Week 15 – Final Project

Option 2: Introduce a new technology

Partner: Addie Snyder

Regular presentation:

Timed Presentation:

https://docs.google.com/a/mymail.vcu.edu/presentation/d/e/2PACX-1vRaSwYx5H3CjAiChVgWVppo5lC9_ihwqQuQHhJZAl55wQuV4voYR2IjLa3uYGqMFpWezVERk8wdQhq8/pub?start=true&loop=false&delayms=15000

 

Week 13 – Blog Post

There is a large overlap with the content.  The content incorporates technology and how it can be beneficial in the classroom.  Although, I believe technology has the potential to be over used or depended upon.  The technology should be incorporated in enhance learning.  Unfortunately, sometimes technology does not work or is relied too heavily on.  I like the idea of using technology to practice a skill.  Some lessons are great for using it as the primary focus as long as it is not taking up too much time to learn and it correctly working.

The spheros from last class were very fun.  I think they are a great way to motivate the students and involve movement during the day.  I hope the school I work at has spheros and much more technology.

Week 12 – Blog Post

K.2 The student will investigate and understand that humans have senses that allow them to seek, find, take in, and react or respond to information in order to learn about their surroundings. Key concepts include

a) the five senses and corresponding sensing organs; and

b) sensory descriptors used to describe common objects and phenomena.

 

Activity 1:

The students will be group in to five different groups.  Each group will be assigned a sense.  They will draw the corresponding organ and draw (write if they can) sensory descriptors for common objects online.  Then they will tell the entire the class the sense, organ and descriptors.

Activity 2:

The teacher will pop pop corn.  The students will click the picture on their computers (ear, nose, skin, tongue, eyes) depending on the questions asked. 1. What do you hear the popcorn popping with? 2. What do you smell the popcorn with? 3.  What do you taste the popcorn with? 4.  What organ do you hear the popcorn popping?  5. What organ do you use to see the popcorn popping?

 

Activity 3:

Each student creates a video of assigned sense.  In the video they have to identify sense, correspond organ and sensory descriptors used to describe three common objects.  All the videos will be viewed by the entire class.

 

Week 11 – Blog Post

2.3 The student will investigate and understand basic properties of solids, liquids, and gases. Key concepts include

  • a)  identification of distinguishing characteristics of solids, liquids, and gases;
  • b)  measurement of the mass and volume of solids and liquids; and
  • c)  changes in phases of matter with the addition or removal of energy.

The activity is designed for students to practice with solid, liquids, and gas.  The activity will reiterate previous knowledge.  The students will practice by participating in a drag and drop activity.  The activity incorporates technology and the 2.3 science SOL.

Week 10 – Blog Post

Content- 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include

a)  weather phenomena;
b)  weather measurements and meteorological tools; and

c)  use of weather measurements and weather phenomena to make weather predictions.

The student will begin by watching meteorologist videos. The students will use their prediction skills to make a weather report video for the one day of the week and post it to flipgrid. Each student in the group will have to present a day that they predicted.

Technology – Video, Flipgrid

Pedagogy- Watch different meteorologist and based off their knowledge to predict the future weather.

Assessment- final product, flipgrid

 

Week 9 – Blog Post

Step 1: What is a PLN?

PLN stands for “Personal Learning Network”.  It is a network of people and resources that support ongoing learning.  Learning can be in many different formats like feedback, insights, documentation, etc.

Step 2: Making Connections

Teachers use social media to connect with their PLN.  Teachers can use twitter, facebook, instagram, email, youtube and many other things to positively connect through the media.

Step 3: Using Twitter to Build Your PLN

Twitter is where educators can find advice, give advice, find helpful links, share work and much more.

Step 4: All About Hashtags and Twitter Chats

Hashtags can organize key words and concepts or find something your are interested in by searching the hashtag.

Step 5: Using Blogs As Part Of Your PLN

Blogs is where you can share information and tips.  It is also a great place to reflect on learning and teaching practices.

Step 6: Using Curation Tools As A Connected Educator

It is important for internet user to establish skills to sift through abundance of internet content.

Step 7: Making Time to Build Your PLN

Start small, set goals and commit, establish a routine and be consistent.  These steps will be beneficial for creating a efficient PLN.

 

Week 8 – Blog Post

SOL 1.8 Can determine the value a combination of pennies, nickels, and dimes up to $1.00.

For my interactive assessment I decided to create a Kahoot.  Kahoot is an enjoyable interactive quiz to analyze how knowledgeable the class is on specific content.  The teacher has the ability to create the Kahoot to their needs.  It is a quick way to survey the class and collect data about what they learned or what needs to be reiterated.  I vaguely remember using Kahoot in high school.  Looking back I realize it is an efficient way to quiz the entire class.  This assessment is a formative one which requires students to use Kahoot.

https://create.kahoot.it/share/money/fd60b538-cb14-4235-83f8-29a6fa2478bc

Week 7 – Blog Post

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 the basic cell structures and functions.

Technology: Websites to complete structures game.

Pedagogy: This assignment would be assigned before the lesson to provide the students a foundation.

TCK: The students will use the virtual websites to understand what they will  be learning. The next class we will go over what was learned and create a cell collectively.

TPK: Using the interactive websites will  fully engage the students with the material and not just reading the textbook.

PCK: The pedagogy supports the content knowledge because after completing the websites, the students should have enough information of what we will be covered in the next class and they will know the structures and functions.

 

https://biomanbio.com/HTML5GamesandLabs/Cellgames/cellexplorerpagehtml5.htmlwe

Week 6 – Blog Post

Virginia Science SOL

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include a) basic needs include adequate air, food, water, shelter, and space (habitat)

The student will drag the picture to the corresponding animals habitat. This includes water, food, and habitat.

Technology: The student will be using their chrome books to complete the assignment on google classroom. Also, they will be conducting research on their own to find the correct answers.

Pedagogy: The student will do the activity individually at home.

Content: The student will investigate and understand that animals, including humans, have basic needs and distinguishing characteristics. Key concepts include a) basic needs include adequate air, food, water, shelter, and space (habitat)certain

Misconceptions: Animals have to hunt for their food, how animals communicate

TPK: The technology supports the pedagogy because they have the ability to do the research and activity independently on their chrome books.

TCK: The technology supports the content because they are learning about habitats through their online research.

PCK: The pedagogy supports the content because the students are able to learn the content independently and learn the content themselves.

Code: ccxmjpt

Week 5 – Blog Post

When I was in high school I remember having an online sight where students could access their grades.  It essentially had different assignments, quiz and test grades labeled for each class, the posted grade and the average grade.  Technology was not highly incorporated in to learning.  Each classroom had a promethean board but students typically had little to no access to the boards.  The teachers would use it to post notes or show videos.  I would occasionally type out papers or create powerpoints.  The grades posted online was convenient and I enjoyed seeing my grade as soon as possible.  The promethean boards could have been beneficial although I do not feel the teachers utilize them nearly enough.  By the time I am a teacher I will be using much more technology for my students than I was exposed to.  I think promethean boards can be used for interactive learning and posting notes online is a good way for students to be exposed to the knowledge.