NASA Kids’ Club

TEK: 

(B)  describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle;

(C)  construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and

(D)  identify the planets in Earth’s solar system and their position in relation to the Sun

Link to Website: http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html#.Uo-GRMSsim6

Grade: 3rd

Description of Website: 

This website is designed for children K-4th to explore space through interactive games and content. Children can look at pictures of earth that were taken from space, learn about why NASA explores, play a game about what astronauts eat in space, and other types of activities. One of the activities “Why does NASA Explore?” even has the ability to read the text out loud to students. This website is extremely kid-friendly, easy to use, and chalk full of information that might spark future astronauts interests in space!

Instructional Strategy:

In my classroom, I would use this as a centers activity if we were currently studying a unit on space. It’s easy for children to get sucked into games online without them taking away information from the website. To avoid this, part of the center would be a personal KWL chart in their science journals. They would write what they know, what they want to know, and at least one new thing they learned from the website. That way, children can explore and have fun, but they will still have something to refer back to for later use.

 

The Rounding Queen

Grade: 3rd

TEK:

(3.5) Number, operation, and quantitative reasoning. The student estimates to determine reasonable results. The student is expected to:

(A) round whole numbers to the nearest ten or hundred to approximate reasonable results in problem situations; and

(B) use strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.

Link to Video (best viewed on GoogleChrome):

http://www.teachertube.com/viewVideo.php?video_id=32085

Description of Video:

A third grade teacher and her students drafted this almost 4 minute film about rounding to the nearest 10’s, 100’s and 1,000’s. The video begins with a student discussing his concerns about not understanding the concept of rounding. Just as fast as he could express himself, his classmate magically turns into the Rounding Queen. The Rounding Queen briefly reviews the concept of rounding to her audience and then, immediately discusses her rational using a number line. She has her peer write down a number on the chalk board to be rounded to the nearest 10’s and discusses how place value of the one’s number determines the rounding outcome. The pair continue this routine for the 100’s and the 1,000’s. Both students pause and reflect, and even model a think-aloud, during each example to discuss the rational behind their answers. At the end of the video, the Rounding Queen dubs her peer as the Rounding King for mastering the skill.

Suggested Instructional Strategy:

I believe this video from TeachTube may be used for pre-teaching the concept of rounding to the nearest 10’s, 100’s and 1,000’s place. I appreciate two students teaching a student-based audience. My recommended instructional strategy is to have students make a chart in their math journals that has a column for what they know and what is new to them. Before playing the video, have the students brainstorm thoughts and beliefs about rounding. Then instructed the students that during the video, there will be paused writing opportunities to record new information learned about rounding.  To help promote thinking and understanding, I would suggest to question and review key vocabulary, terms, concepts and strategies so students can make notes and record solving strategies for future use during future lesson.

Can You Buy That?

Grade: 2nd

Content Area: Math

TEKS:

§111.4.(b) (5)

(A)  determine the value of a collection of coins up to one dollar

Website:

http://www.gpb.org/countonit/games/second/money

Summary:

This is a website I found that gives students the opportunity to use their understanding of the value of coins to “purchase” items that cost up to a dollar. This game is highly interactive and easily navigable and can be an influential asset in a second grade classroom. Students are given a grid displaying different items to be purchased including bananas, pizza, ice cram and more. To begin the game, the student is given an item they are to purchase for a specific cost, for example the banana, and then are challenged to drag the correct amount of coins to the corresponding item on the grid. Through the game the students are able to use their knowledge of the value of coins to purchase the item given.

Instructional Use:

I believe this game can be a great asset in reinforcing math skills in the classroom. After teaching the lesson on the value of coins, I will allow my students to partake in playing this game to practice their understanding of the value of coins. Because we only have a limited number of computers in the classroom not all of my students will be able to play the game at the same time. Thus, while the majority of the class is working in groups to complete worksheets asking questions about the value of coins, I will allow 4 students to use the computers and play the game. This game can also be played during lull time throughout the day. I will also make the computers available for this game to be played during daily 5 to engage the students in reinforcing coin concepts even when we are not working on our math lesson. This game, coupled with explicit instruction as well as inquiry based engaging exploration, can be a great asset in reinforcing monetary concepts in the classroom.

Digital Text

 

http://video.nationalgeographic.com/video/kids/history-kids/native-americans-kids/

Title: History: Native Americans

Author: National Geographic

Grade: 4th

TEKS: (1)  History. The student understands the origins, similarities, and differences of American Indian groups in Texas and North America before European exploration. The student is expected to:

(A)  explain the possible origins of American Indian groups in Texas and North America;

(B)  identify American Indian groups in Texas and North America before European exploration such as (D)  compare the ways of life of American Indian groups in Texas and North America before European exploration.the Lipan Apache, Karankawa, Caddo, and Jumano;

Video:

Summary: This 3 minute video starts with the origins of Native Americans stating it is still a mystery but scientists believe that they were hunters from Asia about 30,000 years ago. The plains Indians hunted buffalo and the Northern coast Indians sailed the ocean and built canoes, houses, and totem poles from the red cedar trees. Around 1500 when the white settlers came to the states, they brought diseases that killed many native Indians and claimed Indian land for them. The American government forced these Indians to live on reservations but some Indians fought their rights through political activism. Today, there are 550 recognized tribes in the United States that are working to improve their conditions while maintaining the culture, language, and traditions.

Instructional Strategy: My instructional strategy is Questioning. Each student would be required to ask one question (students must write down question in notebook) related to Native Americans before the video begins. This question can be anything they want to know about Native Americans. Teacher will provide a question as an example. The video will be stopped halfway to see if any of the students’ questions are answered and then again at the end of the video. Students will discuss & write if their questions were answered or not. The comprehension skill is connection. Students are connecting their own personal questions about Native Americans to the video for answers.

Khan Academy

Khan Academy

Before I discuss specifically which part of this program I used towards a particular TEK, I think it’s important that I explain what the Khan Academy is.  The Khan Academy is a completely free website program that you can sign up for as a teacher or a student.  If you register yourself as a teacher, you are able to invite your students into you “classroom” and track their progress on the program.  The Khan Academy is suitable 3rd grade and all ages after.  I even have friends that have used it for their own benefit in classes at other Universities.  The Khan Academy provides videos on ALL subject areas and topics: almost any topic you can think of.  There are also “skills” that can be mastered through a series of tasks, or, as they refer to them, “missions.”  The Khan Academy is a really great resource that provides access to all sorts of education for your students and tools for you to use as a teacher.

 

Specific Use-

Grade: 3rd

Content: Math

TEK:

§111.15. Mathematics, Grade 3.

(b) Knowledge and skills.

(3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. The student is expected to:

(A) construct concrete models of fractions;

(C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects;
Link: https://www.khanacademy.org/math/cc-third-grade-math/cc-3rd-fractions-topic/cc-3rd-fractions-meaning/v/fraction-basics

Summary:

This video link on Khan Academy is the very basics of fractions.  The video starts by explaining what a fraction is and giving a visual representation of it.  It starts with a whole square, breaks it into four pieces, shades in a single piece, and writes down that the piece is 1/4 of the whole, explaining the process and reasoning throughout each step.  Something I really love about the video is that it provides the teacher, or student, with the opportunity to pause and work a couple of the fractions themselves.

Instructional Use Suggestion:

I will absolutely be using the Khan Academy in my classroom to introduce or explore concepts and also for students to participate in independent work.  For this specific video though, I would use it to introduce the concept of fractions.  We would watch the video together, and when it instructs us to pause, I would have the students write in their math journal what they believe the fraction shown is and write a sentence or two about how they came up with that answer and why they believe it is correct.  I will want them to label what their numbers represent. (I.e. the top number could be labeled as “shaded area, part, etc.” and the bottom number should be labeled “whole, entire square, etc.”)  After the video we could lead into more activities to expand and practice fractions.  I think the videos on this website are a great way to clear the understanding of a confused child or introduce new skills to students.

 

Readeez: The Value of a Dollar

The Value of a Dollar

Grade Level: 2nd

Content Level: Math

TEK: 111.4. (b) (5.4) Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: (A) determine the value of a collection of coins up to one dollar.

YouTube Link: http://www.youtube.com/watch?v=ULwhJ-8VlAQ

Summary:

The Value of a Dollar is a video created and produced by Julian Waters, founder of Readeez, an organization founded on the belief that children’s videos should be both educational and enjoyable. Throughout the video, Waters teaches children how to add coins up to a dollar through song. He includes the values of pennies, nickels, dimes, and quarters. He uses each coin to represent the value of a dollar (i.e. 100 pennies equals 1 dollar). The video includes real images of the coins and the dollar.

Instructional Use Suggestion:

After introducing the lesson objective, I would play the video once for my students – just to watch. Then I would give them a worksheet with a series of questions to answer while watching the video for a second time. For example questions could be, how many nickels equal one dollar? After watching the video the second time through, I would lead a mini review over the worksheet. Then I would ask students to think about different coin combinations that add up to a dollar, and write them down on the worksheet. To complete the lesson, I would ask students to turn and talk to their partner about different coin combinations that add up to one dollar.

To make the lesson more hands on, I would give students pretend coins and have them “test” their coin combinations by counting.

Another strategy would be to encourage the students to create their own song based on their coin combinations that add up to one dollar.

Oh No Fractions!

Teks:

5th Grade Math

(5.2) Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations. The student is expected to:

(A) generate a fraction equivalent to a given fraction such as 1/2 and 3/6 or 4/12 and 1/3;

(C) compare two fractional quantities in problem-solving situations using a variety of methods, including common denominators; and

(D) use models to relate decimals to fractions that name tenths, hundredths, and thousandths.

Summary:

The app has 5 fractions options. You can choose to compare, add, subtract, multiply or divide fractions. There will be two fractions, one on the left or right you can swipe to choose LESS, GREATER, or EQUAL when comparing fractions.

This app allows for statistics to be kept. It will say the number of correct operations, how many were wrong, how many successful and unsuccessful attempts were taking to reduce a fraction, and how many times the student need visual support. After each round if you paid for the app you can email yourself (the teacher) the results. If you didn’t pay for the app you can still see the results, you will just have to write them down. Then the statistics can be reset. The teacher also has the option to set the denominator for students. This is great to individualize instruction. The teacher can set a low denominator for struggling students, who need more practice, and a high denominator for students who are exceling.

Developer: Curious Hat
Compatibility: requires iOS 5.1 or later. Compatible with iPhone, iPad, and iPod Touch.

Cost: there is a free version and a paid version for .99 cents. Can be purchased in the apple app store. 

 

Lesson Plan/Comprehension Strategy:

My plan for this app is to have students play with it for about 10 minutes. The app will introduce them into the fractions we will be working on that week, and help me assess what they already know and what they will need help with. Then every week I will teach my lesson on fractions.

Week 1: Lesson on Adding Fractions

Week 2: Subtracting Fractions

Week 3: Multiplying Fractions

Week 4: Dividing Fractions

Week 5: Comparing Fractions

After my lesson I will have them use the app, I will use their statistics to assess how well they grasped the concept, where they will need help, and it will allow me to individualize my instruction.

After the lesson and playing with the app I will have students write in their math journals. They will make a T-Chart where they will write what they knew already on one side and what was new to them.

Video Tutorial: 

Link:

https://sites.stedwards.edu/katrinaj-read4343/

Climate Kids: NASA’s Eyes on Earth

Grade Level: 5th 

Content Level: Science

TEK:  (5.8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to: (A)  differentiate between weather and climate

Website Link: http://climatekids.nasa.gov/

Summary: 

This website is sponsored by the government funded NASA website, that is specifically aimed towards elementary school aged students. The website focuses it’s teaching to key points such as: weather & climate, air, ocean, fresh water, carbon travels, energy, plants and animals, technology and Big Questions about the Earth. The goal of the website is to get kids active and interested in the subject of Earth Science from a fun perspective. The website is easy to navigate for all ages and safe for all students.

Instructional Use: 

5th graders who are studying Earth Science will be able to pick one topic that the website offers and using construction paper create their own webpage for the topic. The web page will highlight the information they learned from Climate Kids. This allows students to think outside the box in presenting the information they learned about Earth Science; instead of just writing a report they will create a webpage that is fun and creative.

Greater Than, Less Than, & Equal To Song

Grade Level: 2nd

Content Area: Mathematics

TEK: 2.1 (C), use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >)

Video Link: UMIGO-Greater Than Less Than

Summary:

In the video,   UMIGO-Greater Than Less Than, by UMIGO LLC teaches students about the greater than less than and equal to symbols. The greater than symbol sings a song that teaches students what its front and back mean. I found this video through TedEd and “flipped” it from a youtube video to a TedEd video.  The greater than symbol teaches through song saying, “my face looks at greater, my rear points to less”. The video contains many inciting visuals and it offers many images of greater than, less than, and equal to problems. The video reinforces the use of the greater than and less than symbols.

Instructional Strategies:

While you are watching the video with your class, I recommend you pause the video periodically after the symbol sings the words, “my face looks at greater, my rear points to less”, and have students use the song to help them solve greater than, less than, and equal to questions. I suggest you have the students get up and sing the verse, “my face looks at greater, my rear points to less” or “equals sign, when he is between two things, you know they are the same”, before they give an answer to the question on the board.

Another instructional strategy that I think would be useful with this video would be to role play, somewhat like a brain break during the video. I suggest you call students up to the front and assign them a numerical value. “Johnny you will be 9999, Sarah you will be a 410”. Call another student up and tell them that they will be our greater than, less than symbol–“Luke you will be our greater than, less than symbol”. Have all the students sing, “my face looks at greater, my rear points to less”, and then have Luke face the greater number. Have the whole class read the problem. “Nine hundred nine is greater than four hundred ten” or “four hundred ten is less than nine hundred nine.” You can use the same set up for equals to but have them sing “equals sign, when he is between two things, you know they are the same”.

These two strategies will be helpful because they use rhythm to reinforce symbol use and meaning. They are also helpful because they encourage students to move and use their bodies in mathematics. This use of connecting knowledge to song and movement will help your students convert the knowledge of greater than, less than, and equals to to their long term memory.

One is one…or is it? Approaching Mathematics Through Digital Text

This video is called “One is One…Or is it?” and was created by an educator named Christopher Danielson. I found this text on the TED-ED website. This website provides mini-lessons on all topics you can think about. The nifty part is the videos can be “flipped” to better fit your teaching needs! These innovative lessons online allow educators to get in touch with thousands of other minds in order to collaborate to create great teaching opportunities for our learners. From real-world math to the fine arts, this website has it all. Not only do you get a great lesson video but there are resources attached to each lesson that help extend thinking beyond just watching and absorbing. These extension features called “Think” and “Dig Deeper” give educators some ideas on how to make the information comprehensible for students, and how to take that thinking one step further.

The Mathematics video I chose is about the number one as a unit. “One bag of apples, one apple, one slice of apple,” which one of these is one? The lesson takes students through an animated lesson on partitioned and composed units and the importance of understanding how we see these numbers. In order to help students grasp this material I wanted to have them work on the comprehension strategies; making connections, questioning and visualizing, as well as asking investigative questions to help identify main idea.

As students watch the movie there are breaks that occur several times. The students have about a minute or longer to think about what they saw and record their questions, pictures or how the information reminded them of something they have learned before. Then the teacher asks a question about the main idea covered in that segment. Students should have a few minutes to record their thoughts and answers. At the end of the video all of those mini-connections should come together to make new understanding about the concept as a whole! Students should work in small groups to discuss their thoughts and notes on the Danielson video. Have students record their discussions on a poster paper to share with the class or in their individual notebooks to keep for later use.

By the end of the lesson your class should have a better understanding for the concept of units and the ambiguity of the concept of “one.” For complex topics such as this, that might frustrate students in a lecture, we can use digital texts to make the ideas easily accessible. Digital texts such like the TED-ED video caters best to  visual and auditory learners  and expands the literacy development of all students in the classroom. For a more in-depth view of this lesson and how it can be modified, check out the lesson plan I created to incorporate Christopher Danileson’s digital text in the mathematics classroom!

Digital Text Lesson Plan