Here is the link to my Rubric for the Utah Biomes Digital Learning activity:
https://spreadsheets.google.com/ccc?key=tmYJWz9m3D8dAHC-JnqU2UA&hl=en#gid=0
Wednesday, July 21, 2010
Monday, July 19, 2010
Concept Maps
1) Misconception concept map. Student submits a map about Utah's animals where they are expected to categorize the types of animals to specific animals and then show whether they are cold or warm blooded animals. This student got a little confused about reptiles and amphibiams as well as whether fish are cold or warm blooded.
Concept maps are a great way to informally assess a students a knowledge and understanding on concept or an idea. In this case, the students were required to list the five types of animals that live in Utah, name an example of each and state whether they are cold or warm blooded in the form of a concept map so they are able to see the connections. Even many adults become confused with the difference between amphibians and reptiles. It is important as the teacher to inform them of the subtle differences. Since the student was confused by this, it is a clue to the teacher that they need to go back and re-explain the similarities and differences.
2) Correct concept map: The student re-submitted their concept map fixing some of their misconceptions to show that they understand the relationship and categories of Utah's plants. They fixed their misconception about reptiles and amphibians, realizing that toads belong in the amphibian family and snakes in the reptile family. They are very similar so it is a hard concept to learn-but since they were able to fix it, it is now known that student understands the concpet and they can move on. The student also fixed the misconception about fish being warm blooded. Along with reptiles and amphibians, fish can change their body temp to stay confortable. Another thing the student did to fix their map was to color code it. Not only is easier for the teacher to see the connections, but it would have helped the student as well see the categories so there is lesser chance they will get confused.
Concept maps are a great way to informally assess a students a knowledge and understanding on concept or an idea. In this case, the students were required to list the five types of animals that live in Utah, name an example of each and state whether they are cold or warm blooded in the form of a concept map so they are able to see the connections. Even many adults become confused with the difference between amphibians and reptiles. It is important as the teacher to inform them of the subtle differences. Since the student was confused by this, it is a clue to the teacher that they need to go back and re-explain the similarities and differences.
2) Correct concept map: The student re-submitted their concept map fixing some of their misconceptions to show that they understand the relationship and categories of Utah's plants. They fixed their misconception about reptiles and amphibians, realizing that toads belong in the amphibian family and snakes in the reptile family. They are very similar so it is a hard concept to learn-but since they were able to fix it, it is now known that student understands the concpet and they can move on. The student also fixed the misconception about fish being warm blooded. Along with reptiles and amphibians, fish can change their body temp to stay confortable. Another thing the student did to fix their map was to color code it. Not only is easier for the teacher to see the connections, but it would have helped the student as well see the categories so there is lesser chance they will get confused.
Tuesday, July 13, 2010
Wednesday, June 30, 2010
Online Demonstrations
This is the link to my online demonstrations activity:
Salinity-Density Online Demonstration activity
Salinity-Density Online Demonstration activity
Using Mulimedia
greenforkutah.blogspot.com/2009/11/member-hig...
www.all-freeware.com/results/sand/dunes/utah
- First, answer the questions that are inside of the pictures. We have been discusing and reading about Utah's Biomes. I want to make sure that you can tell the difference between them just by looking at the pictures.
- Next, name at least two animals that inhabit each biome.
- Then, name at least one activity you can do in each biome (i.e. hiking, biking, fishing.)
- Last, if you were to go on a day vacation with your family, which biome would you want to visit?
- Bonus: Identify areas in Utah where you can find these biomes. (St. George, Salt Lake, etc.).
Monday, June 21, 2010
Tuesday, June 15, 2010
Blog Activity
4th grade science- Standard 2 Objective 1
Activity Objective:
• SWBAT name and describe the basic cloud types by reading and looking at images as well as participating in group discussions.
Activity Outline:
1. (Introduction)To capture student’s attention, read/display the following definition of the nature of science: “Science is a particular way of understanding the natural world…Science follows very specific rules and its results are always subject to testing and, if necessary, revision. Even with such constraints science does not exclude, and often benefits from, creativity and imagination.” http://evolution.berkeley.edu/evosite/nature/index.shtml
2. Then have the following questions posted (or read them if you are doing it front of the class.)What does this definition of science mean to you? What questions do you have about this definition?
3. Next, tell the class that over the next week we are going to learn about the weather-specifically clouds! The activity we are going to do next will introduce you to the various types of clouds that form in the sky. We will be learning about the different types of clouds using pictures and definitions and then we will play a matching game. By the end of the activity, I hope that you will be able to look outside and name the type(s) of clouds that are in the sky at that particular time-because you will be asked to do this!
4. I will be posting one question about clouds and weather each day for a week that I want you to respond to on the class blog, this way you can read your classmates responses and maybe even ask each other questions and find out more information from each other.
Activity:
1. Matching picture of cloud to name of cloud:
• Stratus: Stratus clouds are low, flat, gray clouds that look like sheets covering the sky. They are the closest clouds to the ground. They form as low as surface level (fog) to about6,500 feet above the ground. They can produce rain, drizzle, or mist.
• Cumulus: Cumulus clouds are puffy and white like cotton balls. They form from 2,000 to 20,000 feet above the ground. They usually indicate fair weather. Sometimes they grow very large and become thunderheads. As these clouds gather they create thunder and lightning and produce precipitation in the form of rain and hail.
• Cirrus: Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as mares’ tails. They form between 25,000 to 40,000 feet above the ground. They are so high in the atmosphere that the water droplets freeze into ice crystals. They often indicate an incoming storm or weather change.
www.ri.net/.../Batchelder/llclouds.html
www.areavoices.com/astrobob/?blog=32721
www.geography.hunter.cuny.edu/~tbw/wc.notes/5...
(answers: picture #1-cirrus, picture #2-cumulus, picture #3-stratus.)
2. Then, fill out activity sheet about what you have learned about clouds
Total Time:
35 minutes min. / 50 minutes max
1. Why do you think it is important that we know and understand the different types of clouds?
2. Can there be more than 1 type of cloud in the sky at one time? Explain.
3. Look outside your window and state which cloud(s) you see. Are you answers different from your classmates? Why do you think?
4. What is the purpose of clouds?
5. Which type of cloud depicts (shows) shapes in the sky? What shapes have you seen before, or what can you see now?
6. Is it only important that scientists understand the cloud formations and the effects of the different types of clouds? Why or why not?
7. Which season (winter, spring, summer, fall) is your favorite month, and which cloud type do you think is mostly present in that time?
Activity Objective:
• SWBAT name and describe the basic cloud types by reading and looking at images as well as participating in group discussions.
Activity Outline:
1. (Introduction)To capture student’s attention, read/display the following definition of the nature of science: “Science is a particular way of understanding the natural world…Science follows very specific rules and its results are always subject to testing and, if necessary, revision. Even with such constraints science does not exclude, and often benefits from, creativity and imagination.” http://evolution.berkeley.edu/evosite/nature/index.shtml
2. Then have the following questions posted (or read them if you are doing it front of the class.)What does this definition of science mean to you? What questions do you have about this definition?
3. Next, tell the class that over the next week we are going to learn about the weather-specifically clouds! The activity we are going to do next will introduce you to the various types of clouds that form in the sky. We will be learning about the different types of clouds using pictures and definitions and then we will play a matching game. By the end of the activity, I hope that you will be able to look outside and name the type(s) of clouds that are in the sky at that particular time-because you will be asked to do this!
4. I will be posting one question about clouds and weather each day for a week that I want you to respond to on the class blog, this way you can read your classmates responses and maybe even ask each other questions and find out more information from each other.
Activity:
1. Matching picture of cloud to name of cloud:
• Stratus: Stratus clouds are low, flat, gray clouds that look like sheets covering the sky. They are the closest clouds to the ground. They form as low as surface level (fog) to about6,500 feet above the ground. They can produce rain, drizzle, or mist.
• Cumulus: Cumulus clouds are puffy and white like cotton balls. They form from 2,000 to 20,000 feet above the ground. They usually indicate fair weather. Sometimes they grow very large and become thunderheads. As these clouds gather they create thunder and lightning and produce precipitation in the form of rain and hail.
• Cirrus: Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as mares’ tails. They form between 25,000 to 40,000 feet above the ground. They are so high in the atmosphere that the water droplets freeze into ice crystals. They often indicate an incoming storm or weather change.
www.ri.net/.../Batchelder/llclouds.html
www.areavoices.com/astrobob/?blog=32721
www.geography.hunter.cuny.edu/~tbw/wc.notes/5...
(answers: picture #1-cirrus, picture #2-cumulus, picture #3-stratus.)
2. Then, fill out activity sheet about what you have learned about clouds
Total Time:
35 minutes min. / 50 minutes max
Connection to Standards:
1. Utah K-12 Core Curriculum: 4th grade science; Standard 2- Students will understand that the elements of weather can be observed, measured, and recorded to make predictions and determine simple weather patterns. Objective 1- Identify basic cloud types (i.e., cumulus, cirrus, stratus clouds.
2. Standard 7: Planning- The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
1. Why do you think it is important that we know and understand the different types of clouds?
2. Can there be more than 1 type of cloud in the sky at one time? Explain.
3. Look outside your window and state which cloud(s) you see. Are you answers different from your classmates? Why do you think?
4. What is the purpose of clouds?
5. Which type of cloud depicts (shows) shapes in the sky? What shapes have you seen before, or what can you see now?
6. Is it only important that scientists understand the cloud formations and the effects of the different types of clouds? Why or why not?
7. Which season (winter, spring, summer, fall) is your favorite month, and which cloud type do you think is mostly present in that time?
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