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Students used Brainpop, Flocabulary, and Discovery Ed to do student-led research, and then used  iMovie, Photos, ChatterPix, and PicEdu to create, edit and produce a video that explains the advantages and disadvantages of renewable vs. nonrenewable resources.

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Students made a presentation in their second language telling our viewers all about a country that they researched using Nearpod.

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Students used Explain Everything to create a word problem and a tutorial to teach other students how to solve. Students shared through SeeSaw to solve each other's word problems and comment on strategies used.

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Science TEKS 4.7.C – The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to: identify and classify Earths renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation.
Technology TEKS 3-5.2.A – The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to draft, edit and publish products in different media individually and collaboratively
Technology TEKS 3-5.3.B – The student acquires and evaluates digital content. The student is expected to collect and organize information from a variety of formats, including text, audio, video, and graphics.
Apps to be used:
For research and lesson:
Flocabulary
Brainpop
Stemscopes
Discovery Ed
For student product:
iMovie
BookCreator
PicEdu
ChatterPix
Photos and Photo Editor
SeeSaw
SAMR level:  Redefinition
Summary:
Preview/Self-Directed Learning Students will be given an opportunity to use their iPads to access Flocabulary through Classlink and preview the song about natural resources. They will also access their Assignment List in order to review the vocabulary cards for Natural Resources and then play the vocabulary game.
Whole Group Mini-Lesson
Teacher will then review the song and vocabulary terms as a whole group, using Airplay to screen-mirror Flocabulary onto the projector. Teacher will then use the Read and Respond section of Flocabulary to engage the class in a discussion about what they have learned so far and do a whole-group quick-check/assessment.
Collaborative Learning/Student Product
Students will use the resources from today's lesson in Flocabulary as well as the previous day's resources from StemScopes and Brainpop (all through Classlink) to develop their research more and turn that into a presentation.  Students may also use Discovery Ed,. Students will analyze and evaluate the different types of natural resources available to us and create a presentation that informs the viewer of the differences, advantages, and disadvantages of both renewable and non-renewable resources.

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An In-Depth Look at Latin-American Countries Nearpod/Flipgrid 

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An In-Depth Look at Latin-American Countries Nearpod/Flipgrid 

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Foreign language TEKS 1.B – The student gains knowledge of the cultural aspects of selected regions or countries . The student is expected to: explain variations of cultural patterns within a region or country & TEKS 1.D - The student is expected to recognize the art, literature, drama, or other culturally related activity of a region or country.
Technology TEKS 3-5.1.C -  The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to use virtual environments to explore systems and issues.
Technology TEKS 3-5.2.A – The student uses creative thinking and innovative processes to construct knowledge and develop digital products The student is expected to:  draft, edit, and publish products in different media individually and collaboratively.
Apps to be used:
For research and lesson:
Nearpod
For student product:
FlipGrid
Explain Everything
Chatterpix
SAMR level:  Redefinition
Summary:
Preview/Self-Directed Learning Monday: Students will be given an opportunity to use their iPads to access Nearpod through Classlink and do the self-paced lesson on exploring Cuba. Within the Nearpod lesson, students will take 3 virtual field trips to landmarks in Cuba, as well as visit a Microsoft Sway to learn facts about the country. They will record observations and questions.  https://share.nearpod.com/IeJtIqR9PR
Tuesday: Students will be given an opportunity to use their iPads to access Nearpod through Classlink and do the self-paced lesson on exploring Mexico. Within the Nearpod lesson, students will take 4 virtual field trips to landmarks in Mexico, as well as visit a Microsoft Sway to learn facts about the country. They will record observations and questions.  https://share.nearpod.com/fPC8hXm9PR
Wednesday:
Students will be given an opportunity to use their iPads to access Nearpod through Classlink and do the self-paced lesson on exploring South America. Within the Nearpod lesson, students will take 5 virtual field trips to landmarks in Mexico, as well as visit a Microsoft Sway to learn facts about the country. They will record observations and questions.
https://share.nearpod.com/wqIcuEFpOR
Whole Group Mini-Lesson
After students have done the self-paced Nearpod activity each day, T will facilitate a class discussion where students will share some of their observations and questions and will work as table groups to share the information they have learned as well as compare and contrast the country they live in to the country they studied that day.
Collaborative Learning/Student Product
Students will use the resources from the past 3 days lessons to decide if they will make a presentation that focuses on an in-depth look at one country, or if they will make one comparing and contrasting two countries.
Students organize and synthesize the information they gathered and then create a presentation to inform viewers about the country they researched. Students will record their videos on Flipgrid and post to the class board.
Collaborative Evaluation
Once all videos are turned in, students will be required to view at least 3 other videos and leave evaluative comments as well as use that information to discuss (as a class) new things the students learned by watching other student's work.