Mrs. Munk's Ipad Rules - ThingLink

Proposed Project Summary
Ipads are becoming a larger part of school classrooms, so I wanted to create a guideline of rules for using Ipads in my classroom. I made this to help my students understand what the expectations are and have something to refer back to. I would have the Thinglink image as the background on all the Ipads so the students would see it and be reminded of the rules every time they used them. As situations arise, I could involve the students in adding rules or more specific guidelines, which could then be added to the Thinglink.

What is the BIG idea I want my students to walk away with?
I want my students to learn to responsibility and stewardship. By letting them "own" the Ipads (each student would have an assigned Ipad) and have responsibility for them in the classroom, they will learn appropriate habits of care for others' possessions as well as their own. They will learn how important it is to treat things appropriately and respectfully. 

Statement of Need (Why does this project need to be done)
Learning to respect and take care of things will be beneficial for them throughout their life, especially as they get jobs and have more responsibilities. If they learn now to take care of things and to be conscious of their actions, they will greatly benefit later on in all aspects of life. 

Social Studies - Grade 1 
Standard 2 (Citizenship): 
Students will recognize their roles and responsibilities in the school and in the neighborhood.

Educational Technology - Grades 3-5
Standard 7: 
Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)


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Mrs. Munk's Geography - ED Puzzle/Animoto

Proposed Project Summary
We will be studying world geography in class and will begin with an overview of the seven continents. The students will watch the EDpuzzle video, answering the questions, and then will pick a continent they would like to learn more about. They will then be grouped with others with the same continent and will work over the next two weeks to create a video about their chosen continent. They will post their video to YouTube, create an EDpuzzle using their video, then present it and quiz the rest of the class. 
While the students are working on their EDpuzzle at home, we will take a more in depth look at each continent. We will watch the Animoto videos with pictures of each continent then go over them individually.

What is the BIG idea I want my students to walk away with?
I want my students to learn to work together and be involved in learning about different places of the world. As they work to create their video and make questions for the rest of the class to be quizzed on during the EDpuzzle, they will learn teamwork and really become knowledgeable about the continents. 

Statement of Need (Why does this project need to be done)
It is important for my students to learn about different places and to see diverse culture and environments so they will better understand and accept others from different places. 

Social Studies - Grade 2 
Standard 3 (Geography): 
Students will use geographic tools and skills to locate and describe places on earth.

Educational Technology - Grades 3-5
Standard 5: 
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)


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Mrs. Munk's U.S. History - InfoGraph

Proposed Project Summary
We are learning about our nation's history and will be focusing on the Revolutionary War over the next couple weeks. To kick off the topic, we will briefly go over my Infograph in class. As we continue to learn about the war and what lead up to it, the students will choose several events that interest them and create their own Infograph highlighting those things. We will set aside a few days at the end of the section were they will present their Infographs to the rest of the class.

What is the BIG idea I want my students to walk away with?
I want my students to be involved with the lessons and delve deeper into history. By letting them choose what they get to expound on, I hope they will become more interested in history and know the satisfaction of learning about the past. 

Statement of Need (Why does this project need to be done)
It is important to know about our history and what it took to become an independent country so that we can appreciate it more. As we look at the sacrifices and lives spent to gain our freedom, we can then learn to respect and honor what we have. 

Social Studies - Grade 5
Standard 2: 
Students will understand the chronology and significance of key events leading to self-government.

Educational Technology - Grades 3-5
Standard 8: 
Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5, 6)

To view the InfoGraph on a different page, click here.

Mrs. Munk's Root Beer Experiment - Google Forms/AnswerGarden

Proposed Project Summary
We have been learning about chemical and physical changes in class. We will do an in-class activity to observe the chemical change of carbonation in root beer. Before the activity begins, the students will think of examples of chemical or physical changes and submit their ideas to the Answer Garden I have prepared  using their iPads. We will discuss the answers as a quick overview. Then the students will be grouped in four or five, each getting a liter of a different brand of root beer. They will answer questions about the activity and physical/chemical changes on the Google Form throughout the activity. 

What is the BIG idea I want my students to walk away with?
I want my students to internalize the difference between chemical and physical changes. With this activity they will be able to see what one chemical change can do and gain a better understanding of how these changes affect our lives. By using AnswerGarden and the Google Form, they will be engaged with the project and collaborate with their group members using their technology. 

Statement of Need (Why does this project need to be done)
This project is important to understand the subject matter we have been studying in a fun way and allows the students to use technology to aid in their observations. 

Science - Grade 5
Standard 1: 
Students will understand that chemical and physical changes occur in matter.
Objective 3:
Investigate evidence for changes in matter that occur during a chemical reaction.

Educational Technology - Grades 3-5 
Standard 7: 
Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)


Click here to get to the AnswerGarden! 


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Mrs. Munk's Figurative Language - Prezi/Padlet

Proposed Project Summary
We are learning about figurative language in class! This will be an in-class assignment. We will will go through the different figurative language in class using the Prezi, then the students will go to Padlet using their Ipads and finish the sentence prompt. They will be able to use any of the figurative language we learned about. Once everyone has finished, we will go through the answers and talk about the different language usages.

What is the BIG idea I want my students to walk away with?
I want them to understand figurative language and see how it is used in our everyday conversations as well as in literature. I want to help them to see how useful and fun figurative language can be. 

Statement of Need (Why does this project need to be done)
Figurative language is a part of our every-day conversations as well as in the written word.. It is useful for my students to be able to recognize them and use them correctly.   

English Language Arts - Grade 4
Language Standard 5: 
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Educational Technology - Grades 3-5 
Standard 5: 
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

Click here to see the Padlet in a different tab.

Created with Padlet

Mrs. Munk's Book Fair Flyer!

Click here to see the Book Fair Flyer!


Proposed Project Summary
We will have a book fair at the school where the students can find fun new books! My students will help me post the flyers around the school and we will have a book party on the day of the fair. We will share any new book titles that we saw at the book fair and collect a list of books we want to read. 

What is the BIG idea I want my students to walk away with?
I want my student to see books as fun. Reading can take you to new places and experiences and I will make sure my students are exposed to many different genres and authors. 

Statement of Need (Why does this project need to be done)
Reading is so important in every aspect of life. Having a book fair is one way to help students get excited about books and become exposed to new genres they might not have otherwise known.  

English Language Arts - Grade K-6
All Reading Standards

Educational Technology - Grades 3-5 
Standard 5: 
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

Mrs. Munk's Poetry Picture Book - StoryBird

Click here to view Mrs. Munk's StoryBird!


Proposed Project Summary
My students will view my StoryBird book for an example then create their own account. We have been discussing poetry in class and they will make a story geared toward first-grade students using the language techniques we have been studying. Once finished, the students will be paired in small groups and we will visit several first-grade classrooms. Each student will take turns within their group to present their story to their assigned first-grade students. 

What is the BIG idea I want my students to walk away with?
I want my students to apply the poetry techniques we have been studying and to feel the thrill of being a published writer! I want them to feel that writing can be fun and to see the effect it can have on others. 

Statement of Need (Why does this project need to be done)
This will help my students to really dig deep into their creative side and apply what they have been learning. By creating their own stories, they will better understand how to create poetry and see how writing can be fun. 

English Language Arts Grade 5, Production and Distribution of Writing
Writing Standard 4: 
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 

Educational Technology - Grades 3-5 
Standard 5:
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)