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iPads in the Science Classroom
The document discusses integrating iPads into science classrooms. It describes activities like taking photos with iPads during a marshmallow building challenge. Teachers are introduced who have experience with classroom and 1:1 iPad integration. The benefits of 1:1 computing and using iPads specifically are discussed, including the large number of available apps, the ability to create and consume content, and their intuitive interface. Project-based learning sequences using iPads are presented, covering areas like aerodynamics and density.
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iPads in the Science Classroom
- 1. PUTTING THE “T”IN STEM Integrating iPads in the Modern Science Classroom
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- 4. Michael Sammartano ★ Directorof Technology for SLC ★ 8th Grade Earth Science Teacher ★ MUFSD Director of Innovation ★ Apple Distinguished Educator ★ Google Certified Teacher ★ AppoLearning Expert
- 5. Vassili Frantzis ★ SecondaryScience and Math Teacher, more than 18 years experience ★ SLC Professional Development Facilitator ★ Experienced in Classroom and 1:1 iPad Integration
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- 8. Each student isissued a device which is used to access the Internet, digital course materials and digital textbooks both in school and at home. 1:1 COMPUTING
- 10. QUICK POLL Do youcurrently teach in a 1:1 environment?
- 13. PUTTING THE “T”IN STEM Integrating iPads in the Modern Science Classroom
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- 17. PUTTING THE “T”IN STEM Integrating iPads in the Modern Science Classroom
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- 26. ‣ Build theTallest Freestanding Structure ‣ The Entire Marshmallow Must be on Top ‣ Use as Much or as Little of the Kit ‣ Break up the Spaghetti, String or Tape ‣ The Challenge Lasts 18 minutes ‣ Document the activity by taking photos before, during, and afterwards THE CHALLENGE
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- 34. Why did wedo this activity?
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- 37. Papal Conclave 2005PapalConclave 2013 120,000 Pope-Related Tweets per minute
- 43. How is technologytransforming education?
- 45. “Proficiency with technologyallows students to succeed in college and careers. The Common Core Standards include basic technology skills to help them succeed; but in the bigger picture, they call for students to use technology to help them learn in all areas.” “Whether it be using tools to solve math problems, to access information, or to promote literacy and communication skills, technology is part of the learning solution. It needs to be viewed that way rather than a separate competency.” -James Brock
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- 47. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 48. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 50. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 51. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 54. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 57. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 58. “The need toknow the capital of Florida died when my phone learned the answer.” “...The students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges and innovate on-the-fly.” -Anthony Chivetta
- 59. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 65. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 66. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 70. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
- 73. 1. Engagement ineducation 2. College and career-readiness 3. New literacies 4. Independent learning 5. Communication and collaboration 6. Real-world connections Why technology?
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- 77. It took... ...590 daysto sell 1 million iPods.
- 78. It took... ...74 daysto sell 1 million iPhones.
- 79. It took... ...28 daysto sell 1 million iPads.
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- 83. 65%of schools areeither piloting or deploying iPads
- 85. 1. Apps, apps,apps! 2. Content Consumption/Creation 3. Constantly Connected 4. Modern Textbook 5. Intuitive and user-friendly 6. Endless possibilities Why iPads?
- 86. 1. Apps, apps,apps! 2. Content Consumption/Creation 3. Constantly Connected 4. Modern Textbook 5. Intuitive and user-friendly 6. Endless possibilities Why iPads?
- 87. 1. Apps, apps,apps! 2. Content Consumption/Creation 3. Constantly Connected 4. Modern Textbook 5. Intuitive and user-friendly 6. Endless possibilities Why iPads?
- 88. 1. Apps, apps,apps! 2. Content Consumption/Creation 3. Constantly Connected 4. Modern Textbook 5. Intuitive and user-friendly 6. Endless possibilities Why iPads?
- 89. 1. Apps, apps,apps! 2. Content Consumption/Creation 3. Constantly Connected 4. Modern Textbook 5. Intuitive and user-friendly 6. Endless possibilities Why iPads?
- 90. 1. Apps, apps,apps! 2. Content Consumption/Creation 3. Constantly Connected 4. Modern Textbook 5. Intuitive and user-friendly 6. Endless possibilities Why iPads?
- 91. 1. Apps, apps,apps! 2. Content Consumption/Creation 3. Constantly Connected 4. Modern Textbook 5. Intuitive and user-friendly 6. Endless possibilities Why iPads?
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- 108. DIRECT INSTRUCTION APP SIMULATION PROJECT DESIGN AND CONSTRUCTION TESTING, DATA COLLECTIONAND ANALYSIS LEARNING SEQUENCE
- 110. DIRECT INSTRUCTION APP SIMULATION PROJECT DESIGN AND CONSTRUCTION TESTING, DATA COLLECTIONAND ANALYSIS DESIGN MODIFICATION LEARNING SEQUENCE
- 113. DIRECT INSTRUCTION APP SIMULATION PROJECT DESIGN AND CONSTRUCTION TESTING, DATA COLLECTIONAND ANALYSIS DESIGN MODIFICATION MORE TESTING, DATA COLLECTION AND ANALYSIS LEARNING SEQUENCE
- 117. DIRECT INSTRUCTION APP SIMULATION PROJECT DESIGN AND CONSTRUCTION TESTING, DATA COLLECTIONAND ANALYSIS DESIGN MODIFICATION MORE TESTING, DATA COLLECTION AND ANALYSIS COMMUNICATING LEARNING LEARNING SEQUENCE
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- 120. The Physics ofFlight Forces & Motion
- 121. A force isa push or pull on an object. Forces occur in different forms
- 122. What Force is pullingLebron James towards the floor? GRAVITY!
- 123. Gravity is aninvisible force that pulls objects towards the ground.
- 124. Moving through airis similar to moving through water.
- 125. Objects moving through theair experience the force of Friction.
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- 127. LIFT THRUST Flight Requires the Forcesof Thrust and Lift
- 128. Thrust is aforce that sets objects into motion.
- 129. How do birds& planes produce thrust & lift?
- 130. Gravity & FrictionResist Motion Birds generate thrust with their wings.
- 131. Airplanes generate thrustwith powerful engines that burn liquid fuel.
- 132. Wings Provide Lift FixedWing Moveable Wing
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- 134. Notice the patternof air flow over the wings. When air flows over a wing it accelerates.
- 135. Differences in airpressure above & below the wing create lift.
- 136. LIFT THRUSTGRAVITY DRAG Forces Acting onan Airplane
- 137. When the forcesof thrust and lift are greater than the forces of gravity and drag, birds & planes can fly.
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- 145. Exploring Aerodynamics Assembling andFlying Balsa Gliders
- 146. Trial #1 Trial#2 Trial #3 Number of Propeller Spins Flight Time (Seconds)
- 147. Build a linegraph showing the relationship between propeller spins and flight time.
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- 153. The SAMR Model Amodel designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology.
- 154. SUBSTITUTION Tech acts asa direct substitute, with no functional change. AUGMENTATION Tech acts as a direct tool substitute, with with functional improvement. MODIFICATION Tech allows for significant task redesign. REDEFINITION Tech allows for creation of new tasks, previously inconceivable.
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- 189. Graduated Cylinders forSmall Volumes
- 190. Beakers for LargerVolumes
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- 192. Meniscus: The curved surfaceof water in a container
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- 201. What is Density? It’skind of like how heavy or light something is! How much MATTER is CRAMMED into a certain space Density = Mass Volume
- 202. What is Density? It’skind of like how heavy or light something is! How much MATTER is CRAMMED into a certain space More Dense Less Dense
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- 204. STEP 1 Carefully measure 70ml of each liquid with syringe (Corn Oil, Vinegar & Light Corn Syrup) STEP 2 Gently push liquid into your water bottle STEP 3 Observe what happens with the different layers of liquids Procedure At each station, complete the following steps.
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- 209. DEMO The iPad asa Document Camera
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- 212. PUTTING THE “T”IN STEM Integrating iPads in the Modern Science Classroom
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- 223. How can Ihave my students express their learning through iPad content creation?
- 224. How We Learn... 10%of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE and HEAR 70% of what is DISCUSSED with OTHERS 80% of what is EXPERIENCED PERSONALLY 95% of what we TEACH TO SOMEONE ELSE -William Glasser
- 225. How can mystudents become teachers?
- 226. iPad Apps forCreation
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- 228. iPad Apps forCreation
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- 230. iPad Apps forCreation
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- 232. iPad Apps forCreation
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- 234. iPad Apps forCreation
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- 237. iPad Apps forCreation
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- 239. iPad Apps forCreation
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- 241. iPads as AssessmentTools
- 242. iPads as AssessmentTools
- 243. Sample Multiple ChoiceQuestion Which of the following objects does the Earth revolve around? A. Mars B. The Moon C. A Black Hole D. The Sun
- 244. Sample Multiple ChoiceQuestion Which part of the cell controls the activities inside the cell? A. Cytoplasm B. Nucleus C. Cell membrane D. Cell wall
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- 246. ENVIRONMENTAL SCIENCE Climate Change FossilFuels Renewable Energy Recycling Pollution Natural Resources
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- 259. PROJECT-BASED LEARNING and THE NEXTGENERATION SCIENCE STANDARDS
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- 267. ENERGY ? is theability to do work.
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- 269. Heat (thermal) Light (radiant) Mechanical(machines) Electrical Chemical Atomic (nuclear) Sound ENERGY ?TYPES OF
- 270. Heat (thermal) Light (radiant) Mechanical(machines) Electrical Chemical Atomic (nuclear) Sound ENERGY ?TYPES OF
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- 283. Electricity A form ofenergy resulting from the movement of electrons. Energy Blues
- 284. Atoms contain Protons, Neutrons& Electrons Electrons make Electricity
- 285. Two Types ofElectricity 1. Static Electricity 2. Current Electricity
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- 287. Current Electricity The movementof electrons through a material such as a wire Electric Circuit: a complete path through which electrons can easily move.
- 288. Current electricity flowsthrough a pathway called a circuit Circuits are made from materials called conductors (metals such as copper & gold) through which electrons easily move.
- 289. Using a SpringBoard to make a Circuit Springs Battery
- 290. Battery Every circuit needsa source of electricity.
- 291. Lamp Notice the directionof the arrows Build a series circuit with one Lamp
- 292. Lamp Build a seriescircuit with two Lamps
- 293. Lamp Build a seriescircuit with three Lamps
- 294. Using electricity tomake magnets
- 295. Using electricity tomake magnets
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- 297. Michael Sammartano EMAIL: Mike@STEMEdCenter.org TWITTER:@MikeSammartano