Kaczynski,+James

Deliverable # 2 I have two blogs that I am using right now. One is for general information that is used in class (web sites related to lessons) and cool things that are sent to me via the many lists that I subscribe to. The second blog is where I have been posting homework for my classes. I currently have no student subscribers but use the site daily in class. It up on my smart board as students enter so they see it and write in their planners. I worked very hard to get my students and parents to subscribe to schoolnotes to follow my HW and they are not ready to make the switch yet. My Edublogs are not really the type of thing you would use a rubric on. I may eventually add pieces to them (questions and assignments) that will require one. My sites are: [] and []

Although I like the features of both blogs, the looks, the gadgets, I find the upkeep difficult. It is not difficult because of the concepts or that it is hard to do, but rather it is hard to find time to do another thing and try to do it well.

Deliverable # 3 (To Kathy Almanzor, Principal)

Dear Kathy, As part of a class I am currently enrolled in, I have begun using blogs ( a type of interactive web page) in my classroom. Blogging, the interactive posting of comments, opinion, and content by individuals, is part of the next wave of educational tools available to teachers. At this time I maintain two blogs; one for posting homework (http://kaczynskihomework.blogspot.com), and another for classroom information (http://jtownscience.blogspot.com). It is my opinion that this technology is easy to use and would be useful to our school community. I am requesting your help in getting the district to commit to further exploration and teaching of this technology to our staff. It meets the needs of parents, students, and teachers while opening the lines of communication (one of the goals of our School Improvement Plan as defined by our SIT and recent SALT visit).

The homework blog is useful to students and parents and teachers. Students can check assignments, due dates and plan for their work load. Student’s lives are busier than ever and often have to balance school and extra curricular activities. Posting HW allows them the ability to see what they need to do immediately along with other assignments that may conflict with a game, band concert, or family obligation. Parents can help their student learn to manage their time, ask relevant questions about classroom lessons, schedule outside commitments, better understand the pressures their student faces, and open lines of communication that are harder and harder to establish as students push for more independence. For teachers the HW blog is an amazing tool. It communicates the assignments to the student, keeps a record of what has been assigned (and archives it), allows for student feedback, and cuts down on parent calls about assignments. Although I have only been using my blogs for a few months, I am very excited and happy with the results.

The classroom blog has many uses and forms. These forms change depending on the teacher’s comfort level with the new technology and the subject being taught. Edu-blogging is a way for teachers to deliver material to students in a mode that the students understand and feel comfortable using. There are great examples from all levels and all subjects created by past and present students of my class (edc921). They have great features and can be seen at http://edc921.blogspot.com/ (scroll down to participants blogs).

There are several free blogging services we could use but I recommend //blogger.com//. Since it is a free service, it will not cost teachers or the district any money. Another added benefit is that it is easy to use and internet based. This gives teachers the flexibility of changing their blog entries from home or school and is not dependant on the platform (PC or Mac) and does not require any IT maintenance. One of the major concerns discussed in my education class is the subject of student safety. In teacher created and maintained blogs this is not a concern because of the controls and built in security features //blogger// offers. Parents and students can also subscribe to and track changes to the entries using various services allowing for better home/school communication. For district professional development, myself and several teachers that are already using blogs could run seminars and serve as resources, trainers, and mentors for new users, again saving money.

Future expansion could include a school-wide blog with links to teacher pages. In this scenario we would no longer outsource our school web page, manage/control our content, and be part of the interactive community. I recommend you follow this link to the Meriwether Lewis Elementary School page []  to see how they have implemented web 2.0 into their school.

While I’m still new at this, I believe our students, parents, and teachers will benefit from expanded use of this technology. I would to like discuss any questions you may have and listen to your feedback and experience.

Deliverable #4


 * Title:** Middle School Chemistry – Atoms and Elements

Six lessons: ·  Introduction to periodic table ·  Element Adoption ·  Element Research ·  Element Brochures ·  Element Models ·  Element Presentations
 * Time Frame:** ~Four weeks

Students will: ·  Research using interactive periodic tables found on the internet and linked to my blog. ·  Make comments/respond to questions posted to student blog ·  Contribute information to wiki about elements ·  Complete daily puzzles using periodic table ·  Make a brochure about a specific element ·  Make a model of a specific element ·  Present their model and basic element information to class
 * Unit Goals:**


 * Standards/GSEs:**


 * PS 1 (5-8) MAS-5
 * PS 1 (9-12) POC -3

//I call this the decorating the periodic table lesson//
 * Lesson 1 – Introduction to periodic table (1 week)**

Pass out periodic tables (that only show element name, symbol, atomic #, mass) printed on blank white paper

Using Smart Board, access a variety of periodic tables looking for information to add to student tables via color and keys (explaining each as they are added). If no Smart board, use wall chart or overhead and have students look for differences.

//Once this lesson is complete, each of the following classes will begin with puzzle that requires the use of the student modified periodic tables to solve and review (about 10- 15 minutes per class). These puzzles show four element symbols and the students must use the table to figure out what 3 of the four elements have in common on the table (ex. same period, same group, odd atomic #, etc)//

Distribute handout
 * Lesson 2 – Introduction into the Element Adoption Service (1 class)**

Select element – select element from a bag that has a cut up periodic table inside. This ensures that no element is selected twice. Students can trade if both parties agree. Take oath – each person can read or as a class said in unison Explain basic components and set due dates

Use **Mr.K’s Blog** to access web sites to begin to fill out note sheets for brochure Make comments about interesting/useful information to posting on Science **Student Blog** //(to be created by instructor prior to class//) Because of limited computer access, print sources are also available from library (on cart)
 * Lesson 3 – Element Research (2-3 classes)**

Review rubric and explain each item Have students draw a plan of what they may do based on their research
 * Lesson 4 – Element Model (1 class – model built at home)**


 * Lesson 5 – Making Brochure (3 classes)** [[file:element brochure.doc]]
 * This is one of the more formal written pieces in this unit and will be graded on a rubric (attached)

Read through rubric showing examples of past projects (best and worst saved after first year) or discussing what would be ideas of things that fit each rubric item Provide some basic materials for students to begin making brochure following guidelines on handout Monitor student progress**

Students present their models (now hanging all around the room from the ceiling) Using their entry to the** wiki **//to be created in future// and the Smart Board, students explain their element and model**
 * Lesson 6 – Element Presentations (2 classes)

**Rubric also attached below**
 * Assessment**

**This unit meets the needs of all levels of learners. The rubric and projects allow the instructor to vary expectations and make modifications to the students ability, high and low. Also, to assist special educators, resource students can be allowed to use the same element (oxygen for example) but each student does their own projects.**
 * Differentiation**

=**Attachments**= . I have selected this element by chance and will become the grade expert on this element. I understand that in order to be a good agent I must:
 * Jamestown School Element Adoption Service

1) Construct a 3D model of my element that will be hung in our room and is: A) No larger than 1meter in diameter B) Is made of material that is not bought specifically for this project (model kits) (no Styrofoam balls) C) Does not exceed 5 pounds _ 3) Make a brief presentation and wiki entry about t his element that includes: A) Element Basics (name, symbol, discovery, properties, electron structure,etc) B) The common uses of the element (types of things and places it can be found)   C)  Interesting facts about the element D) Explain model (point out each part, material choice)

Name __ Date__ __ Class__ _ ** Jamestown Element Adoption Rubric **//. // ** Science Standards: 8S06 ** - Physical Science concepts: Atoms/Elements Model: ** 1 2 3 4 5 8S03 ** - Scientific Communication (presentation)  ** 1 2 3 4 5 1 & 2
 * Brochure: ** 1 2 3 4 5 
 * Needs Improvement

|| Meets 3&4

|| Exceeds 5

||  ||
 * = Element Model = || ||
 * __Notes: __ || Follows guidelines on sheet || Protons and Neutrons shown in nucleus ||  ||
 * ^  || Has card attached that that accurately: identifies the element, it's symbol, # of protons, #of electrons, # of neutrons, your name and class, key (if needed). ||   ||^   ||
 * ^  || Made out of material that relates to the element somehow. (explain)

||  ||^   ||
 * ^  || Ready to hang (completely assembled) ||   ||^   ||
 * ^  || Done on time ||   ||^   ||
 * ^  || Has nucleus and proper electron orientation || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Unique/Creative design ||   ||
 * = Element Brochure = || ||
 * <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Notes:

|| <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">No more than three spelling/punctuation errors || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">All words spelled correctly with proper punctuation ||  ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Follows guidelines on sheet || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Extra detail/info ||   ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Neat and on time || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Creative display ||   ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Uses color (not from printer) || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Detailed history ||   ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Accurate information || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;"> ||   ||
 * = Element Presentation and wiki entry = || ||
 * <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Notes: <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">

|| <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Clear, articulate voice, organized, and rehearsed || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Acts as agent/salesman (positive and persuasive) ||  ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Covers //Element basics// as directed on sheet || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Has physical examples of the element ||   ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Where it can be found and 3 uses || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">More detailed information ||   ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">States 1 or 2 accurate, interesting facts || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Makes poster ||   ||
 * ^  || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;">Explains the model || <span style="font-size: 13pt; font-family: Arial; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt;"> ||   ||

Name _ Element

= Element Brochure Directions = 1.  Fold 8 X 11 paper into three equal sections and number pages as follows: 2. Place the following things on the specified page (other decorations are OK)

Page 1 Cover
Name of element Symbol of the element **Page 2 History** Discoverer When it was discovered Other historical facts **Page 3 Diagrams (must be drawn by hand)** Electron dot diagram Electron shell diagram

**Page 4 Properties** Atomic mass Atomic number Melting point Boiling point Group it belongs to Physical characteristics of the element **Page 5 Uses and Facts** Where it can be found (physically/geographically) Cost (if available) At least three interesting facts Uses of element **Page 6 Pictures and Drawings** Picture or drawing of the element Drawings of the things that it is used in Your name and class at the bottom of the page
 * 1) of electrons, protons, and neutrons