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 * Flat Classroom Challenge 13**


 * Collaboration by Stephanie Robinson and Nicole Hackett**


 * __Synopsis of Project__: In teams of 4, students will collaboratively use the program to create a "house" using different sizes and colors of polygons. Once the picture is complete, they will create a wiki and write a concise description of their picture. Completed descriptions will be traded among teams, and the cooperating teams will redraw the picture based solely on the description provided. The redrawn pictures will be uploaded to the official website for the project. At the closing ceremonies, originals and redrawings will be matched, and the winners will be chosen based on the closest depiction of the original.**


 * Project Name: __The Shape of Our World__**


 * Website: www.nhackett.wikispaces.com/home**


 * Location: global**


 * Communication: Asynchronous- emails, wikis, blogs, drawing program**


 * Information: Teachers, peers, online tools**


 * Time: The project runs for 4-6 weeks.**
 * 1. Teacher handshake- Sept. 1**
 * 2. Online teacher information meeting- Sept. 5**
 * 3. Classroom and student handshake- Sept. 6-9**
 * 4. Picture editing and email collaboration- Sept. 10-16**
 * 5. Nonparticipating classrooms removed- Sept. 12**
 * 6. Wiki description editing- Sept. 17-29**
 * 7. Teams trade descriptions and redraw- Sept. 30-Oct. 4**
 * 8. Celebration- Oct. 5-8**
 * Awards ceremony after Oct. 8**


 * Learning Legacy: Blog posts are shared in spaces. Award winners are posted on official website and released through the press release.**


 * Curriculum Integration and Alignment: This project has strong links to art, math, reading comprehension, and descriptive writing. There are also many technological aspects including using email, creating original documents, creating and editing a wikispace, and blog posting.**


 * ALCOS Objectives 3rd Grade**
 * Art:**
 * 2.) Produce works of art depicting genre subject matter.**
 * Math:**
 * 24.) Understand that shapes in different categories (e.g. rhombuses, rectangles, and others) may share attributes (e.g. having four sides) and that the shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these categories.**
 * Language Arts:**
 * 23.) Write informative or explanatory texts to examine a topic and convey ideas and information clearly.****Language Arts:**
 * 27.) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others**
 * 30.) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.**
 * Technology:**
 * 2).Use various technology applications, including word processing and multimedia software.**
 * 4). Identify various operating systems of technology devices.**
 * 5). Practice safe use of technology systems and applications.**
 * 12). Create a product using digital tools.**


 * NETS-S Standards**
 * 1) ====Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.====
 * 2) ====Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.====
 * 3) ====Research and Information Fluency :Students apply digital tools to gather, evaluate, and use information.====


 * Guiding Question: How important is it to provide details in order to effectively communicate?**


 * Project Aims: The aim of this project is for students to collaborate together with other participants and develop transferable skills in emerging technologies.**


 * Focus Questions: How many different shapes do you find in a house? Does one shape occur more frequently than another shape? Is one particular shape used in each house?**


 * Prerequisite Skills: Students must be familiar with email, Google Docs, and wikispaces. Students will need a google docs account to send the description and the final drawing.**


 * Required Outcomes: 1. A written collaborative report using Google Docs. 2. A collaborative drawing created in Google Docs. 2. A posting of the final product on a wikispace.**


 * Optional Outcomes:**
 * Students could also provide a hand drawn picture of their house.**


 * Team Structure: The students will work collaboratively in teams of four. Each group of four will be paired with another group in a global classroom.**


 * Required Inputs:**
 * Students are expected to handshake via the educational network and develop connections with their team members. Once in Google Docs the students will collaborate by writing a description and finally a picture. Evidence of engagement is required and will be seen in Google Docs.**

Uses descriptive words Gives at least 8-10 specific directions || Uses few descriptive words Gives at least 4-7 specific directions || Uses no descriptive words Gives less than 4 specific directions ||
 * Assessment: Rubric based assessment.**
 * 3 || Uses at least 8-10 polygons in the drawing
 * 2 || Uses at least 4-7 polygons in the drawing
 * 1 || Uses fewer than 4 polygons in the drawing


 * Evaluation: Each student will write a reflective post on the class blog. Each student will also share their final drawing with the class.**