Week 13 Weekly Blog post

Do you notice any overlap from the Virginia Computer Science Standards and the goals/resources found on code.org? 

There are definitely overlaps between the two. Both aim to inspire students to enhance classroom activities and learning.

Integrating the Computer Science Standards will be something you will do as a teacher, what do you think are the challenges in doing this? 

I think this comes with many challenges, one challenge being planning time. Integrating the computer science standards will take time to create and plan to implement positively into the classroom. Another challenge would be funding, it is expensive to incorporate the Computer Science Standards.

Where do you see overlaps between the content specific SOLs and the Computer Science Standards? 

Both have overlaps with one another, an SOL can be taught using the Computer Science Standard.

Reflect on hands-on experience with Spheros, Ozobots, and Scratch. 

I think these elements are wonderful incorporating into the classroom, they are fun but can also be put into SOL’s. The only thing I think from experience is that these are hard to master. It takes a lot of practice and patience to try and work these things. I even lost patience as a 22 year old completing an activity with these tools.

Week 12 Blog Post

Activity 1- World Map: The students are assigned to fill out the map with the continents and the oceans with a drag and drop tool on the SMART board. Substitution for this, this could easily be done on a sheet of paper.

Activity 2- Labeling the parts of the flower: The students are assigned to write in the parts of the flower on a SMART board. Substitution, this could be done on the board with the whole class, using a simple flower drawing.

Activity 3- States of matter: The students will label the 3 different states of matter, gas, liquid, or solid according to the diagram. Substitution for this could be done on a sheet of paper individually for the students.

Week 10 Weekly Blog Post

Content: VA sol 2.6 The student will investigate and understand basic types, changes, and patterns of weather. Key concepts include a) temperature, wind, precipitation, drought, flood, and storms; and b) the uses and importance of measuring and recording weather data.

Students will pick two states and search the weather in this area for the week on twitter. Create a chart for seven days have students take note of precipitation, temperature, and wind speed. Everyone will be a weather man or woman to share to the rest of the class on one of their chosen location.

Objective:

The students will be able to find and analyze weather reports from chosen locations, given the use of their twitter findings and be prepared to share the report with 90% accuracy.

Pedagogy: Individual work/Class sharing

Technology: Twitter

Connections:

TPK: the pedagogy is supported by the technology because the students will use twitter to get examples of the weather from their chosen location.

TCK: Using twitter, students are able to search for their specific location and learn the selected content.

PCK:Students will share their findings on their weather reports to the rest for the class for their chosen locations.

Week 8 Blog Post

2.6 The student will develop map skills by using globes and maps of the world and the United States to locate a) the seven continents and the five oceans;

Creating a Song

3 2 1
Students are able to accurately create a song confirming the 7 continents. Students should have accurately talked about all 7 continents. Students are able to talk about 6-5 of the continents. Students were unable to talk about more than 5 of the continents.
Students are able to accurately create a song confirming all 5 oceans. Students should have accurately talked about all 5 oceans. Students were able to talk about 4-3 of the oceans. Students were unable to talk about more than 3 of the oceans.

 

Labeling a Map

  3 2 2
Students are able to accurately pinpoint and label the 7 continents on the map given. Students should be able to accurately pinpoint and label all 7 continents on the map correctly. Students are able to label 6-5 of the continents on the map correctly. Students are unable to pinpoint more than 5 of the continents.
Students are able to accurately pinpoint and label the 5 oceans on the amp given. Students should be able to accurately pinpoint and label all 5 of the oceans on the map correctly. Students are able to pinpoint and label 4-3 of the oceans on the map correctly. Students are unable to pinpoint and label more than 3 of the oceans on the map.

Worksheet as a formative assessment

Map of the World assessment

 

Assessment at the end. Taken as a quiz.

 

Google Classroom Week 7

4.4 The student will investigate and understand basic plant anatomy and life processes. Key concepts include a) the structures of typical plants and the function of each structure

Given the parts of the plant and labels, the students will be able to identify 3 out of 4 parts of the plant and tell each parts function.

Please follow the directions carefully!!!
You are assigned to complete this lesson below. Watch the video, navigate through the slide show, complete the matching activity, and respond to the discussion question.

1. Start here! Watch this video and make sure to take notes while you watch
https://www.youtube.com/watch?v=N-l-gsWOKzk

2. Next, you will explore this slideshow and learn more about the plant and its functions. Below is a link to google slides, click the link and follow the slides from the beginning. Explore all 7 slides and take some quick notes.
https://docs.google.com/document/d/1loGKbziHd1D8J_rLaX9Le8wDPAMtab_DPmK5beuxZsQ/edit?ts=5c7705bc

3. You are now assigned to complete a document on google slides. Correctly drag and drop the names and functions of the plant.
https://docs.google.com/presentation/d/17ggbeUcAeT4jP6WWLhzGmHlYozKqVN2HWD3wIf_LqXg/edit?ts=5c770b7a

4. Discussion Question: What is your favorite part of the plant and why?

JOIN CODE: d5lswue

 

PCK: Using the slideshow to learn the information and write notes.

TCK: Using the google docs and labeling the parts of the plant with their functions.

TPK: Having the students watch the video and write notes on the information.

Google Classroom Solar Systems

Earth Patterns, Cycles, and Change Topic   Investigating the planets Primary SOL 4.7 The student will investigate and understand the organization of the solar system. Key concepts include a) the planets in the solar system; b) the order of the planets in the solar system; c) the relative sizes of the planets.

https://classroom.google.com/u/3/c/MzA2NjA1NjEyMTda/a/MzA2NjA1NjEyNzJa/details

Technology: Students will utilize their laptops by watching a brief informational video to answer a follow
up riddle worksheet. Students can also conduct further research on their own if the video was not
substantial enough for them.
Content: The information presented will aid the students in learning the solar system and various facts
surrounding the planets.
Pedagogy: Students will use this activity to a lesson on planets. They will be familiarized with the locations
of the planets and relative facts in order to enhance classroom discussion.
TPK: watching the video on their laptops will aid the students in being able to understand the shear sizes of
the planets and accurately visualize them in their correct order.
CPK: The students will be able to differentiate the planets and be able to provide feedback to group
discussion as well as know the locations and facts about our solar system at base level.
TCK: The informational video will allow students to visualize the content. Many people learn visually
rather than through auditory means. The content will be able to be seen while taught, helping link any
misconceptions the students may have had.

CLASSCODE: d5lswue

Weekly Blog Post Week 5

What has been your experience with LMSs as a learner? How have they helped (if they have)? Do you envision using one in your future career, why or why not?

LMS have been incorporated into my education for along time now. LMS has helped me view my grades, homework assignments, and contact my teachers through a simple webpage. Applications known as blackboard, have been able to offer all aspects of my education. They have helped me by allowing me to know where I stand with my education and grades at all times. I believe having something accessible to teachers, parents, and students is essential. Software like this makes it easy for teachers to communicate and keep records visible to everyone. In my future career I hope to have a webpage to keep track of the students progress, grades, homework, classwork, and assignments, visible to the parents at all times. I want everyone to feel and be as involved into the education of my students as they can be.

Week 4 Weekly Blog Post

Describe an instructional activity you could do using the 3d printer and/or Tinkercad software. How would you include the four principles in this weeks reading in your activity? What VA Computer and technology SOLs would be addressed?

3.5 The student will develop map skills by

a) positioning and labeling the seven continents and five oceans to create a world map

I would use a 3D printer to print out a shape of each continent, I would then have each student place those pieces on a blue sheet of paper. The blue sheet stands for the ocean area on the globe. The students will be assigned to place each continent in the direct area and location, then labeling 5 the oceans around.

Creation: The students will divide up in groups and figure out which of the 7 continents they will print.

Iteration: They will then design their elements through Tindercad.

Sharing: Students will then share which continent they picked out and why those chose to print that one.

Autonomy: Now, students will work all together and place the continents on the blue sheet of paper. They will place them in the corresponding locations and then label the oceans.

Weekly Blog Post Week 3

3.5 The student will develop map skills by

Positioning and labeling the seven continents and five oceans to create a world map

 

Technological Knowledge

  • Map of the world with only continents and oceans labeled
  • Globe

 

Content Knowledge

  • Positioning and labeling the seven continents and five oceans to create a world map

 

Pedagogical Knowledge

  • Song clarifying 7 continents and 5 oceans and what they are called, to help them memorize the names before they are bale to locate exactly

 

 

PCK:

  • Singing the song with the class, teaching the content

 

TCK:

  • Map of the world with continents and oceans labeled

 

TPK:

  • Have the students point to the continents or oceans on the globe as they sing along

 

Misconceptions:

Students may think the earth is flat due to the tools shown to them.

Students may think the distance of the continents are different, due to the map of the world and how it is laid out.

 

Online resources:

https://online.seterra.com/en/vgp/3188

https://www.youtube.com/watch?v=KDosftdo0rY

http://www.myschoolhouse.com/courses/O/1/76.asp