En la evaluación se tomó en cuenta la ortografía y el uso de figuras retóricas como la rima consonante y la comparación. En la clase de technology se evaluó el uso del programa y que los alumnos lo hubieran sabido publicar usando sus cuentas en Google Apps.
En quinto grado en español leímos juntos un poema escrito por Sor Juana Inés de la Cruz. Enseguida escribimos una estrofa parecida usando el tema de las hierbas aromáticas y finalmente lo grabamos usando la herramienta WeVideo. Practicamos la fluidez lectora, la precisión en la pronunciación de las palabras al leer un poema, escogimos imágenes que coincidieran con los textos y subtitulamos lo que se escuchaba. Ver las videos sobre Lavanda y Citronela.
En la evaluación se tomó en cuenta la ortografía y el uso de figuras retóricas como la rima consonante y la comparación. En la clase de technology se evaluó el uso del programa y que los alumnos lo hubieran sabido publicar usando sus cuentas en Google Apps.
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Students uploaded their videos to a shared folder so their peers could have access. Finally, students compiled each other's videos into one, well-edited and thoughtful piece. As you can see in the video featured here, students were engaged in thinking about ways they can reduce their impact on the environment and enjoyed creating the videos.
recycling each day? This includes organic waste, aluminum, paper and plastic. We also generate about 27 kg of trash each day. Even though we recycle almost 4/5 of our waste, we want to do better. Consumption and waste directly contribute to global warming, arguably one of the most poignant issues facing the world today. After examining the results of the waste assessment and taking a tour of the campus to look at other ways we are consuming resources, groups of 3 or 4 students chose an issue to research more in depth. They developed driving questions such as: Is all plastic recyclable? How can ASFG reduce food waste? How can we reduce the amount of trash we generate? What is the environmental impact of our pool? Students interviewed maintenance about our water consumption, the cost of energy and the types of chemicals used in our pool. They interviewed the cafeteria staff about food waste. They researched the impact of extracting aluminum from the ground. Students also looked at waste data collected by other schools. The final product for each group was to create a Public Service Announcement (PSA) that focused on their issue. They used the data gathered at school, compared it to an outside source, and developed at least one solution to the problem. This project required students to integrate learning from science, math, language arts and technology to produce high quality, persuasive videos. Students were engaged throughout the process because they had many opportunities to pursue their personal interests and collaborate. See more PSAs on our YouTube playlist.
Grade 5 students are using some great technology tools to expand their understanding of the world. Using an interactive Zaption video, students learned more about confronting the population problems in India. Unlike lectures, video allows students to back up or rewind if they do not understand a concept. Zaption allows teachers to embed questions and critical thinking as students watch. Students can even create their own Zaptions. In addition to studying population problems, students are learning about the world's major rivers. These important waters are impacted by over-population and poor sanitation in many parts of the world. Students used an interactive map to help them study the locations of the world's biggest rivers.
The main focus of this research project was for students to understand the true meaning of La Catrina, and the history behind this iconic Mexican image. Also, students learned about the impact of Halloween, and how certain communities in Mexico have been adversely affected by this American tradition.
To demonstrate their learning, students were given three options to create a short two-minute video: an enhanced podcast with images and audio, a Newscast video using a green screen, or a StopMotion video. All photos and audio that students used for their video must have been published under a Creative Commons 3.0 Attribution Share-Alike licensure. Each video that was uploaded to YouTube, was also published under the same licensure. Feel free to view an example from Ms. Rosana's 2nd period class. If you have any questions about this project, contact Mr. Nelson.
and then created their videos individually. Most students used their YouTube account for the first time on this project so we discussed creating channel names which protect their identity and how to add music to videos following copyright laws.
how to stay healthy by washing your hands. They prepared review questions to discuss the information in the presentations and offered prizes to their young students. The 7th graders were engaged in learning about microscopic life and excited to share their knowledge.
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