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					Transforming Learning With Technology
a Portfolio By Brett Thyssen
Created in Edl 325 Instructional Technology
Spring 2010

ISTE-NETS Teacher Standards

Wisconsin 10 Teaching Standards

ISTE-NETS Students Standards

21st Century Learning

4th Grade Standards and Assessments
Student Learning and Creativity

       Teachers use their knowledge of subject matter, teaching and
       learning, and technology to facilitate experiences that advance
       student learning, creativity, and innovation in both face-to-face and
       virtual environments. Teachers:
a.     promote, support, and model creative and innovative thinking and
b.     engage students in exploring real-world issues and solving authentic
       problems using digital tools and resources.
c.     promote student reflection using collaborative tools to reveal and
       clarify students' conceptual understanding and thinking,
       planning, and creative processes.
d.     model collaborative knowledge construction by engaging in learning
       with students, colleagues, and others in face-to-face       and
       virtual environments.

                                My Rockin Webquest meets this standard
Digital age Learning Experiences & Assessments

       Teachers design, develop, and evaluate authentic learning experiences
       and assessment incorporating contemporary tools and resources to
       maximize content learning in context and to develop the knowledge, skills,
       and attitudes identified in the NETS•S. Teachers:
a.     design or adapt relevant learning experiences that incorporate digital tools
       and resources to promote student learning and creativity.
b.     develop technology-enriched learning environments that enable all
       students to pursue their individual curiosities and become active
       participants in setting their own educational goals, managing their own
       learning, and assessing their own progress.
c.     customize and personalize learning activities to address students' diverse
       learning styles, working strategies, and abilities using digital tools and
d.     provide students with multiple and varied formative and summative
       assessments aligned with content and technology standards and use
       resulting data to inform learning and teaching.
                       Rain Forest Unit: Multiple projects, many ways to get graded
Digital-Age Work & Learning

       Teachers exhibit knowledge, skills, and work processes
       representative of an innovative professional in a global and digital
       society. Teachers:
a.     demonstrate fluency in technology systems and the transfer of
       current knowledge to new technologies and situations.
b.     collaborate with students, peers, parents, and community members
       using digital tools and resources to support student success and
c.     communicate relevant information and ideas effectively to
       students, parents, and peers using a variety of digital-age media
       and formats.
d.     model and facilitate effective use of current and emerging digital
       tools to locate, analyze, evaluate, and use information resources to
       support research and learning.

                         Having a class WiKi (the whole Wiki) shows this
Digital Citizenship & Responsibility

       Teachers understand local and global societal issues and
       responsibilities in an evolving digital culture and exhibit legal and
       ethical behavior in their professional practices. Teachers:
a.     advocate, model, and teach safe, legal, and ethical use of digital
       information and technology, including respect for copyright,
       intellectual property, and the appropriate documentation of
b.     address the diverse needs of all learners by using learner-centered
       strategies providing equitable access to appropriate digital tools
       and resources.
c.     promote and model digital etiquette and responsible social
       interactions related to the use of technology and information.
d.     develop and model cultural understanding and global awareness by
       engaging with colleagues and students of other cultures using
       digital-age communication and collaboration tools.
        Page     My rain forest brochure has pictures credited to where I found them.
Professional Growth & Leadership

       Teachers continuously improve their professional practice, model
       lifelong learning, and exhibit leadership in their school and
       professional community by promoting and demonstrating the
       effective use of digital tools and resources. Teachers:
a.     participate in local and global learning communities to explore
       creative applications of technology to improve student learning.
b.     exhibit leadership by demonstrating a vision of technology infusion,
       participating in shared decision making and community building,
       and developing the leadership and technology skills of others.
c.     evaluate and reflect on current research and professional practice
       on a regular basis to make effective use of existing and emerging
       digital tools and resources in support of student learning.
d.     contribute to the effectiveness, vitality, and self-renewal of the
       teaching profession and of their school and community.

    Wisconsin 10 Teaching Standards

1    Teachers know the subjects
     they are teaching.                  4 Teachers know how to teach.
2    Teachers know how children          5 Teachers know how to manage a
     grow.                                 classroom.
                                         6 Teachers communicate well.
3     Teachers understand that
                                         7 Teachers are able to plan
     children learn differently.
                                           different kinds of lessons.

     8 Teachers know how to test for student progress.
     9 Teachers are able to evaluate themselves.
     10 Teachers are connected with other teachers and the community.

Wisconsin 10 Teaching Standards

1 Teachers know the subjects they are teaching. 
The teacher understands
  the central concepts, tools of inquiry, and structures of the disciplines
  she or he teaches and can create learning experiences that make these
  aspects of subject matter meaningful for pupils.

2 Teachers know how children grow. 
The teacher understands how
  children with broad ranges of ability learn and provides instruction that
  supports their intellectual, social, and personal development.

3 Teachers understand that children learn differently. 
The teacher
  understands how pupils differ in their approaches to learning and the
  barriers that impede learning and can adapt instruction to meet the
  diverse needs of pupils, including those with disabilities and

              Having example of projects shows you have done the work as well.
              Making sure your work is age appropriate.
      g       Having multiple ways to assess your students.
Wisconsin 10 Teaching Standards

4 Teachers know how to teach. 
The teacher understands and uses a variety of
  instructional strategies, including the use of technology, to encourage children's
  development of critical thinking, problem solving, and performance skills.

5 Teachers know how to manage a classroom. 
The teacher uses an understanding
  of individual and group motivation and behavior to create a learning
  environment that encourages positive social interaction, active engagement in
  learning, and self-motivation.

6 Teachers communicate well. 
The teacher uses effective verbal and nonverbal
  communication techniques as well as instructional media and technology to
  foster active inquiry, collaboration, and supportive interaction in the classroom.

7 Teachers are able to plan different kinds of lessons. 
The teacher organizes and

Wisconsin 10 Teaching Standards

8 Teachers know how to test for student progress. 
The teacher
   understands and uses formal and informal assessment strategies to
   evaluate and ensure the continuous intellectual, social, and physical
   development of the pupil.

9 Teachers are able to evaluate themselves. 
The teacher is a reflective
   practitioner who continually evaluates the effects of his or her choices
   and actions on pupils, parents, professionals in the learning community
   and others and who actively seeks out opportunities to grow

10 Teachers are connected with other teachers and the community. 
   teacher fosters relationships with school colleagues, parents, and
   agencies in the larger community to support pupil learning and well-
   being and acts with integrity, fairness and in an ethical manner.

                 Teachers self evaluation can be one of the most powerful
                 tools to better your skills as a teacher.
Creativity and Innovation

       Students demonstrate creative thinking, construct knowledge,
       and develop innovative products and processes using
       technology. Students:
a.      apply existing knowledge to generate new ideas, products,
       or processes.
b.      create original works as a means of personal or group
c.      use models and simulations to explore complex systems and
d.      identify trends and forecast possibilities.
                 My Web Quest is a good assignment for investigation, and
        page     collaboration.
Communication & Collaboration

       Students use digital media and environments to
       communicate and work collaboratively, including at a
       distance, to support individual learning and contribute to
       the learning of others. Students:
a.     interact, collaborate, and publish with peers, experts, or
       others employing a variety of digital environments and
b.     communicate information and ideas effectively to multiple
       audiences using a variety of media and formats.
c.     develop cultural understanding and global awareness by
       engaging with learners of other cultures.
d.     contribute to project teams to produce original works or
       solve problems.
        page                 Rockin’ Web Quest
Research & Information Fluency

  Students apply digital tools to gather, evaluate,
  and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate,
   synthesize, and ethically use information
   from a variety of sources and media.
c. evaluate and select information sources and
   digital tools based on the appropriateness to
   specific tasks.
d. process data and report results.
    ISTE     Rockin’ Web Quest
    page     Rain Forest Destination Brochure
Critical Thinking, Problem Solving, & Decision
   Students use critical thinking skills to plan and conduct
   research, manage projects, solve problems, and make
   informed decisions using appropriate digital tools and
   resources. Students:
a. identify and define authentic problems and significant
   questions for investigation.
b. plan and manage activities to develop a solution or
   complete a project.
c. collect and analyze data to identify solutions and/or
   make informed decisions.
d. use multiple processes and diverse perspectives to
   explore alternative solutions.
     page          Rockin’ Web Quest
Digital Citizenship

   Students understand human, cultural, and societal issues
   related to technology and practice legal and ethical
   behavior. Students:
a. advocate and practice safe, legal, and     responsible use
   of information and technology.
b. exhibit a positive attitude toward using technology
   that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
    ISTE     Everything done in class, constantly expanding on technology
 Standards   knowledge and fluency.
Technology Operations & Concepts

  Students demonstrate a sound understanding of
  technology concepts, systems, and operations.
a. understand and use technology systems.
b. select and use applications effectively and
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new
A Framework For 21st Century Learning

Core Subjects and 21st Century Themes

• Mastery of core subjects and 21st century themes is essential for
  students in the 21st century.
• Core subjects include:
• English, reading or language arts World languages Arts
  Mathematics Economics Science Geography History Government
  and Civics
• In addition to these subjects, we believe schools must move beyond
  a focus on basic competency in core subjects to promoting
  understanding of academic content at much higher levels by
• 21st century interdisciplinary themes into core subjects: Global
  awareness Financial, economic, business and entrepreneurial
  literacy Civic literacy Health literacy Environmental literacy

Back to 21st
 Skills Page
Learning and Innovation Skills

• Learning and innovation skills increasingly are being
  recognized as the skills that separate students who are
  prepared for increasingly complex life and work environments
  in the 21st century, and those who are not. A focus on
  creativity, critical thinking, communication and collaboration
  is essential to prepare students for the future.
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration

Back to 21st
 Skills Page
Creativity and Innovation
Think Creatively
• Use a wide range of idea creation techniques (such as brainstorming)
• Create new and worthwhile ideas (both incremental and radical concepts)
• Elaborate, refine, analyze and evaluate their own ideas in order to improve and
   maximize creative efforts
Work Creatively with Others
• Develop, implement and communicate new ideas to others effectively
• Be open and responsive to new and diverse perspectives; incorporate group input
   and feedback into the work
• Demonstrate originality and inventiveness in work and understand the real world
   limits to adopting new ideas
• View failure as an opportunity to learn; understand that creativity and innovation
   is a long-term, cyclical process of small successes and frequent mistakes
Implement Innovations
• Act on creative ideas to make a tangible and useful contribution to the field in
   which the innovation will occur

   Sills Page
Critical Thinking and Problem Solving

Reason Effectively
• Use various types of reasoning (inductive, deductive, etc.) as appropriate to the
Use Systems Thinking
• Analyze how parts of a whole interact with each other to produce overall
    outcomes in complex systems
Make Judgments and Decisions
• Effectively analyze and evaluate evidence, arguments, claims and beliefs Analyze
    and evaluate major alternative points of view
• Synthesize and make connections between information and arguments
• Interpret information and draw conclusions based on the best analysis
• Reflect critically on learning experiences and processes
Solve Problems
• Solve different kinds of non-familiar problems in both conventional and innovative
• Identify and ask significant questions that clarify various points of view and lead to
    better solutions
   Sills Page
Communication and Collaboration

Communicate Clearly
• Articulate thoughts and ideas effectively using oral, written and nonverbal
    communication skills in a variety of forms and contexts
• Listen effectively to decipher meaning, including knowledge, values, attitudes and
• Use communication for a range of purposes (e.g. to inform, instruct, motivate and
• Utilize multiple media and technologies, and know how to judge their
    effectiveness a priori as well as assess their impact
• Communicate effectively in diverse environments (including multi-lingual)
Collaborate with Others
• Demonstrate ability to work effectively and respectfully with diverse teams
• Exercise flexibility and willingness to be helpful in making necessary compromises
    to accomplish a common goal
• Assume shared responsibility for collaborative work, and value the individual
    contributions made by each team member

                       Rockin’ Web Quest
   Sills Page
                       Rain forest classroom book with audio
Information, Media and Technology Skills

   People in the 21st century live in a technology and media-suffused
   environment, marked by various characteristics, including: 1) access to
   an abundance of information, 2) rapid changes in technology tools, and
   3) the ability to collaborate and make individual contributions on an
   unprecedented scale. To be effective in the 21st century, citizens and
   workers must be able to exhibit a range of functional and critical
   thinking skills related to information, media and technology.
Information Literacy
Media Literacy
ICT (Information, Communications & Technology) LITERACY

Back to 21st
 Skills Page
Information Literacy

Access and Evaluate Information
• Access information efficiently (time) and effectively
• Evaluate information critically and competently
Use and Manage Information
• Use information accurately and creatively for the issue
  or problem at hand
• Manage the flow of information from a wide variety of
• Apply a fundamental understanding of the ethical/legal
  issues surrounding the access and use of information
 Media and
Media Literacy

Analyze Media
• Understand both how and why media messages are constructed,
   and for what purposes
• Examine how individuals interpret messages differently, how values
   and points of view are included or excluded, and how media can
   influence beliefs and behaviors
• Apply a fundamental understanding of the ethical/legal issues
   surrounding the access and use of media
Create Media Products
• Understand and utilize the most appropriate media creation tools,
   characteristics and conventions
• Understand and effectively utilize the most appropriate expressions
   and interpretations in diverse, multi-cultural environments

 Media and
ICT (Information, Communications, and
Technology) Literacy
Apply Technology Effectively
• Use technology as a tool to research, organize,
  evaluate and communicate information
• Use digital technologies (computers, PDAs, media
  players, GPS, etc.), communication/networking tools
  and social networks appropriately to access, manage,
  integrate, evaluate and create information to
  successfully function in a knowledge economy
• Apply a fundamental understanding of the ethical/legal
  issues surrounding the access and use of information
 Media and
Life and Career Skills
       Today’s life and work environments require far more
       than thinking skills and content knowledge. The ability
       to navigate the complex life and work environments in
       the globally competitive information age requires
       students to pay rigorous attention to developing
       adequate life and career skills.

Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility
Back to 21st
 Skills Page
Flexibility and Adaptability &
Initiative and Self-Direction
•    Adapt to Change
•    Adapt to varied roles, jobs responsibilities, schedules and context
•    Work effectively in a climate of ambiguity and changing priorities
•    Be Flexible
•    Incorporate feedback effectively
•    Deal positively with praise, setbacks and criticism
•    Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi-
     cultural environments
•    Manage Goals and Time
•    Set goals with tangible and intangible success criteria
•    Balance tactical (short-term) and strategic (long-term) goals
•    Utilize time and manage workload efficiently
•    Work Independently
•    Monitor, define, prioritize and complete tasks without direct oversight
•    Be Self-directed Learners
•    Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and
     opportunities to gain expertise
•    Demonstrate initiative to advance skill levels towards a professional level
•    Demonstrate commitment to learning as a lifelong process
•    Reflect critically on past experiences in order to inform future progress

    Life and
   Skills Page
Social and Cross-Cultural Skills &
Productivity and Accountability
• Interact Effectively with Others
• Know when it is appropriate to listen and when to speak
• Conduct themselves in a respectable, professional manner
• Work Effectively in Diverse Teams
• Respect cultural differences and work effectively with people from a range of social and cultural
• Respond open-mindedly to different ideas and values
• Leverage social and cultural differences to create new ideas and increase both innovation and
    quality of work
• Manage Projects
• Set and meet goals, even in the face of obstacles and competing pressure
• Prioritize, plan and manage work to achieve the intended result
• Produce Results
• Demonstrate additional attributes associated with producing high quality products including the
    abilities to:- Work positively and ethically - Manage time and projects effectively - Multi-task -
      Participate actively, as well as be reliable and punctual - Present oneself professionally and with
    proper etiquette - Collaborate and cooperate effectively with teams - Respect and appreciate
    team diversity- Be accountable for results

   Life and
  Skills Page

• Guide and Lead Others
• Use interpersonal and problem-solving skills to influence
  and guide others toward a goal
• Leverage strengths of others to accomplish a common goal
• Inspire others to reach their very best via example and
• Demonstrate integrity and ethical behavior in using
  influence and power
• Be Responsible to Others
• Act responsibly with the interests of the larger community
  in mind

  Life and
 Skills Page
       My name is Brett Thyssen I am currently a
       student at the University of Wisconsin Oshkosh,
       and I am pursuing a degree in elementary
       education along with special education.
       My ideal job would be working in a elementary
       classroom in either 1st 2nd or 3rd grade. Although
       3rd grade would be my first choice if I had one.
               4th Grade Standards
               Media and Technology
               Math Measurement
               Mathematical Processes
Back to 21st
 Skills Page
Standards and Assessments: Reading

Summarize key details of informational texts, connecting new information to prior knowledge

Identify a topic of interest then seek information by investigating available text resources

Recognize and recall elements and details of story structure, such as sequence of events,
   character, plot, and setting, in order to reflect on meaning

Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from the
   United States and cultures worldwide, to understand plots, make predictions, and relate
   reading to prior knowledge and experience

Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting
   events and ideas, and connecting different works to each other and to real-life experiences

Extend the literal meaning of a text by making inferences, and evaluate the significance and
    validity of texts in light of prior knowledge and experience

   4th Grade
   Standards         Rain Forest unit: Brochure, and Class Story                               Next
                     on deforestation.
Standards and Assessments: Writing
•     Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions,
      instructions, simple reports) that convey essential details and facts and provide accurate
      representations of events and sequences
•     Write expressive pieces in response to reading, viewing, and life experiences (narratives,
      reflections, and letters) employing descriptive detail and a personal voice
•     Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to
      each genre
•     Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies,
      such as revision and the use of reference materials, to the situation
•     Use a variety of writing technologies, including pen and paper as well as computers
•     Write for a variety of readers, including peers, teachers, and other adults, adapting content, style,
      and structure to audience and
•     Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate,
      focus, and organize ideas and to revise the language, organization, and content of successive drafts
      in order to fulfill a specific purpose for communicating with a specific audience
•     Explain the extent and reasons for revision in conference with a teacher
•     Given a writing assignment to be completed in a limited amount of time, produce a well developed,
      well organized, and effective response in correct English and an appropriate voice

                           Rockin’ Web Quest
    4th Grade
    Standards              Classroom deforestation story
Standards and Assessment: Media and
•     Operate common computer hardware and software
•     Use basic word-processing, graphics, and drawing programs
•     Create, store, and retrieve electronic files
•     Access information using electronic reference resources, such as library catalog, encyclopedias,
      almanacs, and indexes
•     Generate, send, and retrieve electronic
•     Identify the intent or appeal behind products and messages promoted via media
•     Recognize basic propaganda techniques
•     Identify images and symbols central to particular messages
•     Write news articles appropriate for familiar media
•     Create simple advertising messages and graphics appropriate for familiar media
•     Prepare, perform, and tape simple radio and television scripts
•     Prepare and perform school announcements and program scripts
•     Make distinctions between messages presented on radio, television, and in print
•     Recognize how messages are adjusted for different audiences
•     Identify sales approaches and techniques aimed at
•     Generate and edit media work as appropriate to audience and purpose, sequencing the
      presentation effectively and adding or deleting information as necessary to achieve desired effects
•     Provide feedback to (and receive it from) peers about the content, organization, and overall effect
      of media work

    4th Grade
Standards and Assessment: Measurement
•     Recognize and describe measurable attributes*, such as length, liquid capacity, time, weight
      (mass), temperature, volume, monetary value, and angle size, and identify the appropriate
      units to measure them
•     appropriate use of arbitrary* and standard units (metric and US Customary)
•     appropriate use and conversion of units within a system (such as yards, feet, and inches;
      kilograms and grams; gallons, quarts, pints, and cups)
•     judging the reasonableness of an obtained measurement as it relates to prior experience and
      familiar benchmarks
•     Read and interpret measuring instruments (e.g., rulers, clocks, thermometers)D.4.4
      Determine measurements directly* by using standard tools to these suggested degrees of
•     length to the nearest half-inch or nearest cm
•     weight (mass) to the nearest ounce or nearest 5 grams
•     temperature to the nearest 5time to the nearest minute
•     monetary value to dollars and cents
•     liquid capacity to the nearest fluid ounce
•     Determine measurements by using basic relationships (such as perimeter and area) and
      approximate measurements by using estimation techniques

    4th Grade
Standards and Assessments:
Mathematical Processes
•     Use reasoning abilities to perceive patterns
•     identify relationships
•     formulate questions for further exploration
•     justify strategies
•     test reasonableness of results
•     Communicate mathematical ideas in a variety of ways, including words, numbers,
      symbols, pictures, charts, graphs, tables, diagrams, and models*
•     Connect mathematical learning with other subjects, personal experiences, current
      events, and personal interests
•     see relationships between various kinds of problems and actual events
•     use mathematics as a way to understand other areas of the curriculum (e.g.,
      measurement in science, map skills in social studies)
•     Use appropriate mathematical vocabulary, symbols, and notation with
      understanding based on prior conceptual work
•     Explain solutions to problems clearly and logically in oral and written work and
      support solutions with evidence

                    Rainforest brochure
    4th Grade
Standards and Assessments: Science

• Identify* the technology used by someone employed in a job or
  position in Wisconsin and explain* how the technology helps
• Discover* what changes in technology have occurred in a career
  chosen by a parent, grandparent, or an adult friend over a long
  period of time
• Determine what science discoveries have led to changes in
  technologies that are being used in the workplace by someone
  employed locally
• Identify* the combinations of simple machines in a device used in
  the home, the workplace, or elsewhere in the community, to make
  or repair things, or to move goods or people
• Ask questions to find answers about how devices and machines
  were invented and produced

  4th Grade
Standards and Assessments: Science
•     Understand that objects are made of more than one substance, by observing, describing and
      measuring the properties of earth materials, including properties of size, weight, shape, color,
      temperature, and the ability to react with other substances
•     Group and/or classify objects and substances based on the properties of earth materials
•     Understand that substances can exist in different states-solid, liquid, gas
•     Observe and describe changes in form, temperature, color, speed, and direction of objects and
      construct explanations for the changes
•     Construct simple models of what is happening to materials and substances undergoing change,
      using simple instruments or tools to aid observations and collect data
•     Observe and describe physical events in objects at rest or in motion
•     Observe and describe physical events involving objects and develop record-keeping systems to
      follow these events by measuring and describing changes in their properties, including: position
      relative to another object motion over time and position due to forces
•     Ask questions and make observations to discover the differences between substances that can be
      touched (matter) and substances that cannot be touched (forms of energy, light, heat, electricity,
      sound, and magnetism)

                          Rockin’ Web Quest
    4th Grade
Standards and Assessments: History
•     Use reference points, latitude and longitude, direction, size, shape, and scale to locate positions on
      various representations of the earth's surface
•     Locate on a map or globe physical features such as continents, oceans, mountain ranges, and land
      forms, natural features such as resources, flora, and fauna; and human features such as cities,
      states, and national borders
•     Construct a map of the world from memory, showing the location of major land masses, bodies of
      water, and mountain ranges
•     Describe and give examples of ways in which people interact with the physical environment,
      including use of land, location of communities, methods of construction, and design of shelters
•     Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local
      community, Wisconsin, the United States, and the world
•     Identify and distinguish between predictable environmental changes, such as weather patterns and
      seasons, and unpredictable changes, such as floods and droughts, and describe the social and
      economic effects of these changes
•     Identify connections between the local community and other places in Wisconsin, the United
      States, and the world
•     Identify major changes in the local community that have been caused by human beings, such as a
      construction project, a new highway, a building torn down, or a fire; discuss reasons for these
      changes; and explain their probable effects on the community and the environment
•     Give examples to show how scientific and technological knowledge has led to environmental
      changes, such as pollution prevention measures, air-conditioning, and solar heating

    4th Grade
                           Rockin Web Quest & Rain forest brochure
Standards and Assessments: History
•     Identify and examine various sources of information that are used for constructing an
      understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos,
      paintings, architecture, oral presentations, graphs, and charts
•     Use a timeline to select, organize, and sequence information describing eras in history
•     Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and
      extraordinary people, place them in time and context, and explain their relationship to important
      historical events
•     Compare and contrast changes in contemporary life with life in the past by looking at social,
      economic, political, and cultural roles played by individuals and groups
•     Identify the historical background and meaning of important political values such as freedom,
      democracy, and justice
•     Explain the significance of national and state holidays, such as Independence Day and Martin
      Luther King, Jr. Day, and national and state symbols, such as the United States flag and the state
•     Identify and describe important events and famous people in Wisconsin and United States history
•     Compare past and present technologies related to energy, transportation, and communications and
      describe the effects of technological change, either beneficial or harmful, on people and the
•     Describe examples of cooperation and interdependence among individuals, groups, and nations
•     Explain the history, culture, tribal sovereignty, and current status of the American Indian tribes and
      bands in Wisconsin

    4th Grade

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