SAMR Quiz

Students are creating blogs from the point of view of an 1850's American. They are reading links connected to different primary and secondary sources and reacting to events on their blog starting with the Compromise of 1850 and ending with the election of 1860.

Students created a Thanksgiving budget using Google Sheets and a Google Doc that contained links to different online grocery stores. They had to "shop" online, write down their items and costs and make sure the numbers fit within the given budget.

Students have started using their email to correspond with the teacher when they're absent and if they have questions from class. They have also been using Google Forms as warm up activities and lesson assessments. The teacher has also linked different websites for extra practice to their Google Classroom. Some are used in class and others are there for them to practice at home.

Students are reading a blog about Polar Bears and completing a Google Form based on the comprehension of recent updates and an assessment. Teachers get immediate feedback to assess student knowledge.

Students are using their Chromebook to complete a webquest on Ocean Landforms. The students are writing stories titled "My Underwater Adventure" and then collaborating with other students to edit.

Students will learn about heroic journeys through a geocaching activity and Google Earth project. 1. Student will take a survey on their favorite genre of literature and will then be grouped by student interest. 2. After discussing the Odyssey, students will learn how to use GPS receivers to go on a scavenger hunt around campus. They will work in teams to find clues to help them determine the stages of a heroic journey. 3. Student will be asked to work in pairs and choose a piece of literature or a movie that has the stages of a heroic journey. 4. After learning how to create placemarks in Google Earth, students will work in pairs on a Google Earth lit trip about their hero's journey.

On the first day of school, instead of having a student fill out a notecard with information about themselves (boring), the teacher has them complete a Wordle. The Wordle is then printed and laminated and displayed in the room.

The teacher uses Google Slides instead of other presentation tools because of the flexibility Google offers to connect with students. Google Slides can be easily linked to Google Classroom and shared with all students. Students like the fact that updates or modifications made to the presentation are immediately available and are there for students to refer to later. During direct instruction, students like that they can control the pace at which they are able to move through a presentation.

Using Oregon Trail simulation game, students will collect virtual experiences to use in a "you are there" reflection about the pioneers, and use the experiences to spark ideas about space exploration, the "Final Frontier". 1. Student will make the same decisions pioneers did on the Oregon Trail, and their decisions will impact their survival and success. 2. Students will create a journal relating to the decisions they made, and use digital photos to insert themselves into a pioneering photo or painting. 3. Students will compare their preparations for their trek West to the supplies and equipment astronauts need for trips to the International Space Station, returning to the Moon, and the mission to Mars in the 2030's.

Students learn about the organs and functions of the human body systems. After a pre-assessment, the students divide into collaborative groups to gather information based on standards and present the systems to their peers in Google Slides. Before they begin, the class gathered and created the rubric together. After each presentation, the class discussed the positives and negatives of each group's work.

Students will participate in various simulation activities that are similar to immigration in the late 1800's and early 1900's. Students research a county's history and determine why they would want to leave their country to immigrate to the U.S. (Students located information on the following topics: population, industry, government, religion, culture/tradition, vegetation, and language.) Students recorded this information on Glogster. Then depending on the country the students immigrated from, the students researched the immigration station they would have traveled through before entering the United States. Each group compared and contrasted the information using a Venn Diagram online.

QR codes have become a key way to collect and share information. In the laboratory, one way students use QR codes is to access safety information. They also are able to access and watch short student-created videos on how to use various pieces of equipment, which saves instructional time. In the classroom, students use QR codes to sign up for tutorial session, access interactive websites, watch teacher and student created instructional videos.