Melinda Kelly
IT727XA Activity 3.1 Teaching Resources
1. Course information
a. Chapter No. (Which chapter did you read?): Chapter 11
b. Subject: Mathematics and Science
c. Target age (grade): 6th
2. Teaching Strategy
Teaching Strategy
1. Bridging the gap
between abstract and
concrete with virtual
manipulatives
2. Supporting math-related
communications
3. Other mathematics
resource websites for
teachers
4. Motivating skill-building
and practice
Rationalization
In general, students have
a hard time with
transitions. This holds
true even with minor
aspects of their lives. We
have to help them before
they become
overwhelmed with
change.
Teachers need a
community of other
teachers there to guide,
support, and tell you
when you dont make
sense. Students need to
learn how to speak
appropriately in the math
world. There are
common words that need
to be spoken in order for
people to understand.
You always want to stay
up-to-date on current
teaching methods, game
sites, and other
educators PLNs.
Students want to have
their buckets full. The
more they practice and
improve on those skills,
their motivation and
engagement in
Incorporating UDL
Provide online websites
for math manipulatives
but also have a selection
of concrete
manipulatives for
students to use if they
need to.
Have students keep a
math journal with
prompts to promote
math language
development.
Record students verbally
communicating how
they solve a problem as
they work it out. Keep
those recordings and
compare throughout the
year.
Teachers can read and
communicate through
blogs, PLNs and
websites that discuss
current math topics,
standards, and language.
Websites that allow
students to track
progression as they play.
Allow students to work
independently or with a
partner.
Melinda Kelly
IT727XA Activity 3.1 Teaching Resources
5. Engaging students in
engineering topics through
robotics.
6. Supporting science skills
and concept learning
7. Supporting
mathematical problem
solving
8. Implementing data-
driven curricula
9. Support for specific
processes in scientific
inquiry
mathematics will
increase.
Students need inquiry-
based learning.
Engineering is one of the
best ways of
accomplishing that goal.
By adding a robot into
the mix, students will
want to be involved in
the lesson.
Students need to know
why we learn science. If
it doesnt make sense to
them, conceptually or
engaging, they wont
participate or give their
best effort.
Mathematics is around
for life. Students have to
know how to problem
solve in order to be
successful in life. We
must take as much time
as possible to make sure
they understand how to
do so.
Students need to learn
how to take a collection
of data and turn in into a
conclusion of some sort.
Can you imagine never
learning about collecting
and researching data to
make a logical
conclusion? I just bought
a car and thank goodness
I had that skill set. I want
my students to have that
as well.
Students understand
large concepts if broken
down into smaller bites
Have conferences with
students to let them
know how hard they are
working and any
progression you see.
Using the robots Dash
and Dot in small groups
make simple machines
into robots
Watch videos on how
engineers are currently
using robots.
Videoconference with
people in the science
fields
Websites that target
science standards.
Keep science journals
Have students create a
podcast or vodcast to
showcase a how-to
channel on problem
solving.
Websites that allow
students to problem
solve in order to move
up in levels.
Give students fake data
that must be inputed and
analyzed on the
computer.
Video chat with people
who do this for the
living.
Have students complete
labs that focus on
specific steps in the
Melinda Kelly
IT727XA Activity 3.1 Teaching Resources
10. Other science resource
websites for teachers
3. Activity
Activity + brief
description
1. Students will complete a
set of math problems using
a combination of concrete
and virtual manipulatives.
2. Write an e-mail to a
person of your choice
explaining how you solved
your math problem.
3. Set up a reoccurring
coffee date with some of
your other math teacher
friends.
4. Create a schedule to
meet 1 on 1 with students to
solve 1 or 2 math problems
together.
to chew. We can inform
and remind them that
there is an entire
scientific process
throughout the year.
Teaching each step
individually and in depth
will allow for more
information to be
retained by students.
To stay up to date on
standards, game sites,
blogs, informational text,
and whats new in the
world of science
education. We want to
teach the latest and
greatest to our students.
Rationalization
This gets them comfortable
using the transition to only
virtual manipulatives.
Students are improving their
math skills and having to use
math terminology to
communicate with the
person of their choosing.
This will let you stay up to
date on what others are
using and you can share
what you have found.
By having that 1 on 1 time
with their teacher, students
will start to gain more
confidence and motivation
scientific process
Journal entries for each
step in the scientific
process.
Teachers can read and
communicate through
blogs, PLNs and
websites that discuss
current math topics,
standards, and language.
Incorporating UDL
http://nlvm.usu.edu/e
n/nav/vlibrary.html
Giving students a list
of phrases and
vocabulary to
include in their
email.
Let them record
what they want to
say and attach it in
the email.
Create a shared
Google doc that you
all can update when
new resources are
found.
Let students choose
how they want you
to record their
Melinda Kelly
IT727XA Activity 3.1 Teaching Resources
5. Introduce students to the
robot Dash.
6.. Have videoconference
sessions with people in the
different science fields.
7. Create a weekly podcast
on problem solving
strategies for the topic
being covered in class.
8. Give students sets of data
to input on the computer,
analyze it, and draw
conclusions.
9. Make your introductory
unit a refresher on the
scientific process. Each lab
will focus on one of the
to improve their skills. Most progress (graph,
students want to impress recordings, video)
their teacher. This gives
them a goal to do so.
Nothing beats getting to play Watch videos of how
with an actual robot. students are using
Motivation at its finest. Dash and his
accessories
https://education.ma
kewonder.com/curric
ulum to gather
lesson plans
If students learn how science Students can select
is used in everyday life, from the list of
theyll see the importance of videoconferences
learning it. they want to
participate in.
Students will
generate questions to
ask the guest speaker
about their specific
science concept.
By having this http://www.readwrite
documentation, students can think.org/classroom-
reflect back on their learning resources/printouts/p
throughout the year. They odcasts-nuts-bolts-
will strengthen their problem creating-30311.html
solving skills by going back Have students listen
and listening to their own to some podcasts
and others podcasts. before you begin.
Let them choose if
they want to make
one individually or
with a partner or
small group.
Gathering, inputing, and https://nces.ed.gov/n
analyzing data is a life skill ceskids/createagraph
everyone needs to have. This /
will get students prepared Have students create
for having to do this in their a presentation based
future. on their findings.
By going into detail on each Have stations for
step, it will allow students to each lab. Examples
examine the steps in greater of ways to use
depths, in hopes that more technology are a
Melinda Kelly
IT727XA Activity 3.1 Teaching Resources

steps. information will stick. video, listen to a

podcast,or create a
digital presentation.
10. Set up a reoccurring This will let you stay up to Create a shared
coffee date with some of date on what others are Google doc that you
your other science teacher using and you can share all can update when
friends. what you have found. new resources are
found.