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I read the article “Feet First” by Peggy Ashbrook. This article is about classifying animals by their feet. Kindergarteners are learning about different animals and their footprints. All feet are different and serve different functions. The teacher will begin the feet classification by asking students what does the word feet mean. There are many meanings of the word “feet”, so the teacher wants to get all students thinking about the same feet. Ashbrook (2006) mentions that students will begin to think about how the appearance of feet relate to their function for the animal. For the activity, students will first make their own footprint. They are remove their shoes, and put one foot in paint and place the foot on a sheet of paper on the floor.
Afterwards, students are given animal footprint models. They are to compare/contrast their footprints with the animals. Ashbrook (2006) notes that the overall target of the activity is for students to think about how animal foot structure is related to the function and habitat. For example, eagles have long talons on their feet to catch their prey as a food source. Also, webbed feet like on a duck indicates that ducks used their feet for swimming in the water. Students do another activity with animal footprints. They are to use animal books and paint pre-made animal tracks. With a partner, students are supposed to talk about the characteristics of the animal footprint they painted. In doing both activities, students are learning about how animal footprints differ and have different functions.
Ashbrook, P. (2006). Feet first. Science and Children, 18-20.
Topic: Using Technology to Enhance Learning
I read the article “Science 2.0: Big Tools for Teaching Big Ideas” by Eric Brunsell and Martin Horejsi. This about is about how teachers are using technology in the classroom is a powerful tool for learning. The Google Drive application and features are discussed. Brunsell and Horejsi (2012) states that changes are made automatically in Google Drive so there is no need to save changes to a document every five minutes like in Microsoft Word. Google Drive is like an online flash drive. Teachers can use Google Forms for surveys or quizzes. Data from the surveys or quizzes can be put in pie charts, tables, and graphs that can be saved and printed.
The Sharing feature of Google Drive allows for multiple people to work on a document, form, presentation etc. at the same time and make changes as needed. All changes along with students’ names made on a Google Docs is saved in the revision history, which lets teachers know of each student’s participation (Brunsell & Horejsi, 2012). Teachers can use the comments feature for effective feedback to students. Notes are made by highlighting a word or phrase and a textbook appears. Students will be able to see the highlighted notes the teacher made on the document that they can use for revision. Technology like Google Drive allows for learning to expand outside of the classroom.
Brunsell, E., & Horejsi, M. (2012). Science 2.0: Big tools for teaching big ideas. Science and Children, 8.
3192 Activity Points
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