
6 - Post welcome news item in workshop
7 - Develop instructions for completing profile
During each session, these tasks should be completed:
1 - Send "Welcome to Session" email
2 - Post Session… news item
3 - Post Summary from previous session
4 - Respond to participant's personal emails
5 - Monitor/respond/record participation in discussion
6 - Post participation grades
7 - Contact no-shows or non-posters
8 - Write session summary & feedback email
After the course, these tasks need to be completed:
1 - Post final grades 2 - Provide feedback on final projects
3 - Follow up on late final projects
4 - Check final survey completion & analyze
5 - Email Certificate of Completion
6 - Update and Post Information to Facilitator's Forum
As you can see from the tasks above, facilitating a course is just like a well written story......it has a beginning, middle and end, but most of all, it has meaning and learning.....
Yes, Virginia, COURSE PROJECTS are a requirement of Online Professional Development
Each OPD course does have a Project to be submitted in the final session. This project should be worked on throughout the course and incorporate material learned. For the course I facilitate, "Facilitating Instruction for English Language Learners" the project is a lesson plan. There is a template we ask the participants to use to be certain all the required components are included in their lesson plan as well as the Rubric for which we will use to grade the final project. These are readily assessible in the course and can be downloaded and saved to your computer or jumpdrive.
One of my favorite parts of the course is reviewing the lesson plans. I've selected two of my personal favorites to share with you....Thank you to Laura Giles-Lorde and Kitty Corns......
A Child Called It
Theme: Differences in Others Grade: 6 Proficiency Level 3
Lesson Topic: Abuse to children, mental and physical
Objectives:
· The Student will be able to read a long passage, chapter, find the main idea, and write a complete sentence.
· The student will be able to combine sentences to create a paragraph or summary of the chapter book.
· In turn the student will read their paragraph with fluency.
Content Standards: (for unit)
· RLA 6.1.1 Identify characters
· RLA 6.1.2 Independent reading
· RLA 6.1.5 Comprehension Skills
· RLA 6.1.8 Relating text to themselves
· RLA 6.2.4 Edit own writing
· RLA 6.2.6 Capitalization
· RLA 6.2.7 Punctuation
· RLA 6.2.19 Graphic organizers
· RLA 6.3.1 Oral communication skills
· RLA 6.3.3 Listen and Comprehend
English Language Proficiency Standards
Speaking and Listening
· ELP 3.14 Conversations of particular topic
· ELP 3.15 Participation in discussion
· ELP 3.1.7 Short oral presentations
Reading and Writing
· ELP 3.2.4 Answer simple facts about what is read
· ELP 3.2.5 Create Written responses
· ELP 3.2.13 Knowledge of sentence structure
· ELP 3.3.3 Punctuation
· ELP 3.3.4 Capitalization
· ELP 3.3.6 Using multiple sentences in writing
· ELP 3.3.8 prewriting Organization
· ELP: 3.3.10 Technology
Key Vocabulary: contextualizing vocab: abuse
Self selection vocab: as selected by each individual
Literature
A Child Called It by Dave Pelzer 4 copies
Materials
Books, graphic organizers, access to Kidspiration, Microsoft Word, Video Camera
Smart board using graphics, Personal Response System, tape recorders
DAY 1 ( I only did 1 days lesson plan for this part)
Motivation and Preparation
Stemming from theme “differences” and having read Pinballs, begin discussing the differences in the way we live. Do an “I wonder “ brainstorming the word abuse .Introduce The Child Called It and the word “abuse”. Use verbal scaffolding to paraphrase and reinforce contextual definitions.
· 1 minutes -students individually preview text,
· 3 minutes -partner up and think of 3 things they think they will read about
· 4 minutes- share list with another pair transfer to final chart
· 3 minutes -each team posts list
· 4 minutes- I read introduction to text while students follow along. Check our predictions.
Do GIST summarizing strategy
· 3 minutes- after reading introduction, students pick out 10 words or concepts of text.
· 1 minute- write on board
· 3 minutes -together write summary statement using list of words and post of chart
· 3 minutes- refer back to preview chart, choose yes or no according to reading selection
· 10 minutes -students continue reading (jigsaw method) or I read to them and do this GIST strategy again.
· Refer back to the I wonder chart. See if questions were answered.
· Last 6 minutes- Use a thinking cube to generate at least 6 higher level think questions.
Presentation
After discussing above…
1. Re-Read introduction to them “The Rescue”
2. Using the concepts written on the board earlier each student chooses the most important event and uses it to complete SWBS. This is a sentence structure graphic organizer to keep the student focused on one topic.
Somebody Wanted But So
1.
2.
3.
4.
The student fills in the parts with information from the story and creates a sentence. If more information needs to be included they continue the same process. Have them read them aloud to partners and check for understanding. Use knowledge of editing to correct sentence using this academic word list http:\\www.victoria.ac.nz\lals\research\awl.aspx. (Great for middle and high school) Once corrected type into WORD using the spell and grammar check. Save, have available for the rest of the chapters to create a summary. Also pass out outlines of chapters to guide the children through the rest of the book. This use of sheltered instruction will open the door to both independent reading and teacher read material to keep the child focused.
Review /Evaluation
Read sentences to group using scaffolding: paraphrasing and systematic study to practice fluency. Print sentences on computer for grade.
Use Rubrics from rubistar.4teachers.org\-29k for grading purposes. (One for oral presentations and one for written sentences.)
Extension
To wrap up today’s lesson, have students read their sentence into a tape recorder, listen to themselves and try to become more fluent. Eventually when all chapters are done and summaries are written the children will be video tapped reading their work to be graded on fluency.
As for the second lesson plan, this was near and dear to my heart as I worked for NASA for three summers and wanted to design curriculum for them. I still get excited with 'special' topics and this one that still excites me...
Inventors/Inventions Unit
7th Grade
Overview: Inventors/Inventions
- Time frame - nine weeks
- Engage student’s interest in development of flight
- Promote improvement of reading comprehension skills
- Develop utilization of resource skills [Internet, library, reference books, primary sources]
- Create/research real world connections
- Direct students to synthesize information to formulate conclusions
Goals
Teacher objectives
- Foster interest in subject and learning
- Provide a nurturing, warm, safe environment
- Develop a variety of learning experiences to enable students with different learning types to succeed
- Instill the love of learning
- Make real world connections [Homer Hickam, Chuck Yeager, and Wright “B” Flyer]
- Introduce, model, reinforce skills
Student Objectives
- Utilize a variety of informational data [maps, charts, graphs]
- Analyze primary sources [photos, quotes, and letters]
- Improve reading comprehension skills
- Demonstrate ability to incorporate resources and interpret data
- Make real world connections
- Synthesize information and formulate conclusions
Skills to be developed
- Cause and effect
- Contrast and compare
- Sequence of events/historic chronology
- Making real world connections
- Working together
- Utilization of technology
Student State Standards for Reading & Language Arts
RLA0716 (theme, real world connections)
RLA0717 (use of photos, maps, timelines, facts, ideas, concepts, relationships)
RLA07112 (independent reading)
RLA0724 (5 step writing process)
RLA0728 (quotes/patents)
Student State Standards for Social Studies
SSS7.3 Economics (supply & demand, impact, competition)
SSS7.4 Geography (map projects, immigration)
SSS7.5 History (draws conclusions from maps, use variety of sources, interpret past)
SSS7.6 Reading (summarize events, draw inferences, purpose, recognize main idea, locate basic facts, and sequence events)
Student State Standards for ELP
ELP 124 (recognize visuals)
ELP126 (use visuals)
ELP127 (use picture dictionary)
ELP213, 214, 215 (respond to directions)
ELP133 (use technology)
ELP225 (make connect/prediction pictures)
ELP324 (answer simple factual questions)
Assignments and Activities:
Building Background
-KWL (graphic organizer) brainstorm inventors/inventions/impact
-Video “American Inventors” (Franklin, Ford, Bell, Edison,Wright)[subtitles/bilingual]
-KWL (learned) after video/discuss
-Matching card game inventor and invention (Inventions by Teacher Created Materials)
Internet Research: (students will work in pairs)
-Matching inventor and inventions (40 pictures inventions & inventors/bilingual labels)
Readings:
-All About the USA/Cultural Reader/designed for ELL students
[“Ford”, “Edison”, “Wright Brothers”]
Unit Projects:
Research: Create scrap book
Inventor/invention – students will randomly draw name/complete research
-Requirements/rubric (due May 14, 2008)
-Research sheets (graphic organizers)
-Library (school, public, classroom)
-Reference books
-Internet (http://www.nasm.edu/galleries/gal109/, http://ww.loc.govlindex.html, www.nps.gov/histoyr/nr/twhp.html)
-Magazines, newspaper articles
Alternative Assessment
Putting it All Together – Differentiated Instruction – Small Group Assessments (students will work cooperatively together to complete activities) (www.nps.gov/history/nr/twph/wwwlps/lessons/109wrightnc/109putting.htm)
Designing a Glider
- Research (How Things Fly) site, [Design and create glider, explain aerodynamic principles used in design, conduct fly offs]
The Impact of Airplanes (Supplementary Resources Sites)
- Research Role of Airplane (WWI, WWII, Commerce and Industry, Passenger Transportation first half of 20th Century), present findings in an oral or written report, classroom discuss worldwide impact of the Wright brothers’ accomplishments]
Honoring Achievements in the Local Community
- Students will select an achievement to research [Wright Brothers – Outer Banks monument, Wrights Dayton, OH – restoration, Rocket Boys – Coalwood Days, Chuck Yeager – Monument] Design exhibit/present
Materials:
[Handouts/worksheets, All About USA/Cultural Reader, library, internet, video, matching card game-Inventions/ Teacher Created Materials, class/created bilingual dictionary, worksheets, graphic organizers]
Inventors/Inventions Unit
Day One
Introduction: Purpose engage students interest in inventors/inventions
- Teacher will introduce unit/skills (cause & effect, contrast & compare, graphic organizers [KWL], matching)/model/Q&A
- Teacher will introduce KWL inventors & inventions/brainstorming/display photos on overhead[examples]/model/Q&A
- Students will view printed copies/brainstorm knowledge on inventors and inventions/compile master list on board/complete KWL/discuss
- Teacher will introduce video “American Inventors”/subtitles multi-language/simple visual format [Bell, Ford, Edison, Ford, and Wright Brothers]/ matches creations and inventors with pictures several times through video/model handout [matching visuals, dates]/Q&A
- Students will view/listen to video/ utilize subtitles/match visuals/discuss/update KWL/wrap
Day two: Inventions by Teacher Created Materials – “Matching Card Game”
All About the USA by Broukal – Cultural Reader “Ford” (reading/writing)
- Teacher will review unit (inventions/visuals)/KWL/ introduce matching game [cards have visuals/inventions & explanation/number coded to match visuals of inventor]/explain and model game/Q&A
- Students will divide into teams and play version of matching game [concentration, go fish]/develop knowledge of subject
- Teams will play against each other trying to match all cards the fastest/discuss/update KWL
- Teacher will introduce: Reading “Ford” (vocabulary [mechanic, afford, assembly line, carcasses]- context clues, main idea, grammar [verb tense] , discussion questions), model/Q&A
- Students will complete pre-reading exercise orally/discuss, read selection orally, discuss reading [assembly line, affordable auto/masses, impact of cars]
- Student will complete exercises/written (vocabulary, main idea, grammar), check, share orally/wrap up
Day three: “Bell”
- Teacher will review unit, vocabulary, skills /introduce reading /vocabulary (expert, boardinghouse, experiment, deaf, attractions, centennial), comprehension-main idea, details, grammar (prepositions), and discussion questions/model Q&A
- Students will complete pre-reading activity, read selection orally/discuss impact telephone, development of industry, deafness, thoughts
- Students will complete activities (work in pairs/if necessary) to determine correct responses/discuss/share/orally
- Students will update KWL/share
- Students will build skill by matching cards(inventors & inventions)/wrap up
Day four: Computer Lab
- Teacher will review unit/introduce computer lab assignment/”Do you know your inventors?”/ locate and identify the inventor of inventions (pictures)/List ELL sites, wikapedia, library of congress/model/Q&A
- Students will work in pairs to locate and identify the inventor of visual/inventions/document sites/complete exercise/check share
- Teacher will introduce contrast/compare worksheet/model/Q&A
- Students will utilize internet to complete worksheet/share/check/discuss
- Teacher will introduce “Wright Brothers Lesson”/internet/teaching through historic places/primary sources/photo analysis sheet/model/Q&A
- Students will utilize site/complete photo analysis sheet/discuss/share/check
Day Five: “Wright Brothers”
- Teacher will review “Wright Brothers”/photo analysis/introduce reading selection/development of flight (visuals) model/Q&A
- Students will read selection orally/discuss photo analysis/thoughts/flight development/use of wind power & engines/development of flight (pictures, timeline)/ discuss wrap up
Alternative Assessments for unit:
Putting It all Together/Purpose: Help students synthesize the information they have learned and formulate conclusions (www.nps.gov/history/nr/twph/wwwlps/lessons/109wrightnc/109putting.htm)
- Teacher will review unit/photo analysis/connect to world/reference materials/introduce assessment activities that will help them to apply what they have learned. (Designing a Glider, The Impact of Airplanes, Honoring Achievements in the local community)
- Students will be divided into small groups/each group will be given an activity to complete
- Students will determine/divide responsibilities/research and complete activities utilizing internet resources/reference sources (primary sources)
- Students will present/explain findings/share examples of primary sources used in formulating conclusions.
Attachments:
Activities:
Activity 1: Designing a Glider Using the information in the lesson plan as well as other reference materials on the principles of flight (the National Air and Space Museum's online exhibit "How Things Fly" may provide students with a good starting point), have groups of students design and build a small glider (materials may include paper, toothpicks or popsicle sticks, fabric, etc.). When the gliders are complete, have each group explain the aerodynamic principles used in the design. Then have the groups conduct flying experiments to determine which design is the most successful. Hold a classroom discussion about possible reasons for that glider's success.
Activity 2: The Impact of Airplanes Remind students that even though we take for granted the ability to fly anywhere in the world today, human flight is a very recent development in our history. Divide students into four groups and ask each group to research the role of airplanes in one of the following categories: World War I, World War II, Commerce and Industry, or Passenger Transportation during the first half of the 20th century. Groups may want to begin their research by examining some of the websites listed in the Supplementary Resources section of this lesson. Ask each group to present their findings in an oral or written report, and then hold a classroom discussion on the worldwide impact of the Wright brothers' accomplishments.
Activity 3: Honoring Achievements in the Local Community Explain to students that local citizens of the Outer Banks were the driving force behind the erection of the monument honoring the Wright brothers' achievements. Without local community support the Wright brothers' work might not have the same level of recognition and status that it does today. Working in groups, have students research a local effort to commemorate an important person or event in their own community. They should consider the following in their research: Who/what is the person/event being honored? How did the person/event impact the community? How is the person/event memorialized (commemorative plaque, building name, statue, museum exhibit, etc.)? Who spearheaded the commemorative effort? Did it receive widespread local support? What kind of publicity did the commemoration receive? Is the monument or memorial still important to the community today? How can you tell? Ask students to design an exhibit to present their group's findings and post all the exhibits for others to see.
Supplemental Resources: By studying Wright Brothers National Memorial: Site of the First Controlled Powered Flight students discover why the Wright Brothers chose the Outer Banks of North Carolina to conduct their flight experiments, how they achieved controlled powered flight in 1903, and how their accomplishments have been commemorated. Those interested in learning more will find that the Internet offers a variety of interesting materials.
Wright Brothers National MemorialThe Wright Brothers National Memorial web pages include information on visiting the park as well as detailed descriptions and visuals of the Wright brothers' work. Also helpful are links to several websites on the Wright brothers and aviation history.
Dayton Aviation Heritage National Historical ParkA cooperative effort between the National Park Service and four partners, this park includes four separate sites: The Wright Cycle Company Complex which includes the Wright-Dunbar Interpretive Center and Aviation Trail Visitor Center and Museum, as well as The Wright Cycle Company building; The Huffman Prairie Flying Field and Interpretive Center; The John W. Berry, Sr. Wright Brothers Aviation Center at Carillon Historical Park, which includes the 1905 Wright Flyer III; and The Paul Laurence Dunbar State Memorial. See the park's website for more information.
Aviation: From Sand Dunes to Sonic BoomsThis National Register of Historic Places' on-line travel itinerary provides information on more than 100 historic places listed in the National Register associated with history of aviation. Among the numerous sites featured on the itinerary are Wright Brothers National Memorial and Dayton Aviation Heritage National Historical Park, as well as other historic sites associated with the Wright brothers. Also included are essays on the Idea of Flight, the Wright Brothers, Aviation Pioneers, Modern Aviation, Air Power, and Space.
National Historic LandmarksAmerican Aviation Heritage Theme Study To ensure that this important part of our nation's heritage is preserved and protected the National Park Service and the United States Air Force are partnering to prepare a Theme Study on the history of American aviation to identify the sites, districts, buildings, structures, and landscapes that best illustrate or commemorate key events in the history of American Aviation. Visit this website for more information and to find online copies of National Historic Landmark nominations on properties already identified as relating to this important theme in American history.
National Air and Space Museum The Smithsonian Institution's National Air and Space Museum maintains the largest collection of historic air and spacecraft in the world. The original 1903 Wright Flyer is among the hundreds of artifacts on display at the museum. The NASM web site features the interactive online exhibit, How Things Fly.
The Wright Brothers: Pioneers in AviationPart of the on-line exhibit, Smithsonian Scrapbook: Letters, Diaries, and Photographs From the Smithsonian Archives, this web page includes letters written by the Wright brothers to the Smithsonian Institution.
Library of Congress: Wright Brothers Negatives The Library of Congress houses more than 300 glass plate negatives taken mostly by the Wright brothers themselves between 1896 and 1911. This digitized collection provides an excellent pictorial record of the Wright brothers' experiments as well as their personal lives. Search the Prints and Photographs Online Catalog for the Wright Brothers Negatives Collection.
NASA Glenn Research Center Managed by the Office of Educational Programs at NASA Glenn Research Center, the website Re-Living the Wright Way includes an overview of the Wright brothers' invention process, extensive information and diagrams on the Wright's gliders and Flyers, biographies of Wilbur and Orville Wright, and links to NASA lesson plans and activities.
United States Air Force Museum The USAF Museum (USAFM) portrays the history and traditions of the United States Air Force through displays and exhibition of historical items. The museum's website includes a History Gallery. In the Pre-WWI History Gallery, visit the sections on "Early Flight Pioneers" and "American Planes and Their Inventors" which provides information on the Wright brothers as well as Octave Chanute and Samuel Langley. The History Gallery also includes detailed information on the use of airpower in World War I through the Cold War.
The Federal Aviation Administration--Aviation Education Outreach The Federal Aviation Administration's Aviation Education Outreach website offers several resources for teachers including a downloadable version of Orville Wright's own account of the first flight, "How We Made the First Flight".
Wright State University Libraries Special Collections and ArchivesThe Wright Brothers Collection at Wright State University is one of the most complete records of the Wright brothers' lives and work. The website includes digital images that provide extensive coverage of the Wrights' early gliders and flight testing in both North Carolina and Ohio.
Photo Analysis Worksheet:
Step 1:Examine the photograph for 10 seconds. How would you describe the photograph?
Step 2:Divide the photograph into quadrants and study each section individually. What details--such as people, objects, activities--do you notice?
Step 3:What other information--such as time period, location, season, reason photo was taken--can you gather from the photo?
Step 4:How would you revise your first description of the photo using the information noted in Steps 2 and 3?
Step 5:What questions do you have about the photograph? How might you find answers to these questions?
How things fly: http://www.nasm.edu/galleries/gal109/
Library of Congress: http://ww.loc.govlindex.html
www.nps.gov/histoyr/nr/twhp.html
Inventor/Invention Project
7th Grade
Each student will compile research on inventor/invention in order to complete project. Graphic organizers will be provided to direct students.
Areas to research:
- Inventor’s bio information (birth/death, early life, education, career)
- Inventor’s most important contribution/invention
- Explain what the invention does/works
- Cost: (produce/purchase/profits)
- Impact (change on lifestyle)
- Market (who uses, how used, advertising)
- Evolution (changes/improvements)
Scrap Book Project 200pts.
*All entries need a 1-2 sentences explanation
Cover (Title, inventor, inventions, author, visual) 25pts
Table of Contents – page 1 10pts
- TOC, Titles, page numbers
** Title and number each page
Inventor/invention – page 2 25pts
- Inventor bio information, family, birth, death,
education, careers, accomplishments
- Invention/summary
Beginnings/Ideas/Plans – page 3 25pts
- Drawings, sketches, blueprints, designs, data collected,
successes failures, discoveries, pictures
- Where it happened, locations, who/workers, workplaces
(ex: factories, labs, basements), maps, floor plans
Creation – page 4 25pts
- Invention history, success,
- Uses (who, how), received (accepted, skeptical)
- Cost (produce, purchase, profit)
- Development (changes, improvements)
- Market (charts, graphs)
- Advertising (ads, pictures)
Documentation – page 5 25pts
- Letters, diary entry, newspaper, magazine articles,
- Souvenirs, mementos, awards, labels, tickets, pictures
Evolution – page 6 (pictures of invention) 25pts
- Visuals (beginning to now), charts, graphs
Timeline – page 7 (25 events) 25pts
- Inventor (life), inventions, important events history
Back Cover 15pts
- Summary/visual
One of my favorite parts of the course is reviewing the lesson plans. I've selected two of my personal favorites to share with you....Thank you to Laura Giles-Lorde and Kitty Corns......
A Child Called It
Theme: Differences in Others Grade: 6 Proficiency Level 3
Lesson Topic: Abuse to children, mental and physical
Objectives:
· The Student will be able to read a long passage, chapter, find the main idea, and write a complete sentence.
· The student will be able to combine sentences to create a paragraph or summary of the chapter book.
· In turn the student will read their paragraph with fluency.
Content Standards: (for unit)
· RLA 6.1.1 Identify characters
· RLA 6.1.2 Independent reading
· RLA 6.1.5 Comprehension Skills
· RLA 6.1.8 Relating text to themselves
· RLA 6.2.4 Edit own writing
· RLA 6.2.6 Capitalization
· RLA 6.2.7 Punctuation
· RLA 6.2.19 Graphic organizers
· RLA 6.3.1 Oral communication skills
· RLA 6.3.3 Listen and Comprehend
English Language Proficiency Standards
Speaking and Listening
· ELP 3.14 Conversations of particular topic
· ELP 3.15 Participation in discussion
· ELP 3.1.7 Short oral presentations
Reading and Writing
· ELP 3.2.4 Answer simple facts about what is read
· ELP 3.2.5 Create Written responses
· ELP 3.2.13 Knowledge of sentence structure
· ELP 3.3.3 Punctuation
· ELP 3.3.4 Capitalization
· ELP 3.3.6 Using multiple sentences in writing
· ELP 3.3.8 prewriting Organization
· ELP: 3.3.10 Technology
Key Vocabulary: contextualizing vocab: abuse
Self selection vocab: as selected by each individual
Literature
A Child Called It by Dave Pelzer 4 copies
Materials
Books, graphic organizers, access to Kidspiration, Microsoft Word, Video Camera
Smart board using graphics, Personal Response System, tape recorders
DAY 1 ( I only did 1 days lesson plan for this part)
Motivation and Preparation
Stemming from theme “differences” and having read Pinballs, begin discussing the differences in the way we live. Do an “I wonder “ brainstorming the word abuse .Introduce The Child Called It and the word “abuse”. Use verbal scaffolding to paraphrase and reinforce contextual definitions.
· 1 minutes -students individually preview text,
· 3 minutes -partner up and think of 3 things they think they will read about
· 4 minutes- share list with another pair transfer to final chart
· 3 minutes -each team posts list
· 4 minutes- I read introduction to text while students follow along. Check our predictions.
Do GIST summarizing strategy
· 3 minutes- after reading introduction, students pick out 10 words or concepts of text.
· 1 minute- write on board
· 3 minutes -together write summary statement using list of words and post of chart
· 3 minutes- refer back to preview chart, choose yes or no according to reading selection
· 10 minutes -students continue reading (jigsaw method) or I read to them and do this GIST strategy again.
· Refer back to the I wonder chart. See if questions were answered.
· Last 6 minutes- Use a thinking cube to generate at least 6 higher level think questions.
Presentation
After discussing above…
1. Re-Read introduction to them “The Rescue”
2. Using the concepts written on the board earlier each student chooses the most important event and uses it to complete SWBS. This is a sentence structure graphic organizer to keep the student focused on one topic.
Somebody Wanted But So
1.
2.
3.
4.
The student fills in the parts with information from the story and creates a sentence. If more information needs to be included they continue the same process. Have them read them aloud to partners and check for understanding. Use knowledge of editing to correct sentence using this academic word list http:\\www.victoria.ac.nz\lals\research\awl.aspx. (Great for middle and high school) Once corrected type into WORD using the spell and grammar check. Save, have available for the rest of the chapters to create a summary. Also pass out outlines of chapters to guide the children through the rest of the book. This use of sheltered instruction will open the door to both independent reading and teacher read material to keep the child focused.
Review /Evaluation
Read sentences to group using scaffolding: paraphrasing and systematic study to practice fluency. Print sentences on computer for grade.
Use Rubrics from rubistar.4teachers.org\-29k for grading purposes. (One for oral presentations and one for written sentences.)
Extension
To wrap up today’s lesson, have students read their sentence into a tape recorder, listen to themselves and try to become more fluent. Eventually when all chapters are done and summaries are written the children will be video tapped reading their work to be graded on fluency.
As for the second lesson plan, this was near and dear to my heart as I worked for NASA for three summers and wanted to design curriculum for them. I still get excited with 'special' topics and this one that still excites me...
Inventors/Inventions Unit
7th Grade
Overview: Inventors/Inventions
- Time frame - nine weeks
- Engage student’s interest in development of flight
- Promote improvement of reading comprehension skills
- Develop utilization of resource skills [Internet, library, reference books, primary sources]
- Create/research real world connections
- Direct students to synthesize information to formulate conclusions
Goals
Teacher objectives
- Foster interest in subject and learning
- Provide a nurturing, warm, safe environment
- Develop a variety of learning experiences to enable students with different learning types to succeed
- Instill the love of learning
- Make real world connections [Homer Hickam, Chuck Yeager, and Wright “B” Flyer]
- Introduce, model, reinforce skills
Student Objectives
- Utilize a variety of informational data [maps, charts, graphs]
- Analyze primary sources [photos, quotes, and letters]
- Improve reading comprehension skills
- Demonstrate ability to incorporate resources and interpret data
- Make real world connections
- Synthesize information and formulate conclusions
Skills to be developed
- Cause and effect
- Contrast and compare
- Sequence of events/historic chronology
- Making real world connections
- Working together
- Utilization of technology
Student State Standards for Reading & Language Arts
RLA0716 (theme, real world connections)
RLA0717 (use of photos, maps, timelines, facts, ideas, concepts, relationships)
RLA07112 (independent reading)
RLA0724 (5 step writing process)
RLA0728 (quotes/patents)
Student State Standards for Social Studies
SSS7.3 Economics (supply & demand, impact, competition)
SSS7.4 Geography (map projects, immigration)
SSS7.5 History (draws conclusions from maps, use variety of sources, interpret past)
SSS7.6 Reading (summarize events, draw inferences, purpose, recognize main idea, locate basic facts, and sequence events)
Student State Standards for ELP
ELP 124 (recognize visuals)
ELP126 (use visuals)
ELP127 (use picture dictionary)
ELP213, 214, 215 (respond to directions)
ELP133 (use technology)
ELP225 (make connect/prediction pictures)
ELP324 (answer simple factual questions)
Assignments and Activities:
Building Background
-KWL (graphic organizer) brainstorm inventors/inventions/impact
-Video “American Inventors” (Franklin, Ford, Bell, Edison,Wright)[subtitles/bilingual]
-KWL (learned) after video/discuss
-Matching card game inventor and invention (Inventions by Teacher Created Materials)
Internet Research: (students will work in pairs)
-Matching inventor and inventions (40 pictures inventions & inventors/bilingual labels)
Readings:
-All About the USA/Cultural Reader/designed for ELL students
[“Ford”, “Edison”, “Wright Brothers”]
Unit Projects:
Research: Create scrap book
Inventor/invention – students will randomly draw name/complete research
-Requirements/rubric (due May 14, 2008)
-Research sheets (graphic organizers)
-Library (school, public, classroom)
-Reference books
-Internet (http://www.nasm.edu/galleries/gal109/, http://ww.loc.govlindex.html, www.nps.gov/histoyr/nr/twhp.html)
-Magazines, newspaper articles
Alternative Assessment
Putting it All Together – Differentiated Instruction – Small Group Assessments (students will work cooperatively together to complete activities) (www.nps.gov/history/nr/twph/wwwlps/lessons/109wrightnc/109putting.htm)
Designing a Glider
- Research (How Things Fly) site, [Design and create glider, explain aerodynamic principles used in design, conduct fly offs]
The Impact of Airplanes (Supplementary Resources Sites)
- Research Role of Airplane (WWI, WWII, Commerce and Industry, Passenger Transportation first half of 20th Century), present findings in an oral or written report, classroom discuss worldwide impact of the Wright brothers’ accomplishments]
Honoring Achievements in the Local Community
- Students will select an achievement to research [Wright Brothers – Outer Banks monument, Wrights Dayton, OH – restoration, Rocket Boys – Coalwood Days, Chuck Yeager – Monument] Design exhibit/present
Materials:
[Handouts/worksheets, All About USA/Cultural Reader, library, internet, video, matching card game-Inventions/ Teacher Created Materials, class/created bilingual dictionary, worksheets, graphic organizers]
Inventors/Inventions Unit
Day One
Introduction: Purpose engage students interest in inventors/inventions
- Teacher will introduce unit/skills (cause & effect, contrast & compare, graphic organizers [KWL], matching)/model/Q&A
- Teacher will introduce KWL inventors & inventions/brainstorming/display photos on overhead[examples]/model/Q&A
- Students will view printed copies/brainstorm knowledge on inventors and inventions/compile master list on board/complete KWL/discuss
- Teacher will introduce video “American Inventors”/subtitles multi-language/simple visual format [Bell, Ford, Edison, Ford, and Wright Brothers]/ matches creations and inventors with pictures several times through video/model handout [matching visuals, dates]/Q&A
- Students will view/listen to video/ utilize subtitles/match visuals/discuss/update KWL/wrap
Day two: Inventions by Teacher Created Materials – “Matching Card Game”
All About the USA by Broukal – Cultural Reader “Ford” (reading/writing)
- Teacher will review unit (inventions/visuals)/KWL/ introduce matching game [cards have visuals/inventions & explanation/number coded to match visuals of inventor]/explain and model game/Q&A
- Students will divide into teams and play version of matching game [concentration, go fish]/develop knowledge of subject
- Teams will play against each other trying to match all cards the fastest/discuss/update KWL
- Teacher will introduce: Reading “Ford” (vocabulary [mechanic, afford, assembly line, carcasses]- context clues, main idea, grammar [verb tense] , discussion questions), model/Q&A
- Students will complete pre-reading exercise orally/discuss, read selection orally, discuss reading [assembly line, affordable auto/masses, impact of cars]
- Student will complete exercises/written (vocabulary, main idea, grammar), check, share orally/wrap up
Day three: “Bell”
- Teacher will review unit, vocabulary, skills /introduce reading /vocabulary (expert, boardinghouse, experiment, deaf, attractions, centennial), comprehension-main idea, details, grammar (prepositions), and discussion questions/model Q&A
- Students will complete pre-reading activity, read selection orally/discuss impact telephone, development of industry, deafness, thoughts
- Students will complete activities (work in pairs/if necessary) to determine correct responses/discuss/share/orally
- Students will update KWL/share
- Students will build skill by matching cards(inventors & inventions)/wrap up
Day four: Computer Lab
- Teacher will review unit/introduce computer lab assignment/”Do you know your inventors?”/ locate and identify the inventor of inventions (pictures)/List ELL sites, wikapedia, library of congress/model/Q&A
- Students will work in pairs to locate and identify the inventor of visual/inventions/document sites/complete exercise/check share
- Teacher will introduce contrast/compare worksheet/model/Q&A
- Students will utilize internet to complete worksheet/share/check/discuss
- Teacher will introduce “Wright Brothers Lesson”/internet/teaching through historic places/primary sources/photo analysis sheet/model/Q&A
- Students will utilize site/complete photo analysis sheet/discuss/share/check
Day Five: “Wright Brothers”
- Teacher will review “Wright Brothers”/photo analysis/introduce reading selection/development of flight (visuals) model/Q&A
- Students will read selection orally/discuss photo analysis/thoughts/flight development/use of wind power & engines/development of flight (pictures, timeline)/ discuss wrap up
Alternative Assessments for unit:
Putting It all Together/Purpose: Help students synthesize the information they have learned and formulate conclusions (www.nps.gov/history/nr/twph/wwwlps/lessons/109wrightnc/109putting.htm)
- Teacher will review unit/photo analysis/connect to world/reference materials/introduce assessment activities that will help them to apply what they have learned. (Designing a Glider, The Impact of Airplanes, Honoring Achievements in the local community)
- Students will be divided into small groups/each group will be given an activity to complete
- Students will determine/divide responsibilities/research and complete activities utilizing internet resources/reference sources (primary sources)
- Students will present/explain findings/share examples of primary sources used in formulating conclusions.
Attachments:
Activities:
Activity 1: Designing a Glider Using the information in the lesson plan as well as other reference materials on the principles of flight (the National Air and Space Museum's online exhibit "How Things Fly" may provide students with a good starting point), have groups of students design and build a small glider (materials may include paper, toothpicks or popsicle sticks, fabric, etc.). When the gliders are complete, have each group explain the aerodynamic principles used in the design. Then have the groups conduct flying experiments to determine which design is the most successful. Hold a classroom discussion about possible reasons for that glider's success.
Activity 2: The Impact of Airplanes Remind students that even though we take for granted the ability to fly anywhere in the world today, human flight is a very recent development in our history. Divide students into four groups and ask each group to research the role of airplanes in one of the following categories: World War I, World War II, Commerce and Industry, or Passenger Transportation during the first half of the 20th century. Groups may want to begin their research by examining some of the websites listed in the Supplementary Resources section of this lesson. Ask each group to present their findings in an oral or written report, and then hold a classroom discussion on the worldwide impact of the Wright brothers' accomplishments.
Activity 3: Honoring Achievements in the Local Community Explain to students that local citizens of the Outer Banks were the driving force behind the erection of the monument honoring the Wright brothers' achievements. Without local community support the Wright brothers' work might not have the same level of recognition and status that it does today. Working in groups, have students research a local effort to commemorate an important person or event in their own community. They should consider the following in their research: Who/what is the person/event being honored? How did the person/event impact the community? How is the person/event memorialized (commemorative plaque, building name, statue, museum exhibit, etc.)? Who spearheaded the commemorative effort? Did it receive widespread local support? What kind of publicity did the commemoration receive? Is the monument or memorial still important to the community today? How can you tell? Ask students to design an exhibit to present their group's findings and post all the exhibits for others to see.
Supplemental Resources: By studying Wright Brothers National Memorial: Site of the First Controlled Powered Flight students discover why the Wright Brothers chose the Outer Banks of North Carolina to conduct their flight experiments, how they achieved controlled powered flight in 1903, and how their accomplishments have been commemorated. Those interested in learning more will find that the Internet offers a variety of interesting materials.
Wright Brothers National MemorialThe Wright Brothers National Memorial web pages include information on visiting the park as well as detailed descriptions and visuals of the Wright brothers' work. Also helpful are links to several websites on the Wright brothers and aviation history.
Dayton Aviation Heritage National Historical ParkA cooperative effort between the National Park Service and four partners, this park includes four separate sites: The Wright Cycle Company Complex which includes the Wright-Dunbar Interpretive Center and Aviation Trail Visitor Center and Museum, as well as The Wright Cycle Company building; The Huffman Prairie Flying Field and Interpretive Center; The John W. Berry, Sr. Wright Brothers Aviation Center at Carillon Historical Park, which includes the 1905 Wright Flyer III; and The Paul Laurence Dunbar State Memorial. See the park's website for more information.
Aviation: From Sand Dunes to Sonic BoomsThis National Register of Historic Places' on-line travel itinerary provides information on more than 100 historic places listed in the National Register associated with history of aviation. Among the numerous sites featured on the itinerary are Wright Brothers National Memorial and Dayton Aviation Heritage National Historical Park, as well as other historic sites associated with the Wright brothers. Also included are essays on the Idea of Flight, the Wright Brothers, Aviation Pioneers, Modern Aviation, Air Power, and Space.
National Historic LandmarksAmerican Aviation Heritage Theme Study To ensure that this important part of our nation's heritage is preserved and protected the National Park Service and the United States Air Force are partnering to prepare a Theme Study on the history of American aviation to identify the sites, districts, buildings, structures, and landscapes that best illustrate or commemorate key events in the history of American Aviation. Visit this website for more information and to find online copies of National Historic Landmark nominations on properties already identified as relating to this important theme in American history.
National Air and Space Museum The Smithsonian Institution's National Air and Space Museum maintains the largest collection of historic air and spacecraft in the world. The original 1903 Wright Flyer is among the hundreds of artifacts on display at the museum. The NASM web site features the interactive online exhibit, How Things Fly.
The Wright Brothers: Pioneers in AviationPart of the on-line exhibit, Smithsonian Scrapbook: Letters, Diaries, and Photographs From the Smithsonian Archives, this web page includes letters written by the Wright brothers to the Smithsonian Institution.
Library of Congress: Wright Brothers Negatives The Library of Congress houses more than 300 glass plate negatives taken mostly by the Wright brothers themselves between 1896 and 1911. This digitized collection provides an excellent pictorial record of the Wright brothers' experiments as well as their personal lives. Search the Prints and Photographs Online Catalog for the Wright Brothers Negatives Collection.
NASA Glenn Research Center Managed by the Office of Educational Programs at NASA Glenn Research Center, the website Re-Living the Wright Way includes an overview of the Wright brothers' invention process, extensive information and diagrams on the Wright's gliders and Flyers, biographies of Wilbur and Orville Wright, and links to NASA lesson plans and activities.
United States Air Force Museum The USAF Museum (USAFM) portrays the history and traditions of the United States Air Force through displays and exhibition of historical items. The museum's website includes a History Gallery. In the Pre-WWI History Gallery, visit the sections on "Early Flight Pioneers" and "American Planes and Their Inventors" which provides information on the Wright brothers as well as Octave Chanute and Samuel Langley. The History Gallery also includes detailed information on the use of airpower in World War I through the Cold War.
The Federal Aviation Administration--Aviation Education Outreach The Federal Aviation Administration's Aviation Education Outreach website offers several resources for teachers including a downloadable version of Orville Wright's own account of the first flight, "How We Made the First Flight".
Wright State University Libraries Special Collections and ArchivesThe Wright Brothers Collection at Wright State University is one of the most complete records of the Wright brothers' lives and work. The website includes digital images that provide extensive coverage of the Wrights' early gliders and flight testing in both North Carolina and Ohio.
Photo Analysis Worksheet:
Step 1:Examine the photograph for 10 seconds. How would you describe the photograph?
Step 2:Divide the photograph into quadrants and study each section individually. What details--such as people, objects, activities--do you notice?
Step 3:What other information--such as time period, location, season, reason photo was taken--can you gather from the photo?
Step 4:How would you revise your first description of the photo using the information noted in Steps 2 and 3?
Step 5:What questions do you have about the photograph? How might you find answers to these questions?
How things fly: http://www.nasm.edu/galleries/gal109/
Library of Congress: http://ww.loc.govlindex.html
www.nps.gov/histoyr/nr/twhp.html
Inventor/Invention Project
7th Grade
Each student will compile research on inventor/invention in order to complete project. Graphic organizers will be provided to direct students.
Areas to research:
- Inventor’s bio information (birth/death, early life, education, career)
- Inventor’s most important contribution/invention
- Explain what the invention does/works
- Cost: (produce/purchase/profits)
- Impact (change on lifestyle)
- Market (who uses, how used, advertising)
- Evolution (changes/improvements)
Scrap Book Project 200pts.
*All entries need a 1-2 sentences explanation
Cover (Title, inventor, inventions, author, visual) 25pts
Table of Contents – page 1 10pts
- TOC, Titles, page numbers
** Title and number each page
Inventor/invention – page 2 25pts
- Inventor bio information, family, birth, death,
education, careers, accomplishments
- Invention/summary
Beginnings/Ideas/Plans – page 3 25pts
- Drawings, sketches, blueprints, designs, data collected,
successes failures, discoveries, pictures
- Where it happened, locations, who/workers, workplaces
(ex: factories, labs, basements), maps, floor plans
Creation – page 4 25pts
- Invention history, success,
- Uses (who, how), received (accepted, skeptical)
- Cost (produce, purchase, profit)
- Development (changes, improvements)
- Market (charts, graphs)
- Advertising (ads, pictures)
Documentation – page 5 25pts
- Letters, diary entry, newspaper, magazine articles,
- Souvenirs, mementos, awards, labels, tickets, pictures
Evolution – page 6 (pictures of invention) 25pts
- Visuals (beginning to now), charts, graphs
Timeline – page 7 (25 events) 25pts
- Inventor (life), inventions, important events history
Back Cover 15pts
- Summary/visual
Tuesday, September 9, 2008
Yes, Virginia, SUCCESS STORIES of Online Professional Development
Believe it or not there are "SUCCESS" stories and far less horrow stories. I myself was one of those doubting Thomas's. Who would have thought that I would be an advocator of OPD? Now if someone talks about going to class I ask, "Can you find a course online?"
Don't want to take my word for it? How about those that have participated....this has got to be convincing!!!
When I began this class, I was expecting to learn something. However, much to my surprise I have learned far more than I have expected. This was my first class set-up in this manner. I truly enjoyed reading everyone’s comments and session summaries. I believe we learn far more from the people who do our job everyday. Also, it was great getting everyone’s perspectives on the topics with us all having certification in different subject areas. I think the two most important concepts I got from the course are that we should not force ELL students to speak or to put them in situations where they are not comfortable. That they go through different stages and when they feel comfortable they will participate when ready. This goes along with making the learning environment inviting and warm for them and all of your students. The other concept in which I didn't know about is how the ELL student may "fool us." I think that learning about BICS was my favorite week. It was a real eye opener. After taking this course, I feel that I would be able to help and teach an ELL student better if I would get one in my class. Also, I def. would take another course about ELL teaching and learning. Thank you so much (EVERYONE) for making this such a great experience.
And another.....
Teaching math in high school, I always thought all students understood numbers. This class opened my eyes from an ELLs perspective. Plus, I came across one of my own students pretending to be tough, when all along he was ELL, and I find out the last 9 weeks of the year. It's made a huge difference in his attitude, and also in his learning of Algebra.
And Another....
Goodness! I have learned a lot from this course from the content but also from everyone else. Sometimes I think we learn the best from each other and we get a good feel for what works and what doesn't. However, two ideas that I definitely feel are important are that we as educators should assess ESL children according to what they can do. All children are different and have different abilities. Not all ESL children will progress at the same pace. As long as we know that they are progressing, that is all that we can ask. Another important idea that I will implement is the use of higher level questioning. BICS develops much faster and teachers can easily be fooled into thinking that children know more English than they really do, so we must ask the "right" questions and check for understanding and application of knowledge.
One Final Success Story....
This class has been a wealth of information. Thank you!! I have not had the opportunity yet to have an ELL student in my room. After taking this course I feel now that I could do more for and ELL student. I am amazed at the support that is available online. I think that checking for comprehension is so important and can be easily overlooked. The tips and techniques information last week was great! This course has reminded me how important visuals are. Having a student talk about and see pictures can be very helpful in finding out what the student knows. I think another idea I will take from this course is assessing the student on what he/she knows not what they don't know. I have learned a lot not only from the information I provided, but also from the discussions I have read. Thank you!
So you, see Virginia, there are SUCCESS STORIES in Online Professional Development.....
Don't want to take my word for it? How about those that have participated....this has got to be convincing!!!
When I began this class, I was expecting to learn something. However, much to my surprise I have learned far more than I have expected. This was my first class set-up in this manner. I truly enjoyed reading everyone’s comments and session summaries. I believe we learn far more from the people who do our job everyday. Also, it was great getting everyone’s perspectives on the topics with us all having certification in different subject areas. I think the two most important concepts I got from the course are that we should not force ELL students to speak or to put them in situations where they are not comfortable. That they go through different stages and when they feel comfortable they will participate when ready. This goes along with making the learning environment inviting and warm for them and all of your students. The other concept in which I didn't know about is how the ELL student may "fool us." I think that learning about BICS was my favorite week. It was a real eye opener. After taking this course, I feel that I would be able to help and teach an ELL student better if I would get one in my class. Also, I def. would take another course about ELL teaching and learning. Thank you so much (EVERYONE) for making this such a great experience.
And another.....
Teaching math in high school, I always thought all students understood numbers. This class opened my eyes from an ELLs perspective. Plus, I came across one of my own students pretending to be tough, when all along he was ELL, and I find out the last 9 weeks of the year. It's made a huge difference in his attitude, and also in his learning of Algebra.
And Another....
Goodness! I have learned a lot from this course from the content but also from everyone else. Sometimes I think we learn the best from each other and we get a good feel for what works and what doesn't. However, two ideas that I definitely feel are important are that we as educators should assess ESL children according to what they can do. All children are different and have different abilities. Not all ESL children will progress at the same pace. As long as we know that they are progressing, that is all that we can ask. Another important idea that I will implement is the use of higher level questioning. BICS develops much faster and teachers can easily be fooled into thinking that children know more English than they really do, so we must ask the "right" questions and check for understanding and application of knowledge.
One Final Success Story....
This class has been a wealth of information. Thank you!! I have not had the opportunity yet to have an ELL student in my room. After taking this course I feel now that I could do more for and ELL student. I am amazed at the support that is available online. I think that checking for comprehension is so important and can be easily overlooked. The tips and techniques information last week was great! This course has reminded me how important visuals are. Having a student talk about and see pictures can be very helpful in finding out what the student knows. I think another idea I will take from this course is assessing the student on what he/she knows not what they don't know. I have learned a lot not only from the information I provided, but also from the discussions I have read. Thank you!
So you, see Virginia, there are SUCCESS STORIES in Online Professional Development.....
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