Students used both Discovery Education, as well as other outside sources to investigate tools of science from each century (1500s-current). Students were required to use at least three different sources. They used a combination of photos, illustrations, and video clips to convey their research to other students. These Board Builders were shared with other students so that students could teach each other about scientific tools. Here is a link to one:
Student Board Builder Sample
https://app.discoveryeducation.com/builders/boards?assetGuid=52A94996-9EF2-9CE9-FBD1-39D65CDD4429
Showing posts with label science. Show all posts
Showing posts with label science. Show all posts
Thursday, March 12, 2015
I Have Something To Say
A new platform that we have started to use to brainstorm or share quick ideas is something called
Today's Meet. The teacher can ask a question or ask students to observe and they post responses to the current question in a way that teachers and classmates can immediately see and share responses.
For this lesson, I showed the class a picture of a farmer's field that had been recently plowed. However, there was a break in the lines and the lines no longer matched up. Students posted observations and hypothesized about what they saw. This was used as an introduction to faults (Strik/slip) before we began direct instruction. We were able to discuss repsonses.
https://todaysmeet.com/
Today's Meet. The teacher can ask a question or ask students to observe and they post responses to the current question in a way that teachers and classmates can immediately see and share responses.
For this lesson, I showed the class a picture of a farmer's field that had been recently plowed. However, there was a break in the lines and the lines no longer matched up. Students posted observations and hypothesized about what they saw. This was used as an introduction to faults (Strik/slip) before we began direct instruction. We were able to discuss repsonses.
https://todaysmeet.com/
Do You Kahoot?
Kahoot is an interactive "game" system that assesses student knowledge while they answer content related questions in a timed fashion. At the start of the blog, teachers can upload video or music as students sign in. For this particular example, (astronomy unit), I uploaded "The Planets" by Gustav Holst, which is a classical collection of music based on the planets.
Students sign in before starting. I require students to use their first names and not nick-names because I collect data from this exercise and need to know who each student is. (More about data in a minute)
Once students log in, the teacher starts the game. A teacher can find already created reviews on Kahoot. I generally design my own. Questions that I design include content based questions and photos/illustrations to go along with the questions, whenever possible.
When designing the game, a teacher can choose from a list of times that they would like the question to be available (20secs, 30 secs, 60secs, etc). If all students answer prior to that time, the quesion automatically ends.
Students read the question on the Smart Board and then use their mobile device (Chromebook) to answer the questions.
Teachers then have the opportunity to review each question and discuss. At the end of the game, teachers can save their data (who answered what questions correctly) on an Excel sheet. I offer extra credit on a unit test to the top 10 scorers of each class.
A link to Kahoot (For teachers to create their own) Students log in to Kahoot.it
Students sign in before starting. I require students to use their first names and not nick-names because I collect data from this exercise and need to know who each student is. (More about data in a minute)
Once students log in, the teacher starts the game. A teacher can find already created reviews on Kahoot. I generally design my own. Questions that I design include content based questions and photos/illustrations to go along with the questions, whenever possible.
When designing the game, a teacher can choose from a list of times that they would like the question to be available (20secs, 30 secs, 60secs, etc). If all students answer prior to that time, the quesion automatically ends.
Students read the question on the Smart Board and then use their mobile device (Chromebook) to answer the questions.
Teachers then have the opportunity to review each question and discuss. At the end of the game, teachers can save their data (who answered what questions correctly) on an Excel sheet. I offer extra credit on a unit test to the top 10 scorers of each class.
A link to Kahoot (For teachers to create their own) Students log in to Kahoot.it
Straight at the Sun
This year we also focused on the fact that technology doesn't just mean using the computers and videos. We tried to expose students to technology in the field of science. In this activity we had a guest speaker talk to the students about solar telescopes and how they are used. Students not only learned what can be seen, but they had the oppotunity to experience it first had.
Students also had a chance to use a spectroscope to determine elements that were on the sun (star).
Students were able to use their own cameras from phones and connect them to the telescope to take their very own pictures of the sun, safely. Students then identified sun spots. Student pictures of the sun were used to compare pictures of the sun from SOHO over the next several days. Students then drew conclusions about movements of the sun spots. Utilizing background knowledge from class, students drew conclusions utilizing level three vocabulary.
Students also had a chance to use a spectroscope to determine elements that were on the sun (star).
Students were able to use their own cameras from phones and connect them to the telescope to take their very own pictures of the sun, safely. Students then identified sun spots. Student pictures of the sun were used to compare pictures of the sun from SOHO over the next several days. Students then drew conclusions about movements of the sun spots. Utilizing background knowledge from class, students drew conclusions utilizing level three vocabulary.
Monday, March 9, 2015
Board Builder- Teacher
Another way technology becomes part of our day to day routine is through the use of a Discovery Education tool called Board Builder.
From a teaching perspective, I break down the standards into key parts. Some key parts are made into a Board Builder lesson which may cover a couple of days to a week, depending on the content.
This tool can be utlized for students to learn new conent through video, reading selections, graphics, or even a video I make for them. Acitivies can be added. I can attached lab or investigative activities, a webquest or a simple worksheet, as well. These units are often a combination of the facets of SAM-R.
This particular mini unit pertains to hearing. (waves) It incorporates a reading selection, video clip and content related questions, a webquest, and a video which was discussed as a class.
https://google.discoveryeducation.com/player/view/assetGuid/79017BF1-BC48-8E3B-205C-173628FB25A6
From a teaching perspective, I break down the standards into key parts. Some key parts are made into a Board Builder lesson which may cover a couple of days to a week, depending on the content.
This tool can be utlized for students to learn new conent through video, reading selections, graphics, or even a video I make for them. Acitivies can be added. I can attached lab or investigative activities, a webquest or a simple worksheet, as well. These units are often a combination of the facets of SAM-R.
This particular mini unit pertains to hearing. (waves) It incorporates a reading selection, video clip and content related questions, a webquest, and a video which was discussed as a class.
https://google.discoveryeducation.com/player/view/assetGuid/79017BF1-BC48-8E3B-205C-173628FB25A6
Paper Slides
Paper Slides do not sound very technilogical at first, but they way we used them allows students to review and learn from each other, even when they are at home.
First, what is a paper slide video?
A paper slide video is a video taken in ONE TAKE. If you make a mistake, start over. A paper slide video should be 1-3 minutes long and it should teach a key point using narration and illustration.
1. Each group of students was assigned a different vocabulary word or concept (at the end of our unit). However, you could use this to introduce concepts by having students research and teach.
2. Students drew slides to illustrate their concept. The designed narration to accompany their slides.
3. Students created a one take video, known as a paper slide video.
4. The teacher reviewed the videos for accuracy and posted a few each day as a homework assignment on Edmodo. Along with the videos, the teacher assigned brief (1-3 questions) with each video and this was used as a unit review.
First, what is a paper slide video?
A paper slide video is a video taken in ONE TAKE. If you make a mistake, start over. A paper slide video should be 1-3 minutes long and it should teach a key point using narration and illustration.
1. Each group of students was assigned a different vocabulary word or concept (at the end of our unit). However, you could use this to introduce concepts by having students research and teach.
2. Students drew slides to illustrate their concept. The designed narration to accompany their slides.
3. Students created a one take video, known as a paper slide video.
Students practiced determining distance and displacement, along with average speed, while tracking actual sharks on the West Coast. Several sharks are fitted with a GPS device and every time they "fin" (come up to the surface), their locations are documented on a map. Without technology, this activity would not be possible. Here is a copy of the task, including the live website with shark locations.
###
The next activity is all about a shark. This is an actual shark that is tracked by marine biologists. Please go to the following website and follow the instructions. All answers will go in your notebook. Date today's entry and label it: MACK
http://www.fishtrack.com/live-track/
On this website, find Mack the Shark.
Locate his position on August 22 at approximately 2:57am. What was his displacement from the day the previous measurement was taken until August 22? E-mail me the answer.
Record data/analysis in notebook:
Later in the day Mack was found again. This time, at 4:39:48. What distance did it travel? What was its average speed?
Graph each leg (each spot) of Mack's Journey on the erasable graph. By simply looking at your distance/time graph, determine which leg was traveled at the fastest pace. How do you know?
What was the average speed of the journey from start to finish- in days? hours?
Why do you think he traveled so far compared to Sugarlips?
Using the reading selection below, determine what do they mean by "finning" and why is that when they take the coordinates of the shark?
###
The next activity is all about a shark. This is an actual shark that is tracked by marine biologists. Please go to the following website and follow the instructions. All answers will go in your notebook. Date today's entry and label it: MACK
http://www.fishtrack.com/live-track/
On this website, find Mack the Shark.
Locate his position on August 22 at approximately 2:57am. What was his displacement from the day the previous measurement was taken until August 22? E-mail me the answer.
Record data/analysis in notebook:
Later in the day Mack was found again. This time, at 4:39:48. What distance did it travel? What was its average speed?
Graph each leg (each spot) of Mack's Journey on the erasable graph. By simply looking at your distance/time graph, determine which leg was traveled at the fastest pace. How do you know?
What was the average speed of the journey from start to finish- in days? hours?
Why do you think he traveled so far compared to Sugarlips?
Using the reading selection below, determine what do they mean by "finning" and why is that when they take the coordinates of the shark?
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