Category: WeeklyPost002spring19 (page 1 of 2)

week 13

I think the biggest challenges that teachers face/will face with computer science is accessibility. It would be wonderful if every school had the same amount and kind of technology but that is not reality. It may be hard to implement some of these standards without some of the technology.

I also think it would be hard to find the time if it is a piece of technology that I am not familiar with.

week 12 blog

My first activity is a word sort that the students can drag the listed word into the correct category. This is substitution because the students will be dragging the words instead of writing the words or drawing lines.

My second activity is a drag and drop labeling for the water cycle which could also be colored in. This is substitution because the students will be dragging the labels instead of writing the words or drawing lines.

My third activity is a color and label the planet worksheet. This is substitution because you can use the technology to color in the plants and label them.

Week 10 Blog

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.

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.

Pedagogy: Individual work/Class sharing

Technology: Twitter

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.

Assessment: I will assess the students by keeping an accurate weather map and checking the accuracy of each student’s.

 

 

Week 7

CLASS CODE: 1I2I0VO

https://classroom.google.com/u/0/c/MzA3ODYxMTk4NjNa

4.3 The student will investigate and understand the characteristics of electricity. Key concepts include

a) conductors and insulators;

b) basic circuits;
c) static electricity;
d) the ability of electrical energy to be transformed into light and motion, and to produce heat;

e) simple electromagnets and magnetism; and
f) historical contributions in understanding electricity.

Objective: Given a video and interactive activity, the students will be able to identify what objects a magnet will attract and repel with 80% accuracy.

Content: We are focusing on magnetism, and how the poles work on the earth. There are many things that are magnetic on earth Misconceptions: What poles are, and that all metals are magnetic.

Pedagogy: We will use a video to introduce magnetism to students. Then the students will play a game on finding the poles on a plane. Next, the students will identify different objects that are magnetic on a form. Last, students will post on the discussion talking about an interesting fact on magnets.

Technology: youtube video, interactive brainpop activity, discussion post, and google quiz.

TCK: By watching the youtube video students will learn all about magnetism and then be able to experiment with magnets by playing the brain pop magnet hunt game which will help students get a better understanding of how magnets work.

TPK: Using the video and interactive game allows the students to be more engaged instead of just listening to a lecture about magnets.

PCK: The pedagogy supports the content knowledge because after doing the interactive game and video, the students should have an understanding of magnetism.

 

Week 6 blog

Class code: 1i2i0vo

https://classroom.google.com/u/0/c/MzA3ODYxMTk4NjNa

SOL 5.5 The student will investigate and understand that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment. Key concepts include
a) basic cell structures and functions;
b) classification of organisms using physical characteristics, body structures, and behavior of the organism; and

c) traits of organisms that allow them to survive in their environment.

Content knowledge: Students will learn the different characteristics of plant and animal cells and the importance of the cell structures.

Technology: Google Classroom and linked websites to complete assignments.

Pedagogy: This assignment would be assigned the night before the in-class lesson took place as a teaser to what we were learning about and a pre-assessment.

TCK: The students will use the links to get an understanding of what we will be covering in the next class. Ideally, in the next class we will briefly go over what they did the night before and then we would make our own plant and animal cells.

TPK: Using the interactive cell tutorial and games will allow the students to fully engage with the material and not just reading out of a book/article.

PCK: The pedagogy supports the content knowledge because after doing the interactive cell tutorial and game, the students should have an understanding of what we will be covering in the next class and they will know the functions and their importance.

 

 

Week 5 blog post

Blackboard is the first LMS to pop in my mind. After reading this article, it made me think how much I do appreciate Blackboard because if everything is kept up to date, there are no questions about due dates, assignments, or grades.

I can see something like Blackboard being very beneficial in K-12. From helping out the little ones when they forget what to do for homework by the time they get home, to helping prepare high schoolers for college. I think LMS’ are a great tool to hold students accountable for their especially because parents would be able to access it.

Hopefully, by the time I graduate and get a job, schools will be implementing a system like Blackboard and if not, I can definitely see myself having something alike in place.

Week 3 post

Activity/Pedagogy:

Students will be broken into groups and asked to display an interaction, either positive and negative. The groups will come up with a way to act out the behavior they were assigned and then record a short 10-20 second video clip of the interaction. After all students are finished, the videos will be displayed on a smartboard, followed by discussion questions.

-How did it make you feel when…?

-Why do you think it’s wrong/right?

-What consequences do you think are fair?

-What’s a reasonable response to the incident?

-What should we do next time?

-Etc.

 

Goals:

Students will become aware of classroom rules and consequences, and to understand why they are the correct or incorrect way to behave. Teaches students self-respect and responsibility, by giving them scenarios that haven’t necessarily happened to them yet but could and possible ways to respond. Students will be able to navigate throughout the classroom as a community and have an important role within their classroom and set the basis for future community interactions.

 

Content:

K.8 The student will demonstrate that being a good citizen involves a) taking turns and sharing; b) taking responsibility for certain classroom chores; c) taking care of personal belongings and respecting what belongs to others; d) following rules and understanding the consequence of breaking rules; e) practicing honesty, self-control, and kindness to others; f) participating in decision making in the classroom; g) participating successfully in group settings.

 

Civics 1.10 The student will apply the traits of a good citizen by a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; b) recognizing the purpose of rules and practicing self-control; c) working hard in school; d) taking responsibility for one’s own actions; e) valuing honesty and truthfulness in oneself and others; f) participating in classroom decision making through voting

 

Misconceptions & Things to Consider:

-Students may pick up on negative behaviors during the videos and take it upon themselves to behave in that manner.

-Students may see a negative or positive behavior in the videos, but it may not be considered such in their home lives.

-Since this is a fun activity that has freedom and leniency, students may find these videos funny and not take it as serious or do these behaviors in class to be funny.

-Sometimes the right thing to do isn’t always what we want to do.

-Our choices and behaviors have consequences that are to help us learn not to be mean.

-The severity of our choices compared to our consequences.

Content- Pedagogy

-Teaching how to be a citizen and role model by using student examples.

-Using scenario consequences, as ways to discuss with class fair consequences for those actions beforehand.

Content- Technology

-The characteristics of a good citizen are taught through skit student participation.

– Using a video recorder and smart board to present desirable and undesirable actions in the classroom.

-Using the discussion about the behaviors as a way to promote social interaction.

-Using technology to research proper social skills and behaviors that are modeled by good citizens (honesty, respect, kindness)

Week 2 blog

Temperature 3.13

 

Technology: thermometer for small groups, a big thermometer for class, temperature worksheet including how to read a thermometer and how to draw temperatures.

Content: reading thermometer in Celsius and Fahrenheit and how to round.

Pedagogy: Introducing topic to the whole class and then breaking the students into groups to work on worksheets.

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