Grade level(s)	5-6 grades
Content area(s)	Science
Purpose	In order to use more of a "real-life" approach to identifying different body parts of a frog
Brief description	The students will dissect a frog and during their dissection they will take pictures of the different organs and body parts that they see. After they have taken their pictures they will then upload them in a computer into a powerpoint. Each slide will contain one picture. On that slide the students will need to identify what part of that they are looking at and label it. Once each group is done the powerpoint presentations will then be showcased to the class. (Note: it might be helpful for the teacher to list about 5 specific areas of the frog's body that he/she wants her students to locate because this will give the students a little more guidance.)
Resources	computer, powerpoint, frog, dissection tools, digital camera
What is the highest level of Bloom's taxonomy reached? Explain	Analysis- the highest level is analysis because the students are examining the different parts of the frog and identifying certain specific parts.
Which learning styles are addressed? How?	Visual- The students will be looking at the frog and looking at the pictures that are being taken by their group and by other groups. Auditory- Once the powerpoints are created, the students will have a chance to listen to what their classmates have to say. Kinesthetic- The students will use their hands to dissect the frog, use the digital camera, uploading the pictures, and to create the powerpoint.
Which MIs are addressed? How?	Intrapersonal- the students will be working together in groups to complete the assignment visual/spatial- the students will be able to see the frog and look at the different parts of the frog. bodily/kinesthetic- the students will use the hands-on approach by using the cameras, creating powerpoint, etc.
Student's name	Lindsey Pavlik

Grade level(s)	Kindergarten
Content area(s)	Reading, Phonics
Purpose	To help students remember "at" words.
Brief description	The teacher will take pictures of students performing "at" words. For example, he or she will take a picture of a student holding a baseball bat for "bat" or a stuffed cat for "cat". The pictures will be placed on a computer-generated document with the "at" word underneath. The student who is in the picture can be the one to type the "at" word into the computer. In addition, he or she can "approve" the picture when he or she views it on the computer. All of the pages will be printed out to form the "at" book for the classroom. Since not all students may get a chance to be in the "at" book, other books can be created, such as the "an" book or the "all" book. After the book is created, it can be read to the class and used to help students begin to understand and remember rhyming words.
Resources	Digital camera, computer, paper, binding materials
What is the highest level of Bloom's taxonomy reached? Explain	Knowledge. Students will use the book to be able to recite "at" words (or whatever other words are used) that rhyme.
Which learning styles are addressed? How?	Visual learners will learn from the pictures placed with the words. Kinesthetic learners will learn the words from actually performing the words for the picture.
Which MIs are addressed? How?	Verbal/linguistic learners will have the opportunity to type the word underneath their picture, and they enjoy using word processors. Visual/spatial learners love illustrations and pictures, so the looking at the photographs with the words may help them learn. Bodily/kinesthetic learners will have to opportunity to act out their part, as well as use the computer to type. Interpersonal learners will enjoy being a part of a class activity where everyone participates.
Student's name	Danielle Heaton

Grade level(s)	Preschool
Content area(s)	Interpersonal skills, Reading
Purpose	To help students learn the names of their classmates and to introduce a book to the class that is easy for even preschoolers to read.
Brief description	The teacher will take a picture of each student in the class. He/she will then upload the pictures into the computer. The teacher will use these pictures to create a class book that mimics Eric Carle's book "Brown Bear, Brown Bear, What Do You See?" Each student could help the teacher make his or her page by editing their page in a paint program. The students can also observe the teacher creating the book on the computer. For example, if Susie was on the first page of the book it would say, "Susie, Susie, what do you see?" "I see Johnny looking at me." The next page would then have a picture of Johnny and the story would continue like this: "Johnny, Johnny, what do you see?" "I see Brittany looking at me." The book would continue in this repetitive pattern and would incorporate all of the students. The repetitive nature of the book would make the story easy for preschoolers to learn. The book can also be read to the class and be part of the classroom library.
Resources	www.freebyte.com/graphicprograms/ contains free paint and drawing programs that could be used to edit the story pages. A digital camera, photo software, a computer, a printer, and book binding materials would be necessary to make the book.
What is the highest level of Bloom's taxonomy reached? Explain	Knowledge The highest level of Bloom's taxonomy reached is knowledge because students are learning the story because of repetition.
Which learning styles are addressed? How?	Visual Students are able to use pictures and text to help create a story. Auditory Students will learn the pattern of the story by listening to it be read to them.
Which MIs are addressed? How?	Visual-Spatial The combination of words and photographs will help students learn the story. Bodily-kinesthetic Students actively partipate in making the book by using a paint program to edit their page. Linguistic The story contains repetition and a predictable structure that makes is easy for linguistic learners to grasp.
Student's name	Callie Williams

Grade level(s)	1st grade
Content area(s)	Math, Geometry
Purpose	For students to find examples of geometric shapes in the real world.
Brief description	Students will each have a chance to use a digital camera to capture images of the geometric shapes they have been studying in the real world. For example, students may take a picture of a tire swing for a circle, or yield sign for a triangle. The logistics would depend on the technology available. If parent volunteers are available, they could take students outside to do the project, or if enough cameras were available, students could pair up and the class could go at one time, or students could even take pictures inside the classroom. Afterwards, the pictures can be printed and a "class shape" book could be made.
Resources	Digital Camera
What is the highest level of Bloom's taxonomy reached? Explain	Application:In order to find examples of the shapes, students must understand their properties well enough to identify them outside of the classroom context.
Which learning styles are addressed? How?	Visual:Students will reinforce their understanding of the shapes by finding visual representations of the shapes, and making a visual represenation with their photos. Kinesthetic:Actually walking around outside and identifying shapes while taking the photographs satisfies the need for activity while cementing their geometric understanding.
Which MIs are addressed? How?	Spatial: Ability to recognize and detect patterns and shapes in wide areas or amongst many other things. Mathematical:Understanding the properties of each shape and knowing that they still apply even if shapes do not appear in the conventional way.
Student's name	Jessica Lavelle

Grade level(s)	5th Grade
Content area(s)	Science (Plants)
Purpose	Students will learn about photosynthesis and plant growth.
Brief description	The students will plant a bean and watch it grow and keep track of what they see and evaluate. They will take pictures as the plant grows and after about 2 weeks they will take all of their pictures and evaluations and put it on a poster to present to the class. Some evaluations the students can make are what parts of the plant do they see growing, are they watering, how much, is it under the sun, in the dark, etc.If the plant doesn't grow, or doesn't grow as big, thats ok, they can answer questions like why do you think this happened, what would you have done differently, can the location of the plant have something to do with it, etc.
Resources	Digital camera,computer, and they can also use the following website for more information on plants. http://library.thinkquest.org/3715/
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's taxonomy that the student will reach is application because the students will have to apply what they have learned in the classroom about plants to an actual plant that they are growing, taking care of, and evaluating.
Which learning styles are addressed? How?	Visual: Students get to actually see and study the process of their plants and connect it to what they have learned in class. Kinesthetic: They will be watering a plant and taking care of it, and this experience will help them remember plant parts and processes.
Which MIs are addressed? How?	Verbal/Linguistic: The students will value greatly from their presentations and their classmates presentations. they will not only verbalize the information they have learned and discovered, but they will also hear the information and explanations of their classmates. Bodily-Kinesthetic: The students will be using their hands while they are learning about plant growth and process. Environmental/Naturalistic: The students have a lot to contribute to the class and can analyze and describe plants in a more detailed and expressive way that their classmates might not be able to do or understand. These students will especially benefit and enjoy this project.
Student's name	Annabel Alban

Grade level(s)	4-5 grade
Content area(s)	Science, Language Arts
Purpose	Students will go on a field trip to a place. They will take pictures and put the pictures on the computer in the form of a collage or slideshow. They will type captions underneath the pictures.
Brief description	Students will go on a field trip to a museum such as the Florida Museum of Natural History. They will get into groups of 4-5 people. Each group will have their own camera and they will take pictures of their favorite exhibits. Students will take turns using the camera. They will also be required to take notes. Each group will present to the class.
Resources	Museum, digital camera and a computer.
What is the highest level of Bloom's taxonomy reached? Explain	Application, because the students are going to a museum and gaining knowledge about certain exhibits. They are using that knowledge to construct a presentation. Underneath the pictures, the students will write what they saw and any information about it. For instance, they may take a picture of a small dinosaur fossil. Underneath the picture, the caption may read: Acheoptyeryx. This dinosaur is from the Jurassic era. It has feathers.
Which learning styles are addressed? How?	Visual: Students go on a field trip to the museum and take pictures of what they see. On the camera, they get to choose which pictures to keep and which to delete. They also upload the pictures to a computer. Auditory: Students listen to the teacher or guide talk about the artifacts, animals, etc. at the exhibits. Kinesthetic: Students are always on the move. They are walking around the museum and taking notes or pictures.
Which MIs are addressed? How?	Linguistic: Students write down captions to go with the pictures. They also read other people's writing. Spatial: Students take pictures and see other people's pictures. Bodily-kinesthetic: Students are using the camera or taking notes. They are walking through all the different exhibits. Interpersonal: Students work together to take pictures and to write down their captions. As a group, they decide how they want their presentation to look like. Naturalist: There are many exhibits having to do with nature such as plants.
Student's name	Alice Ching Yin Chiu

Grade level(s)	K
Content area(s)	Mathematics
Purpose	Students will learn their numbers 1 to 10 through creating their own number line.
Brief description	The teacher will introduce numbers 1 to 10 to the class. On day one, the teacher will explain to the students how what one object looks like, 2 objects, 3 objects, and so on. For instance, he/she will hold up one necklace, 2 toy cars, 3 books, etc. Once the student understand this concept, ask them to bring in one object that means something to them the following day. The next day you will ask the students to bring in 2 objects. Repeat until you get to 10 objects. Each day you will take a picture of the students's objects representing each number. You will then use these pictures to make a number line with the students. Make sure to explain that the students should not bring in anything that is too valuable.
Resources	camera printer paper
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension because the student is using their understanding of numbers 1-10 to create their very own number line.
Which learning styles are addressed? How?	Visual: the student is taking pictures to learn the information. Kinesthetic: the student is touching and counting objects rather than doing paper work. If adequate aid is present, the students may also work hands on in order to create their own number line.
Which MIs are addressed? How?	Mathematical/logical: the student is learning numbers and number lines intrapersonal: the student is bringing in objects that are meaningful to him/her
Student's name	Allison Buit

Grade level(s)	Second Grade
Content area(s)	Language and Spelling
Purpose	Students will use their knowledge of spelling and letters to find things around the school that start with each letter of the alphabet.
Brief description	Students will work in groups of four and a parent volunteer, and with a digital camera, take pictures of items around the school that start with each letter of the alphabet. The students will then upload the pictures on the computer and organize them in order to present to the class.
Resources	lots of time, digital cameras, computers, photo programs
What is the highest level of Bloom's taxonomy reached? Explain	Application- students will use their previous knowledge of letters and spelling to find items in the school for each letter of the alphabet.
Which learning styles are addressed? How?	Visual- this learning style is addressed as the students must look and find all of the items for each letter of the alphabet. The students will be able to use their visual knowledge and will benefit from this because they learn best if they can see what they are doing. Kinesthetic- this learning style is addressed because the students are able to move around and go out of the classroom to find the objects. These students will enjoy this activity because it is so hands on and they get to explore the world around them.
Which MIs are addressed? How?	Bodily-Kinesthetic- these students will benefit from this activity because they are able to explore and use their motor skills to gain a better understanding of the alphabet. Interpersonal- these students will benefit because they must work with others and understand how to take into account everyone’s ideas.
Student's name	Jennifer Martin

Grade level(s)	2nd-3rd
Content area(s)	Science- Animals
Purpose	To help students learn about animals. To introduce students to digital photography. To help students reflect on their learning and experience. To illustrate and publish students' work.
Brief description	Our class will be going on a field trip to the zoo. Each child’s photo will be taken at the zoo in front of their favorite animal’s cage. Students can take turns photographing each other and zoo animals. We will also have group shots taken at the zoo. When we return to school the following day, students will write about their experience at the zoo. They can write about any aspect of the trip they want to (favorite animal, funny incident, something they learned, etc.). After editing, the students will type their final product. Then the student will create a page in our zoo trip book that has their picture and their writing. All the pages will be compiled together to make a class book that we can share with parents and other students.
Resources	The zoo, a digital camera, word processor, Photoshop, paper, and a book binder.
What is the highest level of Bloom's taxonomy reached? Explain	Knowledge- The highest level of Bloom’s reached is knowledge. Students are recalling their trip to the zoo and telling about their experience through writing.
Which learning styles are addressed? How?	Visual- Students will be visually engaged at the zoo, when completing their writing assignment and when working with their photo in Photoshop. Bodily/Kinesthetic- Students will be working with the camera and computer software.
Which MIs are addressed? How?	Linguistic- Students will be writing about their learning and creating a page for the book. Bodily-Kinesthetic- Students will be working with the camera and the computer software. Environmental- Students will be surrounded by nature and animals. Also, the assignment will allow them to reflect on their learning of animals and their trip to the zoo.
Student's name	Jennifer Weber

Grade level(s)	1st-3rd grade
Content area(s)	Science, Reading, Writing
Purpose	Students will create pages for a classroom book modeled after Close, Closer, Closest. By taking pictures of common objects at three different distances, they will encourage readers to observe and guess the objects shown.
Brief description	After reading the book in a reading lessons, the students will select an item due to its interesting color, texture, or detail. They will take digital photographs of this image, utilizing different amounts of zoom. The first two pictures should include hints or clues to help the reader, and the final page will simply identify the object. When reading the book, and guessing objects, students will be practicing the observation skills they have learned in science.
Resources	http://www.amazon.com/Close-Closer-Closest-Shelley-Rotner/dp/0689807627
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis is the highest level of Bloom’s taxonomy reached in this activity, because students will be creating their own version of the book they have already read and studied in reading and science.
Which learning styles are addressed? How?	Visual: The students will be taking photographs and analyzing information through viewing it. Kinesthetic: Students will be using the digital camera to take pictures.
Which MIs are addressed? How?	Spatial: Students will view pictures when reading the book, and then create their own carefully zoomed-in images as well. Bodily-kinesthetic: Students use the digital camera to create their project. Naturalist: Students could photograph parts of nature as their object. Musical: Students could photograph their favorite musical instrument. Interpersonal: Students will work as a class to compile a large classroom book. Intrapersonal: Students will work independently by selecting and photographing their own object for the book.
Student's name	Jennifer Krause

Grade level(s)	3-5
Content area(s)	Science; Entomology
Purpose	Students will be able to describe, visualize, and compare the process of metamorphosis in insects.
Brief description	Students will be split into groups of four and assigned an insect that goes through the complete metamorphosis (egg, larva, pupa, adult). Students will be provided with the egg of the assigned insect and cage to keep it in. Students will observe the insect’s development and research the different stages. Students will photograph the insect at each stage. Once the insect has completed it’s metamorphosis, the students will create a presentation using their photos and knowledge of the metamorphosis process. After all of the students have presented, the class will discuss the differences in each of their insect’s metamorphosis process. They can look at the pictures of the insects and compare what they look like at each stage. They can also compare the differences in how much time each insect spent in each stage.
Resources	http://www.berkshirebiological.com/index.html (site where teachers can purchase live insects for the classroom) digital camera
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension: Students’ understanding of metamorphosis is enhanced because they read about it and also witness it first hand. Students also enhance their understanding by discussing the metamorphosis of different insects with the class.
Which learning styles are addressed? How?	Visual learners are addressed because they are able to read about and actually see the process of metamorphosis. They also get to look back at the pictures when studying metamorphosis in the future. Auditory learners benefit from the class discussion. Kinesthetic learners are addressed by getting to take the pictures of the insects.
Which MIs are addressed? How?	Linguistic students are addressed by getting to read about the process. They also are able to portray their knowledge in a presentation and participate in a class discussion. Bodily-kinesthetic students are addressed in the ways described in the previous section. Interpersonal students are addressed because they work well in groups. Naturalist students are addressed because they excel in classifying animals.
Student's name	Marissa O'Keefe

Grade level(s)	5th grade
Content area(s)	Science - Natural habitats and surrounding environment
Purpose	The purpose of the project is to use digital photography to capture plants and animals in their natural environment. The purpose is also for students to study the subtle nuances of their surroundings and learning about living things and the changing world around them. Sunshine State Standards Process that Shape the Earth Standard 2: The student understands the need for protection of the natural systems of earth. (SC.D.2.2) Processes of Life Standard 1: The student describes patterns of structure and functions in living things. (SC.F.1.2) How living things interact with their environment Standard 1: The student understands the competitive, interdependent, cyclic nature of living things in the environment. (SC.G.1.2)
Brief description	The idea is that students use the digital camera to capture stills of animals or plants that they find interesting, and then use the pictures to form ideas about what they think that particular organisms habitat is like. The project can be very superficial or very in depth, pending on how involved the student gets. The point is for the students to constructure ideas based on what they see, paying attention to detail and interactions. After they are done formulating their own idea, they can then fortifying their discoveries with research. The ultimate goals is to publish a classroom book of habitats in the students own environment.
Resources	http://nationalgeographic.com Contains reliable resources and information about plants and animals http://enchantedlearning.com/biomes/ A kid friendly site that talks about different biomes and their inhabitants.
What is the highest level of Bloom's taxonomy reached? Explain	Analysis and synthesis are the highest level of blooms level reached as the goal is for students to use the digital photography to analyze what they observed in the environment and then sythensize their thoughts and experience based conclusions about the environment.
Which learning styles are addressed? How?	This projects appeal more to the visual learner as most of this project involves observation, but students will also be very kinesthetic with camera and computer as well.
Which MIs are addressed? How?	This project is a visual/spacial activity because students are expected to use the digital camera to capture what they see in nature, and then analyze the pictures. It is also bodily/kinesthetic because the students are being hands-on using the digital camera, and naturalist because they will be outside interacting with the environment.
Student's name	Toshira Popo

Grade level(s)	Kindergarten
Content area(s)	Language Arts and social skills
Purpose	To work on student’s descriptive words- adjectives and adverbs at a simple level.
Brief description	As a class we will compile a book entitled “Our Class.” Where we would have a collection of photographs of each student and then every student would complete a sentence describing their classmate. (Ex. Bubba _________. Bubba makes me laugh, Bubba is nice, Bubba smiles a lot.)
Resources	A digital camera as well as capabilities to print and edit photos.
What is the highest level of Bloom's taxonomy reached? Explain	The second level of Comprehension, this activity would allow students to describe and express themselves.
Which learning styles are addressed? How?	Visual learners will be most strongly affected.
Which MIs are addressed? How?	Visual, verbal, interpersonal, as well as intrapersonal students will thrive with this activity. The visuals in this activity will help encourage students' thoughts, students need to use words to express themselves, as well as a chance to communicate with your peers. Interpersonal and intrapersonal students will thrive with the chance to be complimented by others.
Student's name	Christine Brown

Grade level(s)	5th grade
Content area(s)	Arts (Visual Arts); Language Arts
Purpose	Sunshine State Standards: Skills and Techniques creates works that are personally meaningful and draw from experience, observation, or imagination. Creation and Communication uses personal experience, observation, and imagination to create works of art. explains intentions and justifies choices in personal works of art.
Brief description	The students will use cameras of some sort (digital) to capture 25 photographic images of anything that they so choose. After taking the pictures, students will select 12 of the best liked photographs to alter with computer photo tools. They may alter the photos any way that they so choose. The purpose is for them to think creatively and imaginatively. The students will then use the finished images to write about what they see within the picture/ tell a story with the images. The finished product will include a created book of both images and the students interpretation/observation/story of the images.
Resources	Show Kids How to See with the Camera's Eye American Museum of Photography Smithsonian Institution
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom’s Taxonomy reached is Synthesis. As the students take photographic images of their choosing and alter the photos, they are able to design, construct, and produce a visual product. After the students complete this task, they are then able to generate new ideas and ways of viewing things as they discuss their interpretations of the pictures taken. This provides students an opportunity to provide insightful ideas about something that has no absolute right or wrong answer….it can be whatever the students want it to be.
Which learning styles are addressed? How?	I believe that the visual and tactile-kinesthetic learning styles are addressed through this creative activity. Visual learners benefit from seeing a photographic moment, mentally imagining how to set up the picture, and then using the camera to capture the moment. Visual learners also benefit as they are able to add their own thoughts, words, and ideas to the photo storybook. Tactile-kinesthetic learners benefit from the direct interaction with the camera, computer’s photo tools, and the creation of the photo storybook.
Which MIs are addressed? How?	Linguistic (as students record their interpretations, observations, or story about the photographs, they are able to verbally express their ideas on paper) Spatial (students must use their spatial imagination to image what a moment in time will look like after taking it as a photograph; also they must use spatial intelligence to decide where and how to place the image within the photo storybook) Bodily-Kinesthetic (students benefit from this as they use their hands to capture photographic memories, manually alter the images with computer photo tools, as well as putting the finished photo storybook together) Interpersonal (allows students the opportunity to use the photographs to understand, perceive and discriminate between people’s moods, feelings, motives, etc.)
Student's name	Amber Bush

Grade level(s)	4th
Content area(s)	Social Studies
Purpose	Students will be able to describe and compare changes in clothing/fashion, technology, houses and classrooms (furniture, builiding structure, materials in classroom, pupils) from the early 1900's till present.
Brief description	As a class or in individual groups, students will be given a digital camera. If the students are in groups, each group can be assigned a topic like clothing. The students will be asked to take pictures of their clothing, their school and classroom and technology such as cars, computers etc...After they have done this, they will be given websites and various books to research how the things that they took pictures of have changed since the early 1900's. Using this information and pictures from the internet, the students will create a presentation (using any format) to show these changes.
Resources	Digital camera, computer, internet access, scanner, an editing program, posters, markers, etc... Resources to get you started: Fashion Past and Present: http://www.teacheroz.com/fashionhistory.htm The 1900 House http://www.pbs.org/wnet/1900house/ American Elementary Schools in the Early 1900s. http://library.thinkquest.org/J002606/early1900s.html
What is the highest level of Bloom's taxonomy reached? Explain	The highest level reached is analysis. This is the highest level because students are organizing information and pictures so that they can compare changes in fashion, housing, schools, and technology from the early 1900s till present.
Which learning styles are addressed? How?	Visual: students are reading text on websites and in books and are getting the chance to see pictures which will help them retain and understand the information better. Auditory: When the students present their projects, auditory learners will get to hear the information. Kinesthetic: This lesson is hands on because the students get to use a camera, computers, markers etc....
Which MIs are addressed? How?	Linguistic: Students are required to research and read information from websites or books and are required to present the information orally. Spatial: Students use pictures and photographs to show how things have changed since the early 1900s. Bodily Kinesthetic: Students are constantly using their hands and are moving around when they are taking pictures. Interpersonal: Students are working together to collect and display the information.
Student's name	Rosanna Dugan

Grade level(s)	4th grade
Content area(s)	Math- Geometry
Purpose	To review shapes and relate them to real world experiences.
Brief description	In class, the teacher will use direct instruction to teach the students about a group of geometric shapes and their characteristics. For example, the students could learn the difference between isosceles, equilateral, or scalene triangles. Then, for homework, the students will be asked to take pictures of two examples of each type of geometric shape in "real life."
Resources	Students who do not have a digital camera of some type (including cell phone) could use a disposable camera. If this were the case, they would use a scanner. Students could also use a type of photo editing program to highlight the triangles in the picture.
What is the highest level of Bloom's taxonomy reached? Explain	Application: Student will transfer the knowledge of the characteristics of each shape, and apply to real life examples.
Which learning styles are addressed? How?	Visual: Students will be able to see the characteristics or properties come to life in their pictures. Kinesthetic: In going out and taking the picture (using computer and camera) students will be doing the homework themselves. They will also be walking around looking for scenes to take pictures of.
Which MIs are addressed? How?	Spatial: As with all images, students will have to look at a scene and be able to capture it in the right light to show the geometric figure. Bodily-Kinesthetic: As stated above, students will be going outside (or inside their house) to search for the figures.
Student's name	Clary Rucker

Grade level(s)	2nd Grade
Content area(s)	Science; Plant Life
Purpose	The purpose of this activity is for students to better understand the factors that influence the growth of a flowering plant. This satisfies the Sunshine State Standard for second grade that states, "knows some factors that influence the growth of living things (for example, amount of water, amount of light, amount and type of food, type of soil)." SC.F.1.1.3
Brief description	In this activity, students will work in groups to digitally document the changes that happen once they have planted a seed in soil. The students will have two variables for this project. They will plant one seed in soil that will receive ample amount of sunlight and water. They will plant another seed in soil that will receive little sunlight and water. Each day, for 30 days, they will take a digital photography of each plant. At the end of the 30-day period, they will compile their photographs onto a PowerPoint presentation. Here they will be able to simultaneously show the growth process of each plant. By doing this, the students and their classmates will have a visual representation of the effect the factors of water and sunlight has on a flowering plant.
Resources	BBC Schools Science Clips – Helping Plants Grow Well http://www.bbc.co.uk/schools/scienceclips/ages/7_8/plants_grow.shtml
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's Taxonomy reached through this activity is analysis. This is true because in this activity the students are asked to compare and contrast the two flowering plants. They are also asked to interpret and analyze the data they capture through the digital photography in order to understand the effect of the factors.
Which learning styles are addressed? How?	The learning styles that are addressed through this activity are visual and kinesthetic. Visual learners benefit from this activity because the digital photography application gives the students concrete evidence of the changes that are occurring. Kinesthetic students benefit from this activity because they are physically able to take the photographs required for the activity and then use the computer to create the PowerPoint presentation.
Which MIs are addressed? How?	The MI's addressed in this activity are visual/spatial, naturalist, and interpersonal. Visual/spatial students benefit from this activity because the photographs allow then to physically see the changes occurring with the flowering plant. Naturalist students benefit from this activity because here they have the opportunity to interact with the environment by planting seeds in soil and watching them grow. Interpersonal students benefit from this activity because they are able to use their skills to work effectively and efficiently in a group setting. These students may take interest in being a "group leader" and taking charge the delegation of responsibilities for the project.
Student's name	Jacqueline Edge

Grade level(s)	1-2
Content area(s)	Language Arts (Creative Writing), Science (Processes of Life)
Purpose	For students to know the life cycle of a butterfly and relate that knowledge to real life representations. For students to think creatively and use writing skills to develop a short story using their knowledge of the butterfly life cycle.
Brief description	Students will create a short fiction story (that includes non-fiction terminology and processes) about a butterfly going through its life cycle. Students will use a digital camera to take pictures of real life butterflies in their different stages - some will be found around the school grounds and some specimen will be located in the classroom (for example, the class can go outside to search for caterpillars, a chrysalis, and adult butterflies, or they can be provided by the teacher in the classroom). It will be helpful to use the assistance of parents for camera supervision and to keep the students' pictures together. The teacher will help students create a PowerPoint presentation with their own pictures, and then the students will read their stories along with the corresponding pictures to the class. This can be done in small groups or independently.
Resources	Digital camera PowerPoint Collected specimen (egg, caterpillar, chrysalis, adult butterfly)
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's is understanding. Students use the information they learn about the butterfly life cycle to classify and explain the real life representations they observe.
Which learning styles are addressed? How?	Visual- Students discover the real life specimen outside or inside the classroom and capture pictures of them to include in their PowerPoint presentations. Students view the pictures as their classmates read them their stories. Auditory- Students listen to the stories that their classmates wrote. Kinesthetic- Students go outside in search of real life specimen to photograph (or in the classroom, they are still using the camera to take pictures). Students also use the computer to create a PowerPoint presentation, and they write a story to read alongside it.
Which MIs are addressed? How?	Linguistic- Students create a short story about a butterfly. Logical- Students create the story based on their knowledge of the butterfly life cycle. Kinesthetic- Students go outside in search of real life specimen to photograph (or in the classroom, they are still using the camera to take pictures). Students also use the computer to create a PowerPoint presentation, and they write a story to read alongside it. Interpersonal- Students create a story about the life of a butterfly (give the insect feelings and emotions), and if they work in small groups, the students need to understand one another and consider each other's ideas.
Student's name	Sara Zabaroni

Grade level(s)	3-5
Content area(s)	Science
Purpose	Students will learn about different types of organisms and their environment.
Brief description	In small groups, students will be given a digital camera. All students will spend part of the science period outside looking in sunny and dry areas for different types of organisms (flowers, moss, fungi, lichens, algae, grass/weeds, ants, bees, beetles, worms, catepillars, grasshoppers, spiders, etc.) Students will take a picture of the sunny area they choose to search, then take pictures of all the different types of organisms they found in that particular area. Then, they will tape it to one side of the poster. Next, students will take a picture of the shady area they search and all of the different organisms they found at that particular location. Then, they will put those pictures onto the other side of the poster so that the poster is an organized chart of the organisms that were found in the sunny area and the shady area. This will give students a visual representation of different types of organisms and their living environments.
Resources	digital camera, poster board, tape, computer/scanner (to print out photos).
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension- Students will understand the information and be able to compare and contrast the different types of organisms in different envirornments (sunny and shady).
Which learning styles are addressed? How?	Visual- Students will be able to observe the details of the organism through the photo and be able to see the data on the poster to help them visually remember the information. Kinesthetic- Students will be able to participate in taking the photos while walking around outside and actually searching for different organisms.
Which MIs are addressed? How?	Bodily-Kinesthetic- Students are actively searching for organisms and taking pictures, then placing them on their poster. Naturalist- Students are interacting with the world around them by going outside and searching. Spatial- Students will use spatial intelligence when taking pictures.
Student's name	Stephanie Hasden

Grade level(s)	2nd and up
Content area(s)	Language Arts, Technology
Purpose	For students to learn about their classmates by collecting pictures about their families and and creating a slideshow to present to the class.
Brief description	Students will collect pictures of their families that illustrate what holidays and other traditions their family celebrates. They will create a slideshow on the computer and add text to describe each picture and then present the slideshow to the class. This will allow each child to share something special about their family and culture and for the students to learn about their peers' family and traditions they find important.
Resources	computer, scanner, family pictures
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis: Students are integrating language arts and technology to create a slideshow to show their peers. The slideshow includes pictures, text, and anything else the students want to include in order to illustrate what family traditions and holidays they celebrate
Which learning styles are addressed? How?	Visual: Students are looking at pictures and seeing all of their work on the computer Kinesthetic: Students will be typing, using a scanner, and the mouse to create their slideshow
Which MIs are addressed? How?	Linguistic: Students will be writing descriptions of each picture to illustrate what the picture is about Bodily-Kinesthetic: Students will be using the keyboard, mouse, and scanner to create their slideshow Intrapersonal: Students are creating a slideshow about what is important to them and what holidays and traditions their family values
Student's name	Haleigh Dillender

Grade level(s)	K
Content area(s)	Mathematics
Purpose	Students will gain an understanding of how numbers are used and represented in the real world.
Brief description	The teacher will tell the students that they will be thinking of all the different ways numbers are used in their classroom and that she will be taking pictures of their ideas. For each number (1-10), the teacher will work with the students to illustrate or represent the number. For example, the number 5: the class may choose to demonstrate the fifth person in line, set a clock to 5:00, and arrange their lunchboxes into groups of five. The teacher will make sure every student is participating and take the pictures. Afterwards, the pictures can be projected for the class to view and answer which number each picture represents. The teacher may choose to print the photos and create a big book for the class library.
Resources	digital camera, computer with projection capabilities, printer
What is the highest level of Bloom's taxonomy reached? Explain	Application: the students will use what they know about the number and its value to demonstrate its representation in the real world
Which learning styles are addressed? How?	Visual: the students will be able to create and see visual representations of each number, making its value more concrete Kinesthetic: the students may choose to represent a number with their bodies (a group of 4 students, the third place in line, etc)
Which MIs are addressed? How?	Logical-Mathematical: the students are studying numbers and the ways in which they can be represented Visual-Spatial: the students will work to arrange objects into groups of a certain number Bodily-Kinesthetic: numbers may be represented by the students themselves Interpersonal: the class will work together to come up with ideas and create the representations
Student's name	Molly Shoniker

Grade level(s)	3rd-5th
Content area(s)	Science
Purpose	The purpose of this activity is to address the Sunshine State Standard for 3rd through 5th grade that states the student "knows that approximately 75 percent of the surface of the Earth is covered by water."
Brief description	The students will learn about how the Earth's surface is covered by approximately 75 percent of water. The students will learn that water can be found in brooks, streams, rivers, lakes, oceans, etc. The students assignment will be to take pictures of bodies of water they see for a month. The students will have to label where they saw them and what kind of body of water it is. The students will get in groups of four and have to share the camera, so each student will have one week with the camera. There will also be field trips to local water spots where the students will have an opportunity to take pictures. At the end we will display the pictures around the room so that the students get a visual of how much water there is around them.
Resources	digital camera
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's Taxonomy reached in this activity is comprehension. This level is reached because the students are told how much water there is and then they see it with their own eyes and begin to comprehend how much water is around them.
Which learning styles are addressed? How?	Visual: This learning style is addressed in that the students see the water and take pictures of it. Kinesthetic: This learning style is addressed because the students have to explore the world around them and find bodies of water and take pictures of them.
Which MIs are addressed? How?	Visual/Spatial: This MI is addressed because the students look for water and then take pictures of it. Naturalist: This MI is addressed because the students have to go outdoors and interact with nature and find water. Bodily/Kinesthetic: This MI is addressed because the students have to walk around in nature to find bodies of water.
Student's name	Katie Vallillo

Students will all have their own Lima beam to put in a zip-lock bag with a wet paper towel. Students will place the bags in a window to get sunlight. Everyday students will take a picture of their bean and its progress. Once the seed has a stout and roots, students will plant them and continue to observe the plants progress by taking pictures. Once, all seeds have started to develop into plants, I will make a power point of all the students' plants from day to day. Students can then see the phases the seed went through to become a plant sped up.

Grade level(s)	1st
Content area(s)	science/plants
Purpose	Students to understand how plants begin and grow by making daily observations and taking pictures.
Brief description	Students will all have their own Lima beam to put in a zip-lock bag with a wet paper towel. Students will place the bags in a window to get sunlight. Everyday students will take a picture of their bean and its progress. Once the seed has a stout and roots, students will plant them and continue to observe the plants progress by taking pictures. Once, all seeds have started to develop into plants, I will take the photos the students took and print them out. Children will work in pairs arranging the photos in chronological order of the seed's progress.
Resources	camera, Lima beans, zip-lock bags, paper towels, soil, tiny pots. Also a have students explore the page of brain pop jr for the plant cyclehttp://www.brainpopjr.com/science/plants/plantlifecycle/
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis- children arrange the pictures in order to form the timeline of the seeds progress into a plant. They are arranging the photos together to form a whole understanding.
Which learning styles are addressed? How?	Visual- students observe the daily progress of the Lima bean. kinesthetic- students take pictures, water the seed and plant. They also get to replant the seed.
Which MIs are addressed? How?	Verbal- when working in pairs, a child with verbal intelligence can explain why the photos are arranged in the order they are.Interpersonal- working in pairs to achieve the same goal.Naturalist- working and learning about plants and the plant cycle. Bodily-kinesthetic- not sitting at a desk, but watering the seed/plant.
Student's name	alli fields

Grade level(s)	2nd Grade
Content area(s)	Math
Purpose	For students to take pictures of everyday shapes found in math such as triangles, squares, parallelograms, triangles and to take pictures of them with a digital camera.
Brief description	Students will split up into groups of 4. They will then go around the school and identify shapes they see in the buildings and around the campus using a digital camera. After the pictures have been taken they will select their best ones on the computer and then share them with the class using the projector.
Resources	Digital Camera, Computer, Projectr
What is the highest level of Bloom's taxonomy reached? Explain	Initial – this is reached because, it is part of the introductory lesson of math. The students will simply identify shapes so they can see how they are used in life and that they exist outside the math world.
Which learning styles are addressed? How?	Bodily/Kinesthetic – students will be moving around the campus and physically be taking pictures.
Which MIs are addressed? How?	Visual/Spatial – because these students are able to perceive things well visually, they will have no problems identifying shapes in buildings and around the school campus. Interpersonal – because the students must share the shapes they identified they must be able to relate to the others who share their shapes as well as be able to relate the shapes they found to the rest of the class.
Student's name	Shane Erb

grade level	2nd
content area	science, plants
purpose	For students to make a journal documenting all of the stages that a plant goes through as it grows.
brief description	The students learn about plants and what they need in order to grow Every student receieves a pot with a seed to grow a plant the students give the plant all that it needs in order to grow thourgh out the weeks Every three days the student takes a picture of the plant and glues the picture into his or her journal and describes what had changed since the last entry. The the end the student will have documented the whole process that the plant went through.
resources	camera, a website about growing plants www.kidsgardening.com
What is the highest level of Bloom's taxonomy reached? Explain	Application: Students use the knowledge they have learned about plants in order to apply it to a real world situation, such as growing plants.
Which learning styles are addressed? How?	Visual- students will be watching and observing the growing process that the plant goes through body Kinesthetic- Students will be up and moving around while taking care of their plant and when taking pictures. Auditory- students will use this learning style in order to listen to the directions, since they are vital for doing the activity correctly
Which MIs are addressed? How?	Linguistic- students will use this MI in order to be able to write and describe what they are observing Naturalist- students will use this MI by using their knowledge about plants and nature.
Student's name	Elizabeth Lyons

Grade Level	Pre-Kindergarten
Content Area	Literacy
Purpose	For students to create stories with themselves as the main characters in an interactive and creative way.
Brief description	During the first day of school all the children will have head shots taken. They will use these head shots throughout the year for things such as labels(cubbies) and for morning attendance. We will also use them to create portrait Popsicle's. the children will cut their heads out and glue them onto a Popsicle stick. they will then use construction paper, felt, and etc to create clothes for their puppets. Finally the children will put these puppets in the library/puppet center. Once a week the children will be given a prompt sentence and in groups of 2-3 they will create stories using their puppets and perform their stories for their friends.
Resources	Digital Camera, Printer, Popsicle sticks, markers, crayons, construction paper, felt, puppet accessories.
What is the highest level of blooms taxonomy reached? explain.	Understanding, The students are being asked to take a topic and relate it to either their lives or a story that has them in it.Thus you are having the students connect the topic to themselves.
Which learning styles are addressed? How?	Visual- The students use props, pictures, and other visuals to express themselves and tell stories. Audio- The students have to actively listen to their peers and use communication skills to tell their peers clear and effective stories. Kinesthetic- the students are actively moving their puppets and creating settings with props.
Which ML's are addressed? How?	Visual/Spatial- children get to see a story acted out in front of them. Linguistic- Children must use communication skills to tell their story and to ask questions about other peers stories. Must also practice using descriptive words to express themselves. Interpersonal- students interact with other students and learn from each other story telling abilities Intrapersonal- students must use personal experiences to pull from in order to accomplish the task of telling their story.
Student Name	Jessica Wagner

Grade Level	Grades 5-8
Content Area(s)	Social Studies
Purpose	Students will create a digital family tree.
Brief Description	Students will borrow digital, disposable cameras from the class to take pictures of their family and relatives at home. For members of the family who they cannot take pictures of (due to distance or death), they may also bring in photographs from home. Students will then upload their pictures from the digital cameras and/or scan their other pictures onto a computer. In a blank document (Word), students will arrange their pictures and draw the branches and names of the people in their family tree. When they are finished, they will print the trees and show their creations to the rest of the class.
Resources	Word Tutorial Other materials: Word (or other blank document which has an option for inserting images), digital camera, other photos
What is the highest level Bloom's Taxonomy reached? Explain.	Synthesis: Students will organize and design their family trees.
Which learning styles are addressed? How?	Visual: Students will visually use the pictures of their relatives to connect them on their family trees. Kinesthetic: Students will use a digital camera to take their pictures. Later, they physically organize their pictures to create their trees.
Which MIs are addressed? How?	Spatial: Students must understand how the different branches connect to their family members, so that it looks organized and also makes sense. Bodily-Kinesthetic: Students will physically design and generate their family trees by taking photos and putting them together in a program. Intrapersonal: Students will get a better grasp of who they are and where they come from when examining their family, present and past.
Student Name	Melissa Blanco