Tag: 23-A9

By Ashley Eala, Chandler Marelich, and Justin Matsuura

This is a professional development lesson for educators to learn how to use Book Creator and Google Slides to assess students’ research on a specific topic within a teacher-decided field.

The main goal of this presentation is to give educators a range of assessment tools they can use with upper elementary to middle school students. Educators will learn how they can use two different online platforms as a way for students to present their learning and use various online research tools. These assessment tools will show educators how well students can gather information and sum up their findings into an organized presentation.

To help educators gain a better understanding of how to use Book Creator and Google Slides as an assessment, we created instructional examples for students using each online platform. The Book Creator assessment is an example of how 3rd graders can make a presentation on animals in Africa, and the Google Slides assessment is an example of how 5th graders can make a presentation on countries in Africa.

Animals of Africa Research Project

Click to read this book, made with Book Creator

https://read.bookcreator.com

Google Slides: Countries in Africa Research Project

Book Creator and Google Slides are great tools for educators to use in their classroom. Students can share their work with educators, and students have the ability to express their creativity using these different formats for their presentation and built-in search tools for images. The research tools available to students to find information for their presentation, such as Kiddle and World Factbook, give students the ability to have more accessible and specific information for their topic.

Exit Ticket for Presentation Here

Citations:

Photo by Marvin Meyer on Unsplash

by Maddy Lopez and Garrett Esponda

This lesson is designed as a professional development for K – 12 educators. The goal for this lesson is to introduce fellow teachers to PhET, an interactive website for Math and Science education. In this lesson, we will…

• See, Think, Wonder about PhET
• Share ideas for how to use PhET in classrooms
• Show all the resources PhET has to offer
• Brainstorm ways of using PhET in your own personal class

In order to create this lesson, we used PhET, Google Slides, and Jamboard. Google Slides is used as a way of presenting information to the class about PhET and Jamboard is used for the class to easily collaborate digitally.

Google Slides:

https://docs.google.com/presentation/d/15Lh7QWTPK_xHM67IETKwwcU83nfVja_QhJ_B93mIcUs/edit?usp=sharing

See, Think, Wonder Jamboard:

https://jamboard.google.com/d/1NnEHhW4GhYNanB3sybJvK6Q3i4nciNr-cUOWj2VtTq8/edit?usp=sharing

Implementing PhET in the Classroom Jamboard:

https://jamboard.google.com/d/1IGLVNfyuJvmy8bpOIMy1Clm1NazIYMAcGrSDP_1N75A/edit?usp=sharing

Featured Image: Image by Theo Crazzolara from Pixabay

Molly Cartwright and Sarah Beth Leach

This lesson is for 4th grade students and covers parts of speech. The goal of this lesson is for students to be able to label parts of speech in a sentence. Students will listen to/read the book that outlines each part of speech and then will work in groups to stamp different parts of a sentence for each part of speech. This lesson would be best used at the end of a unit on parts of speech in order for students to show how much they learned. The technology used is book creator and Figma. The book helps students review the parts of speech, and Figma is a great tool for collaboration on one document.

Book:

https://read.bookcreator.com/xgkpTbMfdNU9OseI1hOkcUBcTZr2/qIwT5ZuFQNqnP4zyUhGcIA

Worksheet:

You may need to create an account to access.

https://www.figma.com/file/lvJIqmIqQDKS2IRxFs2ntc/Parts-of-Speech-Lesson?node-id=0%3A1&t=hsKlreNiOjYuoJXB-1

This will be the third or fourth lesson in a 4th grade unit addressing climate change and possible solutions. Students will research a way they can help the environment and add three facts they found, an image, and a text animation to a class Google Slides presentation. This way everyone can see the information their classmates found and different ways they can use Google Slides. The instructional goal of this unit is for students to identify one way we can help protect our environment and share it with the rest of the class. Students will meet this goal by using Google Slides and the different tools that can be used on it. This technology supports the instructional goal by providing the students a means through which they can organize and clearly present their work, and easily view their peers’ work as well.

Slides: https://docs.google.com/presentation/d/1kMVj6NvHt5nOlylexmgHUsBIG9H07nHdHrimdk-f0kI/edit?usp=sharing

By Lydia Wanner and Israel Osorio

This is the first lesson in a unit on greetings and common conversational phrases for a junior high Spanish I class. Students will read the following text, which was made on Book Creator, as an introduction to the target phrases for this lesson. After reading as a class, students will be divided into groups and assigned a number of phrases to translate using the pictures from the book as clues. On a Google Slides presentation (see the link below), students will create a picture dictionary for their phrases. Students will put their translations of the Spanish as well as images for each translation on their slides. Students will present their slides to the class and explain why they chose those translations. At the end of class, the actual translations will be revealed using the same text (see the second Book Creator link).

The purpose of using Book Creator for the anchor text was the audio feature. This book has recordings of the correct pronunciations for each phrase. This way, students can hear what the Spanish sounds like. In addition to Book Creator, we decided to use Google Slides to foster collaboration. With each lesson in this unit, more slides can be added to grow the class picture dictionary! Throughout the unit, students will be working together to make a great classroom resource.

Phrases for Spanish

Click to read this book, made with Book Creator

https://read.bookcreator.com

https://docs.google.com/presentation/d/1HXAiY4apqh2K77TlfuE0A1AZj2AqSJLDG9Ea_wDTA28/edit?usp=sharing

(copy) Phrases for Spanish

Click to read this book, made with Book Creator

https://read.bookcreator.com

Feature Image by jairojehuel from Pixabay

By: Ella Parker and Valerie Garcia

Hello 4th graders! Today, we’re going to use technology to explore the fascinating lives of some of the most important women in history. By using technology, we can learn about the incredible achievements of women from all around the world, and how their actions and contributions have shaped the world we live in today. We will be using some amazing resources like websites, and making our own books to learn about these incredible women, and discover how they made a difference in their time. So get ready to put on your explorer hats, and let’s use technology to dive into the stories of some amazing women who changed the course of history!

The book being made by the students will be the final part of our unit on woman history month. Over the course of this unit the students have been learning about important women in history and the teacher will allow the students to branch out and pick a woman in history that speaks to them and inspires them. The book they make will be presented in front of the whole class so as to learn from their peers.

By the end of this instructional lesson, students will be able to effectively use technology to research and gather information about important women in history, including their achievements, contributions, and impact on society. Students will be able to navigate websites, use search engines to find relevant information and evaluate the credibility and reliability of sources. They will also be able to organize their research and present their findings in an organized and engaging way using technology tools such as the book they are making.

The technology being used in this lesson is google docs to draft their book, book creator to make their book, google sites to keep an inventory of all the books made, and lastly the search engines they are using to find their research.

Technology is supporting the instructional goal because they are using these tools to gather credible information on a woman that inspires them and showcasing this in a way that is accessible to everyone.

https://docs.google.com/document/d/1Sg5Nd1tuMk1wFvuJDik-VXSEcSJqVIc2GepjIk3MHao/edit

(planning worksheet)

https://sites.google.com/d/1-W_5Pe1nisuWu0kV4vpyq9YRF0cp-dUl/p/1B1ba7g2x-JUFbsl-wo94TvMAuJw6CRWP/edit

(site to post the student’s books on)

Example Book Below:

Mae Jemison

Click to read this book, made with Book Creator

https://read.bookcreator.com

Diarra Brown Jenkins and Haley Vick

Ziplet is a web browser app that allows teachers to make questions to check in with their students, gauge student understanding, exit tickets, and formal/informal assessments. Similiar to Kahoot, the teacher will provide a code that the students can sign on with, so they do not need to sign up. The teacher can create questions, use predetermined questions by the app related to a theme or topic (they have many great options!) and can use a variety of response choices for students, that can also be anonymous! For more information on how to make it and how to use it, use the following great resources.

• Target audience: We think this would be great for ANY grade level because it is very customizable for their developmental needs (K can use emojis or pictures, University students could answer with text in large lecture halls where professors have a harder time collecting personal feedback).

• Subject of lesson – embed or link to teaching content: https://ziplet.app.link/signup?referrer=02f9cc49-079f-4dec-97c0-c3f290403d50. This includes a warm up with ice breaker questions and an exit ticket with two questions about how students felt about the lesson.

• Lesson context – A teacher could use this for a number of things including formal or informal assessments, check ins, or exit tickets to gauge student understanding or to see how students are feeling about anything assigned, either at the beginning or end of a lesson or the day. For more formal assessments or to collect data, we suggest teachers make the responses not anonymous to check in with individual students.

• Instructional goal: Students will be able to let the teacher know how they feel about a lesson, ask questions, check in, or show what they know. Students should also be able to feel comfortable being honest about reflections so the teachers can help them personally for future lessons and implementing instruction.

• Technology being used: Ziplet will require students and teachers to use a device of any kind. They do not need to create an account, all they need is to input the code the teacher will provide.

• How technology supports instructional goal: The technology we elected to use accommodates many learners who respond better to images and expressing themselves in other ways outside of just text. It also has a setting to make questions anonymous if the teacher wants to have an overall understanding of the class. The teacher, whether they choose to make questions anonymous or not, will then be able to analyze all responses taken to better assess lessons and student needs.

By Iliana Iniguez and Nicole Pagtakhan

Today we are continuing our lesson about animals and their features. Please use this check-in to review what we learned last class.

Check-in/Review Google Form:

Comparing Animals:

Go to National Geographic and search for two animals to compare and contrast based on their traits, or what their traits are for. We will be using Canva to share our findings! Students will be asked to share with the whole class or the group next to them. Please include:

• 2 differences for each animal
• 2 similarities

Image credits:

Image by homecare119 from Pixabay