One of my followers on Twitter is NEA Today. I wanted to follow an organization that has roots in education, and that could provide not only useful tips for my content areas, but also professional growth. In one of the tweets, NEA Today posted a great article about how to create a safer environment in a middle school classroom. This particular article gives a classroom teacher (and administration) strategies on how to reduce, ease, and solve issues that are prevalent in middle schools. Please read more at http://www.nea.org/tools/maintaining-a-safe-environment.html.
Another site that I am following is USA Today. With USA Today, I am able to stay abreast of the latest news daily, while still finding news related to education. The one article that struck me as being important was, the correlation between high stakes testing and teacher evaluation. Within this article it points out how teachers may understand what to teach, and what is important to teach, but simply do not because it is not going to be tested. Teachers are afraid to teach because, in many states their jobs are tied to state assessments. Read more at http://www.usatoday.com/news/opinion/story/2012-03-21/testing-isnt-teaching-Welner/53694246/1.
The second site that I am following is Alexandra from class. Alexandra tweeted a wonderful technology site that assists teachers in using technology effectively within the classroom. This site is great because, it allows you to view how the program works before you use it. Learn more at http://www.edvation.com/techsteps-home/techsteps-k-8/.
Sunday, March 25, 2012
Sunday, March 11, 2012
Chapter 7- Writing with Technologies
Although science may not lend itself to being totally dependent on writing, writing does however become a very critical part to understanding key words and concepts. Chapter 7 talks about the importance of writing, and the many uses writing brings to the table in terms of learning. Writing does not have to be an independent task, but rather collaborative writing is very useful in student learning and achievement.
One tool that chapter 7 talks about using to assist in collaborative writing is the use of blogs. Blogs allow students to post ideas and information that can be viewed by other students. Through the blogs students can receive positive feedback from their peers, and creates an environment in which students can share multiple ideas and resource sites. The use of blogs is very useful when teachers, and students present their different perspectives on certain matters, and share their experiences, which opens up new avenues in which students to think about various concepts.
I really would like to use more inside the classroom. First, blogs allow students to post useful resources and information to share with others. I find that when I give students a project to do for science, that they are limited to how to find resources to complete their projects. Many other students who are deft at using the Internet for research, are more than likely to find sites and resources other students can not. By using blogs, all students are sharing their resources, and also writing about how useful the sites are, and giving feedback to the students about the resources they shared. Even though this may not sound like much, the students are now incorporating more writing into science by communicating with the students through the blog.
My first project using the blog would be with fifth grade students exploring weather and climate in science.
Student Expectation:
The student is expected to differentiate between weather and climate.
Vocabulary:
Weather, Climate, Precipitation, Temperature, Trend, Generalization, Data, Humidity, Typical
Key Concepts:
2. Students will write 100- 200 words explaining how these resources are beneficial in understanding the difference between weather and climate.
3. Students are required to read other students' blogs, and comment on how useful the resources provided are helpful to them (only comment on two students).
Next, the students will provide:
1. A PowerPoint, podcast, or visual to show their understanding of weather and climate.
2. Students will post their project to their blog site
3. Students will comment on two classmates postings.
Another great point that the chapter provides is, writing collaboratively using Google Docs. Google Docs is an application that allows students to share and revise a document that has been created by someone other than themselves. Google Docs allows a group of students to edit the same document at the same time (or at a different time). This application is very helpful because, students who are involved in a group project do not have to wait for one person to complete their part, and pass it on. Google Docs allows group members to give instant and positive feedback to their peers.
Google Docs is truly another tool that would benefit me to use in the classroom. The students in my class work in groups, and in many instances have to go home, do their part, and then wait for their group members to do their part to finish putting everything together. By using Google Docs, groups can publish and share their document, so that group members can work on the same paper at home. More times than not, some students always do more than others. With Google Docs, I can monitor who has contributed to the project, and who has not. It is an effective tool to ensure that all students are active participants during the course of the year. Again, this collaborative writing instills ownership among all the participants, and everyone has a fair say in the project.
The project I will use for Google Docs is having students write about the Sun and Water cycle.
Student Expectation:
The student is expected to explain how the sun and ocean interact in the water cycle.
Vocabulary:
Ocean, Beach Erosion, Waves, Freshwater, Saltwater, Water Cycle, Evaporation, Condensation, Precipitation
Key Concepts:
2. Students will create a word document that covers the following:
a) What factors affect the water cycle
b) Why is the water cycle important to survival
c) What is the role of the Sun within the water cycle
d) Expalin the water cycle, and create a diagram to show the process
3. Students will be separated into groups of four, and each student will be responsible for one topic.
4. Students will be required to work on the document collectively or separately twice a week for two weeks.
One tool that chapter 7 talks about using to assist in collaborative writing is the use of blogs. Blogs allow students to post ideas and information that can be viewed by other students. Through the blogs students can receive positive feedback from their peers, and creates an environment in which students can share multiple ideas and resource sites. The use of blogs is very useful when teachers, and students present their different perspectives on certain matters, and share their experiences, which opens up new avenues in which students to think about various concepts.
I really would like to use more inside the classroom. First, blogs allow students to post useful resources and information to share with others. I find that when I give students a project to do for science, that they are limited to how to find resources to complete their projects. Many other students who are deft at using the Internet for research, are more than likely to find sites and resources other students can not. By using blogs, all students are sharing their resources, and also writing about how useful the sites are, and giving feedback to the students about the resources they shared. Even though this may not sound like much, the students are now incorporating more writing into science by communicating with the students through the blog.
My first project using the blog would be with fifth grade students exploring weather and climate in science.
Student Expectation:
The student is expected to differentiate between weather and climate.
Vocabulary:
Weather, Climate, Precipitation, Temperature, Trend, Generalization, Data, Humidity, Typical
Key Concepts:
- Key Concept 1: Weather refers to the daily environmental conditions we experience around us. It is also used to describe the condition of the atmosphere in a place at a certain time.
- Key Concept 2: Climate refers to the average conditions in a place over a longer period of time.
- Key Concept 3: Weather can be observed each day, whereas climate must be observed over time.
2. Students will write 100- 200 words explaining how these resources are beneficial in understanding the difference between weather and climate.
3. Students are required to read other students' blogs, and comment on how useful the resources provided are helpful to them (only comment on two students).
Next, the students will provide:
1. A PowerPoint, podcast, or visual to show their understanding of weather and climate.
2. Students will post their project to their blog site
3. Students will comment on two classmates postings.
Another great point that the chapter provides is, writing collaboratively using Google Docs. Google Docs is an application that allows students to share and revise a document that has been created by someone other than themselves. Google Docs allows a group of students to edit the same document at the same time (or at a different time). This application is very helpful because, students who are involved in a group project do not have to wait for one person to complete their part, and pass it on. Google Docs allows group members to give instant and positive feedback to their peers.
Google Docs is truly another tool that would benefit me to use in the classroom. The students in my class work in groups, and in many instances have to go home, do their part, and then wait for their group members to do their part to finish putting everything together. By using Google Docs, groups can publish and share their document, so that group members can work on the same paper at home. More times than not, some students always do more than others. With Google Docs, I can monitor who has contributed to the project, and who has not. It is an effective tool to ensure that all students are active participants during the course of the year. Again, this collaborative writing instills ownership among all the participants, and everyone has a fair say in the project.
The project I will use for Google Docs is having students write about the Sun and Water cycle.
Student Expectation:
The student is expected to explain how the sun and ocean interact in the water cycle.
Vocabulary:
Ocean, Beach Erosion, Waves, Freshwater, Saltwater, Water Cycle, Evaporation, Condensation, Precipitation
Key Concepts:
- Key Concept 1: The sun provides the energy that evaporates water on Earth.
- Key Concept 2: As evaporation can be used to separate solutions, water that evaporates from the ocean does not contain salt.
- Key Concept 3: Much of the water cycle begins when the sun's energy evaporates water from oceans, which collectively cover approximately 75% of the Earth's surface.
2. Students will create a word document that covers the following:
a) What factors affect the water cycle
b) Why is the water cycle important to survival
c) What is the role of the Sun within the water cycle
d) Expalin the water cycle, and create a diagram to show the process
3. Students will be separated into groups of four, and each student will be responsible for one topic.
4. Students will be required to work on the document collectively or separately twice a week for two weeks.
Delicious- Week 7
During this week, I have found other interesting delicious sites that are filled with great information. The first site gives lesson plans and tips to teachers on how to make learning science easier, and more "fun" for the students. This particular site provides cut-outs for students to assist them in studying key vocabulary. Please visit http://mjksciteachingideas.com/WED.html to learn more.
The second site that I found was, a site that provided science videos for the classroom teacher. These videos are very informational, and the site also has links to many other science videos. This site is created by Region XIII, and also shares information about the other subjects, as well as information about STAAR and CSCOPE. Please read more at http://www5.esc13.net/tv/core/?bcpid=738699600001&bcvid=952201598001#link642788847001.
The second site that I found was, a site that provided science videos for the classroom teacher. These videos are very informational, and the site also has links to many other science videos. This site is created by Region XIII, and also shares information about the other subjects, as well as information about STAAR and CSCOPE. Please read more at http://www5.esc13.net/tv/core/?bcpid=738699600001&bcvid=952201598001#link642788847001.
Sunday, March 4, 2012
Delicious
One interesting site that I found using delicious is, a website that is created by National Geographic. This website has great links that explore most, if not all of the topics that are covered in 5th grade science. This site has numerous videos that go in depth about the topics, and the videos are fantastic. I found this site, and the one below by typing in 5th grade science, and the names of the topics I wanted to see. It is interesting to note that you have the opportunity to sign up for various alerts and resources available at this site. The site is excellent and I recommend that science teachers use this as a resource. Read and see more at http://environment.nationalgeographic.com/environment/natural-disasters/forces-of-nature/#.
The second site is one that is created by Discovery Education. This particular site provided a very good lesson plan dealing with weather. The site outlines step by step what needs to be accomplished, and the also has links that assist in helping students understand a certain concept. Please visit http://www.discoveryeducation.com/teachers/free-lesson-plans/weather-maps.cfm.
The second site is one that is created by Discovery Education. This particular site provided a very good lesson plan dealing with weather. The site outlines step by step what needs to be accomplished, and the also has links that assist in helping students understand a certain concept. Please visit http://www.discoveryeducation.com/teachers/free-lesson-plans/weather-maps.cfm.
Sunday, February 26, 2012
Chapter 10- Assessment
With the funding of schools tied to adhering to federal guidelines, assessment has become the tool in which districts are using to provide data to meet the requirements. Unfortunately, assessments have become based upon paper and pencil, multiple choice, fill in the blank, and short answer format. Technology has only been used in assessing when, the computer is used to quickly record and give "instant" feedback to the tester. In many instances, the use of technology is only available when testing students at the higher levels of education. At the lower levels, assessment in this content is restricted to computer based programs (i.e Destination Math/Reading, Istation), and assessing the progress of ELLs.
Chapter 10 makes a strong point in the beginning that, if technology is to promote meaningful learning, then students should have the opportunity to to use technology to create projects that assess their understanding of concepts, in real world application. This performance assessment is critical so that students, can express themselves in a manner outside of the standard way of assessing. Using performance assessment is a tool that I would like to further explore. For example, students would be able to create a working light circuit to show they understand that a closed circuit is necessary for electricity to reach the light bulb and generate light and heat. Students will have the option of using a PowerPoint (with diagrams), podcast, or even use other programs available on the web.
Along with performance assessment, the chapter also ties in the need to create rubrics for assessing students. Rubrics outline the tasks students need to accomplish, and the depth in which they need to accomplish these tasks to receive a certain score. Rubrics are necessary so that students remain focused on what they need to do, and not get off task when completing their assignment. The chapter cautions that educators understand what they are wanting the students to accomplish, and use the correct rubric for the task given. I see that I have a need to use rubrics more frequently in the classroom. Many times I have given students assignments, only to find that many still have questions about what needs to be accomplished. By incorporating the rubric, I believe that I can ease the uncertainty many students have about the assignment, and can create a more effective and meaningful project.
Chapter 10 makes a strong point in the beginning that, if technology is to promote meaningful learning, then students should have the opportunity to to use technology to create projects that assess their understanding of concepts, in real world application. This performance assessment is critical so that students, can express themselves in a manner outside of the standard way of assessing. Using performance assessment is a tool that I would like to further explore. For example, students would be able to create a working light circuit to show they understand that a closed circuit is necessary for electricity to reach the light bulb and generate light and heat. Students will have the option of using a PowerPoint (with diagrams), podcast, or even use other programs available on the web.
Along with performance assessment, the chapter also ties in the need to create rubrics for assessing students. Rubrics outline the tasks students need to accomplish, and the depth in which they need to accomplish these tasks to receive a certain score. Rubrics are necessary so that students remain focused on what they need to do, and not get off task when completing their assignment. The chapter cautions that educators understand what they are wanting the students to accomplish, and use the correct rubric for the task given. I see that I have a need to use rubrics more frequently in the classroom. Many times I have given students assignments, only to find that many still have questions about what needs to be accomplished. By incorporating the rubric, I believe that I can ease the uncertainty many students have about the assignment, and can create a more effective and meaningful project.
Blogs and Alerts- Week 5
The first blog that I found was very entertaining. It was a class blog that that taught about Light and Energy. The teacher of this class used an interactive game to help the students understand light and energy, and find out who tried to blow up the Earth. The game itself was very informational and fun to play. Please enjoy the game at http://www.engineeringinteract.org/resources/alienattack.htm. To view the original website please visit http://hillscience.blogspot.com/2012/02/5th-grade-science-class-on-thursday.html.
If you are into ebooks, and using interactive this is the site for you. This site provides links to science ebooks that can be downloaded, and interactive science games. The site offers various links to a variety of different sites dedicated to the science teacher. See more at http://torrentz.eu/th/5th+grade+science-q.
If you are into ebooks, and using interactive this is the site for you. This site provides links to science ebooks that can be downloaded, and interactive science games. The site offers various links to a variety of different sites dedicated to the science teacher. See more at http://torrentz.eu/th/5th+grade+science-q.
Sunday, February 19, 2012
Blogs and Alerts- Week 4
The most interesting blog that I have found to date is this blog posted by fifth grade students. In the blog the students created a YouTube video that explained the Circulatory system. I find that the use of technology, especially YouTube, is a great way for students to use their creativity to show their understanding of science concepts. The site also has links that show other fifth grade students using YouTube as a vehicle to show their science skills. See more at http://www.youtube.com/watch?v=8V9hwaHyGvs.
The second site has flash cards that you can download for the Energy and Ecosystem topics. I find that these flashcards can be very helpful for fifth grade students learning these topics. The flashcards can be pasted into the students' interactive notebooks, and are a great study tool. Read more at http://flashcarddb.com/cardset/230251-5th-grade-science-ch-5-energy-and-eco-systems-flashcards.
The second site has flash cards that you can download for the Energy and Ecosystem topics. I find that these flashcards can be very helpful for fifth grade students learning these topics. The flashcards can be pasted into the students' interactive notebooks, and are a great study tool. Read more at http://flashcarddb.com/cardset/230251-5th-grade-science-ch-5-energy-and-eco-systems-flashcards.
Sunday, February 12, 2012
Meaningful Learning
Cooperative (Collaborative/Conversational)- This characteristic is the one that I use the most within the classroom. I feel that students enhance their learning by collaborating with each other, in addition to the regular instruction given in the classroom. Students are more apt to ask questions and converse with their peers, than ask questions to the teacher. One important way that I use technology to facilitate this characteristic, is by assigning projects that include participation and collaboration of all the group members. For example, during the lesson of Weather and Climate I assigned each group to research a particular topic (Lightning/Thunder, Tsunamis, Hurricanes, North/South Pole, and Tornadoes). Each team member was to research their topic, and then all team members discussed what information they found. After the teams discussed all of their information, they were tasked to create a presentation that included certain criteria. Technology allowed the students to research their topics, but was the necessary vehicle in which to create conversation among the team members.
Constructive (Articulative/Reflective)- This characteristic is the one students like to use the most because, it gives them the freedom to express their learning in their own way. After we have completed a lesson, the students are required to reflect on their learning by creating (in writing, a foldable, or a short presentation) a short project to be shared with the class. In many instances students are uneasy about simply talking about their learning experiences. I notice that when students have the opportunity to create their own reflection (normally with technology) they are more expressive and articulate about their learning. In this instance, technology helps the students build their reflection, but is a security blanket, that helps them to be more articulate in the classroom. Technology has helped me to get many "shy" students articulating more about their learning, than any other vehicle.
Constructive (Articulative/Reflective)- This characteristic is the one students like to use the most because, it gives them the freedom to express their learning in their own way. After we have completed a lesson, the students are required to reflect on their learning by creating (in writing, a foldable, or a short presentation) a short project to be shared with the class. In many instances students are uneasy about simply talking about their learning experiences. I notice that when students have the opportunity to create their own reflection (normally with technology) they are more expressive and articulate about their learning. In this instance, technology helps the students build their reflection, but is a security blanket, that helps them to be more articulate in the classroom. Technology has helped me to get many "shy" students articulating more about their learning, than any other vehicle.
Blogs and Alerts Part II
I found this interesting site that provides links and easy to do science experiments for kids up to eighth grade. Many of these experiments use easy to find materials that are normally found around the house. I know that many times we don't have materials on hand to conduct an experiment, but now here is a resource to help alleviate that pain. Read more at http://www.easy-kids-science-experiments.com/.
The next website provides downloads for fifth grade teachers teaching inherited traits and learned behavior. These materials were provided by a fifth grade teacher who presented at a science conference. I really liked this site because, it provides additional links to other fifth grade topics with resources. One of the many things that I have found is that, I found activities and materials that I would have not thought about doing or using in my own classroom. Read more at http://cicobb.typepad.com/es/2012/01/3c-conference-breaking-it-down-life-science-style-5th-grade-.html.
The next website provides downloads for fifth grade teachers teaching inherited traits and learned behavior. These materials were provided by a fifth grade teacher who presented at a science conference. I really liked this site because, it provides additional links to other fifth grade topics with resources. One of the many things that I have found is that, I found activities and materials that I would have not thought about doing or using in my own classroom. Read more at http://cicobb.typepad.com/es/2012/01/3c-conference-breaking-it-down-life-science-style-5th-grade-.html.
Sunday, February 5, 2012
Blogs and Alerts
One of the most interesting blogs/alerts that I have read this week, is one concerning a change of curriculum in Berkley Heights located in New Jersey. In this article, the students in K-5 grade are now using more hands-on based experiments to increase their knowledge in science. This was very interesting because, in our district we have a hands-on based lab called ScanTek. In this lab, the students use a computer based program, and then conduct a hands-on assignment. Unfortunately, the experiments these students conduct are limited to the time we have, and are not in-depth investigations of that particular concept. Furthermore, the ScanTeK is only being utilized by the fifth grade students. The implementation of this new curriculum allows students at the earliest level to be exposed to observation and inquiry. This new curriculum sounds exciting adn would be very helpful to students who now have to tackle the STAAR. Read more at http://berkeleyheights.patch.com/articles/inquiry-based-science-approach-is-the-focus-in-berkeley-heights.
The second interesting blog/alert that I have read is, a blog that provides links to simple, yet effective, science projects and lessons for students. This site has wonderful information that can be applied not only for fifth grade students, but students of all levels in elementary school. Not only that, but it also has fun and exciting team building exercises that bring the students together. Read more at http://www.etechplanner.org/?p=6275.
The second interesting blog/alert that I have read is, a blog that provides links to simple, yet effective, science projects and lessons for students. This site has wonderful information that can be applied not only for fifth grade students, but students of all levels in elementary school. Not only that, but it also has fun and exciting team building exercises that bring the students together. Read more at http://www.etechplanner.org/?p=6275.
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