Collaboration

= **Collaborative Projects** =
 * Project #1 **

**Introduction: **
==== Due to the fact that I am not currently working in a school I chose to collaborate with my husband, Tom for this assignment. I wanted the lesson I developed or adapted to be useful if not to myself, someone else. Tom teaches biology and horticulture at Geneva High School. This lesson was created by my husband five years ago. This particular project is part of his Genetic Engineering unit for his horticulture classes. Originally, the lesson required students to make a Power Point presentation to display facts which support their arguments about Genetically Modified Organisms. I adapted the lesson and changed how the information was presented. I chose to have the students use the Web 2.0 tool //Wordle// to present their findings. I felt by using a //Wordle// word cloud slide of their main ideas it would force students to really know the facts which support their argument. They would be forced to internalize information and speak directly to the class without just simply reading their Power Point slides. The use of a //Wordle// slide also promotes creativity and produces a strong visual image for talking points. ====

**1.14 ** Find, evaluate, and select appropriate sources to answer questions.
====**1.1.6 **Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. ==== ====**1.1.7 **Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. ====

**2.1 Skills: **
====**2.1.1 **Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. ====

**2.1.4 **Use technology and other information tools to analyze and organize information.
====**2.1.6 **Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. ==== ====**2.2.3 **<span style="font-family: 'Gisha','sans-serif';">Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. ====

**<span style="font-family: 'Gisha','sans-serif';">3.1 Skills **
====**<span style="font-family: 'Gisha','sans-serif';">3.1.1 **<span style="font-family: 'Gisha','sans-serif';">Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. ====

**<span style="font-family: 'Gisha','sans-serif';">3.1.3 **<span style="font-family: 'Gisha','sans-serif';">Use writing and speaking skills to communicate new understandings effectively.
====**<span style="font-family: 'Gisha','sans-serif';">3.1.4 **<span style="font-family: 'Gisha','sans-serif';">Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. ====

**<span style="font-family: 'Gisha','sans-serif';">4.1.8 **<span style="font-family: 'Gisha','sans-serif';">Use creative and artistic formats to express personal learning.
====**<span style="font-family: 'Gisha','sans-serif';">4.2.3 **<span style="font-family: 'Gisha','sans-serif';">Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. ====

**<span style="font-family: 'Gisha','sans-serif';">Key Ideas and Details **

 * 1) ====<span style="font-family: 'Gisha','sans-serif';">Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. ====


 * 1) ====<span style="font-family: 'Gisha','sans-serif';">Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. ====

**<span style="font-family: 'Gisha','sans-serif';">Integration of Knowledge and Ideas **
====<span style="font-family: 'Gisha','sans-serif';">7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. ====

====<span style="font-family: 'Gisha','sans-serif';">8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. ====

====<span style="font-family: 'Gisha','sans-serif';">9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. ====

====<span style="font-family: 'Gisha','sans-serif';">7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ====

====<span style="font-family: 'Gisha','sans-serif';">8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation. ====

<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">(Days 1 & 2) **Background:**

 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will watch movie, //Harvest of Fear// which details GMO background information from multiple perspectives. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will take notes and answer questions on provided worksheet about movie content concerning Genetically Modified Organisms. ====

**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">1.1 ****<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Define the problem **

 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">What are Genetically Modified Organisms? ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">What effect do GMOs have on human beings? ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">What effect do GMOs have on the environment? ====

**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">1.2 ****<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Identify the information needed **

 * 1) ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will research a specific question about Genetically Modified Organisms. ====
 * 2) ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Each student or student group will be assigned one of the following questions. ====
 * 3) ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Each student or student group will defend the **YES ARGUMENT** or the **NO ARGUMENT** for their assigned question. ====
 * 4) ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will locate at least three (3) supporting facts for their argument. ====
 * 5) ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Student’s argument will be logical. ====
 * 6) ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Main ideas of argument will be presented to class using //Wordle// slide as visual guide during presentation. ====


 * 1) ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Are GMOs safe to eat? **====
 * 2) ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Have scientists gone too far in tampering with nature? **====
 * 3) ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Do GMOs damage the environment? **====
 * 4) ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Do we need GMOs to feed the world? **====
 * 5) ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Are GMOs worth the risk? **====
 * 6) ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Are the biotech companies that are creating GMOs gaining too much power over people? **====
 * 7) ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Are GMOs helping farmers around the world? **====

**__<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Information Seeking Strategies __**

 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">2.1 Determine all possible sources. **====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Notes taken on movie, //Harvest of Fear// ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Print resources via Geneva High School Library catalog. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Online via the following databases: ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Student Resource Center Global Issues in Context ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Encyclopedia Britannica ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Facts on File Research ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Gale Student Resources In Context ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Global Issues in Context ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">CQ Researcher ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Internet searches ====


 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">2.2 Select the best source. **====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will select the best, most credible sources which validate their argument. ====

**__<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Location & Access __**

 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">3.1 Locate Sources **====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Notes from //Harvest of Fear// movie ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Librarian will review with students how to access the library catalog and databases. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Librarian will also remind students to write notes in their own words and keep track of their sources for Works Cited page. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will locate print resources on their question via Geneva High School Library catalog. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will locate information to argue their position online via the following databases: ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Student Resource Center Global Issues in Context ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Encyclopedia Britannica ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Facts on File Research ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Gale Student Resources in Context ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Global Issues in Context ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">CQ Researcher ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will locate information using keyword Internet searches and determine the validity of found websites. ====


 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">3.2 Find information within sources **====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will find pertinent information on their topic and argument within sources. ====

**__<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Use of Information __**

 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">4.1 Engage **====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will review personal notes from //Harvest of Fear// movie. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will read articles or information from multiple sources. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students may watch applicable informational videos found online. ====


 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">4.2 Extract relevant information **====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will find most applicable facts which support their argument to given question. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will take notes in their own words from sources. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will correctly cite sources. ====

**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">5.1 ****<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;"> Organize information from multiple sources. **
====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">//Wordle// Lesson: **<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will spend 2 class periods in the computer lab learning how to use //Wordle// and creating their presentation slide. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will learn to create a slide using the website [] containing main points/supporting facts and defenses of argument. ====
 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">GOAL: **<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;"> to show students how this Web 2.0 tool can be used to organize findings and communicate them with others. ====


 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Teacher & Librarian will circulate and help students ====

<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">(Days 7-8)

 * ====**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">5.2 Present the result **====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Student or group of students will orally present their argument to the class using their //Wordle// slide as a visual guide. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will present an overall logical argument based on facts. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Student presentations will be organized, prepared and professional. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will have an audible voice, good eye contact, smooth transitions, knowledgeable, and appropriate use of humor. ====


 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">GMO Project will be graded using the rubric. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Each student will be asked a question regarding their research findings. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Student can score 0 to 5 depending on accuracy and thoroughness of answer to question. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students will turn in a copy of their //Wordle// slide and a Works Cited page MLA style detailing their sources. ====

**<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">6.2 Judge the process (efficiency). **

 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">After both arguments are presented on GMO question, class will vote for the most convincing argument. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Students earn 3 Bonus Points if their argument is chosen. ====
 * ====<span style="font-family: 'Gisha','sans-serif'; font-size: 16px;">Presentation Rubric ====

= =

** Project #3 **
//I created this curriculum map as a guide to aid in collaboration between librarian and teacher throughout the school year.//

Geneva Middle School North – 7th Grade Curriculum Map Language Arts Social Studies Life Science Math Family/Consumer Sciences -Identify character types, characterization, analyze how character affects plot, character traits, analyze motivation, narrator, & make inferences. .
 * 1 || Independent Reading, Grammar, Vocabulary
 * // - //** Summarize story plot, plot structure, sequencing, analyze conflict, foreshadowing, flashback, & suspense, make predictions.
 * // Writing: Narrative Essay //** -Voice, details, description. || Note taking, vocabulary, discussion
 * // Explorations of the Americas //** -geography, explorers, reasons for exploration, development of slavery impact on Native Americans, Columbian Exchange. || **// Lab Safety & Scientific Inquiry //** -Scientific Inquiry, hypothesis, controlled experiments, lab safety.
 * // Cells //** - microscope, cell organelles, bacteria, plant & animal cells.
 * // Cell Processes & Energy //** -Passive & Active Transport, 3 stages of cell cycle. || **// Patterns //** -Pascal’s Triangle, & Fibonacci’s Sequence, repeated multiplication using exponents, order of operations, 4 step problem solving plan.
 * // Number Theory, Fractions, & Measurement Conversions //** -Prime #’s, GCF, equivalent fractions, decimals, mixed #’s, measure & estimate. || **// Foods- 1 Quarter //**
 * -Food & Kitchen Safety **
 * -Measuring Techniques, Equivalents, & Kitchen Equipment. **
 * -Table Setting & Etiquette **
 * -Food Pyramid Guide **
 * -Six Basic Nutrients ** ||
 * 2 || Independent Reading, Grammar, Vocabulary
 * // - //** Understand & analyze themes, cause & effect, summarize, paraphrase, connect main ideas across texts, make generalizations, analyze characters, setting & theme.
 * // - //** Point of view, author’s perspective, make predictions, 1st person, omniscient point of view, analyze subjective & objective points of view.
 * // Writing: Persuasive Essay… //** - types of appeals, effective paragraphs, conventions, focus, organization, elaboration, & coherence, edit & revise. || Note taking, vocabulary, discussion
 * // Colonization //** - 13 colonies, reasons for colonization, impact on Native American cultures, economic & social development of colonies, shared values=new identity.
 * // The American Revolution //** -Separation from Great Britain, war, military strategies, key figures, Declaration of Independence, challenges . || **// Genetics //** -Organisms produced from 1 & 2 parents, inheritance of traits, Punnett Squares, chromosomes.
 * // Classification //** -7 levels of classification, kingdoms organisms are grouped.
 * // Bacteria & Viruses //** -compare, positive role of bacteria, reproduce & survive basic structure of a virus & how multiply. || **// Decimal Operations & Statistics //** - divide decimals. Estimation, scientific notation, mean, median, mode, range, bar & line graphs, stem & leaf plots.

Button sewing
 * // -Equations, Inequalities, & Functions //** || **// Sewing- 1 Quarter //**
 * -Use & Care of Sewing Machine **
 * -Hand Sewing Techniques **
 * -Fabric Terms, Measuring, & Cutting Techniques **

Understand & utilize written pattern instruction sheet. || Safely use various tools & machines to construct a woods project. ||
 * -Using a Project Guide Sheet **
 * 3 || Independent Reading, Grammar, Vocabulary
 * // - //** Folk Tales, analyze: figures of speech, allusions, dialect, dialogue, & personification. Make judgments, conclusions, summarize & predictions. Compare/contrast texts, cause/effect, and morals.
 * // - //** Stereotype & bias, literary criticism, legends, evaluate evidence, responses to text, analyze quest stories and heroes.
 * // Reading & Writing Poetry //** - forms, poetic devices, main ideas, make connections. || Note taking, vocabulary, discussion
 * // U.S. Constitution //** -Articles of Confederation, basic structure, changes made to original Constitution, powers & duties of each branch of gov’t. Adding states, amending Constitution, supremacy of national gov’t, Bill of Rights, expansion of rights for citizens under Constitution. || **// Plants //** - photosynthesis, reproductive structures.
 * // Animal Kingdom //** -4 characteristics, invertebrates, vertebrates
 * // Immune System/Disease //** -Explain different causes of disease, infectious, noninfectious, body’s defenses, strategies for staying healthy. || **// Ratio, Proportion, & Percent //** -Compare ratios & different units, slope of line, proportions using equivalent ratios & algebra, fractions, decimal, & percentages, circle graph.
 * // Integers //** - Compare & order integers, negative & zero exponents, rational #’s, distributive property, plot points coordinate plane . || **// Technology Education- //**
 * // 1 Quarter //**
 * -Introduction **
 * -Internet Safety **
 * -Desktop Publishing **
 * -Career Exploration Power Point **
 * -Technical Drawing **
 * -Computer Aided Drawing ** ||
 * 4 || Independent Reading, Grammar, Vocabulary
 * // - //** Read for information, follow technical directions, strategies to read & analyze informational texts, understand function of workplace, public, & consumer documents.
 * // Writing: Expository & Descriptive Essays… //** - analyze fact vs. opinion, outlining strategies, develop effective paragraphs, citing sources, focus, conventions, organization, elaboration, & coherence, edit & revise. || Note taking, vocabulary, discussion
 * // The Early Republic //** -New nation challenges, Louisiana Purchase, War of 1812, political parties, Thomas Jefferson, Marbury vs. Madison.
 * // National Growth //** -Industrialization, Sectionalism, Nationalism, the Alamo, war w/Mexico, Manifest Destiny, slavery, abolitionists. || Basic functions, structures, positive & negative behaviors required to maintain health, how systems are interrelated for the following:
 * // Skeletal, Muscular, & Skin Systems, Digestion, Circulation, //**
 * // Respiration & Excretion //**
 * // Nervous System //**
 * // Endocrine & Reproductive //** || **// Geometric Figures //** - Classify angles by measures, identify special angles, triangles, quadrilaterals, polygons.
 * // Geometric Measurement //** -Square roots, perimeter, area, parallelograms, triangles, trapezoids, circumference & area of circles, solids, surface area, & volume. || **// Manufacturing- 1 Quarter //**
 * -Construct a woods project. **
 * -Enrichment activities in robotics & plastics. **