Antonio Quichocho
Winda Espulgar
Robert Caguin
Daniel Pangelinan
Darlene Vigil
Group #1 Discussion
It is amazing how technology has taken over the world. Everything from mail to travel is now available at the convenience of a screen and the World Wide Web. This wonderful advancement has made its mark everywhere, to include the classroom. Many educators have utilized technology at least once in their teaching career. There are thousands upon thousands resources available to not only teachers but students as well. Because of this modern progression, countless students have the vast knowledge of the internet, computers, and its functions. Educational games also have allowed the student-teacher rapport to increase. The mention of the word “game” will ignite interests upon the students in the classroom. It seems as if students are inclined to want to learn if the lesson integrates technology.
So when does an instructor know when, what, or how to add these technological tools to their everyday, mundane lesson plans? The answer varies among many educators. Some may say that the appropriate timing is based on students learning. Some also argue that it is the availability of the resources. In all fairness, it is based on both learning and availability.
Many times the teacher struggles to get by a simple lesson plan in mathematics. How does one teach 7-year old Jimmy how to properly add? How do you motivate little Betty to do her homework? All these questions embed the mind of the instructor. Sometimes the teacher has to take the risk in what is known as student-centered teaching. This process is a reciprocating procedure. Instead of the teacher giving lectures left and right, the students take over their learning. Allowing students access to online games calls for excellent student-centered teaching because of its simplicity and fun. Students will be more likely to engage in an activity where they can “control” the learning environment.
A prime example is the Math Scramble game available on www.problemsite.com. This game focuses on a puzzle format. There are three levels in this game; easy, moderate, and challenging. Students move tiles with numbers to the appropriate math equation. This is a key game to learners in the intermediate and advance level. However the game may be a problem for beginners because of its inaccessibility to hints, and answer buttons. Because of this, it is only appropriate that this game be for students in the intermediate to advance levels.
Thursday, December 11, 2008
Monday, December 8, 2008
My personal reflection on Audio Visual Class
Four months of sweat, tears and conquering technology fears
I would like to start this summary with a confession: I really hated even the most basic of using a computer, which is typing on the keyboard.
I remember when I was in high school, I had three choices for an elective: typing, bookkeeping, or cosmetology. I chose cosmetology without hesitation.
In college, I completed a bachelor of science degree in elementary education, but for almost the last decade, I’ve taken a career path that had mostly to do with cosmetics and fragrances – as a supervisor for a high-end brand.
But after many years in the cosmetics industry, I have decided to shift back to classroom teaching.
This decision was inspired by my children, who range in grades from kindergarten to sophomore in high school. I felt if I went back to teaching, I could provide them with a better learning environment at home, and my work schedule would go well with their hours in school.
This decision to shift careers led me to sign up for this class.
With my background, this class was not an easy start. Almost everything in this class required the use of computer, computer software, and online research - just to name a few.
Because of my ignorance in computer use, I felt lost and felt out of touch during the first few days of the class. I looked at the young faces of my classmates, most of whom are computer-savvy.
I had a hard time because I had to learn two things at the same time. One, begin learning basic computer, which I never had formal training before, and two, also trying to absorb what the teacher is saying in class.
I remember the very first day of class I felt so frustrated about my limitations in computer use that I cried in front of my professor. I felt embarrassed that at work, I’m a supervisor, but in class I was a dummy.
There were countless nights I thought of dropping the class. But I decided that giving up is not the way to go. I really need to change my career so, no matter what it takes, I have to do my best in this class.
I turned my frustration into a challenge. I spent countless hours staying way past midnight, and at times until morning, getting myself familiar with the computer and navigating online sites to research for my homework.
After a while, I’ve gained confidence in my computer use. I spent many more hours exploring the Internet and learning from different Web sites.
These days, while I can’t say I am an expert in using computer technology as a future returning teacher, I can also humbly say that I have learned a lot.
I am no longer the computer illiterate when I started with this class. Before, I didn’t even know what URL meant. That’s not the case anymore. I can post comments easily, blog, upload links, bookmarking URLs, participating in an online class, use excel, and most importantly, I no longer panic when the computer shuts down.
When I finally become ready for classroom teaching, I think I will be able to teach and prepare lesson plans that will use technology to enhance students’ learning.
This class has made me want to learn more advanced computer lessons that will help me become more prepared to be a Guam school teacher.
I hope that if given the opportunity to pass this class, it will inspire me to learn more about the use of technology in the classroom.
And the next class I take there’s one I thing I won’t repeat for sure. I will still sweat with many more hours of work, but I will no longer be in tears for not knowing how to use a computer.
I have no regrets having taken this class. I also have gained some supportive classmates who I am thankful for as well as my teacher. They helped give me support to stick to the end.
I would like to start this summary with a confession: I really hated even the most basic of using a computer, which is typing on the keyboard.
I remember when I was in high school, I had three choices for an elective: typing, bookkeeping, or cosmetology. I chose cosmetology without hesitation.
In college, I completed a bachelor of science degree in elementary education, but for almost the last decade, I’ve taken a career path that had mostly to do with cosmetics and fragrances – as a supervisor for a high-end brand.
But after many years in the cosmetics industry, I have decided to shift back to classroom teaching.
This decision was inspired by my children, who range in grades from kindergarten to sophomore in high school. I felt if I went back to teaching, I could provide them with a better learning environment at home, and my work schedule would go well with their hours in school.
This decision to shift careers led me to sign up for this class.
With my background, this class was not an easy start. Almost everything in this class required the use of computer, computer software, and online research - just to name a few.
Because of my ignorance in computer use, I felt lost and felt out of touch during the first few days of the class. I looked at the young faces of my classmates, most of whom are computer-savvy.
I had a hard time because I had to learn two things at the same time. One, begin learning basic computer, which I never had formal training before, and two, also trying to absorb what the teacher is saying in class.
I remember the very first day of class I felt so frustrated about my limitations in computer use that I cried in front of my professor. I felt embarrassed that at work, I’m a supervisor, but in class I was a dummy.
There were countless nights I thought of dropping the class. But I decided that giving up is not the way to go. I really need to change my career so, no matter what it takes, I have to do my best in this class.
I turned my frustration into a challenge. I spent countless hours staying way past midnight, and at times until morning, getting myself familiar with the computer and navigating online sites to research for my homework.
After a while, I’ve gained confidence in my computer use. I spent many more hours exploring the Internet and learning from different Web sites.
These days, while I can’t say I am an expert in using computer technology as a future returning teacher, I can also humbly say that I have learned a lot.
I am no longer the computer illiterate when I started with this class. Before, I didn’t even know what URL meant. That’s not the case anymore. I can post comments easily, blog, upload links, bookmarking URLs, participating in an online class, use excel, and most importantly, I no longer panic when the computer shuts down.
When I finally become ready for classroom teaching, I think I will be able to teach and prepare lesson plans that will use technology to enhance students’ learning.
This class has made me want to learn more advanced computer lessons that will help me become more prepared to be a Guam school teacher.
I hope that if given the opportunity to pass this class, it will inspire me to learn more about the use of technology in the classroom.
And the next class I take there’s one I thing I won’t repeat for sure. I will still sweat with many more hours of work, but I will no longer be in tears for not knowing how to use a computer.
I have no regrets having taken this class. I also have gained some supportive classmates who I am thankful for as well as my teacher. They helped give me support to stick to the end.
Tuesday, December 2, 2008
Technology Tools Assessment #2
November 28, 2008
Technology Tools Assessment
Taking the Audio - Visual class this semester was really a big challenge for me; to be honest I was not computer literate. I took the class, I only knew how to check and send email, which I normally did at work. This semester introduced me to a number of different technological tools that I’ve never seen in my entire life. At first, I was so scared and confused. After I overcome my hesitation. I decided to take it as a challenge. I am going to assess eight of technological tools that I learned over the semester. I will also include my ratings using my own pictures. I will give two thumbs up for the highest ratings. And for the second to the highest I will give one thumb up. You will see two hands swaying for Ok, not so bad and two thumbs down for the least rating.
Free Spirit
http://www.freespirit.com/index.cfm
Free spirit exists to provide resources for children, teens, parents, educators, counselors and anyone interested in supporting young people with educational information that deal with real-life issues. Resources and tools such as books, CD’s, posters, and web links on the web site address social and emotional health and offers learning materials with excerpts forms for adults to utilize at home or in the classroom. One thing that I like is that there are few items such as pointers or reminders about specific that are downloadable and free of charge. I was a little disappointed because most items must purchase. And for those that are in a budget, I think that many items such as books and CD room with reproducible material are a little expensive. There is no disclaimer fees involved in getting authors to speak at events, workshops, etc. it seems that the author will make himself/herself available without a fee but sometimes along the lines fees and expense may apply. In conclusion, Free Spirit has a lot of advantages and disadvantages. The advantage to using this website is they offer a lot of educational information that deal with real life issue. And the disadvantages there are a lot of items that you have to purchase. Still, depending on the type of information you need. So I will give Free Spirit Two hands swaying.
You Tube
http://youtube.com/
You Tube website are a search engine in which one could search subject and receive visual images, demonstrations, or instructions. This website has positive benefits especially for those who learn better through visual demonstrations rather than verbal. On the other hand, this website is open to public. Anyone could upload information. The credibility of the website is lessened. There are many benefits to the use of you tube. One could virtually initiate a search on any subject and get results from that search uploaded from all over the world. Like for example, I needed a sample film clip of bread mold growth for my experiment I found various samples that I can use. There are also many educational resources that may retrieved by searching for educational subjects. However, not all searches have educational ties, many are fictional or comedic, and some are totally gimmicks with headlines that are misleading. Hence, there are also many disadvantages to the use of you tube as a reliable search engine. Since the website is open to all and anyone could upload digital recordings or images which make it difficult to accept the credibility of the search. There is also an abundance of links to sexual explicit websites such as You Porn. There are also many malicious uploads of violence, suicide, even genocide. These images and video clips have a negative effect toward education, which upholds positive educational benefits to children. You tube has many advantages and disadvantages as an educational search engine. One advantage is definitely the ability to use visual stimulation as a learning tool. And one of the disadvantages is the links to pornography and violence. But still, depending on the type of research being conducted, it can be a very informative educational tool open to all with internet access. I will give You Tube a one thumb up.
Fact Monster from Information Please
http://www.factmonster.com/index.html
Fact Monster from Information Please website provides children, parents and educators with vital reference materials, homework help, games, polls and features on subjects ranging from sports, math, world news and geography. According to the one of its press release, the site is updated daily. So, the information read by web visitors is constantly expanded and always current. The site is devoted to collecting facts and interesting bits of knowledge for kids. There are a number of interesting features on this site including: The Fact Monster Blog an on line forum broken down into boys and girls and further broken down by age groups 6-10 and 11-14. Another source is the reference desk; it has six great resource areas like, homework center, timeline, almanac, atlas dictionary and encyclopedia. Each of these areas is further supplemented by more resource tools. Analogy of the day provides an analogy quiz and the web browser can figure out the best answer. Today’s history sites historical facts of the month. Today’s birthday is a page that features famous person in the history. Daily word quiz, one chooses the correct context in which the word of the day is used in a sentence. This is another interesting and fun web site for facts and references, brain teasers and activities. What I found odd was in the section for World and News the only news link featured were headlines generated from the BBC (British Broadcasting Corporation). I think it would be better rounded to have a news link from the U.S. and from Asia. This is just a minor disadvantage. I will still give Discovery Education one thumb up.
Discovery Education’s Discovery School
http://school.discovery.com/
The Discovery Education’s Discovery School is committed to making teaching and learning an exciting rewarding adventure for students, teachers and parents. The site provides innovative teaching materials for educators, useful and enjoyable resources for students and smart advice for parents about how to help children enjoy learning and do well in school. There are several features in this site including: Brain booster includes brain teasers, lateral thinking, logic number and math play, word and letter play and more. Curriculum center is a one stop shop that you can find classroom activities in a fun way. Kathy Schrock’s Guide for education is a site in an internet found to be useful for enhancing curriculum and teacher professional growth. Teacher store, all products including books, CD roms, video, etc. are available and supported by the National Education Standard. Puzzle maker is another fun tool that creates and print customized word search and crossword and math puzzle. Science Fair Central is another one stop shop guide for students and educators to create science fair project. There is great information on this web site and it is fun to go through, but not everything is free. There are some things you have to purchase or sign up to be a member of but overall, this is a very informative – and fun – site. That’s why I will give Discovery Education’s one thumb up.
Moodle’s Thinking Distance Classroom
http://www.gaughin.thinkinggistance.org/
Moodle’s Thinking Distance is an on line class. To be honest, I never had a class that based on line. This is the very first one that requires a lot of on line search. In fact my other professor never liked us to do an on line research some said that it is not reliable. When the class started I was so surprised. Especially when Dr. Cyrus showed us the site at first it is very complicated. But when I was introduce to the audio visual class Moodle’s site I am about to drop the class. To be honest I never have any computer class but I have my own pc just sitting at my house. However after a few weeks I find that Moodle was not difficult at all. It is very easy to navigate, which is a plus factor for me because I am not good in exploring especially if I am under stress. Moodle is really the best. First I can communicate with my professor and classmate better. I can keep tract my assignment and check the upcoming events. I can even view my grades which I can work better if I don’t make good on my other one. I can even view my professor comments on my home works. And if we have a group work and presentation we can communicate fast and professor can even view it. I like everything that I needed to know about my audio visual class just one click and you are already there. All the information and resources are provided; it really helps forgetful students like me. So far, audio visual class is almost done I never have any problem with Moodle. My only concern is whenever I submit my work my name does not appear on the assignment submission area, but that is very minor. In conclusion Moodle site was really an effective way of class communication I love everything on it. That is why I will give Moodle two thumbs up.
Delicious
http://del.icio.us/
Delicious is a bookmarking site that help user to bookmark sites, give description and organized them into a right categories. To be honest I never know that I can save and keep the site that I like. I can even bundle all the tags. Not only that I can keep and save my favorite sites on line. Another one that I like is the networking, people can put their friends name and be a guest and view their favorite site. Delicious was a site of discovery and learning it can link me to other peoples interest. I found myself getting use of it more often. Although I am fond of using Delicious site I found a minor problem. I am having hard time in creating a bundle. After putting my tags into bundle I can still see some tags that are still unbundle. But this is just a minor problem. Still I will give Delicious one thumb up.
Mozilla Firefox
http://mozillafirefox.com/
Mozilla Firefox was first introduced in November 2005. Mozilla is actually a non - profit organization and Firefox is a current project of Mozilla which is a web browser. Mozilla Firefox is raising competitor of Internet Explorer since it is release. Firefox is not hard to learn and did and it did not take long to work around with its features. The thing I like about the features is when you type your e mail or blog it has auto spell check. Another fun feature about Firefox is having additional downloads for online games and best of all the Firefox has a faster speed. The main thing that I don’t like about Firefox is compatibility. Some websites do not show well in Firefox, and needs you to view them with Internet Explorer. Second is that it takes a lot of memory to function. Firefox freezes and close when many tabs are open. Third of all anyone that don’t use DSL services all downloads cannot be interrupted. Firefox is actually design for people using high speed internet, which means people with poor dial up services will have troubles along the way. Mozilla Firefox is a fun web browser, but honestly I am not comfortable of using it. I will give Mozilla two thumbs down.
http://www.google.com/
Google website is a search engine in which one could search for any subjects and topics that anyone need. To be honest I am a yahoo kind of person. Maybe because I was introduced to yahoo for a long time and I am a type that doesn’t explore. To be honest I am not aware that I can try other website than yahoo. However this semester, I had to set aside yahoo to sign up for a Google e mail address for my Audio visual class. I discover a lot on this site. There are a lot of applications that Google has to offer. I Google, blogger and the Google earth are very interesting sites. When Dr. Cyrus introduced us to Google I was so amazed, imagine all applications are in one page, like taught of the day, the daily literature quote, jokes of the day, even games, you name it and they have it. All of the applications are in one page not unlike other sites that you have to link into different page. Blogger is one of my favorite sites, I never knew that I can create, upload and publish my work. I find myself using blog all the time. Chatting is also available in this site and it is very easy to use you don’t need to download another feature or open another program. Another application that my son introduced is the Google Earth. This site you can locate even the smallest place all over the world. Google has a lot to offer it has multiple applications and functions that are very easy and fun to use. I will give Google two thumbs up.
Thursday, November 27, 2008
Assure Model Lesson/Class Graph of Bus rider, Car rider and a Walker
September 19, 2008
Winda C. Espulgar
Assure Lesson Plan
Ed 451, Dr. Jacqui Cyrus
Overview: This lesson will introduce basic counting skills, from 1 to 10, to kindergarten students. The students also will learn basic steps to turn numbers into a chart, by introducing them to windows excel. To help the kids become more interested in learning numbers, I have selected a computer game that features a moving double decker school bus with children standing along the roadside. The bus has windows on each level, and as each “student” from the curbside is clicked and dragged onto each bus window, the number changes from 1, 2, through 10.
Grade Level: Kindergarten
Subject: Beginners math
Suggested Time Allowance: 30 – 45 minutes
Lesson Topic and Description:
The teacher will work with the students to learn about numbers.
Lesson Goals and Objectives:
Goal: To develop counting skills. Also, students will see how a basic chart is made. This can be done by grouping the kids into car rider and bus riders and walkers.
Objectives: At the end of this activity students will be able to:
1. Identify numbers 1 to 10.
2. Understand the concept of basic grouping by separating them into bus rider, car rider and walker groups.
3. Use a single digit number as basis for the simple chart.
4. Experience using the Web in a fun and educational way.
5. See how excel can be used for something as simple as grouping their classmate.
Materials:
1. Pictures of a bus, a car, and feet
2. Worksheet
3. Pencil
4. Graph scale
5. Computer school bus game
Lesson Proper:
Teacher Preparation:
Teach the rhyme “One Two buckle my shoe” to reinforce memorization of the
numbers 1 to 10. Gather materials to generate the discussion.
Motivation:
Provide students a picture of a bus, car and two feet. Post the pictures on the board. Ask, how many of you are being dropped off by your mom or dad to school? How many of you ride the bus? How many of you walk to school?
Activity:
1. The teacher will:
· Pass out a worksheet that has a chart, grouping kids into car rider, bus rider and walker categories.
· Ask the students to get their pencil.
· Provide instruction to the students.
· Explain the instruction on the worksheet.
Sample
Worksheet:
Put a checkmark on a box
Total
Bus rider
Car rider
Walker
1 2 3 4 5 6 7 8 9 10
2. After the worksheet has been explained, the teacher will:
· Allow the students to pick a leader for each of the three groups.
· Explain that each leader will represent bus rider, car rider and walker.
· Call the first leader to hold the picture that he or she will represent
· Call the first leader who represents the bus rider, and let the leader
stand in the front.
· Ask the rest of the bus riders to stand at the back of their leader, then count one by one, starting from the leader. Meanwhile, the rest of the students are working on their worksheet.
· Let the bus rider’s group go back to their seats. The teacher will ask the rest of the students to look on their worksheet and count how many checkmarks on the bus rider’s graph. The bus rider group will work on their own worksheet. Teacher will ask the bus rider to put a check mark as the other students count their graph.
· Do the same procedure for the car rider and a walker.
· Look at the worksheet with the students.
· Let them review their work. Explain that if the teacher will call the bus rider group, the bus riders will read the check mark. The same procedure applies to the car rider group and the walker group. The whole class will then count the check mark on the chart to reinforce their counting skills.
· Students will work on the computer that is already on an Excel file. Show the pre arranged chart. There are three columns on the chart, one chart represents the car rider, the other chart is for the bus riders and the third chart is for the walkers.
· Graph.xlsx (sample chart)
3 Provide instruction for the students: There are three columns on the page. One for bus riders, another for car riders and the third is for walkers. Start from the bus rider column, compare it to worksheet then key in the total number. Do the same procedure for car rider column and the walker column.
4. Once the students are done inputting the number on the columns, Teacher will show them on how to get the total number of the bus riders, car riders and the walkers, by clicking on the sum logo. Explain to the students that the sum is the grand total of the students in the class. Then introduce the graph format and have a discussion. Let the students compare the worksheet to the graph. Make sure that the worksheet and the graph are even. Have them print their work.
Conclusion:
Have the students hold their printed chart. Check their work by going over what they have done. Let them show and talk about their chart. Let the students express what they learned. Then compare the chart with the worksheet to make sure that the number of the bus riders, car riders and the walkers add up.
Higher Order Thinking:
To check whether students are using critical thinking skill, pose questions such as these at appropriate places within the lesson:
· Who can tell the total number of the bus riders without looking at the chart? The same question can be asked for the car riders and walkers.
· Can someone count the total number of the bus riders, car riders, and walkers?
· Which chart shows the largest group of students?
· Which chart shows the second largest group of students?
· Which chart is the least group of students?
Evaluation:
In order to evaluate the students, they will be given a test through number recognition. This can be done using the school bus computer game, which keeps their interest in the learning process because the approach is fun. The school bus computer game can be seen by logging on to http://www.abc.net.au/countusin/games/game7.htm.
Winda C. Espulgar
Assure Lesson Plan
Ed 451, Dr. Jacqui Cyrus
Overview: This lesson will introduce basic counting skills, from 1 to 10, to kindergarten students. The students also will learn basic steps to turn numbers into a chart, by introducing them to windows excel. To help the kids become more interested in learning numbers, I have selected a computer game that features a moving double decker school bus with children standing along the roadside. The bus has windows on each level, and as each “student” from the curbside is clicked and dragged onto each bus window, the number changes from 1, 2, through 10.
Grade Level: Kindergarten
Subject: Beginners math
Suggested Time Allowance: 30 – 45 minutes
Lesson Topic and Description:
The teacher will work with the students to learn about numbers.
Lesson Goals and Objectives:
Goal: To develop counting skills. Also, students will see how a basic chart is made. This can be done by grouping the kids into car rider and bus riders and walkers.
Objectives: At the end of this activity students will be able to:
1. Identify numbers 1 to 10.
2. Understand the concept of basic grouping by separating them into bus rider, car rider and walker groups.
3. Use a single digit number as basis for the simple chart.
4. Experience using the Web in a fun and educational way.
5. See how excel can be used for something as simple as grouping their classmate.
Materials:
1. Pictures of a bus, a car, and feet
2. Worksheet
3. Pencil
4. Graph scale
5. Computer school bus game
Lesson Proper:
Teacher Preparation:
Teach the rhyme “One Two buckle my shoe” to reinforce memorization of the
numbers 1 to 10. Gather materials to generate the discussion.
Motivation:
Provide students a picture of a bus, car and two feet. Post the pictures on the board. Ask, how many of you are being dropped off by your mom or dad to school? How many of you ride the bus? How many of you walk to school?
Activity:
1. The teacher will:
· Pass out a worksheet that has a chart, grouping kids into car rider, bus rider and walker categories.
· Ask the students to get their pencil.
· Provide instruction to the students.
· Explain the instruction on the worksheet.
Sample
Worksheet:
Put a checkmark on a box
Total
Bus rider
Car rider
Walker
1 2 3 4 5 6 7 8 9 10
2. After the worksheet has been explained, the teacher will:
· Allow the students to pick a leader for each of the three groups.
· Explain that each leader will represent bus rider, car rider and walker.
· Call the first leader to hold the picture that he or she will represent
· Call the first leader who represents the bus rider, and let the leader
stand in the front.
· Ask the rest of the bus riders to stand at the back of their leader, then count one by one, starting from the leader. Meanwhile, the rest of the students are working on their worksheet.
· Let the bus rider’s group go back to their seats. The teacher will ask the rest of the students to look on their worksheet and count how many checkmarks on the bus rider’s graph. The bus rider group will work on their own worksheet. Teacher will ask the bus rider to put a check mark as the other students count their graph.
· Do the same procedure for the car rider and a walker.
· Look at the worksheet with the students.
· Let them review their work. Explain that if the teacher will call the bus rider group, the bus riders will read the check mark. The same procedure applies to the car rider group and the walker group. The whole class will then count the check mark on the chart to reinforce their counting skills.
· Students will work on the computer that is already on an Excel file. Show the pre arranged chart. There are three columns on the chart, one chart represents the car rider, the other chart is for the bus riders and the third chart is for the walkers.
· Graph.xlsx (sample chart)
3 Provide instruction for the students: There are three columns on the page. One for bus riders, another for car riders and the third is for walkers. Start from the bus rider column, compare it to worksheet then key in the total number. Do the same procedure for car rider column and the walker column.
4. Once the students are done inputting the number on the columns, Teacher will show them on how to get the total number of the bus riders, car riders and the walkers, by clicking on the sum logo. Explain to the students that the sum is the grand total of the students in the class. Then introduce the graph format and have a discussion. Let the students compare the worksheet to the graph. Make sure that the worksheet and the graph are even. Have them print their work.
Conclusion:
Have the students hold their printed chart. Check their work by going over what they have done. Let them show and talk about their chart. Let the students express what they learned. Then compare the chart with the worksheet to make sure that the number of the bus riders, car riders and the walkers add up.
Higher Order Thinking:
To check whether students are using critical thinking skill, pose questions such as these at appropriate places within the lesson:
· Who can tell the total number of the bus riders without looking at the chart? The same question can be asked for the car riders and walkers.
· Can someone count the total number of the bus riders, car riders, and walkers?
· Which chart shows the largest group of students?
· Which chart shows the second largest group of students?
· Which chart is the least group of students?
Evaluation:
In order to evaluate the students, they will be given a test through number recognition. This can be done using the school bus computer game, which keeps their interest in the learning process because the approach is fun. The school bus computer game can be seen by logging on to http://www.abc.net.au/countusin/games/game7.htm.
Meeting The Challenges in Preparing a Technology-Oriented Lesson Plan
November 2008
Winda C. EspulgarReflection Letter IIED: 451, Dr. Jacqui Cyrus
Meeting the challenges in preparing a technology-oriented lesson plan
Preparing lesson plan number two was really hardcore for me, after my big challenge
with lesson plan number one. I thought the second would be a lot easier. But when Dr. Cyrus
mentioned that we were going to create a lesson using the ASSURE Model, with two technologies to be used to present the lesson, and two technologies for the students to perform the lesson, I began to worry.
The challenge became more intense with the instruction that lesson plan number two must incorporate a learning strategy for one student with a disability.
The requirements for lesson plan number two left me wondering what topic I should use.
I felt very sad. And it felt so stressful, as I thought of how to prepare the lesson plan and at the same time deal with the work load at my work which, during the holiday season, involves a lot of preparation for the visit of our big bosses from off island, big sales goals to meet, and making schedules work for my staff.
In addition to the challenges at work and school, I also must continue to fulfill my responsibilities as a mom to three school-age kids and as a wife.
My idea for lesson plan number two finally came up that Saturday morning after class. As I was preparing to go to work, my son, George, asked me to buy bread.
I told my son that we still have in the kitchen. He said that the bread
had mold on it.
That gave me the idea. I remembered that I taught a mold lesson when I was still in the Philippines.
But during that previous teaching experience, I used the old fashioned way of teaching – which involved using a lot of handwritten planning, and lesson plans required mostly a one-way teaching approach, which means students for the most part listened to their teachers.
It was truly a big challenge for me to come up with a lesson plan that allows me to incorporate various forms of technology to enhance the teaching process for me and the learning process for my students.
Before I started working on my lesson plan, I asked myself some questions for
me to better understand my lesson.
The questions I asked included: What makes mold grow in my home? Can mold cause health problems? What can I use to clean up mold? And the most interesting one, Why does
bread mold grow quicker in dark, wet and warm condition? I did a lot of research about molds.
Based on my research, I learned that molds are tiny microscopic organisms that digest organic matter and reproduce by releasing spores. Molds are a type of fungi and there are over 100,000 species, but most molds do not harm healthy people.(1) People who have allergies or asthma, however, may be more sensitive to molds. Sensitive people may experience reactions such as a skin rash, runny nose, eye irritation, coughing, nasal congestion, aggravation of asthma, or difficulty in breathing, according to the site http://www.doh.wa.gov/ehp/ts/IAQ/GOT_Mold.html/
The more I did my research, the more I found it interesting. My son George has a mild
asthma and I have been suffering from allergy for a long time. I found myself researching more. I wanted to learn more about molds, so that I could fully understand my lesson.
As part of my lesson, I included using online technology, such as social networking site cozi.com, for my students to post the collected data daily. I also incorporated the students’ use of the Excel electronic spreadsheet for the data they collected on the size of mold on the bread daily, use of a digital camera for taking pictures daily as the mold spread. I added, as part of my lesson plan, that students should use PowerPoint for their presentation.
In the process of preparing the lesson plan, I read the book Instructional Media and
Technologies for Learning.(2) The book says you can make more effective use of media if you understand some underlying concepts about the learning process and instruction.
By following what the book stated, I realized it is really helpful if you use technology every single day. Through practice, you get used to it, and the easier it becomes.
As part of my lesson plan, I introduced a film clip from you tube.com about the growth
of mold on bread. Http://www.youtube.com/watch?v=PXwLddA4Ctw&NR=1. And another film clip,
http://www.youtube.com/watch?v uNesSwQfK4
would allow the students to learn and be entertained.
Incorporating various forms of technology in my lesson was a difficult one. I tried my best to go beyond and explore a lot more. I really want my lesson to be one of the best. Although it was tough, I did try my best.
After all the hard work, I thought my lesson was ok. But when Dr. Cyrus showed us a
sample lesson plan from our last class, I was shocked. My work was not even close. I challenged
myself; did some revision on my work. And I did more research on the use of technology in classrooms.
Using cozi.com was one of my favorite parts of my lesson plan preparation. Cozi allows students and their teacher to communicate utilizing this website.
In this lesson, it shows that the learning process is more on students’ participation. Students will use different kinds of technology to collect and gather information and then do their presentation.
In this Assure lesson plan, I can say that I am proud of myself. To be honest, I don’t know much about technology, so that’s why I tried hard. To learn more, I always stayed up late every single day. I found myself using the computer more often.
In conclusion, I’ve learned that following the steps in the Assure lesson plan model makes the lesson very effective, not only for the teacher, but also for the substitute teacher in case the classroom teacher is absent.
And using the assure model and various forms of technology made the lesson very
interesting. I learned three main things in preparing this lesson plan. Do not lose hope, do
not give up and never surrender. Just practice, and don’t be afraid in asking questions.
1 White, L., Marchant, P.(2005). Got Mold? Frequently Asked Questions About Mold. From
Division of Environmental Health: Office of Environmental Health and Safety.
Web site: http://www.doh.wa.gov/ehp/ts/IAQ/GOT_Mold.html
2Heinich, R., Molenda, M., Russell, J.D., Smaldino,S.E.(1999). A Model to Help Assure
Learning: Instructional Media And Technologies For Learning: Sixth Edition.
Columbus, Ohio: Merrill Prentice Hall.
Winda C. EspulgarReflection Letter IIED: 451, Dr. Jacqui Cyrus
Meeting the challenges in preparing a technology-oriented lesson plan
Preparing lesson plan number two was really hardcore for me, after my big challenge
with lesson plan number one. I thought the second would be a lot easier. But when Dr. Cyrus
mentioned that we were going to create a lesson using the ASSURE Model, with two technologies to be used to present the lesson, and two technologies for the students to perform the lesson, I began to worry.
The challenge became more intense with the instruction that lesson plan number two must incorporate a learning strategy for one student with a disability.
The requirements for lesson plan number two left me wondering what topic I should use.
I felt very sad. And it felt so stressful, as I thought of how to prepare the lesson plan and at the same time deal with the work load at my work which, during the holiday season, involves a lot of preparation for the visit of our big bosses from off island, big sales goals to meet, and making schedules work for my staff.
In addition to the challenges at work and school, I also must continue to fulfill my responsibilities as a mom to three school-age kids and as a wife.
My idea for lesson plan number two finally came up that Saturday morning after class. As I was preparing to go to work, my son, George, asked me to buy bread.
I told my son that we still have in the kitchen. He said that the bread
had mold on it.
That gave me the idea. I remembered that I taught a mold lesson when I was still in the Philippines.
But during that previous teaching experience, I used the old fashioned way of teaching – which involved using a lot of handwritten planning, and lesson plans required mostly a one-way teaching approach, which means students for the most part listened to their teachers.
It was truly a big challenge for me to come up with a lesson plan that allows me to incorporate various forms of technology to enhance the teaching process for me and the learning process for my students.
Before I started working on my lesson plan, I asked myself some questions for
me to better understand my lesson.
The questions I asked included: What makes mold grow in my home? Can mold cause health problems? What can I use to clean up mold? And the most interesting one, Why does
bread mold grow quicker in dark, wet and warm condition? I did a lot of research about molds.
Based on my research, I learned that molds are tiny microscopic organisms that digest organic matter and reproduce by releasing spores. Molds are a type of fungi and there are over 100,000 species, but most molds do not harm healthy people.(1) People who have allergies or asthma, however, may be more sensitive to molds. Sensitive people may experience reactions such as a skin rash, runny nose, eye irritation, coughing, nasal congestion, aggravation of asthma, or difficulty in breathing, according to the site http://www.doh.wa.gov/ehp/ts/IAQ/GOT_Mold.html/
The more I did my research, the more I found it interesting. My son George has a mild
asthma and I have been suffering from allergy for a long time. I found myself researching more. I wanted to learn more about molds, so that I could fully understand my lesson.
As part of my lesson, I included using online technology, such as social networking site cozi.com, for my students to post the collected data daily. I also incorporated the students’ use of the Excel electronic spreadsheet for the data they collected on the size of mold on the bread daily, use of a digital camera for taking pictures daily as the mold spread. I added, as part of my lesson plan, that students should use PowerPoint for their presentation.
In the process of preparing the lesson plan, I read the book Instructional Media and
Technologies for Learning.(2) The book says you can make more effective use of media if you understand some underlying concepts about the learning process and instruction.
By following what the book stated, I realized it is really helpful if you use technology every single day. Through practice, you get used to it, and the easier it becomes.
As part of my lesson plan, I introduced a film clip from you tube.com about the growth
of mold on bread. Http://www.youtube.com/watch?v=PXwLddA4Ctw&NR=1. And another film clip,
http://www.youtube.com/watch?v uNesSwQfK4
would allow the students to learn and be entertained.
Incorporating various forms of technology in my lesson was a difficult one. I tried my best to go beyond and explore a lot more. I really want my lesson to be one of the best. Although it was tough, I did try my best.
After all the hard work, I thought my lesson was ok. But when Dr. Cyrus showed us a
sample lesson plan from our last class, I was shocked. My work was not even close. I challenged
myself; did some revision on my work. And I did more research on the use of technology in classrooms.
Using cozi.com was one of my favorite parts of my lesson plan preparation. Cozi allows students and their teacher to communicate utilizing this website.
In this lesson, it shows that the learning process is more on students’ participation. Students will use different kinds of technology to collect and gather information and then do their presentation.
In this Assure lesson plan, I can say that I am proud of myself. To be honest, I don’t know much about technology, so that’s why I tried hard. To learn more, I always stayed up late every single day. I found myself using the computer more often.
In conclusion, I’ve learned that following the steps in the Assure lesson plan model makes the lesson very effective, not only for the teacher, but also for the substitute teacher in case the classroom teacher is absent.
And using the assure model and various forms of technology made the lesson very
interesting. I learned three main things in preparing this lesson plan. Do not lose hope, do
not give up and never surrender. Just practice, and don’t be afraid in asking questions.
1 White, L., Marchant, P.(2005). Got Mold? Frequently Asked Questions About Mold. From
Division of Environmental Health: Office of Environmental Health and Safety.
Web site: http://www.doh.wa.gov/ehp/ts/IAQ/GOT_Mold.html
2Heinich, R., Molenda, M., Russell, J.D., Smaldino,S.E.(1999). A Model to Help Assure
Learning: Instructional Media And Technologies For Learning: Sixth Edition.
Columbus, Ohio: Merrill Prentice Hall.
Assure Model Lesson/ Mold on Bread Experiment
November 12, 2008
Winda C. Espulgar
Assure Lesson Plan #2
Ed 451, Dr. Jacqui Cyrus
Context of Lesson:
This lesson is to help fifth-grade students understand how fungi develops. Bread mold is a common and relatively harmless fungus, but we would rather not see it grow on our bread, or in any food for that matter. In this lesson, students are encouraged to be more actively involved in fact-finding, thus developing an understanding of scientific inquiry. The materials in this lesson have been simplified.
In this lesson, students investigate under what conditions bread mold grows fast or slow. Students vary the environments of each of four slices of bread, with guidance from the teacher, to see which groups have the least and the most bread mold growth. Students also collect data and report their findings. This lesson stresses the different results that can be obtained through variations in the experiment.
A Analyze Learner:
· Number of students: 20
· Gender : 11 boys and 9 girls
· Age Group : 10 to 11 years old
· Ethnicities : 9 Chamorros, 7 Filipinos, 3 Chuukese
· Disabilities : 1 SI (Speech Impairment)
· Class’ Prior Knowledge : A. Generally knows how to use basic excel spreadsheet
B. Knows how to blog
C. Knows how to use power point
D. Knows how to utilize digital camera
E. Knows how to conduct a scientific experiment
· Learning Styles : 20% kinesthetic, 20% visual, 60% audio
· Accommodations: Computer with assistive technology capabilities for the speech-impaired student. This student will use the computer to communicate and be part of the group and conduct the experiment.
S State Objective:
Conduct a variety of scientific investigations including observing what things are like, describing what is happening, conducting controlled experiments and interpreting data.
At the end of this activity, students will be able to:
1. Conduct an experiment to observe the growth of mold on bread under different conditions.
2. Collect observations and come to a conclusion about the factors that affect bread mold growth.
3. Record data for one week and put it on a Cozi.com.
4. Operate digital camera appropriately to take pictures of the different stages of growth of the mold on bread.
5. Utilize the computer program excel to input the size of the growth of the mold daily using centimeters on the ruler.
6. Prepare the data using database or spreadsheet and then make a presentation for others to see.
S Select Instructional Method, Media, and Materials:
1. Technology Used:
· Computers and computer-assistive technology
· Internet
· Power point
· Word Excel
· Digital Camera
· Cozi.com
· Projector
2. Materials:
· One loaf of wheat bread containing 20 slices
· Ziploc bags ( 6.5 x 6.5 )
· Distilled water
· Sanitized Children Medicine dropper
· Permanent marker
· Dust mask (found at home improvement stores)
· Handout with tables to record the observation
· Materials on bread mold experiment.docx
Websites:
www.usepa.gov/iaq/moldmoldbasics.html “A brief guide to mold”
www.doh.wa.gov/ehp/ts/IAQ/GOT_Mold.html “Frequently Asked Questions About Mold”
www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=77 contains an experiment that demonstrates the presence of fungus everywhere.
U Utilize Media and Materials:
1. Technology:
· Computer/ Internet – Online use for research, computer use for data-gathering
· Word Excel – for inputting the measurement of the mold on bread and to collect data
· Digital Camera - for taking pictures of the mold on bread
· Cozi- for posting information of the mold on bread and encouraging students to share their observations with others
· Projector - for presentation of the students to the class
· Power point - for presentation of students to the class
2. Materials:
· Twenty slices of wheat bread (exposed to air for half an hour and from the same loaf) to grow the mold
· Ziploc bags (6.5 x 6.5) used for safety measure
· Distilled water- to be applied on the bread
· Children’s medicine dropper (sterile)- used to apply the water
· Permanent marker- used to label the bag
R Require Learner Participation:
Day 1
· As mentioned above, the teacher will introduce the project to class, giving oral pretest by asking questions to see if the students have a basic idea of how molds grow.
· The class will brainstorm and make a list of objectives for experiment on molds.
· Students should suggest which conditions will be better for growing molds.
· For example: What conditions make bread mold grow the fastest, or what slows down the growth of molds?
1. Moisture
2. Refrigerated temperature
3. Room temperature
4. Heat and direct sunlight exposure
· Students will be divided into four groups with five students in each group.
· After the group is assigned, students within their group will then introduce each other, and start their group discussion.
· Using the Internet, they can start their research about molds.
· Each of the four groups will be asked to create a shared account on friends and family networking site www.cozi.com. The site will allow each group’s members to communicate their ideas on how to go about the experiment and their thoughts as the experiment progresses.
· The teacher will also post on www.cozi.com the materials that the students will need to gather, as a group, for the experiment.
Day 2
· Based on their research online, the students as a group will present gathered information, and will have class discussion about how to go about growing mold.
· The students in the group will make their hypothesis for the experiment.
· bread mold from youtube.docx
· Teacher will ask the students to help prepare the materials, and will discuss the safety issues. (For the students with allergic reaction to mold, a mask should be worn.)
Procedure:
1. Based on the instruction from the teacher on www.cozi.com, each group will bring the materials for the experiment to class on Day 3, Monday. The experiment will be conducted in the classroom to ensure each group is following the same procedure.
2. With the materials brought to class, each group will have four Ziploc bags and four slices of wheat bread.
3. Each group will mark each of the four Ziploc bags according to the four different conditions assigned to each of the loafs. One loaf will be in a Ziploc marked ref temperature. A second loaf will be in a Ziploc marked moist, a third loaf will be marked room temperature and the fourth loaf will be marked direct sunlight.
4. Each group will have one loaf each that will be moistened with water using a sterile dropper. Each group must use an equal amount of water in the children’s medicine dropper, which will be full and fully emptied on the loaf.
5. Each group will place the loaf s accordingly, as marked. The ref temperature loaf from each group should be in one refrigerator.
6. The moist loaf from each group will be placed next to each other inside a darkened cabinet
7. The loaf for room temperature from each group will be placed on a countertop without direct sunlight. Students from the different groups can agree on where to place on the countertop.
8. The loaf needing direct sunlight will be up to each group to decide whether they want it in the dashboard of a car or outside a window sill.
9. Each group will make a data table to record observations daily. To do this, they will use an excel spreadsheet. They also must use a digital camera to keep a daily snapshot of the mold growth. Each group will measure the growth of the mold using a centimeter measurement from a ruler. This will be done on a daily basis during class. mold experiment graph 1.docx
10. The different groups can also compare and discuss observations on a cozi as the week progresses and they have more data from the mold measurements.
11. After seven days, each group will have a conclusion. But before reaching a conclusion, each group can compare each other’s results.
12. Each group will prepare for their presentation on the eight week.
E. EVALUATE AND REVISE
Using the data from the spreadsheet, each group will present and compare their findings. The students can use a power point presentation with charts and graphs to visualize the results.
A projector can be used to present the power point presentation.
The students can add the daily pictures of the mold growth as part of their presentation using a media projector.
Each group can then share whether they have similar results.
The students’ presentation should also include comments about whether their online research supports the result of the experiment, which is that mold grows fastest in a moist environment.
If the results from each group vary, and not each group ended up with the moist bread as having the fastest mold growth, the teacher can ask each group to discuss what could have caused the different results?
PRE-ASSESSMENT:
After the discussion the teacher will ask students to write a reflection about how the lessons from the experiment can then be used at home. For example, they might say they’ve learned from the experiment that leaving food in room temperature will cause food to go bad fast and waste Mom and Dad’s money. They might also add that making sure food is kept in the refrigerator helps to protect the health of family members because they lessen the chance of eating mold contaminated food.
POST-ASSESSMENT:
After reading their reflection letter from cozi.com, 11 students said that they will be very careful on the left over food. 7 students said that they will make sure that food must be kept on the refrigerator. 2 students said that their mothers always make sure that food does not get contaminated with mold.
Each student will evaluate the lesson at the end. Teacher will upload the rubric at cozi.com.
Rubric on Bread Mold Experiment.htm
Winda C. Espulgar
Assure Lesson Plan #2
Ed 451, Dr. Jacqui Cyrus
Context of Lesson:
This lesson is to help fifth-grade students understand how fungi develops. Bread mold is a common and relatively harmless fungus, but we would rather not see it grow on our bread, or in any food for that matter. In this lesson, students are encouraged to be more actively involved in fact-finding, thus developing an understanding of scientific inquiry. The materials in this lesson have been simplified.
In this lesson, students investigate under what conditions bread mold grows fast or slow. Students vary the environments of each of four slices of bread, with guidance from the teacher, to see which groups have the least and the most bread mold growth. Students also collect data and report their findings. This lesson stresses the different results that can be obtained through variations in the experiment.
A Analyze Learner:
· Number of students: 20
· Gender : 11 boys and 9 girls
· Age Group : 10 to 11 years old
· Ethnicities : 9 Chamorros, 7 Filipinos, 3 Chuukese
· Disabilities : 1 SI (Speech Impairment)
· Class’ Prior Knowledge : A. Generally knows how to use basic excel spreadsheet
B. Knows how to blog
C. Knows how to use power point
D. Knows how to utilize digital camera
E. Knows how to conduct a scientific experiment
· Learning Styles : 20% kinesthetic, 20% visual, 60% audio
· Accommodations: Computer with assistive technology capabilities for the speech-impaired student. This student will use the computer to communicate and be part of the group and conduct the experiment.
S State Objective:
Conduct a variety of scientific investigations including observing what things are like, describing what is happening, conducting controlled experiments and interpreting data.
At the end of this activity, students will be able to:
1. Conduct an experiment to observe the growth of mold on bread under different conditions.
2. Collect observations and come to a conclusion about the factors that affect bread mold growth.
3. Record data for one week and put it on a Cozi.com.
4. Operate digital camera appropriately to take pictures of the different stages of growth of the mold on bread.
5. Utilize the computer program excel to input the size of the growth of the mold daily using centimeters on the ruler.
6. Prepare the data using database or spreadsheet and then make a presentation for others to see.
S Select Instructional Method, Media, and Materials:
1. Technology Used:
· Computers and computer-assistive technology
· Internet
· Power point
· Word Excel
· Digital Camera
· Cozi.com
· Projector
2. Materials:
· One loaf of wheat bread containing 20 slices
· Ziploc bags ( 6.5 x 6.5 )
· Distilled water
· Sanitized Children Medicine dropper
· Permanent marker
· Dust mask (found at home improvement stores)
· Handout with tables to record the observation
· Materials on bread mold experiment.docx
Websites:
www.usepa.gov/iaq/moldmoldbasics.html “A brief guide to mold”
www.doh.wa.gov/ehp/ts/IAQ/GOT_Mold.html “Frequently Asked Questions About Mold”
www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=77 contains an experiment that demonstrates the presence of fungus everywhere.
U Utilize Media and Materials:
1. Technology:
· Computer/ Internet – Online use for research, computer use for data-gathering
· Word Excel – for inputting the measurement of the mold on bread and to collect data
· Digital Camera - for taking pictures of the mold on bread
· Cozi- for posting information of the mold on bread and encouraging students to share their observations with others
· Projector - for presentation of the students to the class
· Power point - for presentation of students to the class
2. Materials:
· Twenty slices of wheat bread (exposed to air for half an hour and from the same loaf) to grow the mold
· Ziploc bags (6.5 x 6.5) used for safety measure
· Distilled water- to be applied on the bread
· Children’s medicine dropper (sterile)- used to apply the water
· Permanent marker- used to label the bag
R Require Learner Participation:
Day 1
· As mentioned above, the teacher will introduce the project to class, giving oral pretest by asking questions to see if the students have a basic idea of how molds grow.
· The class will brainstorm and make a list of objectives for experiment on molds.
· Students should suggest which conditions will be better for growing molds.
· For example: What conditions make bread mold grow the fastest, or what slows down the growth of molds?
1. Moisture
2. Refrigerated temperature
3. Room temperature
4. Heat and direct sunlight exposure
· Students will be divided into four groups with five students in each group.
· After the group is assigned, students within their group will then introduce each other, and start their group discussion.
· Using the Internet, they can start their research about molds.
· Each of the four groups will be asked to create a shared account on friends and family networking site www.cozi.com. The site will allow each group’s members to communicate their ideas on how to go about the experiment and their thoughts as the experiment progresses.
· The teacher will also post on www.cozi.com the materials that the students will need to gather, as a group, for the experiment.
Day 2
· Based on their research online, the students as a group will present gathered information, and will have class discussion about how to go about growing mold.
· The students in the group will make their hypothesis for the experiment.
· bread mold from youtube.docx
· Teacher will ask the students to help prepare the materials, and will discuss the safety issues. (For the students with allergic reaction to mold, a mask should be worn.)
Procedure:
1. Based on the instruction from the teacher on www.cozi.com, each group will bring the materials for the experiment to class on Day 3, Monday. The experiment will be conducted in the classroom to ensure each group is following the same procedure.
2. With the materials brought to class, each group will have four Ziploc bags and four slices of wheat bread.
3. Each group will mark each of the four Ziploc bags according to the four different conditions assigned to each of the loafs. One loaf will be in a Ziploc marked ref temperature. A second loaf will be in a Ziploc marked moist, a third loaf will be marked room temperature and the fourth loaf will be marked direct sunlight.
4. Each group will have one loaf each that will be moistened with water using a sterile dropper. Each group must use an equal amount of water in the children’s medicine dropper, which will be full and fully emptied on the loaf.
5. Each group will place the loaf s accordingly, as marked. The ref temperature loaf from each group should be in one refrigerator.
6. The moist loaf from each group will be placed next to each other inside a darkened cabinet
7. The loaf for room temperature from each group will be placed on a countertop without direct sunlight. Students from the different groups can agree on where to place on the countertop.
8. The loaf needing direct sunlight will be up to each group to decide whether they want it in the dashboard of a car or outside a window sill.
9. Each group will make a data table to record observations daily. To do this, they will use an excel spreadsheet. They also must use a digital camera to keep a daily snapshot of the mold growth. Each group will measure the growth of the mold using a centimeter measurement from a ruler. This will be done on a daily basis during class. mold experiment graph 1.docx
10. The different groups can also compare and discuss observations on a cozi as the week progresses and they have more data from the mold measurements.
11. After seven days, each group will have a conclusion. But before reaching a conclusion, each group can compare each other’s results.
12. Each group will prepare for their presentation on the eight week.
E. EVALUATE AND REVISE
Using the data from the spreadsheet, each group will present and compare their findings. The students can use a power point presentation with charts and graphs to visualize the results.
A projector can be used to present the power point presentation.
The students can add the daily pictures of the mold growth as part of their presentation using a media projector.
Each group can then share whether they have similar results.
The students’ presentation should also include comments about whether their online research supports the result of the experiment, which is that mold grows fastest in a moist environment.
If the results from each group vary, and not each group ended up with the moist bread as having the fastest mold growth, the teacher can ask each group to discuss what could have caused the different results?
PRE-ASSESSMENT:
After the discussion the teacher will ask students to write a reflection about how the lessons from the experiment can then be used at home. For example, they might say they’ve learned from the experiment that leaving food in room temperature will cause food to go bad fast and waste Mom and Dad’s money. They might also add that making sure food is kept in the refrigerator helps to protect the health of family members because they lessen the chance of eating mold contaminated food.
POST-ASSESSMENT:
After reading their reflection letter from cozi.com, 11 students said that they will be very careful on the left over food. 7 students said that they will make sure that food must be kept on the refrigerator. 2 students said that their mothers always make sure that food does not get contaminated with mold.
Each student will evaluate the lesson at the end. Teacher will upload the rubric at cozi.com.
Rubric on Bread Mold Experiment.htm
Tuesday, October 28, 2008
Assistive technology: Helping people with disabilities achieve their goals
Assistive technology: Helping people with disabilities achieve their goals
The video “Enabling Dreams” shows the different ways assistive technology can help people with disabilities learn, move, play music and do other things that able-bodied individuals can do.
As I was watching, it left me feeling amazed and enlightened.
With the availability of many assistive technology products, as shown in the video, I’ve come to realize that young kids who have physical, mental or other impairments do not have to feel left behind.
Students with disabilities can now participate in classroom learning almost like normal kids with the help of such technological aids as touch-screen computers, voice-activated computers and even computers that help severely handicapped kids use computers that respond to commands using the movement of eyebrows.
With assistive technology, the U.S. No Child Left Behind law, to me, has more meaning because even the students with disabilities will have similar opportunities to learn and participate in class.
Assistive technology was first defined in the Technology-Related Assistance under the Individuals with Disabilities Act of 1988, according to the Website www./psb.org.speced/Assistive%20technology /Intro%20page.htm.
The video also showed that even outside the classrooms, students with disabilities also can interact and do things normal people do with the help of advances in assistive technology equipment, gadgets and other products.
For example, a man who couldn’t fully move his arms and hands still was able to participate in a band.
Playing a musical horn is difficult enough for some people who have no disabilities, but the handicapped man in the video was able to follow his musical dreams because assistive technology allows him to do what his physical limitations would normally not make it possible.
The only thing that made me concerned after I watched the video was this: Using assistive technology in Guam classrooms will really help, but at the same time, many in Guam know that public schools don’t have the money for these things, and many parents cannot afford assistive technology equipment if they have to buy it on their own.
So without local money available, the hope for Guam kids is for federal money to be given to public schools for assistive technology.
Even when assistive technology has made many new equipment for people with disabilities, if funding will not be enough, then the dreams of kids with disabilities to interact and learn better in the classrooms will continue to be out of reach.
The video “Enabling Dreams” shows the different ways assistive technology can help people with disabilities learn, move, play music and do other things that able-bodied individuals can do.
As I was watching, it left me feeling amazed and enlightened.
With the availability of many assistive technology products, as shown in the video, I’ve come to realize that young kids who have physical, mental or other impairments do not have to feel left behind.
Students with disabilities can now participate in classroom learning almost like normal kids with the help of such technological aids as touch-screen computers, voice-activated computers and even computers that help severely handicapped kids use computers that respond to commands using the movement of eyebrows.
With assistive technology, the U.S. No Child Left Behind law, to me, has more meaning because even the students with disabilities will have similar opportunities to learn and participate in class.
Assistive technology was first defined in the Technology-Related Assistance under the Individuals with Disabilities Act of 1988, according to the Website www./psb.org.speced/Assistive%20technology /Intro%20page.htm.
The video also showed that even outside the classrooms, students with disabilities also can interact and do things normal people do with the help of advances in assistive technology equipment, gadgets and other products.
For example, a man who couldn’t fully move his arms and hands still was able to participate in a band.
Playing a musical horn is difficult enough for some people who have no disabilities, but the handicapped man in the video was able to follow his musical dreams because assistive technology allows him to do what his physical limitations would normally not make it possible.
The only thing that made me concerned after I watched the video was this: Using assistive technology in Guam classrooms will really help, but at the same time, many in Guam know that public schools don’t have the money for these things, and many parents cannot afford assistive technology equipment if they have to buy it on their own.
So without local money available, the hope for Guam kids is for federal money to be given to public schools for assistive technology.
Even when assistive technology has made many new equipment for people with disabilities, if funding will not be enough, then the dreams of kids with disabilities to interact and learn better in the classrooms will continue to be out of reach.
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