The document discusses how technology can be used to teach students in kindergarten through third grade about the water cycle. It provides examples of instructional videos, interactive websites, games and diagrams that visually explain the water cycle. These technology resources can help students better understand the water cycle and see how it relates to their daily lives and different parts of the world.
This document provides a rationale for incorporating technology into teaching students about the water cycle. It argues that using interactive activities, videos, visuals, and hands-on activities through mediums like the SMART Board, songs, podcasts, and apps can engage students and help them better understand the water cycle. It then provides numerous examples of online resources and tools that can be used, including websites, blogs, videos, games, and apps to teach students about the different parts of the water cycle through interactive and visual means.
This document discusses how technology can be used to teach students in kindergarten through third grade about the water cycle. It provides examples of instructional videos, interactive websites, games and diagrams that visually explain the water cycle. These technology resources help make the water cycle engaging and understandable for young students.
This document discusses how technology can be used to teach students about the water cycle. It provides examples of instructional videos, interactive websites, games and diagrams that visually demonstrate the water cycle. These technology resources can help students better understand the water cycle and see how it relates to their everyday lives. Internet sources like educational agency websites, blogs, and online exhibits offer additional information and experiments for students to learn about the different forms water can take and the importance of keeping water clean.
This document provides resources for teaching students about the water cycle using technology. It includes websites with diagrams, videos, podcasts, and games to help students understand the cycle. It also lists worksheets, tests, and apps that can be used for hands-on learning. Guidelines are provided for ensuring websites are reputable sources of information on the water cycle.
This document discusses using technology to teach a 3rd grade unit on the water cycle. It provides rationales for integrating technology and describes several online resources that can be used, including websites, blogs, podcasts, videos, and apps. These resources provide visual aids, activities, vocabulary and literature to help students better understand the water cycle. The document also presents some worksheets and a water cycle wheel activity, and notes that technology allows teachers to find various teaching materials.
This document discusses using technology to teach students about the water cycle. It provides examples of websites, blogs, podcasts, videos and apps that teachers can use to enhance student understanding of the water cycle. These resources are meant to engage students and cover different learning styles. The document also presents some worksheets and a water cycle wheel activity for hands-on learning. It emphasizes that technology can provide efficient lessons that align with students' multiple intelligences and support lifelong learning when used appropriately in the classroom.
The document discusses various ways that technology can be integrated into a lesson on the water cycle. It provides examples of online resources like blogs, videos, and websites that teach about the water cycle. These include an interactive blog post describing activities like using a ziplock bag to demonstrate evaporation and condensation, as well as websites that allow students to learn about water issues and create their own water cycle models. The document also lists worksheets and a crossword puzzle that could be used as teaching materials.
This document discusses education in online environments. It compares traditional in-person education, which takes place in a classroom, to online education, which uses online tools like email, blogs, and web pages without a physical classroom. While online education has benefits like reaching more students globally and updating materials quickly, it also has limitations such as requiring more effort and lacking a pedagogical framework. The conclusion is that online education has a bright future and many schools will adopt hybrid or fully online models for their cost-effectiveness and ability to provide flexible learning beyond physical locations.
This document provides a rationale for incorporating technology into teaching students about the water cycle. It argues that using interactive activities, videos, visuals, and hands-on activities through mediums like the SMART Board, songs, podcasts, and apps can engage students and help them better understand the water cycle. It then provides numerous examples of online resources and tools that can be used, including websites, blogs, videos, games, and apps to teach students about the different parts of the water cycle through interactive and visual means.
This document discusses how technology can be used to teach students in kindergarten through third grade about the water cycle. It provides examples of instructional videos, interactive websites, games and diagrams that visually explain the water cycle. These technology resources help make the water cycle engaging and understandable for young students.
This document discusses how technology can be used to teach students about the water cycle. It provides examples of instructional videos, interactive websites, games and diagrams that visually demonstrate the water cycle. These technology resources can help students better understand the water cycle and see how it relates to their everyday lives. Internet sources like educational agency websites, blogs, and online exhibits offer additional information and experiments for students to learn about the different forms water can take and the importance of keeping water clean.
This document provides resources for teaching students about the water cycle using technology. It includes websites with diagrams, videos, podcasts, and games to help students understand the cycle. It also lists worksheets, tests, and apps that can be used for hands-on learning. Guidelines are provided for ensuring websites are reputable sources of information on the water cycle.
This document discusses using technology to teach a 3rd grade unit on the water cycle. It provides rationales for integrating technology and describes several online resources that can be used, including websites, blogs, podcasts, videos, and apps. These resources provide visual aids, activities, vocabulary and literature to help students better understand the water cycle. The document also presents some worksheets and a water cycle wheel activity, and notes that technology allows teachers to find various teaching materials.
This document discusses using technology to teach students about the water cycle. It provides examples of websites, blogs, podcasts, videos and apps that teachers can use to enhance student understanding of the water cycle. These resources are meant to engage students and cover different learning styles. The document also presents some worksheets and a water cycle wheel activity for hands-on learning. It emphasizes that technology can provide efficient lessons that align with students' multiple intelligences and support lifelong learning when used appropriately in the classroom.
The document discusses various ways that technology can be integrated into a lesson on the water cycle. It provides examples of online resources like blogs, videos, and websites that teach about the water cycle. These include an interactive blog post describing activities like using a ziplock bag to demonstrate evaporation and condensation, as well as websites that allow students to learn about water issues and create their own water cycle models. The document also lists worksheets and a crossword puzzle that could be used as teaching materials.
This document discusses education in online environments. It compares traditional in-person education, which takes place in a classroom, to online education, which uses online tools like email, blogs, and web pages without a physical classroom. While online education has benefits like reaching more students globally and updating materials quickly, it also has limitations such as requiring more effort and lacking a pedagogical framework. The conclusion is that online education has a bright future and many schools will adopt hybrid or fully online models for their cost-effectiveness and ability to provide flexible learning beyond physical locations.
Digital books offer interactive functions and provide learners with a combination of textbooks, reference books, workbooks, dictionaries, and multimedia content like videos, animations, and virtual reality accessible at school and home without constraints of time or space. While digital books are lightweight and can adjust to different devices, some argue that they are harder to read from and could exacerbate the digital divide. As digital books become more prevalent, schools and states are exploring how to fund and support their use in classrooms and online courses.
This document outlines resources for a 4th grade unit on the ocean that incorporates technology. It provides links to blogs, podcasts, videos and apps that can help students learn about the ocean. These include the Ocean Research Project blog, the Ocean Gazing podcast, YouTube videos on marine mammals and plants in the ocean, and the Explorium app for exploring different ocean aspects. It also lists websites with word searches, worksheets, lesson plans and research portals for learning more about the ocean through technology.
This document provides an overview of how to create lessons, activities, and courses using open education resources (OER) in three easy steps. It introduces Open High School and its mission to provide individualized, student-centered instruction using innovative technology and OER. The three steps are: 1) building lessons around state standards and existing OER, 2) enriching materials with media, interactives, and collaboration tools, and 3) adapting and modifying lessons based on instructor feedback and data. It also lists tools like Moodle, Google Docs, and OER Glue that can be used and provides case studies of OER repositories like CK12, BrainPOP, Brightstorm, and TeachersDomain.org.
The document discusses the water cycle and its importance. It describes the main steps: evaporation and transpiration, where water is absorbed by plants and evaporated from leaves; condensation into clouds; precipitation in forms like rain or snow; collection in bodies of water or groundwater; and the cycle starting again with evaporation. The water cycle is driven by heat from the sun. Water is essential for life, making up most of the earth and our bodies, and is needed for drinking, hygiene and other uses. Conservation methods can help save this important resource.
This document discusses various online technologies that can be used in the classroom, including wikis like PBWorks and WetPaintWiki, which allow students to collaboratively share information. It recommends setting up a faculty or class website using tools like Blogger, Google Sites, or WordPress to provide course materials and foster online discussion. Other suggested technologies are Google Docs for collaboration, YouTube for educational videos, Skype for video conferencing, and Google Photo Albums for sharing images. The goal is to engage students online and encourage meaningful sharing, discussion, and learning from each other.
Jose Mohan, Antony Wilfred, Sheriff Thumbil have joined me in my dream to design ONE MILLION JOB opportunities for the underprivileged. Women Of Wiki dream big and shall achieve it. "Aiming small is a crime" Dr. Abdul Kalaam.
This document summarizes the "flipped classroom" model of education, where traditional lectures are replaced with video tutorials for homework, freeing up class time for hands-on activities. While popularized by Khan Academy videos, critics argue simply recording lectures does not improve learning. Proponents note videos allow one-on-one teacher time and mastery-based learning. However, teachers must ensure videos engage students and apply knowledge, not just replace lectures. Overall, "flipping" is best seen as one technique within a broader pedagogy focused on active learning.
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...BdelosArcos
Results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers' use of OER while implementing the flipped learning model. Presentation at OCWC Global 2014, Ljubljana, Slovenia.
This document discusses using blogs, wikis, and other web tools to teach writing. It provides examples of student blogs and wikis, and tips for getting started. Suggestions include setting up class and student blogs, using wikis for collaborative writing projects, and other digital tools like Google Docs, Glogster, and Twitter that support writing. The goal is to experiment with new technologies and help students develop skills through interactive online writing experiences.
The document discusses the increasing use of technology and e-learning in New Zealand society and education. It notes that over 80% of New Zealanders use the internet and over half of the online population uses Facebook. It also discusses how e-learning tools can be used to enrich learning, promote collaboration, and address issues like student disengagement. The document advocates for integrating e-learning tools into classroom planning and activities to make learning more engaging and relevant for students.
The document discusses a librarian who is embedded in a residential college dorm at UNC Greensboro. The librarian provides instruction and reference services directly to students in the dorm. This helps integrate library services into students' first year experience through collaboration between the library and student affairs. The librarian also recruits and trains student ambassadors to continue instruction and outreach beyond the classroom. This innovative approach allows the library to reach more students and scale services in a sustainable way through collaboration.
Students and tutors from several community colleges in New South Wales, Australia have begun taking steps in their e-learning journey by participating in the ACE Connections Project. Through this project, students gained experience with asynchronous communication using class wikispaces and interacting with fellow students across distances. Tutors found benefits for both themselves, such as increased confidence with technology, and their students, including greater confidence with IT skills and enjoyment of publishing writing online. The reflections suggest the project has helped students and tutors begin journeys with new educational technologies.
This PowerPoint presentation provides tips for teachers on how to effectively use the Internet. It recommends search engines like Google that are easy to use and provide a wide range of resources. It also suggests websites like Edsitement and the National Archives Digital Classroom that offer lesson plans and educational materials. Finally, it identifies useful websites like YouTube and Blogspot that can engage students and be incorporated into lessons.
In this talk I present the results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers¹ use of OER while implementing the flipped learning model
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...OER Hub
This document discusses a study on K-12 teachers' views of how open educational resources (OER) impact students. The study found that OER can improve student performance and satisfaction by increasing access to educational materials. Teachers reported that OER allow for more student-centered learning approaches like flipped learning, where students engage with content online and class time is used for active learning. OER also enable new forms of teaching and learning like having students create their own lessons and online content. Teachers found that OER increase student engagement and motivation by allowing them to customize lessons and see their work published online.
This slide presentation aims to teach third grade students about the water cycle. It will explain the four stages of the water cycle: precipitation, collection, evaporation, and condensation. Students will learn what happens during each stage and develop their own visualization of how water moves through the cycle. The presentation contains 13 slides covering these objectives and the key processes within the water cycle.
This CLIL lesson plan aims to teach students about environmental awareness through a variety of speaking, writing, listening and reading activities. Students will watch videos about animals helping the planet to learn vocabulary related to environmental actions. They will then match sentences to pictures, discuss ways to help the planet, and categorize good and bad environmental behaviors. As a project, students will create posters, plant a tree or garden, and paint t-shirts to promote environmental awareness in their school. The goal is for students to recognize humanity's impact on the planet and learn ways to preserve the environment through their actions.
This document discusses the four seasons and common weather patterns associated with each season. It includes sections on summer, autumn, winter, and spring. For each season, it asks "What's the weather like?" and provides a short description - it's hot for summer, rainy for autumn, snowy for winter, and windy for spring. The document is intended to teach about seasonal weather changes and contains basic vocabulary related to seasons and weather. It ends with a brief bibliography citing sources for the information and images.
The water cycle describes the continuous movement of water on, above, and below the Earth's surface, driven by solar energy. Water can exist in three forms - liquid, solid (ice), and gas (water vapor) - and changes form as it moves through the cycle of evaporation, transpiration, condensation, precipitation, collection, runoff, infiltration, storage, and either return to the seas or a repeat of the cycle. The sun's heat causes evaporation and transpiration, forming water vapor that rises and condenses into clouds and precipitates as rain or snow back to Earth, completing the cycle which is vital to life and all human activities that depend on water.
This document discusses various weather conditions and terms related to describing the weather. It provides terms for different temperatures ranging from cold to hot. It also lists terms for types of precipitation like rain, wind conditions, and extreme weather events. Seasons and common expressions involving weather are also mentioned.
This document discusses how to dress appropriately for different weather conditions and seasons. It begins with vocabulary related to clothing and then defines the four seasons - spring, summer, autumn, winter. It describes common weather types and the appropriate clothing for each, such as wearing sunglasses, a raincoat or umbrella in sunny/windy/rainy weather. It concludes by listing examples of typical clothing for each season.
Digital books offer interactive functions and provide learners with a combination of textbooks, reference books, workbooks, dictionaries, and multimedia content like videos, animations, and virtual reality accessible at school and home without constraints of time or space. While digital books are lightweight and can adjust to different devices, some argue that they are harder to read from and could exacerbate the digital divide. As digital books become more prevalent, schools and states are exploring how to fund and support their use in classrooms and online courses.
This document outlines resources for a 4th grade unit on the ocean that incorporates technology. It provides links to blogs, podcasts, videos and apps that can help students learn about the ocean. These include the Ocean Research Project blog, the Ocean Gazing podcast, YouTube videos on marine mammals and plants in the ocean, and the Explorium app for exploring different ocean aspects. It also lists websites with word searches, worksheets, lesson plans and research portals for learning more about the ocean through technology.
This document provides an overview of how to create lessons, activities, and courses using open education resources (OER) in three easy steps. It introduces Open High School and its mission to provide individualized, student-centered instruction using innovative technology and OER. The three steps are: 1) building lessons around state standards and existing OER, 2) enriching materials with media, interactives, and collaboration tools, and 3) adapting and modifying lessons based on instructor feedback and data. It also lists tools like Moodle, Google Docs, and OER Glue that can be used and provides case studies of OER repositories like CK12, BrainPOP, Brightstorm, and TeachersDomain.org.
The document discusses the water cycle and its importance. It describes the main steps: evaporation and transpiration, where water is absorbed by plants and evaporated from leaves; condensation into clouds; precipitation in forms like rain or snow; collection in bodies of water or groundwater; and the cycle starting again with evaporation. The water cycle is driven by heat from the sun. Water is essential for life, making up most of the earth and our bodies, and is needed for drinking, hygiene and other uses. Conservation methods can help save this important resource.
This document discusses various online technologies that can be used in the classroom, including wikis like PBWorks and WetPaintWiki, which allow students to collaboratively share information. It recommends setting up a faculty or class website using tools like Blogger, Google Sites, or WordPress to provide course materials and foster online discussion. Other suggested technologies are Google Docs for collaboration, YouTube for educational videos, Skype for video conferencing, and Google Photo Albums for sharing images. The goal is to engage students online and encourage meaningful sharing, discussion, and learning from each other.
Jose Mohan, Antony Wilfred, Sheriff Thumbil have joined me in my dream to design ONE MILLION JOB opportunities for the underprivileged. Women Of Wiki dream big and shall achieve it. "Aiming small is a crime" Dr. Abdul Kalaam.
This document summarizes the "flipped classroom" model of education, where traditional lectures are replaced with video tutorials for homework, freeing up class time for hands-on activities. While popularized by Khan Academy videos, critics argue simply recording lectures does not improve learning. Proponents note videos allow one-on-one teacher time and mastery-based learning. However, teachers must ensure videos engage students and apply knowledge, not just replace lectures. Overall, "flipping" is best seen as one technique within a broader pedagogy focused on active learning.
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...BdelosArcos
Results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers' use of OER while implementing the flipped learning model. Presentation at OCWC Global 2014, Ljubljana, Slovenia.
This document discusses using blogs, wikis, and other web tools to teach writing. It provides examples of student blogs and wikis, and tips for getting started. Suggestions include setting up class and student blogs, using wikis for collaborative writing projects, and other digital tools like Google Docs, Glogster, and Twitter that support writing. The goal is to experiment with new technologies and help students develop skills through interactive online writing experiences.
The document discusses the increasing use of technology and e-learning in New Zealand society and education. It notes that over 80% of New Zealanders use the internet and over half of the online population uses Facebook. It also discusses how e-learning tools can be used to enrich learning, promote collaboration, and address issues like student disengagement. The document advocates for integrating e-learning tools into classroom planning and activities to make learning more engaging and relevant for students.
The document discusses a librarian who is embedded in a residential college dorm at UNC Greensboro. The librarian provides instruction and reference services directly to students in the dorm. This helps integrate library services into students' first year experience through collaboration between the library and student affairs. The librarian also recruits and trains student ambassadors to continue instruction and outreach beyond the classroom. This innovative approach allows the library to reach more students and scale services in a sustainable way through collaboration.
Students and tutors from several community colleges in New South Wales, Australia have begun taking steps in their e-learning journey by participating in the ACE Connections Project. Through this project, students gained experience with asynchronous communication using class wikispaces and interacting with fellow students across distances. Tutors found benefits for both themselves, such as increased confidence with technology, and their students, including greater confidence with IT skills and enjoyment of publishing writing online. The reflections suggest the project has helped students and tutors begin journeys with new educational technologies.
This PowerPoint presentation provides tips for teachers on how to effectively use the Internet. It recommends search engines like Google that are easy to use and provide a wide range of resources. It also suggests websites like Edsitement and the National Archives Digital Classroom that offer lesson plans and educational materials. Finally, it identifies useful websites like YouTube and Blogspot that can engage students and be incorporated into lessons.
In this talk I present the results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers¹ use of OER while implementing the flipped learning model
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...OER Hub
This document discusses a study on K-12 teachers' views of how open educational resources (OER) impact students. The study found that OER can improve student performance and satisfaction by increasing access to educational materials. Teachers reported that OER allow for more student-centered learning approaches like flipped learning, where students engage with content online and class time is used for active learning. OER also enable new forms of teaching and learning like having students create their own lessons and online content. Teachers found that OER increase student engagement and motivation by allowing them to customize lessons and see their work published online.
This slide presentation aims to teach third grade students about the water cycle. It will explain the four stages of the water cycle: precipitation, collection, evaporation, and condensation. Students will learn what happens during each stage and develop their own visualization of how water moves through the cycle. The presentation contains 13 slides covering these objectives and the key processes within the water cycle.
This CLIL lesson plan aims to teach students about environmental awareness through a variety of speaking, writing, listening and reading activities. Students will watch videos about animals helping the planet to learn vocabulary related to environmental actions. They will then match sentences to pictures, discuss ways to help the planet, and categorize good and bad environmental behaviors. As a project, students will create posters, plant a tree or garden, and paint t-shirts to promote environmental awareness in their school. The goal is for students to recognize humanity's impact on the planet and learn ways to preserve the environment through their actions.
This document discusses the four seasons and common weather patterns associated with each season. It includes sections on summer, autumn, winter, and spring. For each season, it asks "What's the weather like?" and provides a short description - it's hot for summer, rainy for autumn, snowy for winter, and windy for spring. The document is intended to teach about seasonal weather changes and contains basic vocabulary related to seasons and weather. It ends with a brief bibliography citing sources for the information and images.
The water cycle describes the continuous movement of water on, above, and below the Earth's surface, driven by solar energy. Water can exist in three forms - liquid, solid (ice), and gas (water vapor) - and changes form as it moves through the cycle of evaporation, transpiration, condensation, precipitation, collection, runoff, infiltration, storage, and either return to the seas or a repeat of the cycle. The sun's heat causes evaporation and transpiration, forming water vapor that rises and condenses into clouds and precipitates as rain or snow back to Earth, completing the cycle which is vital to life and all human activities that depend on water.
This document discusses various weather conditions and terms related to describing the weather. It provides terms for different temperatures ranging from cold to hot. It also lists terms for types of precipitation like rain, wind conditions, and extreme weather events. Seasons and common expressions involving weather are also mentioned.
This document discusses how to dress appropriately for different weather conditions and seasons. It begins with vocabulary related to clothing and then defines the four seasons - spring, summer, autumn, winter. It describes common weather types and the appropriate clothing for each, such as wearing sunglasses, a raincoat or umbrella in sunny/windy/rainy weather. It concludes by listing examples of typical clothing for each season.
The document discusses ways to teach students about the water cycle using technology. It provides examples of interactive websites, videos, and activities that can help students understand the three parts of the water cycle: evaporation, condensation, and precipitation. These digital resources make the water cycle more engaging and accessible for students.
The document discusses using technology to aid student learning about oceans. It presents several technologies that can help students better understand oceans, including podcasts, videos, and educational websites. These technologies allow exploration of oceans through images and footage to supplement traditional classroom learning. The document also provides several specific examples of online resources like educational videos and activities that teach about ocean life and pollution.
The document discusses using technology to aid student learning about oceans. It presents several technologies that can help students better observe and understand oceans, including videos, podcasts, and websites from reputable sources. A variety of online resources are suggested, such as videos showing underwater footage, articles about ocean pollution and conservation, and kid-friendly websites from NASA and other scientific organizations. Technology is said to help students learn in different ways by appealing to multiple intelligences. Engaging activities like a venn diagram, reading passages, and a coloring page are also presented.
Recycling in the Elementary School ClassroomAdelia Couser
This document provides resources for teaching a lesson on recycling to third grade students. It includes websites, videos, podcasts and other materials that teach about the importance of recycling, how recycling works, and what students can do to help. Some key resources highlighted are a recycling blog, NPR podcast on donated clothes, a video tour of a recycling plant, and EPA and WWF websites with games and information about reducing waste. The document also provides ideas for student projects, like using an expert chat site or global collaboration site to ask questions and complete recycling-focused assignments.
This document outlines how third grade students will use technology like websites, videos, charts and models to learn about clouds and weather. Students will research clouds online, watch instructional videos, view pictures of different cloud types, and play interactive games. They will learn about clouds' role in weather patterns and the water cycle. Teachers will provide interactive activities and lessons utilizing these online resources.
This document discusses how teachers can integrate technology into anatomy lessons to help students learn and reinforce fundamental concepts. It provides examples of podcasts, blogs, videos, activities and apps that can be used, including YouTube channels, Khan Academy, and interactive apps like Gray's Anatomy Student Edition. The document emphasizes that technology allows students to deconstruct information through visual and auditory means in an engaging way.
This document provides an overview of how technology can be integrated into a lesson about rainforests. It describes various online resources like blogs, podcasts, videos, apps, and websites that students can use to learn about rainforests. These resources include interactive websites that allow students to explore rainforest ecosystems and endangered species. The document also lists some teaching materials and activities for introducing vocabulary and comprehension.
This document discusses using technology to teach cellular respiration. It notes that cellular respiration is a difficult topic for students to understand due to its small scale and complex steps. Technology can help by allowing students to visualize processes they cannot see and breaking down each process into smaller steps. The document provides examples of internet resources like blogs, podcasts, videos and interactive sites that effectively teach cellular respiration. It emphasizes using visual diagrams and animations to help students understand this challenging topic.
This document discusses how technology can be used to teach students about estuaries. It provides various internet resources like educational websites, videos, blogs, and podcasts that contain information on estuaries. It also includes teaching materials like worksheets, quizzes, and games. Real-time estuary data and opportunities to communicate with experts are highlighted. Rubrics are suggested for assessment.
This document provides a rationale and overview for a 4th grade technology-based unit on earthquakes. The unit utilizes various technologies, including websites, images, blogs, podcasts, apps, and worksheets, to help students gain a factual and visual understanding of earthquakes. The resources cited are from reliable sources and can be used to conduct classroom research on earthquakes. The unit also identifies specific instructional videos, organizations, books, worksheets, and apps related to earthquakes that can enhance student learning.
Presentation for the South Australian Science Teacher's Association conference at Brighton Secondary College on Monday 18th and Tuesday 19th April, 2016.
This document provides a rationale and collection of resources for teaching students about solar energy using technology. It explains that technology allows students to closely examine the sun through visuals and interactive content, access new information as the field develops, and for teachers to share ideas. A variety of online resources are presented, including YouTube videos, blogs, podcasts, and websites from NASA and other organizations that provide images, articles and activities about the sun and solar energy. Sample teaching materials like apps, worksheets and experiments are also included.
The document discusses resources for teaching students about the life cycle of frogs, including websites about frog blogs, podcasts, videos, and organizations that can help students understand each stage of a frog's development from egg to tadpole to adult frog. It provides links to interactive websites, videos, worksheets, and other materials teachers can use to engage students and help them learn about the frog life cycle visually and hands-on.
The document describes The TELE Project which aims to increase cross-cultural awareness of global ecosystems through knowledge exchange between St. Pius X High School in Albuquerque, New Mexico and Nagarjuna Academy High School in Kathmandu, Nepal. It outlines some challenges with the different time zones and cultures as well as strengths like established technology. It then discusses the initial contact between the schools, developing a renewable energy project focusing on age-appropriate content delivered through websites and video conferencing. An overview of the project details flexibility in communication and a desire for feedback from participating schools.
Motivating & Teaching Students How To Better Understand FinalJonathan L Donelson
This document outlines a unit plan to teach students about how water, climate, and vegetation affect where people live on Earth. The unit will use hands-on activities, field trips, and virtual tours to teach students how to be responsible citizens and care for natural resources. Students will learn about water cycles, climate zones, and environmental issues. Assessments will evaluate students' understanding of these topics and their ability to present solutions to local environmental problems. The goal is for students to gain skills to responsibly manage their local environment.
Motivating & Teaching Students How To Better Understand FinalJonathan L Donelson
This document outlines a unit plan to teach students about how water, climate, and vegetation affect where people live on Earth. The unit will use hands-on activities, field trips, and virtual tours to teach students how to be responsible citizens and care for natural resources. Students will learn about water cycles, climate zones, and environmental issues. Assessments will evaluate students' understanding of these topics and their ability to present solutions to local environmental problems. The goal is for students to gain skills to responsibly manage their local environment.
This document provides resources for teaching students about the solar system using technology. It lists websites with images, videos, blogs, podcasts and interactive content about the planets. These include NASA sites, YouTube channels, and apps that allow students to learn about each planet's composition and order from the sun in an engaging way. Suggested activities include worksheets, word searches and games to reinforce key concepts. The goal is to make the solar system feel close and accessible to students through technology.
This document discusses ways to engage students in science learning through global collaboration using online tools and social networks. It provides examples of how teachers can connect students around the world to share work via blogs, wikis, Skype, and other platforms. Specific projects mentioned include GLOBE, the World Moon Project, tree banding through SHOUT, and an international energy challenge. The goal is to enhance students' understanding of science concepts by allowing them to learn collectively with peers and experts globally.
The document outlines a 3-day lesson plan for a 3rd grade science class on sustainability and carbon footprints, which will have students learn about sustainability factors, calculate their carbon footprint using an online tool, and create a Prezi presenting how they can improve environmental care using technology integrated activities aligned with state standards.
2. Technology Integration
(click above for audio)
• Primary students are exposed to extensive
amounts of technology throughout their
daily lives in and out of the classroom. The
water cycle is a common topic that can be
taught using hands on activities. These
activities can be improved drastically by
showing the class instructional
videos, posting instructions, showing maps
of the water cycle applying to different
regions of the world and providing
understandable visuals for the students to
use as tools.
3. Internet Content
• Using technology is a great way to
show students how the water cycle
incorporates into their own lives
everyday.
• Separate from first hand observation,
the internet is a great tool for students
to further their exposure to what they
understand about the water cycle.
• The next three slides are examples of
the content available.
8. Internet Resources One
• United States Environmental Protection Agency
(click link for website)
– EPA is a governmental agency with the goal of
protecting human health and the environment.
Their website contains various information
about the water cycle as well as kid-friendly
information on how to protect our water ways.
• USGS: Science for a Changing World (click link for
website)
– USGS is a governmental agency that discusses
global ecological topics as well as providing
inspirational material for educators to use in
the classroom which helps teachers apply
academic material directly to student’s lives.
9. Internet Resources Two
• Droplet and the Water Cycle (click link
for website)
– This website provides a free, interactive
game/quiz that takes students in an
adventurous adventure with a water
droplet through the water cycle! This is
great for students to have fun with the
topic as they learn about the water cycle
using technology.
10. Kidspiration Diagram
-This is a graphic organizer as well as a worksheet that helps
students to practice the water cycle.
-The worksheet can be differentiated depending on grade level and
desired water cycle complexity.
-This diagram/worksheet was made using Kidspiration
11. Teaching Materials One
• The following materials can be found on
TeachNology (click for website) and are
useful ways to apply knowledge about the
water cycle:
– Water Crossword Puzzle is a way for students
to think about the operational definitions of the
water cycle terms and use them to solve this
puzzle! (Crossword Puzzle Answers)
– Water Acrostic Poem is a creative way for
students to express their knowledge of water
using the letters W.A.T.E.R. This can be
differentiated depending on grade level.
12. Teaching Materials Two
• Puzzle Maker is a creative way for
teacher’s to incorporate water cycle
terminology into the lesson using word
puzzles, word scrambles, word
finders, and crossword puzzles that can
be made from scratch according to grade
level and desired content.
• This interactive water cycle activity is a
fun way for students to show what they
know about the water cycle using
technology.
13. Subject Specific Internet
Based Resource
• http://sciencenetlinks.com/ provided a
lesson that applies to grade K-2 and is
called Disappearing Water:
– This experimental lesson gives students
the opportunity to observe how water
levels change in a closed container over
time and compare it to how water levels
change in an open container over time.
– This is introducing the concept that water
comes in various forms (solid, liquid, or
gas) and that is how the water cycle is
possible!
14. Uses of the Internet
• Exploratorium Online Exhibits has a
plethora of website materials that apply
to the water cycle such as
experiments, video explanations, and
research on how we can keep our water
clean.
• The Online Books Page includes an
extensive collection of water cycle
literature that can be used to expand
student terminology, give new
perspectives and advance
understanding.
15. Web 2.0
• teAchnology is an advanced website
that not only allows teachers to use
premade rubrics but to generate
original rubrics as well. The templates
are creative and organized neatly for
teachers to use effectively and for
students to understand.
16. Web 2.0
• YouTube is a
great
resource for
both
teachers and
students to
research the
water cycle.
Editor's Notes
This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
The video shown is entertaining, humorous and provides a simple yet relatable explanation of how the water cycle works. It gives students a visual element as to what each stage of the cycle looks like and how each phase is crucial for the next phase to commence. YouTube URL: http://www.youtube.com/watch?v=oaCUyZw4TjoThis background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
This blogging site is useful for teachers of any grade level because the activities shown can be creatively differentiated depending on academic levels within each classroom. For example, students in Kindergarten benefit greatly from learning through songs because it helps them remember information as well as learn new words followed by understanding the new vocabulary. Songs are also great for older students in third grade because it is a tool for them to recall information (repeating the words). This blog is useful because it can inspire new activities that may not have been thought of prior to reading the blog material! Blog Website: http://www.mrsliretteslearningdetectives.com/This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
This is a private blog created to bring Ms. Burrows classroom into the homes of the students and their parents/guardians. This helps those at home engage with the students and understand what the students do when they are at school. This blog provides space for parents to write questions and to give feedback as well as an opportunity for the teacher to further explain the topic (and in this case, the water cycle). This is useful for a lesson in the classroom and outside the classroom. Students may access this blog and revisit material learned in class that day to help remind them of their new found knowledge. This blog also is a source of inspiration for teachers to come up with new activities/lessons for students. Blog Site: https://msburrows.edublogs.org/2013/01/25/water-cycle/This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
This podcast although seemingly advanced, is very detailed. This can be useful if this topic were to be taught in an extensive unit in which each step of the water cycle is shown, explained, and further discussed one step at a time. Podcast: http://www.epa.gov/safewater/kids/flash/flash_watercycle.htmlThis background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
United States Environmental Protection Agency:-Provides water cycle information that is understandable for young children in the primary grades. -Provides interactive activities for water cycle awareness that children can connect to. USGS: Science for a Changing World:-Provides informational content useful for teachers to use in the classroom and engaging students in internet learning. -The website is separated by grades and by topics. This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
Responsible NASA Official: Ruth NettingCurator: NASA Science Content ManagerNASA Privacy, Disclaimer,and AccessibilityWebsite: http://kids.earth.nasa.gov/droplet.htmlThis background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
http://www.inspiration.com/Kidspiration/Whats-New
Teacher Materials Website: http://www.teach-nology.com/worksheets/science/water/-This website has many different areas of content and subjects that can be useful for teachers with extensive ideas and materials available.-Other activities for water included quizzes, word scrambles and ven diagrams. This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
Puzzle Maker: http://www.discoveryeducation.com/free-puzzlemaker/?CFID=244131&CFTOKEN=81645061Interactive Water Cycle: http://player.discoveryeducation.com/views/hhView.cfm?guidAssetId=087777c8-4ff0-45d2-878f-e7cd90f7ee19This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
Science Net Links: http://sciencenetlinks.com/Disappearing Water: http://sciencenetlinks.com/lessons/water-2-disappearing-water/This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
Exploration Online Exhibits: http://www.exploratorium.edu/-This website offers an unreal amount of information that is provided by contributors around the world. The museum is located in San Francisco, California and provides opportunities for anyone with internet access to explore the world of science, art and human activity. -This can easily be applied to my topic from a teachers perspective because it allows me to bring information and different perspectives into my classroom to share with my students. The water cycle has many layers other than the simplistic cycle itself and I can slowly introduce new areas of the water cycle and how it effects my students directly by using this site. The Online Books Page: http://digital.library.upenn.edu/books/-This website is filled with various links, PDF’s, HTML’s and online books that directly relate to the water cycle. Even further, this website uses different water ways (oceans, lakes, rivers, etc.) to apply the simple cycle to all bodies and aspects of water around the world. -In my classroom, this website would allow me to introduce how the water cycle applies to my students lives in addition to lives around the globe. Children when they are at a young age have a hard time understanding various points of views besides their own, especially considering people they do not know in places they have never seen/heard of. By introducing this concept and applying it to what they already know about the water cycle, cognitive development is engaged through learning within the classroom. This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
teAchnology - http://www.teach-nology.com/web_tools/rubrics/general/-In the classroom I can create my own rubric based on different lesson plans and activities (if I decide to use certain activities as forms of assessment). -Other rubrics can be made so that students simply understand what I am asking them to do (not all rubrics have to be used to assess). This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg
YouTube is a place where both students and teachers can find various forms of information (more specifically, information about the water cycle). Although students at a young age most likely will not be wandering all over YouTube to find information, this resource is extremely helpful for me (as the teacher) to utilize what others have shared on YouTube about the water cycle and use the new information throughout these lessons. In addition, YouTube is a global emerging technology that gives teachers and students the opportunity to see how the water cycle applies around the world and what other children of the same age are doing to learn about the water cycle (or any other topic). YouTube videos and website links are a huge advantage for teachers to become inspired by lessons, activities, projects, and applications that might not have been thought about otherwise. This background image was taken from “Images” on Google.comand can also be found at -http://3.bp.blogspot.com/_YTb6ZblJu0o/TPMzp32R5aI/AAAAAAAAALg/vnul9ZgWt0M/s1600/WaterCycleArt.jpg