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EDU 603 FINAL PROJECT 1

EDU 603: Curriculum 2.0 Complete Unit Final Project

Beth-Ann Pervetich

Post University

EDU 603 FINAL PROJECT

EDU 603: Curriculum 2.0 Complete Unit Final Project

Part I: Statement of Educational Philosophy

Children have already begun to formulate their own biases and worldviews at very young

ages, but particularly in the highly socialized k-12 years; what they are presented, and with what

attitudes will have a dramatic effect on those biases and worldviews. Most children will spend

more time in an educational environment than anywhere else during these years, with a goal, or

at least imposed goal, of learning. In the process though, they will continue to formulate their

own value systems. Learning is defined as “a persistent change in human performance or

potential… [and] the assumption [that] to be considered learning, a change in performance must

come about as a result of the learner’s experience and interaction with the world” (University

College Dublin (UCD), n.d., para.10-11). Dewey (1938) felt that learning “need[s] to be both

active and hands-on and… truly meaningful… [with] authentic tasks that will help to fully

engage learners” (as cited in Wojcik, n.d., p.1).

The constructivist theory holds that education should be student-centric, with the child as

the “’protagonist’ on the world’s stage of learning” (Ogunnaike, 2015, p.11), and one in which

the student creates knowledge through experience and interaction with the environment and with

people. In this context, learning that builds on itself to allow for understanding first of simple

ideas and then more complex concepts can take place. This type of learning directly affects and

is affected by social and cultural context, and is enhanced by caring and nurturing individuals

(Ogunnaike, 2015, p.11-12). The Human Factors perspective operates on the belief that spiritual,

moral, aesthetic, and human capital, and human abilities and potential affect and ultimately

enable one’s performance and effect on the functioning of social, economic, and political

institutions (Ogunnaike, 2015, p.19-20).

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These two perspectives can be combined with the principle of Universal Design for

Learning (UDL) which is an instructional model that centers on cooperation between teachers

and students to design student-centric instructional goals that are achievable and track-able, and

can also include goals towards social-emotional and behavioral stability (Post University, n.d.) to

create an optimal learning environment. One of the most significant facets of UDL is the

involvement and empowerment of the student, which ultimately increases the student’s level of

responsibility and ownership of his or her learning. To enable this process to happen, the teacher

needs to create a learner profile for each student, because no student can be assumed to learn or

perform a certain way based on an assumed culture (Pollock, 2012). Then there must be a

determination of the most effective methods of teaching to those diversities. These will vary in

teaching (lecture, student research, internet, guests, games, videos, trips, tutors/specialists, etc),

classroom setup (individual versus group learning), and assessment (speech, writing assignment,

quiz/test, group project, civic involvement, etc).

Dewey (1938) felt that “when learners are engaged in both the process of learning and in

the development of their final products, they are more inclined to believe, or ‘buy into’ the

experience of learning (as cited in Wojcik, n.d., p.1). To engage the learners and embrace the

diversity in the classroom, several UbD and UDL principles will be utilized. The principle of

representation “requires that educators offer learners multiple approaches to learning” (Post

University, n.d., p.4), and includes methods such as research, written work, group work, and

real-world problems. The principle of action and expression, according to Post University (n.d.),

is ensuring that students have “the use of multiple tools for their learning… [and] that teachers

provide a variety of reinforcement tools” (p.4). The principle of engagement involves ensuring

that students have a variety of ways to achieve the goals assigned, as well as the teacher assisting

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in this by providing clear expectations, feedback and assessment, and facilitating student

reflection throughout and after the process (Post University, n.d., p.4). To accomplish this in a

meaningful way, authentic assessment is most beneficial because it is typically based on real

world problems or “worthy intellectual tasks” (Wiggins, 1990, p.1), with multiple forms of

performance measurement (Callison, 1998, p.1).

Authentic assessment takes into account the many ways students learn and are best able

to demonstrate their understanding. Although traditional assessment typically tests a student’s

mastery of isolated, more “discrete skills and [does] not contain authentic representations of

classroom activities, social interactions, use of multiple resources, or real-life situations”

(Callison, 1998, p.1), it is also still essential to an effective classroom and authentic learning.

Finally, perhaps the most critical requirement of education today is “helping students ‘learn how

to learn’ and ‘how to perform,’ [since it] is both a vital mission and a commonly overlooked

one” (Wiggins & McTighe, 2005, p.59) to allow “every student [to] have an equal opportunity to

achieve… her or his full potential” (Gorski, 2010). With an emphasis on positive values,

challenging the current level of mastery, teaching for transfer, preparation for real-world problem

solving, embrasure of UbD and UDL principles, and authentic learning and assessment, a

classroom environment can achieve responsible and positive global citizens who care about

others and are successful in life.

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Part II: Rationale of Curriculum

The students participating in this social science unit are 3rd or 4th graders in northern

Virginia. The mean household income is approximately $81,000, 33% of households are

described as under age 18, and it is an area described as 50% white, 25% Asian, 10% African

American, and 15% other ethnicities (US Census Bureau, 2015).

The curricular choices and sequence of choices are based on state standards and

universal requirements supported by the constructivist learning theory. In order for students to be

responsible citizens, they must understand what makes up the world around them, including what

sustains it and them, and finally, how they interact with that world. If we are to have a

sustainable and thriving environment for these students to grow up in, they must know how to

conserve it, and how much of an impact they can and do have on it. Part of this is knowledge,

part of this is the examples set by those around them, part of it is values, and part of it is practical

tools to achieve it. This unit aims to provide all of these things, whilst being engaging and fun.

Appendix (A), a planning pyramid, is a general outline of the priorities of the unit,

based on the unit goals as well as the needs and abilities of the students (Post University, n.d.,

p.3). These priorities are designed around the Virginia Department of Education Standards of

Learning (Fairfax County Public Schools (FCPS), 2010), and the Universal Design for Learning

concept. They are designed to answer essential questions, which require “student’s … to dig

deeper into a topic” (Cash, 2014, para.4), because they are larger than just the goals for the unit.

They are universal and multi-faceted, but answering them will require “deliberate inquiry as a

follow-up to our asking the question” (as cited in Huff, 2007, para.6). They also allow for

transfer of understanding to other disciplines, such as government and economics, history, and

even sociology/anthropology.

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Universal Design for Learning (UDL) is an instructional model that centers on

cooperation between teachers and students to design student-centric instructional goals that are

achievable and track-able, and can also include goals towards social-emotional and behavioral

stability (Post University, n.d.). One of the most significant facets of UDL is the involvement

and empowerment of the student, which ultimately increases the student’s level of responsibility

and ownership of his or her learning. To enable this process to happen, the teacher needs to get to

know his or her students and then create a learner profile for each. There are numerous ways to

do this, or at least start the process, such as team building activities to find strengths and

weaknesses, surveys, group work, and questions (British Columbia Ministry of Education, n.d.),

but it requires an understanding of the student’s individual needs. “The primary goal of

developing learner profiles is for the educator to understand learning from the perspective of the

learner” (Post University, n.d., p.1), and these profiles are then used to design the learning

environment in such a way that the student has the best opportunity to learn for understanding.

Getting to know the students and their needs, considerations, and variability will

allow the teacher to understand how each of them takes in and processes information best. If it is

known from the beginning where the students struggle, particularly in relation to a specific

subject or unit, the unit can be tailored to meet the strengths of each learner, or at least avoid the

specified weaknesses. Without getting to know the students on a personal level, there is no way

to achieve learning at its most effective level; learning for understanding and transfer.

Variability presents a challenge, particularly the more diverse the group, because

there are a limited number of ways to teach a lesson, depending on resources and time. However,

with an understanding of the students, lessons can be designed that encompass the majority of

the students, and efforts can be made to work more individually with those the teacher already

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knows have a higher likelihood of struggling. To meet the needs of those diverse learners,

different teaching methods (lecture, student research, internet, guests, games, videos, trips,

tutors/specialists, etc), different classroom setups (individual versus group learning), and

different methods of assessment (speech, writing assignment, quiz/test, group project, civic

involvement, etc) will be employed. This approach to learning is incredibly powerful in the

opportunities for extremely effective learning, and increased ownership of learning for the

students. It is also a great tool for teacher and student interaction in meaningful ways.

In an effort to adhere to the principle of representation, which “requires that

educators offer learners multiple approaches to learning” (Post University, n.d., p.4), students

will be assigned research, both hands on and electronic, as well as questions to answer after their

own research and teacher presentation. They will also work in groups to apply their learning,

share ideas, and problem-solve real-world problems. In order for the unit goals to be met, the

learning needs to be “thoughtful and specific about [its] purposes and what they imply” (Wiggins

& McTighe, 2005, p.14), and so these multiple methods of learning, assessment, and

presentation will be designed to be purposeful, as well as to ensure the students must think on

their own and draw from the knowledge they are acquiring, as well as that of their peers. This, in

addition to field trips, will also adhere to the principle of action and expression, which according

to Post University (n.d.), is ensuring that the students have “the use of multiple tools for their

learning… [and] that teachers provide a variety of reinforcement tools” (p.4).

To adhere to the principle of engagement, which involves ensuring

that the students have a variety of ways to achieve the goals assigned, as well as the teacher

assisting in this by providing clear expectations, feedback and assessment, and allowing student

reflection throughout and after the process (Post University, n.d., p.4), students will be presented

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with all of the aforementioned learning methods, as well as periodically required to provide

feedback in journals that are kept in the classroom throughout the year. This feedback will

inquire about their understanding of the assignment(s), thoughts on it, and perception of what, if

anything, has been learned. Multiple forms of assessment will be utilized, such as quizzes,

written explanation, and group projects.

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Part III: Unit Plan

Stage I

3rd and 4th Grade: Ecosystems and the Aquatic World Around Us

Students will explore the world around them, specifically aquatic ecosystems, to include bodies of water, and the plants and animals that live in them. They will also explore the scope and effects of human interaction on these ecosystems.

STAGE 1- STANDARDS/GOALSWhat should students understand, know, and be able to do? Stage one identifies the desired results of the unit including the related state content standards and expected performances, enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards

Primary Expected Performances

Students will know the different types of aquatic ecosystems by their physical characteristics and the different types of plants and animals that live in each.

Be able to identify the common types of ecosystems in their community by their physical characteristics and identify several examples of what can live there.

Students will know how each ecosystem is different and why the plants and animals that live there are different.

Be able to explain why different plants and animals are in different types of water/environments, and how they can survive.

Students will understand how humans interact with these ecosystems.

Produce a presentation of compiled information on the human footprint on our environment and that effect on the atmospheric environment.

Students will understand how to positively interact with ecosystems and preserve natural resources.

Generate real-world ideas/projects to preserve/interact with the ecosystems around us and preserve our natural resources.

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Enduring UnderstandingsInsights learned from exploring

generalizations via the essential questions (Students will understand THAT…)

K-12 enduring understandings are those understandings that should be developed

over time, they are not expected to be mastered over one unit or one year.

Essential Questions

Inquiry used to explore generalizations

Overarching Enduring Understandings: Every action has an effect on one’s environment and those with whom we interact. Unit Specific Enduring Understanding:Every aquatic ecosystem is sustained due to a precarious balance, and our interaction with those environments can affect that balance.

-In what kinds of ways do humans interact with the environment?-Are ecosystems different for humans, animals, and plant-life?-How is water essential?-What is necessary to sustain life on earth physically and culturally?

Knowledge and Skills

What students are expected to know and be able to do

KnowledgeThe aquatic worlds around them and the plants and animals that live therein, as well as how they affect those and other ecosystems. They will know how to conserve natural resources. SkillsInteract with the environment and ecosystems around their immediate surroundings with a positive or negligible footprint, as well as conserve natural resources.

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Stage 2

Stage 2 – Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario below)By what criteria will performances of understanding be judged?GRASPS Elements of the Performance TaskG – GoalWhat should students accomplish by completing this task?

GOAL: The goal within this scenario is to create your own ecosystem using the mind mapping section of the Mindmeister page created for your class and then a poster representation with oral presentation

ROLE: You are an animal caretaker at a zoo assigned to create an aquatic animal enclosure.

AUDIENCE: The target audience for this task is the zoo curator.

SITUATION: You will need to individually research the animal in question, its environment, food sources, predators, and the role of humans in its natural habitat to demonstrate an understanding of the interactions and balance within an ecosystem, as well as human impact.

PRODUCT/PERFORMANCE:-Mindmap – present the mindmap that each student used to brainstorm the ecosystem and show the research they did individually.-Poster - the product you are creating will demonstrate a sustainable ecosystem that takes into account the animal in question, the environment required to sustain it, the plant life required, the food source(s), and safety of the animal and zoo staff. You will create in groups a poster with all of this information.-Presentation – you will orally present your findings to the class.-Minecraft – you will virtually create the ecosystem as you go to aid in understanding.

R – RoleWhat role (perspective) will your students be taking?A – AudienceWho is the relevant audience?

S – SituationThe context or challenge provided to the student.

P – Product, PerformanceWhat product/performance

will the student create?

S – Standards & Criteria for Success

See Appendix (B) for rubricThe ecosystem (project) will need to include:-The mindmap of each group member-Two plants either preferred or required for the animal

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-Two natural predators of the animal and their food sources-Two food sources for the animal and ability to acquire them-Three natural resources that are present in the animal’s natural environment (this can include the food sources, but can also be other plants, water sources, or weather)-An explanation of known human interaction with the animal’s natural habitat and at least two impacts it has on the ecosystem.-A list of safety requirements, based on the animal’s characteristics-A neat and organized poster depicting all of this, including illustrations-A virtual representation of the ecosystem

Other EvidenceThrough what other evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes.

Student Self-AssessmentHow will students reflect upon or self-assess their learning?

•Students will have parental interaction worksheets as homework.•Students will be able to demonstrate their understanding through individual study, a presentation, a field trip and post field trip journal entry, creation of a theoretical ecosystem, and proof of a resource conservation technique at their home.•Students will also engage in written work, peer review, quizzes, oral presentation, peer collaboration/discussion, hands on experience, collaboration with parents and the classroom aquarium, and minecraft to virtually create the ecosystem for the poster/presentation.

•Students will be able to rethink, revisit, and sometimes revise their work throughout their group projects, as well as throughout and after the completion of their webquest. Through the creation of a poster/presentation that will span the entire unit, they will be rethinking all aspects as information is added and revisited. They will also write a journal entries.

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Stage 3

Stage 3 – Learning Plan What teaching and learning experiences will you use to:

achieve the desired results identified in Stage 1? equip students to complete the assessment tasks identified in Stage 2?

Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning? •By the end of the unit, students will have a better understanding of the environment around them, specifically aquatic ecosystems. They will understand that humans play a key role in maintaining the balance of these ecosystems. Finally, they will understand natural resources and how pivotal humans are to conserving them through critical decision making and responsible use. (W)•Learners will know and understand the components of aquatic ecosystems, how they are sustained, and how humans interact with them. They will also know and understand what natural resources are, where they come from, and how to conserve them. (W)•Learners will be pre-assessed in their knowledge, skill, understandings, and attitudes of ecosystems, human interaction with the environment, and resource preservation using surveys and a quiz. They will not have been part of the pre-planning. (E)•Students will be given an outline of the unit itself, and the required assignments for the unit, as well as rubrics for the poster/presentation, webquest, and post-field trip journal entry. They will also have a checksheet for the poster project. (O)•Variability of learners is considered and addressed by utilization of many different modalities of learning and assessment incorporated into the learning plan. Lecture and accompanying visual presentation, computer/internet use, written work, self-assessment and peer review, quizzes, mindmapping, oral presentation, visual art creation, peer collaboration/discussion, hands on experience, collaboration with parents and the classroom aquarium, and minecraft to virtually create the ecosystem for the poster/presentation will all be utilized to make the unit effective and promote transfer of knowledge and understanding. (T)(E)(R)•The learning environment will be the classroom, online, in peer groups, at home, and on a field trip. The physical environment will be enhanced by enabling group work, as well as with the classroom aquarium.

How will you engage students at the beginning of the unit? (motivational set)

•Students will be engaged first by asking essential questions, discussing the natural environment that surrounds each student every day, and by presentation of the pieces of a class aquarium that will be assembled as more and more information is discovered in the unit. (H)What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you equip them with needed skills and knowledge?

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# Lesson Title

Lesson Activities CCCs

Resources

1Introduction

-Have students fill out survey to assess understanding of and interest in aquatic ecosystems and natural resource conservation.-Present essential questions and unit outline.-Have students complete quiz on various aspects of unit.-Introduce components of classroom aquarium that will be built as knowledge increases throughout the unit.

2Water Cycle and Aquatic Ecosystems

-Present lecture on ecosystems, what makes them up, and how they balance.-Present lecture on water cycle and types of water.-Students conduct individual research through Webquest on ecosystems and human interaction.-Students complete journal entry and have teacher led discussion about the essential questions.

Zunal.com

3Natural

Resources and

Conservation

-Present lecture on natural resources.-Have discussion about natural resources in the immediate community.-Guest lecturer from waste treatment plant/recycling plant visits and discusses resource conservation.-Complete quiz on unit material thus far.-Field trip to nature center.-Complete homework with parents on resource conservation in the home and community.-Add elements to classroom aquarium.

Community nature center and community services

4Zoo Project

-Present rubric and outline for zoo project.-Students conduct individual research.-Students complete mindmap.-Students get together in group and appointed group leader takes charge to begin creating poster utilizing checksheet and rubric.-Students utilize Minecraft to virtually create the enclosure they are envisioning.-Students present project orally.-Students evaluate peer projects utilizing rubric and checksheet.-Have discussion about essential questions and ability to answer them, or portions of them.-Add elements to classroom aquarium.

Mindmeister

Minecraft

5Post

Assessment

-Students complete journal entry.-Students complete pre-assessment quiz.-Complete set up of classroom aquarium by adding

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plants and animals.

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Checking for UDL Principles

Assess and Reflect (Stage 4)

Considerations Comments

Required Areas of Study: Is there alignment between outcomes, performance assessment and learning experiences?

As per Appendix (C), there is direct alignment between the desired outcomes of the unit, the performance assessments utilized, and the learning experiences.

Adaptive Dimension: Have I made purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students?

For struggling students:-There is time built in during individual investigation periods, as well as group work, for teacher-student interaction. -The pre-assessment is designed to highlight which students may struggle due to knowledge level.-Feedback to parents who will be engaging during homework will enable additional assistance.-Students who need additional challenge will be assigned as mentors and tutors for those students really struggling.-Webquest, mindmaps, and journal entries will quickly show who is struggling the most, and so more individual attention can be paid to those students through teacher-student interaction and feedback on the webquest, mindmaps, and journal entries.-Multiple forms of teaching and assessment are built into the curriculum to enable all students to succeed.

For students who need a challenge:-Multiple forms of teaching and assessment are built into the curriculum to enable all students to be challenged and succeed.-Students who need a challenge will be utilized to mentor and tutor those students who are struggling, and will be assigned as group leaders.-Students who need a challenge will be assigned to search for and evaluate related and useful webquests, and will be given the opportunity to work with the community to come up with additional natural resource management and conservation practices.

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Appendices

Appendix (A): Planning Pyramid

KNOWLEDGE:Some students will know: • the water cycle involves several processes.• organization of populations, communities, and ecosystems and how they interrelate.• the different sources of salt water and fresh water.• how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem.

Most students will know: • the energy from the sun drives the water cycle• the effects of human activity on the quality of air, water, and habitat.• conservation and resource renewal.• how to make informed decisions regarding contemporary issues, taking into account public

policy and legislation, economic costs/benefits, respect for living things, and personal responsibility.

• how salinity and oxygen levels in water are affected by humans and by natural means.• how to interact with the environment and ecosystems around their immediate surroundings with a positive or negligible footprint.

All students will know: • there are many sources of water on Earth.• water is essential for living things.• water on Earth is limited and needs to be conserved.• natural events and human influences can affect the survival of species and ecosystems. • the interdependency of plants and animals.• the major components essential to sustain life in each type of body of water.• influences of human activity on ecosystems.• why life is more sustainable in shallower water.• the different ways that humans and animals utilize water.• how fish breathe and how mammals that live in the water breathe.• practical ideas for water resource conservation in our homes.• aquatic ecosystems around them and the plants and animals that live therein.

UNDERSTANDING:Some students will understand: • the water cycle involves several processes.• how plants and animals, including humans, in an ecosystem interact with one another and with the nonliving components in the ecosystem.• organization of populations, communities, and ecosystems and how they interrelate.

Most students will understand: • the energy from the sun drives the water cycle

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• the effects of human activity on the quality of air, water, and habitat.• conservation and resource renewal.• how to make informed decisions regarding contemporary issues, taking into account public


• how salinity and oxygen levels in water are affected by humans and by natural means.

• how to interact with the environment and ecosystems around their immediate surroundings with a positive or negligible footprint.

All students will understand: • there are many sources of water on Earth.• water is essential for living things.• water on Earth is limited and needs to be conserved.• natural events and human influences can affect the survival of species and ecosystems.• the interdependency of plants and animals.• the major components essential to sustain life in each type of body of water.• influences of human activity on ecosystems.• why life is more sustainable in shallower water.• the different ways that humans and animals utilize water.• how fish breathe and how mammals that live in the water breathe.• practical ideas for water resource conservation in our homes.

DEMONSTRATION:Some students will be able to demonstrate: • the water cycle involves several processes.• the different sources of salt water and fresh water.• organization of populations, communities, and ecosystems and how they interrelate.

Most students will be able to demonstrate: • the energy from the sun drives the water cycle• the effects of human activity on the quality of air, water, and habitat.• conservation and resource renewal.• how to make informed decisions regarding contemporary issues, taking into account public


• how to interact with the environment and ecosystems around their immediate surroundings with a positive or negligible footprint.

All students will be able to demonstrate: • there are many sources of water on Earth.• water is essential for living things.• water on Earth is limited and needs to be conserved.• natural events and human influences can affect the survival of species and ecosystems.• the major components essential to sustain life in each type of body of water.• the interdependency of plants and animals.

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• influences of human activity on ecosystems.• the different ways that humans and animals utilize water.• practical ideas for water resource conservation in our homes.

CRITERIAFully Developed

to Proficient(100 – 85 Points)

Proficient to Partially

Developed(85 - 71 Points)

Meets Minimum Criteria

(70-61 Points)

Deficient(60-0 Points)

Mindmap All aspects of ecosystem included

Most aspects of ecosystem

Only a few aspects of

No or little research

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in research and subsequent

mindmap; clear that student put time and effort into

creation.

included in research and subsequent

mindmap; student put at least some

time and effort into creation.

ecosystem included in

research and subsequent

mindmap; student put minimal time

and effort into creation.

completed and little to no time

or effort put into creation.

Poster Creation

Student participates fully within group in

creation of poster and contributes

research and ideas.

Student partially participates and

offers incomplete research.

Student participates

minimally and offers

incomplete research.

Student barely or does not

participate and offers little to no research.

Poster Content

All requirements laid out by

performance task outline are included

in poster.

Most required elements included

in poster.

Some required elements included

in poster.

Very few or no required elements

included in poster.

Writing/Grammar/

Neatness on Poster

Writing and format is clear,

grammatically correct, and neatly

laid out.

Few errors that do not hinder

understanding; mostly neat.

Many errors that somewhat hinder understanding;

haphazard work.

Errors that clearly

demonstrate lack of editing and significantly

hinder understanding

and visual appeal.

Appendix (B): Performance Task Rubric

Appendix (C): Unit Self-Assessment Rubric

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Appendix (D): Sample Student Profile

Student Learning Profile in Literature for Toby Toyota

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Strengths Needs Interests

Recognition Good reading comprehension

Easily distracted and needs finite directions to understand tasking

Fiction and graphic novels

Strategy

Writing and making connections between other types of literature

Verbal expression of ideas Drawing/illustrating

Affect Enjoys being part of a group and is social

Struggles with solitary work; needs interaction

Loves stories and wants to write graphic novels

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NORTHCENTRAL UNIVERSITY€¦ · Web viewEDU 603: Curriculum 2.0 Complete Unit Final Project....

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