Vision+Resources

Sarah and Mary

=**6 hour workshop model**= During the morning session, you will experience what it will be like for students as they engage a 21st century classroom using all of the SDUSD i21classroom technology. A series of experiences lead you to synthesize information gathered around a theme. You will have the opportunity to evaluate a final product that effectively integrates 21st century skills. The afternoon session will conclude by introducing you to the Tablet PC, the “hub” of all of SDUSD classrooms. The Thinkpad, as it known, has powerful features that will amaze you and your students.

=**Essential Questions:**= Why is water important? What are the issues around water in San Diego? What can we do within our community to make change?

What do you know about water quality in your community?

 * Do the wild animals, birds, and fish have clean, healthy places to live?
 * Do you care about the streams, lakes or wetlands in your neighborhood?
 * Do you know where your drinking water comes from? Is it being polluted by storm runoff, industrial wastes, or other local sources of pollution?

Most important, what do //young people// know about these issues?

 * Do the wild animals, birds, and fish have clean, healthy places to live?
 * Do they have skills needed to protect local water resources?
 * How can young people become active environmental stewards?

Possible Resources: - Resources
 * Earth Charter []
 * Icons of Depth & Complexity
 * [|Water.flipchart]
 * @https://sites.google.com/site/pblina21stcenturyworld/
 * @http://video.nationalgeographic.com/video/player/environment/habitats-environment/freshwater/env-freshwater-whycare.html
 * @http://www.wylandoceanchallenge.org/
 * @http://storyofstuff.org/dl-sobw-images.php
 * @http://storyofstuff.org/bottledwater/
 * @http://www.sandiego.gov/water/conservation/drought/index.shtml
 * @http://www.bewaterwise.com/index.html
 * @http://www.water-ed.org/watersources/default.asp
 * @http://www.timeforkids.com/TFK/teachers/minilessons/wr/0,28171,1577592,00.html
 * @http://www.timeforkids.com/TFK/kids/wr/article/0,28391,612680,00.html
 * @http://sdcoastkeeper.org/
 * @http://www.water1st.org/
 * @http://water.org/projects/
 * @http://www.waterforpeople.org/
 * @http://www.ecoschools.com/Water/Water_wSidebar.html
 * @http://www.projectwet.org/
 * []

media type="custom" key="6283181" Water Use Computation Examples - **Note - These computation sheets could be made into interactive Flipcharts for modeling computation and graphing** Ask teachers to participate in a poll in response to the following questions around water: (questions to engage teachers to think about their water use, example - Do you leave the water running when you brush your teeth?, How many loads of laundry do you do a week?, How many times a week do you water your lawn?) || Teachers learn to sign-into netbooks, connect to active hub and take express polls || sign into netbook and take and express poll || - Pause at appropriate intervals to ask teachers to dialogue about their thinking around the essential questions: Why is water important? What are the issues around water in San Diego? What can we do within our community to make change? || Teachers view video and engage in dialogue || Use of video for instruction || Jigsaw? database, google images, unitedstreaming, Mary amazing image search || 1. Individually search for images using various search tools 2. Come to consensus around on image to represent their thinking || netbooks - internet search || - Ed tech needs to have wikispace made to host ahead of time 2. Direct teachers to add their thinking by starting a new page in the wiki, add their image, and write a caption that explains their thinking about the picture in relationship to the big ideas. || 1. sign up for the wiki, follow directions to post images and share their about why this image best represents the theme || netbooks - internet, wiki || 2. Ask teachers to analyze their data and ask - where can you conserve more water in your own life? - how can you let others know how to help? 3. Direct teachers to go back to the wikispace page and develop a message to share with others about how they can conserve water. || 1. teachers compute their own water usage. 2. teachers synthesize math learning on wiki ||  || NOTE - find articles in data base and analyze article using [|ICONs of Depth and Complexity] Deliver an overview of expectations using doc camera to share icons of depth and complexity - create a graphic organizer Possible Text Sets: [|StateoftheCoast.pdf] @http://storyofstuff.org/bottledwater/ Articles posted for download on moodle? || go to moodle and download article to read on netbooks and connect to article via web || doc camera || Changed to evaluate a 21st century project. || Teachers choose a workshop to learn and produce Come back at the end of the day to share product in small group ||  || Need to do: Standards Differentiation/Extentions The Process
 * @http://www.cityofwixom.com/LocalGov/Water_Sewer/Water%20Usage/how_much_water_do_you_use.htm
 * [|WaterUseComputation1.pdf]
 * [|WaterUseComputation2.pdf]
 * [|WaterUseComputation3.pdf]
 * [|WaterUseComputation4.pdf]
 * [|WaterUseComputation5.pdf]
 * = **Instructor Does:** ||= **Classroom Teacher Does (teachers acting as students):** || **i21 Tecnology Tools Used:** ||
 * Pass out survey || take survey ||  ||
 * Engage -
 * Engage, cont. - show video "Why care about water?" (see youtube for non-advertisement version)
 * 1. Direct small groups to an image search to narrow thinking around big ideas that developed during their dialogue.
 * 1. Instruct how sign into wiki - sample: http://trackingbigideas.wikispaces.com/
 * 1. Next, engage teachers in a water calculation using the flip chart to model the calculation.
 * 1. pass out article and reading support - possible reading frame
 * Direct groups to synthesize and come to consensus around 3 icons of depth and complexity to post to their wikispace || Add to the wikispace - information discovered about icons || netbook - internet ||
 * Math - NEED to develop mini-lesson that lead the groups to synthesize outcomes of learning on the wikispace || Read and analyze article for info ||  ||
 * Science ||  ||   ||
 * Social Studies ||  ||   ||
 * **Afternoon Session - Synthesize your learning at a session**
 * Break outs-(what can a final project look like?) Word, Wiki, student made flipchart, Blog ||  ||   ||
 * Guide teachers sharing of final project. ||  ||   ||
 * Closing
 * Discussion of how this "unit" was developed. [|Project Based Learning in a 21st Century class]
 * Evalutation ||  ||   ||
 * Show links to further "Vision" or activity ideas ||  ||   ||

Possible themes: water conservation water pollution ocean/watershed access to water agriculture

Possible Products (break-out sessions): Word Flipcharts Blogs Wikis Moodle Podcasting

Things to remind teachers: -databases -validation of resources -reflection through day in a forum?

Teachers need to keep your grade level in mind Forum - how would you apply this to your grade level

Needs - sample wikipages and final products

Teacher Outcomes:
 * Sense of Project Based Learning
 * Essential Question
 * Final Product
 * Collaboration
 * Jigsaw
 * Groups investigating part of the essential question
 * Groups present part of the final product
 * Synthesizing
 * Inquiry
 * How to integrate technology into the curriculum
 * Overview of i21 tools

Required classes
 * Vision
 * Promethean
 * Netbooks

Vision
 * Problem Based Learning
 * Inquiry
 * How to integrate techn
 * i21 tools
 * collaboration
 * final product


 * @http://www.signonsandiego.com/uniontrib/20060530/news_1n30turtle.html
 * @http://www.nmfs.noaa.gov/pr/species/turtles/green.htm
 * kids_times_turtle_green.pdf
 * @http://www.grupotortuguero.org/content/1/1/1.html
 * @http://www.propeninsula.org/
 * []
 * @http://www.tourdeturtles.org/flash/GreenSeaTurtle.swf
 * @http://swfsc.noaa.gov/textblock.aspx?Division=PRD&id=1226&ParentMenuId=212
 * []

Take away a flipchart per grade level - poss - units of inquiry. collaborate on a lesson - bring materials for a lesson - bring math materials