Tag: 22-A5

In this assignment, students will choose a character from a book the class is reading together, or from a book they have been reading on their own. They will then fill in each bubble on the character map slowly, thinking about the ways their character acts and how it affects those around them. If the students are using this template to write about a character from a book the class is reading together, then the teacher can also add time after students are done to let them share with each other. This gives them another way to think about a character’s impact on others, since it lets them think about how their classmates perceive the character. It’s important to emphasize the importance of explaining why you have specific opinions about a character, and to tell the students to try to think about specific moments in the book that helped them form their opinion about the character.

https://docs.google.com/drawings/d/1TPb9w1EFZ0knAs7WEG8MVFBBYfLniGPSktOupiW1oQk/edit?usp=sharing

This assignment is geared towards 3rd/4th grade, with the goal of having students think critically about a character of their choice from a book that the class is reading together, or reading on their own. This will not only help the student develop critical thinking, but it will also push them to think about how people’s actions have direct impacts on other people, which will help them build crucial social awareness skills. The more they think about how they might perceive a character, how the character thinks about themselves, and how other people might think about the character, the more they will be able to apply that logic into their own lives.

CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Context: This will be for identifying fractions as part of a whole. This can be used as a low-stakes assessment or a fun review.

Goal: The goal of this assignment is to provide another visual example that demonstrates that fractions are part of a whole. Students should be able to create their own fractions out of a whole in a fun and creative way!

Grade: 4

Hello amazing fifth graders! Today we are going to review what we know about fractions by creating fraction flags on Google Draw. You are going to get to be creative and develop your own, beautiful flag using different rectangles and triangles. Here is my flag for an example!

Next, you are going to go through and find the fraction amount for each color in the flag! Simplify the fraction down to its simplest form. For example, mine would be 1/8 green, 1/2 pink, and so on. Write in your answers with a text box over each color to explain your work. We will print out these flags and put them in our room! Feel free to get as detailed as you would like.

Let this flag represent you and you personality! Have fun with it!

You got this!

Standard: CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding

Kindergarteners will engage in a pre-reading activity that asks them to list what they already know before they read and what they wonder (or want to learn) and then a post reading activity to demonstrate what they learned from the story and lesson. he teacher will introduce the story to the class, asking if anyone can predict what the story is going to be about based off the front cover. Once students answer, the teacher will preview the topic of the story and have students open the Google Drawing to have students paste their ideas onto the first section of the chart: the Know Section.

Once students have filled in that section, the teacher will ask students to share their posts and ideas with the class. Then students will be prompted to think about what they want to learn from reading the story and adding these questions and ideas to the second column of the Drawing: the Wonder section. Students will have the opportunity to share these ideas with the class before the teacher reads the story aloud.

The story will be read aloud, pausing frequently to ask comprehension based questions and ensuring that students are following the story line. Once the story has been read, the teacher will ask students to turn and talk about what they learned from reading the story, specifically around the main topic. For example if the story is about bugs, ask students to turn and talk about what they learned from the story about bugs. They will then reopen the google drawing and add their ideas from their conversation into the third and last column of the chart: the Learned column.

Students will have a chance to join in a class discussion about what they learned from the story before engaging in a writing/ drawing activity that follows the same theme they’ve been exploring.

Hello 3rd graders! For today’s homework activity, we will be reviewing affixes. Let’s think back on today’s English lesson and try to remember what an affix is. Do you remember it? It’s okay if you don’t because we’re gonna review it right now!

Affix: a group of letters that are added to the start or the end of a root word to create new words

We add affixes to all sorts of root words! A root word is simply a base word that can be changed by adding affixes. An affix that we add to the start of a word is different from an affix we add to the end of a word. We have different names for them:

Prefix: an affix that we add to the start of a word

Suffix: an affix that we add to the end of a word

Now let’s review what we’ve learned by listening to this fun song about prefixes and suffixes!

Now that we heard some examples of affixes, let’s do some prefix and suffix practice! Click this link and then press the blue button that says “Make a Copy.” You should see this Google Drawing:

Drag the affixes from the white Affix Bank and place them where you think they belong: the prefix or the suffix side. Think about words you know that have these affixes. Were the affixes at the start of the word? Or were they at the end? Please do not look up answers and try your best on your own! We will review the answers when we meet tomorrow during class.

Featured image: Photo by Sven Brandsma on Unsplash

Context of Lesson: First Grade, Mathematics, Telling Time

State Standard: Tell and write time. CCSS.MATH.CONTENT.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

Hello my first grade mathematicians! This week, we have been learning about how to tell time on both digital and analog clocks. Today, we will be focusing on reading an analog clock. As a reminder, when reading an analog clock the short hand is the hour hand. This means that whatever the number the little hand is pointing to is the hour of the day. In contrast, long hand is the minute hand and tells us the minutes of the hour! When looking at the clock, we count by 5’s! So if the minute hand is pointing toward the 1 then the time would five minutes past the hour and if it was pointing toward the 2 it would be ten minutes past the hour. By the end of today, we will be able to determine the hour and the minutes within the hour in order to tell time on an analog clock!

Now, we are going to be using a Google Drawing of a clock. I will be projecting the clock on the board and you will each get a white board and marker. I will rotate the hour hand (the short hand) and the minute hand (the long hand) and I want you all to write down the time on the white board. When prompted, you will hold up the whiteboard and we will compare answers!

(Teacher passes out the individual white boards and markers. Teacher displays the Google Drawing on the board and rotates the minute and hour hand to display different times. The hands are moveable; therefore, it will be simple for the teacher to rotate the arrows to the different times quickly. The teacher will instruct the students not to hold the board up until instructed. The teacher will go over the answer and count by 5’s each time depending on where the minute hand is to show the students the pattern. Do this 7-10 times depending on how well students seem to grasp the concept. This will act as an informal formative assessment because the teacher will be able to notice if students are struggling and will be able to see if students need more explanations and another lesson how how to read an analog clock.)

https://docs.google.com/drawings/d/e/2PACX-1vSyMfO9Tprg3u061M-t2ONgqXBoYg9ARfPOfCkDUdQi545WVnt9j6P6ih35SM-MJZBdDJlpmIwb4QHj/pub?w=960&h=720

Photo by Daniele Levis Pelusi on Unsplash

Context: Post-test (check for understanding) Grade: 4th grade math Goal: Use google drawings to gauge where students are in understanding the concept of perimeter and how to find it.

Hello 4th graders! Today we learned how to find the perimeter of a shape (the total sum of all the sides of a shape). Before we move on, we are going to have a mini practice quiz, don’t worry, this will not be graded, I just want to make sure that everyone understands before we move on.

With this link, you may use the text box that says “perimeter,” to write down what you think is the correct answer.

https://docs.google.com/drawings/d/1kfcr2UeW5t5vXAv43x_zZehFbUFG7bObFYegSTIlMIU/edit?usp=sharing

You got this everyone!

Context: Graphic Organizer

Grade Level: Third

Subject: Social Studies

Hi friends! Today we’re going to get started on our learning around the world project. Over the last couple of days we’ve been talking about the different concepts that a make a place special. Some of the things we had come up with were 1) the place’s history; 2) natural resources/sites; 3) goods and services; 4) symbols (festivals, beliefs); 5) cities and; 6) people.

If you open up your computer and go onto our google classroom page, you will see a new assignment that will be completed on google drawings. for this assignment, you can choose to work alone or with a partner and you will then fill out the google drawing template based on the research you do. Remember that this is the first step and we will be using these to guide our papers and presentations.

In the center block, you will put the name of the place that you plan on researching on. It cannot be a continent or a whole country – choose a state, province, county, etc.. In the colored boxes around the google drawing, you will insert a picture with a caption that relates to that category for your chosen location.

I started on one to show you all as an example. I did Hawai’i and I only included one picture for each category but you will fill out all three boxes for each category. You will also see that underneath each picture, I included a small one or two word caption that reminds me what the picture is of.

Goals for students:

1. Understand different concepts that make a place unique
2. Differentiate important ideas and facts from one another.
3. Be able to use google drawings in a productive and organized way to keep track of thinking

Featured image photo by Annie Spratt on Unsplash

This lesson is designed for a first-grade math class for the following standards:

CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a “ten.”

CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

CCSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

For this lesson, first have students watch the video below.

Then, have students work in pairs to solve the Google Drawing below. Each group should get their own copy so they can move the place value blocks together.

Finally, have students go on a scavenger hunt around the classroom with their partner to see what other groupings of numbers they see. Collect a few ideas on the board when finished so students’ can share their work.

This lesson allows students to think of number pairings through a song, through block manipulative, and through applying it into daily life in a scavenger hunt.

Photo by Brooke Lark on Unsplash

Context of the Activity: Teach in a content area (health)

Target Student Group: 1st grade, health

This Google Drawings lesson is inspired by a lesson my CT taught while I was in the classroom for field experience last week. After being taught about what a balanced diet looks like and what foods fall into each category (fruits/vegetables, whole grains, protein), the students made their own plates by coloring in a blank template of a plate with their favorite foods. I thought it would be fun to try it on Google Drawings so they could add images of their favorite foods from the internet.

Instructions for students: Hi class! Now that we have learned what balanced plates include, we are going to create our own featuring our favorite foods. Remember that each day we need about 4-5 servings of fruits and vegetables, 6 servings of whole grains, and 3 servings of protein. A serving is one portion or amount of a certain food. So, if you have a sandwich with two slices of whole wheat bread, that counts for two of your six servings of whole grains. Now, we are going to be using Google Drawings to make our own plates. I made an example plate you can look at, but I’m hoping to see your plates filled with servings of YOUR favorite foods. Once you’ve add 4-5 photos of fruits and vegetables, 6 photos of whole grains, and 3 photos of protein, go ahead and label these foods on the side of your plate.

Goal for the Lesson: To help students learn about the components of a healthy diet. It will help them recognize what foods fall into which categories so that they can make smart, informed decisions about what they eat. The Google Drawing helps meet this goal because they can find photos of their favorite foods and sort them appropriately. The visual will help them differentiate between the categories of food.

Direct Link: https://docs.google.com/drawings/d/1kvDP5cPqXDrYb1eYpdGKPndGTh7XbpsBrJV5cE2hqFA/edit?usp=sharing

Context:

“Mystical Mosaics” will be a lesson on fairytales, magic, and other fictitious worlds. The use of Google Drawing will come from students being asked to create a mosaic of a character or creature read about in whatever magic or fairytale-like books are used during read-aloud. This lesson will be focused on showcasing student work using Google Drawings. The lesson is fit for younger grades, it is a great way to introduce K-2 students to the concept of fairytales and fantasy while also letting them learn a new style of art: mosaic art.

Instructions:

Teacher: What did you all think of Dragon’s Don’t Dance Ballet? [book is optional, any fantasy picture book will do]

Students: GOOD! READ AGAIN!

Teacher: Well I am glad that you all enjoyed the book. Now, what do we understand about fantasy and fairytales?

Students: It is make-believe and it is very magical.

Teacher: Very good, for today’s activity I want you all to pull out your laptops and go to Google Drawings. Here you will be making a mosaic of your very own dragon! Before we dive in, a mosaic is a style of art where you can make shapes or drawings out of smaller shapes and patterns. Here is my example. Ready? Begin!

Teacher: Ready? Begin!

Goals:

1. To introduce and build a foundation around what the genres of fantasy and fairytale are for students.
2. It gives students an ability to showcase their art skills.
3. It pushes students to think of aspects to look out for to differentiate various types of fiction.

Sources:

Photo by Ashkan Forouzani on Unsplash

3rd grade science – formative assessment after learning about the life cycle.

Standard: 3-LS1-1.: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.  

Hello 3rd graders!

Let’s start today as we normally do with a check-in! Last class, we learned about the life cycle of a flower. We are going to rate how confident we feel about our knowledge on a flower’s cycle on google drawing.

(If majority of class feels confident, proceed to formal assessment down below. If majority of class does not feel confident, do review first)

To demonstrate your knowledge, you are going to draw a model of the flower’s life cycle on google drawings. Fill in where the arrows are of what happens at each stage of the plant’s life cycle.

Great job 3rd graders!!