Tucson Unified School District Grades K-12 Online Curriculum Adoption # Demo Access June 10, 2013

Transcription

1 Nora Zwillick Senior Account Executive (928) Tucson Unified School District Grades K-12 Online Curriculum Adoption # Demo Access June 10, 2013

2 Demo Access Apex Learning is pleased to provide Tucson Unified School District (TUSD) with demo access to Apex Learning Comprehensive Courses for the purposes of evaluation. Access to all Apex Learning Comprehensive Courses is provided via the credentials below. The user accounts provided are configured with concurrent access which will allow multiple TUSD staff to be signed in to the same account simultaneously. Orientation Prior to accessing a Comprehensive Course, Apex Learning recommends that each reviewer visit Apex Learning Help to watch a brief orientation video that covers the basics of navigating Comprehensive Courses and the Apex Learning LMS. Apex Learning Help is accessed by signing into a demo account and clicking the Support link in the upper-right of the screen. Once the Help window has appeared, click the Getting Started link, shown below. Page 2

3 Credentials Teacher Access URL: Username: tucson_teacher Password: Virtual Student Access URL: Username: tucson_student Password: Demo2013 Suggested Activities for Review Math Foundations I, Semester Algebra I Core, Semester Algebra I Literacy Advantage, Semester Geometry Core, Semester Physical Science Literacy Advantage, Semester Physical Science Core, Semester Earth Science Honors, Semester English Foundations I, Semester English Foundations II, Semester English I Literacy Advantage, Semester English IV: British and World Literature Core, Semester U.S. Government and Politics Literacy Advantage U.S. Government and Politics Honors Skills for Health Core Page 3

4 Math Foundations I, Semester 2 Foundations courses meet the needs of both high school students and transitioning middle school students who are not prepared for grade-level academic challenges. Math Foundations I is intended to remediate basic skills that are appropriate for grades 3 to 5. Unit 5: 3-D Geometry Lesson 1: Three Dimensions Study: Three Dimensions (5.1.1) This Study activity introduces students to the concept of a three-dimensional solid. It starts by explaining one-dimensional objects and how they are formed. Pages 2 to 4 have students click the Continue button to see how a line is made, followed by how two-dimensional and then three-dimensional objects are made. The graphic animations quickly give students a visual representation of the concepts that are being presented. Pages 5 to 6 allow students to use the polyhedron turner tool to draw lines, planes, and twoand three-dimensional objects. Click the Manipulate or Rotate buttons to work with the points, lines, and objects. Pages 7 to 8 confirm what students have been learning been learning about length, width, and height in three-dimensional objects. Page 9 is a self-check to allow students to check their understanding. Unit 5: 3-D Geometry Lesson 1: Three Dimensions Checkup: Practice Problems (5.1.2) Practice problems immediately following the Study activity allow students to get feedback from their teacher on what they have just learned. Unit 5: 3-D Geometry Lesson 1: Three Dimensions Quiz: Three Dimensions (5.1.3) A computer-scored Quiz discretely assesses what students have learned about threedimensional solids. Algebra I Core, Semester 1 Algebra I is a standards-based comprehensive course designed to meet high school graduation requirements. Unit 5: Graphing Data Lesson 4: Data Analysis Study: Data Analysis (5.4.1) This Study activity has students determine whether fluorescent or incandescent light bulbs are more energy efficient. First, students turn on the light switch to see how much energy is used by the different bulbs over time. Page 2 shows the data plotted on the Cartesian coordinate system to more easily compare the different bulbs. Page 4 reminds students how to read a bar graph by allowing them to click different data points and get an explanation of what the graph represents. Page 4

5 Pages 6 to 9 show how to plot the data on the Cartesian coordinate system, and explain the dependent and independent variables. Pages 10 to 19 allow students to apply what they have learned and work through a problem stepby-step to determine the diameter and circumference of a wheel and plot it on the Cartesian coordinate system. The interactive Cartesian coordinate graph allows students to easily determine the best-fit line for their wheel. This activity helps students collect data and look at them in different forms such as a bar graph or plotted points on the Cartesian coordinate system. Unit 5: Graphing Data Lesson 4: Data Analysis Checkup: Practice Problems (5.4.3) Students are given practice problems, along with the answers, to test their knowledge before a formal assessment. Algebra I Literacy Advantage, Semester 1 Literacy Advantage courses are standards-based general studies courses that meet the needs of students who are not prepared for grade-level academic challenges because they are reading below proficient. Unit 6: Graphing Data Lesson 4: Data Analysis Study: Data Analysis (6.4.1) The rollover vocabulary is excellent, giving students visual aids as well as written definitions. The opt-in Support Cards also demonstrate how the Literacy Advantage pathway supports students reading as they move through new material. Geometry Core, Semester 1 Geometry is a standards-based course designed to meet high school graduation requirements. Unit 3: Triangles Lesson 2: Angles of a Triangle Study: The Angles of a Triangle (3.2.1) Apex Learning math curriculum uses the discovery-confirmation method, allowing students to first discover math concepts on their own and then confirm their exploration. Page 1 allows students to manipulate the triangle. Students who are looking closely may notice that the sum of the interior angles always equals 180 degrees. Page 2 shows students that the sum of the interior angles always equals 180 degrees. Page 3 allows students to break the triangle into three pieces, and it clearly shows how the angles add up to 180 degrees, or a straight line. Students are able to reshape the triangle as many times as they like. In a traditional classroom, teachers may have students cut triangles with paper and scissors to illustrate the same point. Using the computer is much more effective, as the point can be shown in less time and repeated as needed, with all types of triangles. Page 7 walks students through the proof that a triangle s angles always measure 180 degrees. Page 5

6 Page 8 presents the formal angle sum theory confirming the discoveries that students have made in the previous pages. Page 11 gives students the chance to test what they have learned with embedded practice problems. Pages 12 to 20 present the concepts of remote interior and exterior angles of a triangle. Unit 3: Triangles Lesson 2: Angles of a Triangle Checkup: Practice Problems (3.2.2) Students are given practice problems, with the answers, to test their knowledge before a formal assessment. Unit 3: Triangles Lesson 2: Angles of a Triangle Quiz: Angle Theorems (3.2.3) and Quiz: Exterior and Remote Interior Angles (3.2.4) There are two Quizzes following the Study activity to thoroughly assess the concepts presented. Physical Science Literacy Advantage, Semester 1 Literacy Advantage courses are standards-based general studies courses that meet the needs of students who are not prepared for grade-level academic challenges because they are reading below proficient. Unit 5: Energy and Momentum Lesson 3: Energy (5.3) The Literacy Advantage lesson introduction pages clearly show students where they are within the course. Lesson objectives are animated and read aloud to ensure students understand the intent of the upcoming lesson. They emerge on the page in colorful bands with audio once the student has clicked the You Are Here button. This button appears on a timeline that flows horizontally across the lesson overview page. On this timeline, students can see what units and lessons they ve already completed and what content is still to come. The timeline also shows the lesson objectives for prior lessons in the course. Unit 5: Energy and Momentum Lesson 3: Energy Study: Potential and Kinetic Energy (5.3.1) Page 1 -students are clearly told what they will be learning in this direct instruction activity. Rollover vocabulary is more robust than in Core and Honors courses. Support Card buttons at the top allow students to opt in for additional support. Pages 2 to 6 explain the concept of kinetic energy by using bowling balls, and explain step-bystep how to calculate kinetic energy. Embedded self-checks allow students to check for understanding as they move through the pages. Page 7 explains potential energy by using an animation that clearly shows gravitational potential energy. Unit 5: Energy and Momentum Lesson 3: Energy Checkup: Potential and Kinetic Energy (5.3.2) Page 6

7 A teacher-scored assignment immediately following the Study allows students to get feedback from their teacher before completing the Quiz. Unit 5: Energy and Momentum Lesson 3: Energy Quiz: Potential and Kinetic Energy (5.3.3) A computer-scored Quiz immediately following the study specifically assesses what students just learned. Physical Science Core, Semester 1 Physical Science is a standards-based course designed to meet high school graduation requirements for science. Unit 4: Crash into Me Lesson 3: Energy Study: Work-Energy Theorem (4.3.1) Page 5 of this Study activity uses the analogy of learning to drive to explain how gravity affects kinetic and potential energy. This real-world example illustrates a difficult concept. Page 7 has students practice the equation they just learned. Earth Science Honors, Semester 2 Earth Science is a standards-based course designed to meet high school graduation requirements. Unit 5: Earth s Resources Lesson 2: Use It and Lose It Study: Take It to the Limit (5.2.1) The Study Sheet for this activity is a great example of how graphic organizers help students categorize their notes. Page 2 introduces concepts of exponential growth and carrying capacity, but it also has a link to review equilibrium, a concept introduced in semester 1. Page 4 uses an animation to illustrate the rate of population growth. Page 10 allows students to practice using the Key Terms presented in this Study activity. Unit 5: Earth s Resources Lesson 2: Use It and Lose It Quiz: Sustained! (5.2.2) A Quiz immediately following the Study activity assesses what students just learned. Notice the instructive feedback in the Quiz answers. Unit 5: Earth s Resources Lesson 2: Use It and Lose It Lab: Finding the Product That Best Conserves Resources (5.2.3) Apex Learning has two options in most science courses for students who need to complete labs. Students with access to the required lab materials can complete the labs hands-on, collecting the data themselves. Students who are not able to obtain lab materials can click the Dry Lab button on the right to access data for the lab. Students following the Dry Lab are still required to complete the lab report, in which they use scientific methods to compare and contrast and to draw conclusions based on the supplied data. Page 7

8 In this lab, students are asked to determine what packaging best conserves resources. Whenever possible, Apex Learning uses labs that have easily obtainable materials, such as the juice containers required in this activity. Unit 5: Earth s Resources Lesson 2: Use It and Lose It Explore: We All Have Our Limits (5.2.4) This Exploration activity has students use higher-order thinking skills; they apply what they have learned about Earth s finite resources and use this knowledge to plan for a more sustainable future. Students are directed to explore different websites to gather more information and then pick a hypothesis, analyze it, and draw conclusions based on the information they collected from the web. Unit 5: Earth s Resources Lesson 2: Use It and Lose It Discuss: The Buzz (5.2.5) Discussion activities give students learning at a distance the opportunity to share their thoughts and ideas through an online discussion board. Students learning in the classroom have access to the Discussion questions, and teachers can use these to facilitate a classroom discussion. In this activity, students are asked to state their opinions about alternative energy. English Foundations I, Semester 1 Foundations courses meet the needs of both high school students and transitioning middle school students who are not prepared for grade-level academic challenges. English Foundations I is intended to remediate basic skills that are appropriate for grades 3 to 5. Unit 2: Identifying the Main Idea Lesson 1: Main Idea (2.1) An animation clearly introduces the concept of a main idea. Lesson objectives are introduced. Unit 2: Identifying the Main Idea Lesson 1: Main Idea Study: Learn the Skills (2.1.1) Page 1 - the Study Sheet is a great example of a graphic organizer in order to show how students can organize their notes. The activity introduces the concepts of supporting details and follows with an opportunity for students to practice. Page 6 of the Study reviews the concept of main idea with the Happy, Happy Hot Dog animation. Pages 10 to 11 teach students how to use the graphic organizer. Subsequent pages allow students to practice choosing the main idea. Page 8

9 English Foundations II, Semester 2 Foundations courses meet the needs of both high school students and transitioning middle school students who are not prepared for grade-level academic challenges. English Foundations II is intended to remediate basic skills that are appropriate for grades 6 to 8. Unit 3: Paragraphs: Example and Illustration Lesson 1: Composition: Example and Illustration Paragraphs Study: Writing Example Paragraphs (3.1.1) This is an 18-page activity that clearly teaches students how to write example paragraphs. Pages 2 to 3 give students real-life examples. Page 5 shows students that the key to writing a good essay is knowing how to write a good example paragraph. Pages 6 to 11 take students through the process of constructing an example paragraph and clearly define the topic sentence, the supporting sentences, and the clincher sentence. Pages 13 to 15 give students the chance to practice writing an example paragraph about a topic provided in the study. Page 16 gives students some topic ideas for their own example paragraph. Page 17: Write Your Own Example Paragraph (this takes time to demonstrate, but it makes an impact): o o o o o o Select Click to launch the Writing Generator at the bottom of the page. A new window will pop up. Enter a general topic: playing baseball (or choose your own). Name aspects of this topic: batting, playing first base, being part of a team. Select an aspect and then write different facts or examples that support this topic (be sure to brainstorm with phrases and words; then you can draft into complete sentences): Batting I get very nervous as I wait for my turn to bat. I love the feel of the bat making contact with the ball. Hitting a home run is the best feeling ever. Playing first base Waiting for the batter to hit Worrying about whether I am going to catch the ball Making an out Playing on a team We work together on our batting and catching. We have fun together. Page 9

10 The next screens have students turn their thoughts into complete sentences to build their example paragraph step-by-step. NOTE: There is a version of the Writing Generator that helps students construct complete essays. English I Literacy Advantage, Semester 2 Literacy Advantage courses are standards-based general studies courses that meet the needs of students who are not prepared for grade-level academic challenges because they are reading below proficient. Unit 3: Poetry Lesson 2: Expressing Feelings and Telling Stories Read: The Raven (3.2.5) This is a great example of how the Literacy Advantage pathway is making Readings that are shared across English pathways more accessible for students reading below proficient. This Reading activity begins with an animation that reads the poem aloud, with related visuals. Page 2 provides a vocabulary list of words that students may not be familiar with and that are found in the poem. Page 3 provides students with the Reading as well as a graphic organizer for them to take notes. Unit 3: Poetry Lesson 2: Expressing Feelings and Telling Stories Quiz: The Raven (3.2.6) A Quiz immediately following the Study activity assesses what students have learned. Unit 3: Poetry Lesson 2: Expressing Feelings and Telling Stories Discuss: Your Thoughts on the Reading (3.2.7) A Discussion activity following the Reading has students take an online poll before discussing The Raven. English IV: British and World Literature Core, Semester 1 British and World Literature is a standards-based course designed to meet high school graduation requirements. Unit 3: A Masterpiece in English: Chaucer s Canterbury Tales Lesson 1: Introduction to The Canterbury Tales (3.1) The lesson overview explains the significance of Chaucer and The Canterbury Tales. Unit 3: A Masterpiece in English: Chaucer s Canterbury Tales Lesson 1: Introduction to The Canterbury Tales Study: Historical and Literary Context (3.1.1) Briefly show this activity to demonstrate how the curriculum sets the stage for students. It explains the historical context in which The Canterbury Tales was written, middle versus modern English, and frame narrative. Page 10

11 Unit 3: A Masterpiece in English: Chaucer s Canterbury Tales Lesson 2: The Pardoner s Tale Study: Introduction to The Pardoner s Tale (3.2.1) Page 1 eases students into reading Chaucer. A passage is read aloud, and a summary is provided for students. Page 2 uses a modern news interview format to explain what a pardoner is. Page 4 has students read or listen to the prologue. Pages 5 to 7 help students grasp the meaning of The Pardoner s Tale and its prologue. (NOTE: This is in advance of reading The Pardoner s Tale. As this is a difficult piece of literature to understand, students are presented with the main ideas of the story before reading it.) Unit 3: A Masterpiece in English: Chaucer s Canterbury Tales Lesson 2: The Pardoner s Tale Read: The Pardoner s Tale (3.2.3) This activity has students read The Pardoner s Tale. It provides a Reading Guide as well as an annotated version of the story. The annotation provides students with a modern translation of terms and summarizes the story in modern English. Unit 3: A Masterpiece in English: Chaucer s Canterbury Tales Lesson 2: The Pardoner s Tale Study: The Frame: Narrator and Character in The Canterbury Tales (3.2.6) Page 2 uses nesting dolls to explain the levels of frames and the layers of narration within the story. The Study goes on to examine frame narration in depth. Unit 3: A Masterpiece in English: Chaucer s Canterbury Tales Lesson 2: The Pardoner s Tale Practice: Tone Analysis (3.2.8) This assignment provides the writing prompt, requirements, tips for success, and a self-check rubric. This enables students to check their own work before submitting it to their teacher. The Practice Guide is a stepped-out approach to the composition. It gives students a step-by-step guide to composing their answer. The teacher resources for the Practice Guide show modeled writing for each step in the composition process, along with a completed model essay. Additional teacher resources include tips for scoring, a simple rubric based on the students selfcheck rubric, and an expanded rubric with examples of composition best practices for this assignment. U.S. Government and Politics Literacy Advantage Literacy Advantage courses are standards-based general studies courses that meet the needs of students who are not prepared for grade-level academic challenges because they are reading below proficient. Page 11

12 Unit 8: Civil Liberties and Civil Rights Lesson 2: First Amendment Liberties Study: Assembly and the Press (8.2.6) Notice the opt-in Support Cards on every page of the Study. Students can choose to get extra support when needed. Page 1 -students are given a clear explanation of how freedom of the press fits in with the guaranteed freedoms of the Bill of Rights. In addition, students are given a real-world, interactive scenario that has them test the boundaries of freedom of speech and of the press. Page 2 shows students the historic precedent for a free press. Page 4 asks students to activate prior knowledge and use active reading skills to predict the outcomes from a Supreme Court case. Pages 6 to 7 present students with the Pentagon Papers (as defined by state and national standards), and the pages are followed by a self-check. Page 11 has a remarkable interactive animation that allows student to apply libel and slander decisions to real-world scenarios. U.S. Government and Politics Honors U.S. Government and Politics is a standards-based course designed to meet high school graduation requirements. Unit 1: Principles of Government Unit Overview The course is introduced by a video about three friends who become housemates. These characters are used throughout the course to provide relevance and apply real-life scenarios to academic concepts. Unit 3: Institutions of Government Unit Overview This unit overview uses a video of the housemates to illustrate the need for government and laws. Unit 3: Institutions of Government Lesson 2: Congress Study: How a Bill Becomes a Law (3.2.4) This activity uses the No Child Left Behind Act to illustrate how a bill becomes a law. The graphic on the first page is a great illustration to show how a bill flows through Congress. Page 5 uses an illustration to show students how much a bill can change between its introduction and its passage. The right gutter on this page has a link for students to learn more about filibustering. Unit 3: Institutions of Government Lesson 2: Congress Explore: Does Congress Look Like America? (3.2.6) In this Exploration activity, students are asked whether the demographic profile of Congress matches that of the United States. They are told that it does not: Most of Congress is made up of Page 12

13 white men. Students are then asked to use the web to explore the demographic makeup of the country and compare it to that of Congress. Students use higher-order thinking skills and are asked to state their own opinions. Unit 3: Institutions of Government Lesson 2: Congress Journal: Gerrymandering and Pork-Barrel Spending (3.2.7) This Journal activity has students assert whether gerrymandering and pork-barrel spending are fair or unfair. Students are asked to draw on personal opinions as well as the material they have learned in the lesson. Skills for Health Core Skills for Health is a skills-based health education course designed for general education graduation requirements for grades 9 to 12. Unit 4: Physical Activity Lesson 2: What Is Physical Fitness? Study: Physical Fitness and Health- Related Fitness (4.2.1) This activity clearly presents the five components of health-related fitness. Page 7 gives students a refresher on how to calculate their body mass index. Page 8 has a self-check to allow students to check their understanding. Page 9 reviews the five types of exercise for students. Page 10 has another self-check to allow students to check their understanding. Unit 4: Physical Activity Lesson 2: What Is Physical Fitness? Discuss: Teens and Health-Related Fitness (4.2.2) A Discussion activity immediately following the Study asks students to explain how the information they just learned about health-related fitness relates to teenagers. Unit 4: Physical Activity Lesson 2: What Is Physical Fitness? Journal: How Physically Fit Are You? (4.2.6) This Journal has students apply what they have learned about fitness to themselves. Students must complete some physical tests (some of which are part of the President s Council on Physical Fitness and Sports Physical Fitness Challenge) and then write about their performances. Unit 4: Physical Activity Lesson 2: What Is Physical Fitness? Quiz: Assess Your Learning (4.2.7) Students take a computer-scored Quiz at the end of this lesson to assess their understanding. Questions If you have any questions about Apex Learning Comprehensive Courses or the Apex Learning LMS, please contact Nora Zwillick at (928) or Nora.Zwillick@ApexLearning.com. Page 13