This Art History course will introduce elementary students to six different artists. Take this chance to enter the art world and see the world through an artist's eyes. Join us for online critiques and discussions about master artists.
This is an area for students to pose questions and discuss the trial of The State versus Jeremiah Birch. This tool will help us to prepare for Mock Trial.
This unit gives students an alternate approach to Color Theory. Students have the opportunity to take what they have learned from the process of Color Mixing and a Color Wheel experience, and apply that knowledge through a technology setting.
This course will allow first graders to log on and answer questions about our weekly story. They will be asked a variety of questions that could include characters, setting, author, comprehension questions, and more.
Students will research famous inventors/inventions. In addition, they will learn and apply the nine steps to inventing. This unit will culminate with the presentation of advertisements for student-created inventions.
You are hereby invited on a magical journey to the Middle Ages, time traveling to the early days of knights and castles. You will explore some castles, learn about becoming a knight and the code of chilvalry, and finally, compare life then and now.
The use of this resource will allow Page Turners to discuss the books on our list as well as to post questions and answers to practice for competition.
As in cooking, Studio Art uses different ingredients to create each piece of artwork. In the Art world, we call these ingredients the "Elements of Art." There are seven Elements in All: Line, Shape, Color, Form, Texture, Space, and Value. Each artist uses these in different combinations to create their own masterpieces. Understand the Elements, and you will soon be on your way to a great Art experience.
In this class, second graders will read poetry online, and will then make a podcast of their favorite poem that will then be performed for parents at the annual "Beatnik Cafe".
In this class, you will follow the writing process to create a personal narrative about your favorite memory...don't worry you won't be alone! You're classmates are going to compliment your writing, and offer you some advice to help you make your favorite memory look as good on paper as it does in your mind!
In this Moodle you will learn all about many different animals. You will discover the characteristics, adaptations, life cycles, life spans, habitats, and role in the food chain of many different animals. Most of your knowledge will come through reading about different animals in books, encyclopedias, articles, and on the internet. Good luck and have fun!!!
Over the course of the next few weeks you will be using Moodle to aid you in developing deeper insights and understandings of literature. You will be reading the book Double Fudge, by Judy Blume, with the other students in your literature circle and using Moodle to reflect on, question, and discuss what you have read. Throughout the course of this literature circle you will have the opportunity to learn about Judy Blume and her other children's books, play Fudge trivia games on the Internet, listen to audio clips of Blume reading Double Fudge, learn more about all the Fudge book characters, discover your "secret" Fudge code name, and discuss and reflect on your reading of Double Fudge in chat rooms and on discussion boards with other students who are also reading Double Fudge. It will be a fun-filled time in which we will all grow to better love and appreciate good literature!
Work with Encyclopedia Brown and his famous computer like brain to apprehend the culprit in Encyclopedia Brown - Tracks Them Down. Try to crack the ten brain-twisting mysteries that Encyclopedia must solve for justice to be served!
In this Moodle you are going to use technology and interaction with other fourth graders around district to gain a more reflective, complete, and in-depth understanding of high quality literature. Throughout the course of this unit you will be learning about the author of the book Hatchet, Gary Paulsen, completing an online Webquest and Scavenger Hunt based on the book Hatchet, discussing and reflecting on your reading of Hatchet with other students, and many other interactive activities related to the book Hatchet. Have fun!
The next few weeks you will be exposed to an adveture that is both exciting and dangerous. This adventure will take you on a journey of learning that is bound to expand your mind to new horizons. We will enjoy this Alaskan adventure together as we explore the great race of the Iditarod.
This course will take you through the industrial revolution period as reflected on by the NYS standards. Topics included transportation, immigration, child labor, economics, and industrialization. Each topic has many web sites and books to visit and explore.
This course provides an introduction to 4th grade literature circles and opportunity to collaborate with classmates during a literature circle session. You will be asked to examine materials about the features of literature circles, respond in forums, and evaluate your group and you.
Throughout this Moodle, you will be learning about many different kinds of animals. You will be learning about the basic characteristics, needs, and functions all animals need to survive. You will read books about a variety of different animals and will create projects to share with you classmates.
You will be reading and researching interesting facts about whales. During this course you will be able to reflect upon the fantastic facts you have found and respond to your classmates about their research.
We usually meet in literature circle discussion groups face to face. This time we will use Moodle to discuss and examine the book, The Pinballs by Betsy Byars.
We hope everyone had a terrific break. There are so many wonderful things that happen over winter break that we would like you to take some time to write about your break.
Information on the Internet is exploding with each passing day. Just as we don't believe everything we hear on the radio, read in a newspaper, or see on T.V., we can't believe everything on the Internet. There are five basic criteria that you can use to evaluate Internet sites, which are very similar to the criteria used for evaluating other resources.
In this course, we will review these five characteristics - which will make us able to evaluate internet sources more effectively.
As a fifth grade student, you will be tested on your ability to analyze a collection of documents, tap their own knowledge and come up with reasoned answers to complex questions on multi-faceted topics. The DBQ you will face on your fifth-grade social studies test is based on what you've learned from kindergarten through fourth grade.
You will be working on "scaffolding" questions. They are designed to help you build a foundation to respond to the document-based essay question that follows.
Read everything, and remember to always look back at your documents before you answer any questions.
Life science is the study of living things. Because Earth is the home to such a great variety of living things, the study of life science is rich and exciting. Life science includes big ideas that help us to understand how all these living things interact with their environment. The ideas that "All living things share common characteristics", " All living things share common needs", "Living things meet their needs through interactions with the environment", and "The types and numbers of living things change over time", are what we are going to be learning about. We will be doing activities that offer a chance for you to investigate some aspects of life science on your own.
Starting in September 2009 the content of 7th grade science has changed. Physical Science topics will be covered in 7th grade. This would include Force and Motion, Waves, Sound and Light, Earth's Atmosphere and Chemical Interactions.
This will be the first unit of study for Mrs. Henry's 7th Grade Science Class. The site will contain many general resources for the year and links to all other units for the year. I hope you are up for a very exciting year.
This is an opportunity for you to share your thoughts on the pieces, "Birdfoot's Grandpa" and "Ode to a Toad" through a creative medium. Have fun and choose the one that suits you best!
What makes a good story memorable? As we unravel the answer to this question, we will also find out if the FORCE is strong with you as you create your own myth, using the information you have discovered as you travel through the internet universe.
STUDIO IN ART ---------------------------------- Studio in Art is an entry level art class where students are introduced to a variety of art techniques and artists. Students are encouraged to think creatively about the world around them.
This course introduces students to the exciting process of website design. Basic skills for creating web pages using HTML, CSS, and JavaScript are reviewed allowing students to better understand the structure of the Internet and websites.
Project-based learning will allow students to expand their knowledge of image editing and animation programs (PhotoShop and ImageReady). Working as an individual and/or in small groups students seek to solve web design challenges for both virtual and real clients.
Student created web projects attempt to provide useful designs that can used for educational, personal, or workplace benefit. Hosting of student websites is not a requirement, but options for this step of the process is explained.
This course will enhance and supplement the Spanish 1 unit which focuses on Mexico City. The students will learn interesting facts about Mexico City while they practice listening, speaking, reading skills and also help them to build vocabulary.
This course will help you through the process of creating an electronic portfolio (ePortfolio). The type of ePortfolio you choose to develop may vary. Typically ePortfolios fall into one of the following categories or a hybrid of one or more of the types:
Developmental - Demonstrate the advancement and development of skills over a period of time.
Assessment - Demonstrate competence and skill for well-defined areas.
Showcase - Demonstrate exemplary work and student skills.
Hybrid - Demonstrate a combination of progress, competence, and skill along with self-reflection and assessment of progress.
This course offers introductory college prepatory experiences in listening, reading, writing, speaking and thinking. Weekly written journal entries are an integral part of instruction. Writing progress is monitored through a baseline/benchmark system. All students are expected to be actively involved in the reading process on a continual basis. Class readings include multiple genre of assorted authors.
This unit will introduce students to the concepts of the 6+1 writing traits and incorporate the demonstration of understanding of literary elements and techniques.
This course focuses on nine topic areas: The study of mechanics, energy, electricity and magnetism, wave phenomena, and modern physics.Hands on activities and applications will be stressed.Assignments involving writing and calculations will be assigned on a daily and weekly basis.Students should be able to use algebra to solve word problems.
This is a non-calculus based college level physics course. It is the equivalent of eight college credits, however thecredit you receive will depend on the school you selectand the grade you earn on the AP exam.
Forensic Science is the study and application of biology, chemistry, and physics to realm of criminal investigation. The science is straight forward, and the evidence doesn't lie, which makes forensics an important tool in uncovering the truth.
This course will help you to observe, measure and appreciate your surrounding environment. This interdisciplinary course will help you understand where you and all humans "fit in" globally.
Since we have already had our department meeting we thought that it would be good to communicate through this forum. Please post your responses to this exert From Pam B's email:
I would like you to review with your department our BHS 05-06 (last year's, just published) NYS School Report Card provided at today's meeting.
Please select some aspect of our report card that is of interest to your department (passing rates for an exam, AYP, graduation rate, a subgroup's performance, etc.).
Then please make some notes together and post your thoughts on a big post it note (you can get one of these for your group in the main office) having to do with two categories about your "interesting aspect."
1) your observations/insights about this interesting aspect
2) what are the implications of this - is there some action to take? what might that action be?
this course is designed to permit the student to eximine in depth the major news events of the day and the problems that face Americans as a result of these events. The focus of the first semester is on domestic problems and the second semester's focus will be on international problems.
This course will help you determine where you are located on the Political Spectrum. It will also help you decide which Politically Party you should join, if any.The first section of this course will include learning what the major political issues of the day are and how they affect you.
We will take a look at campaigns and elections on a national level, using the 2008 Presidential election as a case study and to better inform you on the candidates so you can make an informed decision in the voting booths in November 2008
Since Britain has left India, the country has split; choose to be unaligned during the Cold War; built up a nuclear arsenal; hit by a tsunami; and survived numerous terrorist attacks. Now you will discover how their past has led them to be the second most populated country in the world and one of the up an coming economies of the world.
This course will introduce the student to the military heritage of the United States from the Spanish-American War to the present. This course is designed to explore the causes of the U.S. entry into war in the 20th century, the strategy and conduct of these wars, and the consequences of these conflicts.Wartime battles will be discussed on a selection basis.Force structure, equipment and military biographies will also be studied.Attention will also be given to national and international attempts to prevent war.We will examine American military conflict using a wide variety of information sources including video, text, simulation and featured speakers.
The course covers the two World Wars, the Cold War, and operations other than war in the period since the end of the Cold War. The modernization of weaponry and communications and the extension of military activities in air and space are examined. The course requires extensive reading and research. America at War – 20th Century is a college level course being taught at BataviaHigh School. Upon successful completion of the course students will receive 3 credit hours from GCC, as well as, credit for graduation from BHS.
Text:Morris, James M. America’s Armed Forces 2nd ed. New Jersey: Prentice – Hall,
1996.
Supplementary Reading: Millet, Allan R. & Maslowski, Peter. For The Common Defense New York:The Free Press, 1994 .This book is NOT required, but would be a great addition.Use Wal-Mart.com or Amazon.com.The Book Store at GCC will have this book in stock.It cost around $25.00.
Course Requirements
Attendance:
Class Attendance is very important. Failure to attend class regularly can result in loss of credit.Should you miss a class you must see me before the next class.Students may make up missed classes on Tuesday during War Lab
Classroom Participation:
Active participation in classroom discussion and activities is just important as reading and writing on your own.
Reading:
We will cover a large amount of textbook material.For every chapter, I highly suggest that you outline any chapter and other reading assignments that are assigned.All the chapter and other reading assignments can be found on the web page.Reading assignments will also be available in a read file at the Library.
Quizzes:
There may be a quiz at the start of every class.The quizzes may be multiple choice, short answer or oral.The quizzes are meant to measure class preparation.Students who complete assignments and complete chapter readings should have very little difficulty in achieving high grades on quizzes.I plan to give at least a quiz every week with a maximum of 15 total quizzes. Each quiz will be worth 10 points.Missed quizzes may be made up during War Lab on Tuesdays.
Exams:
Two exams will be given in class during the weeks of March 11th and April 30th.These exams may feature multiple choice, fill-in-the-blank, and or short answer questions.Each exam will have a value of 50 points.
Essays:
You will be given an essay assignment that will be worth 50 points.
Final Project and Presentation:
A final project must be completed for a final grade in to class.The project will consist of a 5-10 page research paper along with an oral presentation on a major military battle, event or biography. The Research paper and presentation will be worth 100 points each.
Grading:
Your course grade will be computed using the following values:
Quizzes150 pointsA = 400 – 350 points
Exams100 pointsB = 349 – 300 points
Essay50pointsC = 299 – 250 points
Final Project200 pointsD = 249 – 200 points
Total Points400 pointsF = below 200 points
War Lab:
The War Lab will be held in Room 73 on Tuesdays from
You will be encouraged to attend lab sessions during the semester.The lab sessions are designed to help you through this course.I will be available to help you with any aspect of the course work.
Other Information:
1.Work is due on announced due dates.Late work is NOT accepted. PERIOD.
2.All written work must be typed, double-spaced, font no larger than 14pt.
Failure to abide by this rule will result in your paper being returned upgraded.
3.It will be your responsibility to check with me for any class missed
4.All class information and announcements may be found on the War Homepage located on my web site.
Course Objectives:
At the conclusion of the course, based upon extended writing, examination questions and
classroom activities, students will be able to:
1. Identify at least five features of the American armed forces at beginning of the twentieth century.
2.Evaluate at least three effects of the war against Spain on American foreign policy.
3.Assess at least three examples of American military expeditions in East Asia and Latin
America from 1900 to 1941 in terms of their impact on American foreign policy.
4.Assess the four types of small wars involving the United States in the twentieth century in
terms of their impact on American military strategy.
5.Evaluate at least five ways World War One reshaped the organization of the American military.
6.Assess at least four effects of military life and wartime experiences on the men and women of the
American armed forces during World War Two.
7.Identify at least five factors that shaped American strategy in Europe during World War Two.
8.Compare and contrast the competing American strategies in the Pacific during World War II.
9.Assess the effectiveness of at least two Post-World War Two military alliances.
10.Identify at least three factors leading to the development of a military industrial complex in Post-World
War II America.
11.Evaluate four ways that atomic weapons reshaped American military strategy in the Cold War.
12.Identify at least four reasons for the failure of America’s strategy in Vietnam.
13.Evaluate at least three effects of the communist collapse in the Soviet Union on American military
strategy.
14.Assess four effects of the Gulf and Iraq wars on the American military.
15.Identify four ways the role of the National Guard and Reserves has changed since 1945.
16.Demonstrate knowledge of a basic narrative of modern American history by answering a set of
questions on American politics, public policy, and society in the context of the causes of the US entry
into the wars of the 20th century, including the strategies and conduct of the wars, significant war time
battles, and the consequences of the conflicts for American society and the world at large. *
17.Select a major battle, event or biography in American military history and produce a 5 -10 page
research paper and present a 10 minute oral report with outline, showing the significance of this event.
The information used in the project will be based upon library research involving a minimum of three
sources utilizing online full-text data bases (information management).*
18.Demonstrate an understanding of America's evolving relationship with the rest of the world by
answering questions on American politics, public policy, and society in the context of the causes of the
US entry into wars of the 20th century, with particular emphasis on the consequences of the conflicts
for American society and the world at large. *
* This course objective has been identified as a student-learning outcome that must be formally assessed as part of the College's Comprehensive Assessment Plan.All faculty teaching this course must collect the required data (see Assessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.
Studies social patterns affecting the structure and functioning of group life such as cultural values, deviance, class structure, and social change. Examines methods and perspectives sociologists employ, and the ways group forces influence the individual in society.
Required Text
Henslin, James M.(2006). Essentials of Sociology: Core Concepts, 2nd Edition.New York: Pearson
Publishing.
General Goals
To understand sociological concepts and the research methodology utilized in sociology so that each person can apply basic concepts to his or her surroundings and appreciated the relevancy of sociology to his or her own life.The goal is to encourage each student to think critically about the social world by confronting sociological issues on the individual, societal, and global levels.
COURSE REQUIREMENTS
Tests
This course requires students to take four (4) online tests each worth 50 points.The format for these tests is typically multiple-choice, fill-in the blank and/or short answer. Students have one week (seven days), and 1.5 hrs, with one attempt.Check the course schedule in My Course for the tests schedule.It is your responsibility to make certain you take each test during the designated time period.Please Note:Failure to take a test during the designated time period will result in a zero for that test.Since students have seven days to take each test there are not make-ups allowed unless you can provide evidence of an illness or death in the family.
Application Papers
Students are required to write an application paper worth 100 points whereby they apply a number of sociological concepts/terms to their own life experiences.This paper has specific directions/guidelines and must be followed.The directions/guidelines are posted on Moodle along with the grading rubric. Please Note: (1) This paper MUST be submitted through Moodle as an attachment in a Windows Word Document (.doc).No papers will be accepted if it is copied and pasted into the dialogue box.(2) Late papers will receive a 10 point deduction for each day it is late from the overall points earned on this assignment.(3) Points will be deducted when students use sources other than their textbook.Your textbook is the only sources needed for this assignment.(4) Any exceptions to the above policies are at the discretion of the instructor.
Online Discussions
Students are required to participate in nine (9) on-line discussions.The discussion topics, deadlines, and other requirements, if any, are posted in My Course.Discussions are worth 10 points each.You must write a minimum of 300 words in your response.Grading criteria is pass or fail. Please Note: Students are NOT allowed to make-up any missed Discussions.Failure to follow directions will result in a zero. NO partial credit will be given.Any exceptions to the above policies are at the discretion of the instructor.
COURSE POLICIES
Late Policy
All course assignments must be submitted on or before the due date to avoid losing points.ONLY students who can present evidence of illness or death of family member will be allowed to submit assignments late. Students who go on a family vacation, leave town to visit colleges, participate in sporting events, or other high school activities will not be allowed to submit assignments late.
Writing Skills
Full sentences, proper spelling, correct grammar, and neatness are required.Points will be deducted for not following proper writing skills or for NOT typing your assignments.
Plagiarism
Plagiarism is presenting the words and ideas of another individual as your own, without giving credit
for it.It is CHEATING and will not be tolerated.Any copying of another’s work needs to be
identified in your writing, whether a single thought or a paragraph.There are handouts provided by
the Library or computer lab at the Campus Centers if you are unclear about how to credit another
person for his/her contributions to your work.When plagiarism has been identified in your work you will have 24 hours to correct the problem.Should you choose to not correct the problem you will earn a zero on the assignment.
Grading
Your final grade will be based on the following criteria:
Tests(3 X 50; 1 X 75)225
Application Paper100
Discussions (10 X 10 pts)100
Total425
The grading scale is standard:
383 – 425 A
342 – 382 B
299 – 341C
257 – 298 D
< 257 F
Student Performance Outcomes Upon successful completion of the course, as documented by exams, papers, discussion, group projects, and application exercises, the student will be able to:
1. Demonstrate the ability to analyze the link between individual circumstances and the broader social context by using the major concepts, theories, and perspectives of sociology (functionalism, conflict, and symbolic interaction).*
2. Identify a minimum of four types of research methodologies (survey, experiment, content/secondary analysis, ethnography, etc.) as well as the basic elements contained within the scientific method.*
3. Analyze the impact of the following elements of culture on the daily lives of all members of society: material/non-material culture; social structure, values, norms, and laws; subcultures; cultural diversity; ethnocentrism and cultural relativism; culture change and culture lag.
4. Apply the key elements within the process of socialization (for example, agents of socialization, development of self-concept, nature/nurture, socialization across the lifespan, etc.) to their own lives, with particular emphasis on the theories of Mead and Cooley.
5. Apply the components of role theory to the ways people relate to each other within society (achieved/ascribed statuses, master status, role conflict, role strain, secondary versus primary group relationships, reference groups, and the relationship of roles to the social structure).
6. Compare and contrast a minimum of two theories of deviance to a current example of deviant behavior in society.
7. Identify a social movement, analyze the elements of collective behavior evident in that social movement, and describe the impact of the social movement on social change within society.
8. Identify a minimum of three ideal attributes of the American stratification system, and then compare and contrast those attributes in regard to the reality of the American stratification system, identifying five personal characteristics that are class-linked.
9. Contrast the nature of prejudice and discrimination, and apply theories of prejudice to individual-level and societal outcomes of discrimination against minorities (such as racial/ethnic groups, women, the elderly, differences in sexual orientation, etc.).
10. Analyze one of the following major societal institutions (family, education, religion, polity, media, technology, and health and medicine) in terms of its manifest and latent functions, and then describe how a major social force in society today will impact social interaction within this institution in the future.
Tentative Course Schedule: September 1, 2009
Week 1
9/7
Chapter 1: Sociological Perspectives and Research Methods
Discussions 1 due 9/13
Week 2
9/14
Chapter 2: Culture
Discussion 2 due9/20
Week 3
9/21
Test 1: Chapters 1 & 2 due 9/27
Week 4
9/28
Chapter 3: Socialization
Discussion 3 due 10/4
Week 5
10/5
Chapter 4: Social Structure and Social Interaction
This is an overview/exploration session showcasing the huge variety of interactives, projects, webquests and collaboratives available on the Internet, along with a focus on how to use CPS, interactives whiteboards and other hardware/software to create a more learner-centered classroom.
This computer camp will allow you to explore various resources related to your content and develop ways that you can infuse technology in a way that reflects the principles of Marzano while developing the student-centered classroom advocated by Danielson.
To become familiar with the Moodle interface, the purpose of this short class is to become acquainted with the variety of features and possibilities in using the Moodle interface with colleagues, students or parents.
Our students are digital natives-they prefer to communicate with technology. This class will show you how to use programs and the Internet to help students improve their reading and writing.
Moodle is a web-based course delivery program. With the district’s site, you can post resources, files, and assignments as well as incorporate collaborative and communication tools into your instruction. Almost all of you have experience using Moodle from the student perspective; this class will virtually direct you in creating your own unit or module for your classes. To get some ideas, browse the units posted in 3-5 grades.
Welcome to the Batavia NETS work group. Using this interface, we will be able to post our units as we work to complete them, allowing the whole community to review and comment on them. In this way, it's also very likely that we can learn and get ideas from each other. This is a private group, which means only Batavia Teachers can see this site.
Do you think you’re pretty savvy about the Internet?You might be surprised-I sure was!The Internet has a grammar and literacy all its own and the skilled surfer knows how to identify the validity and bias of websites.We will first examine the grammar of the Internet and look at the issues of bias and validity.You might also be surprised to know you are being manipulated on the Internet.For example, the phrase “global warming” was purchased by the American Petroleum Institute before the 2004 election.Because they were the highest bidder, their link came up number one in Google.Why was this important?They denied the existence of global warming.Think about that!This manipulation and the cost of it will be explored.
In addition to this, we will examine various resources available on the Internet that can help you more easily integrate technology into what you do.This doesn’t need to be an extremely time consuming task nor does it mean you have to throw out everything you have previously done.There is a wealth of lessons, units, activities, webquests, collaborative projects, simulations and interactives available that have already be done and posted for other teachers to use.A variety of readings will increase your understanding of the benefits of using technology and moving toward a student-centered classroom and allow you to successfully incorporate the NETS (National Educational Technology Standards) with the state standards for your subject.
Finally, we’ll examine various listservs, mailing lists and online communities that can help support your efforts to become a proficient user of information technology.Through the use of these various web sites you can learn of resources to support your specific subject and engage in virtual conversations with similar practitioners from around the world.
What is a webquest? It's an inquiry-oriented Internet-based project that includes an authentic task, a distinct process, a list of resources, an end product and usually, some type of evaluation tool. It's a great way to cover many teaching strategies and various standards. This will be time consuming but I think you'll be very happy with the results!
This online class will examine the changing face of communication, new forms of onilne communication, and in particular, the concept of the blog, or web log. We will explore the particular strengths and educational uses of blogging in the classroom.
The NETS, or National Educational Technology Standards have recently changed. The performance indicators for each grade band are much more rigorous than they have been in the past. In this course, we'll use various resources to create and discuss a course unit integrating the NETS.
This online class will examine the changing face of communication, new forms of onilne communication, and in particular, the concept of the blog, or web log. We will explore the particular strengths and educational uses of blogging in the classroom.
This Moodle based course will guide you through the steps in creating Moodle pages for you and your students. The emphasis will be on creating ready to use pages that will allow you to organize your existing course materials into a meaningful and easily updated system that offers student access. Students will have 24/7 access to the resources you choose. Increase student accountability with verifiable assigned and due dates. If you have thought about going paperless, this is the course for you. See how Moodle organizes turned in student work and how easy it is to create quizzes, discussions, and resources as well as on and offline assignments. Both new and experienced users will have the opportunity to build useful end products. Due dates and quizzes will be explored as well. Requirements: Course shell in Moodle; grading policy forum; use custom blocks; post resources including grading policy and course outline; add resources and create at least one assignment, a second forum and a quiz; set up gradebook
This class looks at the National Educational Technology Standards (NETS) and integrates appropriate performance indicators into a comprehensive technology infused unit plan.
This course is to enable communication between all TELCC teachers. You may share tips, tricks, and frustrations. Please post your questions and concerns for your colleagues to perhaps answer or alleviate.
In this Moodle you will learn all about many different animals. You will discover the characteristics, adaptations, life cycles, life spans, habitats, and role in the food chain of many different animals. Most of your knowledge will come through reading about different animals in books, encyclopedias, articles, and on the internet. Good luck and have fun!!! 
This moodle will be used to help you reflect on, question, and discuss the book Charlie and the Chocolate Factory. 
Enter this Moodle and you enter the world of Fudge!!! 
Timothy Redband