My project is a four-week project on Employability Skills and Job Tools. This project utilizes the Michgan Employability Standards and ELA standards. Students will also utilize technology to complete their projects. Students will create a cover letter, resume, portfolio, and complete a mock interview. The goal of this project is to have my students find and locate a job within five months (or in the summer).

My project is a 3 week project on Geometry - patterns, symmetry, and geometric shapes. This is aimed at the 4th grade GLCE's for geometry. Students will also utilize technology to complete a webquest to research the geometric concepts and to aid in designing a quilt square based on the concepts. Upon completion, the students will write a one page rationale for the design. This project is designed to experience working in groups by collaborating on a final design.

With the high incidence of obesity in children, it is important for children to learn good eating habits at a young age so that they can make healthy food choices for the the rest of their lives. My project is a 5 week project on nutrition to be done with my ELL students. The project includes English Language Proficiency Standards, Middle school science GLCE'S and Health education expectations. The students will examine their eating habits, learn what they should be eating and produce a brochure showing what it is to eat a balanced diet.

Students will create a futuristic program for government assistance for immortal people who after living on the earth for a time, never found, kept or lost their job. The sections of the presentation will cover the following issues: Food, Shelter/Housing, Utilities, Transportation & Education/Job Training.

My project is a four week project that includes ELA standards for comprehension and writing utilizing 9th grade required reading. “The Odyssey” incorporates many literary themes for students to explore. Students will develop life goals as Odysseus did, formulate a plan to overcome obstacles, and identify people as mentors. The driving question will be:

How will I plan my life journey and who will help me to be a successful traveler and overcome obstacles along the way?

This project is a 3-4 week geography unit for sixth grade. The project includes Michigan 6th grade social studies glces. Students describe regions of the Western Hemisphere in terms of geographical, population distribution, agricultural and climate data by viewing and analyzing data from maps, then creating maps that demonstrate (at least two) generalizations about the location and density of the population in an assigned region of the Western Hemisphere.

Well I've changed project ideas. I am currently part of a geography and history project. The idea of this new project is Human-Environmental Interaction in Ancient Mesoamerica. Students will explore agriculture, architecture and trade routes used by ancient Olmec, Maya and Aztec people. I still need to do some tweaking with a few ideas and concepts. The subject area is primarily social studies. Content standards addressed are history, Eras 3 and 4, geography, human systems and environment and society.

7th Grade Social Studies students will create a project to showcase women micro-entrepreneurs and organizations that support women in Africa. Once they have gone through this information-gathering phase, they will Skype with a representative from Global Mamas (http://www.globalmamas.org/default.aspx?AspxAutoDetectCookieSupport=1) to gather information about how to best support micro-entrepreneurs in Africa, create and participate in a service learning project to support the organization and reach a fundraising goal. They will present the results of their challenge to the school and the community in a presentation. The following content standards will be taught:
7 – G4.1.2 Compare roles of women in traditional African societies in the past with roles of women as modern micro-entrepreneurs in current economies.
7 – G4.2.1 List and describe the advantages and disadvantages of different technologies used to move people,
products, and ideas throughout the world
7 – E1.1.1 Explain the role of incentives in different economic systems
7 – E3.3.1 Explain and compare how economic systems (traditional, command, and market) answer four
basic questions: What should be produced? How will it be produced? How will it be distributed?
Who will receive the benefits of production?
7 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects)

7th grade students will choose a concept from a list put together by the elementary school teacher. They will demonstrate their knowledge of the concept by writing a storybook geared towards the appropriate elementary grade level. Students will then storyboard their book, illustrate the book digitally, record dialogue and background music and then upload all of these to make a digital storybook. The book will be uploaded to a wiki and the link will be shared with K-8 teachers and students.

The technology standards I will address are:

6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of
media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience
6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences

Grades 11/12 English- I got this thought from all that junk email I get from well meaning friends that pass on things that have been passed to them. It is frustrating. And they should know better than to forward those things. That being said, here's my summary: With the constant fingertip access to technology and the rapid passing of knowledge, to be good at perusing and conveying information, students need to know how to research the validity of the information they read and pass on, as well as citing it accurately.
I'm choosing to align it to the Common Core English standards and some HSCE history standards, perhaps some ISTE's as well.

My project idea is going to focus around 5th graders getting comfortable with planning and working through a writing piece. The focus will be more on organization and strategies to use during writing and the writing process. In order to demonstrate this students will actually plan and development community presentations on how to make the community a safer environment. They will present their developed presentations to community members to determine which idea could possibly even be implemented.

Standards I would meet Grade 5 Writing from the Common Core -
1. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

2. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Students will create a virtual museum that answers the questions related to Michigan's economic activities utilizing technology, our local museum artifacts and historical research. Students will collaborate with others, collect data and prosent their results via the virtual museum to the board members of our local museum.

Which Michigan trades were so essential to people in Michigan’s history that they must be remembered by people today and in the future?

H3 History of Michigan (Beyond Statehood)
Use historical thinking to understand the past.
4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic
activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from
statehood to present. (C, E)
3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:
3-5.CC.1. use digital communication tools
3-5-2.CC.2. identify how different software applications may be used to share similar information, based on the intended
audience
3-5-2.CC.3. use a variety of media and formats to create and edit products