Week 3 Discussion Post

For my final project I want to do a unit on the Titanic using a short story of it along with the lesson. This would be part of a language arts unit. I want to focus on how you can use graphic sources such as maps and diagrams to help you to better understand the story. With that I could incorporate technology to make this lesson more engaging and beneficial for students. Some of my ideas are incorporating a prezi to have a map of where the Titanic departed, where it was headed, and where it sank. I also would like to use a padlet somehow in the lesson(details TBD).
3 Web Resources:
1. Smithsonian's History Explorer
 https://historyexplorer.si.edu/resource/ocean-crossings-1870-1969
I found this article and link through the Smithsonian's History Explorer page from the research portal.
I would use this in my final project because it is an extension of information on the Titanic. It shows other great ships and the purpose for traveling on ocean liners during that time period. it includes great graphic sources such as pictures and maps. This website has a lot of information and is easy for students to navigate through.
 Standards:
5A: Demonstrate understanding of the movements of large groups of people into his or her own and other states in the United States now and long ago.
3C: The student understands the various other groups from regions throughout the world who came into the his or her own state or region over the long-ago and recent past.
3D: The student understands the interactions among all these groups throughout the history of his or her state.
2.Titanic (History.com)
http://www.history.com/topics/titanic/infographics/titanic-by-the-numbers
I found this by googling "titanic graphic sources" I got very specific results and exactly what I was looking for.
This website is perfect for my project! This website is super easy to navigate and the pictures and graphic sources are incredible!! It has so many fun facts with pictures, maps, and so much more. It is colorful and is a great way to engage students in using graphic sources for not only this lesson, but for the future.
Standards:

CCSS Information Text 7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

CCSS Language 4. Determine or clarify the meaning of unknown and multi-meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies.

CCSS Writing 8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

3. @coolcatteacher Vicki Davis on Twitter

https://mobile.twitter.com/coolcatteacher  TWITTER ACCOUNT

http://www.freetech4teachers.com/2016/05/stackup-create-track-reading-goals-in.html?utm_content=buffer007d6&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer#.V0XjnEuudSU 

Vicky posts this article about how to track your students reading in chrome and using technology. How cool!  I found this article by looking around on her twitter feed until I stumbled across this. She has great ways of integrating technology in the classroom. 

This would be beneficial in evaluating my students reading electronically as a part of my final project. It is fast and easy! It has great ideas for incorporating technology in education.

Standards:

Standard 1: Students will develop an understanding of the characteristics and scope of technology.
Standard 2: Students will develop an understanding of the core concepts of technology. Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.