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It was a bit of a crazy 35 minutes because the students had just come in from recess...as the students were beginning the lesson the fire alarm went off and we had a drill. :)
When we got back to the room and settled back into work mode there wasn't much time left.
The teacher introduced the lesson on Animal Coverings. The students looked at the phenomenon on the projector and made predictions. They then played a game with cards that had pictures of different animals and their skin coverings.
Pros: Students were able to learn more about different animals than the normal ones they see.
-Students were able to go beyond a book/worksheet. They were engaged in the activity and really seemed to like the movement involved.
Cons: The teacher reported that each lesson takes 3-4 days when all of the pieces are used.
-She reported that it takes a good amount of preparation (hunting for supplies not included in the bins, photocopying, laminating) She suggested that each team member take a unit and be in charge of gathering supplies for all in grade level.
-She reported that many of the experiments were very time consuming, longer than what the manual claims them take.

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- students each had an ipad: made easy for students to draw pictures in interactive notebooks, easy to navigate
- each classroom only has a limited number of textbooks for students to use if they are unable to use ipad
- Kids stated pro/cons for me
-Pros: more than just text on the website, shows videos, not having to store textbook, real images, lesson games, loved the hands on investigations
- Cons: signing in sometimes takes awhile, narrator is dull, questions are hard to understand, can be glitchy
-Teacher shared thoughts: a lot of prep time, wishes there were more components (quizzes, worksheets), 4th grade content VERY similar, teacher makes own handouts to make sure kids are gaining some more of the basic knowledge, TCI assumes students have background knowledge that they do not have

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I observed a 3rd grade classroom at High Point. This was their first year using TCI and the teacher was very happy with it. The lesson was 40 minutes long. Every student had an I-pad, were navigating the TCI website very well, and were very engaged. This was lesson 7 (How Does Extreme Weather Affect People) of 8 in Unit 3:Weather and Climate. The teacher has been working on lesson 7 for about a week. The focus for the day was reviewing the summary together, and the investigation portion. All students met on the carpet for the entire time. The teacher presented the student view on the whiteboard instead of the teacher view, noting this was much easier for students to follow on their I-pad. In the investigation, there were numerous short videos that students watched, turned and talked to their partner, and decided which extreme weather was being portrayed. Then, each student drew a picture of this extreme weather on the "interactive student notebook" on their I-Pad. To show evidence in their verbal explanation, students were very comfortable switching back and forth to the text on their I-Pad as they talked to their partner and provided their evidence. As the lesson was wrapping up, students were asked to find their best picture of extreme weather they created, take a screenshot, and share it on SeeSaw. Very cool! Each week, TCI emails the teacher the work each student has submitted online.

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The teacher spoke very differently in this science class.
She used words like
- scientist instead of students
- notice, what do you notice
- observation, observe
- report out
- tools not toys
She made sure that the students were referring to the content they had reviewed the day before as they were discussing what they were observing.
The teacher reported there being a lot of teacher prep for every investigation. In the lesson we observed the teacher had a clear shoe box filled with three small petri dishes, one with dirt, one with sand, and one with rocks. The students were to observe the three types of land. (earth, landforms, erosion, etc was the phenomenon) The students were given straws to determine what would happen to the land if air/wind was present. The teachers also came around and sprayed the materials with water and the students had to make another observation.
There was modeling from the teacher during the written portion. She moved very quickly giving the students only 1-2 minutes for each observation. If the students did not write their observations she did not stop, she kept on moving through.

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The teacher broke the unit down into several days.
Day 1 - content. The students use their iPads to read and answer short responses to the questions in the reading.
Day 2 - Part 1 of the investigation (what we observed). The students were given a packet to respond in. (our students will have the student notebook so the teachers do not have to print off the investigation paperwork off the internet.)
Day 3 - Part 2 of the investigation.
The teacher said she usually can get to science for about 30 minutes several times a week. She does not get to it everyday.

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The 2nd grade classroom we were in had two kits. One for units 1, 2, and 3 and one "common materials" kit. That was all of the materials for the entire year. Once we see the order and the quantity of the materials, we might be able to have teachers store the kits in their classrooms. Keep in mind there might be more kits for 4th-8th grades

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Valiska-
Students still need to type in a username and password into TCI.  TCI told them by the beginning of next year students will be able to directly get into TCI through their Google accounts without having to put in their username or password into TCI

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Valiska
The school we observed had students using I-Pads.  It worked really well with the TCI.  Students were able to be mobile with them very easily to move into partners or groups.  The teacher said they are very efficient when moving into labs or investigations because they are not as big as chromebooks.  Students moved quickly on them. I noticed it was being completed faster than on the chromebooks that our students use.

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4th grade observation at High Point 5/10/18

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4th grade observation at High Point 5/10/18

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Janosky
It was interesting to see how things are set up when there are 7 sections of the same grade level on the same subject at once.  This has to be goo for putting labs and lessons together.  Students are one to one on I-pads, so it was nice to see how comfortable they were moving from classroom demonstration to questions and answers on their devices.  I hope we can get the Google sign-in working to make logging into TCI easy.  We need to work with TCI to get this set up.  They have one set of books to share for all of the 4th grade. They block 50 minutes three days a week for science.

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(Hall) I observed a 4th grade classroom of about 24 students,  and the teacher's name was Mrs. Kenney.  The teacher started her lesson out by revisiting the phenomena question, "Can energy be lost?"  This was the third day for the students investigating this "story line".  For about 5-10 minutes the teacher and students discussed this question and the teacher probed the students for feedback.  Next, the teacher did a class demonstration showing what happens to two different size rocks when then are dropped in water.  The teacher asked how this demonstration relates to the guiding question.  She spent about 10-15 minutes on this, and it really seemed to help the students understand the concept.  Students then got their ipads out, logged into TCI, and read as a class the lesson content related to the initial question.  This was a great reinforcer to the demo.  Students then wrote down examples of how energy motion and transfer (Ex. a soccer ball is kicked by a player, and what happens to the ball).  Lastly, the students wrote in the TCI interactive notebook responding to examples already given, providing evidence of energy transfer and loss.  They collaborated with other students on this assignment, but then finished the lesson with an independent formative assessment.  Overall, it was a great lesson and had great variety, and seemed very user friendly for both students and staff.  It was simple in it's delivery, but the students were still exposed to high level physics concepts and understood them!

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(Valiska) The teacher I observed was the teacher that piloted TCI two years ago and now is implementing it full time in her classroom.  She stated that she tries to get in at least 30 minutes a day with TCI.  She said that some days she does a full hour depending on the activity and takes away from other content times like social studies and a 30 minute period they have called "WIN" time (what I need time).  Since she piloted the program she made a general table of content road maps for other teachers to follow in the units.  She stated that she does have a partner teacher that writes their social studies lessons and she writes the science lessons so that helps them a lot.  She had said that they tried to do one month science one month social studies but noticed there was too much disconnection between the content when they returned to it.