Category: Student posts

Hey 8th graders! Today we are going to use Google Maps to practice using the distance formula. You will use the map and the slides linked below to complete 6 practice problems. Here are your directions:

1. Open the Google Map in a separate tab. Become familiar with the points that are plotted on the map. We have fun locations in the PNW like Mt. St. Helens, Cannon Beach and much more!

2. Click the link below to create your individual copy the slides. This is where you will complete all of your work. You may do so by writing on the slides, linking a Jamboard or uploaded a picture of written work.

CLICK HERE TO MAKE YOUR COPY

3. Find the distance between the points written on the Google slide. In order to find the coordinates of each place, click the blue marker and the coordinates will be written below. Portland’s coordinates are 0,0.

4. Once you have completed all 6 of the practice problems. Make 2 of your own new locations on the map and find the distance between them. Take a screenshot of your two locations and use the distance formula again to solve.

Goal:

The goal of this activity is to have students practice using distance formula with coordinates in a fun and interactive way. This allows for the students to gain a conceptual understanding of what it means when we use the distance formula to find the length between two points. This activity also asks the students to practice with their procedural knowledge. I wanted to base the map in Portland that way my students have a better understanding of where the places are.

Hola estudantes! Hoy vamos a continuar explorando españa. Ya tenemos una idea sobre su cultura, su arte, sus tradiciones, y su comida… pero, el tema de hoy es la arquitectura. Estoy muy emocionada para compartir su itenerario del día. Vamos a visitar cinco lugares: Parc Guell, La Sagrada Familia, La Monumental, Casa Milá, y Casa Batlló.

Por favor, usen ese enlance (aquí) para explorar los edificios y lugares diferentes. Hay un video adjunto de cada atraccíon. Por favor miren los cinco videos cortos. Cuando estén terminados, su tarea es crear un Jamboard que es como un “Postcard” que le gustaría mandarle a sus padres o a su amigo mejor. En su Post Card por Jamboard, tienen que incluir:

• Entre cuatro a sies oraciónes
• Un verbo con el preterito
• Tres palabras de nuestro vocabulario de la semana
• Por lo menos, una foto de su lugar que escogiste

Entregar su Jamboard por correo electrónico a Maestra Carbary.

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Hi students! Today we are going to continue exploring Spain! We already know a little bit about their culture, art, traditions, and food… but, today the objective for today is architecture. I am really excited to share our itinerary for the day. We are going to visit five places: Parc Guell, La Sagrada Familia, La Monumental, Casa Milá, and Casa Batlló.

Please use this link (here) to explore the different buildings and locations. There is a video attached to each attraction; please watch the five short videos. When you are done, your assignment is to use Jamboard to create a Postcard that you would like to send to your parents or best friend. In your Jamboard Postcard, please include:

• Between 4 to 6 sentences
• One verb in the past tense
• Three words from our vocabulary list this week
• At least one picture of the location you chose

Email your Jamboard to Maestra Carbary to turn it in.

Goals

• Allow students the opportunity to virtually explore the city of Barcelona at their own pace
• Students can learn a bit more about Spain’s unique architecture through Google maps and the YouTube videos attached to each destination
• Students will have an opportunity to practice writing in the target language by creating a fictitious “Postcard home” and including the verb tense and vocabulary from that unit.
• Students can express their creativity via Jamboard

Links

https://unsplash.com/photos/-271sKk6WaM

https://www.google.com/maps/d/u/0/edit?mid=1EuI2NchXrsIkoP0y-egdFXFcjUwIMiyZ&usp=sharing

Target Student Group: Third and Fourth Grade Students

Goal of Lesson:

The goal for this lesson is for students to gain understanding of their differing communities by exploring Google Earth. Students will study the map and formulate questions to ask their pen pal, and formulate statements that they would like their pen pal to know.

Student Instruction:

As you all are aware, we have some new friends that we will be writing a letter to in a completely state. Their community is going to be very different than the one we live in. Today, we are going to explore the community our friends are in and compare it to our own. Follow this link to explore

https://earth.google.com/earth/d/1v9JrRlPxJSNmnwXcQ3lKv6nc7QtKBSBR?usp=sharing

As you explore note down any questions you might want to ask your pen pal and note things you’d want them to know about you and your community.

Teacher Notes:

• You may involve student’s more by allowing them to create an informational slide to help describe their community or highlight a specific place in their community.
• This can be adjusted for grade level.
• Students can be further prompted to notice terrain, landmarks, specific buildings, etc.

Featured Photo by berenice melis on Unsplash

This lesson is for kindergarteners to explore nature around them and begin to recognize the different parts of a tree and how they are beneficial to everyone!

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Trees are an important part of the environment that we all live in. They help make the oxygen we breathe, provide shade from the sun, building materials, and even fruit to eat. Trees also provide homes for animals.

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PARTS OF A TREE

• TRUNK: The TRUNK is the tall part of a tree that we see above the ground.
• BRANCH: A BRANCH is offshoots, or piece that spreads out from the trunk to hold the LEAF, FLOWER and FRUIT of the tree.
• LEAF: A LEAF is often green, and is used to help the tree to capture light from the sun in a process called photosynthesis, where the sun’s energy is turned into nutrients for the tree.
• FLOWER: The FLOWER is formed to attract insects and other animals to the tree to help with a process called pollination, which is how trees start the process of making more trees.
• FRUIT: The FRUIT is what a tree uses to hold seeds. FRUIT is often eaten by animals, and people. This helps spread the seeds of the tree.
• ROOT: The ROOT is the underground part of the tree that absorbs water and other nutrients from the soil, as well as keeping the tree from falling over.

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ACTIVITY

Now that you know the parts of a tree, here is a fun activity.

1. Go make a copy of the Google Drawing by clicking here.
2. Move the words in the Word Box to the blank spots that match the part of the tree that the line points to.
3. With help from your parents you can print the picture and color it in!

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Photo by zibik on Unsplash

Worksheet can be found a Cool2BKids

This lesson is designed for World History high school students to discuss Athens and Sparta. Students should come into the lesson with a background of the two. The purpose of this lesson is to refresh students on the differences and similarities between the two before giving them a Google Form quiz.

Questions to ask students:

-What struck you about Spartan society? The military, the role of women, the society itself?

-What were some certain goals of Sparta in wartime? Especially during the Peloponnesian War?

The instructor should reinforce the idea of Sparta as a militaristic Greek state and ask what this might mean and how it affected the Spartan way of life.

Questions to ask students:

-What struck you about Athenian society perhaps compared to Spartan society? The military, the role of women, citizenship, etc?

-What are some accomplishments of the Athenians that we still see today?

-Do you believe the Athenians were truly a democracy? Ask students to consider the class system and the power Athens held over their allies in the Delian League.

The instructor can take the opportunity to discuss the decline of Athens in relation to the rise of Rome which, depending on the curriculum, would be a topic the class discusses in the near future.

The Google Form Quiz

This quiz is designed in a way that allows students to chose which Greek society they want to be quizzed on. Students pick either Sparta or Athens and answer 5 questions on a certain society; each question is worth 2 points to a total of 10 points for each quiz.

Allowing students the choice of what they are quizzed on takes pressure of them, and it allows you as the instructor to see which society students may have liked. This type of testing also allows the instructor to see which society that students may need more instruction on depending on which society students pick overall. The instructor could even challenge students to take both or even have the second section be extra credit for students that may need it.

Here is the link for the form:

https://docs.google.com/forms/d/e/1FAIpQLSdjwIfqiSE00nfQ-P9uV5_m3e1pm8qtljY3djlVPf15irwwqg/viewform?usp=sf_link

Currently, this quiz gives the feedback right away, but I would personally go over answers manually because some of the questions are designed with multiple answers and partial credit is not given manually by Google Forms. For the purpose of this post though, feedback is given right away.

To get the full experience of the quiz, it has been edited so that the end of the Athens section goes back to the beginning of the quiz so that you can get an idea of both tests while also getting a score for both sections.

Photo Citations

Featured Photo by Enric Domas on Unsplash

Spartan Cover Photo by gancheva on Pixaby

Athens Cover Photo by rygrech on Pixaby

Target Student Group: Third Grade

Student Instructions:

As a warm up today, follow this link, https://docs.google.com/forms/d/e/1FAIpQLSf0tN-j3vmJ0PAiOLMvoHxVImg-M4K9GbLonGNwRyLdkJsgog/viewform?usp=sf_link

Then take a look at these multiple choice questions. Choose the answer you think has two words that rhyme. When you’re done, check your work. If you missed one, try again! Remember read them out loud and listen for those similar sounds.

Goal:

To prompt students to identify and recognize rhyme as we continue into our poetry unit.

This will help guide students toward the state standard:

CCSS.ELA-Literacy.RF.3.4.B

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.

Teacher Notes:

• This can be adjusted for grade level to be more challenging or simpler.
• It can also be adjusted as a more formal assessment for the younger grades.

Featured Photo: Photo by Brett Jordan on Unsplash

Hi, 5th Graders!
Today in Math I’ll be asking you to work on Google Forms. This is NOT for a grade, but please take your time and visit any links listed after the questions. I’m here if you have questions! 🙂

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Instructions
1.) Please click here to visit the Google Forms.
2.) Take your time and do your best! Answer ALL of the questions! Please submit when you’re finished.
3.) Review any questions you may have missed. Please click on all of the links to look at the extra pictures and videos!

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Student Goals
– Demonstrate knowledge of fractions so far in the unit.
– Self-reflect on their strengths and weaknesses.

Teacher Goals
– Review data to determine what next steps should be.
– Create ability groups based on different student needs, if necessary.
– This can help the teacher know whether students are ready to move on to more complex fraction problems (adding, multiplying, etc.).

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Featured Image by Joshua Hoehne on Unsplash

This lesson:

This lesson is intended for Spanish 3 students to guide their own learning about the environment and conservation efforts of different Spanish speaking countries. Students are expected to use the Google Form to: select a country of interest, read the corresponding article, use the form to summarize, review vocabulary, and give me feedback, and then report to the class about the article the next day in small groups.

Instructions for students:

1.) Enter your information into the Google Form.

2.) Select the country you would like to learn about. You are only reading ONE article.

3.) Read the article provided for your selected country.

4.) Follow the prompts in the Google Form.

5.) Come prepared to work with a small group in class to share about what you learned and teach others about your country!

Goals:

My goals for this lesson include:

• Giving students freedom to guide their own learning.
• Exposure to authentic Spanish texts (news articles).
• Collaborative learning – teaching others about their article and learning from their peers.

The Google Form helps accomplish this by giving students the choice of what they would like to read and being able to assign specific vocabulary comprehension questions and to hold students accountable for their reading.

The Google form automatically corrects their vocabulary comprehension and allows me to gain feedback on the articles I am assigning as well.

https://docs.google.com/forms/d/e/1FAIpQLScMaMZ-TcyXTzosF8mo6fAKhbUX45iRkon7SogVAwwv8FJfAg/viewform?usp=sf_link

Good morning, third graders! Just like every other day, I want to know how you are doing!

Instructions

1. Go to the Google Forms by pressing on the link: https://docs.google.com/forms/d/e/1FAIpQLSdmhYwsLeZa76qnXRZOvmVVRnIIRdjWXYBKtYHnhtEps075vg/viewform?usp=pp_url
2. Don’t forget it fill out your name!
3. Submit when you finish the questions.

Goals

Although this isn’t a lesson per say, I think it is important to check up on our student’s mental health so this form could be used daily. This lesson gets the students into a routine, it allows students to reflect on their mental health and express it feelings, and it allows students to ask the teacher questions about the assignment in a private space.

Photo by Dawid Zawiła on Unsplash

Hello 7th graders, I know there is a LOT going on right now in each of your lives. Please take this survey to let me know how you are doing. There are so many resources for you both academically and emotionally. You have all pushed through such a hard year and are working so hard to show me your math skills! And yes, math skills are important but YOU are more important than those math skills. Please complete this Google Form by answering each question you are comfortable answering and submitting it once you have finished.

Goal:

The goal of this Google From is not about a certain subject but more about the social and emotional state of my students. Because this year has been really tough on many of them I think it is very important to check in on their wellbeing. This survey serves two purposes. One, it allows for me as the teacher to see how my students are doing and be able to use that information to reach out to certain students, change my class structure or allow more time in class for SEL activities. The second purpose it that it allows for students to get strategies regarding their wellbeing (physical, emotional, etc.) as well as give them some academic resources if they need them. The form is a dynamic way of collecting the information I want to be able to know how my students are doing but also directs them to questions that are applicable to their responses. For example, if my students say they are not having a great week, I will then ask them about their sleep schedules. If they answer they don’t sleep at least 8 hours on average I will give them some sleep tips and then have them move on to other questions regarding their social and emotional health.

Who is this survey for?

This type of SEL survey could be given to any different grade level just with modifications to the questions and the resources. All students, no matter the age/grade, need to be checked in on often. This specific form was created for middle schoolers.

Hola estudiantes! Hoy, vamos a tomar un viaje a Barcelona, España! En las semanas pasadas, hemos estudiado la comida y la cultura de España. Ese es su oportunidad de aprender un poco más sobre la vida de un española.

Primero, van a hacer clic aquí. Entonces, van a escoger que quieres hacer durante su aventura! Espero que tengan un buen y seguro viaje!

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Hi students! Today we are going to take a trip to Barcelona, Spain! In the previous weeks we have been studying Spanish culture and food. This is your opportunity to learn a little more about the Spanish lifestyle.

First, you are going to click here. Then, you are going to chose what you want to do during your adventure! I hope that you have a safe and awesome trip!

Goals

• Give students the opportunity to make choices and use their imagination.
• An opportunity to practice food and tourist vocabulary.
• Students can use to pictures to remind them what some of the options mean.
• Students learn a little more about Spanish activities, culture, and food.

Links

https://docs.google.com/forms/d/e/1FAIpQLSc8a_BvbJO_oXqRG5X4yTpxCuqHvu5t1t1-GM_6tQ2tuoyNAg/viewform?usp=sf_link

https://unsplash.com/photos/lvXeO04CxwQ

Target Audience:

Students in Algebra I, or Algebra II in need of some function review. This lesson and activity is designed students ranging from 8th-11th grade depending on their mathematical skill set.

Lesson Objectives :

Students will be able to identify parent functions and their related “offspring”.

Students will be able to sort and identify the qualities of functions that make them belong to specific groups of functions.

Instructions:

1. Make a copy of the Google Draw by clicking here.
2. Once you have made a copy, read directions and start to sort functions into their given parent function category. See pictures below for reference.

Image Credits:

“10.24.2010 – No parents!” by dougbutchy is licensed under CC BY 2.0