Blog Post #6: Virtual Lesson (Habitats)

This virtual lesson asks students to visit the National Geographic Kids website to read about different types of habitats. After learning more information, the students will complete a drag and drop activity on Google Classroom, where they will drag and drop food, water, and shelter to the correct animal.


  • Living Systems 2.5 The student will investigate and understand that living things are part of a system. Key concepts include: b) an animal’s habitat includes adequate food, water, shelter or cover, and space.
  • The focus of the lesson is understanding the definition of a habitat and the components of a habitat (food, water, shelter, and space).
  • Misconceptions: Students may have difficulty understanding the different habitats that animals inhabit, habitats of domestic vs. wild animals, and the difference between shelter and space (shelter: something that protects the animal vs. space: area to roam)


  • The students will learn through the research of habitats on the National Geographic Kids website and the practice and application of knowledge by completing the drag and drop activity.


  • The students will use two forms of technology during this lesson: the National Geographic Kids website ( and Google Classroom (online drag and drop activity).

Pedagogical-Content Knowledge (PCK):

  • Through their research and practice using the knowledge learned through research (pedagogy), the students will learn what a habitat is, the components of a habitat, and different types of habitats (content).

Technological-Content Knowledge (TCK):

  • The different types of habitats and their components (content) can be accessed through the National Geographic Kids articles on habitats and can be assessed using the Google Classroom drag and drop activity (technology).

Technological-Pedagogical Content Knowledge (TPK):

  • The students’ research of habitats (pedagogy) is supported by the National Geographic Kids website (technology) and the practice using the knowledge learned through research (pedagogy) is supported by the Google Classroom drag and drop activity (technology).

Google Classroom Class Code: h2ihxgm 

Blog Post #5: LMS

My first experience with learning management systems (LMS) wasn’t until high school when my school adopted Infinite Campus, an online system where teachers were able to update both students and parents on classroom and school events, share online resources for different subjects, communicate homework assignments or any other announcements, and post grades. Having the experience of using this technology during high school helped me stay better organized by ensuring that important information could be effectively communicated through the system.

As a future teacher, I plan to incorporate LMS into my classroom in order to more effectively communicate with my students, as well as their parents. I have heard of many K-12 schools recently adopting Google Classroom as a means of communicating and enhancing learning for their students. LMS would be beneficial for my students because it would allow them to access educational resources more easily and it would provide opportunities to use technology to support their learning. Something that I would like to keep in mind when using LMS, however, is that technology can be unreliable in terms of resources not uploading properly, the website being down, or the WiFi being slow. In addition, it is important to remember that some students may not have technology available at home to use LMS. Although it may be more difficult to reach these students at times, it can still be beneficial for them to access educational resources at school.

Blog Post #4: Maker Tools and Technologies

I would use 3D technology in a third grade lesson about Force, Motion, and Energy, where students have the opportunity to create their own working Rube Goldberg machine using different types of simple machines. This long-term, interactive project would serve as a summative assessment of a unit on simple machines, allowing the students to demonstrate their knowledge of how simple machines work together.

Science 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.

Principles of Makification:

Creation: This activity would focus on the “making” aspect of makification as students are able to design parts of their simple machines using Tinkercad, print the parts using 3D printers, and put the parts together to create a working Rube Goldberg machine.

Iteration: The principle of iteration would play a large role in this activity because students may need to make alterations to their 3D designs in order to ensure that all parts of the Rube Goldberg machine are working properly. If something does not print correctly or if the simple machines chosen do not efficiently perform the task, students may have to re-evaluate and alter their designs.

Sharing: This activity would focus on the principle of sharing because students would be able to work in groups to create their Rube Goldberg machines. Not only would students be able to bring their own expertise and creativity to this project, but they would also gain experience collaborating with others in order to create something using maker tools and technologies and demonstrating their knowledge of a particular topic. In addition to collaboration within the classroom, students may have the opportunity to interact with online maker communities, as mentioned in the reading, to download others’ artifacts, learn more about maker tools and technologies, and share their artifacts and designs.

Autonomy: The Rube Goldberg activity would allow students to have autonomy over their creations because they would be able to make decisions as a group throughout the design process, including what task will be performed, what simple machines will be used, the design and appearance of the machine, and the overall functionality of the machine. Furthermore, allowing students to have autonomy and giving them time to design and create their machine ensures that they will stay motivated throughout the whole process.

Technology SOLs:

  • C/T 3-5.1 Demonstrate an operational knowledge of various technologies.
  • C/T 3-5.2 Identify and use available technologies to complete specific tasks.
  • C/T 3-5.10 Communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations.
  • C/T 3-5.11 Apply knowledge and skills to generate innovative ideas, products, processes, and solutions.



Blog Post #3: TPACK Lesson 2

TPACK Lesson (Map Skills)


Geography 2.5 “The student will develop map skills by a) locating the equator, the seven continents, and the five oceans on maps and globes.”

The instruction will focus on locating the equator, the seven continents, and the five oceans on maps and globes, based on the following misconceptions:

  • the equator is another line among latitude and longitude lines (students must understand the purpose and location of the equator)

  • land is not divided in a certain way (students must understand the boundaries of continents)

  • the Earth is flat (students must understand the difference between a map and globe-different representations)

  • there is one big ocean (student must understand the boundaries of the five oceans)


The TPACK lesson will begin with students watching the teacher model how the Earth can be represented in two different ways by peeling an orange—the unpeeled orange represents a globe and the orange peel represents a map. Then, using the Smartboard to present a map visual, the teacher will have students come up to highlight the equator among latitude and longitude lines. Students will then be able to learn about the seven continents and five oceans by learning and singing songs about these concepts as a whole class. Finally, the students will be split into groups and have the opportunity to create their own globe using a beach ball and a given map template with the continents and oceans as puzzle pieces.


  • Orange
  • Smartboard (map)
  • Music
  • Beach ball
  • Map template (puzzle pieces)
  • Colored pencils/markers
  • Scissors
  • Glue

PCK (Pedagogical-Content Knowledge):

The students will use visual representations—the orange being peeled and the map on the Smartboard, auditory activities—singing songs, and  kinesthetic activities—putting together a map puzzle (pedagogy) to expand their knowledge of the equator, the seven continents, and the five oceans (content).

TCK (Technological-Content Knowledge):

The students will use the orange (technology) to learn about the different representations of the Earth (content), the Smartboard (technology) to learn about the location of the equator (content), music (technology) to learn about the seven continents and the five oceans (content), and the map template and beach ball (technology) to learn about the boundaries of the continents and oceans and how they come together to create a map/globe (content).

TPK (Technological-Pedagogical Knowledge):

The students will use the orange and map on Smartboard (technology) as a visual representation (pedagogy), the music (technology) as an auditory activity (pedagogy), and the map template and beach ball (technology) as a kinesthetic activity (pedagogy).

Digital Resources: