Project Proposal 5

EDUC 6820 Project Proposal
Project:
Essential Skill:
Communication and Collaboration
Skill Level: Beginning/

Intermediate/Advanced (choose
one)
Beginning
Grade Level:
5th
Subject:
Language Arts
Core Curriculum Standard(s),

Objective(s) and Indicator(s):
Mathematics
Language Arts
5.RI.3
5.RI.7
5.W.6
5.W.7
5.SL.1
5.SL.4
Science
Social Studies
5.1.1
5.4.1
Technology Standards
Utah Educational Technology
Standard(s)
5.ET.1
5.ET.7
5.ET.8
5.ET.10
ISTE*S Standard(s)
ISTE 2
Project Title:
Mystery Skype
Project Summary:
Each student will be given a 3x5 card with a particular US state listed
Students will research and create a list of identifying characteristics about that specific state
(geographic location, landforms in and around that state, climate, natural resources, economy,
population, political, religious). The teacher will give students Culture Grams (state information
booklets) and fill-out-sheets to guide their study. Students will also use the Internet to
compare information from Culture Grams to see similarities and changes that have occurred
since publication.
Using ideas from the information researched, the class will construct yes/no questions that
could be used to determine the location of an unknown place. These questions will be
universally used for this experience.
As a class, the teacher will demonstrate inquiry and deductive reasoning by using a pre-made
example. The teacher will go through the process of asking yes/no questions about the
unknown state.
The teacher will utilize physical maps and a journal to write down the sample responses. After
all questions have been asked, the teacher will use the information provided to research and
logically narrow the search to find the unknown state based on the clues given. (The students
may not guess the state until all questions have been asked and journals have been filled out)
Students will find a partner and repeat this process using the assigned US state they have
previously researched.
Students will repeat this process with another student
The teacher will then host a Mystery Skype call with another class at an unknown location.
Each student in the class will have designated roles (Greeter, Questioner, Filter, Answerer,
Runner, Google Mapper, Wall Map, Lead thinker, Supervisor, Note Taker, Reporter)
Work to be done:
Preparation (What knowledge do

you need to complete the
project? How will you acquire
this knowledge?):
Teacher will have a sample study sheet filled out for students to see
Technological knowledge of Mystery Skype
What is the BIG idea I want my

students to walk away with?
Compare geographic and cultural differences among groups of people now and those from
(This is describing the

instructional value of your
project. What will your students
learn? What skills will they
acquired through this project?)
Students will learn about people who live in different states and how culture differs even
Statement of Need (Why does

this project need to be done?):
Students will learn the value of learning about other people and cultures
Students will be able to compare states from early America to today
(Describe what void this project

will fill for your students, your
curriculum, your lesson,
yourself. You should not just
recreate content that is easily
found on the web.)
Communication with others is a lost art. Students will be able to communicate with face to
Student fill out sheet

Sample inquiry questions
Journal sample
Job role descriptions
Mystery Skype video example
early America
Utilize technology to research a topic
among people in the United States

Students will be able to learn effective research techniques to find important information
Students will communicate with people from other places
face via Skype. Students need to connect to the social studies curriculum on a personal level.
Helping students see real-world connections with social studies will help them see the value of
learning about our past and connecting it to our future.

Project:
Essential Skill:
Creativity and Innovation

one)
Beginning
Grade Level:
5th
Subject:
Language Arts

Mathematics
Language Arts
5.W.2
5.W.6
5.W.7
5.W.8
5.SL.4
5.SL.5
Science
Social Studies
5.5.2
5.5.3
Standard(s)
5.ET.5
5.ET.6
ISTE*S Standard(s)
ISTE 1
Project Title:
Public Service Announcement
Project Summary:
Students will view public service announcements that pertain to important events in US history
The teacher will show the students the teacher-created PSA . The teacher-created PSA will
pertain to a topic that is relevant and important

The class will brainstorm possible PSA topics (the teacher will be able to veto any topics that
may not be appropriate for school)
The teacher will model how to create a storyboard of ideas using the teacher-created PSA
Students will find a partner and repeat this process using the PSA topic of their choosing
Students will pass off their storyboard to the teacher before filming
Students will film their PSA
Using iMovie (previously taught), students will edit and publish their PSA to YouTube (pending
consent and assent) The movies may also be published to the class/school website
Work to be done:
Example of Public Service Announcement

this knowledge?):
Various topics for public service announcements

Example of PSA

Students will understand the value of using digital media to relay important ideas
Students will understand how quickly information can spread when posted online

Students will learn how to use iMovie to create, edit, and produce a PSA
Students will work collaboratively with their peers

Students will learn what it means to be a citizen and how we all can make a postive

found on the web.)
This project will help students make a positive contribution to society. Students will be able to
contribution to society
understand the positive role they can take in their own community. This will also help students
see the damage that a bad message can cause and how quickly information can travel across
digital media. These PSA announcements will be posted on social media to see how quickly
they are shared with others (with proper consent and assent if students appear in the PSA).

Project:
Essential Skill:
Research and Information Fluency

one)
Beginning
Grade Level:
5th
Subject:
Social Studies

Mathematics
5.NF.2
-
Language Arts
5.RI.1
5.RI.4
5.RI.6
5.RI.9
5.SL.1
-
Science
Social Studies
5.4.2
-
Standard(s)
5.ET.1
5.ET.4
5.ET.5
5.ET.7
ISTE*S Standard(s)
ISTE 3
Project Title:
WebQuest
Project Summary:
Students will complete a WebQuest relating to the Homestead Act of 1862

Students will view videos, research information, and complete tasks specific to the WebQuest
Students will create a project of their choosing to demonstrate knowledge of the Homestead
Act of 1862 and the questions posed

Students will present their project to the class
Work to be done:
WebQuest for the Homestead Act of 1862

this knowledge?):
Examine resources for students to use

Complete the WebQuest

Students will understand the causes and consequences of the Homestead Act of 1862
Students will understand reasons people move

Students will learn how to navigate a WebQuest

Students will learn how to research, analyze, and examine information
Students will be able to hypothesize and assess their own thinking

Students will be able to analyze information found on the internet through videos, primary

found on the web.)
This project will help students understand how change will always bring consequences (good
source documents, and articles. Students will be able to extract important information from
those sources.
and bad). Students will be able to understand how to use digital sources to research important
topics.

Project:
Essential Skill:
Critical Thinking, Problem Solving, and Decision Making

one)
Beginning
Grade Level:
5th
Subject:
Language Arts

Mathematics
Language Arts
5.RI.1
5.RI.2
5.RI.3
5.RI.4
5.RI.5
5.RI.7
5.W.2
5.W.6
5.W.9
5.SL.1
5.SL.2
5.SL.3
5.SL.4
Science
5.1.2
5.1.3
Social Studies
Standard(s)
5.ET.1
5.ET.4
5.ET.5
5.ET.6
5.ET.10
ISTE*S Standard(s)
ISTE 4
Project Title:
Excel Planning Checklist
Project Summary:
Students will complete a Excel/Numbers Planning Checklist to be able to plan and manage
activities to complete a project

Students will work with their group to assign group members different tasks
Students will learn how to edit cells to make drop down lists
Students will learn about conditional formatting of cells (changing color once the cell displays
a certain value)
Work to be done:
Create an example of a Excel/Numbers Planning Checklist that is shared for others to edit

this knowledge?):
Knowledge of spreadsheet software and how to format cells

Students will learn how to effectively plan while completing a project

Students will learn how to create and format a spreadsheet

Students will learn how to plan and manage activities while completing a project

Students need to able to plan and manage tasks as they work on projects throughout the

found on the web.)
Students need to learn how to outline clear goals and create checklists to complete those
school year. Excel is a valuable tool that extends to the outside world.
goals. They will learn how to plan effectively and assign tasks to other students in their
groups. As students complete tasks, they will check off their tasks on the shared sheet
(Google Spreadsheets or Numbers for iCloud)
Merge title cells (ABC)

and center text, format
cell color, and format
cell borders
Science Project Student Checklist

Tasks to Complete
Completed?
Student Name
Create list of tasks
Yes
Group
Research and summarize science

article # 1 on group Google Doc
No
Taylor

No
Krista

No
Lacey
Review of (2) science experiment

videos. Venn diagram filled out
Yes
Dr. Cox
Create storyboard for digital story
No
Group
Create all text and script for digital

story
Yes
Group
Find images for digital story
No
Jason
Edit digital story
No
Archer
Finalize digital story
No
Group
Drop down lists with all

student names in group
Format all cell borders
Conditional formatting on
specific cells. Cells turn
color depending on text
inside the cell

Project:
Essential Skill:
Digital Citizenship

one)
Beginning
Grade Level:
5th
Subject:
Educational Technology

Mathematics
Language Arts
Science
Social Studies
Standard(s)
5.ET.2
5.ET.3
5.ET.9
5.ET.10
ISTE*S Standard(s)
ISTE 5
Project Title:
Common Sense Media
Project Summary:
Complete certification for Common Sense - Certified Educator. A Common Sense Digital
Work to be done:

this knowledge?):
Complete all required tasks and become familiar with lessons that students will learn

Students will learn principles of digital citizenship and literacy.


All students need to be aware of responsible digital use, this topic should be taught every

found on the web.)
Kids and teens today are using the immense power of digital media to explore, connect,
create, and learn in ways never before imagined. With this power, young people have
extraordinary opportunities, and yet they face potential pitfalls, too. Meanwhile, schools are
dealing with the associated ramifications like cyberbullying, digital cheating, and safety and
security concerns. These issues underscore the need for students to learn and for teachers
to teach digital literacy and citizenship skills.
Citizenship: Certified Educator is someone dedicated to teaching digital literacy and

citizenship to young people using Common Senses materials. Getting certified is an official
stamp of recognition from Common Sense Education for your efforts.
Complete Online Tutorial
Create schedule of lessons to teach digital citizenship to my 5th grade students
Post link to Common Sense on my website
Distribute Family Tip Sheet to my students
Email school principal
throughout the unit
Students will learn responsibilities of being a digital citizen

Students will learn what to do when someone cyberbullies
Students will learn how to be safeon the internet (passwords, personal information, etc.)
Students will learn how to cite and use online resources
year.

Project:
Essential Skill:
Critical Thinking, Problem Solving, and Decision Making

one)
Beginning
Grade Level:
5th
Subject:
Educational Technology

Mathematics
Language Arts
Science
Social Studies
Standard(s)
5.ET.1
5.ET.2
5.ET.7
5.ET.8
ISTE*S Standard(s)
ISTE 4
Project Title:
Raspberry PI
Project Summary:
For this project I will be using the Raspberry Pi 2 to find ways to incorporate computer
Work to be done:
Assemble Raspberry Pi
Find ways to utilize the Raspberry Pi to engage students in programming

this knowledge?):
Become familiar with Raspberry Pi 2 contents and hardware

Learn how to program the Raspberry Pi 2 by reading the instruction manual and viewing

Students will learn how computers work and how to program them
Students will be able to construct a working computer by themselves


Students need to acquire troubleshooting skills as they build and program a computer

found on the web.)
Kids today do not know how to troubleshoot problems with technology due to the ease of
technology use. Most devices today come pre-programmed with a stable operating system.
When things do not work, students do not try troubleshoot other ways to complete tasks.
Learning how to build and program an actual computer, students will learn troubleshooting
and problem solving skills that will transfer to other tasks.
hardware and software in my classroom. I will put together the Raspberry Pi and learn
different tasks that my students can accomplish in my classroom.
online tutorials
Students will learn how to build a computer

Students will learn how to connect peripherals
Students will learn how to program computer software
Students will learn how to use online resources to help them troubleshoot computer problems
Backward Design Unit Plan Cover Sheet
Name:
Unit Title
Subject: Mathematics
Unit Summary
Utah Core Curriculum ISTE*S Standard(s):
Standard(s) and
Objective(s):
5.NF.3
ISTE 1
Prerequisite Knowledge and Skills

Essential Question(s):
Utah Educational
Technology
Standards:
5.ET.4
Technology Tools:
Teacher:
What strategies can you use to solve division problems

involving fractions?
5.NF.7a
ISTE 2
5.ET.5
iPad/Laptop, Video recording tools/apps,

Mastery Connect,
How do we use division of fractions in our daily lives?
5.NF.7b
ISTE 5
5.ET.8
Student:
5.NF.7c
iPad/Laptop, Video recording tools/apps,

Bubble Sheet, Gmail address
Lesson Number/Title
Utah Core Curriculum ISTE*S Standard(s)

Standard(s) and
Objective(s):
Utah Educational
Technology
Standards:
Indicators/Specific Objective(s):
Lesson #1: Divide Fractions and Whole Numbers
5.NF.7a
5.NF.7b
5.ET.4
5.ET.5
5.ET.8
Students will complete pre-quiz, watch

Flipped Video Topic: Divide a whole number by a fraction
video, and fill out flipped notebook
and divide a fraction by a whole number
In class, students will complete a quiz (to
determine completion and understanding of
flipped video)
Students will utilize Google Docs to outline
steps learned from the video
Students pairs will share their Google
Document with the teacher
ISTE 1
ISTE 2
ISTE 5
Summative Assessment Summary:

Students will be given (2) story problems that pertain to
division of fractions. Students will create their own videos
using an iPad or laptop explaining how to complete the
problem. Students will include explanations, diagrams, and
drawings to effectively explain how to complete the (2)
story problems.
Instructional Plan Summary (including models, strategies, Assessment Plan

and technologies)
Pre-Assessment: Prior to this unit, students will take a
pre-assessment test (Mastery Connect) to see what they
already know. Data from the quiz will be used to guide
instruction through the flipped videos.
Prior to watching the flipped video, students will take a

quick quiz (Mastery Connect) to see what they will be
learning. This will help students become aware of their own
knowledge and help them gauge what they should know
after watching the video.
Formative Assessment (video): While watching the
flipped video, students will fill out their student notebook.
Each student will be accountable to have his/her own filled
out at the beginning of the math hour.
Formative Assessment (class): The teacher will observe
students as they collaborate on their google documents
Summative Assessment: Completing the Google
Document will help students prepare for their summative
assessment at the end of the unit
Lesson #2: Problem Solving * Use Multiplication
5.NF.7b
-
ISTE 1
ISTE 2
ISTE 5
5.ET.4
5.ET.5
5.ET.8
Class Outline:
At home:
Students will take a quiz (Mastery Connect) before
watching the video
Students will watch the flipped video at home and fill out
their Flipped Notebook
In class:
Students will take a quiz from previous lesson
The teacher will demonstrate how to log in and create a
Google Document with the students
In pairs, students will collaborate and write a paragraph
explaining how to divide a whole number by a fraction
Students will learn how to share their document with each
other and the teacher
Flipped Video Topic: Solve problems by drawing a diagram Pre-Assessment: Prior to this unit, students will take a
pre-assessment test to see what they already know. Data
from the quiz will be used to guide instruction through the
flipped videos.
flipped video)
Students will utilize a whiteboard drawing

app to create drawings and diagrams
demonstrating how to divide fractions
Students pairs will share their work by
using the share button in whatever app
they are using
students as they explore various whiteboard apps.
Students will write a pro/con list on their Google Document
(shared with teacher). Students will draw a solution to a
division problem using fractions and share it with the
teacher
Summative Assessment: Student drawings created in the
whiteboard app will help students prepare for the
summative assessment at the end of the unit
Lesson #3: Connect Fractions to Division
5.NF.3
-
ISTE 1
ISTE 2
ISTE 5
5.ET.4
5.ET.5
5.ET.8
Class Outline:
At home:
watching the video
In class:
The teacher will have students explore (3) different
whiteboard apps using the iPads
In pairs, students will collaborate and write a list of pros
and cons of each app using their Google Document
created in the lesson # 1
Student pairs will choose a whiteboard app to draw a
solution to a division problem
Students will learn how to share their drawing with each
other and the teacher
Flipped Video Topic: Interpret a fraction as division and solve Pre-Assessment: Prior to this unit, students will take a
video and fill out flipped notebook
whole-number division problems that result in a fraction or
mixed number
flipped videos.
flipped video)
Students will utilize the app Educreations

to create a storyboard of the steps to solve
a division with fractions problem. Each slide
will contain words and graphics
Students pairs will share their storyboard
with the teacher
students as they create their storyboards. Students will
Students will create a storyboard using Educreations and
share it with the teacher
Summative Assessment: Student storyboards created in
Educreations app will help students prepare for the
summative assessment at the end of the unit
Lesson #4: Fraction and Whole Number Division
5.NF.7c
-
ISTE 1
ISTE 2
ISTE 5
5.ET.4
5.ET.5
5.ET.8
Class Outline:
At home:
watching the video
In class:
The teacher will demonstrate how to use the app
Educreations to create a storyboard of the steps to solve
a division with fractions problem
In pairs, students will collaborate and create their own
storyboard explaining how to divide a whole number by a
fraction
Students will learn how to share their storyboard with
each other and the teacher
Flipped Video Topic: Divide a whole number by a fraction and Pre-Assessment: Prior to this unit, students will take a
divide a fraction by a whole number
flipped videos.
flipped video)
Students will utilize Educreations to create

their own videos
Students pairs will share their
Educreations video with the teacher
students as they create their Educreation Videos.
Students will share their video with the teacher
Summative Assessment: Student Educreations videos
will help students prepare for the summative assessment at
the end of the unit
Lesson #5: Interpret Division with Fractions
5.NF.7c
-
ISTE 1
ISTE 2
ISTE 5
5.ET.4
5.ET.5
5.ET.8
Class Outline:
At home:
watching the video
In class:
The teacher will demonstrate how to utilize the recording
feature in Educreations
In pairs, students will use their storyboards from the
previous lesson and will now record their voices as they
explain the math problem
Students will learn how to share their completed video
with each other and the teacher
Flipped Video Topic: Represent division by drawing diagrams Pre-Assessment: Prior to this unit, students will take a
and writing story problems and equations
flipped videos.
flipped video)
Students will complete the summative

assessment of the unit. They will be given
(2) math problems pertaining to division of
fractions. Educreation videos will be
created demonstrating knowledge and
understanding of content learned through
this unit
Formative Assessment (class):
Summative Assessment: Students will be given (2) story
problems (division of fractions) and demonstrate mastery of
the content by completing (2) Educreation videos and
sharing them with the teacher and class
Class Outline:
At home:
watching the video
In class:
Students will complete the summative assessment by
creating (2) Educreation videos demonstrating mastery of
content learned throughout this unit
Web Quest Unit Plan Cover Sheet
Name:
Unit Title
Subject: Social Studies
Unit Summary
Utah Core Curriculum ISTE*S Standard(s):
Standard(s) and
Objective(s):
Standard 4
ISTE 1
Objective 1.b
Prerequisite Knowledge and Skills

Essential Question(s):
Utah Educational
Technology
Standards:
5.ET.4
Technology Tools:
ISTE 2
5.ET.5
iPad/Laptop, Video recording tools/apps, Book How can geographic change affect us today?
Widgets,
ISTE 3
5.ET.6
Student:
ISTE 4
5.ET.8
ISTE 5
5.ET.10
iPad/Laptop, Video recording tools/apps,,

Gmail address,
Teacher:
How did geographic change and expansion affect early

American citizens?
Summative Assessment Summary:

To be able to complete this unit, groups will be creating a
digital story that addresses the history of the Homestead
Act, the consequences of the act, and how geographic
change affects us today (positive and negative).
Lesson Number/Title
Utah Core Curriculum ISTE*S Standard(s)

Standard(s) and
Objective(s):
Utah Educational
Technology
Standards:
Indicators/Specific Objective(s):
Instructional Plan Summary (including models, strategies, Assessment Plan

and technologies)
Day 1: Team Activity - History of the Homestead Act
Standard 4
Objective 1.b
5.ET.4
5.ET.5
5.ET.6
5.ET.8
5.ET.10
Students will watch Beginning of the

Dream: Homestead Act Made Law
Students will watch Impact of the
Homestead Act
Students will read the article Homestead
Act
Students groups will analyze the three
sources and will complete (1) graphic
organizer with (15) facts.
Students will create a timeline of events
with (8) events
Students will complete a writing prompt (5-7
sentences)
Students will complete a writing prompt (1
Instructional Model: Integrative Model

Instructional Strategy: Students will go through the steps in
the integrative model 1) Remember 2) Understand 3) Apply/
Analyze 4) Evaluate
Instructional Technology: Students will be using the
WebQuest and tools that are already embedded in the
website.
Pre-Assessment: Students will watch the video on the

introduction page. Students will read the questions about
the unit.
Students will analyze the land plot and write

down three questions they have
Students will solve the math problem and
then complete the quiz about the land plot
Students will complete the writing prompt
( 8 - 10 sentences)
Instructional Model: Socratic Model

Instructional Strategy: Students will be given an opening
question and will write down questions they have. Students will
then respond to socratic-type questions with a written
response.
website.
Pre-Assessment: All tasks work from Day 1 should be

completed
Day 2: Team Activity - Land plot analysis
Day 3: Individual Tasks - Homestead History
Day 4:
Day 5:
Day 4:
Standard 4
Objective 1.b
Standard 4
Objective 1.b
Standard 4
Objective 1.b
Standard 4
Objective 1.b
Standard 4
Objective 1.b
ISTE 1
ISTE 2
ISTE 3
ISTE 4
ISTE 5
ISTE 1
ISTE 2
ISTE 3
ISTE 4
ISTE 5
5.ET.4
5.ET.5
5.ET.6
5.ET.8
5.ET.10
Formative Assessment: Graphic organizer, timeline, and

writing prompts.
Summative Assessment: Information learned will be used
for the digital story.
Formative Assessment: (3) written questions, land plot

quiz, and writing prompt.
ISTE 1
ISTE 2
ISTE 3
ISTE 4
ISTE 5
5.ET.4
5.ET.5
5.ET.6
5.ET.8
5.ET.10
Students will be working on individual tasks

Team Member # 1: Read the article and
respond to the written prompts
Team Member # 2: Watch the videos and
respond to the written prompts
Team Member # 3: Read personal accounts
and respond to the written prompts
Team Task: Discussion with teacher
Instructional Model: Cooperative Model

Instructional Strategy: Students will be given individual tasks.
Once finished, the group will summarize their learning with
each other.
website.

completed
ISTE 1
ISTE 2
ISTE 3
ISTE 4
ISTE 5
5.ET.4
5.ET.5
5.ET.6
5.ET.8
5.ET.10
Each students will complete the mind map

with at least (8) boxes filled out
Instructional Model: n/a (Pre-write)

Instructional Strategy: Students will be responding to the
written prompts by creating a mind map with their ideas.
website.

completed
ISTE 1
ISTE 2
ISTE 3
ISTE 4
ISTE 5
5.ET.4
5.ET.5
5.ET.6
5.ET.8
5.ET.10
Students will be completing a storyboard to Instructional Model: n/a

use with their digital story
Instructional Strategy: Students will be creating their
storyboards to guide them with their digital stories
website.

completed
ISTE 1
ISTE 2
ISTE 3
ISTE 4
ISTE 5
5.ET.4
5.ET.5
5.ET.6
5.ET.8
5.ET.10
As a group, students will be completing their

digital stories using information they have
learned throughout the unit. Students will
follow the storyboards they created in the
previous lesson

completed
Instructional Model: n/a (Final Project)

Instructional Strategy: Students will be creating their digital
stories using the iOS app iMovie
Instructional Technology: Students will be using iPads
utilizing the app iMovie to create their digital stories
Formative Assessment: Writing responses, discussion

Formative Assessment: Mind Map

Formative Assessment: Storyboards

Formative Assessment: n/a

Summative Assessment: Digital Story

Project Proposal 5

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EDUC 6820 Project Proposal

Communication and Collaboration

Skill Level: Beginning/

Core Curriculum Standard(s),

Preparation (What knowledge do

What is the BIG idea I want my

(This is describing the

Statement of Need (Why does

(Describe what void this project

Student fill out sheet

among people in the United States

EDUC 6820 Project Proposal

Creativity and Innovation

Skill Level: Beginning/

Core Curriculum Standard(s),

Public Service Announcement

pertain to a topic that is relevant and important

Example of Public Service Announcement

Preparation (What knowledge do

Various topics for public service announcements

What is the BIG idea I want my

(This is describing the

Statement of Need (Why does

(Describe what void this project

EDUC 6820 Project Proposal

Research and Information Fluency

Skill Level: Beginning/

Core Curriculum Standard(s),

Students will complete a WebQuest relating to the Homestead Act of 1862

Act of 1862 and the questions posed

WebQuest for the Homestead Act of 1862

Preparation (What knowledge do

Examine resources for students to use

What is the BIG idea I want my

(This is describing the

Students will learn how to navigate a WebQuest

Statement of Need (Why does

(Describe what void this project

EDUC 6820 Project Proposal

Critical Thinking, Problem Solving, and Decision Making

Skill Level: Beginning/

Core Curriculum Standard(s),

Excel Planning Checklist

activities to complete a project

Preparation (What knowledge do

Knowledge of spreadsheet software and how to format cells

What is the BIG idea I want my

Students will learn how to effectively plan while completing a project

(This is describing the

Students will learn how to create and format a spreadsheet

Statement of Need (Why does

(Describe what void this project

Merge title cells (ABC)

Science Project Student Checklist

Create list of tasks

Research and summarize science

Research and summarize science

Research and summarize science

Review of (2) science experiment

Create storyboard for digital story

Create all text and script for digital

Find images for digital story