Cognitive Apprenticeship Lesson for Psychology

Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500

Place Value (Behaviorism Lesson)

Grade: 3

Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifying relationships among whole numbers using base-ten models and symbolic notation.

1) Observe an expert - a “business owner” of and ice cream shop will talk through and model the process of balancing expenses in a checkbook style register. (It’s not shown here, but in their register and in the example register the columns will have soft lines for each place value.)



Prices:
Cones sold - $2 each
5 gallons ice cream - $15
Cones (1 box of 30) - $10

During the model, certain students will be “plants” in buying cones to make the business model more lifelike, and the more knowledgeable other will demonstrate the record of expenditures and income.

2-4) External Support/Scaffolding/Articulation
– In small groups, students will set up their own business. Each individual will be given a register and will be responsible for keeping their own register. Each business will get 10,000 to start their balance.
- Each group will only have 1 product to sell and 2 expenses
- Half of the class will sell and half will buy for the first ten minutes, then buyer and seller will switch roles for the second ten minutes.
-Students will keep registers of their shops income and expenses. They can work as a group to keep and balance their record, but each individual will be responsible of having their own filled out copy of the register. The register filled out during the model will be left on display to act as a help to those who need it.
-Students will have five minutes at the end to perfect their register and check their balance on a calculator to be sure they added and subtracted correctly.

The more knowledgeable other, who is the teacher, the model, and peers who might find this task easier will provide external support to the students to scaffold their levels of learning and help them as they need help. They will help bridge the gap of what the students could do without help and what they need help to be successful at. Further scaffolding and external support is provided with the specific details of the assignment (set amount of money, 1 source of income and 2 expenses, etc.)
The dialectal relationship is very important at this point as the more knowledgeable other and the learner work together to yield the most learning possibile.

5) Reflect – have a class discussion
-Was it as easy as the MKA made it look?
-Did your math match up with your peers? The calculator?
-How did you know which column to put at item (income or expense)?
-How might you do it differently next time?

6) Give the whole class the following scenario to work on individually and a register to complete the task.

You are the owner of a pizza shop.

Your expenses are:
Pizza - $4
Pizza boxes - $1
Your product/income will be
Pizza - $10

Here is what you need to record and balance on your register:

You start with a $15,000 balance.
Day one you buy 150 pizzas and 150 pizza boxes.
You sell 100 pizzas.
Day two you buy 160 pizzas and 160 pizza boxes.
You sell 123 pizzas.
Day three you buy 192 pizzas and 192 pizza boxes .
You sell 191 pizzas.
Day four you buy 220 pizzas and 220 pizza boxes.
You sell 185 pizzas.
Day five you buy 220 pizzas and 200 pizza boxes.
You sell 201 pizzas.

The zone of proximal development is maintained because once the students have mastered the first task as a group, they are given a harder task to complete individually. The students are always being pushed one step further in their learning.

Virtual Tour Plans

Content:

6^th grade music: Standard 1, Objective 3
Discover how songs, singing games, and dances relate to various cultures in the history of the world. (See Social Studies Core.)

Technology:

Google earth is a great technology tool for the student to use to be able to take a virtual tour about music history. At every stop in the tour a different aspect of google earth is focused on, such as panoramio, ruler, 3d buildings, and places. As students complete the tour they will learn and master skills required to navigate google earth.

Pedagogy:
This is a fun and engaging way to integrate technology, music, geography, and history all in one lesson. As students complete the tour their learning about famous composers from Europe will be enhanced and reinforced. Students will be able to follow clear directions as they complete the tour, but they will also have the freedom to explore beyond the requirements of the tour if the subject is of enough interest to them (and hopefully it is).

Developmental Cognitivism Lesson Plan for Psychology

Behaviorism Lesson Plan
Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500

Place Value (Developmental Cognitivism Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifying relationships among whole numbers using base-ten models and symbolic notation.

Attention Getter: Taped under each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not.

This activity takes advantage of adaptation, or adjusting to the environment. When students initially place their cards under the appropriate columns, they are most likely assimilating-fitting new information into existing schemes. Some students may go through a state of cognitive dissonance at the beginning of the activity, some might experience cognitive dissonance during the thumbs up part of the activity, and some might not experience it at all. Those who do go through this “out of balance” state as they realize their original notions about numbers may have been wrong, will hopefully accommodate, or adjust their thinking to fit the information/environment and reach a state of equilibrium.

Activity:
Students will learn a song about place value.
Before learning the song students will write a numerical example of place value on separate sheets of paper (these will be used later in the lesson.) Students will now learn the song to remember the place values. As they sing they will point to the numbers either on their desk or written on the board.
A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundreds
Ones, tens, hundreds
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
Ones, tens, hundreds

Game:
Each student will receive a copy of the Place Value Houses. A copy for the lesson instruction will be projected from the overhead.
Using the number cards they made before learning the song, students will play “musical cards” to exchange cards with their peers. (Play short clips of music. As soon as the music stops students exchange numbers with their peers.)
When all the cards have been exchanged, the students will get to play a game. Divide the class into teams. Each student takes turns placing their new number cards in the projected number house and saying the number out loud.. If the number is placed or said incorrectly, the students can “phone a friend” on their team for help, but it will only count for half of a correct answer. For every 4 correctly placed cards (or more if there are “half correct answers”), a representative from the team will get to shoot a basket for a point. The team with the most points wins and will get to line up first for recess.

Adaptation and cognitive dissonance are also part of this game. As students realize there are incorrect about their theories and experience cognitive dissonance they will adapt by accommodating and reach a state of equilibrium.

Instruct:
Ask the students if they can name each column of place value.
Discuss the following:
Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
Numbers with zero, the placeholder
Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and ask them point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.

Guided learning is taking place here. The teacher is acting as a guide to help students to make connections with their previous experience and the new knowledge.

Homework 1: Mapping
Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: “The Price is Right”
Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. Explain to the students that they must have both homework assignments completed to play the game.

Classification take place throughout the lesson as students are asked to classify numbers into their respective place value categories.
The majority of the lesson is discovery learning, with the exception of the instruction part, as the teacher is letting the students discover meaning for the numbers on their own through experience.
Symbolic schemas are used throughout the lesson. Symbolic schemas are arbitrary representations of things they stand for, and connect to language. The concept of labeling place value as “ones,” “tens,” or “hundreds” is a symbolic scheme.


4 principles employed:
1) stage-based learning – instruction is catered to the stage the students are in. At age 8, some students will be in the preoperational stage and some will be in the concrete operational stage. To meet preoperational needs concrete objects/manipulatives are used. Children are given extensive hands on practice and are asked to apply their knowledge in different situations. Concrete operational needs are met as concrete manipulatives are used, presentations are brief and well organized, and students have the opportunity to classify and group objects and symbols.
2) uniqueness of individual learning – Because different situations apply better to different learners, several activites are incorporated in the lesson that will appeal more to various individuals. Also, while working in groups, students are also required to work and learn on an individual level.
3) Experience that involves action – this lesson is full of action. Students are constantly moving both themselves and manipulatives. The activities in the lesson and the instruction are paced to move and engage.
4) Necessity of social interaction – students work in groups all throughout this lesson. Group work is important as students often learn more from and are influences more by their peers than by adults.

Deep

I've been having technical difficulties getting my video to work on teacher tube, so here it is on you tube. Enjoy!

Annie Deep in the Ruts

This is a "photo story" I made about my great, great grandmother. My mom used to tell my this story as a child and it was one of my favorites.

Behaviorism Lesson for Psychology

Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500

Place Value (Behaviorism Lesson)

Grade: 3
Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifing relationships among whole numbers using base-ten models and symbolic notation.

Attention Getter: Taped under each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not.

Activity:
Students will learn a song about place value.
Before learning the song students will write a numerical example of place value on separate sheets of paper (these will be used later in the lesson.) Students will now learn the song to remember the place values. As they sing they will point to the numbers either on their desk or written on the board.
A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.

Ones, tens, hundreds
Ones, tens, hundreds
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
Ones, tens, hundreds

Game:
Each student will receive a copy of the Place Value Houses. A copy for the lesson instruction will be projected from the overhead.Using the number cards they made before learning the song, students will play “musical cards” to exchange cards with their peers. (Play short clips of music. As soon as the music stops students exchange numbers with their peers.)When all the cards have been exchanged, the students will get to play a game. Divide the class into teams. Each student takes turns placing their new number cards in the projected number house and saying the number out loud.. If the number is placed or said incorrectly, the students can “phone a friend” on their team for help, but it will only count for half of a correct answer. For every 4 correctly placed cards (or more if there are “half correct answers”), a representative from the team will get to shoot a basket for a point. The team with the most points wins and will get to line up first for recess.

This game incorporates several behavorial strategies. A fixed ratio positive reinforcement schedule is employed. It is positive reinforcement because the a stimulus (getting to shoot a basket to earn points to line up first) is increasing behavior. It is a fixed ratio because the students will get to shoot a basket for every 4 correct answers. Positive practice is occurring as students get a chance to correct their wrong answers. Observational learning, learning by observing others, helps those who may be shaky with this concept as they see their peers correctly place their number cards and hear the numbers out loud.

Instruct:
Ask the students if they can name each column of place value. Discuss the following:
Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.

Numbers with zero, the placeholder:
Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and ask them point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.

Homework 1: Mapping Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: “The Price is Right”Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. Explain to the students that they must have both homework assignments completed to play the game.
(Completing homework, a less desired activity, to play a game, a more desired activity, is an example of
the Premack Principle. This is also positive reinforcement)

Task Analysis: understand place value up to 10,000
1) categorize previously written numbers according to number of digits
2) write number example of each place value up to 10,000
3) learn the labels for each place value column up to 10,100
4) categorize written numbers into place value columns
5) verbalize categorized numbers
6) relate numbers and place value to real life examples

Pioneer Storyboard

Here is my storyboard. I choose to use a story about my great, great grandmother. I'm really excited to see how it turns out when I put it all together in Photostory.

TPACK for Photostory Lesson

Content:
4th grade Language Arts Standard 1: Oral Language-Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.

Objective 1: Develop language through listening and speaking.
a) Identify specific purpose(s) for listening
b) Listen and demonstrate understanding by responding appropriately (e.g.,).
c) Speak clearly and audibly with expression in communicating
d) Speak using simple and compound sentences with appropriate subject-verb agreement and tense.

Objective 2:Develop language through viewing media and presenting
a) Identify specific purpose(s) for viewing media
b) Use a variety of formats in presenting with various forms of media

Pedagogy:
-analyzing and interpreting viewed media
-communicating thoughts and ideas through spoken language
-making connections to previous knowledge
-distinguishing between fact and opinion
-multiple step directions: restate, clarify, questions, summarize, elaborate
-creating media representations with visual images and spoken language

Students will view my video as an introduction to the lesson. As they view the video, they will be asked to think about the following questions:
-what might be the purpose for viewing this video?
-What message does this story communicate to you?
-When did the story take place?
-Why were they in a wagon train? Where were they traveling to and from?
-What facts can you gather about the time period from this story?
-What might you have felt like if you were Annie’s mother?

Students will then choose a family member or friend to share a story with them. The story can be about family history, personal experience, something the person feels passionate about, etc.
With the information gathered from the interview they will be responsible to restate, clarify, questions, summarize, elaborate as they create their own Photostory video.
Throughout the lesson students will have to think critically and understand and represent their understanding through language.

Technology:
The program used for this lesson is called Photostory. http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/default.mspx
Photostory is a good fit with the content and pedagogy of this lesson because it a technology tool that allows users to create a visual, digital representation using photos or images, voice, music, and more. Students will be able to effectivly communicate their stories in this program as it is easy to use. It is fun and engaging as students will enjoy the success of their work. It is also a good choice because it can be downloaded on any pc for free.

Cognitive Lesson Plan for Psychology

http://www.uen.org/Lessonplan/preview.cgi?LPid=21500

Place Value (Cognitive Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) Students will be able to represent whole numbers up to 10,000, comprehend place value concepts, and identify relationships among whole numbers using base-ten models and symbolic notation.

Attention Getter: Students attention will be captured by triggering their sensory memory. Each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not. (Sensory memory is triggered because students are experiencing learning through their senses here. They had to find/feel the card under the desk, physically move to place it under the appropriate heading, then use their body to indicate whether the cards were placed correctly or not.)

Thus far, students only had to have a declarative knowledge (knowing that) in relation to place value because both the name of the place value and an example of the number were written on the board. If students couldn’t yet distinguish the names of place values, they could place the number by matching it to the number written in numeral.

Activity
Students will continue to keep the idea of place value in their working memory through Rote Memorization—they will learn a song.
Before learning the song students will write an example of each number on a piece of paper on their desk. Students will now learn the song (rote memorization) to remember the place values. As they sing they will point to the numbers written on the board, triggering again their sensory memory. A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundredsOnes, tens, hundredsOnes, tens, hundredsThe places in the place value line.
Just find the one’s place.It’s on the far right.
The tens are next, In the place value line.
Move left one place,You’ll find the hundreds.Three places for hundreds every time.
Ones, tens, hundredsThe places in the place value line.
Just find the one’s place.It’s on the far right.
The tens are next, In the place value line.
Move left one place,You’ll find the hundreds.Three places for hundreds every time.
Ones, tens, hundredsOnes, tens, hundreds

Students have been keeping place value in their working memory. Working memory only lasts for approximately 20 seconds, so in order to keep something in working memory it must be rehearsed over and over. By practicing something over and over, knowledge is transferred from working memory to long-term memory.

Instruction: (taken from the UEN website)
Instructional Procedures Places, Everyone
1. Each student should receive a copy of the Place Value Houses. (attached at the end of the lesson plan)
2. The teacher should have a copy of the Place Value Houses on an overhead.
3. Have students cut out their Place Value Houses and glue them in their journal.
4. Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
5. Write a four or five digit number on the overhead or chalkboard. (e.g. 6, 348 or 45, 823). Model how to say this number by pointing to where each number would be represented on the houses. Explain to students that when reading or writing a large numeral, it is helpful to break it down into periods and read each period as a simple one, two or three digit numeral. Also help students see that the commas between each house represent pauses when reading a numeral, just as they do in reading text. Whenever a student comes to a comma in reading or writing a large numeral, he knows to pause and say or write a period name. It is very important when you are modeling that you do not say “and” when reading the number. “And” represents a decimal, so when reading 6,348 you would not say six thousand three hundred and forty eight you would say six thousand three hundred forty eight. Model a few numbers to show students how to read large numbers. After you have modeled it a few times have students begin to say and point to the numbers that would be represented on their place value house chart.
6. Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.
7. Divide the class into two groups.
8. Give each student in each group a single digit card. (0-9)
9. Teacher reads a number (e.g. 12, 543) and the students arrange themselves in the proper order. Each student in the group will help each other to form the number. Once they have formed the number they raise their hand to show they have completed the number. The teacher then asks them to say the number out loud. You can continue this activity having them create many different numbers with their cards. (See extensions for more ideas to use with this activity.)
10. After each number they create they can write that number in their journal in standard form, expanded form and word form. They can also use the place value stamps to create the number.
11. Next, you will need a Place Value Chart there is a black line or your students can make their own by following these simple steps.
a. Lay a sheet of paper horizontally, fold one side in thirds and crease it and fold the other side in thirds and crease it.
b. Open up your sheet. Draw lines along the two vertical creases.
c. Measure and draw a horizontal line one inch from the top edge of your sheet.
d. Beginning on the left side, label the four resulting boxes: Millions, Thousands, and Units.
e. Measure and draw another horizontal line 1⁄2 inch below the first one.
f. Beginning on the right side of the paper, measure and draw a vertical line 1 1⁄4 inches from the edge. Extend this line from the first horizontal line down to the bottom edge of the paper.
g. Measure and draw another vertical line 1 1⁄4 inches from the first one. Extend this line from the first horizontal line down to the bottom edge of the paper.
h. From left to right, label the three resulting small boxes “H” (hundreds), “T” (tens), and “O” (ones).
i. Continue measuring and drawing vertical lines (1 1⁄4 inches apart) across the paper so that the thousands and millions sections are exactly like the units section.
j. Label the three column headings (“H”, “T”, and “0”) in each section.
k. If you want a pocket at the bottom to hold number strips just fold the bottom up 1 1⁄2 inches and tape or glue on each end.
12. Once they have their place value chart made you can laminate it and use overhead markers and/or use the Place Value Strips.
13. Read a number to them and have them place their Place Value Strips in the correct order to create the number provided.
14. Next have students go to a journal and write the number in standard form, expanded form, and word form. They can also use their place value stamps and stamp them in their journal to create the number given.
15. Students can work with partners and they can create numbers together or one partner can say a number and the other would create it on their place value chart.


Activity: peg-type mnemonics
In groups, students will come up with acronyms to help them remember the place values from one to ten-thousand. For an example, read the “one, two, buckle my shoe…” poem. Students get to create their own memory device for place value.
Homework 1: Mapping Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. This homework assignment asks students to use conditional knowledge (when and why) because they are applying prices to real life objects. They need to know when and why numbers pertain to certain objects and are used in real life.
This homework assignment prevents decay. Decay is the weakening and fading of memories with the passing of time. By practicing place value again, at a later time, students bring place value back into working memory, and hopefully transfer it to long term memory. The time between class and when students do their , and then play the game in class the next day is called interference. Interference is the process that occurs when remembering certain information is hampered by the presence of other information.
Distributed practice is practice in brief periods with rest in between. Working on place value in class, then taking a break/rest, practicing it for homework, then practicing it again in class is distributed practice.

TPACK for The Tech Savvy Teacher

Content:
The standard I focused on for my science lesson was standard 1 from the 3rd grade science core: Students will understand that the shape of Earth and the moon are spherical and be able to list the differences in the physical appearance of the Earth and the moon as viewed from space.

Pedagogy:
I asked students to understand the content through observation, classification, inferences, and processing and analyzing data. The idea of having them pretend they were astronauts on a mission applied the content in a fun, interactive way. Students felt like they were having fun and meeting a challenge instead of answering a boring list of things they were required to know.


Technology:
I used World Wind, a program developed by NASA. The program is intended to allow users to explore the surface of the Earth, moon, and other planets from space. The content asks that students understand the shape and physical appearance of the Earth and moon as viewed from space, and that is exactly what World Wind is designed to do. This technology and content fit with the pedagogy as well because this approach demands that students observe, infer, apply, and analyze their experience to answer the questions that the “mission” asks.

The Tech Savvy Teacher

“The World is Round…and full of technology!”

In our day and age we take it for granted that we know the Earth is round, that it is the third planet in the solar system, and even that we know what a solar system is! I remember my teachers trying to bring this concept to life when I was an elementary school student. We made a model of the solar system out of Styrofoam balls, hanging them in a cardboard box with string and paperclips. Then we further explored the surface of the earth by making 3dimensional maps out of clay. I spent hours on my map, trying to mold the mountains just tall enough and the valleys just deep enough. I couldn’t wait to use the water color paints to make the land green and the water blue. I loved these activities as a kid, and I still use them in my classroom with my students. But just as people in the age of Columbus had to adjust to the idea of a round world, today we have to adjust to the wealth of technology at our fingertips and learn how to implement it into our classroom instruction.


The following acticity shows just one way to implement technology using World Wind, a program by NASA. World Wind allows its users to explore the surface of the Earth, moon and other planets from space.

Grade 3, Science standard 1: Students will understand that the shape of Earth and the moon are spherical and be able to list the differences in the physical appearance of the Earth and the moon as viewed from space by observing, classifying, inferring about, processing and analyzing data.

Help students navigate through World Wind to answer the questions for thier mission. Here are some tips:

This is the default screen you will see when you open the program.

Navigation in World Wind is fairly intuitive. Click on a spot and drag the mouse to move around the world.

To zoom in, roll the wheel in your mouse forward/up, and backward/down to zoom out. If your mouse doesn't have wheel, then hold down the left and right mouse buttons as you move the mouse forward/up to zoom in, and backward/down to zoom out.

The layer manager allows you to add and remove features for the program. To make it easier to see the land on the Earth, unselect "global clouds," circled in yellow.

To switch to view the moon, open the file menu, and click moon. This will appear:

The moon is navigated just at the Earth was. If you don't want place names to show, uncheck it in the layer manager on the left of the screen. On the top of the screen are icons that will give the user a better look at features of the moon up close.

This is what it looks like zoomed in on the moon.

You can see how easy it is to use technology in the classroom! As a student, wouldn't you have loved playing with this technology to supplement your styrofoam model of the solar system and your 3-D clay map? As a teacher, can you see how this technology makes abstract ideas concrete? Stay tuned for the next edition of The Tech Savvy Teacher: Mapping the world and more with Kidsperation...