Subject Areas
Science English
Objectives: The learner will be able to identify fact and topics The learner will expound on the subject of global warming.
related to the subject of global warming.
The learner will be able to identify reasonable solutions for The learner will write a predictive letter on the state of the earth
independent change. in 100 years if humans become earth
related to the subject of global warming.
The learner will be able to identify reasonable solutions for The learner will write a predictive letter on the state of the earth
independent change. in 100 years if humans become earth
TEKs for Language Arts
§110.19. English Language Arts and Reading, Grade 7
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding.
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students
analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence
from the text to support their understanding.
TEKs for Technology
§126.15. Technology Applications, Grade 7,
(a) General requirements. Districts have the flexibility
of offering technology applications in a variety of settings. Districts are
encouraged to offer technology applications in all content areas. This content
may also be offered in a specific class while being integrated in all content
areas.
(b) Introduction.
(1) The technology applications curriculum has six
strands based on the National Educational Technology Standards for Students
(NETS•S) and performance indicators developed by the International Society for
Technology in Education (ISTE): creativity and innovation; communication and
collaboration; research and information fluency; critical thinking, problem
solving, and decision making; digital citizenship; and technology operations
and concepts.
(2) Through the study of technology applications,
students make informed decisions by understanding current and emerging
technologies, including technology systems, appropriate digital tools, and
personal learning networks. As competent researchers and responsible digital
citizens, students use creative and computational thinking to solve problems
while developing career and college readiness skills.
(3) Statements that contain the word "including"
reference content that must be mastered, while those containing the phrase
"such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Creativity and innovation. The student uses creative
thinking and innovative processes to construct knowledge, generate new ideas,
and create products. The student is expected to:
(A) identify, create, and use files in various formats
such as text, raster and vector graphics, video, and audio files;
(B) create and present original works as a means of
personal or group expression;
(a) General requirements. Districts have the flexibility
of offering technology applications in a variety of settings. Districts are
encouraged to offer technology applications in all content areas. This content
may also be offered in a specific class while being integrated in all content
areas.
(b) Introduction.
(1) The technology applications curriculum has six
strands based on the National Educational Technology Standards for Students
(NETS•S) and performance indicators developed by the International Society for
Technology in Education (ISTE): creativity and innovation; communication and
collaboration; research and information fluency; critical thinking, problem
solving, and decision making; digital citizenship; and technology operations
and concepts.
(2) Through the study of technology applications,
students make informed decisions by understanding current and emerging
technologies, including technology systems, appropriate digital tools, and
personal learning networks. As competent researchers and responsible digital
citizens, students use creative and computational thinking to solve problems
while developing career and college readiness skills.
(3) Statements that contain the word "including"
reference content that must be mastered, while those containing the phrase
"such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Creativity and innovation. The student uses creative
thinking and innovative processes to construct knowledge, generate new ideas,
and create products. The student is expected to:
(A) identify, create, and use files in various formats
such as text, raster and vector graphics, video, and audio files;
(B) create and present original works as a means of
personal or group expression;
Essential Questions
What is the intent and focus of the unit? What am I expecting as an educator to leave with the students?
How does carbon dioxide effect the earth? How can I individually influence change?
How does carbon dioxide effect the earth? How can I individually influence change?
Activities for Technology Tools to be used by the student
Graph lesson plan on data.pptx
TEASe http://youtu.be/c43IB04rAOg
Subject Sampler http://overseertonyadavis.weebly.com/
Glog http://www.glogster.com/tlynndavis/chapter-7-flypaper-glog/g-6l69uar6p7ruh109cfmjga0
Writing Sample (final project follow the rubric link below)
Rubric: http://rubistar.4teachers.org/index.php?screen=PrintRubricDownloadFile&rubric_id=2259829&
TEASe http://youtu.be/c43IB04rAOg
Subject Sampler http://overseertonyadavis.weebly.com/
Glog http://www.glogster.com/tlynndavis/chapter-7-flypaper-glog/g-6l69uar6p7ruh109cfmjga0
Writing Sample (final project follow the rubric link below)
Rubric: http://rubistar.4teachers.org/index.php?screen=PrintRubricDownloadFile&rubric_id=2259829&