Resource Blog #5

https://www.teacherspayteachers.com/Product/The-Rocket-Science-of-World-War-2-Cross-Curricular-Project-2395354

This source attached above is a cross content-area project. It is a project for a science classroom that can also be connected to math and social studies. The project is about the science behind the rockets used in World War II. For this assignment, students must look at rocket data and will eventually calculate some travel times of rockets. Students must also be able to look at a map of Europe in 1938 and show/pin point how far rockets would travel given their velocity and speed on the map. This project can be aligned with curriculum in the social studies courses including WWII and the rocket science involved in WWII. It can also be connected to math through calculations, interpreting data charts, and comparing ratios.

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Kaylie Herbert

Content Differentiation

I think that this video did a wonderful job of explaining how to use differentiation across science content while also explaining why we should use content differentiation in our classrooms.  I think that differentiation is one of the most important aspects of classroom culture. Having multiple different ways to present the same concepts helps students understand the content more deeply. It may also allow a student to understand the concept even when they didn't understand it the first way they were presented with the topic. Content differentiation helps with student engagement and reaching all areas of the academic level. Bringing students up to the board, doing labs as a class, involving every student in group work, and supporting students to use every day scientific vocabulary are all ways that a teacher can use content differentiation. It is not useful to teach every topic the same way. Constantly changing or adding new strategy creates an environment that supports engagement and facilitates learning.

The strategy that really stuck out to me was the puzzle piece idea. She had a name on the back of each puzzle piece that corresponded to a group members name. Not only did this activity get everyone at the table involved, it got them involved at a level in which they needed. The academic level of the children in her classroom was a broad spectrum, so she wrote the questions based on their academic level without telling them that was the case. I think that this is a wonderful idea and supports successful group work. Every student has to read their question to the group and answer it before they can move on. If they do not know the answer then they must ask their group for help.

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Resource Blog #4

https://venngage.com/

This website is called Venngage. It is a website where students can make infographics, venn diagrams, resumes, proposals, posters, presentations, flyers, newsletters, etc. It would be an amazing cite to use for incorporating multimodal strategies in classrooms. There are templates for almost anything you can think of. There are opportunities to edit the template that include adding new pictures, changing the text, and designing your own template. I think that this resource could be used as an after reading activity as well as an interdisciplinary strategy. You could have students create a multimodal project that crosses content areas and requires then to represent their math data using a chart and their history data using a timeline. This website could allow students to have the freedom of creating each thing and then putting it all together in one presentation. It could also be useful after giving students a content related math and then asked them to create a infographic (or 3 useful tips) on how to multiply fractions. You even could give them information about protons, neutrons, and electrons and have students create a 3-way venn diagram relating the three terms.

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