croom_and_ford_lesson

Energy Conservation and Podcasting

by Christopher Croom and Heather Ford

GEORGIA SOUTHERN UNIVERSITYGRADE 6

LIBRARY CONTEXT Fixed Flexible Combination Individualized Instruction

Stand-alone lesson Lesson in a unit Multiple lessons in a unit

COLLABORATION CONTINUUM None Limited Moderate Intensive

CONTENT TOPIC Science and Technology - Podcasting

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALSStandard(s) Inquire Think Critically and Gain Knowledge Pursue personal and aesthetic growth

Skills Indicator(s) 112 Use prior and background knowledge as context for new learning415 Connect ideas to own interests and previous knowledge and experience

Benchmark(s) Recall and integrate previously learned material with new or current materialElaborate on or further explain contentEncourage analysisMake a connection between previously learned material and the studentrsquos life

Dispositions Indicator(s) 422 Demonstrate motivation by seeking information to answer personal questions and interests trying a variety of formats and genres and displaying a willingness to go beyond academic requirements

Responsibilities Indicator(s) 434 Practice safe and ethical behaviors in personal electronic communication and interaction

Self-Assessment Strategies Indicator(s) 446 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs

Scenario Students have been studying energy and its uses in their 6th grade science class The classroom teacher is collaborating with the media specialist to do a technology lesson on podcasting and energy conservation

CONNECTION TO LOCAL OR STATE STANDARDS

International Society for Technology and Education Connection

ISTE StandardsCreativity and Innovation

1

1 Students demonstrate creative thinking construct knowledge and develop innovative products and processes using technologyb Create original works as a means of personal or group expression

CCSSELA-LiteracySL65Include multimedia components (eg graphics images music sound) and visual displays in presentations to clarify information

S6E6 Students will describe various sources of energy and with their uses and conservation

a Explain the role of the sun as the major source of energy and its relationship to wind and water energy

b Identify renewable and nonrenewable resources

READING COMPREHENSION STRATEGY Activating or Building Background Knowledge

LESSON OBJECTIVES At the end of these lessons students will be able to

1 Describe various sources of energy and uses for energy and conservation2 Create a podcast3 Make a text-to-world connection

Overview Students will learn about podcasts explore podcasts and use prior knowledge from a classroom experience to create their own podcasts

Essential Question How can podcasting enhance your understanding of a topic

FINAL PRODUCT Energy Podcast

LIBRARY LESSON(S)The entire lesson is outlined in the instructional plan Students will begin Day 1 in the media center Students will also utilize the computer lab

Estimated lesson time 7-10 sessions

ASSESSMENT Product ndash Energy Podcast Process ndash Students will choose one activity from the podcast choice board to demonstrate their

understanding of the sources of energy Student self-questioning ndash Students will reflect on the podcasting process at the end of all lessons

INSTRUCTIONAL PLAN

Resources students will use (Check the appropriate box and list the resources below) Online subscription database(s) Web sites Books Reference Nonprint Periodicalsnewspapers Other (list) lined paper plain

paper pencils colored pencils

2

Day 1Opening (Classroom Teacher)

Think-Pair-Share ndash Students will be asked to think about what they know about podcasts Students will then jot down thoughts and share with a partner Each pair will share out with the larger group

Direct Instruction and Modeling (Media Specialist) The media specialist will discuss podcasting using a Prezi presentation entitled ldquoPodcastsrdquo

Students will take Cornell notes jotting down important terms definitions explanations or illustrations related to podcasting httpprezicomdijwdhrdi23dpodcasts

Students will also view a video on podcasting Students will be asked to reflect on what they have learned about the sources of energy in

previous science classes Exit Card 1 ndash Create a post card to share with a parent to explain podcasting

Day 2Guided and Independent Practice (Classroom Teacher and Media Specialist)

Students will be broken up into two groups The media specialist will work with one group while the classroom teacher works with the opposite group

K-W-L (Energy Conservation) Students will explain what they know and what they wonder about energy conservation

The classroom teacher will have students to share responses from the K-W-L leaving the L for the lesson closing Students will share what they know and wonder about energy conservation

Students will engage in a mini-lesson on energy conservation using Energy Quest The teachers will discuss the amount of energy that Americans use in comparison to other countries

The following website will be used during the mini-lesson httpwwwenergyquestcagovsaving_energy

Students will take Cornell notes during the mini-lesson Students will then complete a graphic organizer that shows ways to save energy at home at

school and in the environment Exit Card ndash Students will complete the L for what they have learned on their K-W-L charts

Students will be divided into groups of 2 for the remaining portion of the lesson

Day 3 Exploring and Independent Practice

The media specialist will start a discussion on Edmodo about energy conservation She will pose the following question Should Americans reduce their energy use considering how much more energy they use than people in other countries

Students will respond to the discussion question The media specialist and the classroom teacher will post comments adding to the discussion

Students will view podcasts on energy conservation and write additional information in their Energy Conservation graphic organizers

3

httpenergygovenergysaverarticlesprofessional-home-energy- httpwwwyoutubecomwatchv=QG3HNQiEaTM httpwwwyoutubecomwatchv=C-w01jxidDk

Exit Card 3 ndash 3-2-1 = 3 Things you know about energy conservation 2 Things that you still need clarified 1 Question you have for the teacher

Students will be instructed to bring their own technology (if applicable) to use for the podcast assignment

Day 4

Independent Practice Students will revisit all notes that they have taken related to podcasting and energy conservation Students are now ready to create their own podcasts Each pair will choose one activity from the

Energy Podcast choice board Before beginning the task students will write out a script that thoroughly discusses what they will

say during the podcast Exit Card 4 ndash Last Word Strategy (Podcast) ndash Students will do an acrostic poem for the word

podcast

Days 5 6 7Students will work on their podcasts Students must do a podcast on ways to conserve energy at home school within the environment

or ways for Americans to conserve more energy Students should news notes and explore otherweb resources of choice to complete this task

The podcast should be 5-10 minutes in length Students will work with their partners to completethis task

ReflectionStudents will answer the following questions to reflect on their experiences with podcasting-What have you learned from this experience- How did you benefit from working with a partner- What would you change about the assignment

Strategies for Differentiation- There were multiple means of delivering and discussing information about podcasting- Students worked on various tasks to move towards the product- Students were able to choose the method for podcasting and they will choose 1 assignment from

the Energy Podcast choice board

4

Podcasting Resources

Podcast Creation Software (Online)

Odeo - Perhaps the most popular podcasting platform It allows you to record audio within your browser embed it anywhere and create your own audio channelsHipcast - Record high-quality audio right through the web browser or your phone No additional software neededGcast - Record mix and broadcast your podcasts You can record messages by phone and upload MP3 files from your computerPodomatic - This site lets you record video and audio online directly from your browser You can also receive in line calls from listeners wanting to leave voice commentsClickCaster - create broadcast and sell your very own radio shows and podcasts You can record audio right from your browser or upload an existing MP3Wild Voice Shout Recorder - Online service that lets you record audio files through an intuitive interface but doesnt let you edit them or add special effects

Graphic Organizers5

Cornell Notes Graphic Organizer

K-W-L

Know Wonder Learned

6

Energy Conservation7

Home School Environment

8

Podcast Choice Board

Create a multi-host podcast that discusses conserving energy at home

Create a multi-host podcast that discusses conserving energy at school

Create a multi-host podcast that discusses conserving energy in the environment

Create a multi-host podcast that discusses how Americans can save more energy

9

Podcast Rubric

Exceeds Target 5 points Meets Target 4 points Does Not Meet Target 3 points

Script Script is well written1048576 Includes through information about energy conservation at home school within the environment or saving energy as Americans1048576 Content is accurate and clearly expressed

Script is adequately written1048576 Includes mostly thorough information about energy conservation at home school within the environment or saving energy as Americans1048576 Content is mostly accurate and clear

Script is poorly written1048576 Does not include through information about energy conservation at home school within the environment or saving energy as Americans1048576 Content is not accurate or clearly expressed

Sound The backgroundsounds and musicclearly enhance thecontent of thepodcast throughvolume andmusicsound selection

The backgroundsound and musicsomewhat enhancethe content of thepodcast throughvolume andmusicsound selection

The backgroundsound and musicdetract from thecontent of thepodcast in eithervolume ormusicsound selection

Images Images clearlyenhance thepodcastrsquos contentand are correctlyplaced and timed tocreate fluidity in the podcast

Images somewhatenhance thepodcastrsquos contentand are correctlyplaced but somewhatdetract from thefluidity of the podcast


Podcast Content

Content of the podcast ties in directly with the script

Content of the podcast mostly ties in with the script

Content of the podcast is unrelated to the script

Creativity Podcast is creative and original

Podcast is somewhat creative and original

Podcast is not creative and original

Total Score _____25 =

Teacher Comments

10

References

BASF (2008) Energy Efficiency- the world in 2030 Retrieved from

httpwwwyoutubecomwatchv=QG3HNQiEaTM

Energygov (2013) Professional Home Energy Audits Retrieved from

httpenergygovenergysaverarticlesprofessional-home-energy-audits

Elliot Malachi (2014) Podcasts Retrieved from httpprezicomdijwdhrdi23dpodcasts

Mashable (2007) Podcasting Toolbox 70+ Podcasting Tools and Resources Retrieved from

httpmashablecom20070704podcasting-toolbox

Moreillon Judi (2012) Coteaching Reading Comprehension Strategies in Secondary School Libraries

Chicago American Library Association

Saving Energy (2014) Retrieved from httpwwwenergyquestcagovsaving_energy

11

12

Conflict and Change

SUBMITTED BY HEATHER FORD AND CHRISTOPHER CROOMSCHOOL GEORGIA SOUTHERN UNIVERSITYGRADE 6TH GRADE TYPE OF LESSON INTERDISCIPLINARY (ENGLISHLANGUAGE ARTS AND SOCIAL STUDIES)APPROXIMATE LENGTH OF LESSONCONTENT ENGLISH AND SOCIAL STUDIES




CONTENT TOPIC Conflict and Change Interpreting Political Cartoon

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALSStandard(s)

112 Use prior and background knowledge as context for new learning

117 Make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas conflicting information and point of view or bias

314 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view use and assessSkills Indicator(s) Media Specialist and teacher will check for understanding frequently during the lesson Once after the Activator at least 3 times during the Modeling and Direct Instruction and continuously throughout independent practice

Benchmark(s) Assessed informally political cartoon graphic organizer timeline and constructed response

Dispositions Indicator(s) 323 Demonstrate teamwork by working productively with others (Students adhering to their set group norms)

Responsibilities Indicator(s) 332 Respect the differing interests and experiences of others and seek a variety of viewpoints (Students accepting others opinions contrary to their own)

Self-Assessment Strategies Indicator(s) 343 Assess own ability to work with others in a group setting by evaluating varied roles leadership and demonstrations of respect for other viewpoints (Students will incorporate assessment within their reflection)

SCENARIO YOU HAVE BEEN COMMISSIONED TO CREATE A political cartoon by the Editor-in-Chief of the Historical Society Newspaper sing the information presented in this lesson Your political cartoon should answer the following question Why did Hitler rebel against the Treaty of Versailles

13


(List here relevant content information literacy and technology standards)Common Core StandardsLanguage Arts Social Studies

SS6H7The student will explain conflict and change in Europe to the 21st century

a Describe major developments following World War I the Russian Revolution the Treaty of Versailles worldwide depression and the rise of Nazism

CCSSELA-LITERACYRI61Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textCCSSELA-LITERACYRI62Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgmentsCCSSELA-LITERACYW68Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

CCSSELA-LITERACYRH6-81Cite specific textual evidence to support analysis of primary and secondary sourcesCCSSELA-LITERACYRH6-82Determine the central ideas or information of a primary or secondary source provide an accurate summary of the source distinct from prior knowledge or opinions

CCSSELA-LITERACYRI67Integrate information presented in different media or formats (eg visually quantitatively) as well as in words to develop a coherent understanding of a topic or issue

CCSSELA-LITERACYRH6-87Integrate visual information (eg in charts graphs photographs videos or maps) with other information in print and digital texts

READING COMPREHENSION STRATEGY Media Specialist and the Teacher will use Reading Comprehension Strategy 5 (Determining Main Ideas) As students are reading through the given texts (Profile of Adolf Hitler and Rise of Nazism) they will analyze the text for text features and use Learnersrsquo Graphic Representation (Moreillon 121)

LESSON OBJECTIVESStudents will analyze the rise of Nazi power recognize the effects of apathy and indifference of Adolf Hitler

14

OVERVIEWThis lesson analyzes Adolf Hitlerrsquos character traits of disobedience and defiance to sign and join the Treaty of Versailles Students will discover how Hitler rose to power and the outcome Students will also analyze and investigate various texts to determine key factors of the social conditions economic conditions and political conditions as a result of Hitlerrsquos rule

ESSENTIAL QUESTION Why did Hitler rebel against the Treaty of Versailles

FINAL PRODUCTStudents will create their own political cartoon based on the information attained throughout the lesson The studentrsquos political cartoon should answer the following question Why did Hitler rebel against the Treaty of Versailles

LIBRARY LESSON(S)(Describe the lesson activities for the selected AASL Standards)The Media Specialist will assist students to make sense of information gathered from diverse sources by identifying misconceptions main and supporting ideas and conflicting information HeShe will reinforce Reading Comprehension Strategy 5 (Determining Main Ideas) The specialist will also provide small group remediation for students who are struggling to access the content by providing hands-on guided practicemodeling

ESTIMATED LESSON TIME 75 MINUTES

ASSESSMENT Product ndash Studentrsquos own Political Cartoon Process - Timeline of Rise of Nazism Constructed Responses of Hitlerrsquos rebellion Student self-questioning ndash Student reflection of their understanding of the content

INSTRUCTIONAL PLAN

Resources students will use (Check the appropriate box and list the resources below) Online subscription database(s) Web sites Books Reference Nonprint Periodicalsnewspapers Other (list)

ResourcesProfile article on Adolf Hitler (See Resource List)Smart Board with lap top computer Article on ldquoThe Rise of Nazismrdquo httpfcitcoeduusfeduholocausttimelinenazirisehtm TimeLiner Program

Instructionactivities(Provide explicit details for the lesson including the activities for both the teacher and the library media specialist)

ActivatorHook(Teacher or Media Specialist) A political cartoonist uses symbols pictures and familiar objects to make his or her point quickly and visually Show students the Political Cartoon of Adolf Hitler Ask the students to identify the elements of the picture

15

Guiding Questions Whorsquos in the picture What items are in the picture What do they meanStudents should then fill in the graphic organizer

(Sample)Important Words Versailles TreatyImportant Symbols German SoldierSummary

Background knowledge Students should be able to tell you what the Treaty of Versailles is and its historical significance in conjunction with Hitlerrsquos Party

Direct instruction The teacher will lead the students into a discussion about the political cartoon and their responses The teacher will clarify any misconceptionsmisunderstandings Key Points Hitler wants no part of the Treaty Hitler was actually forcedpressured to sign by the allied powers (United States Russia Great Britain France and Italy)

Modeling and guided practicePlace students in 7 learning communities of 4 each community will have a digital copy of the articles on ldquoThe Rise of the Nazisrdquo to outline The media specialist will assist students in accessing the information and maneuvering throughout the website and how to use the Timeliner program

From the articles students gather information that describes the economic social and political conditions in Germany from 1918 through 1933 Students will collaborate to create a timeline of events using the Timeliner program

Discuss conditions in Germany that potentially make the Germans accept Hitler as their leader

16

Conditions from 1918-1933 Graphic Organizer

Economic Conditions Social Conditions Political Conditions

1918

17

Independent practice Using the information presented in the political cartoon timeline and the profile of Adolf Hitler students will evaluate and draw conclusions of Hitlerrsquos rebellion and refusal of the Treaty of Versailles by responding to the question Why did Hitler rebel against the Treaty of Versailles (Teacher and media specialist facilitate assist students or see if students have any questions)If you could rewrite history and convince Hitler to accept the Treaty what would the outcome be Students will be assessed using the rubric listed below)

Sharing and reflecting Students will post their response on the class discussion board and respond to at least 2 classmates Students will then reflect on their learning by expressing their thoughts about Hitlerrsquos character in their Language Arts journal

Strategies for DifferentiationLearning activity that is present in my lesson includes

1 VisualMotor Deficits Learners Students will use cloze notes and circle the correct words for the definition

2 Auditory Difficulties Students will fill in the meaning for the word 3 Expressive Difficulties Students will use pictures to support communication of knowledge4 Metacognitive Issues Students will organize information by providing and using pictures real

life application word list and outline

Alignment of StandardsAmerican Association of School Librarians

Common Core Standards

Standards for the 21st Century Learner

Language Arts Social Studies



CCSSELA-LITERACYRI61Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the textCCSSELA-LITERACYRI62Determine a central idea of a text and how it is conveyed through particular details provide a summary of the text distinct from personal opinions or judgmentsCCSSELA-LITERACYW68Gather relevant information from multiple print and digital sources assess the credibility of each source and quote or paraphrase the data and conclusions of


18

others while avoiding plagiarism and providing basic bibliographic information for sources

314 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view use and assess



19

Political Cartoon RubricCriteria 4 ndash Exceeds

(Mastery)3 ndash Meets (Emerging)

2 ndash Approaching 1 ndash Does Not Meet (Not Evident)

Evidence of Knowledge Demonstrates thorough understanding of the content goes beyond requirements and supplies additional information

Demonstrates knowledge and understanding of the content presented Cartoon responded appropriately to the given question

Demonstrated a partial understanding of the content the historical factssymbols were inaccurately used

Demonstrated no understanding of the content the depiction was off topic

Creativity Provided a thorough and detailed account of the event in connection within the context of the time period(connection of the lesson with outside knowledge)

Provided all necessary elements to respond accurately to the given question

Attempted to complete the assignment however it was a duplication of another illustration

Did not attempt to complete the assignment

Mechanics and Grammar There were no grammatical or mechanical errors

There was only 1 grammatical or mechanical error

There were 2-3 grammatical or mechanical errors

There were 4 or more grammatical or mechanical errors

Score ________9

ResourceshttpwwwcorestandardsorgELA-LiteracyWHST6-8httpwwwalaorgaaslstandards-guidelineslearning-standards

Adolf Hitler World of Criminal Justice Gale 2002 Biography in Context Web 4 Apr 2014Document URLhttpicgalegroupcomicbic1ReferenceDetailsPageReferenceDetailsWindow

20

failOverType=ampquery=ampwindowstate=normalampcontentModules=ampmode=viewampdisplayGroupName=Referenceamplimiter=ampcurrPage=ampdisableHighlighting=trueampdisplayGroups=ampsortBy=ampsearch_within_results=ampp=BIC1ampaction=eampcatId=GALE7C00000000MPPTampactivityType=ampscanId=ampdocumentId=GALE7CK2425100169ampsource=Bookmarkampu=cobb90289ampjsid=3a09a47e6669aa13ca3be53d4329a85b

Gale Document Number GALE|K2425100169

Evidence of Collaboration Chris and I sent several emails initially through GoView We found that we had something in common ndash we both teach the same grade and content area We exchanged information such as email addresses and telephone numbers Because of our very busy schedules we shared ideas about lessons we wanted to do We decided that he would focus primarily one lesson and I would focus primarily on the other lesson We discussed the standards for each lesson together He focused on the Instructional plan for one lesson and I focused on the instructional plan for the other lesson After we completed our respective parts we sent the lesson plans to each other via Yahoo Google Docs He reviewed my work and provided feedback I did the same with his work I like the fact that through this process we constantly referred back to the assignment and rubric to see what we were missing and what we needed to revise in our plans We pulled together to get the job done and that we did As I look at both of the plans that we created it reflects collaboration with the two styles of writing

Biography in Con

21



Connection to local or state standards


ISTE Standards





Instructional plan

Resources students will use (Check the appropriate box and list the resources below)

Conflict and Change


READING COMPREHENSION STRATEGY

Instructional plan


1 Students demonstrate creative thinking construct knowledge and develop innovative products and processes using technologyb Create original works as a means of personal or group expression

CCSSELA-LiteracySL65Include multimedia components (eg graphics images music sound) and visual displays in presentations to clarify information





LESSON OBJECTIVES At the end of these lessons students will be able to

1 Describe various sources of energy and uses for energy and conservation2 Create a podcast3 Make a text-to-world connection

Overview Students will learn about podcasts explore podcasts and use prior knowledge from a classroom experience to create their own podcasts

Essential Question How can podcasting enhance your understanding of a topic

FINAL PRODUCT Energy Podcast

LIBRARY LESSON(S)The entire lesson is outlined in the instructional plan Students will begin Day 1 in the media center Students will also utilize the computer lab

Estimated lesson time 7-10 sessions

ASSESSMENT Product ndash Energy Podcast Process ndash Students will choose one activity from the podcast choice board to demonstrate their

understanding of the sources of energy Student self-questioning ndash Students will reflect on the podcasting process at the end of all lessons

INSTRUCTIONAL PLAN

Resources students will use (Check the appropriate box and list the resources below) Online subscription database(s) Web sites Books Reference Nonprint Periodicalsnewspapers Other (list) lined paper plain

paper pencils colored pencils

2




















3




Day 4




podcast







4




Graphic Organizers5


K-W-L

Know Wonder Learned

6



8






9

Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan





















3




Day 4




podcast







4




Graphic Organizers5


K-W-L

Know Wonder Learned

6



8






9

Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan





Day 4




podcast







4




Graphic Organizers5


K-W-L

Know Wonder Learned

6



8






9

Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan





Graphic Organizers5


K-W-L

Know Wonder Learned

6



8






9

Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan



K-W-L

Know Wonder Learned

6



8






9

Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan




8






9

Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan







9

Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan


Podcast Rubric











Podcast Content








Teacher Comments

10

References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan


References











11

12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan


12

Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan


Conflict and Change















13











14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan












14







INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan








INSTRUCTIONAL PLAN





15








16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan









16



1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan




1918

17















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan
















18





19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan






19
















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan

















Score ________9



20




Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan





Biography in Con

21





ISTE Standards





Instructional plan


Conflict and Change



Instructional plan


croom_and_ford_lesson

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