Intel Teach Program Essentials Course

Kim Ballards Blog Checklist

Remember that you are creating your sample as if you were a student. Think about what you want to include in your blog and list your ideas below. Consider the age of the students for whom your unit is designed and the type of content you expect them to present. As you develop the blog, think about how targeted student learning standards will be achieved. Overall goal: My overall goal is to allow students to explore a bit of American Indian history in relation to civil rights and how that history is still affecting native peoples today (such as reservations or racist team mascots).

Title of my student blog: Http://ballardstudentsample@weebly.com

Topics and reference materials I will research on the Internet: There is so much research done on the internet throughout the student sample. Students will need access to YouTube for videos, should have recommended access to google images, should be able to use google search to find information, etc.

Other project elements that will need to be incorporated into my student blog: (For example, survey results, communication with experts or other students/classrooms, analysis of data contained in spreadsheets or databases) I placed a student survey, word documents, embedded videos, and a slideshow into my student sample.

Other resources I will use to support the creation of my student blog: (For example, multimedia encyclopedias, textbooks, other printed resources) None. The mini unit will act as an introduction to some basic information about American Indians prior to students reading American Indian author Sherman Alexies The Absolutely True Diary of a Part-Time Indian.

To help students achieve my Units learning objectives, my student blog will include: Creative stories or poems Public opinion poll or link to survey; analysis of results Travelogue, diary, journal, or log of the students own personal experience or that of an historical/mythological/imaginary figure or event.

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Intel Teach Program Essentials Course

Reflections of classroom activities, project results, readings, activities, learning process Critical analysis of or response to literature, essays, articles, scientific hypotheses, video/movie/TV, etc. Commentary of quoted Internet content Discussion of inventions, discoveries, or theories Puzzles or trivia questions Discussion of upcoming or past events Advice column requesting responses Scanned student-created illustrations or computer-assisted graphics Works cited (bibliography) Other: Other:

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