2015-2016
iMovie
Charlotte Hill ES- Ms. Benyuska, GATE Teacher
Technology Standards
1.B.5.1- Create an original, digital work as a form of personal or group expression with minimal teacher support.
2.A.5.1- Collaborate to create and publish digital products to share beyond the classroom.
2.B.5.1- Communicate information and ideas using digital text, images, and sound.
Ms. Benyuska encouraged her students to reach outside of the presentation box to create a trailer that would drum up interest in studying the topic. Take a look at The Stones of Mystery and decide how much you want to learn about Stonehenge.
Padlet
John Hummel ES, Grade 2, Ms. Swanson
W.2.6- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Ms. Swanson is always up to a techy challenge. Her kids have been exposed to coding, ChatterPix, Front Row math and more. For this particular instance, we discussed her poetry unit and decided that Padlet would make a wonderful online anthology. While there is an app for the iPads, Ms. Swanson's 2nd graders accessed this Padlet from the web and each student was tasked with posting a summer poem. Enjoy.
EdPuzzle
John Hummel ES- Mr. Wobeck, 2nd Grade Teacher
NVACS:
2.NBT.A.2- Count within 1000; skip-count by 5s, 10s, and 100s.
Technology Standards
5.B.2.1-Use technologies in learning activities.
Mr. Wobeck has taken ont he task of blending his 2nd grade classroom. He was introduced to EdPuzzle and has hit the ground running. To date, he has put together over 30 EdPuzzles that he uses to enhance learning in his classroom. In the future, he intends to add Quizlet to his blended classroom to complement the EdPuzzle videos for science.
ChatterKids
Charlotte Hill ES, Grade 2, Ms. Guerrero
Science 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
ELA W.2.7: Participate in shared research and writing projects
ELA W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELA SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Ms. Guerrero seized upon the opportunity to use the school's iPad cart in order to allow students to showcase their learning. Students researched the lives of penguins and created a first person account of their research. In context, students also learned the digital skills of searching for and saving images from the Internet to the iPad. A select few even learned how to do some rudimentary editing of their images.
ThingLink
Charlotte Hill ES- Ms. Camero, 4th Grade Teacher
NVACS:
W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
SL.4.5:: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
History 1.0 - People, Cultures, and Civilizations - Students understand the development, characteristics, and interaction of people, cultures, societies, religion, and ideas.
Students in Ms. Camero's class exercised their research chops on a favorite of 4th graders in Nevada. They learned about different people and places that are important to the state of Nevada. After conducting their research, Ms. Camero opted to have the students share their newfound expertise with Thinglink.com.
Students created an interactive image using Thinglink. In order to share their hardwork, students took a gallery walk and were able to interact with the pictures in front of them.
Voki
Liberty HS, Spanish I & II, Ms. Gettler
4.1.2 Students will describe what they do during the day or on the weekend
Ms. Gettler wanted a novel approach to listening to her students orally present material. Voki.com provided a wonderful opportunity for the Spanish I & II students. Students first created their avatars and then provided life to those avatars by recording themselves speaking. Generally, when a foreign language teacher wants to listen to her students speaking abilities, they use the tried and true methodology of having students present in front of the class. Voki allows for the shyer students to still have an opportunity to be successful with a speaking activity. It also has freed up classtime for Ms. Gettler and the students to do more and learn more.
Elise Wolff ES- Ms. Spielman &
Mr. Goldberg, 5th Grade
Science NVACS:
(5)4.5: Explain that living things get what they need to survive from their environments.
(5)4.7: Investigate and describe how some environmental conditions are more favorable than others to living things.
(5)4.8: Investigate and describe how organisms, including humans, can cause changes in their environments.
(5)4.9: Investigate and describe how plants and animals have adaptations allowing them to survive in specific ecosystems.
(5)4.10: Investigate and describe how environmental changes allow some plants and animals to survive and reproduce, but others may die.
ELA NVACS:
RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Working with Ms. Spielman's and Mr. Goldberg's classees was fantastic. Both teachers wanted to take advantage of the collaborative aspects of Google Apps for Education. Students learned how to share a document as well as the skills necessary to create a good presentation.
I was fortunate enough to be able to observe some of the students giving their presentations. The students didn't merely stare at their slides and read. They used the slides as a jumping off point. It was evident by listening to them that they had internalized the content they had researched.
Google Apps for Education
Google Apps for Education
Elise Wolff ES- Ms. Spielman &
Mr. Goldberg, 5th Grade
Science NVACS:
(5)4.5: Explain that living things get what they need to survive from their environments.
(5)4.7: Investigate and describe how some environmental conditions are more favorable than others to living things.
(5)4.8: Investigate and describe how organisms, including humans, can cause changes in their environments.
(5)4.9: Investigate and describe how plants and animals have adaptations allowing them to survive in specific ecosystems.
(5)4.10: Investigate and describe how environmental changes allow some plants and animals to survive and reproduce, but others may die.
ELA NVACS:
RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Working with Ms. Spielman's and Mr. Goldberg's classees was fantastic. Both teachers wanted to take advantage of the collaborative aspects of Google Apps for Education. Students learned how to share a document as well as the skills necessary to create a good presentation.
I was fortunate enough to be able to observe some of the students giving their presentations. The students didn't merely stare at their slides and read. They used the slides as a jumping off point. It was evident by listening to them that they had internalized the content they had researched.
Elise Wolff ES- Ms. Spielman &
Mr. Goldberg, 5th Grade
Science NVACS:
(5)4.5: Explain that living things get what they need to survive from their environments.
(5)4.7: Investigate and describe how some environmental conditions are more favorable than others to living things.
(5)4.8: Investigate and describe how organisms, including humans, can cause changes in their environments.
(5)4.9: Investigate and describe how plants and animals have adaptations allowing them to survive in specific ecosystems.
(5)4.10: Investigate and describe how environmental changes allow some plants and animals to survive and reproduce, but others may die.
ELA NVACS:
RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Working with Ms. Spielman's and Mr. Goldberg's classees was fantastic. Both teachers wanted to take advantage of the collaborative aspects of Google Apps for Education. Students learned how to share a document as well as the skills necessary to create a good presentation.
I was fortunate enough to be able to observe some of the students giving their presentations. The students didn't merely stare at their slides and read. They used the slides as a jumping off point. It was evident by listening to them that they had internalized the content they had researched.
Google Apps for Education
Hour of Code
Multiple Schools, Grades K-5
#HourofCode
Standards for Mathematical Practice:
SMP#1- Make sense of problems and persevere in solving them
SMP#2- Reason abstractly and quzntitatively
Technology Standard:
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Students from grades K-12 participated in the annual week for #HourofCode. Particularly, students at my schools practiced programming everything from making BB8 move to creating their own games. Both students and teachers' interests were piqued as they navigated their way through "puzzles" to ultimately write code. For more information on the week, check out "Coding with Kids"
Digital Citizenship
Digital Citizenship
Elise Wolff ES- Ms. Rowland, 3rd Grade Teacher
NVACS:
W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic
SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.5:: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
2.B.5.1: Communicate information and ideas using digital text, images, and sound.
5.A.5.2: Describe unacceptable and unsafe behaviors in digital environments such as cyber-bullying, divulging personal information, and plagiarism.
To celebrate the week of respect, the digital coach made her way around to classrooms to teach lessons on how students can be a good digital citizen. The Digital Citizenship Pledge lesson from Common Sense Media was adjusted to include the creation of an Adobe Voice video. Students collaborated on ways to be a good digital citizen and shared their thoughts.
Elise Wolff ES- Ms. Rowland, 3rd Grade Teacher
NVACS:
W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic
SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.5:: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
2.B.5.1: Communicate information and ideas using digital text, images, and sound.
5.A.5.2: Describe unacceptable and unsafe behaviors in digital environments such as cyber-bullying, divulging personal information, and plagiarism.
To celebrate the week of respect, the digital coach made her way around to classrooms to teach lessons on how students can be a good digital citizen. The Digital Citizenship Pledge lesson from Common Sense Media was adjusted to include the creation of an Adobe Voice video. Students collaborated on ways to be a good digital citizen and shared their thoughts.
Elise Wolff ES- Ms. Rowland, 3rd Grade Teacher
NVACS:
W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic
SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.5:: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
2.B.5.1: Communicate information and ideas using digital text, images, and sound.
5.A.5.2: Describe unacceptable and unsafe behaviors in digital environments such as cyber-bullying, divulging personal information, and plagiarism.
To celebrate the week of respect, the digital coach made her way around to classrooms to teach lessons on how students can be a good digital citizen. The Digital Citizenship Pledge lesson from Common Sense Media was adjusted to include the creation of an Adobe Voice video. Students collaborated on ways to be a good digital citizen and shared their thoughts.
Plickers
Charlotte Hill ES- Mrs. Stout, 2nd Grade Teacher
Health: (2)2.1 Identify major organs of the body.
As review of the health content taught, Mrs. Stout implemented the use of Plickers. Students answered questions by having their Plicker card scanned by the teacher. Mrs. Stout revealed the collected data to the students by showing the graph of student responses. When students were unsure of a correct answer, Mrs. Stout encouraged students to work together in small groups to discuss the question further. After the discussion, Mrs. Stout re-scanned the class to see if students had a better understanding after talking with one another.