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.


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Da’Zha Hairston – Week 5 Blog Post

I don’t think that I have had much experience with LMS until I got to my sophomore year of high school. Around that time is when I noticed how much they tried to incorporate it into schools. I think that it was beneficial to the students because our entire generation does everything through technology, so it wasn’t that much of an adjustment process. It was also easier for me because I didn’t have to wait around for teachers to let me know my grade, I had access to all of my information. I think my first real hands on LMS experience, was with blackboard once I got to college. I like having records of my grades that I can access, but it becomes a little frustrating when you have those professors who take forever to put in grades.

I do plan on using them in my classroom, but not very much. Although incorporating LMS into your classroom does seem helpful, it also seems slightly risky. Some times when you enter things in electronically, it gets erased or you cannot find it. I will use it to make things easier on parents, so that they have access to all of their children’s information, but I will also have my own records of things. Overall, I do think it is beneficial for students, parents, teachers, and other staff, but it is not something I am very interested in.


Da’Zha Hairston – Making Activity


The student will demonstrate that being a good citizen involves

  1. a) taking turns and sharing;
  2. b) taking responsibility for certain classroom chores;
  3. c) taking care of personal belongings and respecting what belongs to others
  4. d) following rules and understanding the consequence of breaking rules
  5. e) practicing honesty, self-control, and kindness to others
  6. f) participating in decision making in the classroom
  7. g) participating successfully in group settings


Content Knowledge: The traits and actions that make a good or bad citizen.

  • Misconceptions: Students interpretation of what a “good citizen” is


Technology: The 3D printed artifact that represents a good citizen


Pedagogy: Put two buckets out, one labeled “good citizen traits” and the other “bad citizen traits” then we would have a bunch of cut out things like , people who litter, helps elderly across the road, tells lies, etc. Then we would have the students separate them into the two piles.


PCK: Instead of speaking to the students about what a good citizen is, the students can see some common everyday examples of good and bad citizenship and think critically about which category each “good citizenship trait example” may fall under.


TCK: Using the content knowledge of what qualifies someone as a good citizen and 3D printing a pin with a design the students create that represents one of the categories listed above.


TPK: Using the kinesthetic learning (visual, audio, and hands-on) of the buckets and separating examples to help provide them with some options and/or inspiration for their own personalized good citizenship pin they would create with the 3D printer.

TPACK: To address our misconception of different interpretations students may have, we have created the examples for the students, but giving them the autonomy to choose between good and bad citizenship traits allows them to understand the content without the teacher lecturing them. The students will then create an image that represents a good citizenship trait with the 3D printer.


Da’Zha Hairston – Week 4 Blog Post

Science SOL 3.2:  The student will investigate and understand simple machines and their uses. Key concepts include a) purpose and function of simple machines; b) types of simple machines; c) compound machines; and d) examples of simple and compound machines found in the school, home, and work environments.

I would have students make a 3D model of whatever simple machine they would like, and then have them explain the functions of what they made. This activity would include all 4 principles: creation, iteration, sharing, and autonomy.

Creation: We would explain what exactly simple machines are, and how one simple machine could come in many different forms. For example, a screw is a simple machine and it can come in the form of a nail OR a lid on a jar). This would let the students have many different options to choose from before they 3D print.

Iteration: I would have the students attempt to make simple machines on Tinkercad. They won’t know exactly what they are doing yet, but this would let me see their thinking process and see how they are transferring their thoughts onto the program.

Sharing: After all of their 3D objects are done, they are going to present their simple machines to the rest of the class. They will most likely see how much they have in common, while also learning things from other students who had a more detailed design.

Autonomy: The students will attempt to make a more specific simple machine and explain how they could use it in their day to day activity. For example, if they made a basic screw, they could then make a top that screws on to a jar and explain how they could put cookies in it and sit it on their kitchen counter.

Da’Zha Hairston – Week 3 Blog Post

Economics (1.7): The student will explain the difference between goods and services and describe how people are consumers and producers of goods and services.

Content Knowledge: Define goods and services, show connections to real life (example: if you mow the lawn, then you will get $15), show the reverse relationships (good –> service, and service –> good.

Misconceptions: understanding that you do not benefit from all tangible items, and not all goods are desired by everyone (just because it is considered a good, doesn’t mean that everyone wants it).

Technology: A chart showing connections (good to good, service to service, good to service, and service to good), or we could make a little store at the school and have each of the students start with some type of “money”, they can trade that money in for a good (pencil, pen, ruler, etc), and this will begin a trade process.

Pedagogy: Breaking students into groups to create their own store, show the exchange between the goods and services, and having students quantify their service for other goods.

PCK:  C: “I want to teach goods and services and how they’re used for exchanging other goods and services. P: “Group students to provide a service for other goods”

TCK: C: “I want to teach goods and services and how they’re used for exchanging other goods and services. T: “You could use fake money, pencils, pens, and charts to show the relationship”

TPK: T: You could use fake money, pencils, pens, and charts to show the relationship”  P: “Group students to provide a service for other goods”

TPACK: I want to teach students about goods and services, so I would put the students into groups, and have them use fake money to buy goods and services.


Activity worksheet


Activity worksheet


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