Monday's assignment - I am posting here in case I cannot access Lore. - 8 views

• 
  #1 Stephen Demoratz on 11 Jun 12

   

  One important part of science is recording data. To give students an understanding of air pressure, making barometric readings at different times of the day will show students why thunderstorms are more likely to occur between 4 and 7 p.m., but students are not in school to make these readings during these hours. To integrate technology into their lesson, I would start the unit by having students recording barometric pressure at different times of the day from the website www.noaa.gov. They would keep their data either in a notebook or a spreadsheet. We would then use the data they reorded, and I recorded, to create a table that shows what happens to barometric pressure before a thunderstorm and after a thunderstorm. I would also have them make predictions on what the weather was only by looking at the pressure (if it was falling or raising). Another use of technology would be an online Glog that students could post to when thunderstorms were rolling into the area. Discussing what is happening in Glog, and posting pictures would be a great way to bring the things taught in science to their everyday life. It is possible that students could meet in my Glog at 7 p.m. at night to discuss the weather that they are seeing.
  
  What I would be trying to solve as a science teacher is working math, a STEM principle, into my science lessons to reinforce and improve the math skills of the students.
  
  Science SOL 6.6 is a very entertaining strand to teach students. What I am trying to work into my unit would be greater math skills that would require addition and subtraction with decimals, finding averages, modes and the ability to graph this data. We would be able to show student's findings on Smartboards and share these findings with other students in the school division on Score. I could also keep their data to be used from year to year. Technology easily allows me to do this. Plus, the more data, the more accurate the results.
  
  The problem in my model is that of 217 sixth grade students at Thornburg Middle School, 53 are economically disadvantaged and two are homeless. Will they have a computer at home to log into noaa.gov for the required data readings? Will they be left out of the Glog activities? How do solve this problem that 20% of my students might not have internet access at home?
  
  My soloution would be to encourage students to make use of class free class time or school time to use the computers at the school to log on. Years ago I was told at a conference that not having high speed internet access at home will be a hindrance to students. That prediction seems correct.
  
  Air pressure is a lesson I taught for years and the content and pedagogy I think are solid. I would be having students use a website as a information tool and the Glog can show the students videos and photos that I could post to in almost real time. It would open up many potential to study weather other than looking at pictures in a text book. My biggest fear taking this leap would be leaving students behind who did not have internet access at home.
  
  
  Some of my data...
  
  Of 217 students at Thornburg Middle School, 53 are classified as economically disadvantaged, three are migrant. (Virginia Department of Education)
  
  SOL 65 percent pass sixth grade math
  47 econ dis advatage pass.
  75/65 for the division
  
  Science
  6.6 The student will investigate and understand the properties of air and the structure and dynamics of Earth's atmosphere. Key concepts include
  a) air as a mixture of gaseous elements and compounds;
  b) pressure, temperature, and humidity;
  c) atmospheric changes with altitude;
  d) natural and human-caused changes to the atmosphere and the importance of protecting and maintaining air quality;
  e) the relationship of atmospheric measures and weather conditions; and
  f) basic information from weather maps, including fronts, systems, and basic measurements.
  
  www.noaa.gov

   

  <div class="cArrow"> </div><div class="cContentInner">One important part of science is recording data. To give students an understanding of air pressure, making barometric readings at different times of the day will show students why thunderstorms are more likely to occur between 4 and 7 p.m., but students are not in school to make these readings during these hours. To integrate technology into their lesson, I would start the unit by having students recording barometric pressure at different times of the day from the website <a href="http://www.noaa.gov" rel="nofollow" target="_blank">www.noaa.gov</a>. They would keep their data either in a notebook or a spreadsheet. We would then use the data they reorded, and I recorded, to create a table that shows what happens to barometric pressure before a thunderstorm and after a thunderstorm. I would also have them make predictions on what the weather was only by looking at the pressure (if it was falling or raising). Another use of technology would be an online Glog that students could post to when thunderstorms were rolling into the area. Discussing what is happening in Glog, and posting pictures would be a great way to bring the things taught in science to their everyday life. It is possible that students could meet in my Glog at 7 p.m. at night to discuss the weather that they are seeing. <br /> <br /> What I would be trying to solve as a science teacher is working math, a STEM principle, into my science lessons to reinforce and improve the math skills of the students. <br /> <br /> Science SOL 6.6 is a very entertaining strand to teach students. What I am trying to work into my unit would be greater math skills that would require addition and subtraction with decimals, finding averages, modes and the ability to graph this data. We would be able to show student's findings on Smartboards and share these findings with other students in the school division on Score. I could also keep their data to be used from year to year. Technology easily allows me to do this. Plus, the more data, the more accurate the results. <br /> <br /> The problem in my model is that of 217 sixth grade students at Thornburg Middle School, 53 are economically disadvantaged and two are homeless. Will they have a computer at home to log into noaa.gov for the required data readings? Will they be left out of the Glog activities? How do solve this problem that 20% of my students might not have internet access at home? <br /> <br /> My soloution would be to encourage students to make use of class free class time or school time to use the computers at the school to log on. Years ago I was told at a conference that not having high speed internet access at home will be a hindrance to students. That prediction seems correct. <br /> <br /> Air pressure is a lesson I taught for years and the content and pedagogy I think are solid. I would be having students use a website as a information tool and the Glog can show the students videos and photos that I could post to in almost real time. It would open up many potential to study weather other than looking at pictures in a text book. My biggest fear taking this leap would be leaving students behind who did not have internet access at home. <br /> <br /> <br /> Some of my data... <br /> <br /> Of 217 students at Thornburg Middle School, 53 are classified as economically disadvantaged, three are migrant. (Virginia Department of Education) <br /> <br /> SOL 65 percent pass sixth grade math <br /> 47 econ dis advatage pass. <br /> 75/65 for the division <br /> <br /> Science <br /> 6.6 The student will investigate and understand the properties of air and the structure and dynamics of Earth's atmosphere. Key concepts include <br /> a) air as a mixture of gaseous elements and compounds; <br /> b) pressure, temperature, and humidity; <br /> c) atmospheric changes with altitude; <br /> d) natural and human-caused changes to the atmosphere and the importance of protecting and maintaining air quality; <br /> e) the relationship of atmospheric measures and weather conditions; and <br /> f) basic information from weather maps, including fronts, systems, and basic measurements. <br /> <br /> <a href="http://www.noaa.gov" rel="nofollow" target="_blank">www.noaa.gov</a></div>

  ...

  Cancel
• 
  #2 Heather Causey on 14 Jun 12

   

  Is 6.6 a SOL that your students struggle with learning?
  Some of the tech ideas you have posted are good but you are correct that with your demographics having them have home requirements would make the data collection outside of school hours not equitable.
  ~ PS : I am sorry that you are stuggling with Lore but appreciate the posting of your ideas at least here.

   

  <div class="cArrow"> </div><div class="cContentInner">Is 6.6 a SOL that your students struggle with learning? <br /> Some of the tech ideas you have posted are good but you are correct that with your demographics having them have home requirements would make the data collection outside of school hours not equitable. <br /> ~ PS : I am sorry that you are stuggling with Lore but appreciate the posting of your ideas at least here.</div>

  ...

  Cancel
• 
  #3 Stephen Demoratz on 18 Jun 12

   

  I do not currently have students. I have worked in Central Office for the last seven years. I took the example of one middle school in my school division and worked off of their numbers.

   

  <div class="cArrow"> </div><div class="cContentInner">I do not currently have students. I have worked in Central Office for the last seven years. I took the example of one middle school in my school division and worked off of their numbers.</div>

  ...

  Cancel
• 
  #4 Anna S on 18 Jun 12

   

  I just learned that students of disadvantaged resources can apply for free internet access from Comcast. This only solves one of the hurdles for these students. What has been done at my school is for donation of computers to our student technology group for wiping/re-formatting/upgrading; these computers then are donated to students/families in need. This is yet another way to overcome that hurdle. At our school, we have also promoted the use of lunch time for computer access (library).

   

  <div class="cArrow"> </div><div class="cContentInner">I just learned that students of disadvantaged resources can apply for free internet access from Comcast. This only solves one of the hurdles for these students. What has been done at my school is for donation of computers to our student technology group for wiping/re-formatting/upgrading; these computers then are donated to students/families in need. This is yet another way to overcome that hurdle. At our school, we have also promoted the use of lunch time for computer access (library).</div>

  ...

  Cancel
• 
  #5 Stephen Demoratz on 19 Jun 12

   

  I like that Comcast is doing that. many people feel that internet access should be run almost like a public utility (water, electric) to ensure it can reach all that need it.
  
  What was a brilliant, and depressing, business move was McDonald's being one of the first businesses to give away free wifi. It was brilliant because it brings people in so that they can download songs and watch videos, but it also means that people might be eating too many meals there. And eating McDonald's too much can lead to other problems down the road.
  
  But a very nice move by Comcast, and I will share it with my new school in August.

   

  <div class="cArrow"> </div><div class="cContentInner">I like that Comcast is doing that. many people feel that internet access should be run almost like a public utility (water, electric) to ensure it can reach all that need it. <br /> <br /> What was a brilliant, and depressing, business move was McDonald's being one of the first businesses to give away free wifi. It was brilliant because it brings people in so that they can download songs and watch videos, but it also means that people might be eating too many meals there. And eating McDonald's too much can lead to other problems down the road. <br /> <br /> But a very nice move by Comcast, and I will share it with my new school in August.</div>

  ...

  Cancel

To Top