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Integrating Technology into Reading Class
Transcript of Integrating Technology into Reading Class
of Choices My Reading Project Notes Place your own picture
behind this frame! Double click to crop it if necessary Important
Details (cc) photo by Metro Centric on Flickr (cc) photo by Franco Folini on Flickr (cc) photo by jimmyharris on Flickr (cc) photo by Metro Centric on Flickr Post results here Essential Standards Addressed: R.3.4.14 Clarify understanding of nonfictional passages by creating outlines, graphic organizers, logical notes, summaries, or reports.
R.3.4.7 Predict probable outcomes from knowledge of events obtained from a reading selection.
R.3.4.7 Predict probable outcomes from knowledge of events obtained from a reading selection.
HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis).
HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files).
HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). Book Title
Character Descriptions Process Paper:
1- Civic Engagement- what actions your students will take to better the world?
They will be reading, growing, learning and sharing. They will be some of the first to harness this technology and have the capability to share it with everyone else
2- Motivation- Slide presentation/ website- introduction to the topic/ fun facts/maps/ graphics/ cartoons/ statistics/ animations/ video clips
3- Integration- Connecting to the family/ school (librarians)/ world community about expending the topic
A) Audience as self learner- individualized instruction How this topic relates to the K12 students? Make connections
This project wil be very independent and student-oriented. Creation, exploration, book and project choice will be up to them They will be pooling resources from all over and sharing a wide variety of final rojects with each other in class as well
B) multicultural education as a national perspective
Projects will often include multi-cultural material. Using a plethora of world wide web resources will bring students close and personal to some of the leading globalizing technologies.
C) global literacy including international perspective on the chosen topic/ theme for your Curriculum (Deep Learning) Project
Peronal analysis and feedback surveys opens students' minds away from their own little world and to wducation goals at large. This will strengthen their understandings of learning and broaden their minds for future internationalizing ed.
RESPOND after your lesson presentation:
4- Reactions to Lesson Presentation and Future Considerations: How will you alter this lesson? Please respond to peer suggestion and rubric and comments by the instructor.
5- Primary and Secondary Resources: In your project, have a reference/ work cited section to list each picture, music, lesson you used or adopted in your project in APA style. Suggest to http://www.worldcat.org/or http://citationmachine.net/ Name
Expected time/ timeline to complete the project
Tentative title/ theme
Goals/ Objectives; Be as specific as possible.
Rationale : (Why you picked this topic? How will it improve your teaching/ parenting, etc?
Medium (Which form you will create your project. Livetext, website, URL address, Videotape, Burned CD, file attachment, in the mail, etc.)
Lesson ideas or lesson plans that you searched in this topic. For instance, provide URL links.
Teaching Strategies and Methods
Evaluation Methods: Assessment strategies: How will you assess your students outcome?
Resources/ Credits: the print material, electronic resources, websites you already found. APA style. [Book Here] Standards Idioms Predicting Outcomes Graphic Organizers
Prezi Song/Rap Poem Stand Up ToonDoo StoryBoarding Cereal Box
Project Predicting Outcomes Project:
Details: Graphic Organizer Project:
Details: Thing I Need to remember Addressing ESL and special needs: Sites to remember project 1 project 2 project 3 -[Intro/Summary] -[Your approach] -[Pictures/links] -[Reflection/learning] -[Intro/Summary] -[Your approach] -[Pictures/links] -[Reflection/learning] -[Intro/Summary] -[Your approach] -[Pictures/links] -[Reflection/learning] http://88615-app1.web.landmark-project.com/cm_work/index2.php?reqstyleid=2&newstyle=2&showBtn=yes APA Citation Generator: Summary must include your first impressions of the book and your explanation of the story. Use the back of the book for information to summarize here. 150-250 word paragraph IN YOUR OWN WORDS https://docs.google.com/document/d/1B70vppqmUqirpyxhrL8kuL6uaubq2Ev95JTjjPw1WdQ/edit?hl=en_US My Lesson Plan http://library.thinkquest.org/27692/p4pick.htm https://docs.google.com/present/edit?id=0AZq3SE32Qp6LZGQ5bnZmNzJfNjcwYzc5NG45aGI&hl=en_US power point with rubrics: Week 1 Week 3 Week 2 (cc) image by jantik on Flickr Day 3
: 20page Get book
Decide project 1 Stockett, A. (2009). The help. Putnam Pub Group.Retrieved from http://books.google.com/books/feeds/volumes?q=9780399155345 World History Ancient Civilizations Greek Stuff Ancient Greece is the civilization belonging to the period of Greek history lasting from the Archaic period of the 8th to 6th centuries BC to the end of antiquity and beginning of the Early Middle Ages with the rise of the Byzantine era following Justinian I. At the center of this time period is Classical Greece, which flourished during the 5th to 4th centuries BC, at first under Athenian leadership successfully repelling the military threat of Persian invasion. The Athenian Golden Age ends with the defeat of Athens at the hands of Sparta in the Peloponnesian War in 404 BC. Following the conquests of Alexander the Great, Hellenistic civilization flourished from Central Asia to the western end of the Mediterranean Sea.
Classical Greek culture had a powerful influence on the Roman Empire, which carried a version of it to many parts of the Mediterranean region and Europe, for which reason Classical Greece is generally considered to be the seminal culture which provided the foundation of Western civilization.
http://misscrandall.tripod.com/AncientCivilizationsWebQuest.htm Webquest on ancient civilizations: English II Freshman Year
1. Posters- How have/might you use Posters with students for learning and/or teaching?
2. Edited Images: How have/might you use Edited Images with students for learning and/or teaching?
3. Audio Programs (Podcasts)- How have/might you use Audio Programs with students for learning and/or teaching?
4. Animation. How have/might you use Animation with students for learning and/or teaching?
5. JING video capture- How have/might you use JING with students for learning and/or teaching?
6. PhotoStory or Movies. How have/might you use Video with students for learning and/or teaching?
7. Digital Story tool such as Voicethread. How have/might you use digital story with students for learning and/or teaching?
This project incorporated a poster-like element with the cereal box design. Posters are a great graphic organizer for information and a great way for the students to be practicing craft and design. Edited images allow for a variety of creative avenues. By taking something that is already interesting, like a picture, and rendering it with a bit of the student's own personality and taste, they have created something memorable. We used webcams, headseets, and head phones in collaboration with moviemaker to get audio into this project. Not only are students HEARING, but they are engaging by speaking and recording as well. animation is also a key component in this project. Here is a student example of a toondoo - a comic strip created to animate information from their book. since we can't download JING, we've been using prnt scn option and editing photos in paint. This is a cool new tool according to the students... but so is ctrl c ctrl v ;)
photostories are a great way to engage and entice students into creative learning and problem solving. Using new technology always comes with its challenges for students, but the more they use it, the quicker they learn. prezi was really the only sharing that we used. Students were able to access their project template through a prezi link I provided them on our google doc calendar.
Sophomore Year BIology Communication
of cells Role of
and Hormones Communication
Goals Ways to
membrane In order to maintain homeostasis a cell must manage chemical flow in and out of the cell
important notes: chemicals vary in size. chemicals sometimes have receptors that specify what they can do.
Here's an example of cells "talking" to get what they need done: Why does the cell need to communicate?
How cells maintain Homeostasis?
-blood glucose levels
-water balance Chemical
energy Proteins in general -
Antibodies defend the body from germs.
Contractile proteins are responsible for movement.
Enzymes speed up chemical reactions.
Storage proteins store amino acids.
Receptor Proteins -
Hormones- Diffusion Horomone facilitated diffusion receptor protein selectively permeable passive transport ATP/ADP Phospholipid Active Transport are specialized integral membrane proteins that take part in communication between the cell and the outside world. Extracellular signaling molecules (usually hormones, neurotransmitters, cytokines, growth factors or cell recognition molecules) attach to the receptor, triggering changes in the function of the cell. This process is called signal transduction: The binding initiates a chemical change on the intracellular side of the membrane. In this way the receptors play a unique and important role in cellular communications and signal transduction. A hormone (from Greek ὁρμή "impetus") is a chemical released by a cell or a gland in one part of the body that sends out messages that affect cells in other parts of the organism. Only a small amount of hormone is required to alter cell metabolism. In essence, it is a chemical messenger that transports a signal from one cell to another. All multicellular organisms produce hormones; plant hormones are also called phytohormones. Transporting Chemicals
to Share a message and allow cells to communicate Passive Active Simple
Diffusion Facilitated Osmosis Hyper-
tonic High to low
concentration Equilbirium Take this quiz Carrier
Proteins Endocytosis Exocytosis ATP turns to ADP to release a proton of energy to activate the system Endocytosis is the process by which eukaryotic cells take up materials from the surrounding environment. attach cells to neighboring cells or act as anchors
Receptor proteins- provide binding sites for enzymes or hormones allow hydrophilic substances to enter the cell through a passageway (Facilitated diffusion) Channel Proteins the transfer of substances across the membrane. If against the concentration gradient, energy is required. Carreir Proteins- Adhesion proteins- Types of Proteins Regulators in the
plasma membrane channel proteins carrier proteins
(down the concentration gradient) The process of exocytosis (Figure 1.5) is the reverse of endocytosis. Membrane-bound vesicles inside the cell fuse with the plasma membrane and release its content into the external medium. Endo- BRING IN Exo - exit
into the cytoplasm Channels are pores in the membrane. These pores are so small that only specific ions can diffuse through. Cells of multicellular organisms often take up nutrients by facilitated diffusion, because the nutrient concentration of surrounding environments can be controlled. http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter2/animation__how_diffusion_works.html ADP at the chemical level... ***Remember***
ATP is the energy source
for most catalyzing actions in our bodies!!!! Throughout a cell's metabolism process, it must manufacture the energy it will need to function. The cell respiration process is designed to produce ATP--also known as adenosine triphosphate--which is the energy fuel of the cell. Both NADH and FADH2 are involved in the cell respiration process. Glycolysis and the Krebs Cycle are two metabolic pathways that lead up to the making of ATP. NADH is a product of both these processes, whereas FADH2 is a product of the Krebs cycle.
Read more: The Role of NADH & FADH2 | eHow.com http://www.ehow.com/about_5495323_role-nadh-fadh.html#ixzz1Xw9uWCJp **NADH and FADH2 move electrons (energy) around for metabolic activity in cells as well (LIKE ATP). against the concentration gradient Cells: homeostatsis Microscope LEARNING THE MICROSCOPE body tube Ocular Lens
(Eyepiece) Arm Stage Coarse
Adjustment Knob Fine
Adjustment Knob Base Revolving
Nosepiece Objective 10x
Stage Clips Diaphragm
Light Source Objective 4x
changes objectives allows light in/out lamp projects light upwards use lens paper to clean
lens. has 10x magnification hold this and the
base when carrying raise/lower stage raise/lower stage magnifies speciment
-fine focusing hold with the arm when carrying Magnification:
10x X 4x = 40x
10x X 10x = 100x
10x X 40x = 400x
(magnification options) antennae of a moth cereal at 100x sugar table salt seasame bagel ribbon at 50x Reading Civics English III Reflection on Course Project: https://docs.google.com/document/d/16WRWmmMp6zPYhVVDWr5R7g8mLZU4_Ed7dAsLYOcJ_uU/edit?hl=en_US Google Doc Link: Some research that supports the use of technology in aide of ESL students:
With respect to creating environments that incorporate the wealth of technology tools and online
resources, the following are noteworthy:
• Technology has become a universal motivator. Use available technology resources to
motivate ELLs to invest and engage in their learning.
• Set high expectations and present ELL students with cognitively challenging, interactive,
rigorous, and authentic curricular content. Use nonverbal cues, graphic organizers, video
demonstrations, and illustrations to present new content concepts (http://www.alasedu.net/resources/1/Publications/White%20Papers/White%20Paper%20-%20English%20Language%20Learners%20-%20Incorporating%20Technology.pdf)
use technology effectively. Greater access to technology and computer-assisted learning can be effective in engaging ELLs’ motivation,
developing writing and editing skills, and tapping into the collaborative potential of class websites and blogs http://www.ncte.org/library/NCTEFiles/Resources/PolicyResearch/ELLResearchBrief.pdf Noteworthy points in this project that are conducive or adjestable for special learners: Hands-on approach
with technology: The use of technology to enhance learning is an effective approach for many children. Additionally, students with LD often experience greater success when they are allowed to use their abilities (strengths) to work around their disabilities (challenges). AT tools combine the best of both of these practices. http://www.greatschools.org/special-education/assistive-technology/702-assistive-technology-for-kids-with-learning-disabilities-an-overview.gs?page=1 Easily Adjustable
workload: With a multi-faceted project, LD learners may need to scale back the work load! This project allows for a variety of unique cases because students can pick their own workload and can simplify projects themselves! Studies show Assistive
LD Learners: AT for kids with LD is defined as any device, piece of equipment or system that helps bypass, work around or compensate for an individual's specific learning deficits. Over the past decade, a number of studies have demonstrated the efficacy of AT for individuals with LD. 1 AT doesn't cure or eliminate learning difficulties, but it can help your child reach her potential because it allows her to capitalize on her strengths and bypass areas of difficulty. For example, a student who struggles with reading but who has good listening skills might benefit from listening to audio books.
In general, AT compensates for a student's skills deficits or area(s) of disability. http://www.greatschools.org/special-education/assistive-technology/702-assistive-technology-for-kids-with-learning-disabilities-an-overview.gs?page=1 https://docs.google.com/spreadsheet/ccc?key=0Apq3SE32Qp6LdHd5TDRQRnhLSlhYbnJLblVyZGJtUkE&hl=en_US#gid=0 https://docs.google.com/spreadsheet/ccc?key=0Apq3SE32Qp6LdHd5TDRQRnhLSlhYbnJLblVyZGJtUkE&hl=en_US#gid=0 CONFU Notice: Certain materials are included under the fair use exemption of the U. S. Copyright Law and have been prepared according to the educational multi-media fair use guidelines and are restricted from further use.