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= Welcome to our new wiki!! = PhySueChinaSmart is our wiki about our Kast Grant from the Summer of 2010. = Important Websites and Documents = [] http://www.ckcolorado.org http://www.jasonohler.com/resources/educ-wisdom.cfm ==

[[image:Resized_small_NETSS_graphic_web.jpg width="104" height="82" align="right"]][|Chaperone Guide2010.doc]
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= Ideas = Books Postcards from China

Postcard Activity

= **Standards** = //**Technology Standards:**// http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

//**Language Arts Standards:**// http://www.ncte.org/standards

//**Social Studies Strands:**// http://www.socialstudies.org/standards/strands

http://www.ncge.org/i4a/pages/index.cfm?pageid=3314
 * NCGE National Council for Geographic Education**

//**Partnership for 21st Century Skills:**// http://www.p21.org/ = = = = = =

//Standards//
Social studies programs should include experiences that provide for the study of culture and cultural diversity. Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. Social studies programs should include experiences that provide for the study of individual development and identity. Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. Social studies programs should include experiences that provide for the study of global connections and interdependence. Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship
 * NCSS Strands**
 * I. Culture**
 * II. Time, Continuity, and Change**
 * IV. Individual Development and Identity**
 * V. Individuals, Groups, and Institutions**
 * VI. Power, Authority, and Governance**
 * IX. Global Connections**
 * X. Civic Ideals and Practices**


 * NCTE/IRA**
 * 1) **Students read a wide range of print and non-print texts** to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
 * 2) **Students read a wide range of literature from many periods in many genres** to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * 3) **Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.** They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * 4) **Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively** with a variety of audiences and for different purposes.
 * 5) **Students employ a wide range of strategies as they write and use different writing process** elements appropriately to communicate with different audiences for a variety of purposes.
 * 6) **Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language,** and genre to create, critique, and discuss print and non-print texts.
 * 7) **Students conduct research on issues and interests by generating ideas and questions,** and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
 * 8) **Students use a variety of technological and information resources** (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
 * 9) **Students develop an understanding of and respect for diversity in language use,** patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
 * 10) **Students whose first language is not English make use of their first language** to develop competency in the English language arts and to develop understanding of content across the curriculum.
 * 11) **Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.**
 * 12) **Students use spoken, written, and visual language to accomplish their own purposes** (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.
 * NETS**
 * 1. Creativity and Innovation**
 * 2. Communication and Collaboration**
 * 3. Research and Information Fluency**
 * 4. Critical Thinking, Problem Solving, and Decision Making**
 * 5. Digital Citizenship**
 * 6. Technology Operations and Concepts**

http://www.ncge.org/i4a/pages/index.cfm?pageid=3314
 * NCGE National Council for Geographic Education**

Partnership fro 21st Century Skills: (by end of 4th grade students should have had experience with:
 * Assessment/Standards**
 * Search engines & strategies
 * Spreadsheet & graphing software
 * Online sources
 * Print resources
 * D Digital images
 * Web publishing software
 * Brainstorming software
 * Graphics software (drawing, painting, image editing)
 * Multimedia resources (clip art, video, sound, animations)
 * CAI & simulation software
 * Videoconferencing and interactive TV
 * TV, Video, & DVD
 * GI GIS & GPS tools

= **OUR SMART LESSONS:** =

//Skills// //Assessment//
 * __ Belief Systems __**

__** Chinese Menu Math/Checkbook Math **__ //Standards// NETS NCTM //Skills// Addition, subtraction, multiplication, division of whole numbers and decimals, decimals as percents, percentage of a number //Assessment// Tests, worksheets, balanced checkbook, class participation

__**Geometry**__ //Standards// NETS NCTM //Skills// //Assessment//

__**Geography/Countries of Asia/Land China**__ //Standards// NCSS Strands I. Culture II. Time, Continuity, and Change III. People, Places, and Environments VI. Power, Authority, and Governance VII. Production, Distribution, and Consumption IX. Global Connections

//Skills// //Assessment//

__ **Silk Road** __ //Standards// NCSS Strands I. Culture II. Time, Continuity, and Change III. People, Places, and Environments VI. Power, Authority, and Governance VII. Production, Distribution, and Consumption VIII. Science, Technology, and Society IX. Global Connections

//Skills// //Assessment//

__ **Research Process** __ http://www.readwritethink.org/files/resources/interactives/essaymap/ //Standards// NCTE/IRA NETS //Skills// //Assessment//

__ **Proverbs/Folktales (reading and writing)** __ //Standards// NCSS Strands I. Culture IV. Individual Development and Identity V. Individuals, Groups, and Institutions

NCTE/IRA NETS
 * 1. Students read a wide range of literature from many periods in many genres** to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 * 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.** They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * 5. Students employ a wide range of strategies as they write and use different writing process** elements appropriately to communicate with different audiences for a variety of purposes.
 * 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language,** and genre to create, critique, and discuss print and non-print texts.
 * 8. Students use a variety of technological and information resources** (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
 * 9. Students develop an understanding of and respect for diversity in language use,** patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

//Skills// Vocabulary development (Proverbs for the Erudite) //Assessment// Discussion participation, group work, rubric, writing of proverb story, interpretation of proverbs, written explanation of proverbs,

__**Calligraphy/Chinese Language**__ Phy creates Beth Ann lesson.....Susan creates chop lesson

=__ Chop Lesson __ not quite finished...needs scan or picture of finished chop/red stamp pad. = //Standards// NCSS Strands I. Culture

NCTE/IRA 8.**Students use a variety of technological and information resources** NETS 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making



WORLD LANGUAGES ACTFL?

//Skills// //Assessment//

//Standards// NCSS Strands I. Culture II. Time, Continuity, and Change IV. Individual Development and Identity VIII. Science, Technology, and Society
 * __Art/Symbolism__ **

NETS

//Skills// //Assessment//

**__ History of China/Dynasties [[file:Dynasties.notebook]] just needs scan/pic of the "10" page from //Count Your Way Through China// by Jim Haskins __**
http://www.google.com/squared/search?q=dynasties+of+China http://www.kidspast.com/world-history/0125-civilization-in-china.php

Discovery Streaming for Dynasties:

China's First Dynasty
//Inspiration// How To

//Dynasties Lesson Standards//
NCSS Strands I. Culture II. Time, Continuity, and Change VI. Power, Authority, and Governance

NETS 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship (cite resources of images placed on //Inspiration)// 6. Technology Operations and Concepts

NCTE/IRA
 * 1) Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information (Research component)
 * 2) Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. (Poetry component)
 * 3) Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
 * 4) Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
 * 5) Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
 * 6) Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
 * 7) Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
 * 8) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 * 1) Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
 * 2) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 * 1) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
 * 1) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

//Skills// //Assessment//

//Standards// NCSS Strands I. Culture II. Time, Continuity, and Change VII. Production, Distribution, and Consumption VIII. Science, Technology, and Society
 * History of China/Inventions**

//Skills//

NETS NCTE/IRA

OBJECTIVE OR PURPOSE: A series of SMART lessons would be created on several topics relating to the study of China which is an ongoing integrated program in each of the fifth grade classrooms, coordinated by all the fifth grade teachers. Lesson topics include: Belief Systems; Chinese Menu Math/Checkbook Math; Geometry; Geography/Countries of Asia/Land and People of China; Silk Road; Research Process; Proverbs/Folktales (reading and writing); Calligraphy/Chinese Language; Art/Symbolism; History of China/Dynasties. These lessons will enrich and broaden all fifth grade students’ knowledge and appreciation of Chinese culture. SMART lessons would enable us to create skills-based instruction, linking resources to each lesson, along with outcomes and assessment, helpful to all fifth grade teachers and assistants.

SIGNIFICANCE OF PROJECT: As the LS classrooms will all have SMARTBOARDS next year, these lessons will form a basis for grades 3-5 to adapt to their specific curricular endeavors. Because the creation of comprehensive SMART lessons is extraordinarily time-consuming, having ample planning time for gathering resources, constructing SMART lessons, and linking them appropriately within our Rubicon Atlas Mapping system would maximize the potential of this major technological investment. This would maximize the potential particularly for those fifth grade team members new to SMART technology. Having the structure of SMART LESSONS in place will ensure consistency of instruction of the required skills and strategies of the fifth grade curriculum, and will help the other teachers who are new to SMART Technology, gain experience with the tools. Our lessons will provide templates and models allowing us to mentor other teachers and assistant teachers in the creation of their lessons and the development of their curricula. The development of a clear and detailed curriculum plan for the teaching of China in the fifth grade would be especially beneficial as we continue the mapping of our curriculum schoolwide.

BUDGET PLAN: Salary: $15.00 per hour x 100 (minimum) = $1500.00 each person travel expenses: museums, transportation: $200 each person

HAS SUPPORT BEEN REQUESTED FOR THIS PROJECT FROM OTHER SOURCES? no

TIME SCHEDULE: Probable duration of project: This project would be ongoing from June through August, with additional ongoing adaptation and extension of SMART lessons throughout the 2010-2011 school year Amount of time to be devoted by faculty member 10-15 hours per topic (10 Topics) = 100-150 hours per person

REPORTS OR PUBLICATIONS FORTHCOMING AS A RESULT OF THE GRANT Published SMART lessons for use by all 5th Grade Faculty Published SMART lessons that can be adapted for use beyond the 5th Grade Presentation to LS Faculty on SMART board tips and best practices Atlas Rubicon Mapping of all SMART lessons and their assessment Presentations at PETE & C and/or NECC Curricular Technology Committee Workshops throughout the year Addition of these resources to the LS Professional Development Blackboard Course: Interdisciplinary Studies Submissions to Discovery Star Educator Network