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https://www.youtube.com/watch?v=Cm4-_elYDng&feature=youtu.be

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https://app.wevu.video/guest/edu/index.php?autoplay=true&cid=12&gid=0&evid=A4s1P7FdUkv41hAIk4%2BOcA%3D%3D

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https://padlet.com/mandisperry9/gvqt198oeu5qgara

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Grade Primary: Buoyancy
Sink or Swim

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https://www.youtube.com/watch?v=1ec8DP9EzuA

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Grade 6: Classifying Living Things
Classifying Leaves using a Dichotomous Key

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Grade 6: Diversity of Life
Comparing & Contrasting Animal Habitats using a Venn Diagram

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Grade 5: Healthy Body
Designing an Informational Poster about a Major Organ of the Body

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Edwin is tomorrow's digital learning environment making education better for everyone today. With a belief in one device for every student, Edwin provides a deep library of learning resources tied to curriculum goals, personalized for each student and educator.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Green Screen Videos Bring Content to Life

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When students create videos using green screen backgrounds, they can make their thinking visible and explore beyond classroom walls.

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Mr. Body

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To be paired with Google Cardboard for VR experience.

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Journey into the Deep Sea - VR | National Geographic

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The video resources, along with whole class discussion, allowed me to think critically about scientific exploration and the thought process.

In areas like mathematics and science, we are often concerned about the “right answer”; the correct way of knowing (ex: the sky is blue, 2+2=4). However, there is much to be gained by not only assessing for the correct final answer, but also by analyzing one’s navigation towards that answer. I see this especially vital for educators, particularly in terms of assessment.

In order to best support students, the educator must tap into the student’s mind and position themselves in a way that allows them to see the student’s thought process. Educators should dig deeper than surface level, looking for indicators about how the student arrived at a particular answer, how their worldview shapes their thought process, and/or any obvious pre-conceived notions the child has. In doing so, educators are much more equipped to support students in navigating their understanding of science.

Today’s discussion reminded me of the significance of “process”.

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Strengths:

All information & resources are province-specific & approved by the educational board.

Collections of resources/lessons as per the NS curriculum, with explicitly stated outcomes.

EWDIN Reader: accessible digital text with an embedded dictionary, read-aloud options, and note section with individually created word bank.

Educator Tools: approved information to assist the teacher in learning about a specific subject prior to teaching.

Ongoing & constantly evolving.

For the Future:

EDWIN to be made available to all teachers across the province, regardless of school board, district, or grade.

EDWIN to be developed for lower elementary (P-3), in ways unique to younger learners.

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Nova Scotia Elementary Science Curriculum 

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Nova Scotia Elementary Science Curriculum 

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Observation encourages and supports one’s sense of wonder. It is through wonder that children gain a deeper understanding of the Earth and its processes, by delving into the learning in a here-and-now exploratory approach. It is arguable that wonder is one of the most important, if not the most important, aspects of scientific inquiry. By providing students opportunities to develop their observation and inference skills (ex: nature walks, ecological materials, outdoor exploration), we are equipping them to enjoy science for all that it is worth, in ways that resonate and become meaningful to them.

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So far, my highlights of the course have been the SALT modules and SITY presentations. These projects have allowed us to explore scientific lessons and activities as they relate directly to the NS curriculum outcomes of various grades. The practicality of these projects has already increased my confidence in lesson planning.

I admittedly felt “frazzled” for the first month of this course. There were many assignments, with many different acronyms and abbreviations, and I struggled to organize the course mentally; however, now that we have officially dived into the activities and have been meeting on campus, I feel more secure and aware in this course. I would, however, appreciate clearly deadlines with exact dates, as those remain unclear.

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Pros:

Fun and engaging.

Versatile; many different uses and resources.

Supports diverse learning styles (i.e.: visual, auditory, kinesthetic).

Accessible (i.e.: text-to-speech, headphones, microphones).

Independent use.

Cons:

Often limited, based on resources and budget.

Not all students may be proficient or comfortable.

Often requires a lot of reading/text, which may prove particularly difficult for lower elementary students.

May be over-stimulating.

Students may struggle to stay on task.

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Grade 6: Space
Green Screen Presentations: Tides, Eclipses, & Moon Phases

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I can honestly say that my CoP meetings have been my favourite part of this course. I am lucky enough that my CoP members and I get along very well and work together strongly. One thing I appreciate is our ability to communicate and collaborate, even when some of us are online.

I have benefitted a lot from our CoP meetings, specifically when it comes to module making. It has been so advantageous getting to share ideas and gain insight into each other’s perspectives when designing lesson plans. We are consistently bouncing ideas off of each other to make our ideas go from “good” to “great”. Peer collaboration is a valuable skill/tool not only in the classroom, but across all domains of real life.

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Analogies present “heavy” material or “large” concepts in child-friendly language. Analogies are a way of framing ideas and information in a way that students can understand and personally resonate with. Examples:

A cell functions like a community or factory.

Our heart beats like a drum.

Soil has layers like an onion.

Electricity is like flowing water.

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As an audience/student, full participation and willingness to learn is critical. Students must be active participants in the scientific process: predicting/hypothesizing, testing one’s theory, and developing conclusions based on observations and data.

As the teacher/presenter, reflective practice is key. By presenting a SITY various times to various groups, presenters are able to continuously inquire the impacts of teaching and how teaching evolves. Presenters can structure teaching on what worked and what didn’t work based on observation of student participation and learning, and use it as a guiding force going forward.

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I absolutely love the hands-on, practical pieces of the course. The SITY presentations and SALT modules made this course so worthwhile. I also love the flexibility you’ve given us in how we develop our assignments. You allowed us to explore different methods of delivery beyond traditional essays (options like Padlet, slideshows, videos). Heavy research papers and essay writing can be pretty daunting, exhausting, and repetitive. You gave us a fresh take on material and I believed I gained more from it simply because of the flexibility, choice, and freedom.

My only critique is that the course content and expectations be laid out a bit clearer. The deadlines were not concrete and the acronyms were often overwhelming, which led my peers and I to feel a bit confused. I found it was somewhat difficult to organize myself in the first half of the semester.

:)