PROMOTE Teams!
The official PROMOTE site can be found by clicking HERE.
PROMOTE Teams!
The official PROMOTE site can be found by clicking HERE.
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Links for Research |
| Second | Team 1: Mindy, Zenobia, Whitney,
Lizzie, Devin, D.J., Stephon, and Ty
VSU07010 |
Citizenship | SS2CG3 The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion. | http://library.thinkquest.org/J001709/ |
| Third | Team 1 (Miller): Logan, Chelsea
J., Ashley, La'Quarius
VSU07011 |
Soil and Rocks | Earth Science
S3E1. Students will investigate the physical attributes of rocks and soils. a. Explain the difference between a rock and a mineral. b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture), measurement, and simple tests (hardness). c. Use observation to compare the similarities and differences of texture, particle size, and color in top soils (such as clay, loam or potting soil, and sand). d. Determine how water and wind can change rocks and soil over time using observation and research. |
http://www.epa.gov/gmpo/edresources/soil.html
http://www.nrcs.usda.gov/feature/education/squirm/skworm.html http://soil.gsfc.nasa.gov/index.html http://www.fieldmuseum.org/undergroundadventure/ |
| Team 2 (Miller): Tristan, Blake,
Joshua, Marah, Ainozira, Kaitlyn
VSU07012 |
Pollution | S3L2. Students will recognize
the effects of pollution and humans on the environment.
a. Explain the effects of pollution (such as littering) to the habitats of plants and animals. b. Identify ways to protect the environment. • Conservation of resources • Recycling of materials |
http://www.ars.usda.gov/is/kids/soil/story3/trash.htm
http://www.pca.state.mn.us/kids/ Sea Pollution http://library.thinkquest.org/CR0215471/ http://www.epa.gov/kids/garbage.htm http://www.metrokc.gov/dnr/kidsweb/solid_waste_main.htm http://www.epa.gov/recyclecity/ |
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| Team 3 (Miller): Paige, Phillip,
Lindsay, Alexis, Conner, Trevor
VSU07013 |
Magnets | S3P2. Students will investigate
magnets and how they affect other magnets and common objects.
a. Investigate to find common objects that are attracted to magnets. b. Investigate how magnets attract and repel each other. |
http://www.sciencetech.technomuses.ca/english/schoolzone/Info_Magnets.cfm
http://www.exploratorium.edu/snacks/iconmagnetism.html http://www.mcwdn.org/Physics/Magnetism.html |
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| Team 4 (Roberts): Nicholas,
Hayden, Chelsea M., Ernie, Zach, Chelsea S.
VSU07025 |
Fossils | S3E2. Students will investigate
fossils as evidence of organisms that lived long ago.
a. Investigate fossils by observing authentic fossils or models of fossils or view information resources about fossils as evidence of organisms that lived long ago. b. Describe how a fossil is formed. |
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| Team 5 (Roberts): Cheyenne,
Taylor, Casey, Hunter, Whitney, Dominique
VSU07026 |
Major Mountains | SS3G1 The student will locate
major topographical features of the United States of
America. b. Identify major mountain ranges of the United States of America: Appalachian, Rocky. |
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| Team 6 (Roberts): Corinna,
Kamry, Chris, Logan, Patricia, Shon
VSU07027 |
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| Fourth
and Fifth |
Team 7 (Miller): Kalee, Ja'Mecia,
Tarik, Miranda, Jeffery B., Peyton, Bailey, Malik, Moesha, Noah
VSU07014 |
Simple Machines | S4P3. Students will demonstrate
the relationship between the application of a force and the resulting change
in position and motion on an object.
a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and axle). |
http://sln.fi.edu/qa97/spotlight3/spotlight3.html
http://www.edheads.org/activities/simple-machines/ http://library.thinkquest.org/J002079F/sub3.htm |
| Team 8 (Miller): Daejha, Aaron
B., Maygen, Darien, Stevie, Aaron M., Paige C., Brandon, Lisa
VSU07015 |
Weather | S4E4. Students will analyze
weather charts/maps and collect weather data to predict weather events
and infer patterns and seasonal changes.
a. Identify weather instruments and explain how each is used in gathering weather data and making forecasts (thermometer, rain gauge, barometer, wind vane, anemometer). b. Using a weather map, identify the fronts, temperature, and precipitation and use the information to interpret the weather conditions. c. Use observations and records of weather conditions to predict weather patterns throughout the year. d. Differentiate between weather and climate. |
http://www.wildwildweather.com/index.html
http://www.charlesedwin.com/rdbrms.htm http://www.fi.edu/weather/todo/todo.html http://library.thinkquest.org/04oct/01410/ http://www.mcwdn.org/WEATHER/WeatherMain.html http://weathereye.kgan.com/cadet/index.html The Weather and You http://www.wxdude.com/ |
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| Team 9 (Minchew): Chris,
Kayla, Brooke, Zachary, Haley
VSU0 |
Life Science (cells, microorganisms, microscopes) | S5L3. Students will diagram
and label parts of various cells (plant, animal, single-celled, multi-celled).
a. Use magnifiers such as microscopes or hand lenses to observe cells and their structure. b. Identify parts of a plant cell (membrane, wall, cytoplasm, nucleus, chloroplasts) and of an animal cell (membrane, cytoplasm, and nucleus) and determine the function of the parts. c. Explain how cells in multi-celled organisms are similar and different in structure and function to single-celled organisms. |
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| Team 10 (Minchew): Lee,
Andrew, Tyler, Dakota, Megan
VSU0 |
WWII and the Great Depression | SS5H5 The student will
explain how the Great Depression and New Deal affected
the lives of millions of Americans. a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority. c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens. SS5H6 The student will explain the reasons for America’s involvement in World War II. a. Describe Germany’s aggression in Europe and Japanese aggression in Asia. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. c. Discuss President Truman’s decision to drop the atomic bombs on Hiroshima and Nagaskai. d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. e. Describe the effects of rationing and the changing role of women and African- Americans; include “Rosie the Riveter” and the Tuskegee Airmen. f. Explain the U.S. role in the formation of the United Nations. |
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| Team 11 (Minchew): Melanie,
Matthew, Cody, Kaylee, Dequanyaii
VSU0 |
Constructive and Destructive Forces | S5E1. Students will identify
surface features of the Earth caused by constructive and destructive processes.
a. Identify surface features caused by constructive processes. • Deposition (Deltas, sand dunes, etc.) • Earthquakes • Volcanoes • Faults b. Identify and find examples of surface features caused by destructive processes. • Erosion (water—rivers and oceans, wind) • Weathering • Impact of organisms • Earthquake • Volcano c. Relate the role of technology and human intervention in the control of constructive and destructive processes. Examples include, but are not limited to • Seismological studies, • Flood control, (dams, levees, storm drain management, etc.) • Beach reclamation (Georgia coastal islands) |
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| Team 12 (Minchew): Hayli,
Taylor, Courtney, Jonathon, Jacob
VSU0 |
Civil War | SS5H1 The student will
explain the causes, major events, and consequences of the
Civil War. a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these events was related to the Civil War. b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House. d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson. e. Describe the effects of war on the North and South. |
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| Team 13 (Minchew): Kortney,
Justin, Dalton, Trevor, Devontay
VSU06029 |
WWI | SS5H4 The student will describe
U.S. involvement in World War I and post-
World War I America. a. Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships. b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh). |
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| M.S. | VSU07016: Garrett, Ricky, Emily, Brandi, Xavier | Native American Cultures | SS8H1 The student will evaluate
the development of Native American cultures and the impact of European
exploration and settlement on the Native American cultures in Georgia.
a. Describe the evolution of Native American cultures (Paleo, Archaic, Woodland, and Mississippian) prior to European contact. |
http://www.idahohistory.net/dateline.html
http://www.si.edu/resource/faq/nmnh/origin.htm http://www.indians.org/articles/paleo-indians.html http://www.museum.state.il.us/muslink/nat_amer/pre/htmls/archaic.html http://www.museum.state.il.us/muslink/nat_amer/pre/htmls/miss.html http://www.museum.state.il.us/muslink/nat_amer/pre/htmls/woodland.html |
| M.S. | VSU07018: Zubair, Nathan, Michael | Genetics | S7L3. Students will recognize
how biological traits are passed on to successive generations.
a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. b. Compare and contrast that organisms reproduce asexually and sexually (bacteria, protists, fungi, plants & animals). c. Recognize that selective breeding can produce plants or animals with desired traits. |
http://www.dnaftb.org/dnaftb/
http://www.pbs.org/wgbh/nova/genome/ http://www.ology.amnh.org/genetics/ http://www.eurekascience.com/ICanDoThat/index.htm |
| M.S. | VSU07019: Holly, Heather, Caitlin, Hollie, Maya, Crystal | Chorus | http://www.naxos.com/mgloss.htm
http://choirsinger.com/ http://www.learntosing.biz/Tips.asp http://www1.wfubmc.edu/voice/singers/survival.htm |
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| M.S. | VSU07017: Myles, Alaina, Alex, Amber, Jessica | Band | http://library.thinkquest.org/C006865/menu.html
http://www.naxos.com/mgloss.htm http://en.wikipedia.org/wiki/School_band http://www.marching.com/ |
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| H.S. | VSU07009: Matt, Amber, Shanice, Shiree, Haley, Iesha | Band/Music |
Deadlines and Important Dates:
Proposal Due November
18
Mid-Project Questionnaire
Due January 31
Final Project Due
4:00 March 24
Showcase Conference
and Awards Ceremony at VSU
This
page created by Lori Miller, Technology Instructor
at
Wacona Elementary School, October 8, 2003.
Updated
January 26, 2006.