Math at Grandview

Subject:  Math

Grade:  7

Technology tools:  Computer(s), Laptop(s), LCD Projector, digital cameras

Tools used:  Simulation, Digital manipulative, Digital text / ebook, Word processing, Communication tool, Collaboration tool

Activity type:  Lesson, Unit, Project, Teacher presentation, Assessment, Research, Tutorial

Unit Topic: Math at Grandview

Learning Target: Create and present a presentation with peers showing math shapes and concepts  found at Grandview

Curriculum standards and objectives:

·         All 7th grade math standards and objectives were covered:  Goal 1...Number and Operations, Goal 2...Measurement, Goal 3...Geometry, Goal 4...Data Analysis, Goal 5...Algebra

·         Info and tech standards: Assimilate and evaluate information

 

Students were to create a PowerPoint presentation using shapes and measurements found at Grandview.

·        Step 1: Students were divided into groups and given the rubrics necessary for the project.

·        Step 2: The groups were  given a stop watch and digital camera. Following the rubric they were to take up to 15 pictures to use on their slides.

·        Step 3: Following the rubric they created a PowerPoint presentation to present to their class and parents at PTA night.

Students were assessed using a rubric that included  a group grade for content and presentation. The participation grade was for each individual (each group member graded the members of their group according to a rubric and I averaged these together to get the individual's participation grade).

This activity was extremely successful. The discussions that were generated when the projects were presented were amazing. Students asked each other probing questions and pointed out things that were in the slides that the presenters did not notice.  Students were also able to point out mistakes in a nonthreatening manner.

Changes for the future: The one change that I would make would be to I sign up for the computer lab for an extra day. (The students became so involved that they wanted to do the same project again but take different pictures.)

Ellie Wilson,  Grandview

Using Google Docs in IB English

 

Subjects:  Language Arts, English IV IB

Grade:  12

Technology tools:  Computer(s), LCD Projector

Tools used:  Interactive website, Collaboration tool

Activity type:  Unit

After two years of study and practice, IB seniors take two two-hour exams that count as a combined 50% toward their IB certificate for the Language A1 -- IB English certificate.  One of the tests is based on four novels we read during the spring semester.  My objective for these activities is for students to assemble information from each of the four novels that will be helpful in their preparations for the final exam in May.  (In addition to helping the students for THIS exam, of course, these activities also teach students how to consolidate information from a course, study, and prepare for college exams.)

To prepare them for studying, I usually have the students individually create time-consuming, laborious packets of information (including summaries and lists of themes, motifs, symbols, meaningful quotes, etc) as study guides from themselves.  This year I used Google Docs to make repositories for all that information, and my seniors were assigned to contribute one to two good items for each category sheet.


For example, on the symbol sheet for the novel BELOVED, everyone jumped in and gave great examples of the symbols, documented sections of the novel where the symbol(s) appear, and interpretations for what the author Toni Morrison accomplishes with the symbol.  Now, through online collaboration, the students have created excellent study guides that they may print out and use during their study sessions for the exam!  They get wonderful, helpful tools without having to expend as much energy and time as before!  That is called working better... and smarter!

After each entry students make, they type their names so that I may see who contributes what.  I then evaluate the entries on completeness, correctness, and elaboration.

Students really enjoyed these Google Docs assignments!  For one thing, they have all created Work Packets for other novels before, and they expressed how much better collaboration is over individual packet assignments:  less work, all the benefits!  Students also had a great time reading what other colleagues found in the novels. Sometimes class discussions revolved around entries on Google Docs (which thrilled me because their excitement translates into deeper understanding and analytical skill).  Often, students raced to post early so that they could give examples of and explain the items they wanted to cover.  Students who procrastinated sometimes had to work harder because many of the more obvious or apparent ideas from the novel were already taken.

Chris Rice,  Hickory High

Addressing Environment Issues Through Glogs

Subjects:  Science, Social Studies

Grades:  9, 10, 11, 12

Technology tools:  Computer(s)

Tools used:  Interactive website, Collaboration tool

Activity type:  Unit, Project, Research

NCSCoS GOAL 5: The learner will build an understanding of the dynamics and composition of the atmosphere and its local and global processes

influencing climate and air quality.

This unit goal allows for an expansion of environmental issues in the Earth/Environmental Science curriculum.

The activity was students had to create a glog (www.edu.glogster.com) about a specific environmental issue and incorporate the levels of government that those issues incorporated in their issue.  The students were grouped together.  The criteria for success was a visual poster of their results on their issue.

Read more about this project and see student glogs here:  http://rcrosby.edublogs.org/2012/02/24/glogsters-on-environmental-issues/

Assessment was based upon creativity, having 8-10 statements about their environmental issue, 5 pictures, and at least one video.  Optionals included more pictures, statements, and songs.

This activity was very successful.  The students learned how to utilize an online tool.  I would incorporate more information about the social studies criteria in the assessment piece.  I loved the idea that I am able to grade this remotely and not have to take a lot of posters home to grade.  Plus, the students can work on it at home, at the library, or friend's house.

Rachel Crosby,  HCAM