Kendall College of Art and Design Apps
Color The Sky v2
Color The Sky is an interactive infographicmodule that introduces students to the Color Wheel, including thePrimary, Secondary and Tertiary colors.TARGET GRADE LEVEL: 1-3WHATS INSIDE• An interactive introduction to the color wheel.• Animated descriptions for the Primary, Secondary and Tertiarycolors.• A charming character that walks students through thelessons.• All Printable pagesCOST AND SECURITY• Free to use and share• No In-App purchases• No personal data collectedASSISTS IN MEETING THESE (NCCAS) NATIONAL CORE ARTS STANDARDSVisual Arts Anchor Standards• Anchor Standard #1. Generate and conceptualize artistic ideas andwork.• Anchor Standard #2. Organize and develop artistic ideas andwork.• Anchor Standard #3. Refine and complete artistic work.Visual Arts: Creating - Grade 1• VA:Cr1.2.1a: Use observation and investigation in preparation formaking a work of art.• VA:Cr3.1.1a: Use art vocabulary to describe choices whilecreating art.• Visual Arts: Creating - Grade 2VA:Pr5.1.2a: Distinguish between different materials orartistictechniques for preparing artwork for presentation.Visual Arts: Creating - Grade 3• VA:Cr1.2.3a: Demonstrate and explore identified methods to usetools to capture and form media artworks.Media Arts: Creating - Grade 1• MA:Cr3.1.1a: Create, capture, and assemble media arts content formedia arts productions, identifying basic principles, such aspattern and repetition.Media Arts: Creating - Grade 2• MA:Cr3.1.2a: Construct and assemble content for unified mediaarts productions, identifying and applying basic principles, suchas positioning and attention.Media Arts: Creating - Grade 3• MA:Cr1.1.3: Develop multiple ideas for media artworks using avariety of tools, methods and/or materials.• MA:Pr5.1.3c: Exhibit standard use of tools and techniques whileconstructing media artworks.ACCOMMODATES THE FOLLOWING LEARNING STYLES:• Visual (spatial):pictures, images, and spatialunderstanding.• Physical (kinesthetic): touch - interactivity.• Logical (mathematical): logic, reasoning and systems.• Solitary (intrapersonal): self-study.ABOUT THE CREATORSKendall College of Art and Design of Ferris State Universitystudent Krista Hill created this media as part of her course workin the Digital Media program. The Development (coding) for theproject was powered by the the KCAD Framework created by DigitalConcierge.ALSO AVAILABLE ON THIS MEDIA:• MAC desktop and laptop computers - all browsers• PC desktop and laptop computers: all browsers• iPad and Android tablets using the Photon Web Browser• iTunes Store (search: Color The Sky)• EPIC media: www.epicsite.orgAdditional informationCurrent Version1.0Offered ByEPIC + KCADDeveloperVisit Website - http://www.epicsite.orgEmail - [email protected]
Understanding Detroit 1.0.1
A COMPLETE CURRICULUM MODULEProvides a succinct yet broad history of 20th Century Detroit andasks students to apply the 5 habits of mind in response. Itincludes dramatic historical facts, current opinions and reviewquestions that can prompt students to perform additional research,engage in discussion and complete writing projects.The 5 Habits of Mind:• Significance (why it is important)• Perspective (what is the point of view)• Evidence (how do you know)• Connection (how does it apply)• Supposition (what if it were different)TARGET GRADE LEVEL: 9-12WHATS INSIDE• An interactive historical overview of Detroit• Video Interviews• Review questions based on the 5 habits of mind• All Printable pagesCOST AND SECURITY• Free to use and share• No In-App purchases• No personal data collectedSUPPORTS THESE COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS >HISTORY/SOCIAL STUDIES Grades 9-12Key Ideas and Details 9-11:CCSS.ELA-LITERACY.RH.9-10.1Cite specific textual evidence to support analysis of primary andsecondary sources, attending to such features as the date andorigin of the information.CCSS.ELA-LITERACY.RH.9-10.2Determine the central ideas or information of a primary orsecondary source; provide an accurate summary of how key events orideas develop over the course of the text.CCSS.ELA-LITERACY.RH.9-10.3Analyze in detail a series of events described in a text; determinewhether earlier events caused later ones or simply precededthem.Integration of Knowledge and Ideas 9-11:CCSS.ELA-LITERACY.RH.9-10.7Integrate quantitative or technical analysis (e.g., charts,research data) with qualitative analysis in print or digitaltext.CCSS.ELA-LITERACY.RH.9-10.9Compare and contrast treatments of the same topic in severalprimary and secondary sources.Key Ideas and Details: 11-12CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary andsecondary sources, connecting insights gained from specific detailsto an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary orsecondary source; provide an accurate summary that makes clear therelationships among the key details and ideas.CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determinewhich explanation best accords with textual evidence, acknowledgingwhere the text leaves matters uncertain.Integration of Knowledge and Ideas 11-12:CCSS.ELA-LITERACY.RH.11-12.7Integrate and evaluate multiple sources of information presented indiverse formats and media (e.g., visually, quantitatively, as wellas in words) in order to address a question or solve a problem.CCSS.ELA-LITERACY.RH.11-12.8Evaluate an author's premises, claims, and evidence bycorroborating or challenging them with other information.CCSS.ELA-LITERACY.RH.11-12.9Integrate information from diverse sources, both primary andsecondary, into a coherent understanding of an idea or event,noting discrepancies among sources.ACCOMMODATES THE FOLLOWING LEARNING STYLES:• Visual (spatial):pictures, images, and spatialunderstanding.• Verbal (linguistic): speech and writing.• Physical (kinesthetic): touch - interactivity.• Logical (mathematical): logic, reasoning and systems.• Social (interpersonal): group learning.• Solitary (intrapersonal): self-study.ABOUT THE CREATORSKendall College of Art and Design of Ferris State Universityfaculty and students performed extensive research to create thismedia as part of the EPIC project. The Development (coding) for theFast Food Frenzy game was powered by the the KCAD Framework createdby Digital Concierge.ALSO AVAILABLE ON THIS MEDIA:• MAC desktop and laptop computers - all browsers• PC desktop and laptop computers: all browsers• iPad and Android tablets using the Photon Web Browser• Google Play store (search: Understanding Detroit)• EPIC media: www.epicsite.org
Battling Extinction v1
A COMPLETE CURRICULUM MODULE Battling Extinction utilizesdynamicstorytelling to outline a wide range of human andenvironmentalimpacts that are leading to potential animalextinction. Each storydepicts the specific causes of extinction andthe potential effectson the environment if the trend is notreversed. Students areintroduced to simple actions in their ownlives that can empowerthem to help solve the problem. TARGET GRADELEVEL: 6-9 WHAT’SINSIDE • A complete digital curriculum • Animatedstories •Text-based science information • Links to additionalresources •Group review questions • Practice quizzes • Assessmentwith resultsemailed to the teacher • All printable pages COST ANDSECURITY •Free to use and share • No In-App purchases • No personaldatacollected MEETS THE FOLLOWING NEXT GENERATION SCIENCESTANDARDSPractices For K-12 Science Classrooms • Asking questions•Constructing Explanations and designing solutions • Engaginginargument from evidence Cross Cutting Concepts • Cause and Effect•Energy and Matter • Stability and Change Disciplinary Core Ideas•MS-ESS3-2 Natural Hazards and Catastrophic Event • MS-ESS3-3HumanImpact on the Environment • MS-ESS3-4 Human Consumptionsimpact onEarth Systems • MS-LS2-2 Construct an explanation thatpredictspatterns of interactions among organisms across multipleecosystem• MS-LS2-4 Changes to an ecosystem affect populations •MS-LS2-5Maintaining Biodiversity • MS-LS2.C: EcosystemDynamics,Functioning, and Resilience • MS-LS4.D: Biodiversity andHumans •MS-LS21 Effects of resources on Organisms in anEcosystemACCOMMODATES THE FOLLOWING LEARNING STYLES: • Visual(spatial):pictures, images, and spatial understanding. •Aural(auditory-musical): sound and music. • Verbal (linguistic):speechand writing. • Physical (kinesthetic): touch - interactivity.•Logical (mathematical): logic, reasoning and systems. •Social(interpersonal): group learning. • Solitary(intrapersonal):self-study. ABOUT THE CREATORS Kendall College ofArt and Design ofFerris State University partnered with KenowaHills Public MiddleSchoolers and science teachers to create thismedia as part of theEPIC project. The science content andassessment were developed,researched and verified by Kenowa HillsPublic School students andteachers. The animated stories andgraphic user interface werecreated by KCAD Digital Media students.The Development (coding)was powered by the the KCAD Frameworkcreated by Digital Concierge.ALSO AVAILABLE ON THIS MEDIA: • MACdesktop and laptop computers -all browsers • PC desktop and laptopcomputers: all browsers • iPadand Android tablets using the PhotonWeb Browser • Google Playstore (search: Survive Global ClimateChange) • iTunes Store(search: Survive Global Climate Change) •EPIC media:www.epicsite.org
