Table+1

=Table 1= = *= Table-generated response = = Round 1: = 1: C: Analyze the sources and impacts of society's use of energy. P: Artistic/Creative Interpretation of content learning.
 * T: Students can use a flowchart program or Prezi presentation software to present their content information. They can appropriate images from the Web or create their own images using graphic software or digital cameras.

2: P: Formative/summative assessment C: Investigate and analyze the processes responsible for the rock cycle.
 * T: Use Google Docs forms to create formative and summative assessments. Use SMARTBoards and allow students to label information related to the rock cycle. Use Wallwisher for formative assessment.

3: P: Problem-solving skills T: SMARTBoard
 * C: Have a number set and students determine which graph best depicts the set visually.

1: P: Remediation C: Define and compute with complex numbers. T: Blogs
 * Round 2:**
 * Strategy: Students are given incorrect equations as blog posts. Students reply to the blog posts with the correct versions of the equations and explanations for their answers.

2: P: Project-based inquiry C: Identify themes in a story or poem. T: Search engines
 * Strategy: Students roleplay as teachers tasked with creating a thematic unit based on a specific theme. Students choose a theme and, using search engines, research stories or poems that contain that theme. Students develop a project based on the chosen texts.

3: P: Incorporate a variety of learning styles. C: Write a personal experience narrative. T: Laptop and overhead projector 2) Students create a video of their own performance of their story and present it to peers.
 * Strategy: 1) Students use digital storytelling software to write, illustrate, and narrate a personal experience narrative.