Tech Edge, Mobile Learning In The Classroom - Episode 03, Elementary Science: Properties of Matter App

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02/29/2016 Added

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Technology Information: Elementary Science: Properties of Matter Application

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[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)

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Tech Edge, Mobile Learning In The Classroom - Episode 03, Elementary Science: Properties of Matter App

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