 | | 5th | Computer Technology Skills; English Language Arts; Writing | GPS, Bud Not Buddy, writing, language arts, Google Earth, technology, computer skills, fifth grade, | Learn about foster families, the depression, jazz music, unions, and homelessness. |
Hardware - computer lab, computer, handheld computer, GPS, digital camera, printer, television, VCR, projector/COW.
Software – MS Office, Photo Story, Google Earth, UnitedStreaming Video.
Internet Web Links – list URL’s, WebQuest, scavenger hunt, Google Earth.
Printed Materials – handout, novel Bud Not Buddy, rubric
Supplies – paper, caches, clip boards, pencils, journals.
Other – field trip, parents, technology coordinator. |
 | | 3rd | Computer Technology Skills; English Language Arts; Mathematics; Science | GPS, computer skills, Math, Science, English Language Arts | Students will locate caches of ingredients needed to make the Dirt cup recipes. They will then refer to their copy of the recipe to answer a math/recipe question related to their caches. |
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Hardware - computer lab, computer, GPS, projector/COW
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Software – Google Earth and UnitedStreaming
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Internet Web Links – www.google.com (to download Google Earth)
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Printed Materials – Dirt- Google Earth worksheet (Day 1), Dirt GPS activity sheet and a copy of the recipe (Day 3)
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Supplies – paper, pencil, clipboard (all 3 days), caches (Day 3), ingredients for the dirt recipe- see recipe (Day 4) |
 | | 6th; 7th; 8th | Computer Technology Skills; English Language Arts; Social Studies; Writing | GPS, computer skills, English Language Arts, Writing, Social Studies | Using Louis Sachar’s novel - Holes, students will review the sequence events that take place in the book while searching for hidden caches. |
Hardware – GPS devices, computers
Internet Web Links –Google Earth, UnitedStreaming
Printed Materials – handout, Holes novels, rubric
Supplies – paper, pencil
Other – Instructional Technology Facilitator, caches |
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 | | 4th; 5th; 6th; 7th; 8th | English Language Arts; Science; Social Studies; Writing | | These attachments are correlated to the Digging Archaeology Kit for those who have been trained. | |
 | | 3rd; 4th; 5th; 6th; 7th; 8th; 9th; 10th; 11th; 12th | Computer Technology Skills; English Language Arts; English as a Second Language; Foreign Language; Healthful Living Education; Information Skills; Mathematics; Music Education; Pedagogy; Professional Development; Science; Social Studies | | Directions for using 3-2-1 summarizing strategy and Wordsplash pre-reading activity with examples | |
 | | 3rd; 4th; 5th; 6th; 7th; 8th; 9th; 10th; 11th; 12th | Computer Technology Skills; Dance Arts Education; English Language Arts; Foreign Language; Healthful Living Education; Information Skills; Mathematics; Media; Music Education; Professional Development; Science; Social Studies | literacy summarizing reading comprehension summary ticket-out-the-door | | |
 | | 6th; 7th; 8th; 9th; 10th; 11th; 12th | Computer Technology Skills; English Language Arts; English as a Second Language; Healthful Living Education; Information Skills; Mathematics; Pedagogy; Professional Development; Science; Social Studies | vocabulary before-reading strategy after-reading predicting | | |
 | | 4th; 5th; 6th; 7th; 8th; 9th | Computer Technology Skills; English Language Arts; English as a Second Language; Healthful Living Education; Information Skills; Professional Development; Science; Social Studies | reading comprehension literacy during-reading strategy | Description of method for reading texts in groups of four | |
 | | 5th; 6th; 7th; 8th; 9th; 10th | English Language Arts; Healthful Living Education; Information Skills; Professional Development; Science; Social Studies | reading during-reading strategy literacy comprehension | Description of strategy to improve reading comprehension | |
 | | 5th; 6th; 7th; 8th; 9th; 10th | English Language Arts; Science; Social Studies | collaboration reading comprehension literacy predicting prior knowledge | Description of a before-reading strategy that activates prior knowledge and requires students to make predictions about the passage they are about to read | |
 | | 6th; 7th; 8th; 9th; 10th | English Language Arts; Healthful Living Education; Professional Development; Science; Social Studies | reading comprehension literacy after-reading strategy | This after-reading strategy requires students to synthesize learning and create a new product. It promotes close reading and is an aid to reading comprehension and mastery of content. | |
 | | 4th; 5th; 6th; 7th; 8th; 9th | Computer Technology Skills; English Language Arts; English as a Second Language; Foreign Language; Healthful Living Education; Information Skills; Mathematics; Music Education; Professional Development; Science; Social Studies; Theatre Arts Education | literacy reading vocabulary strategy | This document explains how to use open- and closed-word sorts to develop concepts and vocabulary in content areas. | |
 | | 6th; 7th; 8th; 9th; 10th; 11th; 12th | English Language Arts; Healthful Living Education; Mathematics; Pedagogy; Professional Development; Science; Social Studies | seminar discussion questioning question Socratic reading literacy | | |
 | | 6th; 7th; 8th; 9th; 10th; 11th; 12th | English Language Arts; Pedagogy; Professional Development; Science; Social Studies | Socratic seminar discussion literacy questioning rubric formative peer | This is a peer assessment instrument for use in the inner-circle/outer-circle method of conducting the Socratic seminar. | |
 | | 6th; 7th; 8th; 9th; 10th; 11th; 12th | English Language Arts; Pedagogy; Professional Development; Science; Social Studies | Socratic seminar discussion literacy questioning rubric formative assessment | This is a self-assessment instrument that may be used after Socratic Seminar for students to reflect on the quality of their preparation and participation. | |
 | | 6th; 7th; 8th; 9th; 10th; 11th; 12th | Computer Technology Skills; Dance Arts Education; English Language Arts; Foreign Language; Healthful Living Education; Information Skills; Mathematics; Media; Music Education; Professional Development; Science; Social Studies; Theatre Arts Education; Writing | formative assessment reading strategy after-reading compare contrast vocabulary | This is a strategy for developing concepts in any subject area. It is used by students to compare the characteristics of various items within a topic or subject area. It can be used as an after-reading strategy and is a good instrument to collect data for formative assessment. | |
 | | 4th; 5th; 6th; 7th; 8th; 9th | English Language Arts; Foreign Language; Healthful Living Education; Professional Development; Science; Social Studies | reading comprehension summary summarizing formative assessment literacy | This is a method for visually and verbally summarizing material. It works well as an after-reading strategy and is a good instrument for collecting formative assessment data. It can be used in any subject area. | |
 | | 4th; 5th; 6th; 7th | Computer Technology Skills; English Language Arts; Healthful Living Education; Information Skills; Mathematics; Media; Music Education; Professional Development; Science; Social Studies; Theatre Arts Education; Writing | literacy reading comprehension self-assessment assessment formative | This is a vocabulary and/or concept self-assessment instrument that is used before a lesson or the reading of a text. | |
 | | 4th | Computer Technology Skills; English Language Arts; Social Studies | GPS | | |
 | | 6th | Computer Technology Skills; English Language Arts; Social Studies | GPS, Holocause | During the study of the Holocaust unit, students will read the novels Devil’s Arithmetic and Milkweed. At the conclusion, students will find questions and hints for the answers based on information from the books and unit by locating waypoints. | |
 | | 3rd; 4th; 5th; 6th | Computer Technology Skills; English Language Arts; Social Studies | GPS, Iditarod | | |
 | | 4th | Computer Technology Skills; English Language Arts; Social Studies | GPS, North Carolina, symbols | Students have been learning the different symbols that represent North Carolina. After completing in class lessons on each symbol in detail, this lesson serves as a review and culminating activity to see if students can recall the symbols, use clues to figure out what symbol is being discussed and then create individual quilt squares for the symbols of their group to be displayed on a whole class, complete North Carolina symbols quilt. |
Hardware - Computer Lab, Computer, Handheld Computer, GPS, Digital Camera
Software –Internet Resources, Google Earth
Web Links – http://statelibrary.dcr.state.nc.us/NC/SYMBOLS/SYMBOLS.HTM
Printed Materials – Google Earth Activity Sheets, handouts for groups during GPS Activity
Supplies – Paper, pencil, clipboards, crayons, paper squares for quilt project
Other – Additional adults can assist with monitoring groups, assisting as needed during the GPS hunt |
 | | 5th | Computer Technology Skills; English Language Arts | | This contains a literature circle unit as well as a GPS activity. |
Hardware - Computer Lab, Computer, Handheld Computer, GPS, Scanner, Digital Camera, Printer, Television, VCR,
Software – Office, KidPix, Inspiration, Kidspiration, FrontPage, PhotoStory, MovieMaker, Audacity, Internet, etc
Internet Web Links – List URL’s, webquest, scavenger hunt, etc
Printed Materials –handouts, novel,
Supplies – Paper, pencil,
Other – |
 | | 4th | Computer Technology Skills; English Language Arts; Writing | GPS, poetry | | |