Web+2.0+Tools


 * Web 2.0 Tool:** Tool is used here as shorthand for a software application on your computer, and also for applications that are Web-based.

**Instructional Plan:**
Lesson: The students in my physical education will have the opportunity to use Google maps or Google earth. An idea I had for my lesson is for my students to use these 2 sites to look at any sport of their choice and look at arenas, fields, history, hotels, parking, eating, and so on. An example would be looking at Lambeau Field. Lesson: Another option my students would have is to use Skype and have a conversation about either a physical education skill they are learning in class (ie. demonstrating to one another that they know how to do the skill) or to pick a health topic such as exercise and talk about/communicate to one another via Skype the importance of getting 60 minutes of exercise a day. The students could talk and communicate with one another on what they do for exercise, what works best for them, how often they exercise, and what gains they have noticed since exercising. Lesson: Another idea I had is for my students to use Skype and communicate with someone else from another state about sports or a health topic.

Examples for using web 2.0 tools in the classroom: 1) Twitter to communicate between each other out of class 2) Google earth to find different locations that may be studied in class 3) Google spread sheet to record any data from class 4) A Wiki Space to hold information that is available to other classmates [|Article #1]

[|Article #2]

Oral Presentation Rubric : Podcast

 * Aaron Erickson**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Pitch || Pitch was often used and it conveyed emotions appropriately. || Pitch was often used but the emotion it conveyed sometimes did not fit the content. || Pitch was rarely used OR the emotion it conveyed often did not fit the content. || Pitch was not used to convey emotion. ||
 * Preparedness || Student is completely prepared and has obviously rehearsed. || Student seems pretty prepared but might have needed a couple more rehearsals. || The student is somewhat prepared, but it is clear that rehearsal was lacking. || Student does not seem at all prepared to present. ||
 * Enthusiasm || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * Stays on Topic || Stays on topic all (100%) of the time. || Stays on topic most (99-90%) of the time. || Stays on topic some (89%-75%) of the time. || It was hard to tell what the topic was. ||
 * Volume || Volume is loud enough to be heard by all audience members throughout the presentation. || Volume is loud enough to be heard by all audience members at least 90% of the time. || Volume is loud enough to be heard by all audience members at least 80% of the time. || Volume often too soft to be heard by all audience members. ||

Digital Storytelling : Health

 * Aaron Erickson**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Point of View - Awareness of Audience || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || Limited awareness of the needs and interests of the target audience. ||
 * Voice - Consistency || Voice quality is clear and consistently audible throughout the presentation. || Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation. || Voice quality is clear and consistently audible through some (70-84%)of the presentation. || Voice quality needs more attention. ||
 * Voice - Conversational Style || Uses a conversational style throughout. || Uses a conversational style the majority (85-95%)of the time || Uses a conversational style most (70-84%)of the time. || Presentation style is primarily monologue. ||
 * Soundtrack - Originality || All of the music is original. || Most (over half) of the music is original. || Some of the music is original. || None of the music is original. ||
 * Images || Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * Grammar || Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development. || Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story. || Grammar and usage were typically correct but errors detracted from story. || Repeated errors in grammar and usage distracted greatly from the story. ||

Multimedia Project : Photoediting

 * Aaron Erickson**


 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Presentation || Well-rehearsed with smooth delivery that holds audience attention. || Rehearsed with fairly smooth delivery that holds audience attention most of the time. || Delivery not smooth, but able to maintain interest of the audience most of the time. || Delivery not smooth and audience attention often lost. ||
 * Permissions || All permissions to use graphics "borrowed" from web pages or scanned from books have been requested, received, printed and saved for future reference. || All permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received. || Most permissions to use graphics "borrowed" from web pages or scanned from books have been requested and received. || Permissions were not requested for several graphics "borrowed" from web pages or scanned from books. ||
 * Sources || Source information collected for all graphics, facts and quotes. All documented in desired format. || Source information collected for all graphics, facts and quotes. Most documented in desired format. || Source information collected for graphics, facts and quotes, but not documented in desired format. || Very little or no source information was collected. ||
 * Attractiveness || Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. || Makes good use of font, color, graphics, effects, etc. to enhance to presentation. || Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. || Use of font, color, graphics, effects etc. but these often distract from the presentaion content. ||
 * Organization || Content is well organized using headings or bulleted lists to group related material. || Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. || Content is logically organized for the most part. || There was no clear or logical organizational structure, just lots of facts. ||
 * Oral Presentation || Interesting, well-rehearsed with smooth delivery that holds audience attention. || Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention. || Delivery not smooth, but able to hold audience attention most of the time. || Delivery not smooth and audience attention lost. ||