Grade level(s)	3rd
Content area(s)	Social Studies- Continents
Purpose	For the students to learn general information about different parts of the world's geography and cultures.
Brief description	Using the group investigation model of cooperative learning, students will work in groups to learn about and present to the class one continent that is assigned to them. The presentation will be in the form of a brochure, poster, and short verbal explanation of what they have learned.
Resources	Each continent will have different websites, and print resources should be used such as encyclopedias.
What is the highest level of Bloom's taxonomy reached? Explain	Understanding: This will be in the research and presentation stage. The students will be forming an understanding of facts about their specific continent. Analysing: As a group, the class will compare and contrast the continents based on certain topics outlined by teacher (i.e. culture, climate, geography, countries)
Which learning styles are addressed? How?	Visual: reading, pictures,etc Kinesthetic: using computer
Which MIs are addressed? How?	Linguistic: writing for the brochure and reading the information Spatial: organizing the brochure and it's layout Naturalistic: will be describing the climate/landscape
Student's name	Clary Rucker

Grade level(s)	4th - 5th
Content area(s)	This activity could be used as a review for any content area.
Purpose	The purpose of this activity would be to help the students review and put into memory content that had been covered in class. It would also help the students learn how to use Microsoft Powerpoint, and become more familiar with the tools. Students would also be learning how to work in groups, and accept different roles within those groups.
Brief description	Students would be split into groups, and together create a review game for the class. The students would work together to come up with review questions for their assigned section. Using Microsoft Powerpoint students will design a review game covering the assigned subject.
Resources	Students texts where their content they are learning comes from and Microsoft Powerpoint
What is the highest level of Bloom's taxonomy reached? Explain	I believe with this activity the highest level in the content area is application because here the students are being asked to take knowledge that they already know about, and create questions out of them. In order for the students to create questions using the information they have to know how it is applied in the lesson, and in life. By forming the questions they are applying the information they know and understand.
Which learning styles are addressed? How?	With this lesson I believe Visual, auditory, and Kinesthetic/Tactile are all addressed. Students will be learning the content as they visually see the content as they search for questions, then as they write and form questions, as they create their game, and then together as the games are being played they will be visually stimulated. With auditory, students will be forced to discuss with each other their content knowledge, they will be repeating the information as they form multiple questions, and then as the students are playing the games once they are completed they will be hearing the answers. With Kinesthetic/Tactile learners they will be searching for information for questions, writing down questions and also typing them into the Powerpoints, and possibly arranging them and moving them around depending on how they set up their game.
Which MIs are addressed? How?	Verbal intelligence is addressed as students will be discussing with each other what information to use, how to use it, and also how they will create their game. The students will be doing a lot of discussion amongst each other. This group work will also address Interpersonal intelligence as students are working with each other, and each learning more about working together with others. Kinesthetic intelligence is also addressed as this lesson works with that type of learning style also since the students will be working hands on through the whole project to create their final review game.
Student's name	Jessica Williams

Grade level(s)	5th-6th
Content area(s)	Social Studies- Timelines
Purpose	Students will learn how to condense important information into sequential order by using a timeline that helps them organize their thoughts and display historical facts/events in a short, concise manner. (For example, students will work together to create a timeline of the Civil War, including all important information from the beginning to the end).
Brief description	Students will be assigned to small groups. Each group will be assigned a specific period in history and they will be responsible for gathering information about what happened during that time period. Then, each group will create a timeline that includes all important issues that occured during that time period in sequential order.
Resources	Internet, Powerpoint, Encyclopedia, social studies textbook
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students will formulate a timeline using historical facts in their own short, condensed version.
Which learning styles are addressed? How?	Visual: Students will read text and use pictures to display the data. Kinesthetic: Students will move the mouse in order to navigate websites and use Powerpoint.
Which MIs are addressed? How?	Linguistic: reading information Spatial: creating and organizing the timeline information
Student's name	Stephanie Hasden

Grade level(s)	2nd grade
Content area(s)	Science-planets
Purpose	To have students organize information in a way that is presentable to others and helps them store it in long term memory.
Brief description	The students will read about the different planets from textbooks and internet sources. They will then take the information they learned from each planet and make a PowerPoint to record the information. They will then present their PowerPoint with the rest of the class.
Resources	textbooks, Internet, publishing software, encyclopedias
What is the highest level of Bloom's taxonomy reached? Explain	Understanding is the highest level, since it is taking the information they have already learned and making it into a source that is easier for them to study by.
Which learning styles are addressed? How?	Visual since they will be making some type of publishing. Kinesthetic since they will be moving around to find information and type it up. Auditory for those that need to hear information in order to retain it.
Which MIs are addressed? How?	Visual for those that need words and pictures to make connections. Auditory for those that need to hear the information presented to them and not just reading it for themselves. The powerpoints can have sounds or they can insert their voices or those of others reading the material. Kinesthetic for those that need to move around in order to learn.
Student's name	Heather Hord

Grade level(s)	Second
Content area(s)	Social Studies/ Geography
Purpose	The student will be introduced to the function and format of maps. This will meet the Social Studies SSS for Grades PreK-2: People, Places and Environments, Standard 1: specifically: 2. uses simple maps, globes, and oher three dimensional models to identify and locate places.
Brief description	Students will be divided into groups of three or four to create a map of their classroom using map-making software. They will first individually make a list of all of the features they would like to include, and then will collaborate to draw a rough sketch of the room. Once they have decided on one format and published their map, they will share their it with the class.
Resources	Map-making software such as Kidspiration, 2Simple Software (2Create or 2Draw) or SmartDraw (www.smartdraw.com)
What is the highest level of Bloom's taxonomy reached? Explain	Application: the students will apply their understanding of the purposes, styles and functions of maps to a new situation.
Which learning styles are addressed? How?	Visual: students will be able to see the format of their classroom and create a graphic representation of their understanding Bodily/Kinesthetic: students will be able to explore their environment and determine relative locations in definite spatial terms.
Which MIs are addressed? How?	Logical/Mathematical: analyzing spatial information by creating a relatively accurate scale model/representation Bodily Kinesthetic: above
Student's name	Nicole Knox

Grade level(s)	3rd
Content area(s)	Science/Math
Purpose	To allow students to apply their knowledge of geometric shapes and the study of how housing has changed throughout various historical periods to form their own ideas of where housing is going in the future.
Brief description	Students will use geometric shapes covered in math with a combination of housing styles, and new ideas to form a “futuristic” house drawing using Microsoft Paint.
Resources	Micorsoft Paint, textbooks, teachers, the internet.
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis. Students will be using knowledge that they have gained and applying it while creating new ideas to form a whole new concept of a house.
Which learning styles are addressed? How?	Visual learning styles are addressed as students must read the text and understand previous information to succeed at this task. Students are also required to visualize and form a futuristic house.
Which MIs are addressed? How?	Interpersonal intelligence is addressed as students must interact in a group to complete the project successfully. Spatial intelligence is addressed as students use knowledge of shapes to form an object that does not exist.
Student's name	Tavia DeLisle

Grade level(s)	3-5
Content area(s)	Social Studies
Purpose	Students will fluently be able to use the powerpoint program to demonstrate their research and understanding of a particular country.
Brief description	Students in groups of three will present with powerpoint different countries of interest. They will individually research a particular aspect of the country and collaborrate with the other group members to make a powerpiont of the intricacies of the country.
Resources	Powerpoint program Internet access
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students will collect and assemble the information that they find and design the presentation with the program.
Which learning styles are addressed? How?	Visual: Students will research on the internet using thier visual learning style and creating thier presentation will address it also. Audio: During the presentation the students will be required to read the powerpoint and this would incorporate this learning style. Kinesthetic: The movement required to use the internet and all other resources would involve this learning style.
Which MIs are addressed? How?	Spatial intelligence: Students accumulate different pictures that would assist the strength of their powerpoint Interpersonal intelligence: During the presentation of the powerpoint, students would have to express thier information about thier country Naturalist intelligence: The students would get to know the nature of the country and relate to the differences and similarities of the US and thier country
Student's name	Dustin Trahan

Grade level(s)	3rd grade
Content area(s)	Science
Purpose	Students will work in groups and make a powerpoint that demonstrates their knowledge of a specific planet assigned.
Brief description	The class will be divided into groups of three, Each group will then be assigned a planet which they mucst fully research. Once this has been done by each group they will gather all the information that they have and present it to the class in the formm of a powerpoint
Resources	Science Textbook, Internet, Encyclopedia, Microsoft Powerpoint.
What is the highest level of Bloom's taxonomy reached? Explain	Understanding will be the highest level reached. They will be using the information that they gathered and show that they have an understanding of the particualr planet they were given to research.
Which learning styles are addressed? How?	This activity willl address the visual, kinesthetic, and auditory learners. Those students who learn better by seeing will have the opportunity to look at the various powerpoints and therefore gain an understanding of each individual planets, those students who are kinesthetic learners can be given the responsibility to use the computer in order to type the information that they will be displaying. As for the auditory learners, they will get the opportunity to hear about each specific planet when the powerpoints are being presented to the class.
Which MIs are addressed? How?	I think that this activity will be geared more towards those who are visual/spatial and Interpersonal. It addresses visual/spatial because students will have the opportunity to see what they are going to present and they can presented in any way that they want (as long as it is in a powerpoint format). As for Interpersonal, the students will be working in groups and threrefore have to be able to get along with each other in order to get the final product.
Student's name	Ingrid Amezquita

Grade level(s)	5th
Content area(s)	Science, Geography
Purpose	The students will become more knowledgeable about common trees in Florida. The students will create a Microsoft PowerPoint presentation.
Brief description	Students will break up into groups of four or five. Each group will be assigned one tree that is commonly found in Florida. They are to become "experts" on their tree, gathering information from encyclopedias and the Internet. They are to create a PowerPoint about their tree. The PowerPoint should include information such as: habitat, leaf types, flowers, fruit, etc. After they create their PowerPoint, they will present it to their classmates.
Resources	Computer PowerPoint software Encyclopedias Trees of Florida
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension - Students must summarize information that they find and put it into a PowerPoint.
Which learning styles are addressed? How?	Kinesthetic - Kinesthetic learners have the opportunity to use a computer in this project. Visual - Visual learners can read information from the Internet and encyclopedias. They can also read their peers' PowerPoints as they are presenting. Auditory - Auditory learners can hear what their peers are presenting.
Which MIs are addressed? How?	Verbal-linguistic - This assignment gives students the opportunity to read and write. Visual-spatial - These students also enjoy reading. They can also add pictures and work on the design of the PowerPoint. Bodily-kinesthetic - These learners can use the computer. They will get to type and use the mouse. Interpersonal - Students work in groups for this assignment. Naturalist - These students will enjoy learning about nature.
Student's name	Danielle Heaton

Grade level(s)	3rd - 5th grade
Content area(s)	History
Purpose	Students will gain a greater understanding of a chosen historical event during the Revolutionary War, and will gain experience with desktop publishing in programs such as Print Shop.
Brief description	This activity is intended for use at the end of a unit on the Revolutionary War. The teacher may select events such as the Boston Tea Party, Stamp Act, Boston Massacre, etc. or have students select their own. Ideally, each group in the class should have a different topic. Students will be divided into groups of 2 or 3, and will write a newspaper article about the event of their choosing. Students will research their event, and examine newspapers actually published during the Revolution. After writing and revising the article, students will use a desktop publishing program and their article to make a mock newspaper page.
Resources	http://www.pbs.org/ktca/liberty/chronicle.html This site displays actual fronts of newspapers from the Revolutionary War. http://www.pbs.org/ktca/liberty/chronicle_timeline.html This site has an organized timeline of events in the Revolutionary War, so kids can see what happened before and after their chosen event.
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom’s taxonomy that is reached is comprehension because students are learning about an event and writing about it in their own words. They must truly understand what happened in the event, and the effects it had on the political and social climate of the time.
Which learning styles are addressed? How?	Visual: these learners will benefit from reading the research about their event and looking at the actual newspaper front pages from the Revolutionary War. Auditory: these students will enjoy discussing the event with their group and discussing how to best present it Kinesthetic: these learners will be engaged by the task of arranging their story and related graphics on the desktop publishing program.
Which MIs are addressed? How?	Linguistic: Students who excel in linguistics will enjoy researching and writing an article about their chosen event, and will be able to use their skills to create a well-written piece. Spatial: Students with spatial intelligence will be very helpful in determining the layout of the newspaper, finding pictures to accompany it, and creating a finished, polished final product.
Student's name	Jessica Lavelle

Grade level(s)	5th grade
Content area(s)	Science, Language Arts
Purpose	Working in groups of 2-3, students will become reporters. They will create a striking newsletter about one of the endangered species represented by the World Wildlife Fund. Using the power of persuasion, the newsletter will inform its viewers about the endangered species and how people can help to protect them.
Brief description	Each group will be assigned an endangered species. The endangered species are: atlantic salmon, corals, elephants, great apes, marine turtles, monarchs, pandas, pikas, polar bears, rhinos, snow leopards, tigers, whales, and dolphins. The groups will do research on their endangered species. Using Microsoft Publisher, they will create a noticeable newsletter that includes information about the endangered species and what people can do to help them. It is their job as reporters to bring awareness to these endangered species and to promote protection. The newsletter must be 11" x 17". Each group will post up their newsletter on the class bulletin board for easy viewing. They will also present their newsletter to the class.
Resources	Endangered Species
What is the highest level of Bloom's taxonomy reached? Explain	Analysis, because students are investigating and finding out information about their endangered species. They are using that information to support their cause, which is to convince people to help save endangered species.
Which learning styles are addressed? How?	Visual: Students read text and see pictures. Auditory: Students listen to groups orally present their newsletter. Kinesthetic: Students are typing on the keyboard and moving the mouse in order to format their newsletter.
Which MIs are addressed? How?	Linguistic: Students read, write, and give oral reports about their endangered species. Spatial: Students see colorful photographs of the endangered species. They are also attracted to the eye-catching layout of the newsletter. Bodily-kinesthetic: Students work on the computer, using it as a tool. Interpersonal: As a group, students work together to decide on the layout of the newsletter. They work as a team of reporters in order to persuade others to protect their endangered species. Naturalist: Students are learning about endangered species who are mostly endangered due to humans destroying their natural habitats.
Student's name	Alice Ching Yin Chiu

Grade level(s)	2nd - 4th
Content area(s)	Science Writing
Purpose	The purpose of this activity is to provide students with an opportunity to display their knowledge at the end of a unit on underwater animals by making a Powerpoint slide to show their classmates.
Brief description	To begin with, students will be given a brief overview of how to use Powerpoint. They will then be asked to pick their favorite animal from the unit on underwater animals that was just completed. Students will have to use the internet to discover information about their creature. They will complete a premade Powerpoint slide that will ask them to answer questions such as, "What does your animal eat?" "What does your animal look like?" and "How does your animal hide from predators?" Once every student has completed a Powerpoint slide on the animal of their choice, the slides will be saved to a zip drive so that they can properly be arranged into a slideshow. The teacher will make up a schedule for student presentations. Students will then have the opportunity to present their slide to the class on their scheduled day and every student will learn more about underwater animals by listening to their peers.
Resources	Computers Powerpoint program Zip drive http://www.yesnet.yk.ca/schools/wes/webquests_themes/sea_ webquest/sea_animals.html http://www.nwoca.org/~hol_www/OceanAnimals.html
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis Students are required to gather information about their favorite sea creature and create a Powerpoint slide that answers the main questions that another student might have about the creature they have selected. This requires being able to synthesize information that they have read.
Which learning styles are addressed? How?	Visual Students who are visual learners will do well because they will have to create a visual presentation and also watch their peers' presentations. Auditory Students who are auditory learners will benefit by listening to their peers' presentations.
Which MIs are addressed? How?	Visual-Spatial Students will work with multimedia and pictures throughout this activity. Linguistic Students will work to create a slide that clearly presents their underwater creature's feautres using text. Interpersonal Students will listen to their classmates presentations and will learn through interaction with others.
Student's name	Callie Williams

Grade level(s)	4-6
Content area(s)	Language Arts, Technology
Purpose	Students use their knowledge of an activity to write an expository text that is clear and organized. Students gain experience using computers to put together a catchy and informational page (including inserting pictures, text boxes, formatting, and using color).
Brief description	Students will write an expository piece about one of their personal favorite activities, interests or hobbies. The piece should be about why the student finds the activity enjoyable and it should include a brief explanation of how the activity is done (if applicable to the activity chosen)- who it is done with, where, etc. Students will then create a cover page for their essay that includes pictures and various uses of text and spacing to develop an interest in their readers.
Resources	Computers Microsoft Publisher (or any other program that incorporates similar features)
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's is creating. Students create a unique addative piece to represent their writing. They plan out the design, layout, and contents on their cover sheets.
Which learning styles are addressed? How?	Visual- Students view their classmate's cover sheets to gain a quick overview of the activity explained in the writing. Kinesthetic- Students use the computer and software to design their own cover page.
Which MIs are addressed? How?	Linguistic- Students write a well written expoistory piece on their favorite activity, and they create a cover sheet utilizing significant text. Spatial- Students are to design an attractive and interest-provoking cover sheet utilizing the space and available resources. Kinesthetic- Students use the computer to design their own cover sheets. Musical- Students use their creative ideas and imagination to construct an image that represents their writing. Interpersonal- Students create their cover sheets with the interests and considerations of their classmates in mind as their main audience. Intrapersonal- Students reflect on their favorite activity, hobby, or interest and develop a clear support for why that particular activity, hobby, or interest brings joy to them.
Student's name	Sara Zabaroni

Grade level(s)	3rd Grade
Content area(s)	Physical Science: Simple Machines
Purpose	The purpose of this activity is for students to learn about the six types of simple machines and how they function and work in our everyday lives.
Brief description	The students will work in groups of 3 or 4 and will have to look up information on simple machines using the different websites I have provided for them and/or they can also use other website sources they find on their own. They will then have to compile a Powerpoint presentation of the six simple machines including the history of the six simple machines, everyday examples, what it is, and how it works. When they are done they will have to present their Powerpoint to the rest of the class.
Resources	http://www.scholastic.com/ http://www.schoolforchampions.com/science/machines.htm http://www.sirinet.net/~jgjohnso/physical.html
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of bloom's taxonomy the students will reach is application because the students will have to apply the information they have learned about simple machines in constructing a Powerpoint presentation that they will then have to present to the rest of the class.
Which learning styles are addressed? How?	Visual: The students will have to read about information about the six simple machines and they will learn a lot from their classmates presentations. Auditory: The students will enjoy the classroom presentations and will learn a lot from listening to all of the presentations. Kinesthetic: The students will have to be working with their hands looking up information on the internet and will have to construct a Powerpoint presentation.
Which MIs are addressed? How?	Linguistic: The students will have to present the information they have looked up and put together. Spatial: The students will have to compile all that information and put it into one Powerpoint presentation. Bodily-Kinesthetic: The students will have to work with their hands working on a computer looking for information and making a Powerpoint presentation. Interpersonal: The students will be interacting with each other and working in groups.
Student's name	Annabel Alban

Grade level(s)	4th
Content area(s)	Mathematics
Purpose	Students will learn how to use desktop publishing software and will learn how mathematical concepts relate to real life situations.
Brief description	Students will be divided into groups of four or five and will be assigned a mathematical topic (that they have already studied) such as additition, subtraction, division or fractions. Students will then have to find real world examples (a minimum of three) of these topics. They will take pictures of the examples with a digital camera. Using a desktop publishing program, the students will use the pictures that they took along with texts to create a one to two page document that shows how these concepts related to real world situations.
Resources	A computer, digital camera (s), a desktop publishing program (Microsoft publisher, Apple Pages etc..), printing paper.
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's taxonomy reached is synthesis. This is the highest level reached because students are using old ideas (previously learned math concepts) to create new ideas (using a desktop publisher to show how concepts occur in real life situations.
Which learning styles are addressed? How?	Visual: Students are using photos, grahpics and text to create a visual display that shows how math concepts are found in the real life situations. Kinesthetic: Students are using their hands to take pictures and they use their hands when they are creating the document.
Which MIs are addressed? How?	Linguistic: Students are allowed to use text to accompany their photos. Mathematics-logical: Students figure out how math concepts relate to real life situations. Spatial: Students are creating a visual to show how math concepts can be found in everyday experiences. Interpersonal: Students work in groups.
Student's name	Rosanna Dugan

Grade level(s)	5th
Content area(s)	Science: Bats
Purpose	For students to apply their knowledge of bats and bat conservation to create a conservation brochure for the public.
Brief description	At the end of the class’ unit on bats, students will take a field trip to Lubee Bat Conservatory. This field trip will be a culminating experience for the students. Students will learn bat conservation first hand. The students will also receive greater knowledge on bat conservation. When we return from the field trip students will create a bat conservation brochure. The brochure must include content areas such as: bat facts, why bats are good, what to do if bats are in your home, how to keep bats out of your home, instructions for building a bat house, and resources (websites, local phone numbers, etc). Student will create their brochures in teams of 3.
Resources	- Students will create their brochures in Microsoft Works, using the brochure templates. - Bat Conservation International http://www.batcon.org/home/default.asp -Organization for Bat Conservation http://www.batconservation.org/ -Lubee Bat Conservatory http://www.lubee.org
What is the highest level of Bloom's taxonomy reached? Explain	Application: The highest level of Bloom’s is Application. Students will be taking the knowledge they know about bats and bat conservation to create a bat conservation brochure.
Which learning styles are addressed? How?	Visual: The brochure students are creating is a visual tool. When researching, students will viewing books and websites. Kinesthetic: Students will be using their hands to research to bat conservation and to create the brochure on the computer.
Which MIs are addressed? How?	Linguistic: Students will be using their writing skills to create their bat conservation brochure. Kinesthetic: Students will be using their hands to research and to create the bat conservation brochure. Interpersonal: Students will be working together in groups to create their brochure.
Student's name	Jennifer Weber

Grade level(s)	3rd - 5th Grade
Content area(s)	Language Arts/Reading
Purpose	The purpose of this assignment is for students to share the book he/she read with the class using the program PowerPoint.
Brief description	Students will freely choose any chapter book they want to do a book report on. Students will include the following in their PowerPoint - Main Characters, Setting, Plot, Short Summary, & his/her favorite part of the book.
Resources	Computer with Microsoft PowerPoint & List of reccommended readings for students who might need help finding a good book to read.
What is the highest level of Bloom's taxonomy reached? Explain	Application - This is the highest reached because students will need to use information in the book to define the major characters, setting, plot, & a short summary.
Which learning styles are addressed? How?	Visual & Auditory - These two are addressed because the students will read a book as well as read what they have put on their PowerPoint project for a reminder of what they wrote. Auditory comes into play when students are able to listen to their classmates share the book they read.
Which MIs are addressed? How?	Visual - Students will be able to see what their peers have constructed for their PowerPoint. Verbal/Linguistic - Students will need to speak about their book sharing it with the rest of the class. They will also need to be able to listen to what books their classmates read.
Student's name	Shane Erb

Grade level(s)	4th and up
Content area(s)	Science/Astronomy
Purpose	For students to learn more about our solar system and to see great pictures about the different objects in our solar system.
Brief description	Students will be divided into groups of four or five and be assigned a specific topic related to the solar system. One group, for example, will be assigned to the planets, another will be assigned the Sun, and another will be assigned to meteors. Each group will do research about their topic and find interesting pictures on their topic, and create a PowerPoint presentation to share with the class.
Resources	Computer with microsoft office Internet access
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students are using the information and pictures they have found through research to create a PowerPoint presentation.
Which learning styles are addressed? How?	Kinesthetic: Student will be using the mouse and keyboard when creating their PowerPoint presentation and doing research. Visual: Students will be reading information on the computer and looking at pictures while creating their PowerPoint.
Which MIs are addressed? How?	Linguistic: Students will be reading and typing while creating their PowerPoint. Spacial: Students will be finding pictures on their topic and adding them to their PowerPoint presentation to make it visually stimulating. Bodily/Kinesthetic: Students will be using the keyboard and mouse to navigate websites and create their presentation. Interpersonal: Students will have to work together to decide which information and pictures they want to include in their presentation.
Student's name	Haleigh Dillender

Grade level(s)	3rd through 5th grades
Content area(s)	Health/Science
Purpose	The purpose of this activity is for students to learn about the Food Guide Pyramid, and what is involved in a healthy lifestyle.
Brief description	Sunshine State Standards The student comprehends concepts related to health promotion and disease prevention. (HE.A.1.2) knows how personal health behaviors influence individual well-being. knows the most common health problems of children. knows how childhood injuries and illnesses can be prevented and treated. knows the nutritional values of different foods. Students will perform a jigsaw lesson on the Food Guide Pyramid. The class will be divided into groups of 4 students, and each group will be assigned a different section of the Food Guide Pyramid (fruits, vegetables, meat & beans, grains, milks, oils, and physical activity). Each group of students will work collaboratively to research their assigned section of the Food Guide Pyramid, and then create a PowerPoint presentation with the information that they learned about their section of the Food Guide Pyramid. Each group of students should incorporate a creative introduction to the PowerPoint presentation such as a video or song that discusses their assigned section of the Food Guide Pyramid. Each group will present their PowerPoint to the class, and educate their classmates about their section of the Food Guide Pyramid.
Resources	My Pyramid KidsHealth USDA Dietary Guidelines Nutrition Explorations Computers Internet Access Microsoft Powerpoint
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom’s Taxonomy reached is Synthesis. As the students collect data about their section of the Food Guide Pyramid, incorporate graphic images of their choosing, and incorporate a video or song about their section of the Food Guide Pyramid, they are able to collectively design, construct, and produce a visual product through a PowerPoint presentation. After the students have complete this task in their groups, they are then able to generate new ideas about their section of the Food Guide Pyramid, learn about the other sections of the Food Guide Pyramid from their classmates, and generate new ways of viewing things as they discuss their thoughts and ideas with the other members of their group.
Which learning styles are addressed? How?	I believe that all three learning styles (visual, auditory, and tactile-kinesthetic) are addressed through this jigsaw activity about the Food Guide Pyramid. Visual learners benefit from the incorporation of text, picture images, and videos into the PowerPoint presentation on each of the sections of the Food Guide Pyramid. Auditory learners benefit from the sound clips of videos or songs incorporated into the introduction of the PowerPoint. Also, tactile-kinesthetic learners benefit from the direct interaction with the mouse, computer, websites, and PowerPoint program as they research and explore the Food Guide Pyramid.
Which MIs are addressed? How?	Linguistic (students read the information on each website, recall and incorporate information into the PowerPoint presentation about the Food Guide Pyramid in their own words, and create an imaginative presentation to present to the class) Logical-Mathematical (students use the information obtained from the websites to make logical/mathematical conclusions about what size portions of food to eat, how many servings are required from each food group, as well as how much physical activity is necessary to maintain a healthy lifestyle) Spatial (students view the visual images and videos on the computer screen; also, as students create a creative project for the class, they will most likely include a visual image that they must decide where to put, how to color, how to position text, etc) Bodily-Kinesthetic (as students use their hands to explore the websites via the mouse and computer; also, students must also manually manipulate the information and graphics they have gathered and obtained about their assigned portion of the Food Guide Pyramid into a PowerPoint presentation ) Interpersonal (as students work collaboratively together in groups of four, they learn both about themselves, each other, as well as how they learn best)
Student's name	Amber Bush

Grade Level	6th grade
Content Area	Social Studies- American History
Purpose	To present key factors of various decades of American history and pop culture
Brief Description	The class will be broken up into groups of 4-5 students. Each group will be assigned a decade. Within that group each student will be assigned a topic within that decade (such as important people, events, pop culture, government, etc). After each person has written 2-3 pages about their subject the group will collaborate and make a power point presentation/ slide show highlighting important points that they will present to their peers. they may also use video clips, music, and props during their presentation.
Resources	Microsoft power point, Internet, books,
What is the Highest level of blooms taxonomy reached? Explain?	Comprehension. The students will have to apply what they have researched about their decade and summarize it to create a slide show.
Which learning styles are addressed?	Visual-The students will be using slides, pictures, and video's to present important factors of each decade to their classmates. Audio- The groups will be using sound bites and music clips to present information to the classroom. Kinesthetic-The students will be presenting the information to the class, creating a slide show on the computer
Which ML styles are addressed?	Visual- Students will be able to view pictures and other information about each decade. they will also be able to see any acts performed by their peers. Inter-personal: Students must work with groups to accomplish tasks. Interpersonal: Students must take into account their strengths to become a valuable member of the team. Linguistic-They must present to the class and communicate with their team members in a clear and effective way. Bodily kinesthetic- Students will be active presenting and creating the slide show and props for the presentation.
Students Name	Jessica Wagner

Grade level(s)	1st or 2nd
Content area(s)	Language Arts
Purpose	To help students practice their writing and design skills while practicing poetry writing.
Brief description	Students will write a poem about their mothers in time for the Mother’s Day holiday. After students have edited and selected their final poem, they will have the opportunity to type their poem onto Microsoft PowerPoint. The teacher will also input a photograph of each child onto the computer, and the student can select from clipart and other pictures and textures to create a card for their mother.
Resources	PowerPoint program CD with graphics appropriate for design Digital camera
Which is the highest level of Bloom's Taxonomy reached? Explain.	Synthesis - The students will be using their knowledge about artistic design and poetry to combine a quality poem and aesthetic design.
Which learning styles are addressed? How?	Visual - The students will be viewing the PowerPoint slide that will be the card, which will allow students to use visual learning. Kinesthetic - These students will be using the computer to create this project, allowing them to keep active during this activity.
Which MIs are addressed? How?	Bodily Kinesthetic - see above. Linguistic- Students will be able to communicate through their words in the poem. Intrapersonal- The students will be working independently on this project.
Student's Name	Jennifer Krause

Grade level(s)	Third to Fifth Grade
Content area(s)	Social Studies
Purpose	To learn about their family history and totem poles.
Brief description	The students will learn about totem poles and then they will learn about their families by interviewing their parents. After researching their family history, students will assign symbols to represent information they have learned about their family (for example a flag or a type of food). They will then use these symbols to create a totem pole representing their family. They will create a PowerPoint explaining their totem poles and each symbol on the totem pole. They will scan their pictures of their totem poles onto the computer to include in their PowerPoint.
Resources	computer with PowerPoint and a scanner
Which is the highest level of Bloom's Taxonomy reached? Explain.	The highest level of Bloom's reached is evaluation. This level is reached because the students have to create a totem pole and assign symbols to represent information about their family. They then have to present their totem poles to the class and support why they chose the symbols they did to represent their family.
Which learning styles are addressed? How?	Auditory: This learning style is addressed because the students have to interview their parents to find out information about their families. Visual: This learning style is addressed because the students use symbols to create totem poles and then create PowerPoint presentations about their totem poles, creating a visual representation of the information. Kinesthetic: This learning style is addressed in that the students will utilize their hands to type the information into the PowerPoint presentation.
Which MIs are addressed? How?	Verbal-Linguistic: This MI is addressed through talking with their parents to find out about their family history. Bodily/Kinesthetic: This MI is addressed because the students are typing. Visual/Spatial: This MI is addressed through organizing the information into a PowerPoint. Interpersonal: This MI is addressed because the project allows the students to interview their parents and learn about their families.
Student's Name	Katie Vallillo

Grade level(s)	4th grade
Content area(s)	Science
Purpose	To create an imaginative scientific invention and write a silly announcement in newsletter format.
Brief description	Students will be learning about the most life changing inventions in all of mankind. This project is an extension of historical inventions into creation of imaginative inventions that may be impossible and irrational but that have relevant purpose for human use. The formal public announcement of each student's invention will be written in a newsletter format. The announcements can be accumulated and published, presented to the class, or posted around the school.
Resources	Publishing program like Microsoft Publisher
Which is the highest level of Bloom's Taxonomy reached? Explain.	Synthesis: Students will have to make a connection between the importance of real world inventions with their own inventions. In their newsletter, they will be writing about why and how their invention will change the lives of all those who get to use it.
Which learning styles are addressed? How?	Verbal: Writing announcements, making written connections between historical inventions and their own, presentation of their inventions. Audio: Presentation of the new inventions and newsletters. Kinesthetic: Students could create their own model of their invention if the teacher chooses to add this assignment.
Which MIs are addressed? How?	Verbal: Writing their announcements and using words to make connections to historical inventions. Visual: The original idea for the invention can be brainstormed by drawing sketches. The formatting of the newsletter is something visual people would enjoy and thrive working with. Kinesthetic: Body smart people will enjoy the opportunity to physically represent their creation by making a model.
Student's Name	Meagan Gaffney

Grade level(s)	3rd and up
Content area(s)	Language Arts and Art
Purpose	The purpose is to help students get their parents involved with their school careers through active interaction. The purpose is also for students to practice communicating with their parents about their educational process. The purpose is for students to use desktop publishing software to create original works of art and literature creatively. Sunshine State Standards Skills and techniques Standard 1: The student understands and applies media, techniques, and processes. (VA.A.1.2) Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledg of structures and functions of visual arts. (VA.B.1.2) Applications to life Standard 1: the student makes connections between the visual arts, other disciplines, and the real world. (VA.E.1.2) Writing Standard 1: The student uses the writing processes effectively Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.2)
Brief description	Students are to make individual monthly newsletters to go for their parents. They are to include information about their academic progress, likes and dislikes of the classroom, and upcoming events. They should also be creative showing either original art or pieces of literature that if representative of their talents. They can experiment with different writing genres and desktop artwork. The goal is that student experiment with the different tools that are available within the deskktop publishing program that they are using.
Resources	http://eduscapes.com/sessions/publishing/producing.htm A tool for teachers with resources for producing newsletter
Which is the highest level of Bloom's Taxonomy reached? Explain.	Synthesis The students must sythesize an origin work based on their own evaluations of the class environment, themselves, and furture plans.
Which learning styles are addressed? How?	Visual The students will be producing a visual work that they will present to their guardian. They are free to visually organize it in any way they would like. Kinesthetic The student will be producing the newsletter on the computer and therefore will be using the keyboard and mouse, tactile objects.
Which MIs are addressed? How?	Verbal/Linguistic The students will be explore different writing styles and genres as they produces newletter for their parents. They will be articulating their thoughts about their classroom experiences to their parents. Bodily/Kinesthetic The students will be using the computer hardware to produce their publication. Intrapersonal The students will have be aware of their inner feeling regarding their school experiences in order to write a newsletter concerning their thoughts about school.
Student's Name	Toshira Popo

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Which is the highest level of Bloom's Taxonomy reached? Explain.
Which learning styles are addressed? How?
Which MIs are addressed? How?
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Which is the highest level of Bloom's Taxonomy reached? Explain.
Which learning styles are addressed? How?
Which MIs are addressed? How?
Student's Name

Grade level(s)
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Brief description
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Which is the highest level of Bloom's Taxonomy reached? Explain.
Which learning styles are addressed? How?
Which MIs are addressed? How?
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