Saturday, April 15, 2017
Mind Mapping
Mind Mapping
Click this link to be redirected to Popplet to see the mind map of Living vs. Nonliving.
Living Vs. Non-living
For this project I made a mind map to teach the difference between living and nonliving. This is a 3rd grade UEN standard. I would use this mind map as a homework assignment in my class. I would assign the class to view this mind map before the lesson the night before. After looking at the website, I would hope they would be prepared to participate in the lecture the next day. We would then discuss the difference between living and nonliving, and I would hope that they could come up with their own examples of each.
Standard 2: Students will understand that organisms depend on living and nonliving things within their environment.
Identify characteristics of living things (i.e., growth, movement, reproduction).
Identify characteristics of nonliving things.
Classify living and nonliving things in an environment.
Standard 2: Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. (1, 2)
Standard 5 :Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Wednesday, April 12, 2017
Padlet
Padlet
Click this link to get access to the microorganism discussion board.
Microorganisms
I chose to do that Padlet tool because I think the idea of having a discussion board is really cool. I asked two questions on my Padlet.
1." What are some positive and negative effects of microorganisms?"
2."How science has developed positive uses for some microorganisms and overcome the negative effects of others?"
I left an example on the discussion board of how I would like the 6th grade students to participate. My hope for this discussion board is that the students, after discussion microbacteria in class, for homework, would add their own answers to this higher thinking question. And through this they would be able to collaborate together and learn more.
Objective 3 Identify positive and negative effects of microorganisms and how science has developed positive uses for some microorganisms and overcome the negative effects of others.
Identify helpful uses of microorganisms (e.g., clean up oil spills, purify water, digest food in digestive tract, antibiotics) and the role of science in the development of understanding that led to positive uses (i.e., Pasteur established the existence, growth, and control of bacteria; Fleming isolated and developed penicillin).
Relate several diseases caused by microorganisms to the organism causing the disease (e.g., athlete's foot -fungi, streptococcus throat -bacteria, giardia -protozoa).
Observe and report on microorganisms' harmful effects on food (e.g., causes fruits and vegetables to rot, destroys food bearing plants, makes milk sour).
Standard 3 Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. (2)
Standard 4 Use general purpose productivity tools and peripherals to support personal productivity, to remediate skill deficits, and to facilitate learning throughout the curriculum. (3)
Standard 5 Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Follow the link to have access to the Pinterest Board introducing ways to practice keyboarding, tips, and reasons why it is important.
Pinterest Board "Keyboarding for the 5th Grade"
I have included on my pinterest board many tips and ideas on how to teach keyboarding in the 5th grade. Keyboarding is so important for children to learn because it's everything they are going to need to be successful in the future. My hope is to be able to teach them the correct way to type so that they never suffer from carpal tunnel. My pinterest board would be shared with the children in my class with the hopes that they would use the tips and the games to improve their keyboarding abilities. I also put on my pinterest wall a few funny pictures and videos to help boost moral.
Standard 1
The student will demonstrate correct keyboarding techniques while increasing speed and maintaining accuracy.
Objective 1
The student will achieve minimum keyboarding competency on one-minute timed-writings.
Key at a minimum speed of 25 words per minute (WPM) on at least three one-minute timings.
Key at 2 or fewer errors on one-minute timings.
Key without using the backspace/delete key on timings.
Standard 1
Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
Standard 2
Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. (1, 2)
Friday, April 7, 2017
Storybird
Storybird
The Friends. A Story about friendship and sharing.
I chose to write a story to fulfill the 1st grade literature UEN standard.
I would use this in the classroom to help students understand how detail describe characters, settings, and events. We would read the story together and on each page talk about how the pictures help us to know what is going on in the story. This book teaches about literature but it also teaches how to be a good friend, something that is good for all children to learn.
Reading: Literature Standard 7
Use illustrations and details in a story to describe its characters, setting, or events.
Standard 5: Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Standard 7: Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)
The Friends. A Story about friendship and sharing.
I chose to write a story to fulfill the 1st grade literature UEN standard.
I would use this in the classroom to help students understand how detail describe characters, settings, and events. We would read the story together and on each page talk about how the pictures help us to know what is going on in the story. This book teaches about literature but it also teaches how to be a good friend, something that is good for all children to learn.
Reading: Literature Standard 7
Use illustrations and details in a story to describe its characters, setting, or events.
Standard 5: Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Standard 7: Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)
Flyer
Flyer
Click this link to have access to the Field trip information
Fieldtrip Flyer/Permission Slip
This flyer is a permission slip to be sent electronically to parents. The purpose is to eliminate paper waste. My idea is to put this flyer on a real class blog, that in an ideal world parents would check frequently, and they would then sign it electronically and email it back to me. The permission slip is for a trip to the planetarium. On the flyer I have included the information that the children will learn. This information correlates directly with the objectives and UEN standards.
Objective 2
Describe the use of technology to observe objects in the solar system and relate this to science's understanding of the solar system.
Describe the use of instruments to observe and explore the moon and planets.
Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).
Relate science's understanding of the solar system to the technology used to investigate it.
Find and report on ways technology has been and is being used to investigate the solar system.
Click this link to have access to the Field trip information
Fieldtrip Flyer/Permission Slip
This flyer is a permission slip to be sent electronically to parents. The purpose is to eliminate paper waste. My idea is to put this flyer on a real class blog, that in an ideal world parents would check frequently, and they would then sign it electronically and email it back to me. The permission slip is for a trip to the planetarium. On the flyer I have included the information that the children will learn. This information correlates directly with the objectives and UEN standards.
Objective 2
Describe the use of technology to observe objects in the solar system and relate this to science's understanding of the solar system.
Describe the use of instruments to observe and explore the moon and planets.
Describe the role of computers in understanding the solar system (e.g., collecting and interpreting data from observations, predicting motion of objects, operating space probes).
Relate science's understanding of the solar system to the technology used to investigate it.
Find and report on ways technology has been and is being used to investigate the solar system.
Standard 2: Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. (1, 2)
Standard 3: Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. (2)
Standard 7: Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)
Wednesday, April 5, 2017
Tiki-toki
Tiki-Toki
Follow the link to access a timeline of the revolutionary war.
Revolutionary War Timelime
I chose to make a timeline of the revolutionary war because its an event that I get confused with. I added all of them major events, with pictures to help students link events to images. I think that if it could be taught with more timelines, that are interesting and fun, then perhaps students could remember better the events of the Revolutionary War. I would use this tool in my 5th grade class as a lesson in class. I would also ask them to access the link from home as a reference for a homework assignment. My hope is that by learning this material in the 5th grade, they will then remember it for more intensive studies later on in their education.
Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Follow the link to access a timeline of the revolutionary war.
Revolutionary War Timelime
I chose to make a timeline of the revolutionary war because its an event that I get confused with. I added all of them major events, with pictures to help students link events to images. I think that if it could be taught with more timelines, that are interesting and fun, then perhaps students could remember better the events of the Revolutionary War. I would use this tool in my 5th grade class as a lesson in class. I would also ask them to access the link from home as a reference for a homework assignment. My hope is that by learning this material in the 5th grade, they will then remember it for more intensive studies later on in their education.
Standard 2
Students will understand the chronology and significance of key events leading to self-government.
Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party).
Standard 5
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Standard 5
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
EDpuzzle
EDPuzzle
I made an Edpuzzle to teach about the Renaissance. This was a really cool resource to use. I loved being able to cut out fluff that I didn't need. I decided to focus my video on the reasons for the Renaissance as well as contributing factors. Edpuzzle helped me to cut out other things that weren't important. The question feature was also very cool. I asked clarifying and solidifying questions about the factors of the Renaissance. I would use this tool inside of my classroom while teaching about the Renaissance. We would watch the video as a class, obviously stopping at the questions and talking about them. My hope is that this would help students really understand the reasons behind the Renaissance and why it was important.
Objective 4 Explain the importance of the Renaissance as a rebirth of cultural and intellectual pursuits. Investigate how technological and scientific developments of the time promoted literacy and the exchange of ideas that continue to this day (e.g. moveable type, telescope, microscope). Identify leading Renaissance artists and thinkers and their contributions to visual arts, writing, music, and architecture (e.g. Machiavelli, Michelangelo, Leonardo da Vinci, Palestrina, Shakespeare, Tallis).
Standard 5 Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Standard 8 Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5, 6)
Standard 9 Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
I made an Edpuzzle to teach about the Renaissance. This was a really cool resource to use. I loved being able to cut out fluff that I didn't need. I decided to focus my video on the reasons for the Renaissance as well as contributing factors. Edpuzzle helped me to cut out other things that weren't important. The question feature was also very cool. I asked clarifying and solidifying questions about the factors of the Renaissance. I would use this tool inside of my classroom while teaching about the Renaissance. We would watch the video as a class, obviously stopping at the questions and talking about them. My hope is that this would help students really understand the reasons behind the Renaissance and why it was important.
Objective 4 Explain the importance of the Renaissance as a rebirth of cultural and intellectual pursuits. Investigate how technological and scientific developments of the time promoted literacy and the exchange of ideas that continue to this day (e.g. moveable type, telescope, microscope). Identify leading Renaissance artists and thinkers and their contributions to visual arts, writing, music, and architecture (e.g. Machiavelli, Michelangelo, Leonardo da Vinci, Palestrina, Shakespeare, Tallis).
Standard 5 Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Standard 8 Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5, 6)
Standard 9 Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)
Google Slides
Google Slides
I chose to make a google slide project about the needs of plants. This slideshow goes through the part of the plants and what each part needs to be strong and grow big. I would use this slideshow in my second grade classroom to teach about plants. Hopefully following this slideshow we could identify part of a plant and try growing plants in the classroom ourselves.
Objective 2
Identify basic needs of living things (plants and animals) and their abilities to meet their needs.
Communicate and justify how the physical characteristics of living things help them meet their basic needs.
Standards 2,5
I chose to make a google slide project about the needs of plants. This slideshow goes through the part of the plants and what each part needs to be strong and grow big. I would use this slideshow in my second grade classroom to teach about plants. Hopefully following this slideshow we could identify part of a plant and try growing plants in the classroom ourselves.
Second Grade Science
Objective 2
Identify basic needs of living things (plants and animals) and their abilities to meet their needs.
Communicate and justify how the physical characteristics of living things help them meet their basic needs.
Standards 2,5
Health Newsletter
Click here to access the weekly newsletter
This newsletter is intended to help parents assist their children in creating good habits. The newsletter is all about how to keep healthy. It is intended for the parents of first graders. I would send this newsletter out to the parents. On the newsletter I have included ideas for how the parents can help the children to be sanitary and avoid the germs that come with the flu season. I think newsletters are a great way to involve parents in the education of their children. I can see myself using this method a lot in the future as a teacher.
Standard 1 Students will develop a sense of self.
Objective 1 Describe and practice responsible behaviors for health and safety. Practice appropriate personal hygiene (e.g., bathe, wash hands, clean clothes). Describe the benefits of eating a variety of nutritious foods. Describe the benefits of physical activity. Describe substances that are helpful and harmful to the body. Practice basic safety and identify hazards.
Standard 4 Use general purpose productivity tools and peripherals to support personal productivity, to remediate skill deficits, and to facilitate learning throughout the curriculum. (3)
Standard 7 Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)
Saturday, February 4, 2017
Infographics
Inforgraphics
This week I created an infographic talking about stress and mental health for 4th graders. I think it is important that 4th graders learn about this because there are many tips and strategies for them to avoid feeling stressed out at such a young age. If they could learn all the tips, it would save them much more of their hair as well as time. I think an infographic was the perfect was to approach this activity because its simple and as great animations. It is similar to a flyer, it would be great to just pass out to the 4th graders during class and they could take it home later on and use it if they needed too.
Follow the link to have access to the infographic about stress and mental health.
Mental Health and Stress Piktochart
Standard 1: The students will learn ways to improve mental health and manage stress.
Objective 4: Explore positive options for managing stress.
Define stress.
Identify behaviors or situations that may cause conflict or stress.
Create a stress management plan
Ed-tech Standard 5:Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
This week I created an infographic talking about stress and mental health for 4th graders. I think it is important that 4th graders learn about this because there are many tips and strategies for them to avoid feeling stressed out at such a young age. If they could learn all the tips, it would save them much more of their hair as well as time. I think an infographic was the perfect was to approach this activity because its simple and as great animations. It is similar to a flyer, it would be great to just pass out to the 4th graders during class and they could take it home later on and use it if they needed too.
Follow the link to have access to the infographic about stress and mental health.
Mental Health and Stress Piktochart
Standard 1: The students will learn ways to improve mental health and manage stress.
Objective 4: Explore positive options for managing stress.
Define stress.
Identify behaviors or situations that may cause conflict or stress.
Create a stress management plan
Ed-tech Standard 5:Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
Google Doc
Click here to view the example of the compare and contrast google document.
Compare and Contrast Doc
I decided to do a google doc for this project because it is tool that is becoming very popular! I did not know that there were already pre-made templates available. I haven't used google docs very much because it is a lot more complicated (I thought) to use than word or any of the Microsoft programs. I think google docs will change the future. I will use it in my class by sharing it with parents, colleagues, and anyone else who would like to use it. But mostly I think it will be a great way to get ideas from other people. Also depending on the grade level, I think its a great tool for students to have access to their homework. I believe that older grades, such as 4, 5, and 6th graders, would have no problem accessing google docs by themselves, and by changing to a paperless classroom, it would eliminate clutter and death of trees. My hope is that this example that I made could help the students to make their own. I would use this in my classroom by sharing the example and then asking them to make a compare and contrast chart about literature.
Standard 9: 6th grade reading and literature:
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Ed-tech Standard 5:Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities
Thinglink
I created an animate about science for 3rd graders. I decided to focus on space. For this project I created a thinklink. I decided to do a thinklink because I had never done one before and I was already familiar with Pinterest. In my thinklink I provided information about the earth, the moon, and the sun. The information included talks about shape, size, location, and purpose. I thought the thinklink was an awesome and interactive way to help kids learn about the earth, the moon, and the sun. I would show this presentation in class and do my best to involve the children in the presentation to help them learn about the sun, the moon, and the stars.
Standards: 3rd grade science, standard 1: Students will understand that the shape of Earth and the moon are spherical and that Earth rotates on its axis to produce the appearance of the sun and moon moving through the sky.
Describe the shape of Earth and the moon as spherical.
Explain that the sun is the source of light that lights the moon.
List the differences in the physical appearance of Earth and the moon as viewed from space.
Ed-tech Standard 5:Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
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