Pre-Revolutionary War Events Tour

Here is the link to my Google Earth Tour of the Pre-Revolutionary War Events.

Modules 27-30 Quiz Questions

Determine if the statement is true or false and circle the correct  answer (T or F). 

1. T or F   Billy demonstrates extrinsic motivation when he finds the activity to be rewarding.

2. T or F   Mrs Jones class is planning a party for their families. In math she gives them authentic tasks by assigning them problems to help determine the number of cookies they need to make. 

3. T or F   Fannie sets mastery goals in her math class because she wants to learn and understand long division.  

4. T or F   Mr. Steel's class is intrinsically motivated so he provides various rewards and incentives.

5. T or F   An incentive  is an attractive object or event given as a consequence for behavior.

Answers: 1-F, 2-T, 3-T, 4-F, 5-F

Google Earth Tour Plan and TPACK Questions

Here are the plans for a Google Earth Tour of the Key Events in the Revolutionary War.

Location	Activity	Google Earth Content
1.Pittsburgh, Pennsylvania: French and Indian War	Write down 3 facts about George Washington's involvement in the French and Indian War. How do you think this impacted the Revolutionary War? How do you think the American Revolution might have been different if the French and Indian War hadn't occurred?	Wikipedia Link, Picture of George Washington
2.Great Britain: Stamp Act	Imagine that you are part of the British Parliament. You are assigned to design the stamp that will be placed on all of the products in the New World. Draw what your design would look like. Feel free to add a little bit of color to your design!	Wikipedia Link
3.Boston Massachusetts: Boston Tea Party	The year is 1773 and the Boston Tea Party has just occured. You are a journalist for the Boston Tribune assigned to cover this exciting event. Write a newspaper article about the Boston Tea Party. Include accounts from witnesses, the sailors, Sons of Liberty, and government officials.	Wikipedia Link
4.Philadelphia, Pennsylvania: Common Sense and Declaration of Independence	The year is 1776. You are now a citizen in the colonial city of Philadelphia, Pennsylvania. Thomas Paine has recently published his pamphlet, Common Sense, and the Continental Congress is meeting. The fervor for independence from Britain is mounting. Thomas Jefferson is writing the Declaration of Independence. See how much you know about your new country and the events that have been occurring around you by completing the quiz at http://www.pbs.org/ktca/liberty/road.html.	Wikipedia Link, Link to PBS's Quiz: Road to Revolution
Details of image overlay / path / polygon:	I will be using a picture overlay to help represent the events at that specific location. In this way, I will help bring those events to life for the students. I will also use a polygon overlay to map out pictures of Independence Hall so that students can see what it looks like today.

TPACK Questions:

The content I am using for this lesson comes from the Utah State Core Curriculum for 5th Grade Standard 2, Objective 1, Indicator a. This indicator states: "Explain the role of events that led to declaring independence (e.g., French and Indian War, Stamp Act, Boston Tea Party)." During this lesson, students will be learning about the key factors that led to the American Revolution by examining the locations and history of four different events leading to the American Revolution. The pedagogy for this lesson will include various activities that will challenge students to gain a deep understanding of these specific events. These activities will be designed to help students placce themselves in the shoes of the early American Revolutionary citizens. The technology used in this lesson will be Google Earth. Through Google Earth, students will be able to see the location of the events and have access to the different activities corresponding to that event. Google Earth will also allow the students to read about the specific details of the event.

Digital Storytelling

Boa Constrictor: A Poetic Interpretation

Module 24-26, 31 Matching Quiz Questions

Match the examples with the Vocabulary Term from Modules 24-26, 31.

1. Mrs. Brown’s class is learning about the American Revolution. Each member of the groups learns about a different event and then teaches their group about that event.
2. Amber does really well on the AP American History test and basis her belief that she will succeed on the AP European History test from that experience.
3. Mr. Steele’s 6th grade class pairs up with Mr. Givler’s 3rd graders as reading buddies. Each 6th grader helps to guide their buddy in learning how to read fluently.
4. Jeremy and Rachel take turns summarizing what they read and adding points to the summary.
5. John and Kimberly take turns asking each other questions to review the material they just covered.

A. Cognitive Apprenticeship
B. Jigsaw
C. Mastery Experience
D. Problem-Based Learning
E. Reciprocal Questioning
F. Self Regulation
G. Scripted Cooperation
H. Social Learning Theory

Answers: 1-B, 2-C, 3-A, 4-G, 5-E

Storyboard & TPACK Questions

Storyboard images for Shel Silverstein's "Boa Constrictor"

TPACK QUESTIONS

The content for this lesson comes from the Utah State Language Arts Core, Standard 1, Objective 1. This standard states that students will develop language for the purpose of effectively communicating through speaking, viewing, and presenting. By the end of this lesson, students will be able to speak clearly and audibly with expression in communicating ideas in their storyboard presentation. The students will base their storyboard on a Shel Silverstein poem of their choice.

During this lesson, aspects of Bloom’s Taxonomy will be used. Students will be asked to create, analyze, and interpret a poem/storyboard.

In this part of my lesson, students will use the Internet to search for poems by Shel Silverstein. Specific websites will be provided for them. After picking their favorite poem, students will create a storyboard outline. In the second part of the lesson, students will use clay to build a representation of their poem’s interpretation. They will then take pictures of the representations and incorporate their pictures and chosen text into a video presentation using PhotoStory. This is a good fit with content and pedagogy because students will be able to interpret and express their interpretation of a poem using found or created pictures. In addition, students will make their poem creation “come to life” by creating a storyboard video, which will include incorporating music and narrating the poem text.

Quiz Questions

Match the examples and definitions with the Vocabulary Term from Modules 2-5..

1. Bobby moves items around to count them.
2. Ms. Powell’s class are asked to answer the question: What would happen if we never went to bed?
3. Addition is learned before multiplication, algebra, and calculus.
4. Computers, Rulers, Paper, Internet, Number Systems, Language, Etc.
5. Kathryn (5) loves cows and doesn’t understand that her older siblings do not enjoy stopping the car outside of the cow fields to let her look at them. She thinks they love cows too.

A. Classification

B. Co-Constructed Process

C. Concrete Operations

D. Cultural Tools

E. Development

F. Egocentric

G. Formal Operation

H. Private Speech

Answers: 1-C, 2-G, 3-E, 4-D, 5-F

In-Class Teaching Reflection

As a teacher, it is important to be able to look back at each day’s experience and reflect on how the lesson went. By doing this I will be able to improve and become a better teacher. During my in-class teaching experience, I was able to notice some strengths and weaknesses in my teaching style. As I notice these areas, I can focus on them to make those specific areas better.
One of my weaknesses in this lesson was confidence. Without confidence in a teacher, students are less willing to take everything the teacher says at face value or even respect them as a teacher. . Although I knew the material to be covered, I did not feel entirely confident throughout much of the lesson and I’m sure that carried over to the class. In the future, I will need to look over the material enough that I feel confident. If I cannot do that, then I need to at least convey the message of confidence to the class.
Another weakness was in the rote memorization portion of the lesson. Throughout this portion, we explained and gave examples of rote memorization. However, we never really gave a meaningful example or experience for the class. In future lessons covering Cognition and Memory, I would rework the rote memory portion so that it is more meaningful to students. Perhaps I would give them some real life experiences that they can build on and connect to themselves.
One of the strengths of the lesson was class participation. Throughout the lesson, Christina and I gave the class ample opportunities to participate in the lesson. For example, when teaching the class about Keyword Mnemonics, we gave them a chance to create a Keyword Mnemonic using the lesson’s vocabulary. This helped to involve the class, as well as using different levels of Bloom’s Taxonomy (remembering vocabulary, creating a mnemonic device, etc.).
Another strength in the lesson was the use of different intelligence types. Throughout the lesson, different types of Gardner’s Multiple Intelligence theory were used. We demonstrated musical intelligence through the song, “My Very Exciting Magic Carpet Just Sailed Under Nine Palace Elephants” to teach the 11 planets. We also allowed students to use their linguistic intelligence to create keyword mnemonics. Finally we used logical intelligence with math problems to teach algorithms.

TPACK Questions

The content I was focusing on in my science lesson was the phases of the moon. This lesson teaches students how to identify the different phases of the moon.
The pedagogy I am using is discovery and hands-on learning. Through this lesson, students are able to discover what the moon’s phases are and when they will occur. They are then given the opportunity to use this knowledge and look at the moon in the night sky, seeing how Stellarium’s predicted view of the moon compares to the view the student actually sees. In addition, students are able to actively participate in the cookie activity portion of the lesson. Students are able to either eat or cut the cookies into the phases of the moon. The hands-on portion of the lesson helps students to develop concrete connections between the knowledge they gained using Stellarium and the first-hand experience they had with the cookies.
It is a good fit with the content because students need to be involved to discover and understand the fascinating world of science.
The technology that I’ll be using is Stellarium. This allows students to see a predicted picture of the moon, determine the date the moon will be in that phase, and verify that prediction by observing the night sky.
It is a good fit with the content and pedagogy because it enables students to see the actual phases of the moon by using technology. In addition, Stellarium requires student participation in order to complete the lesson activities.

Tech Savvy Teacher Article

Mmmmm… Mmmmm… Moon!

Tech savvy teachers are always in need of some great activities and ideas to liven up their classrooms. Here is a great idea for teaching sixth graders about the phases of the moon. This activity and lesson helps to fulfill Utah’s Core Curriculum for 6th grade Science, Objective 1: Explain patterns of changes in the appearance of the moon as it orbits Earth. For this activity, students will need access to Stellarium and some fantastic cookies. Stellarium is a program that allows viewers to see what the sky looks like at any specific time and place. Stellarium helps to outline the constellations, view planets and moons close up, and explore other aspects of astronomy.
During this lesson, students will use Stellarium to capture screen shots of the different phases of the moon. Beginning at the current date, students will use the search function of Stellarium to find the moon and zoom into a close view. Fast-forwarding through time students will look first find the next full moon. They will then look for each of the other phases of the moon. As each phase is reached, students will return to real time to take a screen shot, as directed by the teacher. As each screen shot is taken, students will make note of the date that phase of the moon. These screen shots will then be arranged into a cycle of the moon with the use of Microsoft Word. Below, screen shots taken in February through March 2009 are shown with the appropriate date and phase of the moon.

February 10, 2009
Full Moon

February 12, 2009

Waning Gibbous

February 15, 2009

Last Quarter

February 19, 2009

Waning Crescent

February 23, 2009

New Moon

February 28, 2009

Waxing Crescent

March 4, 2009

First Quarter

March 8, 2009

Waxing Gibbous

March 11, 2009

Full Moon

Students will also be given the opportunity to apply the knowledge they have gained about the phases of the moon by creating the phases of the moon out of cookies. Each student will be given two cookies. They will then get to eat the cookies into the shapes of the various phases of the moon. Have the students copy the teacher’s demonstration of eating the cookies, stopping each time a new phase of the moon is created. If students did not want to eat the cookies into the various phases, they could follow along with the teacher by cutting the cookies into the phases of the moon. This could also be done using cheese or fruit. The following pictures represent what the cookie eating process will look like at each phase of the moon. (NOTE: Starting at the full moon, students will get the second cookie after the new moon has been created. The new moon is reached when the first cookie is completely devoured.)

Full Moon

Waning Gibbous

Last Quarter

Waning Crescent

New Moon

Waxing Crescent

First Quarter

Waxing Gibbous

The technology was used to enhance the learning experriene by allowing students to observe all the phases of the moon in a short period of time. This also allowed them to stop and examine each individual phase of the moon as it occurred. Through the use of Stellarium, students are capable of determining what the next phase of the moon will look like and the date it will occur. This will allow students to further extend their knowledge by observing the moon on the predicted date and seeing how it actually looks compared to what they predicted with Stellarium.