Collaboration

For this week's lesson we are going to work together to come up with a bank of collaboration lesson ideas that incorporate technology for Elementary students. You will need to select one of the Georgia Performance Standards below by entering your name in the "Your Name" column. Only one person per standard. Then, you will use the uploading the to write a lesson plan that incorporates technology in a way that has students collaborating or communicating. Once your lesson plan is complete, link the document in the appropriate column. Then provide a brief overview of the lesson and list the digital tools that were used. I have added an example below.

Square of Life, flip camera, Biokids website, Square of Life Web Resources, Google Presentation, Blog, Google Maps, Skype || Bethany Massey || JeopardyLabs.com Google.com || Jacqueline Douthat || powerpoint || Ashlee Rolle || sweet search.com mindomo.com atlapedia.com || Shanna Jones || Microsoft PowerPoint Square of Life Web Resources, Microsoft word 2010 || Deeonna Epps || (historic figures listed in SS2g2 a) demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion. ||  ||   ||   ||   || Microsoft PowerPoint || Felix White || Paint || Shakeema Gabriel || netrover.com, teachervision.com, actden.com || Tanya Curry ||
 * Georgia Performance Standard || Brief Overview of Lesson. || Link to Lesson Plan || Digital Tool(s) used || Your Name ||
 * **EXAMPLE:**
 * S1CS1 a)** Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out. || Students will examine squares in their schoolyard to observe what living and non-living items they find. They share this information in a collaborative database online. Additionally, they share their observations with another school located in another state or country. || [[file:Sample Lesson.docx]] || Google Docs
 * **SS2H1 a)** Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). || Students will use group collaboration to research assigned historical figures. The students will present using Glogster.com and participate in a jeopardy game. Technology is used in this lesson not only through the research but through the students presentations as well. || [[file:Lesson Plan SS2H1 (1).docx]] || Glogster.com
 * **SS2H1 b)** Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation, rights, and freedoms). || Students will research an historical figure from the past and a well-known figure from the present and put together a comparison and contrasting online presentation ||  || Google, slidesix.com,
 * **SS2H2 a)** Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources. || Students will research the life of Georgians Cherokee and Creek and compare how much have changes since early 1800s. || [[file:Georgia Creeks and Cherokees.docx]] || GoogleMaps, PowerPoint, Skype || Alla Shutakova- Tishchenko ||
 * **SS2H2 b)** Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today. ||  ||   ||   ||   ||
 * **SS2G1** The student will locate major topographical features of Georgia and will describe how these features define Georgia’s surface. ||  ||   ||   ||   ||
 * **SS2G2 a)** Identify specific locations significant to the life and times of each historic figure on a political map. James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights). || Students will explore, create, present information on historical figures together through research and connect their contributions to places on a map. || [[file:Lesson Template (2).docx]] || Microsoft word 2010
 * **SS2G2 b)** Describe how place (physical and human characteristics) had an impact on the lives of each historic figure (historic figures listed in SS2g2 a). || Students will describe the physical and human characteristics of each historic figure. Then discuss the impact of how his/her environment influenced these traits. Students will write a paper and complete a Power Point presentation. || [[file:Georgia Creeks and Cherokees.docx]] || Google,
 * **SS2G2 c)** Describe how each historic figure adapted to and was influenced by his/her environment (historic figures listed in SS2g2 a). ||  ||   ||   ||   ||
 * **SS2G2 d)** Trace examples of travel and movement of these historic figures and their ideas across time (historic figures listed in SS2g2 a). ||  ||   ||   ||   ||
 * **SS2G2 e)** Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live (historic figures listed in SS2g2 a). ||  ||   ||   ||   ||
 * **SS2CG1** The student will define the concept of government and the need for rules and laws. ||  ||   ||   || Hyun So ||
 * **SS2CG2** The student will identify the roles of the following elected officials: President (leader of our nation), Governor (leader of our state), Mayor (leader of a city). || Students research the role of President through books, websites, and interview school staff. They will share the information they find on Mimio board. They also verify their information by conference call with a local librarian. || [|President lesson.docx] || Youtube, Mimio board, Bensguide website, Skype || Thu Nguyen ||
 * **SS2CG3**The student will give examples of how the historical figures
 * **SS2CG4** The student will demonstrate knowledge of the state and national capitol buildings by identifying them from pictures and capitals of the United States of America (Washington, D.C.) and the state of Georgia (Atlanta) by locating them on appropriate maps. || Students will participate in a live video chat with another classroom, my classroom representing the city of Atlanta and the other classroom representing Washington, D.C. By exploring Google Maps on video chat and learning how to use it, students will be able to locate and find information for the capitals and state capitols of the states assigned to their groups. || [[file:Lesson Template (2) (1).docx]] || Rounds, Google Maps, Prezi/PowerPoint || Chelsey Jackson ||
 * **SS2E1** The student will explain that because of scarcity, people must make choices and incur opportunity costs. ||  ||   ||   ||   ||
 * **SS2E2** The student will identify ways in which goods and services are allocated (by price; majority rule; contests; force; sharing; lottery; command; first-come, first-served; personal characteristics; and others). || Children will actively listen to a story about a class that raised a lot of money to go on a field trip. The class will split into four groups and children will use a video camera to create a commercial to sell a good or service and raise money to go on a class field trip. || [[file:Lesson Template- Gennie.docx]] || video camera, tv or monitor to view commercials || Gennie Hendrick ||
 * **SS2E3** The student will explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter. || The teacher will explain to the class that she would love to take them to the Coca Cola Museum but it’s expensive and the school does not have enough money. The teacher will then ask for suggestions on how to get money for the field trip || [[file:IT Class-1.doc]] || Google, Overhead Projector, Wiki spaces.com, Poster Board Marker || Wyshawn Landers ||
 * **SS2E4** The student will describe the costs and benefits of personal spending and saving choices. || Students will experience spending and saving through a monetary classroom experiment. The students will be given bills that must be paid and be given the opportunity to save or spend the "extra" money that is left over. The student will share their end results and experience through a presentation at the end of 3 months. || [[file:LP_White.doc]] || Microsoft Excel,
 * **S2E2** Students will investigate the position of sun and moon to show patterns throughout the year. || Students will work within groups of three to create their very own short story. Using key phrases as a starting point, students within the group will take ownership of one of three sections of the story (beginning, middle and end). each group will then convert the typed story into an actual story book, which will then be presented to the class. || [[file:Lesson Template (1).docx]] || Microsoft Word, meddybemps website, journalbuddies website, AlmostMeet, VoiceThread, StoryJumper, Tikatok || Saashya Rodrigo ||
 * **S2E3 a)** Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people. || Students will begin to examine and understand how the weather, climate conditions, and seasonal changes effect the outcome of plant growth in different areas of the world. || [|collaboration.docx] || [|www.scholastic.com(interactiveweathermaker]), weatherwizkids.com, google maps..etc. || London Blake ||
 * **ELA2W1 a) **Writes text of a length appropriate to address a topic and tell the story. || The teacher will ask the students what is the definition of a friend? The students will break into groups of four and read the book We are friends. The students will have to address the topic that the teacher gave the groups to address to present to the class. || [|shakeema gabriel.wps] || Microsoft Word
 * **ELA2W1** **f)** Begins to write a response to literature that demonstrates understanding of the text and expresses and supports an opinion. || Students will read a poetry selection and have small group discussions to reflect on the work. Students will give an explanation for their interpretation. Then, each student will be asked to share with the class an interesting interpretation that was revealed by another classmate. Then students will have an opportunity to create their own poems inspired by the discussion, along with a description of what experiences they think influences their interpretations. A project board will be provided with the original work at the top. Underneath student can present their individual reflections. || [[file:Lesson Template11.docx]] || Poster Board and markers || Rashanda Ravenel ||  ||
 * **ELA2W1 g)** Begins to write a persuasive piece that states and supports an opinion. || Students will have the opportunity to convince their peer that an unlikely experiment that deals with either weight,length, or time measurements is factual. || [[file:Lesson Template Isha.docx]] || Youtube, overhead projector, wikispaces.com || Isha Barrie ||  ||
 * **ELA2W2 a)** Captures a reader’s interest by writing a personal story in first or third person consistently. || The teacher will start off asking the children what is the definition of a friend? ||  ||   || Kimberley Mammah ||
 * **ELA2W2 b)** Begins to write fantasy/imaginary stories. || Students will come up with their own fantasy story using big universe and they will present them to class and collaborate with one another through digg to discuss their weaknesses and strengths. ||  ||   || Britannica Washington ||
 * **ELA2W2 f)** Uses organizational structures (beginning, middle, end, and sequence of events) and strategies (transitional words/phrases, time cue words). || Students will collaborate and become authors of their own story focusing on sequencing words. They will share their information through a story making website with their peers inside their class,and in another 2nd grade class within their school. They will give and receive feedback of those stories. || [[file:SequencingLesson.docx]] || gaggle.com, tikatok.com,
 * **M2D1 a)** Create, organize and display data using pictographs, Venn diagrams, bar graphs, picture graphs, simple charts, and tables to record results with scales of 1, 2 and 5. ||  ||   ||   ||   ||
 * **M2P3 a)** Organize and consolidate their mathematical thinking through communication. ||  ||   ||   ||   ||
 * **M2P3 a)** Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. ||  ||   ||   ||   ||
 * **M2P3 c)** Analyze and evaluate the mathematical thinking and strategies of others. ||  ||   ||   ||   ||