Students will plan a severe weather report using information learned about severe weather phenomena.  They will use the iPads and green screens to plan and create their severe weather report. Students will let the general public know how such phenomena occur, how they should proceed and cautions to adhere to while the event is occuring.  

 Students will use collected data from the weather station to describe and predict weather patterns. They will then create a weather report/forecast based on their data and predictions using the Ipad pretending to be the meteorologist. 

This is a culminating activity to be used after completion of a Solutions unit, or later in the curriculum as review or evidence of concept retention. Students will create and label molecular level drawings of aqueous solutions, differentiating between dilute and concentrated solutions, electrolyte and nonelectrolyte solutions, and to illustrate how an ionic solid dissolves.  For each, students will explain in detail what is happening using Livescribe Echo pens.

Student learner teams will create and record mock live newscasts, presented as if broadcast live from the signing of the United States Constitution.

 Students create a Google doodle with block code to represent one of two options: 1. Their identity2. Contribution to society 10 years from now

 The student will use StoryboardThat to describe Nora’s character as a typical Victorian Woman at the beginning of the play. The student will continue analyzing changes in Nora’s character as she develops into the ideals Ibsen wanted to present on how women should be treated contrary to Victorian Ideas. The student will compare and contrast the typical Victorian woman and identify the changes in society which Ibsent wanted to bring about which makes this piece of literature a Satire.

Students will create and record character monologues based on a character in Alan Wolfe's The Watch that Ends the Night. Students will analyze a particular character’s attitude toward and interpretation of various events and other characters in a story. Students will analyze what their character does, says, and thinks throughout a text in order to determine how the author has developed and communicated his/her unique perspective. Students will then present in collaboration stations and will analyze and connect other characters and their perspectives to their own. The purpose of the project and the presentation is to enable students to make connections to other characters and perspectives and ultimately to deepen the understanding of the plot and characters. 

 This is a 1 day introduction to a career investigations research project for standard level students. It involves using digital tools to reflect and link personal interests and strengths to possible career paths. 

Students will use digital tools to produce and publish individual infographics. Each student will insert their Infographic into a digital book which will showcase all student career investigations and serve as a future guide for career path questions.

 Students will create a web page that is informational on a topic they select. They must include the history or aspect of history on their topic, a step by step tutorial with visual and written instructions, and a page with links to find more information on the topic to name a few. This is not an individual lesson, but a project that includes web building, information gathering, informational writing, and using various aspects of multimedia.

 Students will write a 6 Word Memoir. Using the Waterlogue app on mini iPads, as well as the PicSee app, students will layer their 6 Word Memoir over a sketch, personal photograph or found image reflective of its theme.

 Students will use the green screen to create a newscast in a small group based on the setting of a WWII literature circle novel. Students will first write their informational skit, create text features (charts, diagrams, photos w/ captions, etc) inside of their news presentations in order to teach the class about WWII from their novel's perspective and setting. 

 As the culmination of our study of Macbeth through John McDonald’s graphic novel, students will create their own original graphic narrative using the Book Creator app for iPads or Chrome.

Students will use cospace app to first show Newton’s laws and then to develop their own virtual solar system that expresses all of earth’s motions.

Students will create a poster (1 each per student in the group) that explains a circle theorem or property. Student Groups will use a 360 degree camera to create a virtual museum where they use a photo overlay of their poster and an attached audio file to explain their theorem/property.

 Students will learn why the heart makes the “lub dub” sound. Students will be able to demonstrate how blood flows through the heart. 

This mini-project comes following the study of the enlightenment and serves as the summative assessment for the Age of Revolution unit. Students will have their interactive notebooks from which to draw the events they need to complete the timeline. Students will use Cospaces to create a timeline that depicts and explains the order of events (patterns) that led to the creation of new governments that were created as a result of the events surrounding the Age of Revolution.

 Students will use primary and secondary sources to create and share a narrative of Global Historical Figures from the 20th Century. Using a Gallery Walk format, students will gather information from their classmates' creations. 

Students design a town and accompanying map in the target language. Then, they’ve got to maneuver their Sphero around town to complete a scavenger hunt challenge in the target language!