C+is+for+Carmel

=**C IS FOR CARMEL**=

This project is designed as part of a third grade unit on their local community. In order to learn more about the local community, students will create an ABC book about various places in Carmel. This powerpoint is designed to guide students through working independently, or to be used by a teacher leading a class through the project, The presentation can be shown digitally, burned to DVD for the students in the class and/ or printed as a book. The first slides are the introduction and instructions. The next slides are the blank template. The last slides are the samples. I chose our school as the first example. I actually had a student, shown in the video, work with me to create these pages.


 * [[file:C is for Carmel.mht]]**

=**C IS FOR A CORAL REEF**=

This basic format could be adjusted and used for a ABC book on any topic. Students could create an ABC book about animals of a certain biome, for example. In The second powerpoint is designed to allow students to learn about a living creature in a coral reef. Students describe the physical characteristics of their animal, the habitat, the feeding, the adaptations, and other special facts about their animal. Again, this powerpoint is designed to guide students through working independently, or to be used by a teacher leading a class through the project, The presentation can be shown digitally, burned to DVD for the students in the class and/ or printed as a book. The first slides are the introduction and instructions. The next slides are the blank template. The last slides are the samples using a butterflyfish.


 * [[file:C is for Coral Reef.mht]]**

**The following academic standards are covered in these two projects:**

 * Information Literacy**


 * Standard 1:** The student who is information literate accesses information efficiently and effectively.
 * Standard 2:** The student who is information literate evaluates information critically and competently.
 * Standard 3:** The student who is information literate uses information accurately and creatively.
 * Standard 4:** The student who is an independent learner is information literate and pursues information related to personal interests.
 * Standard 5:** The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
 * Standard 6:** The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
 * Standard 7:** The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
 * Standard 8:** The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
 * Standard 9:** The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.


 * Technology**

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * Standard** **1.** **Creativity and Innovation**

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.
 * Standard** **2.** **Communication and Collaboration**

Students apply digital tools to gather, evaluate, and use information.
 * Standard** **3.** **Research and Information Fluency**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
 * Standard** **4.** **Critical Thinking, Problem-Solving & Decision-Making**

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
 * Standard** **5.** **Digital Citizenship**

Students demonstrate a sound understanding of technology concepts, systems and operations.
 * Standard** **6.** **Technology Operations and Concepts**


 * Language Arts**

Word Recognition involves the understanding of the basic features of words: word parts, patterns, relationships, and origins. Students use phonics, context clues, and a growing knowledge of English and other languages to determine the meaning of words and become fluent readers.
 * Standard 1: READING:**
 * Word Recognition, Fluency, and Vocabulary Development**

Comprehension involves understanding grade-level-appropriate material. Students develop strategies such as asking questions; making predictions; and identifying and analyzing structure, organization, perspective, and purpose. After Grade 5, the focus is on informational texts.
 * Standard 2: READING:**
 * Comprehension**

Response to grade-level-appropriate literature includes identifying story elements such as character, theme, plot, and setting, and making connections and comparisons across texts. Literary response enhances students’ understanding of history, culture, and the social sciences.
 * Standard 3: READING:**
 * Literary Response and Analysis**

The writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays.
 * Standard 4: WRITING: Process**

Through the exploration of different types of writing and the characteristics of each, students become proficient at narrative (stories), expository (informational), descriptive (sensory), persuasive (emotional appeal), argumentative (logical defense), and technical writing. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
 * Standard 5: WRITING: Applications**

Conventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling, grammar, capitalization, punctuation, sentence structure, and manuscript form.
 * Standard 6: WRITING:**
 * English Language Conventions**

Response to oral communication includes careful listening and evaluation of content. Speaking skills, such as phrasing, pitch, and tone are developed in conjunction with such strategies as narration, exposition, description, and persuasion and are applied to students’ delivery of oral presentations.
 * Standard 7: LISTENING AND SPEAKING:**
 * Skills, Strategies, and Applications**


 * Social Studies**

Students study development and change in the local community and in communities in other states and regions of the world, including how people have developed and used technology, as well as human and natural resources, in shaping communities and interacting with their environment. They also study how citizens participate in the government and civic life of communities.
 * Grade 3:**
 * The Local Community and Communities Around the World**

This standard addresses the relationship between the past and the present. Students examine the relationship and significance of themes, concepts, and movements in world and United States histories; learn methods for comprehension, analysis, and interpretation of historical events and documents; and explore the resources available to them for research and problem solving.
 * Standard 1: History**

In this standard, students learn what it means to be a citizen with rights and responsibilities in several communities: local, state, national, and world. Students also learn to identify the services and information provided by their government, and about the major principles, values, and institutions of various political structures and governments across history.
 * Standard 2: Civics and Government**

This standard focuses on the relationships between physical and cultural characteristics of Earth. Students learn how Earth/sun relationships affect climate, culture, and world events; how humans have interacted with their environment over time; how geography has affected settlement and population; and how geographic factors influence economies and governments. Students also learn to identify and map physical features of their community, Indiana, the United States, and the world.
 * Standard 3: Geography**

In this standard, students learn how economies, large and small, function. Supply and demand are covered in depth, and students learn to identify the production, consumption, and circulation of different types of resources in local, state, national, and world economies. Students also learn about employment and personal finance, as well as the influence of economic factors on major historical events.
 * Standard 4: Economics**

This standard addresses the influences, causes, and effects of cultural and social factors on human life and history. Students learn to identify themselves as members of various social and cultural groups, and learn to analyze the roles of diverse groups and individuals in history. Concepts relating to cultural heritage are introduced, and students examine the ways in which science, technology, and the arts have influenced life in their community, state, nation, and world.
 * Standard 5: Individuals, Society, and Culture**


 * Science**

People have long been curious about living things - how many different species there are, what they are like, how they relate to each other, and how they behave. Living organisms are made of the same components as all other matter, involve the same kinds of transformations of energy, and move using the same basic kinds of forces. Thus, all of the physical principles discussed in Standard 3 - The Physical Setting, apply to life as well as to stars, raindrops, and television sets. This standard offers recommendations on basic knowledge about how living things function and how they interact with one another and their environment.
 * Standard 4 : The Living Environment**