InnesPage

=E2T2 Portfolio Page for //Innes Isom//=

Summary
//I used different online resources such as goAnimate and Glogster to give students a chance to show their learning.//

Shared Lessons, Units, and Resources
** NAME__:__ **
 * ~ Daily Lessons ||~ Instructional Units ||~ Other Related Resources ||
 * ** UNIT 2: MINI ICE AGE? **

• I can label and interpret a phase change diagram. (//this means I// //know states of matter, vocabulary of phase changes as energy is added or removed, explain why things take up more or less space when they heat up/cool down// ) • I can explain why water takes up more or less space when it is heated up or cooled down. • I can provide evidence that water does not disappear when it evaporates. • I can interpret an illustration of the water cycle. ||  ||   || • I can predict the densities of different liquids using a particle model. (//This means I know why cold, hot, salt, freshwater have different densities)// ||  ||   || • I can measure mass and volume with appropriate metric units and lab tools. //This means I know formulas for volume of cylinders and boxes, and I know how to use the displacement method to measure the volume of irregularly shaped objects// • I can create and interpret matter’s mass vs volume graph and how it relates to its density. (//This means I// //know how to graph mass vs volume using the graphing guidelines, know how the slope of this graph is related to its density.)// ||  ||   || • I can predict the layering of liquids and solids based on their relative densities. • I can observe convection currents of hot/cold water and explain them using the kinetic particle model of matter. ||  ||   ||
 * //In this unit, we will begin with a review of the states of matter, phase changes, and the water cycle. We will learn about the north Atlantic current and the hypothesis that melting arctic ice could disrupt this current. We will then investigate density to understand how the salinity and temperature of the ocean drives the north Atlantic current and how cold, fresh water from the arctic could change the density-driven current.//**|| **LONG TERM LEARNING TARGETS**  ||  **SUPPORTING LEARNING TARGETS**  ||  **ACTIVITIES**  ||  **REFLECTION**  ||
 * I can describe the states of water and explain their phase changes. || • I can use a particle model to describe the different states of matter (solid, liquid, gas) of water and its changing states.
 * I can use a particle model to explain density of matter. || • I can use a particle model to draw diagrams that represent matter of different densities.
 * I can use a particle model to explain density of matter. || • I can use a particle model to draw diagrams that represent matter of different densities.
 * I can use a particle model to explain density of matter. || • I can use a particle model to draw diagrams that represent matter of different densities.
 * I can use a particle model to explain density of matter. || • I can use a particle model to draw diagrams that represent matter of different densities.
 * I can use a particle model to explain density of matter. || • I can use a particle model to draw diagrams that represent matter of different densities.
 * I can measure and calculate the density of liquids and solids with appropriate lab equipment and metric units. || • I can use the density formula to calculate density with different units.
 * I can use density to predict if something will float or sink. || • I can explain how combining different matter with different densities can change matter’s overall density.
 * I can explain how melting arctic ice could disrupt the north Atlantic current due to density changes. || //Use your knowledge of the density of hot, cold, salt, and freshwater to explain what drives the north Atlantic current and why melting arctic ice could disrupt the north Atlantic current.// ||  ||   ||



Blog Entries
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Student Work Samples
//"http://goanimate4schools.com/movie/0nRnq64OOIZU?utm_source=embed&uid=0pk2VsZts6tw"//

Summative Narrative
Well it’s a bit of a conundrum for me- I felt like I learned a ton but have few deliverables to show for it. It seemed as though my good intentions to incorporate technology into science got bogged down by time constraints or bandwidth issues and my attempts to write about it ran into the end of the year (2 field trips and packing up 3 classrooms). So I will attempt to reflect on what I learned and tried but want to say sorry for not having all the pieces in place.


 * 1) I think what I learned is that I am a creative person and have always had fun coming up with interesting products for my students to create. I often start with the project in mind when designing a lesson and that helps guide what I teach. This class opened up an incredible toolbox of things to do with students. I think that my approach to lesson design meshed well with the mantra it’s not the technology it’s the curriculum. This program, thanks CDE, has given me new ways to think about getting kids to show and explain their understanding.
 * 2) Yes my students were motivated and engaged. Like some students get motivated by sports others get motivated by technology and the entire class gets motivated when the technology makes them feel that what they are making will be seen by more than just the teacher. We made cartoons as a way for them to explain density and they worked hard, they revised their efforts, and they shared their work with peers. It was an exciting process to watch. What was less than exciting was the issues we couldn’t control- the bandwidth would slow us down to a standstill. We tried to have half the kids work at a time and it would still be glacially slow. So it was a tough sell for me in the end- we spent a week and a half on an assignment that should have taken 3 days- and we only had half the kids done! They were into the learning process and they learned the content but I just never got the flow going.
 * 3) We use the formula Hook, Mini lesson, student practice, and student reflection at MMS. I used the Hook and student practice time most effectively. The Hook is a short attention grabber at the start of a lesson and using a short youtube clip or making an animoto slideshow ensures that the kids are attentive and ready to hear what is next. The student practice time was where I really wanted to use technology. Students had to take their knowledge of the content and put it into their own words or ideas- what a great avenue for all of the programs we learned- I still will pursue these but need to work in smaller steps so not to get bogged down by management of the technology.
 * 4) I think my next step is to continue to plan a unit or lesson with the content in mind and then the final product can incorporate technology as an option to be used. A kid can use the cartoon making software or just draw a cartoon. My next step is to give opportunities to use it and show the kids that I am learning how to incorporate technology as well.

Literature Review
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