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I have created several Padlets that are connected to Google classroom that I use for resources, as well as critiquing the reasoning of others.

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Students who have met year end expectation for a specific standard are working on creating a "Khan Academy" to teach equivalent fractions to other students their grade level. They are creating a script and then working on creating a video.

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I have started creating digital portfolios with my students in regards to their math goals. I conference with each student about a goal they need to work on in relation to grade level standards. Students have been working on these goal using different classroom and digital tools. They are starting to document how they are in relation to their goal and utilizing reflection.

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Our students broke up into groups and worked collaboratively and creatively to build a greater understanding of place value. They communicated their results with the rest of the class and came up with companies for a t-shirt factory to make, sell, and advertise using place value.

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We have been using more technology in our classrooms. We have been utilizing Plickers  and Kahoot. We use them for classroom and grade level challenges to work on math skills and fluency.

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The University of Arkansas's Enactus group has volunteered their time to help run an S.O.S. group in my classroom this spring. Ellen and I have worked with them to plan a meaningful curriculum centered on entrepreneurship and starting your own business. We began by introducing goods and services. We engaged students in activities where they had to investigate different goods and services and how those apply to their lives, our world, and the role they play in running a business. We took students out into the field behind our school following our lesson, and had them run back and forth between the "goods" side, and the "services" side when given a question about a product or service. Them students' participation required communication, and the UofA students' creation and implementation of the lesson required creativity. It was so fun and engaging for teachers, and big and little students! Pictures to come :)

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Danielle Travis                        we did a stem challenge with all of 3rd grade and created a trap for the gingerbread man.  

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Danielle Travis                        we did a stem challenge with all of 3rd grade and created a trap for the gingerbread man.  

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We have been talking about landforms, land changes, and erosion.  The class has a board that they have been using to research and do stations about erosion and weathering.

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In my room we talked about weather. We went outside and recorded the weather we saw and felt. When we got back inside, we talked about the discrepancy between all of our personal recordings/data. We then watched a video of a meteorologist and all that their job entails. My students then used the AEIOU strategy to reflect on the video using padlet.

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Kristina and I did stations where students go to explore different landform types based on interest. The students worked on different engagement techniques that all envolved social media during the stations. The students used the following board to navigate the different stations.

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Kristina and I did a lesson on severe weather and students watched a video of stem jobs and storm chasers. My students responded on a-e-i-o-u paper while watching.

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I created this board to have my students use to define the weather specific vocabulary that is in our unit. Students had to define the words, but they could watch the videos, look at images, watch the animation, ect. My ELL students liked that they could watch things in Spanish also!
https://app.discoveryeducation.com/builders/boards?assetGuid=2B101309-106F-40FE-843B-EF8180A3B733&includeHeader=true&layout=default

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Kristina and I did a lesson on severe weather, using a board.  We used images of different types of severe weather to get my students to start thinking about what they thought was the most severe type of weather. They worked together in groups to come up with what made the type they picked the most severe.
We also used A-E-I-O-U to have them engage with a video about a STEM career- Storm Chasers.

https://app.discoveryeducation.com/builders/boards?assetGuid=8557B4B7-E2A0-4C08-B360-0CBC71577CD5&includeHeader=true&layout=default

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Kristina and I did a lesson on landforms in my classroom yesterday! Check out the board linked below and the student sheet we passed out and worked through together. Pictures to come :)

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Kristina and I did a lesson on landforms in my classroom yesterday! Check out the board linked below and the student sheet we passed out and worked through together. Pictures to come :)

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https://app.discoveryeducation.com/builders/boards/assetGuid/1B0E0914-B29F-6FEB-06D3-BB1240393C6C

Please also see this link below to view the notes of our time together! https://docs.google.com/document/d/1giUqbLuUxy2psyJRbW1G6fC1dooUp3WTGw5eWFPtvuQ/edit

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Ellen Smith I created our own Padlet to share all our fun artifacts from our S.O.S. Butterfly Group! Please see our link below :)

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Ellen Smith I created our own Padlet to share all our fun artifacts from our S.O.S. Butterfly Group! Please see our link below :)

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I created a board for erosion stations. Our science unit is on how the Earth changes. The kids rotated through the different stations during science time.

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Artifacts: Please provide at least 1 artifact after each of the PD training sessions over the course of the year--more is even better!

Include the context and explanation of each artifact.

Examples of Artifacts: 1.https://docs.google.com/document/d/1YrrykBVK3AqSjwp9-zLBD7t3xvNzrU-ui47kASRPkCI/edit?usp=sharing 2.padlet.com/kristinaspencer/GRIGGS (Read about their SHINE Academy, and click on the links to the other two Padlets they've included.)

Artifact Description and Expectations https://docs.google.com/document/d/1uRVd3LLGDiB1K5SrHv0rHPR7X7u619IwAX9zJI9I1MU/edit?usp=sharing