Google Site: https://sites.google.com/view/510planets/home
SOL: Earth Patterns, Cycles, and Change 4.7 The student will investigate and understand the organization of the solar system. Key concepts include
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
- The Google Slides activity allows students to practice correctly ordering the planets (by distance from the Sun) by dragging and dropping pictures of the planets. It also gives students practice identifying the planets in the solar system. This activity serves as modification because students would be able to complete the task without technology, but there is significant functional improvement as students are able to use the technology to easily drag and drop the planets.
- The Google Form is an exit ticket for the students to demonstrate their understanding of the content. This activity serves as augmentation because students could complete the same form without technology, but it is a more efficient means of gathering information.
Modifying the lesson to hit these levels of SAMR enhances the meaningful use of the technology because not only does it increase student engagement and give students opportunities to use different forms of technology, but it is also an efficient method of communication between teachers and students.
In class on April 3, 2018, we designed and printed our own 3D artifact that is related to an SOL. I chose to create an artifact of the Earth’s layers, which relates to Science SOL 4.7-Earth Patterns, Cycles, and Change.
Attached is a photo and the file for the design of the 3D artifact.
Resources that would be helpful in creating a classroom culture which engages with the arts regularly would be arts organizations and galleries. Arts organizations could provide students with opportunities to engage with the arts and encourage their creativity, especially by forming partnerships with teachers. Teachers could invite artists into their classroom to teach students about a particular form of art, as well as ways to integrate the arts into the curriculum. I remember an arts organization from my hometown, Academy Center for the Arts, coming to my elementary school to talk about different forms of art, performing a few scenes from their play, and providing the students with an opportunity to come tour the Academy. Opportunities such as these, where students can learn about art forms and their roles within the community, are helpful in encouraging students to engage with the arts more often and even advocate for integrating the arts into their learning.
Other ways that teachers and schools could help create an arts-focused classroom culture would be to collaborate with university art departments, as Dr. Goldberg mentioned in this chapter. For example, schools in Richmond have the opportunity to work alongside VCU Arts, one of the top art schools in the country! Arts undergraduate and graduate students could visit schools to teach students about the process of art and its important role in learning and practicing skills, such as patience, discipline, and self-confidence. This would also allow students to be introduced to different forms of art, ranging from sculpture to photography to painting and printmaking to textiles. Having opportunities to engage with people who are passionate about making art allows students to understand how integrating the arts into curriculum can make learning more rewarding and enjoyable!