Purpose
In this course we were assigned to create a collaborative assignment that in theory we could launch with our students. We were instructed to use multiple platforms that connected with GAFE and the one assignment. For example, we were explicitly instructed to use the tools Google offers and incorporate it into one theoretical assignment. Fortunately, we are currently teaching students, and I was able to launch this assignment with my students to get an authentic evaluation of how my objectives were enhanced by using this collaborative web 2.0 tool.
Challenges
When designing an assignment with Google, I found it to be helpful and beneficial for my objectives. Google Drive provides its users the ability to keep everything extremely organized and it also is user friendly, which assists teachers in helping other teachers quickly understand its simplicity and benefits. In regards to “challenges” I faced creating this assignment, I cannot say I had any, and that is not because I am knowledgeable in tech. Because I too, am still just learning.
How it was Used in the Classroom
ReadyGen: Spadefoot Toads
This is a reading curriculum that District 99 uses. In the first unit, students read a realistic fiction book that discusses the importance of habitats, endangered species, and ecosystems by exploring a boy named Ben’s experience in trying to save a natural habitat near his home.
TCI: Science Alive
This is the new science curriculum that District 99 just launched this year (2017-2018). In the first unit of study, students are learning about ecosystems and all the different parts that help ecosystems survive.
Determine two or more main ideas about your assigned ecosystem and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more living and nonliving things in your assigned ecosystem, in a scientific text based on specific information in the text.
NGSS.S.LS2-1
Develop a presentation that describes the relationships among plants, animals, decomposers, and environment.
Artifact 1: Google Forms (Pre-Assessment/Post-Assessment)
Students will take a survey before beginning the science unit. Students will find the link in their Science Google Classroom. They will open it and answer the question: “Using your own words, how would you describe an ecosystem? USE RACE TO ANSWER”
Artifact 2: Google Docs
Students will compile information they have collected from their classroom science textbooks, online, searches photos, and videos into a Shared Google Doc. Students have been assigned a particular ecosystem to research with their partner(s). They both are responsible for inputting data into the Google Document, along with recording what resources they used to record and use information. Students were also given guidelines of questions that need to be answered in Google Docs. This helps students stay focused and organized when collecting information with their partner(s). After they complete recording information found into their Shared Google Doc, they will begin collaborating on how to design, complete, and present their Google Slides.
Students will answer the following questions in their research and presentation:
Artifact 3: Google Slides
After students have collected information, photos, and video links (if applicable), they will create a Google Slide presentation about their assigned ecosystem. The presentation should have at least 10 slides but no more than 15 slides.
While students are presenting to the classroom, the audience is responsible for actively listening to the presenters. Students will answer ecosystem questions of other groups on www.linoit.com, with what they have learned through the presenters. This also provides the audience a chance to ask questions to the presenters that they would like more information about. Having students answer questions and ask questions, allows the class to collaborate about different ecosystems they did not have a chance to research.
Reflection on Growth
This assignment helped me grow as an educator because it forced me to utilize tools that are beneficial in the classroom. It is very easy to create a Google Doc with students and share it with them. However, it is more important that we have students launching and practicing tools other than Google Docs. For example, I used Google Forms to pre and post assess my students on their knowledge and understanding of ecosystems. Furthermore, I had students collaborate together in groups how to collect information and what information they agreed was important to share. This was done in their Google Docs, and after the entire group agreed on what they needed to share and how they needed to share it, they were responsible for creating a Google Slide that they would present to our classroom, other classrooms, and administration. On my end, as their teacher, I did very little. This entire project was self directed and lead by students. I told them their objectives and they all collaborated in different ways to achieve set objectives. My objective was to compile a collaborative tool and launch it in the classroom, in hopes it was success. It was. Students’ had the objective to collect data, organize information, and create a presentation, which also, was successful!
