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ChatGPT for Teachers

noreply@blogger.com (Using Your Smarticles) — Tue, 28 Mar 2023 20:56:00 -0400

The artificially intelligent chatbot known as ChatGPT has taken the world by storm. If you haven’t heard of this newly emerged resource, take a look, as it is posed to revolutionize information generation as we know it!

What is ChatGPT?

ChatGPT is a remarkable, conversational language chatbot designed to engage in dialogue with users by providing replies and responses to questions and requests provided in the prompt bar. It is a revolutionary and incredibly useful technology because it was developed, and specifically trained to look for meaning and context in the prompts. True to the name of artificial intelligence, ChatGPT demonstrates a near intuitive knowledge of what the user seeks. This is not some inaccessible technology, this is a tool designed to understand the context and nuance of actual human conversation.

Artificial Intelligence, as a concept, is not a new one. It has been around since the mid-fifties as scientists discovered machines as a source of generating knowledge. The concept of artificial intelligence was coined by John McCarthy an American computer scientist and pioneer. Since then, AI I has continued to evolve to the point that it is ubiquitous in our lives as teachers. From calculators to adaptive learning software, and even Siri or Alexa, the idea of AI is not so foreign as we’ve used computers and technologies to aid our instruction for quite some time now.

Limitations

There are many known limitations of ChatGPT, many of these limitations are self-proclaimed on the opening page of the platform. These limitations should be considered when interacting with the bot. Most worthy of mention is the fact that ChatGPT can (and does) return inaccurate information at times, so it is important to review the material that it generates. The second mentionable fact is that content may contain bias. The bot was trained by humans, as such, some of the content may reflect inherent bias of the trainers. Finally, ChatGPT lost access to the internet in November of 2021 therefore any reference to events after that date cannot be made. Nonetheless, ChatGPT could quite possibly be your new best friend when it comes to creating content for your classroom.

Getting Started

If you haven’t tried ChatGPT, the best way to get started is to dive right in and dabble. To access ChatGPT, head on over to https://chat.openai.com/chat and sign up for a free account. You’ll need to enter your email and phone number to gain access to the platform. Retrieving information is quite easy as the bot is designed to engage in dialogue with you right from the beginning. Typing a phrase or request in the prompt bar will return information based on your request in the form of a conversation.

Teachers are discovering that ChatGPT is great at providing information, ANY type of information. Simply making a request in the prompt bar returns surprisingly thorough and accurate information; much better than a typical search engine. In Artificial Intelligence to Streamline Your Teacher Life: The ChatGPT Guide for TeachersArtificial Intelligence to Streamline Your Teacher Life: The ChatGPT Guide for Teachers we go into great depth examining how to effectively prompt the machine to retrieve content more effectively, but even just as you begin interacting with the bot, you can immediately retrieve helpful content!

The ChatGPT Guide for Teachers

Ideas for Use

There are several features of ChatGPT that I’ve found to be extremely useful in any classroom. Below are some suggestions that you might want to consider to support your instruction.

Lesson Planning: ChatGPT can generate a lesson plan with step by step suggestions on how to implement the plan.

Standard Alignment: Curious about how your existing lesson aligns with standards? Input the content you plan on teaching and ChatGPT will return the NGSS standards that align with your material.

Creating Lists of Information: Looking for a list of vocabulary words that correspond with your content? ChatGPT excels in retrieving lists of terminology.

Defining Vocabulary: Looking for easy to understand definitions of vocabulary words that you’re using in your unit plan? ChatGPT can return definitions AND can also pair those definitions down into understandable vocabulary dependent on the grade level you teach.

Generating Examples: Looking for other examples of material to illustrate or demonstrate a concept? Ask ChatGPT to be your brainstorming machine. Enter a concept into the prompt and ChatGPT will help generate examples for you to use in your class.

Writing Reading Passages & Generating Questions: Have ChatGPT generate a reading passage based on your topic. Additionally, prompt it to generate multiple choice, true/false or fill in the blank questions based on the passage it just wrote.

Grading Rubrics: Need suggestions on ways to grade student work? Have ChatGPT generate a grading rubric for you. Enter the type of rubric and the point values you require and ChatGPT will generate the categories and performance levels descriptors for you.

Once you get started using ChatGPT you’ll see that the possibilities are limitless. ChatGPT just might be able to lift a little of the instructional load in your classroom!

As always, thanks for ✨Using Your Smarticles✨

Among Us Classroom Door Decoration

noreply@blogger.com (Using Your Smarticles) — Sat, 24 Oct 2020 19:24:00 -0400

Hybrid teaching is TOUGH! I'm sure this isn't news to you. It's draining, it's a lot of work and it's difficult to connect with the students!!!

Among Us is a new video game craze. If you haven't heard about it...you will. In some ways, it's helping me connect with my students!! I started playing last week and it's FUN!!!!

The game isn't complicated, for the most part it's 10 crewmates on a ship (the skeld) and among the crew members are up to three impostors who have to sabotage the ship and potentially kill off the crew. The goal is to either identify the imposter through a series of group 'meetings' or if you ARE the imposter, survive the votes, sabotage and eliminate the crew.

My students are CRAZY about this game!! While I haven't played with them, my interactions with the game on my own have given us a common set of experiences to share thus, I decided decorating my door in a FUN way would be a great use of my time, so below is an image of the design and some steps (and resources) for you to do it as well!

Among Us Classroom Door Decoration

and the students went CRAZY!!!! The LOVED it!!!!

Creating This Door Design

#1. Cover the door in black paper

#2. Print these words onto black paper.

#4. Here's where I found the black Among Us Logo

#3. There is no shortage of character clipart out there. You'll find it!! Print out characters add to the door.

#4. I dabbed white dots of paint onto my door to look like stars.

#5. The Shhhhhh logo I found here. I then uploaded it to https://rasterbator.net/ and enlarged it.

Good luck! Hopefully you'll have fun

Lowering the BOOM on Middle School!

noreply@blogger.com (Using Your Smarticles) — Sat, 16 May 2020 10:55:00 -0400

In the midst of exploring distance learning tools to engage students, I stumbled across Boom Learning. My first impression was that it was WAY to babyish for Secondary students (Middle through High School) as many of the early adopters of the platform focused on Elementary topics. However, after a little exploring, I discovered MANY developers and users on the site that are creating content PERFECT for Secondary Educators.

The BOOM platform features interactive flash cards that allow for self-correcting, interactive features such as fill in the blank, drag and drop, click to respond and multiple choice. I have found them to be the perfect compliment to Hyperdocs and great for use in supporting your curriculum, expanding understanding, use as a supplement/homework assignment and PERFECT for distance learning.

✨Check out BOOM Learning✨

✨Try out a set of BOOM Learning Cards in Fast Play mode.✨

What really had me hooked was the ease of getting my class set up in BOOM. Boom Learning talked nicely to my Google Classroom so I was able to import all of my students. They logged in and accessed their first assignment with just a click on the class URL. The student reporting on Boom is great! I can see who attempted the cards, how many attempts made, time spent and progress towards mastery.

I encourage you to give BOOM a try. There are SO many card decks to choose from, but the best is CREATING YOUR OWN! (Warning, it CAN become a little addicting!)

This week we are studying Magnetism, here's the card set we are using:

My favorite set it this one on Newton's Laws of Motion:

My newest set features Electromagnetic Waves

Whatever you discover, I hope you like BOOM as much as I do! I can honestly say that the feedback from my students was terrific. They thought they were fun and a great way to learn! (Those were THEIR words, not mine!)

As always, thanks for

✨Using Your Smarticles✨

Distance Learning: Video Conferencing Suggestions

noreply@blogger.com (Using Your Smarticles) — Tue, 12 May 2020 08:16:00 -0400

As distance teaching has become the norm, I've noticed that students are clamoring for interaction, engagement and connection with each other AND with me. A good portion of my distance teaching strategy hasn't been the 'assign them work and then check if they did it' strategy. Just like inside the classroom, relationships come first. To help maintain and foster classroom community with my students, I've adopted a strategy of morning meetings twice a week that are about sharing, connecting and spending a little 'fun' time together. If you're looking for some ideas, here are 7 8 games that I've played with my students that genuinely helped foster that connection we ALL need right now.

Below is a description of each game, and a link to download your FREE copy!!

The "What's Missing" Game

The whats missing game is a google slide with an underwater image on it. Each item in the image is editable. You reveal the scene and students can study it. You then hide the scene and delete an item. Students have to figure out what's missing!

The "Close Up Image" Game

The Close Up game is just that, students are provided a close up image of an item and they see if they can guess what the item is! There are DOZENS of images in this slide deck for you to share!!

Scattergories

This game is SO much fun! A digital randomize generates a letter and a category and students try to come up with the most unique items suitable to a specific category and letter.

Snake

This game is a game of luck and a 'little' bit of skill. Students avoid getting "Snaked" during a 5 round challenge of dice rolls.

Parachute Game

This game is a slightly more positive spin on the age old "hangman" game. Students work as a group to see if they can identify the missing word BEFORE all of the parachute cords run out!

Scavenger Hunt Game

In this game, students retrieve designated items. The first 3 students to show the requested item wins!

The Cartoon Silhouette Game

Forty Four cartoon silhouettes are in this slide deck of characters. Students have to see who can be the first to identify the mystery silhouette!

Emoji BINGO!

Emoji BINGO was so much fun!! Spin the digital spinner and have students use a digital bingo card to keep track of their BINGO!

As always, thanks for Using Your Smarticles!

Using an Interactive Notebook 5E NGSS Science Classroom

noreply@blogger.com (Using Your Smarticles) — Tue, 17 Mar 2020 13:10:00 -0400

Adopting the Next Generation Science Standards can be a challenge! When we adopted, I KNEW I wanted to use an interactive notebook to guide my learners. I opted for a paper notebook as I felt it would facilitate more movement (and less worry) allowing my learners to work outside, on the floor, and in some cases near messy things! To plan our notebook use, we referred to the work of Kellie Marcarelli in "Teaching Science with Interactive Notebooks".

As our year progressed, we used a LOT of the concepts and ideas from the book, but then modified them to suit our purposes. As the 5E model was our framework for instruction, we wanted the notebook to follow the format of our investigations, Engage, Explore, Explain, Elaborate, Evaluate.

Each unit of study began with a colorful cover page with a thematic phrase followed by an AHA Connections Page. As phenomenon were introduced, students would attempt to describe/summarize the phenomenon they saw and then engage in a QFT (Question Formulation Technique) or activating knowledge activity.

https://www.teacherspayteachers.com/Product/Question-Formulation-Technique-Handout-4808249

When the students reached the Explore phase, the notebooks reflected which Science and Engineering practice the students were engaged in. Sometimes they created models, conducted investigations, designed solutions or collected and analyzed data.

https://www.teacherspayteachers.com/Product/Science-and-Engineering-Practice-Handout-4868652#show-price-update

As we came to conclusions and discovered new information, we would refer back to our AHA Connections pages and record those discoveries. Sometimes we would write Claim Evidence Reasoning reports or build investigative reports. As units were complete, student were asked to compete exit ticket strategies or self-reflect on their experiences/discoveries.

Below are some of the highlights of how we organized our notebooks:

Add caption

As always, thanks for,

How We Made Kobe Bryant on our Lego Wall

noreply@blogger.com (Using Your Smarticles) — Sun, 1 Mar 2020 20:35:00 -0500

So much time and SO many busy hands came together to make this Kobe Bryant Lego Mural a reality.

and this was NO small task (if you look closely you can see that we ran out of Legos!)

Here's How We Did It

Step #1: Converting the Image to Bricks

The project started by locating an image of Kobe and then uploading it to the Photobricks software that is FREE, but from what I can tell, it is only downloadable on the Mac at this time. Legoizer is a possible substitute, but I have not completed a project using it.

In Photobricks, you upload your image and experiment with the color palette until you've achieved your desired result AND have selected the colors of Legos that you have the most of in your collection. I limited my colors to 6 colors and still found that I had to order (and reorder) legos to complete our final mural.

Depending on the colors you choose, you can get a great variety of results

Once you've gotten a satisfactory image, you export the file (as large as possible) as a png file.

Step #2: Printing and Enlarging the Image

My go to site for enlarging images is Rasterbator. Once you have your .png file, you can upload it to Rasterbator for enlarging. I chose the A4 Paper type and a 2 x 3 landscape layout for a final formatted mural of approximately 60 x 60 cm. The Rasterbator site will convert your image into a PDF for you to print and assemble. The large poster makes a great guide while building the wall.

Step #3: Build It!

It took us about 3 weeks to build the mural. We counted and crossed off (or dotted) the squares as we went along. Dryden Art gives some great tips on breaking apart the mural by squares and providing each student with a Lego builder's plate to complete and then piecing the whole thing together. We just worked straight on our Lego wall.

As we built, this tool was INVALUABLE! I kept a student on standby at all times to be my remover. The standby students were so cute and would rush in to the rescue with their tool to pull off any errant pieces.

Click for Amazon Link

If you'd like to try making Kobe for yourself, here's the .pdf file. But above all else, make sure you're

Here are some other GREAT Lego Wall Ideas!!

https://www.teacherspayteachers.com/Product/Makerspace-Lego-Wall-Task-Cards-4676982

https://www.teacherspayteachers.com/Product/MakerSpace-Lego-Wall-Secret-Code-Riddles-4802161

Paper Chain Pixel Art

noreply@blogger.com (Using Your Smarticles) — Thu, 9 Jan 2020 21:00:00 -0500

Here's How We Did It

Materials:

Pixelated image 25 x 25 squares
9 x 12 sheets of construction paper
Stapler(s)
Staples

It started by attempting to find an image that would fit the space we had available. I'm not much for creating my own Pixel Art, so I was able to find this image by searching for Bead Art on Pinterest

(If you are interested in making your own pixelated creations, try this AMAZING resource created by Eric Curts. It's a Google Sheet with formatting embedded that allows you to type a number in a grid and have a color appear)

The Process:

➡We began the project by picking our colors and pre-cutting strips measuring 2" X 8"

➡I found it VERY helpful to pre-draw the cutting lines on 1 sheet of white 9 x 12 paper and feeding blank pieces through so there were pre-printed cut lines.

➡Students then worked on each chain with a partner. Each chain represented a vertical column in the design. The first loop is a front facing loop and each front facing loop is a pixel in the chart. The next loop is side facing, I call these connectors. ALL of my connectors were white.

➡As students worked, one student would typically read the chart and line up the pieces, the other did the stapling. While they worked, they referenced the columns they were assigned ( I gave each group a number and wrote the number on the starting loop) . We pinned each completed strand to a bulletin board strip for safe keeping.

➡As the image began to take shape, I quickly realized that some students were making tighter loops than others and the columns weren't perfectly lined up. This isn't easy to rectify, but what I DID do was start stapling together each adjacent side facing loop to help line up the rows. This made a BIG difference in the appearance of our design.

This final project began with a pixel chart that was 25 squares x 25 squares. The final dimensions of the project were approximately 5' x 5' and our work is proudly hanging in the middle of the library. 😃

In the end, we had a pretty AWESOME looking project and a REALLY proud group of kids that were

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More Pixellated Fun!!

https://www.teacherspayteachers.com/Product/Pixel-Art-Create-Your-Own-Literary-Symbol-5152279

https://www.teacherspayteachers.com/Product/Pixel-Art-Coat-of-Arms-Project-5154530

NGSS: Developing and Using Models

noreply@blogger.com (Using Your Smarticles) — Mon, 9 Dec 2019 13:50:00 -0500

As we started our year in Science with the Next Generation Science Standards for Middle School, I knew that we'd need some prep time familiarizing ourselves with the Science and Engineering practices as each standard is framed in a particular practice as we migrate through the year. To those unfamiliar, the SE practices are:

https://www.teacherspayteachers.com/Product/Science-and-Engineering-Practice-Handout-4868652

To start our year in sixth grade, I decided to PRACTICE each PRACTICE before practically applying them to our standards. That way the students have a good understanding of the process, procedures and expectations that correspond with each of the Next Generation Science standards.

Some of the practices have more of an engineering focus, and others relate better to Science. Paul Anderson does an excellent job of explaining these practices and I used his Bozeman Science video series here to glean a better understanding of each practice. After we worked on each practice, we then reviewed using this game and posters:

https://www.teacherspayteachers.com/Product/NGSS-Science-and-Engineering-Practices-Pack-486880

Science and Engineering Practice #2: Developing Models

As we consider the practice of developing models, it's important to note what was (and was not) intended to represent modeling in the new standards. The standards consider modeling to be external representations of mental concepts.

Models can be:

diagrams
three-dimensional physical structures
computer simulations
mathematical formulations
analogies

It's important to note that modeling should be of SYSTEMS and PROCESSES not structures.

Some of our time modeling is spent making observations, models and diagrams. As such, we spent time learning how to make (and record) those observations in our interactive notebooks like scientists do.

https://www.teacherspayteachers.com/Product/Scientific-Drawing-Lesson-Plan-4767704

We also learned how to model using the Polar Bear Dice Game. The students were given a the Polar Bear Dice Game phenomenon to consider and were encouraged to model their initial theory about the phenomenon. As additional information was revealed to students, they had to test and evaluate their model and then revise it if necessary. This was a GREAT way to get them into the practice of modeling unfamiliar concepts and adding/revising them.

https://www.teacherspayteachers.com/Product/Science-and-Engineering-Practice-2-Developing-a-Model-5184763

Wipe Erase Boards

Other ways we've successfully modeled our investigations are on giant wipe boards. Often students work in groups to create (and explain) their discoveries.

TECH TIP! One great tool that helps save information from wipeboards into your Drive are Rocketbook Beacons! Rocketbook Beacons allow you to capture, organize and broadcast important notes, diagrams, and big ideas on any whiteboard or wall surface..

Tinkercad

Another tool helpful is Tinkercad. Tinkercad is a free, easy-to-use app for 3D design, electronics, and coding. We found Tinkercad great for modeling molecular structure:

Here's more on using Tinkercad in your classroom!

CoSpacesEDU

One tool that I've found very effective for three-dimensional modelling of systems is CoSpacesEDU. This virtual environment allows students to construct, design, evaluate, modify and demonstrate their learning in a 3D space. Here's an example of an Energy World that students created to model different forms of energy in real world settings.

https://cospac.es/taGU

Needless to say, it's always effective when you are

Practicing the NGSS Practices: Asking Questions

noreply@blogger.com (Using Your Smarticles) — Tue, 8 Oct 2019 21:25:00 -0400

https://www.teacherspayteachers.com/Product/Science-and-Engineering-Practice-Handout-4868652

https://www.teacherspayteachers.com/Product/NGSS-Science-and-Engineering-Practices-Pack-4868807

Science and Engineering Practice #1: Asking Questions

Our first practice was Asking Questions. For this I followed the QFT (Question Formulation Technique) as developed by the Right Institute.

The steps of a QFT are:

#1. Brainstorm AS MANY questions as you can about a phenomenon

#2. Identify which of your questions are Open Ended and which are Closed Ended

#3 Change ONE Closed Ended question to an Open Ended question to improve it.

#4. Prioritize your top 3 questions that you are truly curious about.

https://www.teacherspayteachers.com/Product/Question-Formulation-Technique-Handout-4808249

I used this Google Slide Deck to introduce the strategy and then students placed the handout above into their interactive notebooks. We actually used a Merge Cube as our phenomenon the first time!! It was a fun way to show the Merge Cubes to the students and they had little to no knowledge of them!

Needless to say, it's always effective when you are

AR Vision with QuiverVision

noreply@blogger.com (Using Your Smarticles) — Mon, 19 Aug 2019 13:03:00 -0400

It's no secret that I'm a fan of all things AR/VR in the classroom, but I also understand that the prospect of integrating AR/VR can be intimidating to some educators OR at times educators find it difficult to find a seamless way to integrate AR/VR strategies into the curriculum without forcing it.

One GREAT way to get started with Augmented Reality in the classroom is through an app that's been around for awhile, yet truly is compelling for students, and that's Quivervision (formally named ColAR)

Quivervision combines the 'low tech' activity of coloring, with 'high tech' augmented reality. Using Quivervision requires you to download and print coloring pages that serve as triggers for its AR app. Each page, once colored, has multimedia components that activate when the corresponding Quivervision app is aimed at the colored page. As a result, sneakers dance, birds animate, or a flag waves....all with the same colors that students applied to the page during their coloring/decorating time!

The Quiver app is available for iOS, Android, and Fire OS and there are two choices of apps:

#1. The Original Quiver App. This app is free and there are MANY free pages for you to test out! Several of the collections require in-app purchases (around $2.99 each) to unlock them.

#2. The Quiver Education App . This app is a paid-for app (iOS: $7.99, Google Play: $5.49) that requires a one time fee to access ALL of their educational materials. Within the printable coloring pages are plant/animal cells, pi-day activities, design a flag, earth map, platonic solids, landmarks, sea creatures and MORE!!

Quiver Companion Project Ideas

#1. Back to School
As the new school year approaches, I'm hoping to integrate augmented reality right out of the starting gate. To assist me in this endeavor, I've decided to use the QuiverVision Starter Pack #1 and the Converse Shoe Coloring page:

Students will plan their shoe based on a guide page that asks them questions related to the design of a shoe such as:

Tongue: What do you like to talk about?

Heel: What makes you stubborn?

Toes: What keeps you on your toes?

and then decorate their QuiverVision page to reflect their personalities and then share!!

Get this fun QuiverVision Back to School Activity here!!

#2. Earth Map

The QuiverVision Earth Map (FREE) makes a GREAT reinforcement tool for students learning the geography of the world. When I use it, I provide them with a companion sheet giving students directions on how to color each section, label continents and oceans as well as adding an equator, prime meridian and a compass rose.

Get the fun QuiverVision Earth Map Activity here!!

#3. Dot Day

Not to be overlooked is the tremendously fun Dot Day QuiverVision page! This FREE page was created to help educators celebrate International Dot Day (September 15) Inspired by Peter H. Reynold's story, The Dot, educators can encourage students to "make their mark". I love using this page along with the book to reinforce our studies of Identifying Theme in fictional text. We color our dots with a theme or slogan to guide us throughout the school year.

Get your DOT DAY QuiverVision coloring page here!

Piecing Together EdPuzzle

noreply@blogger.com (Using Your Smarticles) — Wed, 7 Aug 2019 14:06:00 -0400

EdPuzzle is a fantastic tool that allows you to customize ANY video to serve as an interactive lesson! All you need to do to use EdPuzzle is to choose a video (or upload your own) and add your own multiple-choice questions, voiceovers, stop points, open-ended questions, etc. Can you say 1:1 WOW??!?!

EdPuzzle allows you to pull videos from YouTube and customize them to use in your classroom for assessment, instruction or comprehension checks. You can even assign the videos to students that you've imported from Google Classroom, and score their performance within the EdPuzzle Gradebook. Best of all, EdPuzzle promotes sharing!! If you have a video that you KNOW can support student learning, you can see how other educators have used that video, what questions they've added to the video, and use or modify it for your students.

Here's an example of an Edpuzzle creation I used this year in to help teach characterization:

Video Editing Features

EdPuzzle has a FREE Basic account, and in that account you can locate videos from YouTube, crop the video as you see fit, and then edit those videos with your OWN Voiceovers, Audio Notes, Open Ended questions, Comments or Multiple Choice Questions. (For my example I use a Cause and Effect Lesson featuring the ADORABLE Ormie the Pig.)

Crop a Video: crop a video down to just the important stuff.

Voiceover: Record a voice over in a particular section of a video to explain an important concept in a way that you prefer.

Audio Notes: Get your students' attention - pause the video for an introductory comment, to explain a concept in more detail, or just to make sure they're not sleeping.

Questions: Add three styles of questions to your videos!! 1. Open-ended questions. These questions are perfect if you want your students to give a free response. 2. Multiple-choice. Here you can select which answers are correct and incorrect. Test your student's understanding with all kinds of question formats, like true/false, single answer, multiple answers and more. These are graded automatically and results are in the Gradebook section of EdPuzzle. 3. Comments. This is your tool for telling your students anything you need them to know about the video. Add context, give instructions or add an interesting fact!

Learn More About EdPuzzle

Need Help Finding Video Ideas????

For YEARS I've been using Animated Short Films as instructional tools in my ELA Classroom. I simply provide students with a link to a video, and give them with a worksheet with stop points to answer questions and guide their understanding through the video. Check them out here:

https://www.teacherspayteachers.com/Product/Animated-Shorts-for-Reading-Instruction-BUNDLE-2402866

Eliminate the Need For a Worksheet!

What I LOVE about EdPuzzle, is that it can pretty much eliminate the need for worksheets 😃 With so many classrooms converting to 1:1 platforms, it's nice to know that there's a better option!! I have now taken the stop points that I created in these printables, and converted them to EdPuzzle activities for my students! If you're trying to get inspired or just getting started with EdPuzzle, download these activities to help you get started. Here you'll get ideas for videos to use to support your reading instruction, questions to insert into EdPuzzle and you'll be glad you were:

All the Hype About Hyperdocs

noreply@blogger.com (Using Your Smarticles) — Sat, 6 Jul 2019 21:06:00 -0400

If you haven't heard of Hyperdocs, they're an AMAZING tool for instruction, especially in the 1:1 classroom. A reimagined perspective on the old 'webquest', a Hyperdoc concentrates learning in a one-stop-shopping style format and allows educators to integrate digital learning into their instruction in an attractive format WITHOUT providing students a list of links. Each student has their OWN version of the document that they utilize to drive their own instruction. With the advent of classroom management systems (such as Google Classroom) facilitating the dispersal of a Hyperdocs document to each student is easier than ever!!

The Hyperdoc Girls are truly the brainchild behind the Hyperdoc revolution, and should be given credit where credit is due! Their timely idea, tips and resources for use, bring this terrific instructional tool with a digital twist into ANY classroom. Their website is a MUST SEE with dozens of FREE templates! Their book provides amazing tips for those wishing to venture into this instructional avenue.

My foray into Hyperdocs began in Social Studies class. I had seen the concept and wanted to integrate it in an inquiry based lesson, so the concept of ADRIFT came about. In this Hyperdoc, students are presented with a situation; they are on a boat that is ADRIFT on the Nile River.

In order to 'save' themselves, they have a mystery to solve and a series of locations, items and information they must collect in order to survive. As they investigate each question, they are using embedded tools such as the explore feature in Google Documents, Google Maps, and Google Image Search.

https://www.teacherspayteachers.com/Product/Rosetta-Stone-Hyperdoc-Lesson-3451672

Check out the Rosetta Stone Hyperdoc here!!!

By framing their experience in a problem/solution way, students were extremely engaged in the learning. My objectives were to have students learn about the Rosetta Stone, how it was found, by whom, where it was found as well as why it is important. In the process, we secured their knowledge of the geography of Ancient Egypt as well. This experience was MUCH MORE interactive and robust than simply providing them with questions, a textbook or a worksheet.

As a Science teacher this year, my goal was to find more way to integrate Hyperdocs to assist with instruction of the Next Generation Science Standards for Middle School AND expand my use of Hyperdocs to include MORE digital options for students to demonstrate learning/understanding. These goals came about by providing students with this Hyperdoc featuring Electromagnetic Waves aligned to the MS-PS4-2 Next Generation Science Standard.

https://www.teacherspayteachers.com/Product/Hyperdoc-Electromagnetic-Waves-4677766

Check out the Electromagnetic Wave Hyperdoc here!!!

What I LOVE about this that students first activate their background knowledge on the topic by adding slides to this virtual bulletin board.

Students then learn about each feature of Electromagnetic Waves by watching videos that are directly embedded within the Hyperdoc. The videos are programmed to show ONLY the content that I want students to see. Students watch the video clips that isolate the instructional concept and then demonstrate their understanding right on the Hyperdoc in the "DO" column.

This Hyperdoc also combines two of my favorite digital strategies for showing student understanding of concepts, the Class Tools SMS Text Generator AND the Fodey Faux Newspaper Generator.

Here is a video tutorial showing how the texting chat feature works!

Hyperdocs are transformative, customizable, interactive, engaging, relevant, promote digital skills & creativity, and best of all, they demonstrate that you are:

From Robots to Rigor: Ordeal by Cheque

noreply@blogger.com (Using Your Smarticles) — Fri, 10 May 2019 19:20:00 -0400

In 1932, (yes 1932!) a most fascinating series of checks (cheques) appeared in Vanity Fair magazine. The checks were published by Wuther Crue and they appeared to tell a mysterious story of Lawrence Exeter and some assorted business ventures with nefarious people leading to questionable ends. These checks, checks with no apparent solution, lent themselves to variety of interpretations and musings. As the checks were published in Vanity Fair with no solution, people were tasked with coming up with their own versions of the story. Educators delighted in the opportunity to share these checks with students to elicit inferring skills.

Grab the 1932 version here!!

When I first had an opportunity to work with adults on the task of interpreting these checks I WAS ENTHRALLED. The mere process of trying to decipher a solution and the fact that there were more unanswered questions than solutions had me hooked. The embedded skills of inferring, analysis, sequencing and even the fact that the process was perfect for inductive learning helped me realize that this was something I needed to try with my sixth graders.

The checks, however, were a BIT too mature for my sixth graders. It wasn't just the cursive handwriting (yep, that's right, they cannot read cursive) it was also the 'nefarious dealings' that I alluded to earlier that made it too mature for my taste. So, of course, I came up with my own version!!

A More Modern Version

My ordeal leads with Mrs. Lana Hanniday getting her family a Disney Cruise vacation for Christmas. THAT doesn't really sound like an ordeal!!!

https://www.teacherspayteachers.com/Product/Ordeal-by-Check-4565060

From there, Lana, her husband, children and a companion known as Miss Kretz, certainly have an ordeal in Jamaica, but that's for YOU to figure out! Want to know more?

Get the checks here!

Teaching Inferring

Teaching students the elements of a check and HOW to infer events from a check lead to a few surprises. My students were shocked to learn that there needs to money in a bank account in order to be able to write a cashable check. We learned about the features of a check through a neat overlay that I created in CoSpaces for the Merge Cube:

After learning the features, we evaluated how SEVERAL checks can allow us to infer an event:

https://www.teacherspayteachers.com/Product/Ordeal-by-Check-4565060

I then partnered students together to sort the 21 checks into some semblance of a story.

The task took about 2 class periods (1+ hours) and students were "head to head, elbows deep" engaged with the process.

This is a GREAT end of the year activity and really has students..

https://www.teacherspayteachers.com/Product/Ordeal-by-Check-4565060

Cardboard Common Core Robots

noreply@blogger.com (Using Your Smarticles) — Sun, 14 Apr 2019 11:27:00 -0400

I'm thrilled to share a recent STEAM project that my students completed in ELA class....that's right, ELA class!! We built cardboard robots using Hummingbird Circuits and then we used Scratch coding to program the movements of the robots. WOW!

It all started with a Graphic Novel:

I had ALWAYS wanted to use a Graphic Novel for instruction, and upon perusing this engaging, high interest story, I knew it was the perfect springboard for our project. Like every good novel study, we want to explore the features of the novel in advance of reading. Being a fan of technology, I thought Merge Cube would be a great way to introduce the elements embedded within a Graphic Novel such as: gutter, panel, inferring, speech/thought bubbles, etc. So I decided that Merge Cube would be a GREAT way to do that.

Merge Cube Overlay

Using the Merge Cube on page 21 of the book, students view an augmented reality overlay to learn the features of a graphic novel.

Here's the link to this interactive augmented reality overlay: https://cospac.es/qt4U

Here's MORE on the Merge Cube

Anthropomorphism

Our next focus was to evaluate the term "anthropomorphism". My goal was for students to understand this term. We spent time studying the term and brainstormed HOW we could demonstrate this in our robots.

The Hummingbird

The Hummingbird (by Birdbrain Technologies) is an Arduino driven circuitboard designed to work with LED lights, servos, motors and other sensors. It's super user friendly and easy to set up. Student's insert the wires into the circuit board and hot glue the servos, sensors or motors onto their cardboard creations. It was so easy that my kids were up and running AND independent within a 1-40 minute session!!

Here's MORE on the Hummingbird

Our Robots

We had an amazing explosion in creativity with this project. We worked for two weeks cutting, painting, assembling, coding and testing our creations. Students created anthropomorphic robots and articulated HOW the robots demonstrated anthropomorphism! They coded their robot's movements in Scratch, added lights, uploaded and recorded sounds and took pride in their creations. Student's then presented their creations and stated claims about the anthropomorphic characteristics and then used evidence from their creations to support their claims.

Undoubtedly, student's enjoyed the project and we will do it again, but the important thing is they LEARNED! We integrated STEAM into our ELA class and used our argumentative writing skills to support our claims regarding our anthropomorphic creations...creations that students took pride in making and sharing!

...

Goal Setting and Forward Thinking: Why I Blog

noreply@blogger.com (Using Your Smarticles) — Sat, 26 Jan 2019 14:08:00 -0500

Blogging isn't for everyone. It can seem self-promoting or intimidating. Not everyone wants their words out in the world for everyone to see. I get it.

For me, blogging started as a way to share the things about education that made me excited! When I made a pretty bulletin board or found a strategy that I really reached my learners, I wanted to shout it to the world. That's how blogging started.

Blogging for me has now evolved. I'm finding it especially useful as a way to set goals. As an educator that is CRAZY about new digital tools, I often voraciously consume a new tool and learn it myself, and brainstorm a myriad of ways it can be used, but sometimes I don't share it with my learners!!! Blogging has become a GREAT way to set goals about tools I wish to use and strategies I wish to employ.

The ISTE Standards for educators really refine the way that educators need to approach goal setting and reflective practice. The specific standards that address goal setting are:

Learner
Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning.

Educators:
1a . Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

1b Pursue professional interests by creating and actively participating in local and global learning networks.

1c Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

So as a learner and as a reflective practitioner and blogger, I'm sharing a few goals for myself as this year progresses:

#1. Attend to digital equity. It's real and it's relevant!! Brainstorm and lobby for alternate solutions to bridge the equity gap.

#2. Pursue. Chase digital dreams. Find ways to fund them, find ways to integrate them.

#3. Share. Continue blogging and continue ways to share what you've learned through your experiences and through your personal learning networks. Participate in Twitter Chats MORE and contribute to online forums.

#4. Reflect. I'm always moving forward. It's ok to stop, slow down, and look BACK.

#5. Enjoy. I chose teaching for a reason and sixth graders are a RIOT! Enjoy them.

and of course, as anticipated, I recommend that everyone set a goal to keep

Oh, That's HOT!!

noreply@blogger.com (Using Your Smarticles) — Fri, 18 Jan 2019 18:18:00 -0500

Exploring Thermal Energy and MS-PS3-3

Have you discovered Thermochromic pigment? It was new to me. Basically, its a VERY DUSTY pigment that can be added to a variety of substances and it will respond to heat! When I discovered this 'stuff' I knew for certain how much my students would enjoy an opportunity to tinker and explore with it, so I created a little Experimental Design lesson that meets NGSS standard MS-PS3-3 AND is a LOT of fun!!!!

Matching the Standard to the Task

When is comes to Design Challenges, the NGSS standards are pretty specific, students are always required to "design, construct and test". With this particular standard, it boils down to:

and for awhile I was like 😩. But then came thermochromic pigment and a stroke of inspiration!

Creating Thermochromic Paint

If you aren't familiar with thermochromic pigment, essentially it change color (chrom) when heat (therm) is applied.

So it took me QUITE a few trials to get the pigment to do what I wanted. At first I blended this pigment with yellow paint and I got a light green result that faded to yellow. Not so bad. It wasn't until I purchased acrylic VARNISH that I was able to get the result of a dark color fading to reveal the word HOT underneath!! Then I knew I was on to something awesome!!

Our Task

For this task, students will be asked to use experimental design to create and test a Thermal Energy cup sleeve that indicates when a cup of cocoa is too warm to drink!

The Process

The process is based on the NGSS experimental design procedures which are EXPERTLY described by Paul Anderson. I've created some great printables that can serve as a scaffold to the process if you're ready to get started with experimental design process. You can get them here:

For this project, here's what the students were asked to do:

Essentially, the students need to create a sleeve for a 12 or 16 oz cup that contains a thermochromic sensor that will indicate whether or not the contents of the cup are hot by taking advantage of thermal energy transfer. Much of the process involves experimenting with the design and materials for the sleeve, deciding how to create a sensor to reveal whether or not the contents are hot. Attempting to maximize thermal energy transfer buy using different materials (aluminum foil, copper pennies, etc.) to get the thermochromic paint to respond more rapidly and of course, students are encouraged to create a visually appealing sleeve...

Save your lip when you take a sip!!

Results

The students collected data as they went through the process in order to have evidence to support their claim at the end of the task.

As the students went through the process, they really NAILED it! They:

Identified the problem, constraints and criteria
Brainstormed possible solutions
Diagramed ideas
Created solutions
Tested their solutions and collected data
Iterated

We finalized the process by writing our results in a CER:

And of course we finalized the project with a little hot cocoa party.

This is truly one HOT project,

Merge Cube Snow Globe

noreply@blogger.com (Using Your Smarticles) — Sat, 5 Jan 2019 19:30:00 -0500

My FAVORITE new project for the winter season is this FUN SNOW GLOBE POETRY project featuring Merge Cube and CoSpaces.

Here's How I Did It!

Check out this video for details: https://www.youtube.com/user/mrshoward118/

Need a template? Click here!

Need a video tutorial? Click here

As Always, thanks for:

CoSpaces and Merge Cube

noreply@blogger.com (Using Your Smarticles) — Wed, 14 Nov 2018 20:38:00 -0500

A really exciting thing happened recently in the world of MergeCube......CoSpaces just added integration with MergeCube. Now if I'm speaking Greek to you at the moment, I may need to back up and provide you with a little bit of background, so read on and catch up to speed on these two AMAZING EdTech Tools. For my other EdTech friends who are already familiar with Merge Cube and CoSpaces, just scroll down to What Can I Do?

What is MergeCube?

Integrating AR/VR principles, a Merge Cube is a small foam device that allows you to hold a hologram IN YOUR HAND!! The Merge Cube is basically a Augmented Reality trigger. Each side of the cube has a distinct pattern which is recognized by the Merge Cube suite of apps including CoSpaces! For MORE on the MergeCube visit:

What is CoSpaces?

CoSpaces Edu is an intuitive educational technology enabling students and teachers to easily build their own 3D creations, animate them with code and explore them in Virtual or Augmented Reality. This tool provides the user with a 3D 'space' that can be modified by adding 360 images as well as 3D elements to create virtual worlds! CoSpaces recently partnered with Merge Cube to also allow custom CoSpaces creations to be viewed on the Merge Cube.

What Can I Do?

MergeCube/CoSpaces Book Review Project

While I haven't explored ALL of the possibilities, I did do a little dabbling in the new MergeCube/CoSpaces section and came up with a project that I'm VERY excited about! Here's a video preview:

The idea is that with CoSpaces, you can upload images and position them to appear on each side of the Merge Cube. My goal with this project is to bring book reviews into the 21st Century. Essentially students edit a set of Google slides based upon a novel that they’ve read. They then log-in to a CoSpaces account and upload images of the slides and move/position them into place on the Merge Cube. Students can also add a 3D model of a character (or characters) that fit their novel and VOILA you have a student generated book review viewable in 3D on a MergeCube!!

Take a look at the YouTube Tutorial Here: https://www.youtube.com/watch?v=hxUVrimqdkw

Download the Template Here: https://www.teacherspayteachers.com/Product/Merge-Cube-Book-Review-4192349

https://www.teacherspayteachers.com/Product/Merge-Cube-Book-Review-4192349

MergeCube/Breakout Challenge

Another option is to customize cubes to feature Breakout puzzles or problems to solve in a more interactive way. With this one I used a set of Google Slides to make a problem 'path' for students to follow. When all of the problems were solved, they had a 5 digit code which can be used to unlock a lock or a Google Form. Fun with or without a Breakout Challenge!

MergeCube/BioCube

Another option is to customize cubes to feature a BioCube. With this one I used a set of Google Slides to feature an significant person in history and their achievements. Each Google slide is edited by students and when they are finished, they download them as images and adhere them to the cube within CoSpacesEDU

https://www.teacherspayteachers.com/Product/Merge-Cube-BioCube-4263783

To create these projects, you’ll need a CoSpaces Pro account and the CoSpaces app on a tablet or phone. To get a FREE trial use code: COSMARYHO.

You'll also need a Merge Cube! Here is a little more on the Merge Cube.

Get YOUR Merge Cube here:

Of course you'll also need to be

Engineering Design Process

noreply@blogger.com (Using Your Smarticles) — Sun, 11 Nov 2018 21:40:00 -0500

This is my first year of teaching Science, and after 15 years as a social studies teacher, that's QUITE a change!!

As an advocate and enthusiast of STEM Design, I truly embraced the challenge OF the challenge of using Experimental Design (also known as Engineering Design) for instruction. Not knowing EXACTLY what I was doing when I reached this standard for my sixth graders:

MS-PS1-6 Undertake a design project to construct, test and modify a device that either releases or absorbs thermal energy by chemical processes

I started from scratch; researching Experimental Design expectations, exploring what Bozeman Science had to say on the topic, and eventually establishing my own guide for students to participate in Experimental Design.

The infographic above basically establishes the elements that need to be included in any engineering (experimental) design project.

For my students, I broke this down into more manageable steps and began with a SMALL challenge...the candle, thumbtack and match challenge. My goal? To get them to be able to IDENTIFY THE PROBLEM, ESTABLISH CONSTRAINTS and DETERMINE CRITERIA and to develop POSSIBLE SOLUTIONS.

As I introduced my students to this process of Experimental Design I needed them to be able to understand CONSTRAINTS and CRITERIA. The candle challenge is PERFECT for students to isolate the concepts of establishing the problem, determining the constraints and outlining the criteria for success. Needless to say, when provided the problem, students EAGERLY engaged in determining a solution. Here are the guide sheets I gave them along the way:

I grouped the students and had them work collaboratively towards a solution to the problem of HOW that candle can be fixed to the wall preventing candle wax from dripping onto the table using only the candle, thumbtacks and a box of matches. They successfully identified the problem, constraints and criteria and eagerly brainstormed solutions but were tormented as I made them wait an extra day to find out the solution. (he he)

GET THE SOLUTION HERE!!

The good news is it WORKED and I successfully provided a scaffold to move forward and provide them with a more rigorous design challenge: The Marshmallow Tower. Stay tuned for MORE details on the Marshmallow Tower as we expanded from PROBLEM, CONSTRAINTS, CRITERIA, POSSIBLE SOLUTIONS to DESIGNING, CREATING, ITERATION and OPTIMIZATION and even more on our eventual Chilly Scarecrow Challenge that finally achieved the standard in an amazing way, all while

Thinkin' about Tinkering with Tinkercad!

noreply@blogger.com (Using Your Smarticles) — Sun, 28 Oct 2018 22:29:00 -0400

3D Design and 3D modeling can be intimidating concepts to the unfamiliar educator; they were to me!! I stumbled onto Tinkercad as a tool for student learning after I received a 3D Printer through Donors Chose hoping to create experiences for my learners related to the 3D Printer. Certainly the 3D Printer opened the door to my exploration, but I soon realized

YOU DON'T NEED A 3D PRINTER TO DO 3D DESIGN IN YOUR CLASSROOM

Tinkercad is a really great way to introduce students to redefine their instructional experiences using technology; think the HIGHEST level in the SAMR model for classroom technology integration. With Tinkercad, students are given a building platform and a suite of basic shapes, text and numbers, shape generators and more that allows them to creatively design three dimensional items. From creating and designing customized keychains to linking together more complicated shapes to create larger items, you'll LOVE the adaptability of Tinkercad and the level of engagement that you'll get from students!

How can I use Tinkercad?

Examples:

Have students create artifacts such as a Cuneiform Tablet or an Egyptian Cartouche with their names or initials

Have students research an historical monument and design it. Conduct a gallery walk using Object Viewer on Merge Cube rather than printing the artifacts.

Design Molecules in Science class and have students participate in a mystery molecule identification game by sharing their creations.

Have students design a symbol that represents a character or theme from a novel that they are reading

What if I have NO Clue what I'm Doing?

Start small and start tinkering yourself!! Let students learn by doing and you'll be AMAZED at what they can do!

Lesson Plans and Resources

https://www.teacherspayteachers.com/Product/Tinkercad-Cuneiform-Tablet-3556216

https://www.teacherspayteachers.com/Product/Tinkercad-Create-an-Invention-3641725

https://www.teacherspayteachers.com/Product/Tinkercad-Design-a-Molecule-4170815

As always, thanks for:

Make a MEGA Merge Cube

noreply@blogger.com (Using Your Smarticles) — Mon, 25 Jun 2018 15:12:00 -0400

Because there's SO much extra time at the end of the school year. 😂 I decided that it would be fun to try making a MEGA Merge Cube! If you haven't heard of the Merge Cube, take a look at my Blog Post on the topic. Suffice it to say, The Merge Cube is a device that serves as a trigger for a variety of Augmented Reality Apps created by Miniverse.io (Merge Cube)

Making the GIANT Cube

Materials:

4 sheets Black Foam Core
Clear Packing Tape
Electrical Tape
Glue Stick or double stick tape
Exacto Knife
Ruler
Scissors
Merge Cube Images (small)
Merge Cube Images (enlarged)

Use Exacto Knife to cut Foam Core into 13.5 x 13.5 inch pieces
Attach the edge of each piece with black electrical tape
Continue adding pieces until a box forms.

Trim and piece together the enlarged Merge Cube images
Use a glue stick to adhere to the Massive Merge Cube
!!!View a model of an actual Merge Cube to ensure you are placing them in the right direction around the cube!!!
Open ANY Merge Cube app to view the experience. Apps can be located at miniverse.io.
Enjoy your engaged students!!

I like to use ONE giant cube with a station of 5 - 6 kids. It's easier to manage.

Either way, you'll enjoy

Sketchnoting in the Classroom

noreply@blogger.com (Using Your Smarticles) — Sat, 21 Apr 2018 18:57:00 -0400

Visual note taking is a way to actively listen and keep student brains (and hands) occupied while listening. Best of all

Students LOVE It!!

Select a fiction novel that has vivid descriptions, a unique setting and delightful characters that will lend themselves well to the act of visual note taking as the novel is read aloud.

What is Sketchnoting?

Sketchnotes are purposeful doodling while listening to something interesting. Sketchnotes don't require a high level of drawing skills, but help students make connections to text, visualize and summarize their listening experience.

Sketchnotes are a note taking strategy AND form of creative expression.

Sketchnoting Tips

Introducing sketchnoting to students can seem like a daunting task at first; placing that BLANK sheet of paper in front of a student. But giving students a nudge and MODELING the sketchnoting process yourself (even if you are NOT artistic!) is a great way to guide them in the process. Most importantly, SHARE! Take pictures of student work. Let students show and explain their work to the class. They will naturally inspire each other to add details and embellish their own work for display.

How To Get Started

Step #1. Distribute PLAIN paper. Allow students to sketch in pen OR pencil. Whatever writing utensil they’re MOST comfortable with.

Step #2. Arm them with suggestions...teach them something NEW! I started by showing them:

Step #3. Read!! Occasionally pause during the reading to point out an interesting image that you’d like to draw (but you can’t because you’re reading!) That will undoubtedly inspire students to try to create the image themselves. After a few chapters, students can take turns reading and sharing their notes with a partner after reading...this is a GREAT way to solidify understanding and review of story events.

Step #4. Provide a list of difficult to spell character names, setting(s), etc. Students are listening, they aren't looking at the words so they’ll need access to the spellings of names to add to their notes.

Step #5. Comment on the author's craft as you read. Point out personification, allusions, vivid descriptions, characterization and other features of the writing and follow up with mini-lessons to support student understanding.

How WE Did It!

In our class we read the novel "All Rise for the Honorable Perry T. Cook". I began by modeling some basic Sketchnote taking strategies and showing my personal notes that I made for the first few chapters. Students listened to the story and sketched away! We routinely shared our drawings and I took many photos.

Student Examples:

(Did I mention these are SIX GRADERS???!?!) . 🙌

Visual note taking will make students take note (literally), and you'll be:

The Marvelous Merge Cube in the Classroom

noreply@blogger.com (Using Your Smarticles) — Sat, 17 Mar 2018 12:11:00 -0400

Do you have a Merge Cube? What are you waiting for???? Need a Merge Cube Lesson Plan?

Merge Cubes are one of the hottest new trends in Educational Technology at the moment. Integrating AR/VR principles, a merge cube allows you to hold a hologram IN YOUR HAND!! The Merge Cube is basically a Augmented Reality trigger. Each side of the cube has a distinct pattern which is recognized by the Merge Cube suite of apps.

MERGE Cube - Hold Holograms in Your Hand with Award Winning AR Toy for Kids - iOS or Android Phone or Tablet Brings the Cube to Life,

Free Games With Every Purchase, Works with Merge VR/AR Goggles

When a Merge Cube app is launched and you aim your digital device at the cube........TA DAAAAA!

You can hold a skull in your hand:

Explore the Solar System:

You can dig like a Minecraft explorer:

You can squeeze cheese, explore the solar system, study human anatomy aaaaaand so much more!! These features can be viewed through VR googles to enhance the experience as well.

If you DO own a Merge Cube, congratulations!! I know that I loaded up when I saw them on sale at Walmart for $1 (that's right, $1!!).

and in case you need it, here's a printable Merge Cube:

Loading up on Merge Cubes was one thing, but launching them in the classroom to provide a MEANINGFUL learning experience was another! Sure they're cool, but HOW can I integrate them??

Let's begin by exploring the PLETHORA (and growing list) of apps that work with Merge Cube. At last count, there were 27!! See the list here

Introducing Merge Cube to My Students

When the stack of Mergecubes showed up in my classroom, they definitely caused a stir.

"Is that the illuminati symbol?"

"Can I touch it?"

"Oooooo it's spongy!"

"What's that for?"

"When are we going to use that?!?"

My favorite was a student that asked me EVERYDAY when we were going to use it saying,

"This is the first time I've EVER been

excited about coming to school!"

Oh the drama of a sixth grader...🙄

FIVE Merge Cube Lesson Plans!

https://www.teacherspayteachers.com/Product/Merge-Cube-Solar-System-Scavenger-Hunt-3721704

https://www.teacherspayteachers.com/Product/Merge-Cube-Mr-Body-Brain-Scavenger-Hunt-3741651

https://www.teacherspayteachers.com/Product/Merge-Cube-Pirate-Island-Poetry-3788762

https://www.teacherspayteachers.com/Product/Merge-Cube-Holo-Body-Heart-3782009

Get this lesson!

https://www.teacherspayteachers.com/Product/Merge-Cube-Lesson-Plan-Evidence-Based-Writing-3710974

The writing lesson was the first one I tried. Here's how I did it:

Objective: Students will be able to write sentences that explain evidence using transitional phrases instead of the word because.

Standards:

CCSS.ELA-LITERACY.W.6.1

Write arguments to support claims with clear reasons and relevant evidence.

CCSS.ELA-LITERACY.W.6.1.C

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

CCSS.ELA-LITERACY.W.6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCSS.ELA-LITERACY.W.6.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Body of the Lesson:

Distribute Merge Cube Lesson Plan "The Power of Because". Teach the concept of being a writer that explains evidence in a sophisticated way.
Explain what the Merge Cube is
Show the MAIN features of the DIG App and tell students what it is used for. Discuss the building components and do a small demonstration for the class.
Have students prototype a design that they intend on building on the Merge Cube.
When the prototypes are finished, allow for building time.

(The learning curve is very flat. For the most part, my students took to the building platform right away with very few questions.)

After the building time, regroup. Share/explain student builds (if time allows)
Students will consider HOW their dig design turned out. Invariably, it is different from the build that they conceived in their prototype.
Have students identify 6 elements of their build and EXPLAIN why they turned out that way using the "beyond because" writing stems that they've been provided.

i.e.

My fence didn't turn out as tall as I wanted due to the fact that I ran out of time.

I built an enormous lake in the center of the field as a result of the blue cubes in the builder's components.

Reflection

Undoubtedly, students were excited and engaged. There was an intense focus and silence for the time period in which they were building in the Merge Cube. There were also a few moments of frustration when what they visualized was NOT the same as what they were able to create. This was a manageable level of frustration and was something that I anticipated for it allowed a greater depth of evidence to write about in response to the question "Why did your DIG turn out the way it did." Students were given space to explain what went right (and wrong!) Especially when I called 'time' when they've continued building for the next hour given the chance.!!!!

So I recommend giving this a try. If you do, you'll be:

STEM Project: Shamrock Circuit!

noreply@blogger.com (Using Your Smarticles) — Fri, 9 Mar 2018 20:42:00 -0500

Certainly circuits seem intimidating at first, but honestly with a little patience and the right materials you can learn how to create a circuit and launch creative STEM learning experiences into your classroom!

I am presently working with my school librarian to set up a MakerSpace for my school and it is definitely QUITE a project. Harvesting donations, acquiring storage space, establishing a vision, securing and funding supplies/materials and many other tasks loom large on my MakerSpace 'to do' list.

Convinced I would NOT become overwhelmed (I teach ELA and social studies too...😳), I decided to start small by creating a monthly STEM challenge.

Each month, a STEM challenge box will be waiting for students in the MakerSpace area in the library. Students are invited to tackle the challenge. Successful students must submit a reflection sheet:

Once students complete the project and submit their reflection sheet, they earn the monthly MakerSpace Challenge badge and have their name listed on the wall of fame!!

Badge created with http://www.onlinebadgemaker.com/

The Shamrock Circuit Project

With rosey cheeks (enhanced by LEDs) and a cute little grin, I'm confident this lucky charmer will win my students over!

The whole concept of circuits was a bit intimidating to me at first, but the web is filled with valuable resources to make circuitry projects approachable for virtually ANYONE! Some of the best resources I canvased to make this project were: Makerspaces, Make, SparkFun and Instructables.

Each site provides excellent FREE printables, downloadable materials and instructions to get yourself launched into the world of the paper circuit.

My version of a paper circuit is this Shamrock circuit and it is a GREAT way to bring a robust STEM learning experience into your classroom!

Get the template here!!

Materials Needed:

●1 Shamrock template sheet
<--click get="" p="" to="" yours=""><----download br="" here="" yours="">●1 coin battery
●Copper Tape with conductive adhesive
●2 LED lights (Light Emitting Diode)
●Regular Adhesive Tape
●Scissors
●Binder Clip
●Reflection Sheet
●Markers/colored pencils for added decoration

Directions:

Establish a parallel circuit by adhering the copper tape from the battery resting place along the guidelines on the template
Punch through 2 LED lights to form the 'cheeks'
Spread the LED terminals so that the longer one touches the + side and the shorter one touches the - side. Tape in place.
Place battery + side up on the marked location
Fold corner along the foldline to connect the copper to the battery and clip with a binder clip to secure.
Decorate.

Want more?

Certainly circuits are worth trying, as long as you're:

✨Using Your Smarticles✨

Need materials? Here are my Amazon affiliate links:

Copper Tape:

Bullet Face Copper Foil Tape with Double-sided Conductive (1/4inch X 21.8yards)- EMI Shielding,Stained Glass,Soldering,Electrical Repairs,Slug Repellent,Paper Circuits,Grounding (1/4inch)

LED:

LED Diode, CO RODE 3mm 5mm LED Lights Emitting Diodes Assorted Clear Bulbs Kit with (White Red Blue Green Yellow, 300-Pack)

Nickel Batteries:

50 Pack 3V High capacity Lithium Button Coin Cell Batteries CR2032 DL2032 ECR2032 GPCR2032 Used in most electronic devices

Students Love Memes....and I Meme it!

noreply@blogger.com (Using Your Smarticles) — Mon, 8 Jan 2018 15:11:00 -0500

Stickers, I fear, are rapidly becoming an archaic remnant from the instructional past. As classrooms turn towards 1-1 computers with digitized projects and assignments, we've lost opportunities to adhere colorful little circles of support on student work.

What is a Meme?
An internet meme is essentially a piece of digital media (often a well known picture or animated picture) that spreads from person to person via the Internet and is typically humorous in nature.

If you've ever tried the the review game Quizzizz or spent ANY time lurking around the social media sites that are popular with students, you know that the iGen set LOVES Memes! (Quizzizz is a review game similar to Quizlet Live or Kahoot that challenges students to answer questions and rewards their success/or chides the lack thereof, with clever memes)

Here are Some Memes that I Created:

https://drive.google.com/open?id=0By3P8H3oW56uZGx3V0t3SHF2UVE

So Here's an Idea!!! (I Probably Deserve a Sticker for This...)

What I have found is that student submissions that occur digitally, don't get the impact of personalization that a sticker and/or handwritten notes used to provide, so I started uploading digital memes in the form of feedback onto digital assignments (with the requisite corny pun) and my students LOVE them.

There are MANY meme-making sites that you can use. I used ImageChef and Canva for the ones I created.

Grab these FREE Grading Memes!

Once my arsenal of memes was built, I simply reviewed student work that was submitted on Google Classroom and adhered (inserted) a meme image right onto the document along with my grading rubric, comments, etc.

.....and next time we did a digital assignment....THEY ASKED IF I WAS DOING MEMES AGAIN!!!

It's obvious who'd been