What’s your plan for TLO?I plan to allow my student the freedom to explore using the TLO model , I will be the observer and they will be placed in groups of 3 and given a “hat” to wear , 1 being a teacher the the others learners.
What module will you be teaching? I will begin this with module 1
How will you present lesson 2?
What is your plan for lesson 3?
What activities are you most looking forward to? I want then to begin coding .
Is there any place that you’re feeling stuck? I felt a bit apprehensive of implementation overall but with the help from Sarah Gottimer , I feel a bit more confident .
What help can you offer to others?
I feel most comfortable with the background information and the physical activity in the life science unit. I have little confidence with my ability to learn much less teach the coding part.
How will you present lesson 2?
I will have students pull up the ‘***STARTER ecosystem’ simulation by going to slnova.org/GUTS, module 3. They will run the rabbits/grass simulation and we will discuss what is happening and what is missing, as well as run experiments using the simulation and tweaking variables to see how the simulation is affected by changing variables.
What is your plan for lesson 3?
After Lesson 2, we will be ready to think about what predator that we may want and how that predator will affect the outcome of the ecosystem simulation. We will view existing code to see ideas for what we need to do to add a new species.
What activities are you most looking forward to?
Learning more about slnova.org by having other teachers teach their modules so that I have more curriculum ideas.
Is there any place that you’re feeling stuck?
not yet!
What help can you offer to others?
look at the projects on slnova.org/GUTS and see what the finished products should look like if you are getting frustrated.
I will begin with a review of the terms from the module by revisiting set ups to refresh my memory.Then see how I can remix by introducing and experimenting with new agents. Using the forms is a great idea to organize your thoughts and ideas.
My plan is to become familiar and confident with the platform to guide the students through the initial process. Once I start students and they find the little tricks that makes the animation, they will be moved to the first lesson quickly.
Lesson 2 will be provided with little guide of the handout that have been provided in the workshop. Students will be challenged and reminded that other students will not be working on these same lessons and they are getting the best part.
One worry that I have is that the computers will be compatible and allow the students to work on their projects and not get stuck and later give up do to technical difficulties.
My plan for the TLO is to do this lesson as I would in my class. I plan on using this so I want to actually teach this and find out what works and what doesn’t work. I really like the teacher and learner lens way of doing professional development. I first want to make connections to where we live. In Chicago, Lake Michigan and the Great Lakes are a very important resource. Collectively, the Great Lakes are one of the largest bodies and concentrations of fresh water in the entire world. It is an extremely important resource. I’m working on developing Great Lakes Literacy in my classes. I want to have the students think about the questions of pumping water from the Great Lakes. This is an actual real-life situation so they can model and simulate what happens when you over use or exploit a resource.
One thing that I think is crucial is to make the connections and engage the students. Story lines are really important.
The second key thing is making sure that the math is clear and they remember the key coordinates, etc. of Spaceland so that they don’t get frustrated with the basics.
Three I think it is really importnat to do through the process of Decoding the model in lesson 2 and to fill out the form and not gloss over this step. It will lay the basis for the rest of the module.
I started with the hour of code and my students loved it. They worked through the steps quickly and were extremely motivated. Then I started module 1 and we are struggling a bit more. They seem to be having trouble understanding that the blocks are read in order and that they need to strategize about how to arrange them. About half of my class was able to successfully finish the bumper turtles lesson in 90 minutes. We will continue with the lesson this week. I will be teaching module 3 at the TLO and am looking forward to revisiting the module with others now that I have a better understanding of how my students are approaching the modules. I also look forward to learning about module 2, as I am starting a water unit later this month. I am teaching this in my environmental science elective class and have no idea how I would fit it into one of my science classes.
My plan for TLO is to begin teaching with Module 1. Although I had the most experience with Module 3 in the Phase 2 training, I think the best experience for my students is to begin with the Hour of Code, move to Module 1 and then into Module 3. Although I am apprehensive, both my students and I are eager to begin.
I will be teaching module 3. I am a Diverse Learners teacher, so the way I would present my lessons may be different than General Education teachers or even technology teachers.
I would present Lesson 2 similarly to the way that it is written in the curriculum. I would start with a review of the previous day’s lessons, however, I would do this in a Do Now. This would help me assess how much my students remember and what I need to reteach. Once the Do Now is complete, I would Cold Call about three students to share out their learning from the previous lesson. We would complete Activity #1. After completing the activity, we would have a quick debrief to check understanding. When reviewing familiar command blocks and teaching new blocks, I would model using these on the projector. I would have my students split into pairs to decode a model. Once they have completed this group activity, each group will share out a part of a model to the class. At this point, the class will probably be over so the second half of this lesson will be taught in the next class. The next day, the students will come in and complete a Do Now about the concepts they learned the day before. After I Cold Call a few students to share out, we will start immediately on the “what calls what” portion of the lesson. Students will then work on Activity #2 while the teacher narrates the lesson on the projector. Once students have sufficient practice with designing and running experiments, we will discuss experimental design, running experiments, and collecting and analyzing data. The wrap-up will be given as an exit ticket.
I will teach Lesson 3 similarly to the format I will use for Lesson 2. I will include many turn & talks, CFU’s, and guided instruction to teach my students to create their simulations. Since I have a class of Diverse Learners, I have to be flexible with timing.
I am looking forward to all of the activities because I love to see my students’ excitement when they successfully complete the Code.org activities. I’m sure they’ll be even more excited when working in StarLogo Nova. I am not necessarily feeling stuck but I do feel like my students require more time than predicted during our training. I can offer ideas for differentiation and scaffolding of the lessons.
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What’s your plan for TLO?
What module will you be teaching? The Introduction Module and Module 4: Chemical Reactions
How will you present lesson 2? Remind students what evidences there are for a chemical reaction and discuss the reactions we have already investigated. Show them the base model and ask them which one it is.
What is your plan for lesson 3? Remind students of the Law of Conservation of Mass and discuss what that would look like in a chemical reaction.
What activities are you most looking forward to? Letting the students play with the model and see what they come up with on their own. How they approach the challenge part!
Is there any place that you’re feeling stuck? Time to implement the lessons and ensure that all the standards we are supposed to meet are met.
What help can you offer to others? Really not sure yet.
I’ll be working on the ecology module. I:ll be giving the kids a background info on ecology and reviewing info they already know. I will introduce everything by giving them an opportunity to do an hour of code, so they have some background. I’m looking forward to trying to figure out new things with my students (exploring together.
I will be teaching Module 3: Ecosystems as complex Systems. Ideally, I plan to group up with the individual I originally created the program with and view it critically and make some improvements. The thing I am most looking forward to is bettering our current program and seeing what other groups have created!
The students will need quite a bit of preparation for any of the modules. I plan to teach module 3 and I think I need to backtrack quite a bit to prepare. Since I’m integrating this into my regular Tech course in school I need to link learning with my other modules. Additionally I would like to make this module in coordination with the Science teacher. The activities are quite fun and I like the ‘evolving’ series of activities the most. While some kids can code somewhat i believe the students will benefit when coding is only part of the learning. I haven’t really started on any of this as I scheduled my own classes to start mid-Oct to around the first week of November.
I am definitely starting with module 1. The students need to know the basics before going on into the other modules. Once we have completed module 1 activities I will start with lesson two. I am learning this is slow going with the students as everything is new to them. Sometimes it is taking us 10 minutes just to get students logged in to the program.
My plan is to start slowly and introduce module 1 before jumping right in. I want to start by making sure all of my students understand vocabulary that will be used. Many of my 8th grade students struggle with terms we use in computers and I feel it will be essential to make sure they understand and are familiar with the terms we will be using. My classes are semester classes so we will be beginning to use this in the second quarter. I am looking forward to getting support from the TLO before I begin presenting the information to my class in the next few weeks.
I have only been able to successfully do the coding in Module 1…but this phase is asking for Modules 2 & 3. I would hope to start with Module 1 with my 6th graders, as I only have 30 minutes for science per day and 6 students with special needs in a class of 31. I feel that they will be less frustrated with the first Module. I am hoping to learn enough in the next training to feel that I can facilitate this in my classroom.
What’s your plan for TLO? I am working with my Instructional Coach who will work at the observer and will be video recording my teaching.
What module will you be teaching? I will be presenting Module 1.
How will you present lesson 2? I am working on the plan. I have been approved to present an after school program presented to all students to attend 6-8 grade.
What is your plan for lesson 3? My lesson will be presented in November to a group of 6th graders signed up for coding in the classroom. Very excited.
What activities are you most looking forward to? I am really looking forward to presenting to a real audience and getting students excited about the computer simulation modules.
Is there any place that you’re feeling stuck? TIME–but I am going to push through it as I am required to teach the topic and the expected information.
What help can you offer to others? I will report back to them.
•What module will you be teaching? I will begin with Module 1, and then on to Module 3.
•How will you present lesson 2? I will draw upon student prior knowledge and facilitate a quick discussion about variables; ask students to reflect on differences between real world and computer generated environments.
•What is your plan for lesson 3?Support students in building on their success in the previous lesson, and discuss trophic levels of energy flow.
•What activities are you most looking forward to? Building the models and facilitating peer teaching and tutoring.l
•Is there any place that you’re feeling stuck? How to trouble shoot problems with the software.
•What help can you offer to others? Not sure yet.
I feel pretty comfortable with module 1 to introduce the concept of complex adaptive systems and to introduce the StarLogo Nova coding environment.
Lessons 2 and 3 will take more planning because they are aimed at modeling real systems. For lesson 2 I would present the base model for the hydrology cycle and encourage students to explore the variables within it. I would like to present a real scenario that students can explore by modifying the model to represent at least one aspect of the problem. Possible real scenarios include the effect of floods and droughts on the hydrology, the effect of soil type on the hydrology, the effects of pollutants and contaminants on ground water, groundwater conservation during draughts, etc. The key to an effective lesson is to find real scenarios that can be meaningfully represented with the base model or some modification of the model. The base model requires some basic understanding of ground water flow. I would introduce the model towards the end of the unit in order for students to gain depth of understanding.
I could see presenting lesson 3 on ecosystems at the beginning of the unit as a guided inquiry. Student can explore the base model to develop an understanding of interactions within an ecosystem and the flow of energy within an ecosystem. Students can modify the base model to show the effect of certain changes on the ecosystem. Students can also modify various parameters to try to explain an observed outcome.