Tech Edge, Mobile Learning In The Classroom - Episode 03, Elementary Science: Properties of Matter App
Trainin
Author
02/29/2016
Added
170
Plays
Description
Technology Information: Elementary Science: Properties of Matter Application
Searchable Transcript
- Use the text input to search the transcript.
- Click any line to jump to that spot in the video.
- Use the icons to the right to toggle between list and paragraph view.
Toggle between list and paragraph view.
- [00:00:00.155]Coming up on Mobile Learning in the Classroom,
- [00:00:02.082]elementary science with the Properties of Matter app.
- [00:00:05.170](upbeat music)
- [00:00:18.839]Hi, my name is Guy Trainin
- [00:00:20.405]and this is Mobile Learning in the Classroom from Tech Edge,
- [00:00:23.505]and today we're talking to Dr. Krista Adams
- [00:00:25.916]about her app, Properties of Matter,
- [00:00:28.624]which helps teach elementary science
- [00:00:30.936]and a little bit of math in this process.
- [00:00:32.781]So, tell us a little bit about the app.
- [00:00:35.486]The Properties of Matter was designed with my colleagues
- [00:00:41.805]Doug Golick, who is a science educator
- [00:00:44.828]who focuses on technology, Soo-Young Hong,
- [00:00:49.618]Dr. Soo-Young Hon, who is in the early elementary education
- [00:00:55.887]with emphasis in science,
- [00:00:57.478]and then we also worked with practicing teachers
- [00:01:00.704]and an undergraduate elementary teacher,
- [00:01:05.709]and we felt that was very important so we had the feedback
- [00:01:08.831]from people who were working with children
- [00:01:11.467]and who really have spent a lot of time with young children
- [00:01:15.229]from ages two and three on up
- [00:01:17.769]to first, second, and third grade.
- [00:01:19.993]We went to the research to design the app.
- [00:01:25.287]We focused on what children know about properties of matter,
- [00:01:31.300]so we looked at misconceptions that children have
- [00:01:34.254]and things that you need to consider
- [00:01:37.814]as properties of matter.
- [00:01:39.651]And along with misconceptions, it was also aligned
- [00:01:42.170]with the standards, specifically K, second grade standards,
- [00:01:46.632]and, as well, the early childhood standards,
- [00:01:50.075]because young children, like from ages two and three
- [00:01:54.918]on up to second, third, even fourth grade are looking
- [00:01:59.421]at this Properties of Matter.
- [00:02:00.964]However, it's really geared for the pre-K, kindergartner,
- [00:02:05.857]to first, second grade.
- [00:02:07.627]Oh, yeah. The app was designed for that age range.
- [00:02:11.847]What we really like about the app is,
- [00:02:14.281]so we deal with actually four different aspects
- [00:02:17.903]of properties of matter.
- [00:02:19.332]The first one is--
- [00:02:21.192]Bring back at least three items each chest.
- [00:02:24.071]We looked at this idea of how do you,
- [00:02:26.820]what are properties of matter.
- [00:02:28.455]Mm-hm.
- [00:02:28.768]And we give the student the opportunity to actually
- [00:02:33.225]move these different items into the treasure chests.
- [00:02:38.910]So the idea is there's a pirate adventure.
- [00:02:42.634]Right.
- [00:02:43.786]Which is a way to engage and keep kids
- [00:02:45.217]coming back to it.
- [00:02:46.944]Right.
- [00:02:47.557]It gives us a general story and now we can
- [00:02:49.674]explore these items.
- [00:02:50.956]So let's say I take this item.
- [00:02:52.424]And what do I do with it?
- [00:02:54.318]I drop it somewhere?
- [00:02:55.489]Yeah, you drop it into the chest itself.
- [00:02:58.498]Mm-hm.
- [00:02:59.074]And if you noticed, you may have noticed
- [00:03:02.436]when we came into this one.
- [00:03:04.832]Yeah.
- [00:03:05.258]That you hear a young child say
- [00:03:08.361]that what you're supposed to do is sort.
- [00:03:11.370]And so the children have any,
- [00:03:13.600]they could put things together for whatever
- [00:03:15.400]reason that they want. Yeah.
- [00:03:16.589]So I'm sorting some living things here,
- [00:03:19.468]and maybe food. Yeah.
- [00:03:22.809]Even drink.
- [00:03:23.868]Right.
- [00:03:24.647]All right, and the globe goes here.
- [00:03:26.728]Yeah.
- [00:03:27.583]I don't know where this goes.
- [00:03:29.273]I'll put it here.
- [00:03:30.313]What is this?
- [00:03:31.484]A tire.
- [00:03:32.803]A tire.
- [00:03:33.768]But here's the thing with this,
- [00:03:36.867]now the child can decide what,
- [00:03:39.783]but here we can also go up to the top
- [00:03:43.238]and you can also get the weight.
- [00:03:46.693]Mm-hm.
- [00:03:47.362]Now notice that we use weigh instead of mass,
- [00:03:49.572]which is okay for these younger children.
- [00:03:52.485]Yeah.
- [00:03:52.875]It's an okay thing.
- [00:03:53.933]And you can see that the hat is a little bit
- [00:03:56.590]heavier than an orange and less than.
- [00:03:58.429]But I can also go and say,
- [00:04:02.994]"What is the length?"
- [00:04:04.145]Yeah.
- [00:04:04.814]And finally, "What is it made out of?"
- [00:04:07.154]Because these are all options that children can use to--
- [00:04:11.797]To explore.
- [00:04:12.393]To explore.
- [00:04:13.302]Now, the great thing here is
- [00:04:15.252]now once I'm done.
- [00:04:17.116]While you organize the objects
- [00:04:18.533]into each of the chests.
- [00:04:19.948]It comes up and with a lot of the apps
- [00:04:23.512]that are out there they have multiple choices,
- [00:04:25.649]and that's really pushing the child to have to
- [00:04:28.110]be able to read.
- [00:04:29.526]Well we're working with a demographic that are
- [00:04:32.033]in the process of learning to read
- [00:04:34.088]and such, and so we actually have a lot of the
- [00:04:38.732]things have the character actually explaining
- [00:04:42.969]what they need to do.
- [00:04:43.933]And this is the nice thing, 'cause then you can
- [00:04:45.650]actually record
- [00:04:51.900]why the child actually sorted the things as they are
- [00:04:56.569]as they're putting into the treasure chest.
- [00:04:58.450]So what is important for a teacher here
- [00:05:00.226]is to make sure that they're actually doing it
- [00:05:01.967]and not just clicking let's go to the next game,
- [00:05:04.370]they're actually recording and explaining why they did it
- [00:05:06.993]which pushes a reasoning behind it.
- [00:05:09.524]Right. So it'll be a good idea
- [00:05:11.033]for a teacher to know all of this in advance
- [00:05:13.367]to make sure that the students actually
- [00:05:16.791]are doing it and know that it's coming.
- [00:05:18.701]Yeah, and the great thing here is that
- [00:05:22.475]after you record, there are rewards,
- [00:05:26.119]'cause it's again, did you do it?
- [00:05:28.372]And so now they get the opportunity to say
- [00:05:31.797]will this sink or float,
- [00:05:33.457]which is another thing that's really
- [00:05:35.175]in a lot of the curriculum for the younger ages.
- [00:05:38.913]Yeah especially preschool.
- [00:05:40.016]Right, exactly, right,
- [00:05:41.850]so I can so oh it'll sink, oh it's wrong,
- [00:05:44.532]so float, but then I can keep on going.
- [00:05:47.736]So that's our first activity,
- [00:05:50.719]now with the audio, you can actually,
- [00:05:53.077]we can go back to the teachers
- [00:05:57.139]and I can go into,
- [00:05:59.473]and I can enter in whether I want it as Fahrenheit or Celsius.
- [00:06:03.397]How long do I want my audio to be,
- [00:06:07.053]because again, the teacher can go in and hear this,
- [00:06:10.211]so if they want it to be short, let's keep it short,
- [00:06:13.474]and then I can also enable student accounts.
- [00:06:16.910]So I can add where if you're in a classroom with one app
- [00:06:21.170]or one iPad or at home and you have multiple children,
- [00:06:25.048]then you can actually add in and then go in
- [00:06:27.415]and listen to what did--
- [00:06:28.775]What the individual students say.
- [00:06:30.895]What each individual student said
- [00:06:32.067]and then go back and hear it again.
- [00:06:34.168]So, go back in,
- [00:06:36.606]so the first activity was to sort,
- [00:06:39.776]the second one is this idea of weight and balance
- [00:06:43.013]and so the child actually, at this point right now,
- [00:06:46.984]they just put in things, and it goes to the center,
- [00:06:51.512]and all I have to do is push it to the side,
- [00:06:53.787]and it's not balanced.
- [00:06:54.845]So I could put the banana.
- [00:06:58.384]And it's a little bit more balanced.
- [00:06:59.951]Yeah, so.
- [00:07:01.692]And if I put this here now it's balanced
- [00:07:03.528]the other way.
- [00:07:05.489]Okay, but you can start planning based on the weight--
- [00:07:09.513]Right. Actually do it mathematically
- [00:07:11.949]although you can do it visually as well.
- [00:07:13.493]Right, exactly, and so--
- [00:07:14.770]Is there any point where the boat
- [00:07:16.175]just capsizes? Capsizes?
- [00:07:18.173]No, we decided not to go that route,
- [00:07:20.610]but it is--
- [00:07:21.759]That's fine.
- [00:07:22.572]But in this iteration right now it's just
- [00:07:25.231]to balance, we hope in the future that we will
- [00:07:27.913]actually have a little more
- [00:07:30.646]variables that are impacting this, and so the student
- [00:07:33.049]has to actually decide, well okay there is a lot of
- [00:07:36.507]motion out on the seas, and such,
- [00:07:39.538]and that one also is, they can audio record
- [00:07:43.602]why did they do what they did.
- [00:07:45.284]Okay, so let's see another example,
- [00:07:47.479]so this is the third level of the game?
- [00:07:49.905]Yeah this is the third game,
- [00:07:50.984]in this one we look at the states of matter,
- [00:07:55.883]and you'll notice here we really don't deal with gases,
- [00:08:01.619]and we do this specific--
- [00:08:03.513]A coconut just fell on my head!
- [00:08:05.798]That's funny.
- [00:08:06.696]So we specifically don't deal with gases
- [00:08:09.702]because young children, this is a misconception,
- [00:08:12.581]and a lot of things, they'll put a balloon,
- [00:08:15.856]but are you talking about the balloon
- [00:08:17.713]or the gas inside?
- [00:08:19.420]And I don't want that to become a confused--
- [00:08:22.739]A source for new misconceptions.
- [00:08:24.678]So we decided to only stick with solids and liquids
- [00:08:27.580]but the nice thing here is, he says,
- [00:08:29.333]"Oh I need some ice."
- [00:08:30.714]Okay, so we go, he needs,
- [00:08:33.292]oops, wrong button,
- [00:08:34.719]so he's asking for ice, so oh it's perfect.
- [00:08:38.133]So we had a nice little thing, so now.
- [00:08:42.300]Now you know about the states of matter,
- [00:08:43.996]what did you learn by making--
- [00:08:45.134]So and again it goes back in
- [00:08:47.734]record what did you learn about the states of matter?
- [00:08:50.554]Yeah. But anyway, so here
- [00:08:51.971]it'll have another sink or float.
- [00:08:55.733]Yeah.
- [00:08:56.335]Will this sink or will this float?
- [00:08:58.031]And in our fourth game it's kind of building
- [00:09:00.052]on all the things playing out.
- [00:09:02.197]throughout, so we've got the,
- [00:09:06.829]well they've gotta get across, they've gotta get the
- [00:09:09.011]wheelbarrow across from the boat,
- [00:09:11.414]so now I have to figure out, well what happens,
- [00:09:14.770]I've got the sea here, what do I put out here
- [00:09:19.076]that will be appropriate to get the--
- [00:09:22.384]So that connects to the sink and float idea.
- [00:09:25.031]Exactly, so,
- [00:09:26.424]these three things, it may,
- [00:09:29.931]and again, it may not like what I have,
- [00:09:33.611]so sometimes it actually prefers.
- [00:09:36.408]So I put it right here,
- [00:09:39.089]and I'll find another one,
- [00:09:40.227]I know he likes this one.
- [00:09:44.072]So, three items, and it goes across.
- [00:09:46.891]Okay so here we're learning about
- [00:09:49.259]ways to use things that float
- [00:09:51.732]to go all the way back to land.
- [00:09:53.694]Right, yeah.
- [00:09:54.738]So, here.
- [00:09:56.660]You need to construct a road
- [00:09:58.297]to get my wheelbarrow with a ladder,
- [00:09:59.901]and then it goes by that.
- [00:10:02.640](playful music)
- [00:10:09.071]All right, so now it comes to the second place
- [00:10:12.251]where it's talking about balance, and so what we've
- [00:10:14.678]gotta do is actually get this little
- [00:10:19.266]ramp, you deal with the ramp and get across.
- [00:10:23.074]So.
- [00:10:25.523]So that's again balance just like we did
- [00:10:27.589]on the ship so the same principles
- [00:10:30.028]link throughout the mini games.
- [00:10:32.269]Right, exactly, now here we're dealing with
- [00:10:35.067]hot lava, now this is where,
- [00:10:37.806]again, having the teacher, the parent involved
- [00:10:41.171]in this to be aware of what's coming up.
- [00:10:44.191]But you need to get material that won't burn up,
- [00:10:47.163]so I'm getting these three things.
- [00:10:49.655]Mm hmm.
- [00:10:53.868]So it'll go across,
- [00:10:56.247]and we've reached Pat the Parrot.
- [00:10:58.951]All right, so let's see the last game.
- [00:11:01.066]So the final place that it actually goes to
- [00:11:03.028]is where, now the students have collected
- [00:11:05.245]all these coins along the way and so now
- [00:11:07.869]they can spend their coins and buy
- [00:11:09.703]little rewards to go along with it,
- [00:11:13.348]so I'm gonna go, oh yes, buy.
- [00:11:16.622]Again, these are just coins that they've earned
- [00:11:18.722]as a little reward.
- [00:11:20.986]Of course, gotta have the sunglasses,
- [00:11:24.771]so anyway, this is where the child can
- [00:11:28.126]actually purchase and decorate Pat the Parrot.
- [00:11:31.505]All right, so this is a great app for young kids
- [00:11:36.148]to explore some science concepts
- [00:11:38.261]around measurement, and those are also math concepts,
- [00:11:42.986]and then science around properties of matter
- [00:11:45.760]and really be playful and just play with that environment,
- [00:11:50.079]explore it, get some information,
- [00:11:52.366]and what I love about it, is that ability to be
- [00:11:54.825]meta cognitive and actually explain why you made choices.
- [00:11:57.043]Right. So you can't just randomly
- [00:11:59.247]do that, or if you do,
- [00:12:00.769]then the teacher or the parent will know
- [00:12:02.927]because you're supposed to record why
- [00:12:04.670]you've made your choices.
- [00:12:06.352]And in the instances that we've done this
- [00:12:11.170]we also have the supplementary material.
- [00:12:13.666]We kind of see the app as the supplementary
- [00:12:16.568]because again, it's a good app.
- [00:12:19.330]Yup. But we don't think it is
- [00:12:21.083]a standalone, you're talking about properties of matter
- [00:12:23.546]and things that they need to touch and feel
- [00:12:25.948]and that's the real world experience.
- [00:12:27.688]But you can come here, do maybe like
- [00:12:31.207]a pre-assessment, find out what they know
- [00:12:33.587]and then have the curriculum and all
- [00:12:36.500]go along with it, and then come back and see
- [00:12:38.515]how much they've grown and taken away
- [00:12:40.675]to play out in this activity.
- [00:12:42.208]Okay so there's a greater curriculum
- [00:12:45.052]where this fits as a piece of that curriculum,
- [00:12:47.268]maybe as formative assessment, maybe as practice.
- [00:12:50.067]Yeah.
- [00:12:50.810]But it's part of a greater whole.
- [00:12:53.049]Okay, so today,
- [00:12:55.187]on Mobile Learning In The Classroom,
- [00:12:56.673]we talked about elementary science with the
- [00:12:58.831]Properties of Matter app, and we'll see you next time
- [00:13:01.410]on Mobile Learning In The Classroom.
- [00:13:03.290](upbeat techno music)
The screen size you are trying to search captions on is too small!
You can always jump over to MediaHub and check it out there.
Log in to post comments
Comments
0 Comments