#7 - Concept Map - Natural Disasters

      Natural Disasters in America

A. Causes

1. Weather
2. Movement of the Earth

B. Characteristics

1. Rapid-Onset Hazards

a. Pop up with little warning time (few minutes to a few days) or no warning at all.
(1) Earthquakes
(2) Tornadoes
(3) Hurricanes
(4) Tsunami
(5) Flash Flooding

2. Slow-Onset Hazards

a. Occur with warning or the effects are long term to become disastrous
(1) Drought
(2) Blizzard
(3) Flooding

C. Effects

1. Health Risks
When natural disasters strike many things can happen to affect the health of people. Electricity can go out, Plumbing can go out, people get stranded for days.
(I would give examples of natural disasters that placed people at risk for contracting diseases, like Hurricane Katrina) 

2. Food Scarcity
When Natural Disasters strike, often times your electricity goes out, or you don't have enough gas to get somewhere, or you run out of water.
(I would tell the children about all of these things and give specific examples, I would also mention Hurricane Katrina probably as a personal example of running low on food/water) 

3. Displaced Populations
Natural Disasters can sometimes rip people out of their homes, causing them to be homeless or having to find temporary shelter.
(For this tab I would show the kids pictures of destruction caused by natural disasters of all types, and allow them to see that the population of people in that area have been displaced. There are several children's books about/on natural disasters too, that we could tie into our reading/English lessons.)

D. Types

1. Earth

a. Earthquake

a series of vibrations induced in the earth's crust by the abrupt rupture and rebound of rocks in which elastic strain has been slowly accumulating.
(I would show a video clip of how an earthquake moves the earth, how a richter scale works, and I would teach about this one last under "Earth" and then lead into my Tsunami discussion because earthquakes can cause them)
- The Richter Scale is used after Earthquakes have happened to determine their strength.

b. Volcano Eruptions

When a volcano erupts, hot magma (molten rock), gases and volcanic ash are emitted. The explosiveness of the eruption depends on the consistency of the magma and the amount of pressure built up prior to eruption.
(I would explain to the kids how volcanoes work, how many are in America and how often they erupt. I wouldn't want to alarm the children, but I would show them pictures of eruptions, Hawaii, and the effects Eruptions have on their surrounding areas. Include a video. Could even have them make their own volcanoes in class) 

c. Avalanche

a large mass of snow, ice, etc., detached from a mountain slope and sliding or falling suddenly downward.
(I would explain to the children how avalanches happen and how dangerous they are by showing a video clip of an avalanche and a someone who's been in an avalanche) 

d. Landslide

the downward falling or sliding of a mass of soil, detritus, or rock on or from a steep slope.
(I would show the children different types of landslides and how they are formed. I would also give them supporting evidence on why they are so dangerous)

2. Hydro

a. Flooding
a great flowing or overflowing of water, especially over land not usually submerged.
(perhaps we could make a model that shows how areas can flood when a river gets too full)

b. Tsunami
an unusually large sea wave produced by a seaquake or undersea volcanic eruption.
(show a video experiment of how tsunami's work)

3. Meteorological

a. Tornado
a violent and destructive storm in which powerful winds move around a central point.

F0: 40-72 mph
F1: 73-112 mph
F2: 113-157 mph
F3: 158-205 mph
F4: 207-260 mph
F5: 261-318 mph
(In this tab I would show a short clip on how Tornadoes are formed and how destructive they can be. We would divide into groups and make our own tornadoes with coke bottles and water. turning them upside down and spinning it to make our own tornadoes. There is also a book called, "Toto the tornado kitten" that I could read to the class.)
(1) Fujita Scale - shows the strength of the tornadoes based on how much damage was done and how fast the wind was.

b. Blizzard
A storm with dry, driving snow, strong winds, and intense cold.
(In this tab I would show more pictures about blizzards and possibly a short clip illustrating how thick snow storms can be) 

c. Hurricane
a tropical cyclone with winds of 74 miles (119 kilometers) per hour or greater that occurs especially in the western Atlantic, that is usually accompanied by rain, thunder, and lightning
(I would ask if anyone could think of a Hurricane they might of heard of. IE - Hurricane Katrina, Camille, Isaac. I would also show a clip of how hurricanes are formed and their destructive powers)
(1) Hurricane Category Chart - Shows the strength and power of the storm based on how fast the wind is going. Predicts amount of damage that will be done.

d. Drought
(1) Drought Severity Classification Charts tell how bad a drought is.

E. Locations

I. North
A. Blizzards
B. Flooding
C. Landslides
D. Volcanic Eruptions
E. Avalanches

II. West
A. Flooding
B. Landslides
C. Avalanches
D. Volcanic Eruptions
E. Earthquakes
F. Tsunami
G. Drought

III. East
A. Tornadoes
B. Hurricanes
C. Flooding

V. South
A. Tornadoes
B. Flooding
C. Hurricanes
D. Drought


3rd grade
Earth and Space Science
Mississippi Framework #4, B&C
(Lindsay Fuller)

#6 - Podcasts for Kids: A Review

PODCAST NUMBER ONE
The first podcast I decided would be a good use was a story book being told over podcast. I got it from iTunes but their source was "Candlelightstories.com". The story I reviewed on iTunes was The Three Little Pigs.  I loved listening to the story on audio. The reader got really into the story and made it fun to listen to. I think that if I were to use this on children I would have to use it on K-2nd graders. 

Ways I could use the story to teach:
-The children to follow along in a picture book while they listen. 
-The children make their own illustrations for the story while they listen to the story on audio. Listening to the wolf's gruff voice would give them a visual on what he looks like and they could draw him on paper. 
-The children could make a comic strip illustrating the story in the correct order. 


PODCAST NUMBER TWO
The second podcast I decided to use was How The Grinch Stole Christmas performed by James Keenan and produced by the Radio Theatre Group on iTunes.  I thought about using this fun story for K-6. Everyone loves this story. Christmas time is so much fun around school time. I started laughing with the reader's mannerisms and the way he voices each character very well. He made his voice go really high for Cindy Lou-who and I couldn't help but laugh. I think children would love listening to this story. You could implement this podcast around Christmas time and it would be under poetry, literature, language arts, and arts and crafts. You could use this story just like the one I used above. 

-Follow along in our Dr.Seuss books. 
-Draw illustrations for the story.
-Make Christmas/Holiday crafts while listening to the story. 
-Could even act out the story while the narrator reads along (for older ages)

I like the idea of using podcasts as a story telling idea the most. I always really enjoyed listening to stories from my teachers or on a tape when I was younger and following along. Even using the *turn the page* option on my tapes was fun. I didn't really enjoy the ones that talked about a certain subject. I'm ADD myself, so I think if I tried to use those podcasts (without accompanying video) the children would get bored and stop paying attention. I know I would. However, story telling podcasts are really fun. I'd be very happy to use them in my future plans. 

#5 - Article two. Summary/Questions.

2 - Social Sites Leaving Kids Vulnerable to Hackers
Article Link

SUMMARY - 

Many social media sites like Shutterfly and Eteamz are lacking the privacy and security needed to be safe enough to use for children or things involving children. Hackers and predators can easily hack into the websites, add their names to the mailing list and have all sorts of information regarding the whereabouts of each and every child on the teams. These websites don't have HTTPS but instead have HTTP which makes them vulnerable to these sorts of intrusions. "anyone on a wifi network with you could see all of the emails that you read and write while you're logged in." They're worried that pedophiles will figure out how to use Cookie Cadger and gain access to unlimited amounts of information regarding children. You're not supposed to use these websites on an open wifi network. It needs to be a secure network with a legitimate password. Porterfield states that phone numbers and home addresses never be placed and saved on any social media network site. 

THOUGHTS - 

I agree with most of the things said on this article. There is way too much confidence placed in social media. Many people sign up for multiple social media accounts without thinking twice about what possibly could go wrong. People are crazy these days, you can't trust that something like this won't happen to you. It doesn't always happen to other people. Any predator could log online, enter a few little things and be into your account so fast. The social media sites need to take better care of this threat to ensure the safety of their "clients" and users. 

Questions On the Articles

1. What's the difference?

- The second article is talking about how an entire social media company won't really budge a bit to even possibly protect their users. 

2. Can the information be verified somewhere else?

- The second article even contacted some of the social media websites and got feedback on the issue. 

3. How does this information affect the way you'll be teaching?

- When I become a teacher I'm definitely going to do everything in my power to make sure my students are safe. I don't want their parents to have to worry about their well-being online at school. Using verified search engines, putting up safety firewalls, and using smart apps would be a great thing to do for my future classrooms. 

4. Do the articles help inform you on what you need to look for when setting up online classes or assigning students online homework?

- The articles absolutely help inform me on what I need to look for. I don't think I'll be setting up online classes because I'm Elementary Ed, but I will definitely look for safe ways for my children to be able to surf the web and finish their work in a safe and secure setting. 

#4 - Article one. Summary/Questions

1 - With Tech Taking Over in Schools, Worries RiseArticle Link

SUMMARY - 

Multiple schools across America are implementing different technology bases in their classrooms and even in their cafeterias. Such as scanning fingers in the lunch lines or behavior monitoring apps in the classroom. However, some states, like California, don't like all the information this technological age is spitting out. They're the first state to try and restrict how that information is given out. Californians passed a law that "prohibits education sites, apps, and cloud services used by schools from selling or disclosing personal information about students from kindergarten through high school". The law is to keep personal information personal and to keep outside parties from learning things such as: learning disabilities, disciplinary problems or family trauma. “Parents, teachers and kids can now feel confident that students’ personal information can be used only for educational achievement.” With the law in place, sensitive information can remain sensitive and parents/teachers can confidently continue to buy apps to help the children learn. Tony Porterfield said it best when he said, "

THOUGHTS - 

I think that this law is a great idea. One of the fathers, Tony Porterfield, said this about it, "Can you imagine a college admissions officer being able to access behavioral tracking information about a student, or how they did on a math app, all the way back to grade school?" I think this put it into perspective for me. A college having access to this information could drastically change the outcome of that child's future. I talked too much in Elementary School and my grades started to slip in middle school, but that shouldn't be my deciding factor in my future. Personal information should remain personal, and I think this law will allow that to happen. 

Questions On the Articles

1. What's the difference?
- The first article is talking about a state going to great lengths to make sure their children are safe while having anything to do with apps, technology, and/or social media. 

2. Can the information be verified somewhere else?
- Each article has information that has been cited somewhere else, meaning they got that information from a secondary source and it is backed up. 

3. How does this information affect the way you'll be teaching?
- When I become a teacher I'm definitely going to do everything in my power to make sure my students are safe. I don't want their parents to have to worry about their well-being online at school. Using verified search engines, putting up safety firewalls, and using smart apps would be a great thing to do for my future classrooms. 

4. Do the articles help inform you on what you need to look for when setting up online classes or assigning students online homework?
- The articles absolutely help inform me on what I need to look for. I don't think I'll be setting up online classes because I'm Elementary Ed, but I will definitely look for safe ways for my children to be able to surf the web and finish their work in a safe and secure setting. 

#3 - Horizon Report (Notes)

The NMC Horizon Report: 2014 K-12 Edition notes on integrating technology in the classroom are as follows:

Rethinking the Roles of Teachers & Shifting to Deeper Learning Approaches

• Teachers are required and/or expected to know a wide variety of technology based content, to collaborate with other teachers both in and out of school, to act as mentors and role models to their students.
• "Singapore offers a noteworthy model in which every teacher is entitled to 100 hours of training per year, and each school has a special fund allocated to supporting these learning opportunities."
• An independent charter school in Indiana is doing a great job with their flip. Students watch videos at home, then complete computer simulations during class. 
• "Project-based learning, problem- based learning, inquiry-based learning, challenge- based learning, and similar methods foster more active learning experiences, both inside and outside the classroom."
• Education leaders are working together to have more professional development opportunities for teachers so they can get deeper learning and more creative, hands on learning in the classroom.

Increasing Focus on Open Educational Resources & Increasing Use of Hybrid Learning Design

• Open educational resources are growing in number and quality, along with the use of the materials in classrooms. 
• Open does not mean "free of charge"
• Utah has been leading the front for OER since 2012, uses open textbooks in schools and universities throughout the state. 
• "Resolving intellectual property issues has been crucial to supporting the movement toward OER."
• "As teachers and students alike become more familiar with and adept at using the Internet, classroom-based learning increasingly includes online learning components, hybrid learning strategies, and an increased focus on collaboration within and outside the classroom."
• "Hybrid learning is seen as a way to level the playing field for rural schools by providing more access to a variety of high-quality courses."

Rapid Acceleration of Intuitive Technology & Rethinking How Schools Work

• "It is already common to interact with devices entirely by using natural movements and gestures. Smartphones and tablets, Xbox Kinect, Nintendo Wii, the new class of “smart TVs,” and a growing list of other devices built with natural user interfaces (NUIs) accept input in the form of taps, swipes, and other ways of touching; hand and arm motions; body movement; and increasingly, natural language."
• "A 2013 report from the American Institute of Research, Are Personalized Learning Environments the Next Wave of K–12 Education Reform?, examines the U.S. Department of Education’s Race to the Top-District (RTT-D) grant program, in which personalized learning was a major focus. The initial 16 grantees — awarded a total of $383 million — include 11 school districts, three charter agencies, and two consortia."

Complex Thinking and Communication & Safety of Student Data

• Kids need to learn the difference between human and artificial intelligence as well as understand all the technology they have around them.
• Data Visualization, Imagery, Narratives and other communication techniques are more key skills needed to make complex ideas understandable.
•  "According to a 2013 Gallup poll, three out of four Americans polled believe that schools need to teach critical thinking and communication to children in K-12 education. This statistic aligns with what employers, educators, and students have expressed — young learners need skills to analyze information, communicate effectively, and collaborate in global environments to solve complex problems."
• "Schools around the world are adopting cloud computing to support adaptive learning, promote cost-savings, and encourage collaboration, but sometimes the safety of student data is threatened when third-party vendors provide low-cost software as a service in return for access to student data that they then profit from."
• Privacy is a big deal in the student technology area, but in order to keep them safe, both students and teachers need to be educated about how to pick technologies and systems that are secure.

Competition from New Models of Education & Keeping Formal Education Relevant

• "According to the National Alliance for Public Charter Schools, there are more than 6,000 charter schools in the U.S. alone with more than 1.9 million students enrolled, compared to over 98,000 public schools where 49.4 million students are enrolled."
• "As new platforms emerge, there is a growing need to frankly evaluate models and determine how to best support collaboration, interaction, deep learning experiences, and assessment at scale."
• "As teachers’ roles become more multifaceted, their ability to manage social interactions in safe and productive ways is taking on more importance in the total school environment."

Important Developments in Technology for K-12 Education

• Seven technologies, tools and strategies for their use that the NMC monitors continuously"
• Consumer Technologies - tools for recreational purposes
• Digital Strategies - ways of using devices and software to enrich teaching and learning
• Enabling Technologies - potential to transform what we expect of our devices & tools
• Internet Technologies - techniques that make networks easier to use
• Learning Technologies - tools & resources developed expressly for the education sector
• Social Media Technologies - evolving at a rapid pace with new ideas, tools & developments
• Visualization Technologies - taps the brain's inherent ability to rapidly process visual information, identify patterns, and sense order in complex situations. 

Bring Your Own Device (BYOD)

• the practice of people bringing their own laptops, tablets, smartphones, or other mobile devices with them to the learning or work environment.
• Like what most college students do in class. 
• Since implementing BYOD the company has reported 5 million hours of annual productivity gains. 
• Over 95% of educators surveyed responded that they use their own device for work purposes.
• "BYOD has profound implications for primary and secondary education because it creates the conditions for student-centered learning to take place. 

Cloud Computing

• Refers to expandable, on-demand services and tools that are served to the user via the Internet from specialized data centers and consume almost no local processing or storage resources.
• "Cloud computing has become widely recognized as a means of improving productivity and expanding collaboration in education."

Games and Gamification

• "A 2013 study by the American Psychological Association highlights the cognitive, motivational, emotional, and social impact video games have on human behavior; this significant body of research underlines the overwhelming potential of games to teach new forms of thought and behavior."
• "Gamified learning environments in practice can motivate learners to engage with subjects in an emotionally stimulating way."

Learning Analytics

• "The goal is to build better pedagogies, empower students to take an active part in their learning, target at-risk student populations, and assess factors affecting completion and student success."
• "Students are beginning to experience the benefits of learning analytics as they engage with mobile and online platforms that track data to create responsive, personalized learning experiences."
• "MyDistrict360 provides a customizable portal for teachers and administrators to visualize student data and financial information, with the aim of enabling schools to more effectively provide personalized attention to students and forecast budgets.

The Internet of Things

• Network of connected objects that link the physical world with the world of information through the web. 
• Useful for:
• tracking objects that monitor sensitive equipment or materials
• point-of-sale purchases
• passport tracking
• inventory management
• identification
• similar applications
• "Embedded chips, sensors, or tiny processors attached to an object allow helpful information about the object, such as cost, age, temperature, color, pressure, or humidity to be transmitted over the Internet"

Wearable Technology

• refers to devices that can be worn by users, taking the form of an accessory such as jewelry, sunglasses, a backpack, or even actual items of clothing such as shoes or a jacket.
• benefit:
• conveniently integrate tools that track sleep, movement, location and social media.

#2 - Why I'll Never Tell My Son He's Smart. Thoughts.

I will admit, when I first read the title of the article, it made me a little mad. I kept thinking:

-Why would he never tell his son that he's smart? 

-That doesn't seem like a very good way to build up his confidence. 

-Well, that is a bit mean.

However, after reading the article, I see that he's not actually trying to be a rude person or kill his son's self esteem. He's trying to allow his son to see that failing, or getting things wrong is not the end. You learn through your mistakes and your failures. Only by failing, can you succeed.

I already knew all of this, because I have a habit of making mistakes and having to try and try again. I know that through hard work and dedication you can succeed and improve in all things. Practice makes perfect, right?

I do believe in allowing children the room to make mistakes and improve. I think it's an important part of growing and life. Not everything is going to work out the way they plan it out to be. Being good in one subject, does not mean you're good at all subjects, but that doesn't mean you can't improve on the other ones. I believe that showing children that there is always room for more learning, to never stop learning, to love learning, will make a difference.

The only thing I don't agree with is not telling children they're smart. They need you to believe in them. They look up to you. You are someone they trust, they believe in, they need you. Some children need to know that you think they can do it. They CAN succeed. I CAN succeed.

I will tell my students they are smart. I will also allow them room to fail, but I won't let them feel like failures. I will show them that they can overcome their struggles, and I will help them do so, because they ARE smart and I never want to see a child give up.