Creating Records

Agenda:
Quiz over the materials we've gone over in class.
Mini-lesson on records.
Project Add-on - Select one conference that you created. Create a record for the conference AND a record for every team in the conference. *The conference you select MUST have 8 teams in it.
Work!

Records:
Look at the following records and describe what you see.
http://www.chipublib.org/search/details/cn/2120154
http://www.chipublib.org/search/details/cn/2120154
http://www.chipublib.org/search/details/cn/2115921

What are these things?
Where can I find them?
How do the people know about these things?
What is the significance of Subjects?

HW:
Using the conferences you completed last week, you are now going to create records for them. The records should look very similar to the records we looked at in class. You will need to visit websites of the colleges to create the records.
*Be sure to look at the rubric for assignments to make sure you get all of the points.

Due to many students not submitting the Industrial Revolution assignment, you will have Christmas break to do so.

ONE person from your group needs to do the following:
1) Create a post that provides the URLs for the group members' blogs. This will show me where I can find the Citations, the Presentations, and the Ad.
2) Email me the your group members' names with a message telling me that you're finished.

ALL students must complete a grading sheet for the students in their group.

If you are finished, I would look at the rubric listed below and the assignment. Many of you who have the assignment completed, need to put more time into it.

Good luck.

Grading

Grading System for Materials in Mr. Franklin’s class.
Points Available = 40.

1) How informative is the presentation?
a. 1-3 Student was not informative at all. Much of the material presented does not include information from an internet site that is reputable.
b. 4-7 Student was informative, but did not include enough information to satisfy the assignment. The information is from a reputable source, but the student did not present enough of the information.
c. 8-10 Student was informative AND the assignment was satisfied completely (or close to it).

2) How creative is the presentation?
a. 1-3 Student selected a format that was not well done and lacked imagination. Student could have done more with the project. If a written paper, student’s imagination within the piece was limited or showed few signs.
b. 4-7 Student selected a format that was imaginative, but was not executed to its fullest potential. Student was on the right track, but could’ve made the project much better by working a little bit more on it.
c. 8-10 Student selected a format that was imaginative and executed the project with extreme care and accuracy.

3) How does this tie in with lessons in class?
a. 1-3 Student could not connect the material to lessons in class OR the connections made were not well thought out. Student needs to think more critically about his/her work.
b. 4-7 Student made connections, but needed to think more critically about them to really create a quality connection. Student needs to communicate the connections more effectively.
c. 8-10 Connections were well made. Student thought critically about connections and communicated them effectively.

4) Citations
a. 1-3 Citations are not complete, in the wrong format, or do not include the information necessary for an MLA citation.
b. 4-7 Citations have errors that prohibit it from being quality work.
c. 8-10 Citations are complete, in the correct format, and include all of the information necessary for an MLA citation. If points were taken off, the student made minor errors.

Thanks, Dennis

http://rivals.yahoo.com/ncaa/basketball/teams

12/05/2008

DO NOW
Sketch your locker so that it is open and empty.
Make a list of items that go into your locker.
Think about your schedule and how that might affect where you put items in your locker.
Sketch the items in your locker where they should logically go.
If you want, add a locker divider to add another level to put materials on.

Where did things go?
Did 'areas' form in your locker? Places where you put ONLY books, or ONLY notebooks?
Why did certain items go in some 'areas' but not others?

Continuing the project from yesterday...
Imagine the locker as all of the NCAA Division 1 basketball teams.
Think about the 'areas' as conferences that you create.
Think about the items that go in your locker as teams that need to go into the conferences.

This project is quite large, so you will have until the end of the day TUESDAY to complete it. (11:59pm, Tuesday night). Our next project is contingent upon this project, you MUST complete it. If you do not, the consequence will be that you will have a 0 for the project AND separate work next week to complete.

Please email me if you have any problems.

12/04/2008

Assignment:

The National Collegiate Athletic Association (NCAA) has asked you to reorganize the schools that try to win the NCAA basketball championship. There are 347 schools in 32 divisions. There are also 5 schools that do not belong to a group.

Your job is to...
Create 35 new groups incorporating every team. Your group needs to write a 500-word essay on how and why you are grouping the schools in this particular fashion.
Describe the grouping scheme. Why are these schools in this group? Why are these schools in this group? How does this fit in with your "grouping philosophy? For each group, you need to write a professional proposal on why the schools are grouped here. Each group should be AT LEAST 50 words.

http://en.wikipedia.org/wiki/College_basketball - The list of Division 1 schools.
http://en.wikipedia.org/wiki/Image:Cbd1.PNG - Map of all Division 1 schools.