Professional Documents
Culture Documents
(shahidahmuhammad.weebly.com)
EDU-225
(March 4, 2016)
ROLE (student)
Row 1
AUDIENCE
FORMAT
TOPIC
A DJ of a science
Your favorite
An informative
radio station
radio station
podcast report
wondered what a
listeners
Objective:
You will be able to describe how a drop of water travels through the steps of the water cycle.
Student Role:
A DJ of a science radio station
Audience:
Your favorite radio station listeners
Format:
An informative podcast report
Topic:
Have you ever wondered what a drop of water feels like as it travels through the water cycle?
Directions:
1. Visit The Water Cycle: A Guide for Students to learn more about the water cycle.
2. Use a storyboard worksheet to map out your script.
3. Type your script so it is easy to read.
4. Practice reading your script aloud until you feel you can read it fluently and with
expression.
5. Create a Voki at Voki.com. Build a suitable avatar for this project.
6. Read and record your script as the Vokis voice.
Resources:
Websites to visit:
Water Cycle Diagram
http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/
Water Education
http://www.watereducation.utah.gov/watercycle/water_cycle.asp
The Hydrological Cycle
http://www.sciencecourseware.com/eec/GlobalWarming/Tutorials/HydrologicalCycle/
The Water Cycle
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
The Global Hydrological Cycle
http://bcs.whfreeman.com/thelifewire/content/chp58/5802001.html
Assessment:
Prepare a 1-minute script for a radio segment to explain how a drop of water travels through the
steps of the water cycle.
You will receive up to 25 points for each of the following: written script, storyboard, Voki, and
recorded script.
Raft Card 1:
ROLE (student)
A Meteorologist
Row 1
AUDIENCE
Class
FORMAT
Informational
TOPIC
Lets predict the
weather
Objective: Students will be able to observe, measure and communicate weather data to see
patterns in the weather
Student Role: Meteorologist
Audience: Students from Earth Science
Format:
Directions:
1.
2.
3.
4.
5.
6.
Resources:
Websites to visit:
Whats the weather?
http://digitalcommons.trinity.edu
Weather watchers
http://teacher.scholastic.com
Today Temperature
www.thinkearth.org
Assessment: You will name and describe the different types of weather. You will make a
prediction of the weather for tomorrow. Record your prediction. You will watch the local
weather channel and compare similarities in your foremost.
Content Standard: S1E1 student will observe, measure and communicate weather data to see
patterns in weather and climate.
Raft Card 2:
Row 2
ROLE (student)
Journalist
AUDIENCE
Self
FORMAT
Journal Entry
TOPIC
Lets talk about
the weather
Objective: Student will be able to describe the different types of weather and how it make
them feel.
Student Role: Journalist
Audience:
Self
Format:
Journal
Directions:
1.
2.
3.
4.
Resources:
Today Temperature
www.thinkearth.org
Online Journal
www.penzu.com
How to write about your feelings
www.ehow.com
Assessment:
You will write a paragraph in their journal based on how the weather make them feel.
You will receive 25 points for journal entry and writing in complete sentences.
Raft Card 3:
Row 3
ROLE (student)
Artist
AUDIENCE
Parents
FORMAT
Drawing
TOPIC
Lets dress for the
weather today
Objective: Students will draw a picture of the weather. Students will draw a picture of
clothes you should wear during the weather.
Student Role: Artist
Audience: Parents
Format:
Drawing
Directions:
1.
2.
3.
4.
Resources:
Today Temperature
www.thinkearth.org
Daily Dress Me-Simple weather forecast with clothing
www.dressme.com
Draw the weather
www.alkidsnetwork.com
Assessment: You will draw a picture of today weather. Compare your similarities and
differences. You will receive 25 points for illustration
(Gummi) Gummi is an innovative game based on the math learning system that is based on
individuals learning needs. Students are able to solve basic mathematical equations that is
generated just for them and their individual development. Gummi looks like a game with
bright colors and attractions, but its a math tutor. Gummi is a learning experience that is
engaging and interactive. It bring students to a world of educational 3D, where students are
eager to learn. The math problems are tailored to individuals needs of students.
Mathematical concepts are presented in many different ways. Through Gummi students
are can explore and learn mathematical concepts in whatever order they want.The impact
that Gummi have on student achievement is every student is able to work at his or her own
pace and learn concepts out of sequential order. This tool is student centered because
students are able to work independently.
(No Red Ink)
No Red Ink is a web based learning site that help students improve their grammar and
writing skills. The website is able to make sentences using students favorite characters,
celebrities, friends, hobbies and television shows to make learning fun and exciting. No Red
Ink provide different instructive questions based on what students get right or wrong. This
site provides assignments and quizzes that are individually generated to meet each student
needs. Teachers are able to track students progress and monitor their success. The impact
that No Red Ink have on student achievement is every student is able to learn grammar
and writing skills using familiar things or people. This tool is student centered because
students are able to work on their own.
Concluding Paragraph
Technology is used to create lessons for each student individual learning level. Because each
student learn differently and at different rates we must accommodate our lessons to support each
student. Using differentiating instruction through the use of technology allow students to work
independently and at their own pace to complete assignments. Through technology we can meet
the names of every student and help them be successful.
References:
Using instructional Routines to Differentiate Instruction: Kosanovich, Marcia 2012
To Differentiate or Nor Differentiate Aries Cobb. Pages 37-25 2010. Vol 29