Master of Arts in Digital Teaching and Learning Portfolio Proposal

Student Information Amanda Haddad APU - Murrieta Regional Center EDUC 526 Capstone Experience in Digital Teaching and Learning Dr. Joanne Gilbreath Community Helpers January 23, 2013 Type of Project This is a Community Helpers Unit about the work that people do, designed for Kindergarten. The unit is designed to take place in the months of February/March when the students may receive visits to the classroom from community helpers, as well as to have the opportunity to visit the local firehouse. The purpose of this unit it is for the students to recognize, identify, and understand what jobs people do in our school and in our community with the ultimate goal of thinking about what they might like to be when they grow up and how they would contribute to our community as the community helpers we have learned about do. Goals of the Portfolio This portfolio project will introduce the students to the jobs and descriptions of the kinds of work that people do at our school and in our community. The students will ultimately take what they have learned and describe what they would want to be as a contributor to our society when they grow up and why. Student Learning Outcomes of the Portfolio Students will know what the terms job and community mean by verbalizing their understanding via VoiceThread Students will discuss and recognize the different types of jobs at their school and in their community during classroom conversations, and presentations. Students will analyze the similarities and differences in jobs from historical accounts as well as learn about two famous contributors to the community through photographs, discussions, and use of the iPad. Students will discuss and recognize what the community would be like without certain jobs through conversation and analysis, presenting their conclusions in an audio podcast. Students will recognize the tools needed by the community helpers to do their job in their final presentations. Students will interview each other in groups about jobs in the community and at school with specifics to what they would like to be when they grow up and why through use of iPads and Pinnacle Studio which they will upload and comment on their blog.

 Outline Outline:

Day 1: Students will be introduced to the vocabulary needed for the lesson. Google Docs will be utilized, as well as Discovery Education. The students will demonstrate what they learned via Voice Thread on the iPad. Day 2: Students will explore the different types of work at their school. Google Presentation will be utilized. Students will utilize the Show Me app on the iPad to demonstrate two jobs at our school. Work will be uploaded to their blog. Day 3: Students will explore the different types of work in their community. Discovery Education and You Tube will be utilized. A community helpers song will be taught using Google Presentation. Progress monitoring assessment will be administered the students will match the picture of the job to the work that they do. Students will create puppets for the different workers in the community. Day 4: Students will explore the different types of work from historical accounts. ELMO, document camera, will be utilized to project old photographs to fuel discussion for comparison of modern work to that from historical accounts. Students will discuss and then color the pictures of jobs from now and long ago. They will cut them out and sort them on construction paper under the headings now and long ago. Day 5: Students will discuss and write about jobs that they like to do at home and at school. A Google doc will be created during class discussion and projected on the board while students share their ideas. Students will use the Show Me app to draw and describe a job they have at home and a job they have at school. Work will be uploaded to their blog. Day 6: Students will learn about the work of two famous people: Domingo Ghiradelli, Sr. and Csar Chvez. ELMO, document camera, will be utilized to project images of these men. The social studies flip chart will be utilized as well. Students will take a photo of each of these men and provided a sentences describing what their contribution was to their community by use of either the Show Me app, or for my students who can write, they will directly add the photo to their blog and type a sentence about the contribution.

Day 7: Students will have visitors from different professions. Photographs will be taken using the iPad. Students will draw a picture of the presenter and label it with the title of their job. Final product will be a little community helpers booklet. Day 8: Students will have visitors from different professions. Photographs will be taken using the iPad. Students will draw a picture of the presenter and label it with the title of their job. Final product will be a little community helpers booklet. Day 9: Students will visit the local fire station. Photographs will be taken using the iPad. Photographs will be projected as a slideshow on the board for student recollection. Students will create a drawing, description, and picture about their trip to the station utilizing the Popplet app. Day 10: Students will discuss and demonstrate what the community would be like without certain jobs. Students will be in groups of 4. They each will pick one job that they feel would greatly impact our community if it did not exist. They will prepare their ideas individually trough writing and/or drawing. Then, together they will create an audio podcast presenting their findings. Day 11: Students will discuss and demonstrate what the community would be like without certain jobs. Students will be in groups of 4. They each will pick one job that they feel would greatly impact our community if it did not exist. They will prepare their ideas individually trough writing and/or drawing. Then, together they will create an audio podcast presenting their findings. Day 12: Students will invent a job that they feel would be a positive contributor to our school or community. The Show Me app will be utilized on the iPad to draw and explain their invention. Product will be uploaded to their blog and commented on. Day 13: Students will relate all that they have learned to select what kind of work they would like to do for our community when they grow up. They will create a drawing and writing sample on paper. The culminating writing activity will include what they will be, what they will wear, what tools will be needed, and what contribution that job has to our community. They then will gather the materials for the gear and tools needed for that profession and will create a video on the iPad using Pinnacle Studio. Students will

be in groups of 4. One person will record with the iPad, the other will be the interviewer asking the questions, the third will be the interviewers assistant, holding the microphone, and the fourth will be the one describing what they chose and why. They will alternate so each has the opportunity to complete each task. Final project will be uploaded to their blog. Day 14: Students will relate all that they have learned to select what kind of work they would like to do for our community when they grow up. They will create a drawing and writing sample on paper. The culminating writing activity will include what they will be, what they will wear, what tools will be needed, and what contribution that job has to our community. They then will gather the materials for the gear and tools needed for that profession and will create a video on the iPad using Pinnacle Studio. Students will be in groups of 4. One person will record with the iPad, the other will be the interviewer asking the questions, the third will be the interviewers assistant, holding the microphone, and the fourth will be the one describing what they chose and why. They will alternate so each has the opportunity to complete each task. Final project will be uploaded to their blog. Day 15: Students will relate all that they have learned to select what kind of work they would like to do for our community when they grow up. They will create a drawing and writing sample on paper. The culminating writing activity will include what they will be, what they will wear, what tools will be needed, and what contribution that job has to our community. They then will gather the materials for the gear and tools needed for that profession and will create a video on the iPad using Pinnacle Studio. Students will be in groups of 4. One person will record with the iPad, the other will be the interviewer asking the questions, the third will be the interviewers assistant, holding the microphone, and the fourth will be the one describing what they chose and why. They will alternate so each has the opportunity to complete each task. Final project will be uploaded to their blog.
Technologies:

Google Docs/Presentation Educ 513 Audio Podcast Educ 515 Pinnacle Studio Educ 514 Edublogs.org Show Me app VoiceThread Popplet app ELMO, document Camera Desktop Computer Projector

 Student Activities Students will participate in discussions (including through VoiceThread) Students will listen to stories Students will match simple descriptions of work that people do and the tools they use Students will learn what people do for their job in our school and in the community Students will conduct interviews Students will create an audio podcast Students will create a dramatization about jobs in the community and at school Students will work on a culminating writing activity Students will update and maintain their blogs

Resources: Community: http://app.discoveryeducation.com/player/view/assetGuid/449B5B08-EE27-43B09CCB-20029B854E21 Community Helpers: Video Dialog, (1994). At Work: Sound the Alarm: Firefighters. [Full Video]. Available from http://www.discoveryeducation.com/ http://app.discoveryeducation.com/player/view/assetGuid/F44D0D5E-DFDB-45759AE3-4A497AA8440D Community Helpers Song: Music with Mar, (2009). Start Each Day With a Song: Community Helpers. [Song]. Available from http://www.discoveryeducation.com/ http://app.discoveryeducation.com/player/view/assetGuid/227ED214-84D7-481192FC-9EA3F907D517 The Bernstein Bears on the Job Video Dialog, (2010). The Bernstein Bears On the Job [Part I of II]. Retrieved from http://youtu.be/1-zd7sqqTlM
Google Doc Google Presentation Edublogs.org Apps: o Popplet o ShowMe o GarageBand o Pinnacle Studio Voicethread.com

Educ. 522 Unit Plan, different than that of the 3 week unit plan for Educ. 526. Multiple Intelligences Unit Plan EDUC 522 Unit Title: Fall Into Learning Grade Level: Kindergarten Subject: Science Time Frame: 2 weeks Objectives: Students will be able to sort, classify, create, describe, count, paint, and explore symmetry and graphs in this unit utilizing fall leaves, apples, and trees. Intelligences: -Visual -Verbal -Interpersonal -Intrapersonal -Naturalist -Kinesthetic -Musical -Logical Technologies in the unit: -Discovery Education -iPad -ShowMe app -Projector -Elmo (document camera) -Pic Collage app -VoiceThread -CD Player/Pandora Internet Radio -Edublogs.org Non-Digital: -Paper and Pencil -Tempura Paint and Paintbrushes -White Board and Markers Common Core standards:
Math: Counting and Cardinality K.CC 3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). Count to tell the number of objects 4. Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. b. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. c. Understand that each successive number name refers to a quantity that is one larger. Compare numbers 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Teacher: Haddad

Measurement and Data K.MD Classify objects and count the number of objects in each category. 3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Science
Investigation and Experimentation 4. Students will: d. Compare and sort common objects by one physical attribute (e.g., color, shape, texture, size, weight) e. Communicate observations orally and through drawings Life Sciences 2. Different types of plants and animals inhabit the earth. As a basis for understanding this concept: a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects) c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs)

Writing
1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).

Language
5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Reading for Foundational

1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print.

Technology Standards:
2. Communication and Collaboration a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 5. Digital Citizenship b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning

Materials: (digital and non-digital) Digital:

Intelligences:

Discovery Education Visual, Interpersonal, Intrapersonal, Musical, Verbal, Naturalist iPad Visual, Interpersonal, Intrapersonal, Verbal, Musical, Naturalist, Logical, Kinesthetic ShowMe app Verbal, Visual, Intrapersonal, Kinesthetic, Naturalist Projector Visual Elmo (document camera) Visual Pic Collage app Visual, Intrapersonal, Naturalist, Kinesthetic VoiceThread Verbal, Intrapersonal, Naturalist, Kinesthetic Edublogs.org Intrapersonal, Kinesthetic, Visual, Verbal, Naturalist CD Player/Pandora Internet Radio Musical

Non-Digital: Blank Paper, Tape, Poster Board, Paper Apple Visual, Kinesthetic, Intrapersonal, Logical Cutouts (Red, Yellow, Green) Pencil, Crayons, Clipboards, Handwriting Paper Kinesthetic, Visual, Intrapersonal Childrens Magnifying Glasses Visual, Kinesthetic, Intrapersonal, Naturalist Tempura Paint and Paintbrushes Kinesthetic, Visual White Board and Markers Visual, Interpersonal, Logical Smocks, Ziploc Baggies, Assorted Fake Leaves Kinesthetic, Visual Informational Text on Apples and Trees Visual, Naturalist 3 Kinds of Apples (Granny Smith, Red Delicious, Visual, Kinesthetic, Naturalist, Intrapersonal Fuji), Cutting Board, Knife Procedures: WEEK 1 Day 1: The teacher will have previously drawn a tree Visual, Interpersonal, Logical, Naturalist, on the white board for use after the video. Students Verbal will begin by watching a Discovery Education video about trees in the Fall and why their leaves change colors and fall: http://app.discoveryeducation.com/player/view/asset Guid/EE73256E-FC9E-4B79-857C3BE08F3F8DDC. While the class is watching the video, the teacher will list keywords on the white board. After the video, the class will discuss the parts of the tree and remember what it is that they learned from the video as they relate the reasons why the colors change and fall during Autumn. This will give the students an understanding of why and how leaves changes colors and fall during this season. Day2: The students will recall information about what they learned and discussed about trees from day 1. Together, the teacher and students will create a KWL chart and complete the K and W sections describing what they Know and then what they Want to Know. Students will then get into their iPad groups. (Being that there are only 4 iPads, each student has an iPad number assigned to them. These groups are not the students that work together in groups in the classroom because they would all have Visual, Interpersonal, Logical, Naturalist, Verbal Intelligences:

their pictures on the same iPad these are scattered groups of students split 1 from each work group into an iPad group. This way when they get into their work groups, their pictures are on separate iPads.) Rules will be given for safety and productivity before leading off onto a Tree Walk. This is where the students will walk the campus, checking out the different trees, types of trees, variations in tree structure, as well as color and leaves. On the tree walk the students will take turns taking a picture of 5 of their favorite tree observations (at least one must be of a full-tree view and others should include structural aspects of the tree(s)). Before returning to class the students will collect 2 or 3 different kinds of leaves that they find on their tree walk. These will be saved in Ziploc baggies, labeled with the students name for use on day 5. Day3: Students will get into their work groups, where Kinesthetic, Visual, Intrapersonal, Naturalist their assigned iPad will be waiting for them. They will utilize the PicCollage app to create a collage of the picture elements they took and saved on their iPad during the picture walk. They will change background, insert their photos, arrange them in a fun way, add a caption, and save it to the camera roll. From there the students will upload this item to their blog via edublogs.org where they will type in at least a sentence describing what and where the photos are from. Day4: The students will sit at their spots on the Visual, Naturalist, Interpersonal, carpet while the teacher reads a book about trees, and Intrapersonal, Verbal, Kinesthetic, Musical the different kinds of trees (not found at our school). The students will share what their favorite kind of tree was from the book with their shoulder partner. Next, students will focus in on the apple tree. As a class, they will discuss what kind of tree an apple tree is and make a list (names and drawings) on chart paper of the different kinds of apples that they know. This will be saved for use in week 2. The students will proceed to their table groups where they will find a smock, a vertically placed sheet of paper, paintbrush, and paints poured out on an art tablet in the colors of brown, green, yellow, orange, and red. They will be instructed to use what they remember about the structure of trees to create a tree of their own. While they are working, soundscapes music (sounds of nature) from Pandora on the teachers desktop will be playing in the background to suit their artistic needs. Day5: Students will be guided to recall halves and Visual, Verbal, Naturalist, Kinesthetic,

symmetry which they have studied in math to notice symmetry in nature via the leaves. Students will watch and listen to a song from Discovery Education about hunting for the line of symmetry: http://app.discoveryeducation.com/player/view/asset Guid/E6FBA928-7520-44BF-A073-F691B227CFF5 Students will utilize magnifying glasses to analyze the leaves they collected during the Tree Walk, the structure, texture, shape, lines, and symmetry. They will be asked to determine if their leaf is symmetrical or not. All this will be done while listening to soundscapes music from Pandora. Students will clean up and then take their symmetrical leaves to the carpet, sit in a circle, and share which leaves were symmetrical and why they were symmetrical. Students will evaluate each others conclusion by means of a thumbs up to depict whether or not they agree about the statement of symmetry present in each others leaves. Upon returning to their desks, students will follow a modeling by the teacher, over the Elmo and Projector, of drawing the line of symmetry on the leaves utilizing a crayon. The students will practice drawing the line of symmetry on their leaves using a crayon dark enough to see on the leaf. The teacher will demonstrate leaf rubbings and symmetry by modeling over the Elmo and Projector. They will tape their leaves underneath a blank white sheet of paper. The students will flip the paper over on the blank side and utilize fall leaf colors to do crayon rubbings of their leaves. They should be sure to press hard and color in slanted strokes (they are familiar with slant lines from handwriting). Teacher will collect for continued use on day 6. WEEK 2:

Musical, Intrapersonal, Interpersonal

Day 6: Students will analyze what they have done Verbal, Visual, Interpersonal, Intrapersonal, thus far. They will review the information in the Naturalist, Kinesthetic, Logical KWL chart and information to the L column. Particular attention will be placed on tree structure. The teacher will have taken a photo of each of the students leaf rubbings and embedded them into a VoiceThread. The 4 iPads will be lined up along the carpet in a horizontal row. The students will line up behind their assigned iPad number to quickly state My fall leaf is/is not symmetrical and then their name. They will rotate until all have had the chance to say something. The students will then watch their completed VoiceThread created with their unique leaf rubbings, offering different visuals of symmetry.

Day 7: The students will recall what an attribute is and what kinds of attributes are involved with leaves. The teacher will list their ideas on the board, drawing little visuals next to the description. Students will watch 2 Discovery Education videos on sorting. One is about sorting items by sound: http://app.discoveryeducation.com/player/view/asset Guid/D8407545-3136-4850-82C8-A609EC3B9574 and the other is about sorting items by sight: http://app.discoveryeducation.com/player/view/asset Guid/D70E04F3-8C13-473C-B546-76CC4F6F4297 The teacher and students will discuss what they saw in the video as well as ways that they may sort things in their daily routine. The teacher will share with the students that the main attributes of focus for this lesson are color and size. Fake leaves will have been pre-sorted into Ziploc baggies for each pair of students. It will be their job to sort the leaves by attribute. Students will sit outside the classroom in a contained space to allow a naturalistic environment while working on their math assignment. Once complete, students will compare the quantity of the groups by determining which attribute has the most. Day 8: The chart paper listing the apples the children knew about will be utilized here. The teacher will read aloud the informational text on apples and the uses of apples. The teacher will show the students the 3 types of apples that will be used for the activity (Granny Smith, Red Delicious and Fuji). The teacher will have these terms listed horizontally in columns on the white board, read to record tally marks from the votes. The students will make predictions as to which apple they think they will like the most. After having some time to think about it, the students will be told that they can only voice their prediction for an apple once. The teacher will tally the number of votes per apple to refer back to after the experiment. The teacher will then have the students recall their discussion on symmetry and where to cut the apple to get an exact half, or in other words where the line of symmetry is. The students will determine whether apples cut in half also exhibit symmetrical details. Each student will receive a sheet of blank paper with 3 columns containing a number 1, 2, and 3 so that the students can keep track of their conclusions after tasting the apples. Once the apples have been cut up into 1/8ths the students will taste their slice, one type of apple at a time. They will be asked to rate it by placing a piece of it, or coloring that type of apple in the appropriate column 1, 2, or 3. This will repeat

Visual, Kinesthetic, Naturalist, Interpersonal, Verbal, Logical, Musical

Kinesthetic, Visual, Intrapersonal, Naturalist, Logical

until all 3 apples have been tested and rated on their sheet of paper. The students will clean up and then record their comments on the pre-made VoiceThread (3 slides, one with a picture and title for each apple) where they state their favorite apple and their name. Day 9: The lesson today will begin with a Discovery Education video on data collection and graphing: http://app.discoveryeducation.com/player/view/asset Guid/C021CBD6-13B5-43E2-863C-059CF9977E34 Students will add up the results from the apple voting to see how the apples ranked as a class. The poster board will be utilized here with a pre-drawn bar graph format ( l_ ). The teacher and students will name the graph appropriately together, number the y-axis, and label the x-axis. Students will select the paper apple that depicts their favorite apple from the tasting and tape it into a bar graph over the appropriate column. The teacher and students will make observations about the graph. The students will be informed that they will be creating an opinion writing piece where they will state in sentence format which apple they favored and why. They may begin their sentence with I like the____ because or My favorite apple was the ____ because The students will prepare their clipboard, handwriting sheet, pencil, and eraser, to go outside in the community garden to create their opinion piece. As always, they will be encouraged to utilize their sounds to guide their writing while applying neatness, two-finger space, capitalization, and punctuation. Students will take a photo of their opinion piece with their assigned iPad to be uploaded to their edublog, e-portfolio. Day 10: Previous to the lesson, the teacher will have Verbal, Intrapersonal, Interpersonal, Visual, photographed the students tree onto their assigned Kinesthetic, Naturalist, Logical iPad. This day will be for review of concepts, with particular attention to the keywords of the parts of a tree. The teacher and students will go over their KWL chart and add to it where needed. They will review concepts from over the 2 weeks, discuss what they have learned, as well as what they enjoyed about the unit. To conclude the unit the students will upload the image of their tree to the ShowMe app where they will select a color to label the parts of the tree. The students will record themselves labeling the major structural components of their tree in their work Visual, Kinesthetic, Intrapersonal, Naturalist, Interpersonal

groups during centers. a. One group will have all 4 iPads where they will use their assigned number to upload their photo in the ShowMe, choose a color for their paintbrush, and record themselves drawing an X on while verbalizing the labeling of the structures of the tree. When they are done they will watch and evaluate a partners work in within their group, help them notice any mistakes they might have made in a polite, helpful way, and offer words of praise. b. Another group will sponge paint a Fall tree using the paper, sponges, and various paints. When complete, they will label their tree using the pre-printed labels. c. The other group will be at the listening center listening to Fall themed stories. d. The last group will visit the reading center. Product:

Intelligences:

Photographs taken throughout the unit by the Visual, Kinesthetic, Intrapersonal, Naturalist students. PicCollage Creation Visual, Kinesthetic, Intrapersonal, Naturalist Tree Painting Visual, Kinesthetic, Intrapersonal, Naturalist, Musical Leaf Rubbings Visual, Kinesthetic, Intrapersonal, Naturalist, Musical VoiceThread Verbal, Interpersonal, Naturalist, Visual, Kinesthetic Opinion Writing Sample Intrapersonal, Kinesthetic, Naturalist ShowMe Visual, Kinesthetic, Naturalist, Intrapersonal Edublog Maintenance Visual, Kinesthetic, Intrapersonal, Naturalist, Logical Assessment (quantitative rubric):

Photographs are assessed in within each product, any taken separately follow this: Total Points Possible: 5 Quality of Photo Photo is blurry and Photo is clear but Photo is clear and not fully in the not fully in the fully in the frame. frame. 1 pt frame. 3 pts 5 pts

PicCollage: Total Points Possible: 15 Quality of Photos Photos are blurry and not fully in the frame. 1 pt Details Background not changed, photos not arranged. 1 pt Saved to Camera Roll Presentation not saved to Camera Roll. 1 pt

Photos are clear but not fully in the frame. 3 pts Only background changed or only photos arranged. 3 pts Presentation saved to Camera Roll. 3 pts

Photos are clear and fully in the frame. 5 pts Both background and photos were arranged and nicely presented. 5 pts Presentation saved to Camera Roll and uploaded to blog. 5 pts

Tree Painting: Total Points Possible: 15 Use of Color Painting includes one color. 1pt

Depiction of Tree Structure

Tree structure not noticeable. 1 pt Little thought went into the creation. 1 pt

Presentation

Painting accurately includes two colors. 3 pts Tree structure is somewhat noticeable. 3 pts Some thought went into presentation. 3 pts

Painting accurately includes three or more colors. 5 pts Tree structure is clearly defined. 5 pts Thoughtfully and artistically made. 5 pts

Leaf Rubbings: Total Points Possible: 15 Use of Color Includes one color. 1pt

Depiction of Texture Structure not and Line of noticeable. 1 pt Symmetry Technique Follows slant technique some of the time. 1 pt

Painting accurately includes two colors. 3 pts Structure is somewhat noticeable. 3 pts Follows slant technique most of the time. 3 pts

Painting accurately includes three or more colors. 5 pts Structure is clearly defined. 5 pts Follows slant technique all of the time. 5 pts

VoiceThread: Total Points Possible: 10 each Recording Recording is not Recording is audible. 1 pt present but inaccurate. 3 pts Digital Citizenship Does not Demonstrates some demonstrate little digital citizenship. digital citizenship. 3 pts 1 pt

Recording is clear and accurate. 5 pts Demonstrates appropriate digital citizenship. 5 pts

ShowMe Recording: Total Points Possible: 15 Quality of Photo Photo is blurry and Photo is clear but not fully in the not fully in the frame. 1 pt frame. 3 pts Recording Recording is not Recording is audible. 1 pt present but inaccurate. 3 pts Visual Markings Markings were not Markings were made throughout incorrect at times. the explanation. 3 pts 1 pt

Photo is clear and fully in the frame. 5 pts Recording is clear and accurate. 5 pts Markings were present and accurate. 5 pts

Opinion Writing Piece: Total Points Possible: 15 Neatness Neatness not Neatness attempted. 1 pt attempted. 3 pts Opinion Opinion not clearly Opinion attempted. stated. 1 pt 3 pts Sentence Structure Forgot to use Utilized proper proper sentence sentence structure structure. most of the time. 1 pt 3 pts Edublog Maintenance: Total Points Possible: 20 Quality of Photos Photos are blurry Photos are clear and not fully in the but not fully in the frame or were not frame or some uploaded were not successfully. 1 pt successfully uploaded. 3 pts Postings Postings are not Postings are mostly complete. 1 pt complete. 3 pts Descriptions Descriptions not Descriptions are made on work. 1 pt made on work most of the time. 3 pts Up-to-Date Not kept up-to-date Kept up-to-date on time. 1 pt most of the time. 3 pts

Neatness is evident. 5 pts Opinion is clearly stated. 5 pts Accurately applied sentence structure. 5 pts

Photos are clear, fully in the frame, and were all uploaded successfully. 5 pts All postings are complete. 5 pts Descriptions are present and accurate. 5 pts Kept up-to-date all of the time. 5 pts