Location	Activity	Google Earth Content
1.England	Students will research and draw pictures of at least three goods that were initially gathered from European markets to be placed on the ship sailing for its next destination: Africa. They will also create a map of the first leg of the journey.	Images of ports throughout Europe with an accompanying paragraph describing the numerous European ports, especially those originating in England.
2.West Africa	Students will research what goods from Europe were exchanged for when the European ships reached West Africa. They will then create currency by drawing each good on a 3X5 card and giving each good a specific value (previously assigned). In groups, they will briefly recreate the trading market by using their "goods currency" to trade with other group members in order to achieve a certain good that they were previously assigned to attain. Using the map they created in the first activity, they will then draw the route of the second leg of the journey.	Images of slave traders and auctions of goods in West Africa along with a brief synopsis of the tragedy slave families were put through as they were sold from their families.
3.Caribbean	Students will calculate the overall sum of the distances between West Africa and the Caribbean and from the Caribbean to the Americas. They will then include this third leg of the route on their drawn out maps.	Images of the crammed slave ships along with a description of the poor conditions the slaves had to endure on the ship.
4.Rhode Island	Students will research and make a graphic organizer that includes the different goods sent out from each of the American colonies to be traded in Europe. They will also research and calculate the entire length of time, in months and days, it took one ship to complete the entire trade route. Lastly, they will draw the final leg of the route on the maps they initially drew.	An image of the ship being prepared for its third and final leg home, Europe, accompanied by a brief overview of the kind of maintenance and labor that was required to get the ships ready for the last leg of the trade route.

TPACK for Virtual Tour

This particular project will fulfill Utah's Core Curriculum for Fifth Grade Social Studies. More specifically, it covers Standard 1, Objective 3, a. which states: "Students will understand how the exploration and colonization of North America transformed human history,assess the global impact of cultural and economic diffusion as a result of colonization, and describe the cultural and economic impacts that occurred as a result of trade between North America and other markets (e.g., arts, language, ideas, the beginning and expansion of the slave trade, new agricultural markets)."

The technology that will be introduced and applied is the software program called Google Earth. With the aid of computers, each student will have the opportunity to view a virtual tour of the slave trade that occurred during the establishment of the 13 colonies. At designated spots located on the tour, each student will be asked to accomplish a specific task, activity, calculation, or answer a research question. These activities will be designed so that students learn first-hand about the slave trade, its routes, goods, and ports.

In terms of pedagogy, this virtual tour provides students with an opportunity to interact with technology, engage in personal research, and gain a more accurate scope of the distances between the global markets of that time. Furthermore, this activity helps students to focus on how the economy of the time influenced the colonies' financial stability.

Digital Storytelling Project

TPACK

For this project, I have focused on implementing and fulfilling a few objectives from UEN for the Language Arts Core Curriculum for the third grade.  For example, Standard 1 Objective 2 states that children will, "Develop language through viewing media and presenting."  It is my hope that a project similar to the one I will create will serve as an example for students as they strive to discover language arts through multimedia software.  Standard 5 Objective 2 states that students will develop reading fluency to read aloud grade level text effortlessly without hesitation." Through projects similar to this one, I would have students choose a grade-level appropriate poem or prose to implement, via narration, in their final multimedia project.  This exercise will encourage students to practice their fluency in reading and speaking since they are aware that their final project, including their narration, will be heard by the rest of the class.  Lastly, Standard 8 Objective 6 (f. and g.) states that students will, "Share writing with others using illustrations, graphs, and/or charts to add meaning," and "Publish 4-6 individual projects."  This type of project can count towards students' overall portfolio of projects and also provides an opportunity for students to share their illustrations, and other forms of artistry to their fellow students.

The technology that will be incorporated includes anywhere from computers, to media software, to digital and video cameras, to microphones, etc.

As for pedagogy, this project, and others similar to it, allow students to discover a variety of technology as well as learn how to implement it in a final project.  Furthermore, after completing a project of their own, students' confidence increases, contributing to their overall self-esteem.

Science Experiment Content, Pedagogy, and Technology

For our science project, the content we chose to focus on is part of and found in the 5th grade Science Core Curriculum for Utah students, which includes instruction on the changes in states of matter.  The outlined procedures for performing this experiment follow an inquiry based approach that teaches students how to analytically observe, collect, and process data.  The technologies we used in the initial observations are a laptop computer and a digital temperature probe. These portable devices fit well with the content and pedagogy involved in this lab because it is a tool specifically made for scientific observations that also provides more accurate data in real time, thus enhancing the accuracy and efficiency of students' observations.