Thing 13

For the final 13 Things post, answer the following questions: 1. How has your thinking been transformed about the integration of iPads into the curriculum? What surprised you about this process? Most likely if your thinking about it,there is a app to help. 2. What are your favorite tools, features, and/or apps which you learned about during this professional development? Garage Band is my favorite for podcasting. 3. What was your biggest “aha” moment during this training- learning about fair use was big aha.

Thing 12

Assignment: How well were the tools integrated throughout the lesson? Very well Are the students doing the majority of the learning and creating? In both lesson plans they are. r this assignment.**

Thing 11

Assignment: Objective Tlw create a ScreenChomp video explaining the flow of energy in a food chain and the effects of changes in the food chain. Science Content TEK- 5.9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;Objective Technology TEK- 1 a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities 2. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems 3 d. Process data and report results 4 b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions Vocabulary Sun, producer, consumer, prey, predator, decomposer, herbivore, carnivore, energy, omnivor Audience-ESL Beginners classroom Instructional Input/Modeling Before the lesson began the students were given pictures of food chains and food webs. This lesson would have been taught previously. In a whole group setting the students were allowed to talk about food chains. They were then asked to share what they know about food chains and food webs. A chart was used to share everything they know about food chains. Guided Practice/Learning Activity The class conversation began with ecosystems and examples of different ecosystem. Images were pulled and displayed with Safari using the lightening to VGA adapter. The population of students come from many different countries so they were allowed to share a landbased and aquatic ecosystem. 5 volunteers was requested to simulate the Sun, producer, consumers (3 students). A vocabulary activity was initiated to make sure students had a good understanding of the food chain componenents such as a energy source, consumers, producers, predator, and prey. The students are asked numerous times to reiterate what is this, what is the role of the___________, what is the name again, what does it eat, who eats this organism, it is the prey to what, it is the predator of, if this was removed how would every organism of the food chain be affected. This activity was repeated numerous times to assure understanding. The ecosystems we used were; Landbased-Backyard Sun-Grass-Cricket-Lizard-Owl Aquatic-Ocean Sun-algae-plankton-clownfish-shark Using the Screen Chomp application the teacher modeled how to snag and save and image from google, and upload it to ScreenChomp. The teacher then modeled how the learner explain what is taking place in the food chain and what are the effects if there are pollutants, extinction or over population. Sentence Stems The producer is (basic) The consumers are.. (basic) The energy source is... (basic) The predator is (basic) The prey is.. (basic) _______will happen if the ______population increased (Intermediate) _______will happen if the ______population decreased (Intermediate) If ________ would pollute the _________ then ___________would happen to the food chain (advanced) Independent Practice The student is responsible for creating a screenchomp video explaining the flow of energy in a food chain and the effects of changes in the food chain. Closure D.L.I.Q. Assessment Completion of the assignment.

Thing 10

Assignment: Part 1 I learned that you have to be intentional when teaching this concept. I also learned you have to know the laws as it relate to fair use. I felt like the little girls. i know at some point in time i broke the law unknowingly. Copyrighting and fair use has been a gray area for me. To make sure students are aware of this i would make sure teachers know the importance of teaching, reviewing and inspecting students work. Part 2 After watching the video from Common Sense Educators, what stuck out in your mind about how the teacher introduced copyright and fair use to her students? The review of vocabulary and the use of materials the students were familiar with. This was such an impactful lesson because she used eexample.

Thing 9

What are 2-3 potential ways you can use Skype in your classroom? I would love to have students participate in book studies on classic literature with another class, state, or country. Science experiment with students communicating their findings with another class, state, or country. What are 2-3 potential ways you can use Padlet in your classroom? Having groups build on a idea in class such as Earth Science Creating a digital story board Discuss how using these tools will help enhance student learning and engagement These tools hold students accountable for information they learned or learning.

Thing 8

I would use the Google customizable search engine the most. I am always concerned about my students being about to have access to everything when they are searching. It is like the market in Bangkok. To much and this can lead to students feeling frustrated and time will be wasted. I can set up potential sites for my students and it allows me to choose thier source.

Thing 7

Assignment: In a 2-3 paragraph post for "Thing 7", discuss the following: First let me start out by saying GarageBand is great. I can't believe its a free app. This a great for all content areas. I thought this was a app the music department could use. My favorite feature is the ability for students to engage in the learning process with the connections for them to teach others. The podcast has the ability to help students improve fluency as well create mnemonic devices to increase retention of data. Garage band makes this simple on any device. They did a lot of work to make it and publish it. I would post them on my teacher webpage and my class blog site.

Thing 6

Activity One •Why did you pick this lesson to use in your classroom? I chose this lesson because many students struggle with the concepts. Its better when students can see and access this at their will when needed. •How will you use this lesson with your students (in class, as homework, in small groups, etc.)? I would have it accessible at a division station for small group rotations. While students are working on the division skills they can use the video to help them through the steps. Activity Two •How will you implement the use of this app in your instructional setting? Again I would have this video in a station and show teachers this method at a PLC. •What barriers do you see which may prevent students from being able to utilize this app to create lessons and screencasts of their own? How can you eliminate or circumvent those barriers? The barrier that pops in my mind is teachers having a limited background utilizing technology. That teacher is not going to readily think to access as a resource. To circumvent this situation I will offer teachers that wanted and needed modeling with their students.

Thing 5

Assignment:
6.5A know that an element is a pure substance represented by chemical symbols .
Using Animoto or IMovie the learner will create a video identifying a element on the periodic table.Tlw create a video 30 sec answering the following essential questions;

• What is the name of your element?
• Where is it located on the periodic table?
• What is the symbol, atomic number and mass?
• Is it a metal, metalloid, or nonmetal?
• Where is commonly found?
• Where in the world is it located?
• Include 3 interesting facts.

Using IMovie they will create a trailer for their element as if they are the element.  Tlw not be allowed to disclose the name of their element, just where it is located and what it is commonly used for.  This will be graded on a 10pt scale based on the clues given.

Thing 4

Thing 4

In the first picture I took a picture of the bush by my front door.  In the second picture I cropped the image to only look at the lamp.  I also recolored the photo to enhance it.  I am using photogrid to  share it. This assignment was easy and not confusing.  I would use this feature for students to examine and share the physical properties of different items.  Students can share information about an object using qualitative data and share their findings such as color, texture, sink or float (density).

1. Describe the process or steps you used to complete this activity.   Explain if this assignment was  difficult? Relatively easy? Confusing? and why you felt this way. 
2.  Think about what goes into this process; discuss ways to use this feature to enhance instructions. 
3. Describe an activity your class(es) can complete using iPhoto and how the activity will help increase student mastery and understanding of the concept being explored/taught.

Thing 3

5th Grade Science TEKS

• 5.7B recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's 
• surface by wind, water, and ice 
• 5.2E demonstrate that repeated investigations may increase the reliability of results 
• 5.2F communicate valid conclusions in [both] written [and verbal] form[s] 
• 5.2G construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information

Teacher Goals
Tlw work in collaborative groups researching, creating, analyzing and presenting information about landforms.  By the end of the week, they should be able to identify a landform by its description, understand how water, wind, and ice will change the shape of thier landform with quantitative data, understand that there are limitations in model and what we are able to demonstrate and finally they are expected to communicate their findings verbally, with writing, and using technology.

Student Learning Objectives

Tlw identify a landform by its description

Tlw create a landform such as a  delta, canyon, and sand dune using sand

Tlw demonstrate how wind, water, and ice will change these landforms over time

Tlw will discuss and write about the creation and changes in thier landforms as a result of the wind, water, and ice erosion.

Tlw create a presentation that will identify thier landform, how it is created and changed as a result of ice, wind and water.  Tlw will also identify the limitations in the model they created. 

Technology Intergration

The lesson plan I'm creating using technology will be utilized on the last day is ongoing throughout the week.  I will use the programs in IWork for students to journal their finds daily.  They will be responsible for answering guided questions using Pages.  I will have them to take pictures of the landform their group create as well as save two images they find on line.  My goal is for them to replicate a landform, identify its location and name.  On day three tlw use numbers to chart and graph changes in the height and length in their landforms as a result of water, ice, and wind.(Three models were created to test).  Finally by the end of the week tlw work in groups to create a powerpoint sharing their day by day discovery of discovery using  a template.  This assignment will be submitted  using Google Forms by each individual student to hold them accountable for the information research.

Thing 2

In order to get content created on an iPad off of the device and into another location there are three activities I would use and have experience with.  I like using multiple platforms.  The students get very excited about using something new and different to share, present, and create.  I would use Kidsblog, Edmodo, and Google Drive.  I'm responsible for the entire building learning these methods.  One of the way I can make sure this is effective is offering trainings to teachers with focus a monthly focus.  We need to grow as a campus in order to support each other in these "New" learning and teaching tools.

Kidsblog is a seamless way for teachers to assure writing is being implemented across the board.  I would have students respond to journal prompts.  I also like the idea of working across different platforms and having them to post html's within Kidsblog.  Edmodo was great for my tech club.  I actually was able to create a Voki that gave the students the expectations for the assignment.  They then had to share thier responses.  I even like the idea of using it for quizzes.  The apps are often blocked by the district but, its nice to know there is more.   I'm really going to utilize Google Drive more.  I will use it for quizzes and having students responsible for submitting different task.