Blog Post #12: Seesaw Activities

Science SOL: Life Processes 2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow. Key concepts include a) animal life cycles; and b) plant life cycles.

Activity 1: Students will be able to label the parts of a plant, including the roots, the stem, the leaves, the seeds, and the flower. This activity serves as a form of  substitution because there is no functional change given the technology—the same activity could be done on paper.

Activity 2: Students will be able to drag and drop the basic stages of the plant life cycle, including the seed, germination, growth of roots and stems, seedling, and pollination. This activity serves as a modification because students would be able to complete the task without technology, but there is task redesign as students are able to use the technology to easily drag and drop the stages.

Activity 3: Students will be able to watch the read aloud video of The Tiny Seed by Eric Carle and create their own story about a seed and its journey through life, incorporating the life cycle stages of a plant and vocabulary learned from the other two activities. This activity serves as a form of augmentation because the technology acts as a direct substitute for the print copy of the book, yet the read aloud video allows for some functional improvement as it acts as a digital story or trailer.

 

Making Activity: 3D Lesson

In class on April 10, 2018, we designed and printed our own 3D artifact that could be used in a lesson. I chose to make a clock to allow students to practice telling time. I designed the clock without the hour and minute hands because I would either 3D print them or make them separately so that they could be easily manipulated. My lesson would first introduce the clock and its parts—the numbers, the shorter hand (hour hand), and the longer hand (minute hand). I would explain that you read the shorter hand first to find the hour and then the longer hand to find the minutes. I would also tell the students that the minute hand moves in increments of five minutes and that one complete rotation around the clock means one hour has passed. After introducing the basics of the clock and telling time, I would have my students practice modeling different times. I would give them a time (i.e. 4:30) and allow them to model it using the detachable hour and minute hands. I could then assess the students’ understanding by placing the hands at a certain time and having them tell me the time.

Attached is the digital file for the design of my 3D clock.

https://drive.google.com/open?id=1oRebHK0HqMXFUYhWOTuEUDgxPB-7-WW7

Collaborative Art Projects

In this week’s reading, Dr. Goldberg focuses on collaborative art projects, which benefit both arts organizations within the community and nearby schools. As mentioned in last week’s reading, providing students with opportunities and resources that regularly engage the arts is important in terms of creating a positive and enjoyable classroom environment. Richmond is an especially good place for organizations and schools to collaborate because it is not only rich with culture, but it also has a large arts community. A few of the arts organizations supported by the Richmond community include museums, musicians/festivals, art galleries, murals, etc. Bringing individual artists and arts-oriented organizations into the classroom would allow students to build relationships with artists by learning more about the process of art and its importance, as well as gain inspiration and creativity for creating their own unique pieces of art. In the Richmond community, I believe that schools would benefit from collaborating with the VCU Arts program. This would not only allow the students to learn more about art and how it can be integrated into their learning, but it would also provide motivation for the students to make a goal of attending college. Another organization in Richmond that collaborates with schools in the area is ART 180, which provides children and young adults who are living in difficult situations an opportunity to express themselves through art. This organization and others that support art in the community, as well as individual artists, could collaborate with students in an effort to build a sense of community and positive change through the arts.