Da’Zha Hairston – Making Activity

CIVICS: K.8

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.

Links: 

Activity worksheet

https://www.education.com/lesson-plan/on-market-street-goods-and-services/

Activity worksheet

https://www.education.com/worksheet/article/what-are-goods-and-services-2/

Da’Zha Hairston – Week 2 Blog Post

SOL Chosen: (3.12) The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.

Technology: Things that we could use to show the relationships between different time periods are clocks, calendars, the hands on the clocks, watches, timers, pens and pencils, paint, or even a white board and markers.

Pedagogy: The way we would teach the material would be comparing calendars, the knuckle analogy (so that students can see which months do and do not have 31 days), by showing them how smaller increments make up larger increments (such as  seconds turning into minutes, minutes to hours, hours to days, days to weeks, weeks to months, and months to years).

Content Knowledge: We could incorporate things we already know to increase their understanding of the material, such as: not all months have 31 days, then some years have 366 days because they are considered a “leap year”. We can use what we already know about the topic to help them understand or fill the gaps if some things do not make sense. The smaller increments making up bigger increments that are considered pedagogy, are also considered content knowledge because that is something that we already know that we are trying to teach to our students.

Da’Zha Hairston – Week 1 Blog Post

I think a personal website, blog or social media account can be used in my future teaching career in a number of ways. Children now a days are so involved in their technology, that they have so many different apps on their phones. Between Twitter, Instagram, Facebook, Tumblr, etc, there are so many ways for us to communicate with one another.  After visiting a number of elementary school classrooms while here at VCU, I have noticed a lot of teachers are beginning to trade in the pen and paper for an iPad or a tablet. Most children have phones, iPads, laptops, Apple watches, and all other forms of technology so that they can communicate with their peers. If I begin to take interest in some of the things they want, then I believe that it could be a start in improving our communication with one another. When I was growing up and began to notice that teachers started to implement more technology, I wasn’t really a big fan of it. Still to this day, I much rather take notes with pen and paper, rather than use my laptop. Although this is what I prefer, I am well aware that everyone is different. I’m excited to start adding technology into my classroom and seeing how much the students benefit from it!

INSC 310 – TOPIC #9 (Sound and Light)

SINGING WINE GLASS/DANCING FORK/AMAZING FORK 

Scientific Principles:

  • Sound Waves: a wave of compression and rarefaction, by which sound is propagated in an elastic medium such as air

1.) What was the point of this activity?

Sound waves create vibrations and can be heard as long as it travels through a pathway

2.) Explain how you would introduce this to your class.

Playing a video of an opera singer breaking a glass with his/her voice

3.) Where do you see a student having difficulty with this?

Not understanding why tracing the rim of the wine glass makes a noise

4.) What changes or extensions could you do to this activity?

Asking the students to go home and see what sounds they can make with things that they find around their house

 

 

LIGHT BOX ACTIVITY SHEET

Scientific Principles:

  • Reflection: The change in direction of a wave, such as a light or sound wave, away from a boundary the wave encounters. Reflected waves remain in their original medium rather than entering the medium they encounter

1.) What was the point of this activity?

Based on the tilt of the mirrors, you’ll get different light rays and they’ll go in different directions.

2.) Explain how you would introduce this to your class?

Bring mirrors into the classroom and ask students how they are able to see their reflection.

3.) Where do you see a student having difficulty with this?

Not understanding why the different mirrors are producing different rays when they are technically the same material.

4.) What changes or extensions could you do to this activity?

Show how a flashlight reflects glass or a mirror.

 

 

INSC 310 – TOPIC #8 (Electricity and Magnetism)

ELECTROMAGNET AND LOUDSPEAKER ACTIVITY SHEET

Scientific Principles:

  •  Electromagnet: a soft metal core made into a magnet by the passage of electric current through a coil surrounding it
  • Current: the time rate of flow of electric charge, in the direction that a positive moving charge would take and having magnitude equal to the quantity of charge per unit time: measured in amperes

1.) What was the point of this activity?

To show how to create a magnet using electricity.

2.) Explain how you would introduce this to your class.

I would do the activity myself and explain to them what is happening since it may be to difficult for them to try on their own.

3.) Where do you see a student having difficulty with this?

The will not be able to physically see the current, so they may not understand exactly what is happening.

4.) What changes or extensions could you do to this activity?

I would have them go home and find things around their house that are attracted to magnets.

 

 

ELECTRICAL CIRCUITS ACTIVITY SHEET

Scientific Principles:

  • Parallel Circuits: is a closed circuit in which the current divides into two or more paths before recombining to complete the circuit
  • Simple Circuits: consists of three main elements: a current source wiring, and an electrical load. The current source provides power, wiring carries power to the load, and the load uses the power. Electricity flows in a continuous loop from source to load and back again

1.) What was the point of this activity?

Showing the difference between parallel and simple circuits (and which one is more effective.

2.) Explain how you would introduce this to your class?

Explaining the difference between the circuits to students and asking which circuit they think will be more effective based on what they already know.

3.) Where do you see a student having difficulty with this?

Not understanding how to set up the circuit and not getting the light to light up.

4.) What changes or extensions could you do to this activity?

Using more light bulbs to see how bright it gets and adding or subtracting more or less wires to see how that effects the brightness of the light bulb.