Whew
I got through quite a bit of the personalizing. First though, I made a hotlink on this blog to the other wikisite. I had thought I had made the link in my web page. It turns out I hadn't yet saved it, but the website remembered my edit. So that was easy enough. You make the link in the Blog the same way you do on the Google website.
Then I made my short announcement, did the contact me page and About Me. That last page was a little time consuming. I had to decide what to include and what not to include. It is good to once and a while review your accomplishments.
I did the extra credit page and added a comment feature. That was under settings in "more actions". The how to sections are very helpful and easy to manage. I also did the forms and docs, reading list and links though I need to add more stuff on all of those areas.
I did the poll question. That was a bit harder to manipulate. I did a template and wasn't sure if it was applied. I found a place to edit questions but then didn't know how to get back to it. I had to totally leave it return to make sure everything had been done. Hopefully Dr. J will take the poll question so that I can see where the answers go or if I am notified.
So I am putting the harder stuff off. The calendar and ppt link will take more effort.
Saturday, November 13, 2010
Monday, November 8, 2010
Chapter 5 Project Management Strategies
This chapter is making me think about what speakers I might want to find, like a contractor or architect or builder. I am hoping a parent has one of those jobs. But even if it is how do I make this person available to all three 7th grade classes. In my old school we video taped an architect. I wonder if there is an on-line resource...
I also want to talk to our technology teacher about teaching spreadsheets on Excel so kids can do a computer generated one for the unit if they so choose.
I also already have a calendar on Edline that would work. I wonder if there is one on the Wikipage? Also I have a physical erasable calendar that can go in the room.
As far as student teams, I really liked when we allowed the students to group themselves. As I have mentioned before, in this type of project 15 years ago, some of our most resistant students were the most engaged. I do like the idea of a contract that all in the group agree to. I have to think about a firing clause.
On assessment I definitely want to take a look at rubistar.4teachers.og or educate.intel.com/en/AssessingProjects
I like the idea of monkeysurvey throughout the project to see student's self assessment of where they are at. I need to ask Cindy about the exact site.
I also want to talk to our technology teacher about teaching spreadsheets on Excel so kids can do a computer generated one for the unit if they so choose.
I also already have a calendar on Edline that would work. I wonder if there is one on the Wikipage? Also I have a physical erasable calendar that can go in the room.
As far as student teams, I really liked when we allowed the students to group themselves. As I have mentioned before, in this type of project 15 years ago, some of our most resistant students were the most engaged. I do like the idea of a contract that all in the group agree to. I have to think about a firing clause.
On assessment I definitely want to take a look at rubistar.4teachers.og or educate.intel.com/en/AssessingProjects
I like the idea of monkeysurvey throughout the project to see student's self assessment of where they are at. I need to ask Cindy about the exact site.
Sunday, November 7, 2010
pg 67 + 68
I think this does not go on the PBL page but the paragraph does.
1.
Design of Project
Objectives: Students will come up with and use a system that will show expenditure in a restaurant along with profit and make some kind of spreadsheet from their system that will use negative and positive integers.
Students will design a restaurant using a scale map to figure out layout and placement of equipment and furniture. They will create scale models.
Students will use area of polygons and circles to figure out flooring. They will use surface area to figure out paint needs.
They will use volume to figure out heat/air conditioning needs.
Students will design a sign for their restaurant.
Students will create a menu with prices.
Choose a location and look at variables of this location such as climate, food choice and tourist possibilities.
Students will look at material pricing and costs.
Students will communicate with their group and the rest of their class as well as get opinions or input from community members.
Students will use technology literacy skills as well as programs to help in restaurant project creation.
21st century skills
Students will collaborate on designing a restaurant with a group. They might work with community members to choose a restaurant type. They may communicate with people on line. Students will use Google Earth to check out locations, digital photography to photograph possible setups, Google Design or some other design application like Photoshop to make a sign for their restaurant. They will show information literacy by checking prices for various materials and foods on the internet. They may use Excel to make a spreadsheet.
Student Dispositions
I will want to cultivate students attention to organization and remembering the details as well as rechecking for accuracy. I also want to encourage creativity in student thinking. I want to have students strive to create their best work that can carry over to life outside of school. I want them to reflect on the connection to their technological tools and skills to real life situations and tasks.
2. Evidence of Understanding
Students will be able to use negative and positive integers in bookkeeping and temperature. Students will be able to translate scale drawings. Students will be able to deal with area and volume of geometric shapes. Students will be able to use computer resources to solve problems and tasks. Students hopefully, will be able as learners and people to ask help from people in their community and family.
3. Vehicle
Driving Question
How can you create a fabulous restaurant using math skills and enjoy doing it?
Students will be given parameters that they must include:
survey people on restaurant likes and dislikes (scope out current restaurants, graph results)
location of restaurant (include climate, type of area, possible clientele)
layout of restaurant (to scale floor plan, furniture layout)
theme of restaurant (food, style, sign design)
price the cost of building and running restaurant (materials, food, prices, spreadsheet)
price flooring, painting/decorating, heating/cooling restaurant
Students can include other aspects of restaurant building or running
4. Entree into Project
What is your favorite restaurant in town? What is your favorite restaurant anywhere you've been? Survey the class. Make a graph. Talk about why it is a favorite. What is involved in opening/running a restaurant?
Have students come up with ideas. Make sure that all the parameters we will deal with get mentioned, either by myself or others.
Talk about the driving question. Have them choose groups of 3 or 4. They will be excited about creating their own theme and restaurant.
1.
Design of Project
Objectives: Students will come up with and use a system that will show expenditure in a restaurant along with profit and make some kind of spreadsheet from their system that will use negative and positive integers.
Students will design a restaurant using a scale map to figure out layout and placement of equipment and furniture. They will create scale models.
Students will use area of polygons and circles to figure out flooring. They will use surface area to figure out paint needs.
They will use volume to figure out heat/air conditioning needs.
Students will design a sign for their restaurant.
Students will create a menu with prices.
Choose a location and look at variables of this location such as climate, food choice and tourist possibilities.
Students will look at material pricing and costs.
Students will communicate with their group and the rest of their class as well as get opinions or input from community members.
Students will use technology literacy skills as well as programs to help in restaurant project creation.
21st century skills
Students will collaborate on designing a restaurant with a group. They might work with community members to choose a restaurant type. They may communicate with people on line. Students will use Google Earth to check out locations, digital photography to photograph possible setups, Google Design or some other design application like Photoshop to make a sign for their restaurant. They will show information literacy by checking prices for various materials and foods on the internet. They may use Excel to make a spreadsheet.
Student Dispositions
I will want to cultivate students attention to organization and remembering the details as well as rechecking for accuracy. I also want to encourage creativity in student thinking. I want to have students strive to create their best work that can carry over to life outside of school. I want them to reflect on the connection to their technological tools and skills to real life situations and tasks.
2. Evidence of Understanding
Students will be able to use negative and positive integers in bookkeeping and temperature. Students will be able to translate scale drawings. Students will be able to deal with area and volume of geometric shapes. Students will be able to use computer resources to solve problems and tasks. Students hopefully, will be able as learners and people to ask help from people in their community and family.
3. Vehicle
Driving Question
How can you create a fabulous restaurant using math skills and enjoy doing it?
Students will be given parameters that they must include:
survey people on restaurant likes and dislikes (scope out current restaurants, graph results)
location of restaurant (include climate, type of area, possible clientele)
layout of restaurant (to scale floor plan, furniture layout)
theme of restaurant (food, style, sign design)
price the cost of building and running restaurant (materials, food, prices, spreadsheet)
price flooring, painting/decorating, heating/cooling restaurant
Students can include other aspects of restaurant building or running
4. Entree into Project
What is your favorite restaurant in town? What is your favorite restaurant anywhere you've been? Survey the class. Make a graph. Talk about why it is a favorite. What is involved in opening/running a restaurant?
Have students come up with ideas. Make sure that all the parameters we will deal with get mentioned, either by myself or others.
Talk about the driving question. Have them choose groups of 3 or 4. They will be excited about creating their own theme and restaurant.
Pg 65
Some of this is from pg 57 but I've added objectives and other things. I just don't want to lose work that I edited. I have also edited the PBL site as Dr. J and I discussed.
Driving Question
How can you create a fabulous restaurant using math skills and enjoy doing it?
Design of Project
Objectives: Students will come up with and use a system that will show expenditure in a restaurant along with profit and make some kind of spreadsheet from their system that will use negative and positive integers.
Students will design a restaurant using a scale map to figure out layout and placement of equipment and furniture. They will create scale models.
Students will use area of polygons and circles to figure out flooring. They will use surface area to figure out paint needs.
They will use volume to figure out heat/air conditioning needs.
Students will design a sign for their restaurant.
Students will create a menu with prices.
Choose a location and look at variables of this location such as climate, food choice and tourist possibilities.
Students will look at material pricing and costs.
Driving Question
How can you create a fabulous restaurant using math skills and enjoy doing it?
Realistic and Real Life experience
Students will be creating their own restaurant. They will analyze what makes sense for location, materials, placement, food. The will evaluate their choices and that of other groups.
21st century skills
Students will collaborate on designing a restaurant with a group. They might work with community members to choose a restaurant type. They may communicate with people on line. Students will use Google Earth to check out locations, digital photography to photograph possible setups, Google Design or some other design application like Photoshop to make a sign for their restaurant. They will show information literacy by checking prices for various materials and foods on the internet.
Student Interests and Involvement of Community
I think students will be most engaged with the design and theme of the restaurant. I also think students will enjoy the authentic aspect of it. If we have a guest speaker or two, then students will connect this realistically to life after school.
Student Dispositions
I will want to cultivate students attention to organization and remembering the details as well as rechecking for accuracy. I also want to encourage creativity in student thinking as well as have students strive to create their best work that can carry over to life outside of school.
Driving Question
How can you create a fabulous restaurant using math skills and enjoy doing it?
Design of Project
Objectives: Students will come up with and use a system that will show expenditure in a restaurant along with profit and make some kind of spreadsheet from their system that will use negative and positive integers.
Students will design a restaurant using a scale map to figure out layout and placement of equipment and furniture. They will create scale models.
Students will use area of polygons and circles to figure out flooring. They will use surface area to figure out paint needs.
They will use volume to figure out heat/air conditioning needs.
Students will design a sign for their restaurant.
Students will create a menu with prices.
Choose a location and look at variables of this location such as climate, food choice and tourist possibilities.
Students will look at material pricing and costs.
Driving Question
How can you create a fabulous restaurant using math skills and enjoy doing it?
Interdisciplinary connections
If we do a restaurant unit, this would incorporate communication of mathematical ideas as well as communication in general, which is a language arts objective. There are science and social studies connections when dealing with the location of the restaurant and climate control of the place. Art and drafting are definite connections when kids design the floor design, furniture placement and sign design.
If we do a restaurant unit, this would incorporate communication of mathematical ideas as well as communication in general, which is a language arts objective. There are science and social studies connections when dealing with the location of the restaurant and climate control of the place. Art and drafting are definite connections when kids design the floor design, furniture placement and sign design.
Realistic and Real Life experience
Students will be creating their own restaurant. They will analyze what makes sense for location, materials, placement, food. The will evaluate their choices and that of other groups.
21st century skills
Students will collaborate on designing a restaurant with a group. They might work with community members to choose a restaurant type. They may communicate with people on line. Students will use Google Earth to check out locations, digital photography to photograph possible setups, Google Design or some other design application like Photoshop to make a sign for their restaurant. They will show information literacy by checking prices for various materials and foods on the internet.
Student Interests and Involvement of Community
I think students will be most engaged with the design and theme of the restaurant. I also think students will enjoy the authentic aspect of it. If we have a guest speaker or two, then students will connect this realistically to life after school.
Student Dispositions
I will want to cultivate students attention to organization and remembering the details as well as rechecking for accuracy. I also want to encourage creativity in student thinking as well as have students strive to create their best work that can carry over to life outside of school.
Page 57 edited and moved
Saturday night I worked on this and tried to remember where to put them. I think I was going to move them to this site.
Enduring concepts: Math Drives Modern SocietyObjectives: Students will use come up with a system that will show expenditure in a restaurant along with profit and make some kind of spreadsheet from their system that will use negative and positive integers.
Students will design a restaurant using a scale map to figure out layout and placement of equipment and furniture. They will create scale models.
Students will use area of polygons and circles to figure out flooring. They will use surface area to figure out paint needs.
They will use volume to figure out heat/air conditioning needs.
Why do they matter?In construction, architecture, art and design people need to apply proportionality, similarity, surface area and volume. Not only in business, but in home improvement people use the above skills to accomplish projects. When dealing with elevation, temperature and profit change people need an understanding of rational numbers.
Rigor
Students will be creating their own restaurant. They will analyze what makes sense for location, materials, placement, food. The will evaluate their choices and that of other groups.
21st century skills
Students will collaborate on designing a restaurant with a group. They might work with community members to choose a restaurant type. They may communicate with people on line. Students will use Google Earth to check out locations, digital photography to photograph possible setups, Google Design or some other design application like Photoshop to make a sign for their restaurant. They will show information literacy by checking prices for various materials and foods on the internet.
Student Interests
I think students will be most engaged with the design and theme of the restaurant. I also think students will enjoy the authentic aspect of it. If we have a guest speaker then students will connect this realistically to life after school.
Student Dispositions
I will want to cultivate students attention to organization and remembering the details as well as rechecking for accuracy. I also want to encourage creativity in student thinking as well as have students strive to create their best work that can carry over to life outside of school.
Standards
Math: Oregon 7th GradeNumber and Operations and Algebra: Develop an understanding of operations on all rational numbers and solving linear equations.
Number and Operations, Algebra and Geometry: Develop an understanding of and apply proportionality, including similarity.
Measurement and Geometry: Develop an understanding of and use formulas to determine surface area and volume.
ISTE Technology Standards
Enduring concepts: Math Drives Modern SocietyObjectives: Students will use come up with a system that will show expenditure in a restaurant along with profit and make some kind of spreadsheet from their system that will use negative and positive integers.
Students will design a restaurant using a scale map to figure out layout and placement of equipment and furniture. They will create scale models.
Students will use area of polygons and circles to figure out flooring. They will use surface area to figure out paint needs.
They will use volume to figure out heat/air conditioning needs.
Why do they matter?In construction, architecture, art and design people need to apply proportionality, similarity, surface area and volume. Not only in business, but in home improvement people use the above skills to accomplish projects. When dealing with elevation, temperature and profit change people need an understanding of rational numbers.
Interdisciplinary connections
If we do a restaurant unit, this would incorporate communication of mathematical ideas as well as communication in general, which is a language arts objective. There are science and social studies connections when dealing with the location of the restaurant and climate control of the place. Art and drafting are definite connections when kids design the floor design, furniture placement and sign design.
If we do a restaurant unit, this would incorporate communication of mathematical ideas as well as communication in general, which is a language arts objective. There are science and social studies connections when dealing with the location of the restaurant and climate control of the place. Art and drafting are definite connections when kids design the floor design, furniture placement and sign design.
Rigor
Students will be creating their own restaurant. They will analyze what makes sense for location, materials, placement, food. The will evaluate their choices and that of other groups.
21st century skills
Students will collaborate on designing a restaurant with a group. They might work with community members to choose a restaurant type. They may communicate with people on line. Students will use Google Earth to check out locations, digital photography to photograph possible setups, Google Design or some other design application like Photoshop to make a sign for their restaurant. They will show information literacy by checking prices for various materials and foods on the internet.
Student Interests
I think students will be most engaged with the design and theme of the restaurant. I also think students will enjoy the authentic aspect of it. If we have a guest speaker then students will connect this realistically to life after school.
Student Dispositions
I will want to cultivate students attention to organization and remembering the details as well as rechecking for accuracy. I also want to encourage creativity in student thinking as well as have students strive to create their best work that can carry over to life outside of school.
Standards
Math: Oregon 7th GradeNumber and Operations and Algebra: Develop an understanding of operations on all rational numbers and solving linear equations.
Number and Operations, Algebra and Geometry: Develop an understanding of and apply proportionality, including similarity.
Measurement and Geometry: Develop an understanding of and use formulas to determine surface area and volume.
ISTE Technology Standards
- Demonstrate creativity and innovation
- Communicate and collaborate
- Conduct research and use information
- Think critically, solve problems, and make decisions
- Use technology effectively and productively
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