Amazing Race Agains Pollution Lesson Walkthrough
STUDENT LEARNING COMES FIRST
In creating this lesson we began with defined learning goals and correlations to standards, both state and ISTE. Then we took our VISION and created a PLAN!
PEDAGOGICAL APPROACH
We decided this would be a fun lesson to have students work in groups to build their base understanding of the types of pollution that exist in our local environment. Considering that we want to focus on this being LOCAL we decided to get our learners moving and that QR codes were an engaging way to interact with the information.
From there we needed to be sure that our TECHNOLOGY CHOICES SUPPORTED OUR LEARNING OBJECTIVES....
1. MAPPING IT OUT
2. SCANNING IT OUT
3. APP-ING IT OUT
CLASSROOM MANAGEMENT TIPS
BEST PRACTICES
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In creating this lesson we began with defined learning goals and correlations to standards, both state and ISTE. Then we took our VISION and created a PLAN!
PEDAGOGICAL APPROACH
We decided this would be a fun lesson to have students work in groups to build their base understanding of the types of pollution that exist in our local environment. Considering that we want to focus on this being LOCAL we decided to get our learners moving and that QR codes were an engaging way to interact with the information.
From there we needed to be sure that our TECHNOLOGY CHOICES SUPPORTED OUR LEARNING OBJECTIVES....
1. MAPPING IT OUT
- Using Google Earth to Map out locations
- We planned to have each group visit 3 of the 5 stations we created.
- Different routes on the maps are created to ensure that all teams cover all the locations. *create 5 different routes on the maps and print 5 maps.
2. SCANNING IT OUT
- Outlined what each station needed to share to meet the learning objective.
- Created the content available on the web before you create your QR codes using Google Docs.
- To create the QR codes we used Unitag to link to Google documents we created in advance.
3. APP-ING IT OUT
- We made sure to download the HAIKU DECK app to the ipads used, and/or make available the link to the app for use for personal devices.
- We downloaded I-nigma to the iPads in advance for easy QR code reading, and/or make available the link to the app for use on personal devices.
- We wanted to be sure that participants could both capture with visuals and text, so we vetted different web tools until we found one that met our need for the activity, Haiku Deck model and tutorial. (We used our TPACK!)
- Created a means of participants to share their work with the rest of the group via the Gallery Walk: A Google Form and posted shared spreadsheet for easy viewing and grading.
CLASSROOM MANAGEMENT TIPS
- We created routes for each group in advance to ensure each team made it to different locations.
- Assign groups to iPads so that if their work is not completed on the first day, they will not have to hunt down the iPad they used when they are ready to complete the assignment.
- Model the activity process a few times before learners go “hunting” and encourage participants to collaborate on their roles and how to complete the assignment before using the technology.
- Have participants reflect on their learning as well as the use of the technology to support their learning to inform your practice.
BEST PRACTICES
- Make sure to name your QR codes specifically when you save them, else you will not know which location they go to.
- Tell your students to get the device camera close enough to use the QR code to read it.
- In order for the iPads or other devices to read the QR codes, the wireless feature must be turned on and connected to the network.
- Consider using ALL technology used in this lesson in smaller ways BEFORE this activity so students do not feel overwhelmed by the technology and can focus on the LEARNING.
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