Archive for March 2014

Organisms and Interactions: 6th Gr Sci (3 of 3)

Figure 3. The Export Movie option will let me send the movie straight to the Camera ROll.

Step 3: Assemble the Project

A challenge came from Quynh Tu, our 6th Grade Science teacher. She has a great organisms and ecosystems project that she wants to move from a poster-based product to an iPad-based one. As she describes it, the students have to create two organisms and describe them individually. Part of the description is the ecosystem in which they live and how they are adapted to it. The second level is that the organisms have to interact in some way (e.g. symbiotic, cooperative, parasitic). In the past, students have drawn their organisms out and labeled things on a poster. She’d like two main things to come out of “iPad-izing” the project:

  • Students can narrate the project, making them verbalize and expand their answers past the simpler poster labels, and
  • Students draw the ecosystem as well as the creatures, so that they have to describe more about the ecosystem’s effect on the creatures. She felt like this has gotten short shrift in the past.

I’ve broken this project down into three distinct stages, each with their own goals and tools:

  1. Build the Ecosystem
  2. Build the Organisms
  3. Assemble the Presentation/Movie

I covered both Step 1 and Step 2 in previous posts. Here, we’ll explore Step 3. To the lab!

Read more

Organisms and Interactions: 6th Gr Sci (2 of 3)

My amphibian creation. (123d Creature)

Step 2: Build the Organisms

A challenge came from Quynh Tu, our 6th Grade Science teacher. She has a great organisms and ecosystems project that she wants to move from a poster-based product to an iPad-based one. As she describes it, the students have to create two organisms and describe them individually. Part of the description is the ecosystem in which they live and how they are adapted to it. The second level is that the organisms have to interact in some way (e.g. symbiotic, cooperative, parasitic). In the past, students have drawn their organisms out and labeled things on a poster. She’d like two main things to come out of “iPad-izing” the project:

  • Students can narrate the project, making them verbalize and expand their answers past the simpler poster labels, and
  • Students draw the ecosystem as well as the creatures, so that they have to describe more about the ecosystem’s effect on the creatures. She felt like this has gotten short shrift in the past.

I’ve broken this project down into three distinct stages, each with their own goals and tools:

  1. Build the Ecosystem
  2. Build the Organisms
  3. Assemble the Presentation/Movie

I covered Step 1 in a previous post. Here, we’ll explore Step 2. To the lab!

Read more

Organisms and Interactions: 6th Grade Sci (1 of 3)

IMG_0122

Step 1: Build the Ecosystem

A challenge came from Quynh Tu, our 6th Grade Science teacher. She has a great organisms and ecosystems project that she wants to move from a poster-based product to an iPad-based one. As she describes it, the students have to create two organisms and describe them individually. Part of the description is the ecosystem in which they live and how they are adapted to it. The second level is that the organisms have to interact in some way (e.g. symbiotic, cooperative, parasitic). In the past, students have drawn their organisms out and labeled things on a poster. She’d like two main things to come out of “iPad-izing” the project:

  • Students can narrate the project, making them verbalize and expand their answers past the simpler poster labels, and
  • Students draw the ecosystem as well as the creatures, so that they have to describe more about the ecosystem’s effect on the creatures. She felt like this has gotten short shrift in the past.

I’ve broken this project down into three distinct stages, each with their own goals and tools:

  1. Build the Ecosystem
  2. Build the Organisms
  3. Assemble the Presentation/Movie

In this post, we’ll start with Step 1: Building the Ecosystem. To the lab!

Read more

Personal Knowledge Management and Student Process

@KimKierkegaardashian - A mashup of Soren Kierkegaard and Kim Kardashian. Demonstrates understanding of irony?

How do we learn and process vast amounts of information in the digital age? How do we practice filtering and deep thought in an information deluge? Why do we have such rampant disagreements on whether the Internet is a “good place to learn?” For many of us it’s an exciting time to be in education because of these questions. Pedagogues and thinkers from diverse fields are combining their expertise to form a new set of learning strategies that reflect both the myriad sources of information available via networking and the ease with which anyone can demonstrate their thinking and learning for examination, critique and sharing. Going by terms such as “connectivism,” or “personal knowledge management,” many attempts to build a framework of digital-age learning share common threads which highlight the essential skills and processes of a modern learner. Regardless of any particular preferred framework or methodology, these common threads reveal general stages that we can practice, develop, model and instruct. Read more

Products, Process and the Digital Native Fallacy

This is the second episode of my faculty development program. The video is here, but there are additional links and reading, as well as our faculty discussions, at the University Prep Technology Integration Exchange (UPTIE). Enjoy!