Recent Changes

Tuesday, April 8

  1. page home edited ... Tik a Tok Tik a Tok Reading/ Writing/ Communication Artisancam Artisancam
    ...
    Tik a Tok
    Tik a Tok
    Reading/ Writing/ Communication
    Artisancam
    Artisancam

    (view changes)
    2:38 pm
  2. page Artisancam edited Kalyn Dennis EDU 261 Hutchison 5 December 2013 21st Century Final Project Standard: Reading…
    Kalyn Dennis
    EDU 261
    Hutchison
    5 December 2013
    21st Century Final Project
    Standard:
    Reading, Writing, and Communication
    First Grade
    2- Reading for all Purposes
    1- comprehending and fluently reading a variety of literary text are the beginning traits for readers
    A. Use Key Ideas and Details to
    I. Retell stories, including key details, and demonstrate understanding of their central message or lesson
    ABCD Objective:
    A- 1st Grade
    B- Students will be able to retell a story using artisancam to students in the classroom
    C- In groups, students will read a version of Little Red Riding Hood and create a movie recreation the main events, characters, plot, climax, and end.
    D- Through presentations students will gain the understanding of how fairy-tales have been softened over time to change with the every evolving society standards.
    21st century skills and Level of Blooms:
    - This lesson addressing 21st century skills by facilitating and inspiring student learning and creativity. With this 21st century skill, students will need to model collaborative knowledge construction by engaging in learning with students, colleagues, and others. This lesson addresses this skill by the students coming up with their own creative way to the setting, characters, climax, and resolution using comic stips. he students are also going to be engaged by working with classmates to create the presentation and sharing the assigned version of Little Red Riding Hood with classmates. Another 21st Century Skill this lesson meets is to model digital age work and learning. With this skill, students will communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats. This lesson does meet this skill because students are going to be communicating with other students. They will be carrying on conversations, working together, and creating digital comics.
    - This lesson also integrates some of the Bloom's levels as well. It includes knowledge and comprehension. The knowledge covers knowledge of specifics, terminology, and specific facts. The students will be reading a story, completing a worksheet, using terminology and specific facts that they have learned over those skills. The comprehension level comes when combining the class to show how Little Red Riding Hood has been soften over the centuries.
    Summary of Lesson:
    - In this lesson you will divide the classroom into two groups. Once groups are assigned each group will get a version of Little Red Riding Hood and a worksheet that is laid out to concentrate on summary of reading, characters, setting, climax, and resolution. Students will then take the worksheet information to create a digital story to show the classroom allowing the class to compare the difference in the versions of the story.
    Introduction/ Overview of technology tool:
    - Articancam is an online application tool designed to help people create their own comic strips online. You can choose a setting, characters, as well as speech bubbles in order to create a story in the writing genre of comic books.
    Complete Lesson/ assessment:
    - For this project I would work Little Red Riding Hood into a first grade lesson plan with an emphasis on reading, writing, and communicating. Divide the classroom into two groups. The First group would be assigned the original Brother’s Grimm version of Little Red Riding Hood and the second group would be assigned Candice Randsom’s Little Red Riding Hood. While having each group complete the assigned reading, they would focus in the characters, character action, setting, key events, and solution. To help with these main points a worksheet would be completed (https://docs.google.com/file/d/0B8PCRjCigmXEM1VJaWhkNGQ1NW8/edit). Once each group finishes the reading, they will create a comic using artisancam showing the characters, setting. problem, a resolution that was found in the version of Little Red Riding Hood. This would be broken down to be completed in a week within the classroom
    What you learned:
    - Through this class I learned that integrating technology into a classroom can be very efficient. By using technology you give students a chance to learn, explore, self-teach, communicate, and create an environment in which students are driven and active. Using forms of technology within the classroom will allow evaluation of individuals, groups, and whole classes at a different comprehension level.

    (view changes)
    2:36 pm

Wednesday, December 11

  1. page home edited ... Science PhET PhET Crust Simulation Video Science PhET
    ...
    Science
    PhET
    PhET Crust Simulation Video
    Science
    PhET
    (view changes)
    9:35 am
  2. page home edited ... Digital video/VLC Collision Videos Science PhET Science PhET
    ...
    Digital video/VLC
    Collision Videos
    Science
    PhET

    Science
    PhET
    (view changes)
    9:32 am
  3. page PhET Crust Simulation Video edited Joshua Turner Title: PhET Crust Simulation Video Abstract: Prior to this PhET simulation project…
    Joshua Turner
    Title: PhET Crust Simulation Video
    Abstract: Prior to this PhET simulation project, I will cover plate tectonics and information about the different layers of the earth. The students should show a good understanding for the concepts of plate tectonics before the project begins, or they may need some more individual attention. The plate tectonic lesson should take place the day before this project beings. The students will be set free on the PhET simulation, in the Earth’s crust program, the students will then explore the program, developing a deeper understanding for the concept of plate tectonics. The students will also create a video explaining the different concepts that we discussed in the previous days lesson. The video may be used by future classes.
    Earth Science 6th grade
    Standard: 3.1.c. Use or create a computer simulation for Earth's changing crust.
    Objective:
    A: 6th grade Science students
    B: Students will use the PhET simulation to gain a deeper understanding for the earths crust
    C: Students will work in groups of 2
    D: Students’ Video should be well articulated, allowing others to develop a deeper understanding
    Objective: 6th grade science students will use the PhET simulation to make a video on the changes in Earth’s crust, working in pairs, allowing other students to gain a deeper understanding of the Earth’s crust.
    21st Century Skills and Bloom’s: The students will use collaborative learning, while creating a video and exploring the PhET simulation for the Earth’s crust. The level of bloom’s I plan to reach is analize. The students should be able to understand what is going on within the simulation with the Earth’s crust. The students will also achieve all levels under analize by applying the science that they have learned about the Earth’s crust, understanding that the crust has different aspects to it, and remembering the different layers of the crust and different tectonic plates. The students will begin to use the first 21st century skill listed on the ISTE NETS page, Creativity and Innovation. The students will use models and simulation to explore complex systems and issues.
    Tool: __http://phet.colorado.edu/en/simulations/category/earth-science__
    __http://phet.colorado.edu/en/simulation/plate-tectonics__
    This tool is free, it comes from CU boulder, and it can be accessed with just an internet connection.
    Lesson Details: This lesson should take about one hour. The students should demonstrate a general understanding for plate tectonics. The students will be asked some probing questions such as, what do volcanoes and earthquakes have to do with plate tectonics. The students will then be set free into their groups of two, on the PhET Earth crust simulator. The students will explore the simulator, allowing them to see how the Earth’s crust is actually working around them. The students will then develop ideas of why volcanoes and earthquakes have anything to do with plate tectonics and we will have a discussion about plate tectonics as they are finishing up on their simulator. For them to see examples, I will project my PhET simulation for anything that a student is still unsure of. The students will then create a video of the different concepts that we had discussed and post the videos to the class page.
    What’s the Added Value: The added value of this technology is that you cannot recreate the things that a plate tectonic simulation would do, it would take hundreds of thousands of years to show the real examples. The students will develop a deeper understanding for the whole of the earth science unit. The use of technology is transformative because there is no other way to show the students and let them explore plate tectonics in the classroom. With the PhET simulation, the students can manipulate the different variables that make for different tectonic plate collisions. This allows the students to develop a deeper understanding for the material, leading to better retention. The video allows for other students to have easy resources to refresh the material in the their mind, and it also allows the students to show the people in their house what they have been learning about. The video can also be used by future classes as an idea to start the conversation about plate tectonics.
    What I Learned: I have made lesson plans galore for other classes, but being able to find a way to integrate technology, and not have it be adaptive is quite difficult. I do see a way that technology can be completely transformative within the classroom, but we will have to take a step back from the way we were taught in school to be able to use technology effectively. The emphasis is taken off the teacher, teaching the material, and the students are now experiencing the material, allowing the students to absorb more of the material.

    (view changes)
    9:21 am

Monday, December 9

  1. page Tik a Tok edited Tik a Tok for Colorado History Final Project By, Jessica Trowbridge Standard: Fourth Grade …

    Tik a Tok for Colorado History Final Project
    By,
    Jessica Trowbridge

    Standard:
    Fourth Grade History Standard 1.a - d
    (view changes)
    10:55 am

Thursday, December 5

  1. page Book Creator edited Book Creator Kelsie Hinkle Standards: Third Grade Oral Expression and Listening 1.a. 1. Oral co…
    Book Creator Kelsie Hinkle
    Standards:
    Third Grade Oral Expression and Listening 1.a.
    1. Oral communication is used both formally and informally
    a. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
    Summary/ Abstract:
    Students will write their own story and then use book creator to add picture and sound. They will be able to use the voice-over option to narrate their story. They will then be assessed on their word clarity and reading pace.
    Objective:
    Audience: Third Grade
    Behavior: Narrate their own personal story to show word clarity and reading pace.
    Condition: Working individually in the classroom on iPads.
    Degree: Be able to read an entire short story with clarity and at a smooth pace.
    ISTE Standards:
    Creativity and Innovation
    b. Create original works as a means of personal or group expression
    The students will be able to create their own story and make it into a book using pictures of their choosing. They will do this by using the tool book maker.
    Bloom's:
    Knowledge: Basic recall of facts and data: times, dates, names, formulas, etc.
    Synthesis: Presenting items or thoughts together in new ways, based on a presented criteria.
    Students will use information that they already know to write a story and then present it using Book Maker.
    Overview of the Technology Tool:
    Book Maker is an app that can be downloaded onto ipads to create digital books. Students will be able to title their book and write their story on the ipad. They can also go in and add pictures and voice over to their books. Students will be allowed to change the layout of each page however they would like in order to fit their pictures and words. Once the book is done being created it can be opened using any e-reader. The books can then be sold on the Apple website.
    Added Value of the Technology:
    The use of technology in this lesson is significant because it will allow the teacher to be able to assess clarity and reading pace of each student while allowing them to be creative with the assignment. It also allows the teacher more time to sit and listen to each student carefully and maybe more than once if needed. Each student will be better assessed with the way that the technology is being used. Using this tool will also make it easier for the students. When they are doing these types of tests it is usually one on one with a teacher which can be intimidating. Using Book Maker will take the intimidation away enabling the students to show what they are really capable of.
    Lesson and Assessment:
    The students are to use their creativity to write a story. It can be made up, personal, factual, whatever they desire, the only rule is that the story must be at least 500 words long. The students will use Book Maker to put their book together. They will add pictures to their book as well as using the voice-over option to narrate their story. They will be assessed on the fluency of their reading. Students will be able to clearly read their own story with a steady pace.
    What I Learned:
    From this assignment I learned that there are other ways of assessing students than one on one tests with teachers. As a substitute teacher I have seen these tests take place. Each student is called up the the teacher's desk one by one to read a page of boring words so that the teacher can listen for clarity and reading pace. Using a tool like Book Maker would make this process more fun for the students and teacher. Students will be able to use their creativity to create a story of their own that they will narrate. I did not know that anything like this existed. I know that voice-over existed, but I never knew that it could be used at such a young age in such a fun way. This is a way to keep students interested in what they are doing without knowing that they are being assessed.
    .

    (view changes)
    11:27 pm

More