The art and craft of teaching with technology
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.
High School Geometry, ninth and tenth graders.
Students will be able to identify and solve for missing sides using our trigonometric ratios and tools.
https://jamboard.google.com/d/1LM4Z68JCfx4JoAatGF-iqy7bo_PhiHK8ijMxAIOLEyA/edit?usp=sharing
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.
Jamboard link is: here.
Photo by John-Mark Smith 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).
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.
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.
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:
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.
This activity uses Jamboard as a graphic organizer. I created a venn diagram for students to fill in with various traits of fascism and communism.
9th grade Modern World History students who are beginning a unit on WWII. This lesson is also designed for a virtual classroom during Comprehensive Distance Learning.
Students will be able to define fascism and communism. Then, students will be able to compare and contrast key traits of fascism and communism by completing the venn diagram accurately.
Jamboard will help my students achieve this goal because it provides an easier platform for them to drag and drop the key traits in an online setting. If we were in person, I would cut out pieces of paper for my students to arrange in their respective circles in the venn diagram, but the challenges of online learning make this task more difficult to adapt to a group setting. Jamboard allows multiple students in a group to work on each page of the Jamboard and collaboratively arrange the traits. They will do this by dragging the sticky notes on the page to the correct circle, indicating that it is a trait of fascism, communism, or both.
Link to this activity on Jamboard
Group 1’s Page:
Group 2’s Page:
Group 3’s Page:
This activity is designed for middle school or early high school level students learning about the American Revolution. This activity in particular follows discussions on the causes of the American Revolution and some background on the battles (for two of the activity options, the third does not necessarily require any background knowledge of the battles). The end goal of this activity is for students to build a timeline of important battles during the American Revolution.
This activity starts with a Braindump; this is an activity where students brainstorm about a topic they learned about recently. For this activity, students will leave post-its on causes for the war that they can remember from class discussions.
The Braindump allows for students to recall previous information and present it back to the teacher. It also allows for a refresher on causes of the war that some students may have forgotten. The Braindump can be modified to fit whatever the teacher may want their students to recall before this activity.
For timeline building, the Jamboard has three different ways a teacher could do it.
All three options can be done in a collaborative group setting. Duplicates can be made of the slides and students can work in pairs or larger groups to build timelines. The different options allows for more flexibility depending on the teacher’s curriculum schedule.
Image Citations:
Featured Image: Photo by airfocus on Unsplash
Jamboard Images: Photos by Sophia Winland
Good morning, kindergarteners! Like every class, we will be doing our daily number jam board! The link below is down below! Remember to go to the page number that is the same as your student number, for example, if you are student number 5, then skip over to find your page on slide number 5! *Show example*
https://jamboard.google.com/d/1DTGqxLa8G3cN6nGK3GXNXZAqFwjsa4FmzYEpqDQUn-w/edit?usp=sharing
Photo by Robo Wunderkind on Unsplash
Hi 7th grade mathematicians, today you are going to work in groups of 4 to complete the task. Your group will need the Jamboard slide assigned to you. On the Jamboard you will see a lot of numbers. Work with your group mates to order the numbers from least to greatest. Be careful, there are some absolute values that you need to pay attention to. Remember, the absolute value of a number is the distance it is away from zero.
The goal of this lesson is to help you practice ordering signed numbers. Remember that signed numbers include both positive and negative numbers. Make sure you pay attention to the sign when completing the activity.
There are many things in mathematics you need to order! Adapt this Jamboard to any ordering activity. This Jamboard could also be made into a homework assignment or an in-class warm up. This specific assignment is a group assignment because it allows for students to collaborate and combine their knowledge to complete the task. I have also adapted this activity to make it a pre and post assessment. I have my students attempt this before learning about ordering signed numbers and then complete again after they have learned about signed numbers with the same Jamboard. This allows for the students to see what they had preciously thought and to refine their thinking.
Hi First Graders! We are going to use this Jamboard to review what we learned yesterday. Every student should have received a link to their own personal Jamboard in their email before class. For this activity, move the correct sticky notes to be on top of the ? in each of the equations. Once you are done, privately message Ms. Carbary a number from 1-5 stating how confident you feel with your answers. (1 being not at all confident and 5 being super confident). You will NOT use all of the sticky notes! Create pictures on a scratch piece of paper to help you solve each problem.
https://jamboard.google.com/d/1rARQxDY2AL76XyMv58COpUIYJSWbkCQrVRYYhQbKVyc/edit?usp=sharing
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.
For my Jamboard activity I constructed an activity for students to work collaboratively to do proofs in geometry. This would probably be for a middle school or high school geometry class. I would categorize this as a graphic organizer activity.
I created two proof tables in Google Draw that had all of the statements without any of the reasons. I would then divide up the students into groups and assign each group a slide. I would make more slides if I were actually using this in a classroom so that there would be 3-4 students per group. Using groups for this activity is helpful because if some students didn’t have the technology to access Jamboard, they would still be working on the problem with their group mates. Also working in groups means that there may be less than 20 students on the one Jamboard at the same time. They would work together to fill out the reasons column of the proof table using the text boxes or the post-it notes. If the students were online I would put them in breakout rooms with their group so they could talk. Once they were done, we would go over them in class.
The goal of this activity would be to help students identify what to use as their reasons when doing proofs. The proof is already started so they are focusing on just identifying the reasons for each statement, whether they are theorems, given, definitions, etc.
To access this Jamboard click here.
To make a copy of this Jamboard click here.
All Images by Chantal Hummel
Context: Exit Ticket
After 5th graders have a Math lesson on reviewing decimals (writing them, reading them, and making them using base ten blocks), the teacher can use a Jamboard Exit Ticket to check for student understanding.
Instructions for Students:
1.) Please open this Jamboard link.
2.) Click on the three dots at the top right of the page (next to the blue “Share” button).
3.) Click on “Make a copy.”
4.) Please answer all the questions.
5.) Once you’re finished, please click on the blue “Share” button and share it with the teacher’s email address before leaving class.
Goal:
This Jamboard can help students meet the goal of understanding how to write, read, and make decimals using base ten blocks because it helps them check-in with their progress or understanding on achieving these goals.
Depending on which page(s) students get incorrect, the teacher can also use this data to guide instruction for the next Math class to make progress toward these goals.
Featured Imagephoto by Mika Baumeister on Unsplash
