Polinick,+John

The below unit project didn't bring over my created PDF files from word after the cut and paste. The imported file above should be contain them. Dave, please use the above for grading. I spent a lot of time on the grading assessment sheets and final piece rubric. EDC 921 Final Project John Polinick Grade 6 Robert F. Kennedy Elementary School Providence, RI, 02908 **__Introduction:__** This unit titled //__Global Warming, The Human Difference__// will be used with my sixth grade class. These students are heterogeneously mixed and spend the entire day in my classroom. The lessons will consist of various topics relating to global warming and human effects on global ecosystems. The unit lessons will be related to many of the core content areas taught in my classroom. Science, reading, writing, and technology lessons will all be used throughout this unit of study. **__Timeline:__** The unit will take place during a span of approximately 3 weeks.(15 Lessons) __ The Following Standards will all be met during the course of the 15 lessons planned. __  **__ Reading NECAP GLE Standards: __** **R-6-5.1** __Explaining or supporting__ logical predictions (e.g., providing evidence from text to explain why something is likely to happen next) **R-6-5.5** Identifying author's message or theme **R-6-7.1** Obtaining information from text features (e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) **R-6-7.3** Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) **R-6-8.1** Connecting information //within // a text or //across texts // **R-6-8.3** Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant **R-6-8.4** Distinguishing fact from opinion, __and identifying possible bias/propaganda__ **R-6-8.5** Making inferences about causes or effects **__Writing NECAP GLE Standards: __** **W-6-3.1 **Stating and maintaining a focus (purpose), __a firm judgment, or point of view__ when responding to a given question **W-6-3.3 **Using specific details and references to text __or relevant citations to support focus or judgment__ **W-6-8.3 ** Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images **W-6-8.4 **__Addressing readers' concerns (including counterarguments - in persuasive writing; addressing potential problems -in procedures; providing context -in reports) __ **W-6-9.2 **Applying basic capitalization rules **ESS1 (5-6)–3Students demonstrate an understanding of processes and change over time within earth systems by …3a** describing events and the effect they may have on climate (e.g. El Nino, deforestation, glacial melting, and an increase in greenhouse gases). ESS1 (7-8)–4 Students demonstrate an understanding of processes and change over time within earth systems by … ** 4b ** using evidence to make inferences or predictions about global climate issues. **__ Technology NECAP GLE Standards: __** (Draft January 2007) ** ET1.1 (5-6) ** ** Students demonstrate an understanding of the impact of technology **
 * __ Standards: __**
 * W-6-2.2 **Summarizing key ideas
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">W-6-2.3 **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">Connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">W-6-9.1 **__<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">Applying rules of standard English usage to correct grammatical errors __<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">W-6-9.4 **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">Using punctuation to clarify meaning
 * __<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Calibri','sans-serif'">Science NECAP GLE Standards: __**
 * __ RIEMA RI Standards for information literacy  __**
 * __ Standard 1: __ The student who is information literate accesses information efficiently and effectively. ||
 * __ Rhode Island Standard 2: __ Students will demonstrate information-seeking strategies to identify, locate, access and retrieve information in all formats.  ||
 * __ Rhode Island Standard 3: __ Students will demonstrate an ability to synthesize and analyze information in all formats.  ||
 * Standard 2: The student who is information literate evaluates information critically and competently. ||
 * __ Rhode Island Standard 4: __ Students will demonstrate an ability to organize and evaluate information in all formats.  ||
 * Standard 3: The student who is information literate uses information accurately and creatively. ||
 * __ Rhode Island Standard 5: __ Students will demonstrate an ability to communicate ideas and information through the use of various media.  ||

**//__ Lesson 1: Introduction to global warming; __//** Students will be introduced to the topic of global warming by starting the lesson with a whole group activity. The teacher will write out on an overhead the format for a KWL chart. Teacher will then have students create their own KWL chart in their notebooks. The children will be instructed to fill in as much of the K and W parts of their charts as possible. Once children are nearly complete, the teacher will ask for volunteers to add what they have to the classroom chart. Once chart is complete, teacher will put the following website on the projector and use the following information as a read aloud. http://science.nationalgeographic.com/science/environment/global-warming/gw-overview.html After the read aloud teacher will have students add to their L section in their charts, but remind them that this area is far from complete. Students will be asked to revisit their chart throughout the unit. **//__ Goals: __//**At the culmination of this lesson, students will have explored their prior knowledge of global warming, along with creating a KWL chart containing new information acquired through the read aloud. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) //__**Lesson 2 : Word Work;**__// Students will be given a list of vocabulary words for the unit. Each word will be written into their science glossary section. The word will be defined when it appears on an assignment or during a reading. The teacher will model the desired work by selecting 10 words for the students to add to their glossaries that day. Methods of defining the words will be modeled. Using context clues, a dictionary, text features, Wikipedia, and dictionary.com will all be used as ways to find 5 appropriate vocabulary definitions. Students will then have to find the remaining definitions using the lesson taught as a guideline. The student will also write a paragraph describing his/her favorite method, reasons for their choice, and possible drawbacks. **//__ Goals: __//**At the culmination of this lesson, students will have experimented with different methods of finding the definition of vocabulary words. Students will have created a glossary and written a paragraph describing their favorite method. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) //__Lesson 3: Student Research lesson:__// Students will be reintroduced to global warming by completing research. Students will be guided through the following sites and various features of the sites will be discussed. [|http://www.edf.org/home.cfm<span] style="font-family: Calibri"> Environmental Def Fund [|http://www.epa.gov/climatechange/science/index.html<span] style="font-family: Calibri"> US Environmental Protection Agency [|http://en.wikipedia.org/wiki/Global_warming<span] style="font-family: Calibri"> Wikipedia Global Warming http://www.nwf.org/globalwarming/?&s_src=GoogleAdwords National Wildlife Federation. A great collection of videos, documents, blogs, and even wikis Students will go home and use any of the following sites to find //__one__// discussed cause for global warming. Students will then give the following information: How is this problem helping cause global warming? What is creating this effect? Is it natural or created by humans or both? On a scale of 1 to 10 (1 not much-10 major effect), how much do you think your cause is involved in overall global warming? Why? //__ (I have already established a classroom blog and wiki. These issues are assumed for the next lessons. It is also assumed that the teacher has a projector attached to his/her computer. I have and use these tools daily in my classroom) __// **//__ Goals: __//**At the culmination of this lesson, students will have found a cause for global warming and started to gather conclusions about the facts surrounding their collected information **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) //__Lesson 4; Introduction to Wiki:__// Student will watch a short video [|http://www.commoncraft.com/video-wikis-plain-english<span] style="font-family: Calibri"> (3:52). After watching the video, teacher will facilitate a discussion on usefulness of wikis and ways that a wiki may be used in the classroom. Teacher will open the classroom blog and from there click on the link for the classroom wiki. Once at wikispaces, the teacher will show how to edit and save on the wiki. The teacher will then add the following titles to the wiki; __Global Warming Cause. Global Warming effect__. Students will be assigned the task of adding the cause and effect to the class wiki from their previous night’s homework. **//__ Goals: __//**At the culmination of this lesson, students will have learned how to add content to the class wiki. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) //__Lesson 5; Class web__// : Teacher will revisit the classroom wiki and show children the progress that was made. Teacher will emphasize how much time and effort this task would have taken if the assignment was completed through email or other means. Teacher will then review the entries left on the wiki and create a class web on chart paper based on the information students left for homework. The web will contain the word global warming in the middle. All of the causes will then be filled in the circles coming from global warming. Teacher will assign the following for homework; Students will add effects circles onto the causes circles already created for the class web. Example: PDF file **//__ Goals: __//**At the culmination of this lesson, students will have learned the benefits to working on a wiki, and deepened their understanding of the causes and effects of global warming. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) //__Lesson 6; Research Part II:__// Students will visit the following sites in pairs looking for more information to add to their webs. The classroom has access to 10 wireless laptops that will be used for this lesson. Students will be given the appropriate sites to expedite the process in class. <span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt">[|http://www.ecobridge.org/content/g_cse.htm<span] style="mso-spacerun: yes"> List of causes of global Warming [|http://www.ecobridge.org/content/g_cse.htm<span] style="mso-spacerun: yes"> **Threat of Climate Change. What could happen if (Effects)** Students will also access the classroom wiki during this time to add more causes and effects to the list. **//__ Goals: __//**At the culmination of this lesson, students will have deciphered important research information, and yet again deepened their knowledge of global warming and its causes and effects. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) <span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt"> __Lesson 7;Effects of Global Warming on Wildlife:__ Teacher will discuss yesterday’s findings in whole group. Class will then watch a short video to reinforce and add to the effects/possible effects of global warming. [|http://www.nwf.org/wildlifeandglobalwarming/globalwarmingandwildlife.cfm<span] style="font-family: Calibri"> (Effects on Habit from global warming video). Students will see for themselves the alarming trends and the impact that global warming has. Students will write a one page paper (5-8 paragraphs) summarizing the effects of global warming. Students will also be instructed to add content to their webs and KWL charts. **//__ Goals: __//**At the culmination of this lesson, students will have learned about the impact of global warming on wildlife. The students would have also created a one page paper summarizing what they have learned through lesson 7. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) __Lesson 8; Greenhouse Gasses:__ The teacher will revisit the site <span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt">[|http://www.ecobridge.org/content/g_cse.htm<span] style="mso-spacerun: yes"> List of causes of global Warming. Teacher will create a chart with the greenhouse gasses listed. Carbon Dioxide, Methane, Nitrous Oxide, and water vapor. Students will then fill in the other side of the chart will the objects that cause those gasses. It will be clear to see that most of the problem is the gas carbon dioxide. Students will then be asked to create a list of 10 things that they or their family can do to reduce the amount of carbon dioxide that is created. Students will review their list and add any missing parts to the class wiki. Each student is required to add at least one thing that they can do to the class wiki. The wiki page should contain both the idea and student name. **//__ Goals: __//**At the culmination of this lesson, students will have explored greenhouse gasses and effects on the planet. Students will also add information to the class wiki.<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt"> **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) __Lesson 9; Point of view (Feature Articles): __Lesson will focus on feature articles and point of view. Teacher will begin the lesson with 2 short read alouds. Both articles will be shown on the smartboard with the projector so that students will be able to notice the text features. Both of the texts are articles and emphasis will be directed to text features and point of view. [|http://www.sciencedaily.com/articles/a/antarctic_ice_sheet.htm<span] style="font-family: Calibri"> Science Reference, Antarctic ice sheet [|http://www.time.com/time/magazine/article/0,9171,1176980,00.html<span] style="font-family: Calibri"> TIME Magazine article Following the read aloud, there will be a whole group discussion on text features and point of view. Students will be asked; Students will then be asked to consider the author’s point of view. Does the point of view matter? Once that question is asked, play the video commercial http://www.youtube.com/watch?v=0bcRgnIcntI Coal, America’s Power. Once the video is completed, ask the question again. Students will complete the following question for homework. Who is the better baseball team? The Yankees or the Red Sox? Students will post their responses on the classroom blog ([|www.rfkfamily.blogspot.com] ) This will lead the discussion for tomorrow’s lesson. **//__ Goals: __//**At the culmination of this lesson, students will have been exposed to more persuasive text, and shown an example of persuasive video. Both media will be student options for the final project. Students will also answer a question regarding opinion that will lead into tomorrow’s discussion. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) __Lesson 10; Writing persuasive piece lesson1:__ Teacher led discussion will start with yesterday’s question. Who is better? The Yankees or the Red Sox? Ask for student responses. After everyone airs their opinion, tell them that this is what point of view is all about. People think that what they believe is right. How do we try to convince others of our opinion? Yesterday, we watched a commercial about coal. It sounded pretty good. What point of view did the commercial take? Who do you think created that commercial? How did they try to convince you ? What about the opposing position? Well here is a site that I would consider the opposing view. <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt">[|http://www.sciencealert.com.au/opinions/20080205-17265-2.html<span] style="mso-spacerun: yes"> __Letter to Kevin Rudd- Stop coal plants now__ __<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt">. Display this site on the smartboard and use it as today’s read aloud. __<span style="mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt">This is a letter to the Prime Minister of Australia. Two very different points of view. What makes someone believe your point of view? How do we convince people? Facts, Facts, Facts. Students will choose one topic from this unit that they think is important to address. (After classroom lessons focusing on persuasive arguments, the student will try to convince the Governor of the importance of their point and ways to slow of reverse its effect.) //__<span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt"> For the following final writing piece, it is assumed that students already have prior knowledge using the classroom blog. They would have been using it since the start of school to post their weekly writing lesson from Reading Street (Pearson). __// **//__ Goals: __//**At the culmination of this lesson, students will have learned more about persuasive writing. Students will also have chosen a topic regarding global warming that they would like to create a persuasive argument for. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-bidi-font-family: Arial; mso-font-kerning: 18.0pt"> __Lesson 11; Persuasive Piece Lesson 2 Day 1:__ Teacher-“Yesterday you had to decide on a topic regarding global warming that you thought was important. Your assignment is to convince the Governor of your opinion and offer actions that can slow or reverse the effect.” The teacher will then make a list on chart paper containing students and their choices. This list, while being compiled will be screened for appropriate and desired topics. The teacher will then pass out the rubric for the persuasive argument. While reviewing the rubric with the children, the teacher will point out that students will have the freedom to use any form of persuasion. Students will have the option of creating pieces such as a magazine or newspaper article, a persuasive letter, a written persuasive argument in traditional form, video collection with text, an oral persuasion, or create their own wiki space or blog. Students can use any form that interests them. Students will complete an outline of their proposal and explanation of the media type used. Students will also begin to gather information on their topic. **//__ Goals: __//**At the culmination of this lesson, students will have researched their topic, chosen a type of media to use, and complete an outline of proposed media type to be used. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) __Lesson 12; Persuasive Piece Lesson 2 Day 2:__ Students will work on their projects in class. During this time, students who chose to write a piece will be grouped together. Students who chose to use a web based technology will be grouped together with the 10 laptops. During this time the teacher will circulate around the room offering help and guidance to the class. Teacher focus should be on student engagement, collection of facts, and guidelines set by the persuasive rubric. Students will work on their projects for homework and write one paragraph regarding any problems that they are encountering. The one paragraph will be added to the classroom blog. The teacher will read the classroom blog that night in preparation of tomorrow’s lesson. **//__ Goals: __//**At the culmination of this lesson, students will have started creating their piece, and students also had to write one paragraph regarding an area they feel is troublesome for them. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) __Lesson 13; Persuasive Piece Lesson 2 Day 3:__ The students will work on their projects again in class. During this time teachers will review individual progress and mark student results on the grade checklist. Students should have collected data, created most of their persuasive argument piece, and should be nearly ready to publish by the end of the class period. Students will be required to finish their persuasive argument for homework. All student work will need to be posted on some form of web based platform. Whether it is an article on the classroom blog, or a student created blog, all final pieces must be completed in electronic form. **//__ Goals: __//**At the culmination of this lesson, students will have published their persuasive argument. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) __Lesson 14; Persuasive Piece Peer Review:__ Over the course of the next two days, the class will view the work of their peers offering insight and comments regarding individual pieces. Students will discuss effectiveness of the piece in terms of persuading the audience. Students will use a teacher created checklist for each piece and give each student a grade based on the scoring rubric. The student grading will be counted as part of each student’s final grade as laid out in the project rubric. **//__ Goals: __//**At the culmination of this lesson, students will have peer reviewed each other’s work, and scored peer pieces. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) Lesson 15; Culminating activity: Teacher will play the DVD //__An Inconvenient Truth,__// narrated by Al Gore. This video not only ties in all of the previous research, it’s also a very powerful form of media. Students will comment on the film by writing a one page summary and posting a minimum of a 2 paragraph opinion on the classroom blog. [|www.rfkfamily.blogspot.com] **//__ Goals: __//**At the culmination of this lesson, students will have learned about the causes of global warming and things that can be done to stop or slow the continued demise of our global ecosystems. Students will have also written a one page summary and a 2 paragraph opinion to be posted on the blog. **//__Assessment:__//** Student will be assessed by the teacher on the student checklist. (See end of lesson for checklist and detailed description of daily lesson assessment.) __ Students will be graded daily on the areas indicated in the chart below. Students will be graded on either a STUDENT WORK PIECE or TEACHER OBSERVED BEHAVIOR. These two types of grading will be scored by the following __ 4- Student follows all directions and completes the assignment. Student goes above and beyond the teacher requirements. 3- Student follows all directions and completes the assignment in an acceptable manner. 2- Student generally follows directions, but may have missed a part of the required procedure. May lack effort and quality 1-   Student didn’t follow directions. Missed too many aspects of the assignment to show acquisition of desired skill. Lacks effort and is poor in quality 4- Student follows classroom procedure and is an active participant. Student may be seen taking the assignment further, helping others, and can be observed learning above and beyond the lesson guidelines. 3. Student follows classroom procedure and is an active participant. Student is self directed and motivated. 2. Student occasionally strays from classroom procedure and rarely participates in classroom guided discussion. Students is occasionally motivated but is easily distracted form tasks. Doesn’t get desired amount of work done in allotted time. 1- Student is often off task and doesn’t participate within the classroom, guidelines. Isn’t motivated and may be a large distraction to him/her self and others. The Persuasive Argument piece along with the unit work checklist will be the main two assessments during this unit. Student unit test and quizzes are other accommodations that may be used to help assess this unit. I have decided to move away from these traditional methods of assessment and utilize different measures of student achievement for this unit. [|http://www.edf.org/home.cfm<span] style="font-family: Calibri"> Environmental Defense Fund [|http://www.epa.gov/climatechange/science/index.html<span] style="font-family: Calibri"> US Environmental Protection Agency [|http://www.time.com/time/magazine/article/0,9171,1176980,00.html<span] style="font-family: Calibri"> TIME Magazine article [|http://www.climatehotmap.org/namerica.html<span] style="font-family: Calibri"> Global Warming: Early Warning signs [|http://en.wikipedia.org/wiki/Global_warming<span] style="font-family: Calibri"> Wikipedia Global Warming http://www.nwf.org/globalwarming/?&s_src=GoogleAdwords National Wildlife Federation. A great collection of videos, documents, blogs, and even wikis [|http://climatechallenge.org] Site has local Group finders, flicker, You Tube videos, and common blogs [|http://www.boston.com/news/science/articles/2006/01/30/scientists_debate_human_effect_on_global_warming/<span] style="font-family: Calibri"> Scientists debate human effect on global warming ‘Tipping point’ raises concern 2006 [|http://www.sierraclub.org/energy/health/<span] style="font-family: Calibri"> Sierra Club “ Global Warming Impacts: Health Effects http://www.sierraclub.org/energy/overview/ http://www.youtube.com/watch?v=0bcRgnIcntI Coal, America’s Power. http://www.sfgate.com/cgi-bin/article.cgi?file=/c/a/2007/04/17/MNGFCP9UL41.DTL <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt">Global warming health effects <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold">Smog, heat waves may contribute to big rise in illness <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt">[|http://www.sciencealert.com.au/opinions/20080205-17265-2.html <span] style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt"> Letter to Kevin Rudd- Stop coal plants now. <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt">[|http://www.ecobridge.org/content/g_cse.htm <span] style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt"> List of causes (manmade) of global Warming <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt"> <span style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt">[|http://www.ecobridge.org/content/g_cse.htm <span] style="FONT-SIZE: 9pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt">  **  Threat of Climate Change. What could happen if: ** //"Global warming is real; the risks it poses are real; and the American people have a right to know it and a responsibility to do something about it. The sooner Congress understands that, the sooner we can protect our nation--and our planet--from increased flood, fire, drought, and deadly heat waves."// President Bill Clinton, July 25, 1998. (Quotation from transcript of President Clinton’s radio address of July 25, 1998) [|http://www.nwf.org/wildlifeandglobalwarming/globalwarmingandwildlife.cfm <span] style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%"> Effects on Habit from global warming video. [|http://www.sciencedaily.com/articles/a/antarctic_ice_sheet.htm <span] style="FONT-SIZE: 10pt; LINE-HEIGHT: 115%"> Science Reference, Antarctic ice sheet
 * How does an article differ from other text you may read?
 * What things should you look for when you are reading an article like the ones today?
 * Is there another type of text that is similar to what I read to you today?
 * Student Assessment **
 * Student Checklist:  **
 * **//__ Student Work Piece: __//**
 * **//__ Teacher Observed Behavior: __//**
 * __ USEFUL SITES  __**

Deliverable #3- Proposal for Staff Blog/Wiki By John Polinick Grade 6 Teacher ,Robert F. Kennedy Elementary School, Providence, RI

//** Overview of Proposal: **// This proposal is geared toward the use of a school-wide blog with a Wiki component for each grade level K-6 at Robert F. Kennedy Elementary School. The school blog would allow participants to exchange ideas, thoughts, and other general information via a blog. (Also known as a web-log) Participants would also have access to a separate page called a Wiki. The wiki will allow collaboration based on individual grade level issues. Much of our teaching day consists of teaching in isolation. Both the Wiki and Blog will allow the staff to efficiently communicate with each other on both general and specific needs/ideas.

· //** What is a Blog? **// . A **blog** (an abridgment of the term **web log**) is a [|website], usually maintained by an individual, with regular entries of commentary, descriptions of events, or other material such as graphics or video. Many blogs provide commentary or news on a particular subject; others function as more personal [|online diaries]. A typical blog combines text, images, and links to other blogs, [|web pages], and other media related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on [|art] ( [|artlog] ), [|photographs] ( [|photoblog] ), [|sketchblog], [|videos] ( [|vlog] ), [|music] ( [|MP3 blog] ), [|audio] ( [|podcasting] ) are part of a wider network of [|social media]. //(Wikipedia Definition)// · //** What is a Wiki? **// A **wiki** is a collection of [|web pages] designed to enable anyone who accesses it to contribute or modify content, using a simplified [|markup language] [|[1] ] [|[2] ]. Wikis are often used to create [|collaborative] [|websites] and to power community websites//. (Wikipedia Definition)// The use of web based technology is something that can be more useful, efficient, current, and community based than current forms of collaboration/communication. This proposal involves creating a school blog that will take the place of current school bulletins, e-mails, and other communications both in paper and electronic forms. This school blog will allow constant contact between the administration/teacher and also teacher/teacher. No longer will important information be spread throughout different media. Teachers will only have to refresh their homepage (Homepage will be set to school blog), and all correspondences will be right there. The first aspect of this proposal is the use of a school based blog. ( 2,3  [|http://principalnays.blogspot.com/; __<span] style="FONT-SIZE: 8pt; COLOR: #365f91; FONT-FAMILY: 'Arial Narrow','sans-serif'; mso-bidi-font-family: Arial; mso-ansi-language: EN"> [|http://www.butlerville.net/ ____<span] style="FONT-SIZE: 7pt; FONT-FAMILY: 'Arial Narrow','sans-serif'">) The previous examples shown give good insight into the usefulness and value of school and community blogs. The blog aspect of this proposal will be run by the school administrator and John Polinick. The second aspect of this proposal consists of teacher collaboration via a grade based wiki. Since there are grades K-6 in the school, there will be 7 individual wiki pages created. The creation of these wikis will help organize information important to each grade level. One of the initial problems with web technology is that this type of communication is often bulky, general, or it doesn’t pertain to you. We all have had junk mail fill our inbox, and out of the 100 emails that day, only 10 are useful. Many grade 5 teachers will not be interested in testing conducted by kindergarten teachers, nor will grade 1 teachers need to know about NECAP prep. These personal questions and issues shouldn’t take up the time of everyone and should be posted on a grade level wiki rather than the school blog. The purpose of the wiki is to participate in discussions that pertain to you. Teachers will be more apt to use both the blog and wiki if they feel it is a useful tool. Possible Roadblocks: //** There are a substantial amount of roadblocks when trying to implement new technology and ideas into a school environment. **// Ø First and foremost the technology has to be manageable, available, and supported. Ø Perceived costs of proposal Ø Willingness of teachers to learn new technology Ø Acceptance of key ideas regarding the importance of technology especially blogs and wikis. Ø Teacher technology phobia Ø Training for administrator of blog Ø Training of staff to utilize the tools appropriately and successfully Ø In School time where teachers can discuss, interact, and train Combined, some of these obstacles seem to make implementation of this proposal very difficult, but once these possible roadblocks are managed and isolated success isn’t far away. In terms of technology, every classroom in the school is equipped with at least one working computer that is connected to the internet. Nearly all teachers also have internet access in their homes, and have been receiving school based e-mails since September 2007. Teachers have to log in to the school webmail, and they have to read, print, and sometimes respond to these e-mails. The software that will be used for both the blog and the wiki are off site and controlled by a third parties. The use of their technology and data storage space will keep the cost of this proposal minimal. (Blogger/Wikispaces) The training of the staff to use and implement this proposal can be done at various times throughout the year. Starting with the first day of teacher training in August (1.5 hours, blog and wiki introductions, uses, and how to demonstrations) the staff will begin their training. Once the initial training and introduction to the technology are completed, the staff can start using the blog site and small edits on the wiki. Both of which are limited in technicality and effort. Once the staff is trained initially, teachers will use common planning time during the school day( 1hr available weekly), and after school professional development( 39 hrs yearly) to build upon previous skills and experiences. Though all of these hours will not be necessary, they are an option to the administration to use when and if needed. Probably the most difficult aspect of implementation will be convincing the staff that this is something needed, useful, and inevitable. There are many older teachers in the school who are not so pleased with change. The first orientation day will consist of the Power Point presentation:EDC921 session 2 and Session 8. Both will be trimmed down for quantity and need. Following the power point presentations, staff will observe the following sites that demonstrate the usefulness of blogs and wikis. After previewing a few sites using blogs and wikis, I will then present my classroom blog and wiki to the teachers. Teachers will then see the outline and format for the school blog/wiki. The following three sources will be used and other sites visited by clicking links contained there. 1.  [|http://my-ecoach.com/online/webresourcelist.php?rlid=4992<span] style="mso-spacerun: yes"> This site is titled Classroom Blogs and Wikis, by Dave Caldwell. It offers sites to create, view, and explore blogs and other web based technology. In addition to these, the site contains a Tips for Teacher’s section that will be very useful for new and old bloggers alike. Topics covered, [|Educational Bloggers' Network] Tips and resources for educational blogging, [|eThemes' Journals and Blogs] Several resources for educators that want to create online journals or blogs, [|Blogger Tips and Tricks] Directions for changing code and removing the “next blog” button for students, Educational Wikis-Eduwiki Examples and ideas for using wikis in schools., [|Educator Videos on Wikis] Videos from educators that are using wikis. Contains advice. Classroom teacher blogs and wikis Mr. C’s Classroom blog is shown here, and is a great example of the great gadgets available to the classroom teacher. [|http://mrcsclassblog.blogspot.com/</span]> Also, there is a well written wiki example and how it can be used in the classroom on various topics. Mrs. L’s collaborative learning wiki located at http://collaborative-learning.wikispaces.com/ 2.  [|http://anne.teachesme.com/2007/01/17/rationale-for-educational-blogging/</span]> a. This site will be shown and copies of the information regarding rationale for blogging read and discussed. 3.  [|http://rfkfamily.blogspot.com] a. This site is my classroom site. The RKF Family site contains blogs facilitated by the teacher along with student comments. Children have moved to the point where they post and then the class comments. It is primarily used for writing and student work on the blog is mandatory and part of the classroom work. The wiki is for their questions, answers, and any other writing they may want to add.

Hopefully, after becoming aware and accustomed to blogging and wikis, all of not most teachers will be willing to give this technology a try. While there are teachers who are stuck in the past, many teachers are willing to try something new. Especially if they see their peers being successful with it. Teachers will become more comfortable with time, and as long as the administration follows through and leads by example, the bumps will be few and far between. The technology is simple to use, but can get as advanced as the staff would like to be. To accomplish the goals in this proposal, Two software applications are required. First, the school website will be created by Google’s Blogger. Blogger is free to use and has many useful tools available. In addition to the Power Point sources listed in Session 2 and Session 8, Blogger has many useful tutorials, discussion sites, and software programs that will prove beneficial for the school and also individual teachers willing to try blogging in their classroom. The second aspect of the proposal is the wiki. I have used wikispaces for both professional and personal uses. It is simple and effective. The wiki can be linked to the blog and used as an extension of the school community. Finally, the initiation of this proposal will bring Robert F. Kennedy into the new technological era. This current proposal is just the tip of the iceberg. It is a beginning, a start. Hopefully, teachers will see the usefulness of blogging and wikis and add them to their classrooms. Teachers will facilitate while students interact through podcasts, video clips, photos, I.M., blogs, and wikis. It will provide services for both students and teachers that will inevitably be needed and utilized in the very near future. Children live in a time where it is more common to; use an ATM card than cash, to text a friend rather than call them, to talk with people they have never met than talk with their neighbor, to read media from non-printed sources rather than printed sources. In an ever-shrinking world, children and adults must look at new ways and technologies as a way of life. Web 2.0 isn’t going away and if we have to be a part of it, let’s make it the way //we// want. If not, we will be left behind trying to fill a generation gap that is greater than there has ever been before.

1.  [|http://www.pewinternet.org/pdfs/PIP_SNS_Data_Memo_Jan_2007.pdf  <span] style="FONT-SIZE: 7pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial Narrow','sans-serif'"> Uses of Blogs and Students #’s using internet. 2. [|http://principalnays.blogspot.com/ __<span] style="FONT-SIZE: 7pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial Narrow','sans-serif'"> An example of a principal’s blog 3. [|http://www.butlerville.net/ __<span] style="FONT-SIZE: 7pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial Narrow','sans-serif'"> This is an example of a school blog. In the blog, teachers have their own blog page along with all types of contact, e-mail, newsletters, and even the lunch menu. 4. [|http://tcea.blogspot.com/ __<span] style="FONT-SIZE: 7pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial Narrow','sans-serif'"> - this site is a very useful tool in describing the use, history, tools, and resources for individuals interested in learning/utilizing blogs. 5. [|http://blogs.edweek.org/teachers/blogboard ____<span] style="FONT-SIZE: 7pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial Narrow','sans-serif'">/ : // Teacher Magazine // 's look at what's new and noteworthy in educator blogs. Is a great source for teacher related information from technology to sports and activities there are many posts that insight discussion and thought.