Category: Student posts

Target Group

I would use this lesson for either 4th or 5th graders for a math lesson on area!

Lesson, Instructions, Goal of the Lesson

This would be used after I introduce students how to use the different formulas of area for squares, rectangles, and triangles. The google drawing shows different shapes they need to find the area for and I would give students about 10 minutes to solve the problems on their own paper. Once the time is up I would work through each shape with them and put in the answers to the problem. The main goal of this lesson is to make sure they understand how to use the formulas and to identify which numbers to use in the formula. By using google drawing I can make a more colorful and visual image so students can solve the problems as well as I could also have them fill in the answers themselves since people can join the document! Just click below on the link to get your copy of the lesson!

Link for Copy

https://docs.google.com/drawings/d/1s64RrJORHbElCI94cVfWU7fP0SPrakkW5fuTttoe5jE/edit?usp=sharing

Featured Image:Photo by Firdaus Roslan on Unsplash

Context:

Students will be asked to complete this warm-up activity to identify missing sides of specific triangles and apply trigonometry tools to refresh them on the work we have been doing during this Unit.

Target Group:

High School Geometry, ninth and tenth graders.

Goals:

Students will be able to identify and solve for missing sides using our trigonometric ratios and tools.

Jamboard Link

https://jamboard.google.com/d/1LM4Z68JCfx4JoAatGF-iqy7bo_PhiHK8ijMxAIOLEyA/edit?usp=sharing

Title Image: Photo by JF Martin on Unsplash

This activity is designed for my eighth grade French class for our unit on irregular verbs and the past tenses (passé composé and l’imparfait). Students will switch in and out of break-out rooms (this would obviously be more ideal in-person) to ask each other questions in the past tense. This is an interactive project where students will need to collect information and use questions that employ many of the irregular verbs we have studied. I used Google Drawings to create a “Find someone who…” chart that will prompt students to:
*get to know each other better
*ask and answer questions about the past
*differentiate between using the passé composé and the imparfait
*practice agreement of gender and number
*conjugate irregular verbs in both past tenses
*interact independently of the teacher
*use the grammar structures in a relevant personal context

https://docs.google.com/drawings/d/1UCMoOlw7fA_I8zzEVlarstGtqEnbrl-azQOTMPmG-1M/edit?usp=sharing

Featured image: “electronic circuit board” by Creativity103 is licensed under CC BY 2.0

As seen previously, the periodic table is quite the amazing tool. One of its uses is in relation to creating electronic configurations.

This activity was designed for high school chemistry students who have already been introduced to electronic configurations, visualizations of atoms, and have an understanding of the periodic table. A background in quantum numbers (and their meaning) is strongly recommended. This activity can be done either individually or as a group. Students can also edit this online or respond on a different sheet of paper.

Students are instructed to write electron configurations and identify valence electrons for given species, some of which are ions or transition elements. Students are then asked:

• What species, if any, have completely filled valence shells? How do you know?
• How do electron configurations relate to their periodic group number?
• What do you notice about transition elements?

Finally, students are asked to relate electron configurations to previously learned material using a graphic organizer.

The goals of this activity are to:

• Practice writing electron configurations
• Relate electronic configurations to layout of the periodic table
• Place electronic configurations in a broader view of chemistry
• Practice critical thinking skills

The benefit of using Google Draw is a variety of activities can be done in one space. So students can immediately see how electron configurations relate to other material. Students can also use a variety of shapes and lines to edit the graphic organizer, creating a a visual representation of critical thinking. This feature can also be useful as an aid for explaining student reasoning. A variety of fonts are available for student responses, allowing for greater customization as well.

Click HERE to view the Google Draw as well.

Grade: Third Grade

Goal:

The goal of this lesson is, students will be able identify parts of a group as a fraction and students will be able to represent a fraction by coloring portions of a shape. This Google Drawing helps us meet this goal by presenting students with shapes and parts of a group that they will then manipulate to fit desired fractions.

Standards:

3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by parts of size 1/b.

This guides students toward meeting this standard as they get the practice and visual representation of the fractions as a quantity and as of parts of a whole.

Student Instruction:

1.) Click the link for the Google Drawing.

2.) Make a copy and then share with your teacher.

3.) Fill in the appropriate amount of parts of each shape to fit the fraction to its right.

To fill in a shape click the desired part, then click the paint can that is spilling out. The paint can is pictured to the right. After you click that, choose a color of your liking.

4.) Check over your work, and then double check to see if your work is shared with your teacher.

Teacher Notes:

• Some students may really struggle with the interface and with being able to share work with you. Be prepared for some work to be lost.
• Things are easily manipulated and moved, certain parts may be lost. You can use this to your advantage with the shapes. Students may choose to delete parts to fit the fraction!

Google Drawing:

https://docs.google.com/drawings/d/1K2MXUu6edC0jbWfWT5gTiwCddv15BCwCnomhUS5XIL0/copy

Featured Image: Photo by MagicPattern on Unsplash

Hello again 8th grade mathematicians! Today we are going to do an activity to practices finding how many lines of symmetry a shape has. You are going to use this Google Draw activity to identify how many lines of symmetry each shape has. After you have done this there are a few questions I want you to answer in your notebook:

• How many lines of symmetry does each shape have?
• How many sides does the shape have?
• Is there a pattern between the amount of sides and the number of lines of symmetry?
• If I told you a shape had 20 sides (each side has the same length), would you be able to tell me how many lines of symmetry it has?

Check your answers below by sliding the bar to reveal the lines of symmetry for each shape!

Make a copy of this Google Draw by clicking the image of the title “Spectacular Symmetry” below!

Goal of this lesson:

To allow student to discover the relationship between lines of symmetry, types of shapes and number of sides. This Google Drawing gives the students the freedom to use lines to find all of the lines of symmetry as well as to find patterns using 6 different shapes. This lesson can be used for students at many different levels: from introducing shapes and lines of symmetry to trigonometry.

Other ways you could use a this Google Draw Activity

• An exit ticket to check for level of understanding
• Partner activity: each student completes all 6 shapes and then compares answers
• Introduction to symmetry: ask students to place lines where they could divide the shape (without explicitly saying lines of symmetry)
• Homework assignment

4th Grade geography:

Learning the states names and locations is an important part of learning about our place in the world. By knowing where the states are it can make travel easier, and more fun. How many states would you have to go through if you wanted to drive from Oregon to Texas? To know that you need to know where the states are in relation to one another. This exercise is a fun way to do just that.

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1. In your groups go to the Jamboard and find your slide. (Group 1 is slide 1, Group 2 is slide 2 etc.)
2. Move the stickies with the names of the states on them onto the map where they belong. (The east coast is harder because of the smaller states, it is ok to stack the names as needed)
3. When everyone in your group is satisfied with your map call the teacher over to check your answers. (Be able to know which of the smaller states goes with which sticky if you stacked them.)
4. How many States would you drive through to get from Oregon to Texas?

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Jamboard link is: here.

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Photo by John-Mark Smith on Unsplash

I grew up with technology as it was advancing. I had a NES when it came out, SNES when it came out, I have had every PlayStation as they came out, I build my own PCs for gaming, and generally enjoy the internet and its collection of knowledge at a click of a button. I had a rotary phone at one point in my life, that was hardwired into the house, now I have a computer that just happens to make phone calls, track my sleep, make recommendations, and spy on me, in my pocket all day long. There are two main areas of technology that I think are the most used in my house:

Technology is the answer to all of my children’s questions:

“You know” I say, “You can look things up for yourselves, you have the same tools I do.”

“But I am using mine”

“I was using mine too! You can’t really pause this game man, I’m in a dungeon!”

“Yeah but you know how to look stuff up, you’re in college and stuff!”

“Just open Google, and type in your question, then the magic box spits out your answer.”

<blank stare in teenager>

*%&#, we just wiped. Let me put the tank on auto follow and look it up really quick, what do you need?”

“How many cups are in a gallon, we are trying to make a cake but don’t know if we have enough, but it looks like its enough, and we just want to double check before we waste anything.”

<stares in defeat>

Technology facilitates communication:

“Did you get me anything from Dutch Bros.”

“Did you reply to the text I sent you asking if you wanted anything?”

“I was busy watching a video, I didn’t see any text.”

“Did you answer the phone when I called you?”

“I keep it on silent, I don’t like using it!”

“I guess that’s why I have this delicious Dutch Bros. and you have water.”

Photo by Markus Spiske on Unsplash

Photo by Hugo Brightling on Unsplash

Photo by Crawford Jolly on Unsplash

This Jamboard activity is using a storyboard with pictures provided for students to allow them to form their own stories in Spanish. Students are given images and asked to use vocabulary words from their current unit to write captions for the pictures and create a cohesive story. Students would work in teams on different Jamboard slides and then share their unique story with the class. This is an activity I would do with mid-level Spanish students (Spanish 1 and 2).

Instructions for Students:

1.) With your assigned group, examine the photos provided on your storyboard Jamboard.

2.) Using all of the vocabulary words from the word bank, write full sentences to create a caption for each image using the text box feature on Jamboard.

3.) Create a cohesive story with your group by captioning each picture.

4.) Be prepared to share your story with the class so we can compare and contrast our different stories that we made with the same images.

Goals for this lesson:

The main goal for this lesson is for students to begin crafting their own Spanish sentences and stories using the vocabulary provided and be able to create a cohesive story as a team. This is a low stakes way for students to begin writing creatively in Spanish and showing their knowledge of the language. Students would be encouraged to focus on meaning rather than perfect grammatical accuracy.

Whether it wakes you up early or keeps you up late,
whether you swipe left or find a date, 
whether you learn something new or fall for click bait, 
whether you take a selfie or share what you just ate,
whether you are getting a ticket or directions to the interstate, 
whether you are gaming alone or with a mate, 
whether you scroll or give Twitter an update,
whether you type or have Siri dictate, 
whether my students do their work or use Google translate,
a world of technology awaits. 

I am about as embarrassed of this poem as I am about how much time I spend on Twitter: very. But, it does speak some truth. I use technology for everything. I mean everything. Technology is how I feel safe as a woman walking alone, it is how I have any idea how to get where I am going, and it is how I stay connected to so many people in my life that I wouldn’t usually be able to.

Technology does in fact:

• Keep me up late scrolling through social media.
• Wake me up early with my terrible, terrible alarm clock.
• Used to find me (really, really bad) dates.
• Help me learn how to do pretty much everything (today I learned what a light in my car means, oil changed are important).
• Make me fall for clickbait, a lot.
• Take too many selfies.
• Post a picture anytime I don’t burn the food I am cooking so people think I have my life together.
• Buy tickets for everything that I can’t actually afford.
• Get me to where I need to be- don’t ask me for directions.
• Connect with my friends who I miss dearly.
• Give updates on Twitter all day, everyday.
• Sneakily text at work with Siri.
• and help my students cheat on their Spanish homework.

And we all know that the list continues farther than we can all possibly imagine. Basically, as much as I do not like it and wish I lived in a world without technology where I just frolicked through a field and ate fruit all day, technology really helps me get through the day and I anxiously await what it brings into our lives next.

Grade Level: 3rd Grade

Context of Activity: Diagram – Venn Diagram

Instructions for Students:

1.) Follow the link to our Jamboard.

2.) Find your group’s slide, it will match your breakout room number.

3.) Add your names to the slide.

4.) Read or Listen to the alternative Cinderella story

5.) Compare the alternative Cinderella story to Disney’s Cinderella using a Venn Diagram.

6.) Be prepared to share with the class!

Teacher Notes:

• Text must be provided to students. Depending on setting it may be physical copy, or there are youtube video read aloud for students to follow.
• Lesson may be altered for your group of students, any traditional fairy tales may be used.
• This activity may be better fit with an aid, teacher or other adult facilitating the small groups.

Goal :

The goal is, students will be able to use a Venn Diagram to compare and contrast two fairy tale stories. This Jamboard will help meet the goal by providing students a organized space to collaborate with their group on a Venn Diagram.

https://jamboard.google.com/d/1i8eqSr7-LfGp6h2vklZjQ2PVeXswL2XPy9KPTBfZ9QE/edit?usp=sharing

Featured Image: Photo by McGill Library on Unsplash

Featured image by Joshua Sukoff on Unsplash

The purpose of this activity is for reviewing. This would come at the end of a unit on the branches of the US government in 5th grade. This activity allows them to lay out their ideas while also creating a usable study tool for the whole class. It could also allow students to clear up any misconceptions or confusion. If you didn’t want to do this online, you could also do this activity on big pieces of paper and using actual sticky notes, but this way allows students to still have access to it at home.

Click here to go to the Jamboard!

The goal of this activity is to clear up any confusion before the summative assessment on the functions of the branches, as well as the organizations that complete these functions. Jamboard’s ability to easily move around the sticky notes allows for students to make mistakes, but easily correct them.

Below are the three slides with the different branches that the designated groups are to work on.