Grade level(s)	Second Grade
Content area(s)	Math
Purpose	The purpose of this lesson is to enhance the students understanding of equivalent fractions by going online and playing a game about fractions.
Brief description	The students will learn about equivalent fractions through playing with models and developing their own understanding of fractions. Once the students have an understanding of the concept of fractions, the teacher will lead the students to a more formal understanding through a class discussion on fractions. After the lesson, students will work in groups of 2 and play fraction games on the Internet.
Resources	http://illuminations.nctm.org/ActivityDetail.aspx?ID=80 http://www.learningplanet.com/sam/ff/index.asp http://www.aaamath.com/fra42a-idequivfract.html
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's Taxonomy reached is application. This is the highest level reached because once the students have completed a lesson on fractions, they apply their new knowledge of fractions when playing games on the Internet.
Which learning styles are addressed? How?	Visual: Students play with manipulatives and play games on the computer. Auditory: Students listen to the class discussion and there is sound on the game Web sites. Kinesthetic: Students play games on the Internet, using their body to learn. They also use their body to learn when they play with manipulatives.
Which MIs are addressed? How?	Logical/ Mathematical: The lesson is on fractions which is a mathematical concept. Visual/Spatial: The students will be working on a computer playing games as well as working with manipulatives, which make the concept of fractions more real and visual. Bodily/Kinesthetic: The students will be playing games on the computer which will require the use of their hands. Also, they will be playing with manipulatives which requires movement.
Student's name	Katie Vallillo

Grade level(s)	2nd – 4th Grade
Content area(s)	Science
Purpose	For students to engage in a learning module that is fun as it is educational.
Brief description	Students will take turn going online to a website to play science games in which they learn about different aspects of science.
Resources	Computer, Internet, & the website http://www.engagingscience.org/games/
What is the highest level of Bloom's taxonomy reached? Explain	Application – students will apply their knowledge of what they have previously learned in science and integrate that knowledge with the online science games found on the website
Which learning styles are addressed? How?	Bodily/Kinesthetic – students will be playing games which involve the moving of the mouse and use of the keyboard Visual Learners – students will visually see a screen in front of them on the science website in which they will be learning and interacting visually
Which MIs are addressed? How?	Bodily/Kinesthetic – students will be sitting in front of a computer moving their hands and arms around using the mouse and the keyboard.
Student's name	Shane Erb

Grade level(s)	grades 1st through 8th
Content area(s)	Mathematics and Technology
Purpose	The purpose of this games and simulations activity is for students to play a series of 25 games (according to skill/grade level) to practice and improve their various mathematics skills and understanding.
Brief description	Students will visit the mathematics arcade, and attempt a series of 25 interactive games that require both fast thinking and sensory motor skills. The students will hopefully expand and improve their mathematics skills and understanding, as they review previously learned concepts.
Resources	http://www.funbrain.com/brain/MathBrain/MathBrain.html
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's Taxonomy addressed in this games and simulation activity is Knowledge. To play the series of 25 interactive games, the student must remember and recall previously learned mathematics lessons and concepts.
Which learning styles are addressed? How?	I believe that all three learning styles (visual, auditory, and tactile-kinesthetic) are addressed through this set of interactive games and simulations activites (according to skill/grade level). Visual learners benefit from the text and moving picture images located within the each of the 25 games of the website. Auditory learners benefit from the sound clips that accompany the interactive games located on the website. Also, tactile-kinesthetic learners benefit from the fine motor skills practice and direct interaction with the mouse as they explore both the game and mathematic concepts.
Which MIs are addressed? How?	Linguistic (students read the directions for each of the 25 interactive games/simulations located on the website.) Logical-Mathematical (students use the mathematical problems obtained from the interactive games on the websites to make logical/mathematical conclusions about various mathematical concepts) Spatial (students view the moving visual images on the computer screen) Bodily-Kinesthetic (as students use their hands to practice fine motor skills as they explore the website via the mouse )
Student's name	Amber Bush

Grade level(s)	Kindergarten
Content area(s)	Spelling
Purpose	To practice spelling simple words and associating them with the objects they represent.
Brief description	After students have been working with learning how to spell simple words and other techniques (sounding words out, associating them with objects), they will play this game. It allows the students to work at their level and with what they may be struggling with. There are options of short and long vowels, blends, digraphs, and plurals. The students will work individually on this game. The game shows a picture of an object and the student is asked to pull in the correct letters (in order) to spell the word for that object.
Resources	http://www.primarygames.com/see-n-spell/see-in-spell.htm
What is the highest level of Bloom's taxonomy reached? Explain	Comprehension - Students use their prior knowledge of names for objects and spelling techniques to play the game.
Which learning styles are addressed? How?	Visual - These students will benefit from being able to see the objects and the letters on the screen. Kinesthetic - The students will be using the mouse to drag the correct letters into the box and clicking the "next" button to get the next word.
Which MIs are addressed? How?	Bodily-Kinesthetic - see above. Linguistic - The entire lesson is based around words - understanding words, associating them with objects, spelling, and reading words.
Student's name	Erin Byrne

Grade level(s)	2nd Grade
Content area(s)	Math
Purpose	The purpose of this activity is to encourage students to enhance their mathematical concepts using a math game called Number Munchers.
Brief description	After a math lesson, students will be given the opportunity to practice their mathematical concepts by playing a game that reviews various basic mathematical concepts.
Resources	Number Munchers Software
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's reached here is knowledge due to the fact that the students will have to apply the mathematical concepts learned in class in order to advance.
Which learning styles are addressed? How?	The learning styles that are addressed here are visual and bodily/kinesthetic. The students will be able to see their progress and the concepts reviewed in class on their computer monitor. This activity would be considered kinesthetic due to the fact that the students will be having to use their hands and fingers in order to type their responses on a keyboard.
Which MIs are addressed? How?	The main MIs that I believe are addressed here would be logical/mathematical and bodily/kinesthetic. This game would appeal more to those particular students who have a better understanding of math and who like to think logically. It would also appeal those students who are kinesthetic learners because they would be having to use the keyboard in order to move on in the game.
Student's name	Ingrid Amezqutia

Grade level(s)	5th grade
Content area(s)	Percents
Purpose	Students will learn about percents using literature and an interactive game on a website.
Brief description	Read the Twizzlers Percentage Book by Jerry Pallotta. Students will then discuss the relationship between fractions, decimals, and percents. This can be done using a variety of center activities. One is a math game that has students shooting down space balloons that contain the answer to the percentage question posed. The narrator of the book is an alien, so the game is directly related to the literature.
Resources	Math Game Website
What is the highest level of Bloom's taxonomy reached? Explain	Application: Students will use their knowledge from the reading and from other centers to play the game.
Which learning styles are addressed? How?	Visual: seeing the pictures in the book and the on-screen animation Auditory: listening to the book and hearing the sounds in the game Kinesthetic: using the keyboard to operate the game
Which MIs are addressed? How?	Linguistic: listening to the book and reading the directions for the game (located on website) Logical-Mathematical: students use the mathematical problems obtained from the interactive games on the website Spatial: viewing the objects on the screen Bodily-Kinesthetic: using keyboard to beat the space balloons
Student's name	Clary Rucker

Grade level(s)	Kindergarten - 2nd grade
Content area(s)	Language Arts
Purpose	Students play fun educational games that will help them develop early reading skills identified as important language arts building blocks in state curriculum standards.
Brief description	The games are based solidly on education and literacy research. They are full of rich stories and characters to engage students in learning adventures. Students will play games appropriate for their grade level. For instance, kindergarten students will play games that help them: recognize and name all uppercase and lowercase letters of the alphabet, distinguish fiction from non-fiction and fact from fantasy, and following 3-step directions. First grade students will play games that help them: know and use alphabetical order of initial letters in words, learn and apply letter-sound correspondences, and identify and correctly use nouns and verbs. Second grade students will play games that help them spell and demonstrate knowledge of antonyms and synonyms.
Resources	GameGoo - Educational Games
What is the highest level of Bloom's taxonomy reached? Explain	Knowledge, because when students play the games, they are practicing skills they are learning in class.
Which learning styles are addressed? How?	Visual: Students view the images/graphics of the games and read the words. Auditory: Students listen to the characters of the games give out instructions and praise. They also have to listen to the letters and words being said in order to figure out its sound, spelling, etc. Kinesthetic: To play the games, students must move the mouse and type on the keyboard.
Which MIs are addressed? How?	Linguistic: Students read and listen to the directions of the games. Musical: Students listen to the music playing in the background of the games. Spatial: Students look at the moving and very colorful images/graphics on the computer screen. Bodily-kinesthetic: Students work on the computer, using it as a tool.
Student's name	Alice Ching Yin Chiu

Grade level(s)	1st-3rd Grade
Content area(s)	English, Grammar skills
Purpose	Students will play fun educational games on funbrain.com, that will help them develop early reading/langauge skills identified as important language arts building blocks in state curriculum standards. The Gorilla Grammar game is fun and educational.
Brief description	After an English/grammar lesson students will be given the opportunity to practice their new knowledge of verbs, nouns, adjectives, pronouns, etc.by playing a game that reviews various basic grammar concepts.
Resources	http://www.funbrain.com/cgi-bin/gg.cgi?A1=m&A2=0&A3=0&AFUNCT=1&ALEVEL=0
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's taxonomy reached is application: Students will use their knowledge from the reading and class lesson to play the game.
Which learning styles are addressed? How?	Visual - These students will benefit from being able to play the game online, learn the grammar, and see the instruction/lesson visually. Kinesthetic - The students will be using the mouse to play this game and pick the correct answers by clicking the right answer for the sentence.
Which MIs are addressed? How?	Linguistic: Students read and listen to the directions of the game and use the grammer lesson from class on nouns, adjectives, pronouns, etc. Spatial: Students will be viewing the objects on the screen and in the game. Bodily-Kinesthetic: Students will be using the keyboard to play the game.
Student's name	Matt Forrest

Grade level(s)	3rd-4th Grade
Content area(s)	Science
Purpose	For students to have a larger understanding of dinosaurs and interact with the simulation of the game.
Brief description	Students will visit game website and engage with the lifestyle of a dinosaur and must complete a complete game without being eaten.
Resources	website: http://www.bbc.co.uk/dinosaurs/bigalgame/bigal.pl
What is the highest level of Bloom's taxonomy reached? Explain	The highest level of Bloom's taxonomy reached would be application. The reason application would be used is because students would have to take the information learned in the class to and apply them to assimilating them into the lifestyle of a dinosaur.
Which learning styles are addressed? How?	Visual: Students will be viewing the images/graphics of the game and reading the words while playing the game. Kinesthetic: To play the games, students must move the mouse and type on the keyboard with thier hands.
Which MIs are addressed? How?	Linguistic: Students will read the directions of the game and use the science lesson from class on dinosaurs to play the game Spatial: Students will be interact with the objects on the screen and in the game. Bodily-Kinesthetic: Students will be using the keyboard to play the game.
Student's name	Dustin Trahan

Grade level(s)	K-2
Content area(s)	Math - money and addition
Purpose	Students will master their knowledge of coin values as they add coins together to arrive at a given amount.
Brief description	This activity would work well at a center with 2-4 students participating at a time. One student would work at the computer and follow the instructions on the simulation to add coins together to get the amount presented. The other students would use pretend coins to race to the same amount. After each round, the students would switch roles until every child had their chance on the computer.
Resources	computer with Internet access Discovering Coin Values plastic coin manipulatives
What is the highest level of Bloom's taxonomy reached? Explain	Application: Students will apply their knowledge of coin values to calculate totals.
Which learning styles are addressed? How?	Kinesthetic: Students will move the mouse to participate in the on-line simulation and manipulate the plastic coins with their hands to add up the values.
Which MIs are addressed? How?	Logical/Mathematical: The nature of this activity requires students to add to a total and experiment with the different coins that can add to the same amount. Visual/Spatial: Students with this intelligence will benefit from manipulating the coins (both the plastic ones and those on-line) and organizing them in ways that make sense to them.
Student's name	Molly Shoniker

: to the left of the screen check the fraction, mixed fraction, decimal and percent boxes. It gives children practice in creating equivalent fractions to other fractions. It also has children create a fraction that equals the percentage given. It times children. This would be a good review of material before a test. Have students try to reach the goal of a set amount problems correct in a set amount of time.: kinesthetic- using the keyboard and can use paper and pencil to solve the problemVisual- seeing the problems visually, however it would be better if they gave a drawing representation of the fraction and percentage

Grade level(s)	4th
Content area(s)	math- fractions, decimals, and percents
Purpose	to give children additional practice in creating equivalent fractions as well as percents from the fractions.
Brief description	to the left of the screen check the fraction, mixed fraction, decimal and percent boxes. It gives children practice in creating equivalent fractions to other fractions. It also has children create a fraction that equals the percentage given. It times children. This would be a good review of material before a test. Have students try to reach the goal of a set amount problems correct in a set amount of time.
Resources	http://www.thatquiz.com/tq/practice.html?reducef
What is the highest level of Bloom's taxonomy reached? Explain	Synthesis- because students have to be able to rationalize one fraction to equal the next fraction or percentage.
Which learning styles are addressed? How?	kinesthetic- using the keyboard and can use paper and pencil to solve the problem Visual- seeing the problems visually, however it would be better if they gave a drawing representation of the fraction and percentage
Which MIs are addressed? How?	Mathematical logical- reviewing for math.
Student's name	Alli Fields

Grade level(s)	3rd and up
Content area(s)	Science- solar system
Purpose	Students will interact with the game and simulation to learn about the solar system.
Brief description	Students will begin the game by choosing an aircraft carrier and astronaut. The students will then fly into outer space and observe all the planets. Throughout the game, the students will come in contact with lots of interesting facts about the solar system as they search and play with the game.
Resources	computer Space Explorer 1.0 http://www.softsland.com/space_explorer.html
What is the highest level of Bloom's taxonomy reached? Explain	Evaluation- Students will be able to compare and contrast the planets and summarize the solar system by explaining various components within.
Which learning styles are addressed? How?	Kinesthetic- Students will use the mouse and keyboard when playing the game. Visual- Students will be able to observe the solar system and how it works when playing the game.
Which MIs are addressed? How?	Bodily-kinesthetic- Students will use the mouse and keyboard to actively participate in playing the game. Spatial- Students will interact with the game by manipulating many things on the screen.
Student's name	Stephanie Hasden

Grade level(s)	2nd Grade
Content area(s)	Math
Purpose	Students will interact with the game and complete the flashcards to learn how to count and add up money.
Brief description	Students will click on the link and will have to type in how much money they see in front of them. After they submit their answer it tell them whether they added up the money right and if not the computer will tell the student the right amount. The student can play as long and as much as they want and the computer will tell them how many questions they have gotten right and how many they have attempted.
Resources	http://www.aplusmath.com/cgi-bin/flashcards/money
What is the highest level of Bloom's taxonomy reached? Explain	Application: The students will apply the money concepts that they have learned in class to construct an answer for every flashcard they see appear on the computer screen.
Which learning styles are addressed? How?	Kinesthetic- Students are going to be using their hands to use the keyboard to answer the questions. Visual- Students will be able to view and add up dollar bills and coins that are the exact image of the money you will see in the real world.
Which MIs are addressed? How?	Bodily-kinesthetic- Students will use the keyboard to answer the questions. Visual/Spatial- Students will be looking at the money and looking at the computer screen to answer the questions
Student's name	Annabel Alban

Grade level(s)	First Grade
Content area(s)	Health
Purpose	The students will use the game to practice grouping food into the five food groups.
Brief description	The students will use a paintbrush to group the food into different groups with corresponding colors. Once they have grouped all of them correctly they are done.
Resources	http://www.nutritionexplorations.org/kids/activities/littled.asp Click on Little D's Quintricious to bring up game.
What is the highest level of Bloom's taxonomy reached? Explain	Knowldege- The students have to recall what they have learned about each food group to correctly group the food items.
Which learning styles are addressed? How?	Visual and Kinesthetic- The students visually see the food items and food groups and they use theri hands to select them.
Which MIs are addressed? How?	Visual/Spatial- The students are able to visually see the pictures of the food and groups in different colors. Bodily/Kinesthetic- The students use their hands to guide the mouse over each food item and click to select it.
Student's name	Stacy Tsimpedes

Grade level(s)	2nd grade
Content area(s)	Sciene
Purpose	The students will use this game to test thier knowledge of inhabitants of various habitats.
Brief description	The students will use the site below to play a game where they will need to to identify the living objects in the picture. After they have identified all eight they can then look up why they are important in that particular environment.
Resources	http://www.bbc.co.uk/schools/scienceclips/ages/8 9/habitats.shtml computers.
What is the highest level of Bloom's taxonomy reached? Explain	Application- The students will use knowledge that they have learned in class to indentify what objects in the picture are living things, and will learn specific animals and plants that belong to specific habitats.
Which learning styles are addressed? How?	Kinesthetic- The student is working hands-on the computer to find the objects. Visual- The students will use their sight to locate the animals. They will also see a picture for each habitat and animal.
Which MIs are addressed? How?	Kinesthetic- They will be actively using the computer to locate the living things Verbal-lingustic- Once they identify the living things they will be shown the name and interesting facts about the living thing. Visual/Spatial- they wll see a picture o of the habitat and living things.
Student's name	Jessica Wagner

Grade level(s)	4th+
Content area(s)	math
Purpose	To help students improve their mutiplication skills through an interactive game
Brief description	Once students are starting to wrap up their lesson on multipication, you can have them review their skills by playing an interactive multiplication game. You can introduce it in the class room and suggest that they play on their free time or at home. Provide time for them to play the game during center time. This helps them build on the understanding of multiplication that they have already learned in a fun way.
Resources	Computer Internethttp://www.multiplication.com/interactive_games.htm
Which is the highest level of Bloom's Taxonomy reached? Explain.	Application: Students are applying the information that they have already learned about multiplication so that theu can play and complete the game.
Which learning styles are addressed? How?	Kinesthetic- The student is working hands-on the computer Visual-Students can visually see the site and play the game on it
Which MIs are addressed? How?	Bodily Kinesthetic- Students will use their hands and fingers to operate the computer. Visual/Spatial-Studwnts are seeing and processing the differnt problems of multiplication through out the game
Student's Name	Kari Parrish

Grade level(s)	4th
Content area(s)	Science
Purpose	Students will be able to learn about the various factors that create and effect volcanoes. The simulation will help them isolate which factors have the most influence on volcanoes and how this changes the type of eruption. The simulation also enables them to see the immediate consequences of their modifications on the model, giving them informal practice with the scientific method.
Brief description	The students will work in pairs to plan, predict, modify, and experiment with the volcano simulation.
Resources	VolcanoExplorer: Global Perspective simulation
Which is the highest level of Bloom's Taxonomy reached? Explain.	Analysis: the students will be exploring the cause and effect relationships in volcano activity, without being asked to create the specific conditions themselves.
Which learning styles are addressed? How?	Visual: can see the effects of the modifications, reads text; Kinesthetic: working with the computer and keyboard to manipulate the settings and results.
Which MIs are addressed? How?	Naturalistic: concepts related to the earth are discussed, exploration of the cause and effect relationship between people and the environment; Visual/Spatial: 3D simulations, visualization of the types (structures of the volcanoes); Logical/Mathematical: changing proportions and seeing their effects on the shape and type of volcano.
Student's Name	Nicole Knox

Grade level(s)	4th and 5th grade
Content area(s)	Social Studies
Purpose	To go beyond merely reading about a particular location and getting a chance to "experience it." B.1. The student understands the world in spatial terms. SS.B.1.2.1 uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns. SS.B.1.2.2 knows how regions are constructed according to physical criteria and human criteria.
Brief description	After being introduced to an area in class students will take a "virtual fieldtrip" to the area. Students will be asked to keep track of all the natural and man-made features in their travel journals. They will be asked what makes this place so unique? After visiting 5 different locations students will be asked to become a travel agent and it is their job to sell the location they like the best. Why should people travel there? What is so great about it?
Resources	earth.google.com individual travel jounals geography text
Which is the highest level of Bloom's Taxonomy reached? Explain.	Evaluation- students will be making judgements about values of the locations ideas and features.
Which learning styles are addressed? How?	visual- students will be enthralled by the life like graphics. kinesthetic- hands on manipulation of the computer. Students get to decide what angles and views to take of their location. They can zoom in and out.
Which MIs are addressed? How?	bodily- using the google earth program. manipulating the computer. visual- the "visual fieldtrip" stimulates the visual learner. interpersonal- having to sell their excitement for one location. Talking to others and being a travel agent.
Student's Name	Christine Brown

Grade level(s)	5th Grade
Content area(s)	Social Studies
Purpose	To teach students about the culture and lifestyle of people living in Haiti. To make correlations between their actions and outcomes by playing the game "Cost of Life".
Brief description	Students will play the UNICEF "Cost of Life" game, trying to keep their family members alive, healthy, and happy for as long as possible. After playing, regroup with the class and teach them about poverty. They will recognize the difficulty of living in poverty in Haiti and discuss comparisons to their own lives. In groups, they will develop problem-solving strategies, critical thinking and life skills such as budgeting money when deciding what outcomes they are going to try hardest for. The groups will use these developments as they play the "Cost of Life" game a second time.
Resources	UNICEF's game, "Cost of Life" http://www.unicef.org/voy/explore/rights/explore_3142.html Other resources regarding information on poverty and life in Haiti.
Which is the highest level of Bloom's Taxonomy reached? Explain.	Evaluation: Students will have to evaluate their past actions inside of the game to develop a problem-solving strategy for their second try of the game. This will include other people's ideas from their own individual experiences, so it will be a cumulative evaluation.
Which learning styles are addressed? How?	Visual: Watching the game take place, visual representations of actions and their outcomes. Audio: Discussion with the class and within groups on problem-solving strategies for desired outcomes. Kinesthetic: Manipulating characters in the game.
Which MIs are addressed? How?	Visual/Spatial: Visual representations inside the interactive game. Verbal: Discussion with the class and within groups. Naturalist: Sees the subtle observations of the world around them when placed in the environment. Logical/Mathematical: Sees the logic in the actions and outcomes. Experimenting with the game to reach desired outcomes.
Student's Name	Meagan Gaffney

Grade level(s)	3-5
Content area(s)	Language Arts
Purpose	The students will create crossword puzzles with an online tool and define the vocabulary words using an online dictionary.
Brief description	Students will create crossword puzzles using their vocabulary words. When completed, they will find the definitions of the words and share their puzzles with their peers.
Resources	Internet, Dictionary, Puzzle Maker
Which is the highest level of Bloom's Taxonomy reached? Explain.	Synthesis – students design and generate crossword puzzles
Which learning styles are addressed? How?	Visual – the puzzles are a visual representation of the vocabulary words Kinesthetic – students must physically plug their words into a crossword puzzle maker
Which MIs are addressed? How?	Logical-mathematical – students must count their letters to make sure their puzzles will fit in the best way Bodily-kinesthetic – students must physically plug their words into the puzzle maker Spatial – students must remember to look up and down to analyze the crossword puzzles Linguistic – students are reading and defining different words Interpersonal – students pair up to play each other’s puzzles and also discuss their vocabulary words
Student's Name Melissa Blanco

Grade Levels	2nd - 4th
Content Areas	Mathematics – less than, equal to, greater than concepts
Purpose	The purpose of this activity is to allow kids to visually see the difference in value of numbers by putting them on scales.
Brief Description	This activity can be used to get students to explore and familiarize themselves with the concept of numbers having a bigger value than another. The numbers are entered into a scale and then the scale tips in favor of the larger number. Decimals can also be used. The teacher should use this activity to introduce the concept of the greater than, equal to, and less than (and the signs that go along with them).
Resources	Enter numbers into a Balance Scale
Highest level of Bloom's	Comprehension – Students will be required to understand and interpret the meanings of the larger number being greater than the smaller numbers on a scale and in value.
Learning Styles	Visual – This activity allows students to visually see that the bigger number causes the scale to tip toward the floor, as opposed to the lesser number which stays up in the air. Kinesthetic – Students are working with their hands to enter in numerical data into the computer, and in a sense, tipping the scale over by their own movements and numbers they choose.
MIs Addressed	Logical-Mathematical – Students must work with logical and abstract reasoning with numbers. Spatial – Students are also using their visual and spatial judgment in helping to decide which way to manipulate the scale in order for it to tip a certain direction.
Student Name	Anne Hwang