SWATTEC :: Blog

We are pleased to present Where on Earth is SWATTEC? Inspired by Where is Matt (http://is.gd/ctCy5) this video presents the greatest teachers in the world and the students who's lives have been touched by the SWATTEC program. While pictures may paint word, videos inspire dreams. Enjoy!

While so much went on at CUE 2010 in Palm Springs this weekend, I wanted to share some thoughts and information while it is fresh in my mind.  And based on my sinus infections things could go stale very quickly! :)

First off it was just amazing that our District was able to send 17 teachers to the conference funded by our EETT C grant.  It was not originally planned, but with staff development funding in the grant available, we were able to get it approved.  Fourteen of the seventeen teachers were first time attendees and I could see the happy faces on Friday night when when we all met up and I asked, "What was the best thing you saw today?"  For many of the teachers it was difficult to find one thing as their best.  The excitement was abuzz and they were ready to tackle Saturday with enthusiasm.  We got some of them using Twitter and "tweets" were flying back and forth as they days progressed with information about sessions.

Over the next two weeks these teachers will be sharing their experiences and what they have learned at our last staff development day of the grant for this year.  I'm sure they will bring that same enthusiasm back to our training days.  Their move from trainee to trainer has now become complete for many of them.  This sharing will be posted in our SWATTEC wiki  as the training week progresses and teachers will have access to it when they want to go back and look for a resource.  It's always been important to have a place to put all our resources for teachers to have easy access.  Over time this will be even more refined and organized so it is easier to use.

I'd like to give props to our vendors who have been so supportive to our teachers.  They were so excited to see the teachers come by and say hello while the teachers were visiting the exhibit hall.  I've heard that they have actually been spreading the news about our SWATTEC program. 

For many of the 55 teachers in our program, the infusion of all the new technology over the last 2 years has been an uphill struggle, but they have worked very hard to implement the programs and use the new hardware to improve their student achievement.  If the results from last year continue through this year, which I'm sure they will, they have met and exceeded any expectations.  They should be very proud of themselves.  So many props to our classroom teachers. 

Providing quality staff development experiences like CUE is something all teachers should have the opportunity to participate in at least every couple of years. 

A

I find this slideshow to be very helpful in walking kids through what works and what doesn't in Powerpoint design:

http://www.iasted.org/conferences/formatting/Presentations-Tips.ppt

Go here: http://davosaur.edu.glogster.com/swattec-mind-map/

to see this full-screen

I had meant to post this back when I was in chpt. 5 of our math series, but I got distracted by the myriad of other stuff- go figure. Anyway, in our math text it seems that all the authors seem to agree that the first multiple of every number is zero. Now, I had been taught that 1 times a number is the "first" multiple of a number. So, unless the number you're looking at is zero, zero is not the multiple of any number.

Apparently it is more complicated than that. In the interest of being correct, I did some research. 0 is a multiple of every integer, but so are negative values of that integer times any other integer. That means truly multiples of 5 are {....-15, -10, -5, 0, 5, 10,...}. So I'm not going to outright say that the book is wrong. I will say that our text took the wrong approach. What we're interested in are not multiples of integers but multiples of natural numbers. After all, isn't the goal to eventually have these students calculating the LCM by comparing the multiples of the two (or more) numbers they're considering? If we teach them that zero is the first multiple now, what do we teach them later? Because they're sure to declare that 0 is the LCM every time. Think about it. Teacher: "What is the smallest number that I can divide both of these numbers by? Make a list, find the first multiple that appears in each, blah blah." If we undermine that method of finding LCM, then everyone will have to calculate it by using prime factorization (arguably not a bad thing).

If you're not in chpt. 5 yet, lucky you. If you've been there and didn't notice, you might want to go back and clarify any misconceptions. 5th grade will thank you for it.

I noticed this when I gave the publisher's test and kids were missing questions (graded with the key) that they had actually answered correctly (by my instruction). I generally use the text for pacing, practice work, and back-up if I don't know the topic as well as I'd like to. I couldn't figure out why during review discussions the kids kept telling me that zero was the first multiple. Sadly, it's in the book without the natural numbers explanation I gave above. I plan on putting a yellow sticky in my book to remind me of this next year.

Illuminations has a great bingo activity on order of operations. It requires very little prep. I've used bingo games to reinforce order of operations in sixth grade before, but most of the pre-done activities are geared for a higher level. This particular one is great for a first pass. There are no exponents to mess with.

http://illuminations.nctm.org/LessonDetail.aspx?id=L730

I thought I would upload a graphic organizer that I like to use for order of operations. No big deal, here, but perhaps it will save you some time if you were thinking of doing something similar.

orderopstemp.xls application/vnd.ms-excel

Are your kids unmotivated to study for social studies? I've added the next installment of Social Studies Jeopardy: Since Unit 2 (4th grade) is so long I split in half and created a Jeopardy to review Lessons 1-4.  You can access it at http://www.jeopardylabs.com/play/social-studies-unit-2-part-1

You can also create your own Jeopardy games for any subject area at http://www.jeopardylabs.com

Enjoy!

Sarah Sabol

PS: A tip for palying the game: If a question is answered correctly, add the points before clicking "Continue", or the question will remain on the board to be selected again and again.

I created a template for the students to use on their Eeepcs to use as they gather info about the different California regions. I'm intending for them to do some guided internet searching for info (with me), but feel free to use it/change it however you want.

regionsscrapbook.doc application/msword

Here's a website with a movie about this nonprofit organization. It goes quite well with the story from Unit 2 of the same name.

http://www.certnyc.org/ffth.html#

On Thursday, November 12, Tami Gardner and her class at Rio Vista did a Skype phone call  to Iraq with her brother who is stationed in Baghdad.  While the connection lasted he talked to the students and a few had an opportunity to ask him questions.  Here is a picture from the event.

Here's a notebook page I made for use with your Smartboard or Airliner with a little interactive map. Hope you can use it!

caregions.notebook document/unknown

I wanted the class to brainstorm some words appropriate for the holiday (and school). Wordle is a fun way to showcase their efforts. Some of the students posted their Wordles on their blog. I also wanted to print with the coloring book option but could not find the option anywhere. Luckily Arlene came to the rescue with the surprisingly simple solution. All you have to do is click (or double click I think) the picture and the letters become outlines. If you choose a black and white color scheme (white background), you'll then have something that can be printed for later coloring. Thanks Arlene!

Here's another resource for graphic organizers. If you create an account (free), you can also make your own organizers. This would be useful with the Airliner.

Here's the link:

http://www.exploratree.org.uk/

For Open Court: The story, "Elias Sifuentes, Restaurateur," is coming up in unit 2. I found a site that has a short, two-person reader's theater that would be great for practicing fluency. Additionally, a pair of students could practice the piece, record it with their laptops (and Audacity), and export it for upload to the student community.

Here's the link:

http://is.gd/6mfp0

The objective of this lesson is for students to be able to identify adjectives in their own written text (My Access) and replace those adjectives (Wordle.net) with more descriptive synonym using a thesaurus.

Items Needed:

My Access Writing

Wordle.net

Thesaurus.com

highlighter & pencil

Step 1:  Students copy a writing sample that they created in My Access (teacher can assign specific writing sample or allow students to select their own).

Step 2:  Open up Wordle.  Select "Create Own" and have students paste their writing sample in text box.  Click "go" and wait a few moments

Step 3:  Explain to students that the words that appear larger are the words that they used most frequently.  Have students print document

Step 4: Students need to highlight at least 10 different adjectives.  If they are unable to locate 10 different adjectives, they need to go back to their original writing, add more adjectives, and then repeat Steps 1-3.

Step 5: After locating 10 different adjectives, students circle 5 of those adjectives and using Thesaurus.com, or their own thesaurus, find synonyms to replace their original adjectives.  List new words on printed Wordle document.

Step 6: Add new adjectives to written text in My Access (don't forget to submit and see if your scores improve) and turn in Wordle document to teacher.

NCST

Research and Information Fluency
     
Students apply digital tools to gather, evaluate, and use information. Students:
a.     plan strategies to guide inquiry.
b.     locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.     evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.     process data and report results.

Students will work in groups of 4 to create a masterpiece sentence.  Using EtherPad (linked in Web Resources), all users will go to "Create Public Pad".  Have one student in the group click on "Invite other users".  They should share their web address link with their other group members, who should meet them at that site.  Contributions will appear in different colors for each group member. 

The first simple sentence can be generated by the students or by the teacher.  Supply a task list for each group; ex. add adjective, etc.  Students will take turns adding or changing a part of speech.

NETS-S Standards:

Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students

b.     create original works as a means of personal or group expression.

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.     interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a.     advocate and practice safe, legal, and responsible use of information and technology.
b.     exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

After teaching a math concept, have students work in small groups to make up story problems using readily available objects for manipulatives.  For example, a real-life math problem might use plastic coins, popsicle sticks, or thumb tacks that the teacher has available for student use. Students then take pictures of themselves in scenes that illustrate the story problem, and create a PowerPoint or Impress presentation to show their work.  Students could use a digital camera if available, or the webcams available on their Eeepc.

NETS-S Standard:  Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a.     interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.     communicate information and ideas effectively to multiple audiences using a variety of media and formats.
d.     contribute to project teams to produce original works or solve problems.

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Students interact, collaborate, and publish with peers, exports, or others employing a variety of digital environments and media.

Students will create a power point presentation that highlight the key important historical facts about the mission of their choice.

The presentation will include:

*One or more pictures of the mission chosen

*Four facts about the mission

*Include title slide, four informational slides, and one wordle slide

*List website and other resources used to gather information

See below for wordle slide example

Some resources to consider are:

www.californiastreaming.org

www.wordle.net

Textbook

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Students interact, collaborate, and publish with peers, exports, or others employing a variety of digital environments and media.

Students will create a power point presentation that highlight the key important historical facts about the mission of their choice.

The presentation will include:

*One or more picture of the mission chosen

*Four facts about the mission

*List website and other resources used to gather information

*Wordle side in presentation

www.californiastreaming.org

www.wordle.net

I found this notebook on latitude and longitude from SMART's website. It does a really nice job of giving the teacher visuals that he/she can use to model finding/plotting specific latitude and longitudes. There are also quiz items intermixed for understanding checks as you go. It is more of a backdrop to teaching, rather than a complete lesson in and of themselves, so look at it first and figure out what you would be teaching for each slide.

http://is.gd/6mfKN

NETS-S Standard:  Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

http://scrumy.com/pyxes86tetanus

Have students access the link above.

Teach them to create  their own scrummy path to succeed at any task assigned, by using the "new story".

The students learn to create a step by step process map.

The example shown here is for preparing for nightly homework.

Your students may copy the task boxes for their own scrummy path, i.e. Sam's HW checklist

This can also be useful for Writers workshop.

You can also create a "STUCK" box and monitor task progress through ITALC.

Creativity and Innovation
     
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a.     apply existing knowledge to generate new ideas, products, or processes.
b.     create original works as a means of personal or group expression.
c.     use models and simulations to explore complex systems and issues.
d.     identify trends and forecast possibilities.

Using Tux Paint students draw the different parts of a volcano and label them.  This is a good, fun review for volcanoes and vocabulary.  Print these out or put into the Smart Pad and share with their classmates.  Since we can only print in black and white, they can color after it is printed.  

Resources: Tux Paint

NET-S Standards

Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a.     plan strategies to guide inquiry.

b.     locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c.     evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d.     process data and report results.

Food Chains

The students will research which animals belong in the same food chain. They will download pictures of different animals and insert them into a PowerPoint presentation

They need to have at least four to six organisms including a producer, consumers (herbivores/carnivores) and a decomposer that coexist in the same ecosystem.

Their presentation will show how organisms get energy to survive. It should start off with the sun giving energy to producer, and continues all the way to the decomposer. They would need to insert text for each organism and explain the energy movement within the food chain.

They would then upload their presentation to slide share and embed that into their blog within the student community.

Differentiation –

Students can enhance their presentation by adding audio, video, or add backgrounds the fit into ecosystems.

Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
d.     contribute to project teams to produce original works or solve problems.

Use wordle.net to create visual presentation of the Gold Rush time period.  Use jeopardy game to review concepts (either powerpoint or jeopardylabs.com).

Create a powerpoint / impress slideshow showing the Missions.