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American Consumption: Your Plan, Your Planet

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American Consumption: Your Plan, Your Planet

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In this unit, we are studying levels of consumption in American compared with the rest of the world and the impact this consumption has on the planet. While studying this topic, students will analyze their own consumption habits using Google's, "Your Plan, Your Planet" website. Students will track their consumption over the course of a two-week period using Google Sheets. Finally, students will present their results on a Google Slides presentation and including whether their consumption habits changed over the course of the two weeks and  recommendations they have based on their results.
This assignment involves analyzing, evaluating, and creating so it would fall between Modification and Redefinition on the SAMR model. Students learn about concept using Google's virtual program, track, analyze, and evaluate their own data and then using this data to create a presentation.

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WeVideo is a great tool that allows students to express what they have learned in an authentic way.  They be as creative as they’d like, they can collaborate with others and they can share it with anyone they wish.  In this particular activity, students will be creating a podcast in WeVideo and also using Canva to create a graphic to add as we are listening, much like what you see at the beginning of “Only Murders in the Building”.  There is a lot of student choice in this activity which is also a nice piece.

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In my classes, all of my students have Chromebooks. For this assignment, students will create character posters from the novel The Crossover. Using Canva, they will design, decorate and characterize one of the main characters. For this assignment, I do require students to use one quote from the novel that best represents their selected characters. At the end of the project, I ask for a few volunteers to present their posters. (The attachment above is a creation made by a student. There are some parts that move.)
This assignment falls under the creative level of Bloomin' Apps. Students are taking their knowledge of the text and applying it to a character. They need to use indirect and direct characterization to provide a deeper analysis of the character.

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In this activity, students will create a Photo Friday slide. Each student, with the help of their parent, will upload a picture of their favorite activity from the week. They will type a sentence to describe the picture. This is a collaborative Google Slides activity. Students will share their slide on Friday with the class. This activity falls under the category of Creating on the Bloomin' Apps list and in the Redefinition level in the SAMR model.

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Joanne Kaleita Blooming Apps: Google Slides: Grade 1 enrichment.

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Joanne Kaleita Blooming Apps: Google Slides: Grade 1 enrichment.

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My higher-level 1st grade students create book reviews using Google Slides.  The student researches something they love.  They must create, at least, 5 slides that contain photos, reasons why they love, and information about how they came to love.  Many choose their family or a family pet.
The one I am sharing is from a child that loves their dog. It gives information about the breed, family interaction, photos of the dog's life. The students present their presentations to each of the first-grade classrooms. This encourages other students to want to learn about Google Slides. I did check out some of the other apps, but found them more difficult than Slides. This activity would be in the Creating possibly Redefinition. The students create their presentation.

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In this activity, students will create a ABC Memory Book about all of the things we learned this year. Each student gets assigned a letter from the alphabet; in which they must think of something we learned about this year that starts with that letter. They get to design their slide of the presentation and add pictures or videos. This is a collaborative Google Slides, so all students will be able to work on it and add to it. We can then print these ABC Learning Books out and have a copy to share virtually as well. This is a great end of the year activity. This activity would fall under the Creating/Redefinition category on the Bloom's/SAMR continuum. The children are able to design their own slide presentation with pictures, text and videos.

https://docs.google.com/presentation/d/1MdwOh_b4_atbDBGJYRYiT5Z0yzDD27OPyFGU_nvd3VY/edit?usp=sharing

By: Dana Ludwig

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Students in 6th grade created their own "Khan Academy" called "Magrath Academy" using the app "Explain Everything" After finishing a chapter in their math class, they were assigned a section of the chapter to teach to others. This served as a review of the math chapter and was used with other students as their review.  Explain Everything app allows students to use text, photos, video, different colors and drawing tools to create a video. The students in this class used the video as a tutorial to learn the math problems from their chapter.

This falls under the category of "Creating" in   Kathy Schrock's Bloomin' Apps list. It also falls in the "Redefinition" level in the SAMR model. In Explain Everything, our students must show their understanding of the math problem in order to teach the concept. The students were very engaged in the process while developing the skills to explain their thinking and reasoning.

Kathy Schrock

Kathy Schrock

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Magrath Academy Magrath HR

Magrath Academy Magrath HR

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Bloomin Apps - Weebly - Health Fair Project

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Bloomin Apps - Weebly - Health Fair Project

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High School Health class

Students will create their Semester long Health fair project through building a Weebly website. The students will have one class period every 2 weeks to be working on this assignment.  During this assignment they will be building a website to share with their classmates about a topic of their choice that relates to Health.  Within the topic of their choosing they will include the following into their website: influences of this topic, 5 main research questions and answers to these questions, organizations that we could learn more about this topic, interview someone that is an expert on this topic, create a game that other classmates could play to test their knowledge of this topic, and a works cited page.

This falls under the category of Evaluating/Redefinition. The students will enjoy the ability to create and will be engaged through being able to choose their own topic.  They can set up the website on Weebly how they want.

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In this activity, students will explore different types of rocks (sedimentary, metamorphic, and igneous) and learn how they each form in this self-guided interactive virtual lab for Google Classroom. An introduction the rock cycle is followed by a summative video with questions to guide notes on key concepts. Students will then be introduced to the different types of rocks, view examples, and sketch a sample of each rock. Next they will complete a drag and drop rock cycle diagram, a Triple Venn diagram, and identify three rock samples based on what they have learned. This activity would fall under the Augmentation and Modification where studentswill record their answers and collaborate with other members of the class.

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For this lesson, students will create a Memory Book about our year together using Google Slides. They get to fill in each slide of the presentation and add pictures or videos that we have taken throughout the year.  I can share slides with each student to add to their books. We can then print them out and have a copy to  share with their families. This is a great end of the year activity. This activity would fall under the Creating/Redefinition category on the Bloom's/SAMR continuum. The children are able to design their own slide presentation with pictures, text and videos.

https://docs.google.com/presentation/d/109fPY5RTUkL9bCMwKpi4H3thPRDueJVbrdkmsEo75dY/edit?usp=sharing

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In our dystopian fiction unit, we talk about current events just as much as the fiction itself. Dystopian literature is really the author's critique of society in the present more than a fully fabricated future. This Padlet is for students to decide which is most relevant to today's society. Students will start by looking at a current article or video related to each of our main works: 1984, Fahrenheit 451, and Gattaca. Students will then add another artifact (website, picture, video, etc.) for the work they feel is most relevant. This activity would fall under the Evaluating category on the SAMR/Bloom's continuum.

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For this lesson, my students will create character posters for various characters from our Dystopian Fiction unit using Canva. After having read the short stories, as well as Fahrenheit 451, the students will select two characters and create posters for them based on descriptions from the works, and they will include quotes from the selected works that help define who the characters are and what role they play in the stories. After creating the posters, the students will present their work to the class. By having the students create the posters on Canvas, they will be demonstrating their understanding of the characters, but they will be doing so in a new way instead of simply writing down the character traits on paper or typing them on a Google Doc.

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Guy Montag - Poster (US) by Sergei Ruber

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This lesson is an enhancement on the basic ELA lessons in the classroom. It can be completed indivisually and in any location since it is posted in google classroom. I think that using google slides and videos turns the basic lessons of learning the letters, sounds, and words into a new engaging lesson.  on the SAMR model I think this would fall under the Augmentation rung of the ladder. This is a subsitiute to the basic classroom direct instruction for students. I think of the Bloom;s model it falls under Apply. You are using the information you learned in class or online and applying it to play or solve these games.

Windy Tappin

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I teach library and I would do this activity with my K-4 students in the beginning of the year. I would simply have my students add 2 bookmarks. A bookmark is a quick way to access a website with one click of a button. The 2 websites that I would have my students bookmark is our school website and our library's website. These are 2 websites that we frequently visit and I would want my students to have quick access to them both. Having these 2 websites bookmarked will save time and frustration of spelling the links out in the URL bar every class. The way that you bookmark in Google Chrome is in the URL bar you click the star in the right corner. Whenever a tab is opened, the websites bookmarked will be suggested. According to the SAMR model this quick activity would be under the substitution category and according to Bloom's this would be under the "remember" category.

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https://docs.google.com/document/d/1lOuAEgFzjB8qje_1jizzNui0Hpd7ypnFiq9Pfh3nn6w/edit?usp=sharing

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Blooming Apps Piktochart alternative to Canva

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Blooming Apps Piktochart alternative to Canva