I was reviewing the student safety features of an educational online tool for creating digital posters called Glogster EDU, and it got me thinking about how are we (teachers) and schools preparing students to be digital citizens? At first, I thought of digital citizenship meant knowing how to keep yourself safe on the internet, but I learned that it is so much more. Citizenship is not only knowing the laws, but also participating in the society in a productive manner.
In my searching, I came across a number of curriculums that propose to teach digital citizenry over multiple units and lessons. These sites talked about not only keeping students safe by protecting the information they share online, but also how to create a secure password. The sites also contained a literacy component of teaching students how to use the internet and to be critical evaluators of the information learned there.
With this new technology comes the possibility of misuse in the form of cyberbullying and digital cheating.
As I sat reading about the depth and breadth of digital citizenship, I began to wonder how MY elementary school was handling these same issues. I know that students as young as second grade have access to laptops, but I don't know what curriculum the school has adopted to teach these students about becoming a digital person of integrity.
Prior to entering the T-Cert program, I would not have described myself as techno-savvy. In fact, I was probably more like an ostrich, burying my head and ignoring the waves of change. During the two years of classes and training for becoming a teacher, I have moved into a new technology phase. I still wouldn't describe myself as techno-savvy: I have a dumb phone, as opposed to a SMART phone; I use a PC; and I'm not a fan of blogging. BUT, I know what the SMART phones can do; I have worked on a Mac and feel comfortable; and I see the purpose of blogs and the importance of being connected to a digital community for resources and growth in my career. I have learned to embrace technology and I am excited to discover new tools, tips, and programs. And now I want to help others embrace technology, too. Unlike the rest of teaching, I think technology is an area where students are way ahead of their teachers, and I want to catch up.
Friday, March 11, 2011
Area and Perimeter of Triangles and Parallelograms
Last week in the elementary school classroom, we were teaching students how to find the area and perimeter of parrallelograms. The previous week, the students had learned how to find the area of triangles: (Base x Height)/2. The textbook has the students figure out the area and then compare it to the perimeter.
The students seemed to get the formula for area for triangles. However, when we moved on to parallelograms, the students started to revert back to the length x width formula for area, using the side lengths and not the height (which results in an incorrect answer). This made me stop and wonder why we use different language for the two formulas. Why don't we just say "height" for length and "base" for width. It seems like it would help eliminate some of the problems or confusion our students now face.
The math curriculum is structured in such a way that students learn about area and perimeter of squares and rectangles first. Then, triangles and parallelograms. Students are taught to find the height of the triangle, and learn to use this measurement instead of the side length for defining area. But for some reason, when we move onto parallelograms, the students go back to using the side length. I think they do this because parallelograms look like slanted squares or rectangles, and we use the term "length" to figure the area of squares and rectangles. Students want to use the side lengths again to find area.
The textbook we used also tried to show how different shaped parallelograms could have the same area if they had the same height and base, the angle of the slant did not matter. While we proved this to the students using formulas, I think it would have been so much better if we had allowed the students to construct two parallelograms with the same height and base but different slant angles, and then cut these figures out to move the pieces around and SHOW the students that the areas are the same.
Likewise, when the textbook asked if the students could draw two non-similar parallelograms with the same side length measurements and asked if the area stayed the same, it would have been so much more powerful for the students to have constructed the shapes with paper and brass brads to see how the area visibly changes.
The students seemed to get the formula for area for triangles. However, when we moved on to parallelograms, the students started to revert back to the length x width formula for area, using the side lengths and not the height (which results in an incorrect answer). This made me stop and wonder why we use different language for the two formulas. Why don't we just say "height" for length and "base" for width. It seems like it would help eliminate some of the problems or confusion our students now face.
The math curriculum is structured in such a way that students learn about area and perimeter of squares and rectangles first. Then, triangles and parallelograms. Students are taught to find the height of the triangle, and learn to use this measurement instead of the side length for defining area. But for some reason, when we move onto parallelograms, the students go back to using the side length. I think they do this because parallelograms look like slanted squares or rectangles, and we use the term "length" to figure the area of squares and rectangles. Students want to use the side lengths again to find area.
The textbook we used also tried to show how different shaped parallelograms could have the same area if they had the same height and base, the angle of the slant did not matter. While we proved this to the students using formulas, I think it would have been so much better if we had allowed the students to construct two parallelograms with the same height and base but different slant angles, and then cut these figures out to move the pieces around and SHOW the students that the areas are the same.
Likewise, when the textbook asked if the students could draw two non-similar parallelograms with the same side length measurements and asked if the area stayed the same, it would have been so much more powerful for the students to have constructed the shapes with paper and brass brads to see how the area visibly changes.
Saturday, March 5, 2011
Using Voicethread to Share Math Strategies
During my Math Methods course this quarter, I was introduced to an online tool called Voicethread. This tool allows you to upload pictures, documents, or video, and then share them with others. You can comment using audio, video, or text features, and you can allow those who you share the thread with to make these comments as well.
I played around with the tool a lot this weekend and I used it to upload a teaching video that I needed to share with some other teachers. I can see the potential to use this tool among other educators as a way to challenge ourselves on our teaching craft. I also think it could be incorporated into an upper elementary, middle or high school level for certain projects.
We used Voicethread in my Math Methods course to show how some students think about solving quick image activities. These activities have you look at a picture comprised of grouping of images and you have just 3 seconds to count the images. We did an example in my Methods course with other teacher candidates, and I was surprised at how we each looked at the problem differently. During a field day placement, we used Flip cameras to record our students' thinking and then uploaded these videos onto voicethread to share and comment on their thinking amongst ourselves.
I have not worked all the kinks out yet, but I can see that voicethread will be a powerful tool to use to reflect on my teaching. It might also provide a new technology medium to use in my classroom for homework help or instruction.
I played around with the tool a lot this weekend and I used it to upload a teaching video that I needed to share with some other teachers. I can see the potential to use this tool among other educators as a way to challenge ourselves on our teaching craft. I also think it could be incorporated into an upper elementary, middle or high school level for certain projects.
We used Voicethread in my Math Methods course to show how some students think about solving quick image activities. These activities have you look at a picture comprised of grouping of images and you have just 3 seconds to count the images. We did an example in my Methods course with other teacher candidates, and I was surprised at how we each looked at the problem differently. During a field day placement, we used Flip cameras to record our students' thinking and then uploaded these videos onto voicethread to share and comment on their thinking amongst ourselves.
I have not worked all the kinks out yet, but I can see that voicethread will be a powerful tool to use to reflect on my teaching. It might also provide a new technology medium to use in my classroom for homework help or instruction.
Tuesday, March 1, 2011
2nd Grade Science Lesson - Clay Beads
Rationale:
This lesson is adapted from the FOSS kit and is a part of the Pebbles, Sand and Silt unit, which our class is currently engaged in. We were asked to teach this specific lesson, taking into account what the students have already learned thus far in this unit. At this point in the unit, students have had many observations and explorations with rocks. In this lesson they will begin to explore uses of rocks, specifically as clay. The organization of the lesson has been laid out as such to mirror the daily science routine the teacher generally follows to allow for consistency throughout the science unit.
Standards:
2-3 PS2B An object may be made from different materials. These materials give the object certain properties.
2-3 PS2A Objects have properties, including size, weight, hardness, color, shape, texture, and magnetism. Unknown substances can sometimes be identified by their properties.
Objectives:
1. Students will understand that clay is a soft rock made from naturally-occurring fine-grained minerals.
2. Students will understand that objects have properties, including size, weight, hardness, color, shape, and texture.
3. Students will understand that the properties of clay make it useful in creating beads.
Assessment of learning:
Informal:
Teachers will assess students’ understanding that objects have properties, including size, weight, hardness, color, shape, and texture by listening to group conversations and class discussion and listening for accurate descriptions of clay.
Teachers will assess students’ understanding of the properties of clay that make it useful in creating beads or jewelry by listening to class discussion and listening for accurate descriptions of clay properties.
Formal:
Teachers will assess students’ understanding that clay is a soft rock made from naturally-occurring fine-grained minerals by looking at students’ science journals for accurate description of the composition of clay.
Teachers will assess students’ understanding that objects have properties, including size, weight, hardness, color, shape, and texture by looking at students’ science journals for accurate results/data/observations in the “I LEARNED” and drawing sections of the lab form.
Instructional Strategies
Teachers will call students to their assigned seats on the carpet at about 10:50am and begin by asking the question “What do you know about rocks now that you have been studying them?” Teachers allow students to talk to a partner and then teachers call on a few students to share.
Teachers hold up a rock and ask, “Do you think this rock can be formed into another shape?” Then teachers hold up dried clay rock and ask “Do you think this rock can be formed into another shape?” After having a few students share their thoughts, teachers will reveal that the clay rock was once a soft ball of clay (and show them a soft ball of clay).
Teachers share with students that they will be working with clay on this day. Teacher will explain that clay is a soft rock, made from naturally occurring fine minerals.
Teachers read book (p. 22) about rocks in use/clay in use to emphasize use of rocks in the world. Teachers show/tell of examples of clay in use.
Teachers will introduce the clay bead experiment by explicitly telling students what they will be doing. After the instructions have been given, teachers ask students if there are any questions.
Teachers will then discuss techniques for bead making with students. These include:
If the clay starts to dry out and crack, dip your fingers in water and smooth out the cracks.
Poke a short piece of straw through the clay and leave it there. Do not take the straw out, we will be taking it out once the beads are dry.
Use the paper clip to carve shapes and lines on the clay (Paper clip instructions)
Work quickly so that the clay does not dry out.
When finished, write your name on your piece of wax paper
Teachers excuse students back to their desks to begin their science logs. Teachers pass out science logs and instruct students to place them in the back of their notebooks. Teachers walk students through filling out their experiment title, question, and prediction under the doc cam (See below).
Title: Clay Beads
Question: How are the properties of clay different when clay is hard and soft?
Prediction: Students to fill out
Materials: 1 ball of clay, 1 paper clip, water, wax paper, straw
When these areas of the science log are complete, teachers remind students that they each need to pick out a job for this experiment. Teachers pass out job tags to each table group and display the jobs and questions on the ActivBoard.
Teachers show the questions of the day on the smart board and call students attention to them.
The questions include:
Discussion leader:
What are the properties of clay before it dries?
What do we think the properties of clay are after it is dry?
Word Worm:
List at least three words your group used to describe the clay before it was dried.
Connector:
Where can we see clay used in our daily lives?
How does clay help us?
Once the jobs are selected, teachers ask the getter to get the tub supplies for the group from the back of the room. Explain that the getter will then return to the sink area and line up at the carpet line to receive cups of water from a teacher. Once the supplies are in place, the students begin creating their bead.
(Call students’ attention with science eyes). As students begin making their beads, teachers remind students to discuss the science questions up on the ActivBoard. Teachers roam the room as students are creating their beads and assist students as needed.
Teachers tell students that it is time to be finished. Teachers ask students to label their wax paper with their name and put their bead on top of the wax paper on the tray. Also, have the getters put the water back by the sink before coming to the carpet. Ask students to join teachers at the carpet.
Teachers lead a discussion with students while they are at the carpet around the questions from the ActivBoard. Teachers put up T-chart (properties of wet and properties of dry clay). Teachers record students’ observations on the ActivBoard. Teachers put up rock describing words and have students think about words to add to describe the clay.Teachers also discuss “Where can we see clay used in our daily lives?” and “How does clay help us?” (Connector questions).
Teachers as students to return to their desks. Teachers lead students in word bank discussion. Word bank words: bead, harden.
Teachers give students time to fill out the rest of their science log at their desks. Teachers remind students to draw pictures that are “Accurate, Big, Colorful, and Detailed”.
Teachers lead students in clean up of materials and collection of completed beads to the bead drying area by 11:40am.
This lesson is adapted from the FOSS kit and is a part of the Pebbles, Sand and Silt unit, which our class is currently engaged in. We were asked to teach this specific lesson, taking into account what the students have already learned thus far in this unit. At this point in the unit, students have had many observations and explorations with rocks. In this lesson they will begin to explore uses of rocks, specifically as clay. The organization of the lesson has been laid out as such to mirror the daily science routine the teacher generally follows to allow for consistency throughout the science unit.
Standards:
2-3 PS2B An object may be made from different materials. These materials give the object certain properties.
2-3 PS2A Objects have properties, including size, weight, hardness, color, shape, texture, and magnetism. Unknown substances can sometimes be identified by their properties.
Objectives:
1. Students will understand that clay is a soft rock made from naturally-occurring fine-grained minerals.
2. Students will understand that objects have properties, including size, weight, hardness, color, shape, and texture.
3. Students will understand that the properties of clay make it useful in creating beads.
Assessment of learning:
Informal:
Teachers will assess students’ understanding that objects have properties, including size, weight, hardness, color, shape, and texture by listening to group conversations and class discussion and listening for accurate descriptions of clay.
Teachers will assess students’ understanding of the properties of clay that make it useful in creating beads or jewelry by listening to class discussion and listening for accurate descriptions of clay properties.
Formal:
Teachers will assess students’ understanding that clay is a soft rock made from naturally-occurring fine-grained minerals by looking at students’ science journals for accurate description of the composition of clay.
Teachers will assess students’ understanding that objects have properties, including size, weight, hardness, color, shape, and texture by looking at students’ science journals for accurate results/data/observations in the “I LEARNED” and drawing sections of the lab form.
Instructional Strategies
Teachers will call students to their assigned seats on the carpet at about 10:50am and begin by asking the question “What do you know about rocks now that you have been studying them?” Teachers allow students to talk to a partner and then teachers call on a few students to share.
Teachers hold up a rock and ask, “Do you think this rock can be formed into another shape?” Then teachers hold up dried clay rock and ask “Do you think this rock can be formed into another shape?” After having a few students share their thoughts, teachers will reveal that the clay rock was once a soft ball of clay (and show them a soft ball of clay).
Teachers share with students that they will be working with clay on this day. Teacher will explain that clay is a soft rock, made from naturally occurring fine minerals.
Teachers read book (p. 22) about rocks in use/clay in use to emphasize use of rocks in the world. Teachers show/tell of examples of clay in use.
Teachers will introduce the clay bead experiment by explicitly telling students what they will be doing. After the instructions have been given, teachers ask students if there are any questions.
Teachers will then discuss techniques for bead making with students. These include:
If the clay starts to dry out and crack, dip your fingers in water and smooth out the cracks.
Poke a short piece of straw through the clay and leave it there. Do not take the straw out, we will be taking it out once the beads are dry.
Use the paper clip to carve shapes and lines on the clay (Paper clip instructions)
Work quickly so that the clay does not dry out.
When finished, write your name on your piece of wax paper
Teachers excuse students back to their desks to begin their science logs. Teachers pass out science logs and instruct students to place them in the back of their notebooks. Teachers walk students through filling out their experiment title, question, and prediction under the doc cam (See below).
Title: Clay Beads
Question: How are the properties of clay different when clay is hard and soft?
Prediction: Students to fill out
Materials: 1 ball of clay, 1 paper clip, water, wax paper, straw
When these areas of the science log are complete, teachers remind students that they each need to pick out a job for this experiment. Teachers pass out job tags to each table group and display the jobs and questions on the ActivBoard.
Teachers show the questions of the day on the smart board and call students attention to them.
The questions include:
Discussion leader:
What are the properties of clay before it dries?
What do we think the properties of clay are after it is dry?
Word Worm:
List at least three words your group used to describe the clay before it was dried.
Connector:
Where can we see clay used in our daily lives?
How does clay help us?
Once the jobs are selected, teachers ask the getter to get the tub supplies for the group from the back of the room. Explain that the getter will then return to the sink area and line up at the carpet line to receive cups of water from a teacher. Once the supplies are in place, the students begin creating their bead.
(Call students’ attention with science eyes). As students begin making their beads, teachers remind students to discuss the science questions up on the ActivBoard. Teachers roam the room as students are creating their beads and assist students as needed.
Teachers tell students that it is time to be finished. Teachers ask students to label their wax paper with their name and put their bead on top of the wax paper on the tray. Also, have the getters put the water back by the sink before coming to the carpet. Ask students to join teachers at the carpet.
Teachers lead a discussion with students while they are at the carpet around the questions from the ActivBoard. Teachers put up T-chart (properties of wet and properties of dry clay). Teachers record students’ observations on the ActivBoard. Teachers put up rock describing words and have students think about words to add to describe the clay.Teachers also discuss “Where can we see clay used in our daily lives?” and “How does clay help us?” (Connector questions).
Teachers as students to return to their desks. Teachers lead students in word bank discussion. Word bank words: bead, harden.
Teachers give students time to fill out the rest of their science log at their desks. Teachers remind students to draw pictures that are “Accurate, Big, Colorful, and Detailed”.
Teachers lead students in clean up of materials and collection of completed beads to the bead drying area by 11:40am.
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