Week 4 (Due June 17th)

There are always three speeches, for every one you actually gave. The one you practiced, the one you gave, and the one you wish you gave.” – Dale Carnegie

Virtual Class Today! Please log in at least 10 minutes before 6pm.

 Login here to participate. I will be at the Rowely Hall if you prefer to be in the lab with me (for extra tech support).

Virtual Class Activity – Choose a resource from slides 45 – 51 (bit.ly/VKCfKL) to either review or create a product. Share your review or product on a blog post (on your personal blog).

Google Site Examples:
Alicia L. Schaefer: Technology Portfolio
Genevieve’s Technology Portfolio
David554
Kevin554
Meredith554

 

Required Reading/Exploring/Watching:

Read “Copyright Law and Technology” in Learning and Leading with Technology (April 2005) by E. Langran, R. Langran, and G. Bull

Read about Universal Design for Learning until the end of chapter 4.

Read “High-tech vs. no-tech: D.C. area schools take opposite approached to education

 

Post 2 responses on your blog/class preparation:

  • Complete copyright questions form (use the copyright resources list to learn more about copyright).
  • Virtual Class Activity – Choose a resource from slides 45 – 51 to either review or create a product. Share your review or product on a blog post (on your personal blog).
  • Create a blog post (on your personal blog) summarizing/showcasing one resource that you found via your social learning services (Twitter, Diigo, Blogs).
  • Read “High-tech vs. no-tech: D.C. area schools take opposite approached to education” and be prepared to discuss.
  • Identify a learning standard for your content area/grade level as a target of focus for the semester (see your content area standards  VA Dept of Ed Site) and post your focus in the comments section of this post. Once on this page, use the navigation bar on the right to pick a subject. 

*Bring Headsets or Laptops for Digital Storytelling Worksession (last in-class time).

**During our class, I will be available to help all group combine audio and images to help finish your digital story.

 

Optional Reading/Exploring/Watching:

“David Thornburg on the Evolving Classroom (Big Thinkers Series).” Edutopia. N.p., n.d. Web. 11 June 2013. Video <http://www.edutopia.org/david-thornburg-future-classroom-video>

Perlman, Bob. “Students Thrive on Cooperation and Problem Solving.” Edutopia. Edutopia. Web. 29 May 2012. <http://www.edutopia.org/new-skills-new-century>.

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32 Comments

  1. Standard I’d like to use:

    9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages.
    a) Analyze and interpret special effects used in media messages including television, film, and Internet.
    b) Determine the purpose of the media message and its effect on the audience.
    c) Describe possible cause and effect relationships between mass media coverage and public opinion trends.
    d) Evaluate sources including advertisements, editorial, and feature stories for relationships between intent and factual content.
    e) Monitor, analyze, and use multiple streams of simultaneous information.

  2. 4th Grade Science SOL I’m using…..

    Earth Patterns, Cycles, and Change
    4.7 The student will investigate and understand the relationships among the Earth, moon, and sun.
    Key concepts include
    a) the motions of the Earth, moon, and sun (revolution and rotation);
    b) the causes for the Earth’s seasons and phases of the moon;
    c) the relative size, position, age, and makeup of the Earth, moon, and sun; and
    d) historical contributions in understanding the Earth-moon-sun system.

  3. 5th grade SOL: Geometry Strand 5.12

    The student will classify
    a) angles as right, acute, obtuse, or straight; and
    b) triangles as right, acute, obtuse, equilateral, scalene, or isosceles.

    I will probably end up adding the next strand, but we shall see!

  4. 1st Grade Science Standard:

    1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics. Key concepts include
    a) basic needs include adequate air, food, water, shelter, and space (habitat);
    b) animals, including humans, have many different physical characteristics; and
    c) animals can be classified according to a variety of characteristics.

    • EDIT: I would like to change the science standard to

      Earth Patterns, Cycles, and Change
      1.7 The student will investigate and understand weather and seasonal changes. Key concepts include
      a) changes in temperature, light, and precipitation affect plants and animals, including humans;
      b) there are relationships between daily and seasonal changes; and
      c) changes in temperature, light, and precipitation can be observed and recorded over time.

      • Change that again….

        Earth Resources
        1.8 The student will investigate and understand that natural resources are limited. Key concepts include
        a) identification of natural resources;
        b) factors that affect air and water quality; and
        c) recycling, reusing, and reducing consumption of natural resources.

  5. First Grade English

    Reading
    1.5 The student will apply knowledge of how print is organized and read.
    a) Read from left to right and from top to bottom.
    b) Match spoken words with print.
    c) Identify letters, words, sentences, and ending punctuation.
    d) Read his/her own writing.

  6. Second Grade Geography:

    2.5 The student will develop map skills by
    a) locating the equator, the seven continents, and the five oceans on maps and globes;
    b) locating selected rivers (James River, Mississippi River, Rio Grande, Huang He, and Nile River), mountain ranges (Appalachian Mountains and Rocky Mountains), and lakes (Great Lakes) in the United States and other countries.
    2.6 The student will demonstrate map skills by constructing simple maps, using title, map legend, and compass rose.

  7. Third Grade Science:

    3.4 The student will investigate and understand that adaptations allow animals to satisfy life needs and respond to the environment. Key concepts include
    a) behavioral adaptations; and
    b) physical adaptations.

    3.6 The student will investigate and understand that ecosystems that support a diversity of plants and animals that share limited resources. Key concepts include
    a) aquatic ecosystems;
    b) terrestrial ecosystems;
    c) populations and communities

  8. Secondary Social Studies
    WHII.5 The student will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 a.d. (c.e.) by
    a) describing the location and development of the Ottoman Empire;
    b) describing India, including the Mughal Empire and coastal trade;
    c) describing East Asia, including China and the Japanese shogunate;
    d) describing Africa and its increasing involvement in global trade;
    e) describing the growth of European nations, including the Commercial Revolution and mercantilism.
    

  9. Geometry SOL standard I’ve chosen to use:
    The student will use pictorial representations, including computer software, constructions, and
    coordinate methods, to solve problems involving symmetry and transformation. This will
    include
    a) investigating and using formulas for finding distance, midpoint, and slope;
    b) applying slope to verify and determine whether lines are parallel or perpendicular;
    c) investigating symmetry and determining whether a figure is symmetric with respect to a
    line or a point; and
    d) determining whether a figure has been translated, reflected, rotated, or dilated, using
    coordinate methods.

  10. 1st Grade Reading

    1.7 The student will use semantic clues and syntax to expand vocabulary when reading.
    a) Use words, phrases, and sentences.
    b) Use titles and pictures.
    c) Use information in the story to read words.
    d) Use knowledge of sentence structure.
    e) Use knowledge of story structure.
    f) Reread and self-correct.

  11. As of now: Want to focus on Kindergarten reading groups

    1)Students will learn the concepts and understanding of print
    2)basic phonetic principles
    3)comprehension of stories
    4)letter identification skills through systematic, direct instruction 4a)individual and small group activities
    4b)exploring and reading books and other print material.

  12. I will focus on World History II (High School), specifically on WWI.

    WHII.10 The student will demonstrate knowledge of the worldwide impact of World War I by
    a) explaining economic causes, political causes, and major events and identifying major leaders of the war, with emphasis on Woodrow Wilson and Kaiser Wilhelm II;
    b) explaining the outcomes and global effect of the war and the Treaty of Versailles;
    c) citing causes and consequences of the Russian Revolution.

  13. First grade SOL- Life Processes
    1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics. Key concepts include
    a) plants need nutrients, air, water, light, and a place to grow;
    b) basic parts of plants; and
    c) plants can be classified based on a variety of characteristics.

  14. Social Studies – Virginia Studies standard I have chosen to use:

    VS.6 The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by
    a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;
    b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;
    c) explaining the influence of geography on the migration of Virginians into western territories.

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