### Da’Zha Hairston – Week 15 Blog Post

Partner: Katie Via

### Da’Zha Hairston – Week 13 Blog Post

The overlap I noticed between the Virginia Computer Science Standards and code.org is how they are construction based. It seems as though the Science Standards promotes student learning by having them discover technology on their own. The code.org website focuses on the students learning about computer science, so I think the two support each other fairly well.

I think a problem I may run into with the Virginia Computer Science Standards is the students relying on them too much. In 2019 many teachers already have technology embedded into their classroom and that is what the students are used to. I feel if you use it all the time, then the students would not know how to function without it. I think that some assignments should follow the Virginia Computer Science Standards, but not all of them. Students should have a healthy balance between technology and their other work while in school, so that they know how to perform well on both.

Content Specific SOLs and Virginia Computer Science Standards can overlap really well when making a lesson plan. When you are teaching SOLs, I think it is important to see how well you can integrate other lessons. If you are working on a lesson in any of the major content areas (math, science, social studies, or english) I think it would be fun for the students to also have technology integrated as well. This helps them learn the major content, while also using technology that children are so fond of!

### Da’Zha Hairston – Week 12 Blog Post

Matter

Science 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.

THREE STATES OF MATTER POWERPOINT:

Students are expected to put together a slideshow with at least one example of each state of matter and a description as to why it belongs in that category.

This activity would be described at redefinition because it allows the students to make a new activity to showcase what they have already learned about the subject.

THREE STATES OF MATTER CUT AND PASTE WORKSHEET:

The students are expected to cut out multiple examples of solids, liquids, and gases and be able to sort them in the correct category

This activity would be described as modification because it is just another way to learn about the three states of matter.

THREE STATES OF MATTER VIDEO FOLLOWED BY A WORKSHEET:

The students are expected to watch a video on the three states of matter and then complete a worksheet about the video.

This activity would be described as augmentation because the video is the substitute for the lesson itself.

### Da’Zha Hairston – Week 11 Blog Post

This google site is Substitution because the assignment can be done on paper as well.

Modifying the lesson to hit the different level of SAMR enhances the meaningful use of technology because it promotes student engagement. The more options a student has to learn, you’ll most likely be better off appeasing all of the students in your class. Incorporating the different levels of SAMR makes technology more available in your classroom.

### Da’Zha Hairston – Week 10 Blog Post

Reading 2.8: The student will read and demonstrate comprehension of fictional texts.

a) Make and confirm predictions.

b) Relate previous experiences to the main idea.

d) Locate information to answer questions.

e) Describe characters, setting, and important events in fiction and poetry.

f) Identify the problem and solution.

g) Identify the main idea.

h) Summarize stories and events with beginning, middle, and end in the correct sequence.

i) Draw conclusions based on the text.

j) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful expression.

Objective: Using pictures on iMovie, the student will be able to summarize stories and events with beginning, middle, and end in the correct sequence with 90% accuracy.

Learning Activity: Students will post three random pictures that they take with their smart device on Instagram. Using the photos you have posted, one of your peers will comment, creating a story that has a beginning, middle, and end.

Technology: Instagram

Pedagogy: Story telling by putting pictures and texts in order

Content Knowledge: Segmenting stories into a beginning, middle, and end

TCK: The technology supports the content because you use Instagram to segment stories into a beginning, middle, and end.

PCK: The pedagogy supports the content because you are telling a story by putting pictures and texts in order and segmenting them into a beginning, middle, and end.

TPK: The technology supports the pedagogy because you are using Instagram to tell a story by putting pictures and texts in order.

Assessment: Using the iMovie app, there will be random pictures placed on a screen. Students are expected to drag the pictures in order (representing a beginning, middle, and end)  to make sure they understand the sequence of a story. If done successfully, the lesson was effective.

### Da’Zha Hairston – Week 9 Blog Post

Step 1: What is a PLN?

PLN stands for “Personal Learning Network”. It is the way of describing a group of people and sometimes organizations you connect with in order to learn from their, ideas, reflections, and their references. Educators should build a PLN because it helps you stay current or research, students need globally connected teachers, you can learn and connect in a way you enjoy, etc. Some popular ways that educators are learning with their PLNs would be podcasts, blogs, videos, etc.

Step 2: Making Connections

A way that an educator would connect with the world around them would be by curriculum documents, colleagues, popular media, print and digital resources, and family/local community. The challenge I completed was the one that said “relationship tips”. The one that resonates with me the most would be developing a relationship with my colleagues. I feel like the best way to learn from someone is to have one on one interaction.

Twitter is actually one of my favorite social media platforms, so I was really excited about this step! The activity that was required, I have already done. I already have a personal account, as well as a business account to connect with other educators around the world!

Hashtags are something I frequently use on Twitter because it helps you find tweets with other people who were talking about the same thing. For example, if I were to make a tweet to other teachers and add the hashtag “#education”, when I go and type that into my search bar, I could find other account who were also tweeting about education.  I learned that is beneficial to use more popular results, so that you’ll get more results.

Step 5: Using Blogs as a Part of Your PLN

Blog posts are updated regularly and displays posts in reverse, chronological order. Blogs are an important part of your PLN so that people can share ideas and so that you can comment on everyone else’s idea. I like to think of Twitter as a blogging site because you can type, and post whatever you would like, and people are free to respond to you.

Step 6: Using Curation Tools as a Part of your PLN

A person with good curation tools saves us time by sifting through the vast abundance of content to select the best, most relevant resources on a specific topic or theme. One of the main reasons educators curate content is to find, manage, and organize information on specific topics, which leads to professional growth.

Step 7: Making Time to Build Your PLN

To build your PLN you should start small, set a goal and commit to it, set a routine, consider being more productive, don’t be shy, and don’t give up. My goal as an educator, would be to set up a PLN, that appeases to my students who like technology. I know there are a lot of people who do not prefer technology, but there is also a good chunk who do.

### Da’Zha Hairston – Week 8 Blog Post

2.9             The student will tell time and write time to the nearest five minutes, using analog and digital clocks.

Game Site: https://www.splashmath.com/time-games (type in “time games” into the search bar, and pick the best fit game for your group of students, there are plenty of options to choose from)

For my assignment, I wish we would have chose an SOL for older students, so that the assignment would have been harder. Although the games on the splash math website are pretty beneficial to second grade students, it’s straight forward. First and second grade is around the time where students begin telling time, so I did not want to make the activity hard. I feel like the assignment I came up with was perfect for the grade level. If I could have done an activity for older students, we would have done something like creating our own physical copies of clocks that we could actually use. It would be a project for them to take home and be able to adjust the hands on the time. I would want the finish product to be constructed so well, that younger students would be able to use it.

We could also use the “b.socrative” website. I would have the students hook their tablet up to the website, then I would show them clocks on the board and have them type in the time they see. This would be beneficial for students to make sure they can tell time, as well as write it down! After they have all entered their responses, the website will show how many students have got it correct or incorrect.

### Da’Zha Hairston – Week 7 Blog Post

SOL 4.1: The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which: a) distinctions are made among observations, conclusions, inferences, and predictions; b) objects or events are classified and arranged according to characteristics or properties; c) appropriate instruments are selected and used to measure length, mass, volume, and temperature in metric units; d) appropriate instruments are selected and used to measure elapsed time; e) predictions and inferences are made, and conclusions are drawn based on data from a variety of sources; f) independent and dependent variables are identified; g) constants in an experimental situation are identified; h) hypotheses are developed as cause and effect relationships; i) data are collected, recorded, analyzed, and displayed using bar and basic line graphs; j) numerical data that are contradictory or unusual in experimental results are recognized; k) data are communicated with simple graphs, pictures, written statements, and numbers; l) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and m) current applications are used to reinforce science concepts.

Objective: Given a matching activity, the student will be able to identify which independent variable goes with which dependent variable with at least 90% accuracy.

Class code:  ntd2kar

The assignment is a matching game (independent variables to dependent variables)

Content: An independent variable is a variable that is changed or controlled in a scientific experiment to test the effects of the dependent variable (example: stress) A dependent variable is the variable being tested and measured in a scientific experiment (example: heart rate). The amount of stress (independent) you experience effects your heart rate (dependent).

Pedagogy: Based on previous lessons in the classroom, we will use a matching worksheet to see how well the student can pair up the independent variable with the dependent variable.

Technology: Matching worksheet posted on Google Classroom.

TCK: The technology supports the content knowledge because we are using what we already know about independent and dependent variables to complete the matching activity.

TPK: The technology supports the pedagogy because in order to complete the worksheet, we must be able to apply what we learned in the classroom about independent and dependent variables.

PCK: The pedagogy supports the content knowledge because we use what we already know about independent and dependent variables to be able to complete the worksheet.

### Da’Zha Hairston – Week 6 Blog Post

Join Code: hwqeam

SOL 3.9: The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) there are many sources of water on Earth; b) the energy from the sun drives the water cycle; c) the water cycle involves several processes; d) water is essential for living things; and e) water on Earth is limited and needs to be conserved.

Content Knowledge: The water cycle is a process in which water circulates between the earth’s oceans, atmosphere, and land.

Technology: Students will complete a quiz based on the video to test their knowledge of the water cycle.

Pedagogy: Students will watch a short video on the water cycle to understand how it works and all of the important parts.

TPK: The technology supports the pedagogy because students will watch the video to then complete the quiz.

TCK: The technology supports the content knowledge by educating them on the water cycle after they complete the video.

PCK: The pedagogy supports the content knowledge because after watching the video, the students should have a full understanding of all of the stages of the water cycle and its functions.