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M.

Borders Engaged Learning Project 1

Title of Project​: ​ Georgia on my Mind

Subject(s)​: ​Science & ELA

Grade Level(s)​: ​Third Grade

Abstract

This Engaged Learning Project is designed for third grade students to creatively show mastery of being

able to compare and contrast Georgia's natural habitats. Students will explore the similarities and

differences between plants, animals, and habitats found within Georgia's 5 geographic regions. Students

will engage in collaborative discussions with other students who live in various areas of Georgia to gain

real-world information. Students will also connect with the Georgia Wildlife Federation to support their

need for promotional materials for Georgia’s regions. Students will use their knowledge to develop and

substantiate an opinion piece on the geographic region they would prefer to inhabit. The teacher and

school's instructional technology coach will guide the students in communicating with other classrooms

across Georgia and the Georgia Wildlife Federation, developing their collaborative skills/structures,

conducting research, developing their opinion piece, and using a variety of tools for creating a digital

project to show their understanding of Georgia's habitats. Students will use digital resources to explore

various concepts of Georgia's habitats. Students will also act as guides/teachers by sharing their digital

project via Flipgrid/Padlet with other third grade classes and community members (parents) where they

will seek feedback. Once students have made adjustments to their products, they will showcase their

work in an exhibit where the Georgia Wildlife Federation will make final selections for their facilities.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 2

Learner Description/Context

The learning environment is located in suburban Union City, Georgia located approximately 17

miles from the city of Atlanta. ​This project will occur in a third-grade general education classroom at

Liberty Point Elementary School, a culturally and socioeconomically diverse school located in Fulton

County, GA, where students, in general, meet or exceed established expectations. Family involvement

is typically low to moderate.

. Grades 3-5 are 1:1 in this environment and this provides each student with a Dell Latitude

Laptop. This will aid the students in developing their opinion pieces, digital project, and conducting

their research. Although students only have access to the laptops at school, most students have devices

in their homes. This school supports the usage of Office 365 and Google Apps for Education's cloud

based services which supports the transference of content between the school and homes. With a great

deal of support at home, students will be able to rely on their family members during the development of

their projects.

According to information available through the Governor’s Office of Student Achievement

published by The Governor’s Office of Student Achievement- as well as records located at Liberty Point

Elementary School, the following tables outline demographic data for the school, the third-grade team as

a whole, and the particular third-grade class for whom the project was designed.

Liberty Point ES 3rd Grade Jackson’s Class


Enrollment: 714 108 22
Gender: # % # % # %
Females: 328 46% 46 43% 8 36%

Males: 386 54% 62 57% 14 64%

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 3

Ethnicity:

White: 0 0% 0 0% 0 0%

Hispanic: 50 7% 7 6% 4 18%

Black: 650 91% 97 90% 16 73%

Asian: 0 0% 0 0% 0 0%

Multiracial: 14 2% 4 4% 2 9%

English Econ. Dis.


Special Early
Additional Language [Free/
Education Intervention Gifted
Infomation Learner Reduced
(SWD) (EIP)
(ELL) Lunch]
LPES 107 15% 0 0% 284 35% 45 6% 421 59%
3rd Grade
0 0% 0 0% 13 59% 0 0%
Class

Time Frame

The students will need 8 weeks to complete the project. Students will work on this project 1-3

times (45 minute sessions) throughout the week. Students will develop their research skills from their

prior knowledge (the teacher has already provided foundational concepts for the science standards) to

build their opinion piece/digital project using graphic organizers. They will also go through a round of

Flipgrid/Skype sessions with 4 other 3rd grade classrooms in other geographic regions to collaborate and

gain insight. There will also be a Flipgrid/Skype session where students will speak with representatives

from the Georgia Wildlife Federation where students will assess the depths of what their representatives

are looking for as far as promotional materials. Based on their interests, students will develop a focus

solely on the region of their choice where they will finalize their opinion piece and digital product.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 4

Through the duration of this project, students will also have opportunities to complete components of

their tasks at home, where additional learning acquisition can occur.

Standards Addressed

Content Standards
S3L1​: ​Obtain, evaluate, and communicate information about the similarities and
differences between plants, animals, and habitats found within geographic regions
(Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and
Appalachian Plateau) of Georgia.
a. Ask questions to differentiate between plants, animals, and habitats found

Life Science within Georgia’s geographic regions.


b. Construct an explanation of how external features and adaptations
(camouflage, hibernation, migration, mimicry) of animals allow them to survive
in their habitat.
c. Use evidence to construct an explanation of why some organisms can thrive
in one habitat and not in another.
ELAGSE3W1:​ ​Write opinion pieces on topics or texts; supporting a point of
view with these reasons.​
a. introduce the topic or book they are writing about, state an opinion, and
create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example)
ELA/Writing
to connect opinion and reasons.
d. Provide a concluding statement or section.
ELAGSE3W9:​ ​Recall information from experience or gather information from
print and digital sources; take brief notes on sources and sort evidence into
provided categories.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 5

ELAGSE5SL4: ​Report on a topic or text, tell a story, or recount an experience


with appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace
● 1c-​ Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.
● 6b​- Students create original works or responsibly repurpose or remix
digital resources into new creations.
ISTE Technology
Standards ● 7a​- Students use digital tools to connect with learners from a variety of
backgrounds and cultures, engaging with them in ways that broaden mutual
understanding and learning.

Learner Objectives

The learners will:

a. Differentiate ​between habitats of Georgia in various regions (mountains, marsh/swamp, coast,

Piedmont, Atlantic Ocean) and the organisms that live there.

b. Identify ​features of grass plants that allow them to live and thrive in different regions of

Georgia.

c. Identify ​features of animals that allow them to live and thrive in different regions of Georgia.

d. Explain ​what will happen to an organism if the habitat is changed.

e. Synthesize ​information from their research, prior content knowledge, and first-hand accounts

(Flipgrid/Skype sessions) to ​develop ​an opinion piece on their favorite region.

f. Create ​a digital product showcasing their understanding of key concepts of Georgia’s regions.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 6

Assessments / Materials

All assessments, resources, and activities will be listed below. Details corresponding to the items

will be included in the process and resources section.

● Formative Assessment Tools:

○ Teacher observation and monitoring will be provided during designated classroom times.

○ Content review​:

Note: This project occurs after major content has already been taught and assessed

■ Georgia Habitats Kahoot! Game for review: ​https://goo.gl/qJsD9e​.

■ Nearpod Georgia Habitats Lesson for Review/Notes: ​https://goo.gl/sh5qFa​.

■ Georgia Habitats EdPuzzle Video: ​https://goo.gl/Mu5StA​.

■ Georgia Habitats Vocabulary Acquisition (Quizlet): ​https://goo.gl/oBCwuk​.

● Rubrics/Checklists​:

○ Opinion Writing Rubric: ​https://goo.gl/uDpo1G​.

○ Flipgrid/Skype Collaboration Checklist:​https://goo.gl/136N7k​.

● Summative Assessment:

○ Digital Product Rubric (example rubric, as students will collaborate to design their own):

https://goo.gl/seJhEL​.

○ Quizziz: ​https://goo.gl/S9FF7H​.

● Resources:

○ Georgia Habitats Padlet: ​https://padlet.com/borders/S3L1​.

○ Resource for Georgia Habitats notes extension: ​http://bit.ly/2y4HL2i​.

○ Digital Project Guide Slide: ​https://goo.gl/CjA7eE​.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 7

○ Opinion Writing Graphic Organizer Template: ​https://goo.gl/F7JWgy​.

○ Opinion Writing Graphic Organizer Creation Tool: ​https://coggle.it/​.

Introduction: “Hook”

After revisiting content to prompt students’ prior knowledge of Georgia Habitats/Regions

concepts, the teacher will share an email written from a correspondence at the Georgia Wildlife

Federation indicating that support is needed for their Georgia Habitats/Regions Exhibit. The letter will

mention that the federation has had a decrease in visitors over the last year and is revamping their public

relations approach. The letter will not detail exactly what the federation is seeking, instead it will focus

on the necessity of receiving any type of digital content that could be displayed or disseminated digitally

to the public. The students will conduct a think-pair-share to brainstorm on how they can use their

knowledge of Georgia Habitats and digital creation tools (Sway and Adobe Spark Video) to develop

materials/resources for the federation. Students will be encouraged to ask questions during this time, as

well. The objective here is to have them decide if what they previously learned is enough information or

if connecting with the federation and other people (for first-hand experiences) would help them with

their tasks.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 8

Process

Preliminary Activities & Information


Activity​:
● Students and teacher will engage in a review Kahoot! ( ​https://goo.gl/qJsD9e​).
● Prior to implementation, students will engage in a “student paced” Nearpod Activity to activate
prior knowledge on Georgia Habitats Unit (​https://goo.gl/sh5qFa​).
● Prior to implementation, students will work through an EdPuzzle Video (​https://goo.gl/Mu5StA​)
to activate prior knowledge on Georgia Habitats Unit.
● Prior to implementation, students will review vocabulary terms alongside notes in Interactive
Journals (completed prior to project) using a Quizlet resource (​https://goo.gl/oBCwuk​) to
activate prior knowledge on Georgia Habitats Unit.

Week 1
Day 1:
● Teacher Action(s):
○ Teacher will present letter/email from Georgia Wildlife Federation to
students to prompt their thinking.
● Student Action(s):
○ Students will collaborate with one another through the think-pair-share
Hook model to construct methods on supporting Georgia Wildlife Federation
with digital products.
● Assessment(s):
○ Students will utilize chart paper to brainstorm and share their thinking
for developing digital products for the Georgia Wildlife Federation.
Day 2:
● Teacher Action(s):

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 9

○ Teacher will engage students in collaborative dialogue to revisit the


anchor charts students previously created to finalize needs for
supporting the Georgia Wildlife Federation.
○ Students will learn that before they develop their products that it will be
necessary for them to determine the habitat/region they would like to
focus on.
○ Students will learn that along with their digital products, they will also
participate in:
■ Collaborative discussion with classrooms in other
habitats/regions in Georgia.
■ Be able to converse with a team member from the Georgia
Wildlife Federation.
■ Developing an opinion piece to substantiate why they selected
their habitat/region.
● Student Action(s):
○ Students will participate in teacher-led conversation introducing them to
full project.
○ Students will provide questions on teacher provided parking lot chart
paper with sticky notes if clarification is needed.
● Assessment(s):
○ Introductory parking lot participation.

Week 2
Day 3:
● Teacher Preparatory Action(s):
○ Teacher will coordinate times/schedules with corresponding classrooms
from the following habitats:

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 10

■ Mountains
First-hand ■ Atlantic Ocean
Experiences/ ■ Marsh/Swamp
Research ■ Coastal Plain
○ Teacher will coordinate time/schedule with Georgia Wildlife Federation.
○ Based on input from teacher/GWF, teacher will plan to use Skype or
Flipgrid as the medium to communicate.
● Teacher Action(s):
○ Teacher will inform students of the connections that have been made
with other classrooms and the Georgia Wildlife Federation.
○ Teacher will ask students to brainstorm appropriate ways to engage
classroom guests.
○ Teacher will prompt students to draft 2-3 questions to ask the
classrooms to gain a better understanding of life in their habitats.
Teacher will encourage students to focus on weather/climate, wildlife,
landforms, and organisms.
○ Teacher will prompt students to develop questions to ask Georgia
Wildlife Federation to gain an understanding of how their digital
products can best support them.
● Student Action(s):
○ Students will brainstorm questions for corresponding classes and
Georgia Wildlife Federation in their interactive journals.
○ Students will use engagement checklist to ensure their work aligns to
what’s expected: (​https://goo.gl/136N7k​).
● Assessment(s):
○ Appropriate completion of task in interactive journal.
Day 4-5:
● Teacher Preparatory Action(s):

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 11

○ Teacher will ensure that all technology for collaborative sessions are
prepared prior to class session (Flipgrid/Skype links).
○ Teacher will ensure that partnerships are prepared for prior to starting
session.
● Teacher Action(s):
○ Options:
■ Flipgrid (if partners choose to communicate via Flipgrid):
● Teacher will review/model the appropriate steps to post
to Flipgrid.
● Teacher will inform students that responses may not be
instantaneous and that the next class session will be their
time to review responses.
● Teacher will review engagement checklist.
■ Skype (if partners choose to communicate via Skype):
● Teacher will model appropriate engagement during live
Skype sessions.
● Teacher will review engagement checklist with students.
● Student Action(s):
○ Depending on the session that occurs, students will utilize the
questions/concerns they previously created in their interactive journals
to engage partnering classrooms.
■ Students will have 30 seconds to post to Flipgrid .
■ Students will speak one at a time during Skype session and
model appropriate classroom expectations/procedures.
● Assessment(s):
○ Students will gather the first-hand experiences from their partnering
classrooms in their interactive journals.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 12

Week 3
Day 6:
● Teacher Preparatory Action(s):
○ Teacher will ensure that all technology for collaborative session is
prepared prior to class session (Flipgrid/Skype links).
○ Teacher will ensure that Georgia Wildlife Federation is prepared for
session prior to starting.
● Teacher Action(s):
○ Options:
■ Flipgrid (if GWF chooses to communicate via Flipgrid):
● Teacher will review/model the appropriate steps to post
to Flipgrid.
Follow-Up / ● Teacher will inform students that responses may not be
Developing instantaneous and that the next class session will be their
Opinion time to review responses.
Pieces ● Teacher will review engagement checklist.
■ Skype (if GWF chooses to communicate via Skype):
● Teacher will model appropriate engagement during live
Skype sessions.
● Teacher will review engagement checklist with students.
● Student Action(s):
○ Depending on the session that occurs, students will utilize the
questions/concerns they previously created in their interactive journals
to engage Georgia Wildlife Federation.
■ Students will have 30 seconds to post to Flipgrid.
■ Students will speak one at a time during Skype session and
model appropriate classroom expectations/procedures.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 13

● Assessment(s):
○ Students will gather the specific details on what the Georgia Wildlife
Federation is looking for from their digital products in their interactive
journals.
Day 7-8:
● Teacher Preparatory Action(s):
○ Teacher will develop a padlet for students to have a repository for all
digital resources they may need for developing their opinion writing
(templates, example, processes, and rubrics).
○ Teacher will need chart paper for 5 Regions of Georgia selections.
● Teacher Action(s):
○ Teacher will inform students that based on the notes they gathered from
the previous sessions with the classrooms from other habitats that they
will select their favorite habitat.
○ Teacher will inform students that they will declare their habitat/region
via the provided chart paper. Teacher will inform students they will also
indicate their rationale for selecting that particular region.
○ Teacher will share opinion writing rubric (​https://goo.gl/uDpo1G​) and
model how to use graphic organizer to start brainstorming their
thoughts.
● Student Action(s):
○ Students will declare their habitat/region via chart paper.
○ Students will use ​https://goo.gl/F7JWgy​ (graphic organizer template) to
begin to brainstorm.
○ After teacher approval and if students elect to do so, they may use
Coggle (​https://coggle.it/​) to collaboratively brainstorm and create their
graphic organizer.
● Assessment(s):

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 14

○ Students completed graphic organizers.

Week 4-5
Day 9-14:
● Teacher Preparatory Action(s):
○ Teacher will need padlet used as a repository for all digital resources
they may need for developing their opinion writing (templates, example,
processes, and rubrics).
● Teacher Action(s):
○ Teacher will revisit opinion writing rubric to share the expectations for
their drafts.
Developing
○ Teacher will model transferring information from graphic organizer into
Opinion Piece
written draft.
Drafts
○ Teacher will revisit writing process expectations and that students will
need to access their writing stamina during this process and utilize all
available resources.
○ Teacher will provide support with resources and conferring with
students throughout this process.
● Student Action(s):
○ Students will utilize available resources to develop their opinion drafts.

Week 6-7
Day 15-16:
● Teacher Preparatory Action(s):
○ Teacher will need padlet used as a repository for all digital resources
they may need for developing their opinion writing (templates, example,
processes, and rubrics).
● Teacher Action(s):

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 15

○ Teacher will revisit opinion writing rubric to share the expectations for
their final drafts.
Finalizing ○ Teacher will model using Google Docs or Office 365 Word to transfer
Opinion Piece opinion drafts to digital portals.
Drafts / ○ Teacher will provide support with resources and conferring with
Developing students throughout this process.
Digital ● Student Action(s):
Products ○ Students will utilize available resources to finalize their opinion drafts in
Google Docs or Office 365 Word.
Day 17-20:
● Teacher Preparatory Action(s):
○ Teacher will need padlet used as a repository for all digital resources
they may need for developing their digital products (direct links,
examples, processes, and rubrics)
● Teacher Action(s):
○ Teacher will engage students in conversation to revisit the
communication with the Georgia Wildlife Federation.
○ Teacher will share a template for the digital product rubric
(​https://goo.gl/seJhEL​).
○ Based on the dialogue, the class will edit and develop their own
requirements for their digital products.
■ Differentiation:​ Students who need more support will use the
teacher created digital product rubric. Students who need less
support will work in group to create different pieces of a
collective rubric based on the guide.
○ Teacher will model appropriate uses of Adobe Spark Video and
Microsoft Sway for students.
● Student Action(s):

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 16

○ Students will have access to class created digital product rubric.


○ Students will have the option to work collaboratively or independently
(only if they chose the same habitat/region to work on) on their
products.
○ Students/partners will have the option to choose the tool to use for their
digital product.
○ Students will have access to resources shared within padlet and their
interactive journals.

Week 8 (Final Week)


Day 21-23
● Teacher Preparatory Action(s):
○ Teacher will develop a padlet for students to post their final products
and opinion pieces.
○ Teacher will develop a Google Form for students to provide peer
feedback for their classmates products and to vote on the their top
opinion pieces.
● Teacher Action(s):
○ Teacher will continue to support students by providing feedback on their
Finalizing/
opinion pieces and support on their progress within their digital
Gathering
products.
Peer-
○ Teacher will share padlet for students to post their final projects/opinion
Feedback /
pieces and inform them that before it’s shared with their audience that
Sharing
the class will provide authentic feedback via Google Forms in the
Digital
padlet.
Products
● Student Action(s):
○ Students will continue to finalize their digital products/opinion pieces
and post to padlet.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 17

○ Students will provide feedback to 2-4 classmates digital products via


Google Forms.
○ Based on feedback, students will make adjustments to their projects.
○ Students will vote on their top three products and opinion pieces.
● Assessment(s):
○ Teacher feedback via opinion piece rubric.
○ Teacher feedback via digital product rubric.
○ Classmates/Audience digital product feedback via Google Form.
Day 25:
● Showcase:
○ Final products will be shared with Georgia Wildlife Federation.
○ GWF will provide feedback to each digital product and the top 10
projects will be used within their facilities to increase traffic and to
inform visitors.

Product

Outside of the students developing their final opinion pieces, students will also be creating

digital products/resources illuminating various details of Georgia’s 5 habitats/regions. Their products

will share the organisms, landforms, wildlife, and weather/climate associated within its habitat. These

digital products are being created to share with the Georgia Wildlife Federation. These products will be

meaningful, because students’ work will be reaching an audience outside of their classroom. Their work

will be shared inside of the Georgia Wildlife Federation facilities and on their website. Throughout the

phases of this unit, students will have also developed a greater understanding of the state in which they

live through various first-hand experiences. Technology is being integrated in a variety of ways.

Students will gain their information through a variety of formative assessments Web 2.0 tools such as,

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 18

Nearpod, Quizlet, Kahoot!, and Quizziz. Students will collaborate with students across Georgia and

members of the Georgia Wildlife Federation via Flipgrid and Skype. Student opinion pieces will require

the use of Google Docs, Office 365 Word, and Coogle. Students will have the option to create their final

products via Adobe Spark Video or Microsoft Sway. Student mastery will be assessed in a variety of

ways. Students will receive constant feedback between the teacher, their classmates, and their audience

via observation, checklists, conferencing, and Google Forms. Formally, students will complete a digital

assessment via Quizziz. Their writing and digital products will be assessed through teacher/classroom

created rubrics.

Technology Used

● Internet​:

o Communication/Collaboration/Publishing Tools:

▪ Flipgrid

● Used to collaborate with other classrooms and Georgia Wildlife

Federation.

▪ Skyping

● Used to collaborate with other classrooms and Georgia Wildlife

Federation.

▪ Google Slides

● Used to communicate directions/guidelines.

▪ Padlet

● Used to publish final products and to share resources with students.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 19

o Formative Assessment Tools:

▪ Kahoot!

▪ Quizziz

▪ Quizlet

▪ EdPuzzle

o Writing Tools:

▪ Google Docs/Microsoft Word

o Creation Tools - optional tools for students to create their digital product:

▪ Adobe Spark Video

▪ Microsoft Sway

o Feedback/Rubrics Tools:

▪ Google Forms

● Used to develop rubrics for writing and final digital products.

● Used to gather student and audience feedback.

o Brainstorming Option:

▪ Coogle

● Used as a graphic organizer for students to collaborate on brainstorming

for their opinion writing.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 20

Supporting Materials

Materials:

● Georgia Habitats Kahoot! Game for review: ​https://goo.gl/qJsD9e​.

● Nearpod Georgia Habitats Lesson for Review/Notes: ​https://goo.gl/sh5qFa​.

● Georgia Habitats EdPuzzle Video: ​https://goo.gl/Mu5StA​.

● Georgia Habitats Vocabulary Acquisition (Quizlet): ​https://goo.gl/oBCwuk​.

● Opinion Writing Rubric: ​https://goo.gl/uDpo1G​.

● Flipgrid/Skype Collaboration Checklist:​https://goo.gl/136N7k​.

● Digital Product Rubric Example: ​https://goo.gl/seJhEL​.

● Quizziz: ​https://goo.gl/S9FF7H​.

● Georgia Habitats Padlet: ​https://padlet.com/borders/S3L​1.

● Resource for Georgia Habitats notes extension: ​http://bit.ly/2y4HL2i​.

● Digital Project Guide Slide: ​https://goo.gl/CjA7eE​.

● Opinion Writing Graphic Organizer Template: ​https://goo.gl/F7JWgy​.

● Opinion Writing Graphic Organizer Creation Tool: ​https://coggle.it/​.

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 21

References

Georgia Department of Education. (2015). ​3rd grade English language arts Georgia standards of

excellence.​ Retrieved on November 5, 2017 from

https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-3-Standards.pdf

Georgia Department of Education. (2015). ​Georgia Performance Standards Framework for

Science-Grade 3.​ Retrieved on November 5, 2017 from

https://www.georgiastandards.org/Frameworks/GSO%20Frameworks/3%20Science%20Framew

ork%20Habitats.pdf

Georgia Department of Education. (2016). ​Science grade five standards.​ Retrieved on November 5,

2017 from

https://www.georgiastandards.org/Georgia-Standards/Documents/Science-Third-Grade-Georgia-

Standards.pdf

International Society for Technology in Education. (2016). ​ISTE standards for students​. Retrieved on

October 15, 2017 from

http://www.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-sheet_final.pdf

?sfvrsn=0.23432948779836327

The Governor’s Office of Student Achievement. (2016). ​2015-2016​ ​Annual report card​. Retrieved on

November 4, 2017 from ​https://schoolslikemine.gosa.ga.gov/

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 22

Appendix A – ​(Checklist/Rubric/research template, etc.)

Katherine Williams, Ph.D., Kennesaw State University


M. Borders Engaged Learning Project 23

Appendix B - ​(Checklist/Rubric/research template, etc.)

Katherine Williams, Ph.D., Kennesaw State University

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