Weather Voicethread

I watched Robin's voicethread, which talked about the microscope. It was really descriptive, and I think she used the voicethread well to show us he different things a teacher can do with it, such as finding things around their homes or around the school, and looking at it in a whole different way.
I also watched Alli's voicethread about the Swiss Alps, and I learned that there are so many different ways of doing a science project, especially using google earth. There are all different kinds of extensions one can do with her project, and it didn't seem like it was too complex for her to make.
The last one I watched Nancy's voicethread about the chemical reactions. It was cool to see how, even though we both used the temperature probe, that there are still many many uses for it, and they are used in different pedagogy as well as content.

Internet Safety Reflection

1. I went to stopcyberbullying.org and read around the site. It was really interesting, because it explained just what it was, how to prevent it, and how to deal with it once it starts.
2. I loved the Dateline video on the generation growing up with the internet. It's strange to think that I am in a different generation than my 16 year old sister. She is definitely a part of that digital generation, and I want to help keep her safe while she is online, in addition to helping her not be consumed by it.
3. My most important take-away was just the simple things that can help keep a child safe on the internet: making sure they never give away personal information, keep the computer in a high-traffic area, limit computer time, etc. Some of the things they discussed on the Dateline video really scared me. The online bullying that occurs, the secret relationships and activities that the kids participate in, the way that people let the computer consume their life; these show me the importance for putting up those firewalls, and checking up on what the children are up to. This also shows the importance of family relationships. If a child is taught the correct principles, and has an open and easy relationship with the parents, he will be less likely to do things he knows is wrong.
4. For my "doing" experience, I called my sister who has a one year old son. I asked her what she knows about general internet safety. She told me that internet safety is becoming more and more important as more things become digital. She knows there are filtering services that parents can take advantage of, and to keep computers in high-traffic areas of the household. She also talked about how there are many sites that require people to have a loggin with an age requirement, and that it is very easy for kids to lie.
After she told me the things that she knew, I shared with her some of the more important and interesting things I learned from the readings and videos. I talked about Elder Bednar's talk "Things as they Really Are," and how some people let their physical bodies take a back seat to the digital world. They have two identities: their real world self, and their online self. But the scriptures tell us not to be two-faced, and the internet is no exception. She agreed with all these things, and we talked about our little sister who I mentioned above. My older sister is also very technically involved, but I believe she does productive things, rather than merely chatting with friends and surfing the net like our little sister does.
I was surprised that she did not rattle off bunches of things about internet safety, because she knows so much about it. Our father is in charge of the computers at the high school where he teaches, so he knows all about putting security on the computers. He instilled in us the know-how to navigate the internet safely, and I think my sister wasn't able to rattle those things off because they have become second nature to her.
I think that once her son gets to be a little older, that she will take into account those words of advice, and the knowledge that she has, and create a safe online environment for him to explore.

I have completed the course evaluation, the feedback survey, and checked my scores on Moodle.

TPACK project

Well, it's late, but it's here!

Or you can look at it from my google docs page.

juliechatfieldweather

Name: Julie Chatfield
Title: weather
Summary: I will use the digital thermometer from the McKay building to track the weather throughout the day.  We can then use the program Kidsperation to track the weather. We will look at a list of local animals, and use websites to see if the weather that day suits them.
Primary Core Objective: 2nd Grade Standard 3 Objective 2a. Describe how weather affects people and animals
Materials Used by the Teacher:   List of local animals that might be affected most by weather (ie. Insects, small mammals, etc.)	Materials Used by the Students:   List of local animals that might be affected most by weather (ie. Insects, small mammals, etc.)
Technologies Used by the Teacher:   Digital thermometer Computers with internet access	Technologies Used by the Students:   Digital thermometer Computers with internet access
Intended Learning Outcomes:  Students should be able to operate a digital thermometer, and how the temperature affects local animals.
Instructional Procedures: At the beginning of the day, I will explain the activity.  We will go outside every hour and look at the cloud formations, and take a temperature reading.  We will enter the data into Kidsperation, and observe the trend.  At the end of the day, we will look at a list of local animals, and choose a few that we would like to study.  We will look online at the weather that they survive in best, and the changes they have to make with the weather changes.  We will see what the animals are most likely doing that day.
Extensions:   We can talk about how people are affected by the weather.  What clothes to wear, what different foods we eat, games we play, ect.
Assessment Plan: Find pictures of each of the animals we discuss, and have them sort the pictures into summer winter spring summer columns by which season the animals thrive most in.

 

juliechatfieldguidedreading

Name: Julie Chatfield
Title: Guided Reading-Squirrel
Summary: Use a computer program to compose a graphic organizer to aid in making a summary for chapter 4 of The Great Squirrel Uprising.
Primary Core Objective: Standard 7 Objective 2g. Summarize important ideas/events; summarize supporting details in sequence
Materials Used by the Teacher:   The Great Squirrel Uprising Map of Central Park	Materials Used by the Students:   The Great Squirrel Uprising Map of Central Park
Technologies Used by the Teacher:   Kidsperation	Technologies Used by the Students:   Kidsperation
Intended Learning Outcomes:   The students should be able to effectively summarize the chapter we are focusing on.
Instructional Procedures: Before the lesson begins, the students should have read chapter four of the book.  We will come together and quickly brainstorm the main ideas and characters of the chapter.  As a group, we will get on the website and write down all the concepts we discussed in a spider graph.  From that we will put them in chronological order, and synthesize the ideas into a summary of the chapter.  This will help remind them of what happened in the chapter when we revisit it after we have completed the book.
Extensions:   We can use an online art program to draw a picture of the highlight of the chapter.
Assessment Plan:   Have them write a summary of their own, compare, and see if all the main parts of the chapter are there.

 

juliechatfieldplacevalue

Name: Julie Chatfield
Title: place value
Summary: We will use computer programs to explore the relationship between the base 10 system of counting and real-world scenarios.  We will learn how to count large numbers using counting methods in hundreds, tens, and ones.
Primary Core Objective: 2nd Grade Standard 1 Objective 1a. Represent whole numbers in groups of hundreds, tens, and ones using base ten models and write the numeral representing the set in standard and expanded form.
Materials Used by the Teacher:	Materials Used by the Students:   ·       A piece of paper and pen
Technologies Used by the Teacher:   ·       Computer ·       Painter program	Technologies Used by the Students:   ·       Computer ·       Painter program
Intended Learning Outcomes:   ·       Partition sets of objects into hundreds, tens, and ones ·       Quickly count large amounts of objects
Instructional Procedures: In small groups, the students will observe me drawing an object on the painter program.  When it comes time to create their own object, they can choose anything to draw that their imaginations can come up with.  I will then show them how to lasso and copy the object.  If they copy the object ten times, they will have a group in their tens.  I will show them how to lasso it and start copying that.  When they have ten copies of the set of ten, it creates 100 objects.  This will help solidify the fact that ten ones makes a group of ten, and ten tens makes a group of 100.  Then they can create uneven groupings, like two groups of a hundred, four groups of ten, and six ones.
Extensions: The students can create a number of objects, but not partition them quite yet.  Then they can switch with another student, and each student will partition the objects into groups of ten, then groups of 100 to quickly count how many objects there are on the screen.
Assessment Plan:   I will create a painting that will be loaded onto every computer, and the students will have to open it and count the objects.  They will use their paper and pencil to write the answer, and turn it in before they go back to their seats.

 

Practicum week 2

From watching the videos, I learned that it is important to make the activities meaningful by tying the content into their lives. With the spider video, they were able to learn about their environment, and the things one can find there. The technology was hands on and interactive, which really charmed the students. The vehicle digital story was based on a book that the children were already familiar with. It was connected to something physical, the book and actual vehicles they have seen, which they could refer back to if they became stuck on their digital story. With the habitats video, the teacher fulfilled many of the technology teaching requirements in a single lesson plan. She did not underestimate the students' ability to manage the technology, but gave clear instruction and expectations concerning it. The technology used really enhanced the lessons and made them more meaningful to the students, while giving them an opportunity to gain skills in technology.

Science: http://docs.google.com/Doc?docid=0Ach0BT0KWsXrZHduOHMyeF82ZHg2NHI3YzI&hl=en
Math: http://docs.google.com/Doc?docid=0Ach0BT0KWsXrZHduOHMyeF84ZHB0c3FnZDI&hl=en
Language Arts:http://docs.google.com/Doc?docid=0Ach0BT0KWsXrZHduOHMyeF83ZHM1c2oyM2Y&hl=en

Practicum Week 1

The technology most readily available to my teacher is the six computers in her classroom. She actually used them the first day I was there to give math pre-tests to her higher level students. I was surprised by this because she is an older woman, and stereotype says that she would be adverse to computers. She doesn't have to instruct about computers because they go to a specialty class once a week in the computer lab. I don't believe that she uses technology other than that. She lets the children play math and reading games on the computers, but I don't think she uses them instructionally.
Several classes combined to watch a movie on fire safety yesterday afternoon. This was a good use of the particular kind of technology, but it is shared with the entire school, and would probably be difficult to use consistently.

I finished both the midcourse evaluation and the consent form.

Hands on Science

Grade 2

Standard 3: Students will have an understanding of the environment

Objective 2: Observe and describe weather

~observe and describe patterns of change in weather

I will use the thermometer probe and kidsperation

We will begin this project in the fall, when the weather is likely to have a noticeable change. We will “create a storm” where the children use a serious of hand motions to create the sounds of a storm, such as wind, light rain, heavy rain, and thunder. We will discuss how weather can change in an area, and what weather they have seen in their lives. The students will then keep a class weather journal for two weeks, observing the temperature changes using the thermometer probe, as well as observing what the clouds and winds are doing. We will collect the data and plot it on a graph using kidsperation, making it look like a weather report they might see on TV. We could make predictions using the trends we see, and past knowledge we have of weather from last year. We will see how this compares to the previous years for the same area. We will also compare it to other areas of the country and the world.

This activity will occur both inside the classroom and outside, observing the weather and discussing climate.

Google Earth Review

I looked at the google earth projects of Sarah, Alli, and Nancy.

It was really fun learning about Google Earth. In the end, it was a lot easier to manipulate than I would have thought. The gadgets are super cool, and would interest elementary age kids even more. The down sides were that it might seem a little more complicated for them to use alone that I would feel comfortable letting them do as a teacher. I think if it could somehow be teacher lead at first, then let the students loose on it after a while of modeling how to use it. Also, I found it challenging to write it in such a way as to have in understandable for young kids. It would be a great tool for the older grades to enhance the curriculum.

Google Earth Tour

I made a tour on Google Earth to explore the differences and similarities between urban and rural communities in various locations of the Earth.

Google Earth Plan

2 Grade core for Social Studies:
Standard 2
Students will develop a sense of self in relation to families and community.
Objective 2
Examine important aspects of the community and culture that strengthen relationships.

1. Compare rural, suburban, and urban communities.

I chose to do a virtual tour on this subject because it interests me to see all the differences there are between people and locations within the same area. I will be looking at three locations in Utah, to show that they are all fairly different and contain different kinds of people. Then the fourth location will be of my home in Southern California, and it will be up to the students what kind of location it is.

For each area, the students will choose a house they see, and tell how they know that it is in a rural, urban, or suburban local.

I have put the outline of my lesson activities on the table below, but will expand them and make them more specific when it is time to create the tour.

Google Earth is a good tool for this assignment because it shows the students where they are relitive to to the rest of the world, and helps them see that even in Utah, there is a wide range of places to live and people to know. It gives them a better glimps at the reality of their location, rather than looking at a globe or a regular map.

Location:	Activity Description:	Google Earth Content:
Salt Lake City	Look at how many buildings there are, the size of them, and what they might be used for.	Population and ethnicity layers of SLC. Also, the 3D versions of the buildings.
Provo	How does this differ from SLC?	Look at pictures of actual places, such as BYU.
Payson	Are there more fields or houses? How is this different from the previous locations? What do the people in payson likely do?	Locate different kinds of landmarks, like big buildings, houses, fields, etc. from the pictures
My home (2 Dale Lane Redlands CA	What kind of a town do I live in: rural, suburban, or urban? How can you tell?	population layer.

Other's Videos and My Oppinions

I got to watch the videos of Nancy, Sam, Keri, Alli, Robin, and Sarah.
Some of the concepts were really cut and dry, and didn't seem like they would be very fun for the students to make or watch.
There were some videos that had good concepts behind them, and could have been extended even more with the help of the students. There was some real creativity to go into it.
I think the most difficult thing about implementing digital story ideas will be getting the students excited about the project. It is obviously very easy to do, and there are countless opportunities to create digital stories. However, some students might not buy into it as much as others, or they might be afraid to use the computer. I believe with the right context of the class, students would love doing digital stories.

Corbin and the Etch-a-sketch

TPACK and Storyboard

I thought it was very interesting to learn about the advantages of having a TPACK mindset while teaching in the elementary classroom. Indeed, it is important to have a firm background knowledge on the subject you are teaching (CK), as well as knowing how to teach it (PK). But the most interesting point of the lesson was the emphasis on being able to incorporate technology into the lessons (TK). I liked getting new ideas and a new drive to master educational technology, and I hope that I will be able to do it with this class. I already feel as if I've learned so many tools for helping me work the classroom.

I compiled a storyboard on a word document, using pictures from the internet. So I sort of did a combination of a paper pencil storyboard and an online storyboard. I might not be using all the pictures that I have in case I find better ones, or create some for myself. But here is part of my rough draft, and I hope my little fractured fairy tale is all right.

http://docs.google.com/Doc?docid=0Ach0BT0KWsXrZHduOHMyeF8xZDhmd3Z0ZnM&hl=en

And the above link will hopefully take you to it on google docs.

Internet Communications

Here is the chat that I had with Holly. It was pretty fun, you can tell by the way we both have crazy eyes!



I decided to use Tokbox for this assignment. It worked pretty well, and I hope this message reached Nancy. And Nancy, I hope it's alright that I sent you that message that didn't say anything useful. =)

I have really enjoyed learning and practicing how to make the wiki, and to become more familiar with the web cam. I'm not sure if I would use a wiki as a tool when I become a teacher. Even though I have made the wiki myself, I feel as if the tutorials given were a major crutch. When those aren't really available to me anymore, I don't believe that I will have to desire to figure it out for myself. Maybe I just need a little more practice so I can be more confident in my own skills. I am very comfortable with blogs, so at least I won't be completely technically crippled, and I feel that through this semester my skills will increase, and my opinions will change.

Notes from the Videos

It gave an idea to create a "choose your own adventure" story using a wiki, which sounded really cool to me. I love creative writing, so this would excite me.

Classroom blogs would be great for parents who work a lot because you could let them feel involved by posting pictures and videos and summaries of what's going on.

letting the kids make their own podcasts is an interesting idea

it would be cool to have a class wiki and let any of the students edit it in order to let them build each other and get excited about a subject they already like

Delicious Ideas

I was watching one of the tutorials we were given, and del.icio.us.com looked so cool. I'm sure it will help when I need to write big papers, or when I start making lesson plans. I can't wait to add it to my computer!

My Tech Background

My dad is the tech guy at the high school where he teaches, which means I grew up around technology. Because my dad knows so much about computers and things, he would always take care of my computer needs for me, so I don't really know how to do a lot for myself, ironically enough. But I feel that I am tech savvy enough to pass. I know how to make powerpoints and word documents, among other necessities of life.