WEEK FOUR M&M's CHART

The m&m’s activity would have to be my favorite. Not only does it incorporate technology and chocolate but it is an excellent way of getting the students to think mathematically. It asks the students to group in pairs with one packet of M&Ms between them (or smarties) and sort the M&Ms by their Colour. Once a tally has been devised the students then need to construct a spreadsheet. This activity would be a great way of introducing graphs to the class and also grouping (Division). Once the graphs are made the students are then able to let their creativity run wild by decorating the spreadsheet. The students can start to create ideas and cut and paste pictures from the M&Ms website: http://www.mms.com/au/index.jsp. An extension of this activity would be to form groups of six and then groups of twelve and then eventually the whole class which Greg Powell suggests as “jig sawing”. As a whole group they will graph and discuss their findings.

Greg Powell suggests a few questions which could be asked:

1. How many M&Ms were found in each packet?
2. What is the range of colours found across the whole class?
3. What would happen if the company just put all of one colour into the packets?
4. Why do you think some colours don’t appear too much in each packet?

Teachers need to be aware of peanut allergies and also they need to check with the schools policy. Check this website for details: http://www.chw.edu.au/parents/factsheets/peanut_allergy.htm

WEEK THREE E-PORTFOLIO

An E-Portfolio (Electronic Portfolio) is basically a collection of learning records. It is a fantastic tool for teachers to demonstrate their ideas and philosophy. It may give you the upper hand in an interview.

Electronic Portfolio information
http://en.wikipedia.org/wiki/Electronic_portfolio
Create your own Electronic Portfolio
http://www.eportfolio.org/

WEEK THREE HANGMAN

WEEK TWO MAKE THE FROG JUMP INVESTIGATION

Initially our group was unable to grasp the whole concept. We were trying so many different avenues that would just result in the frog falling to the ground or just hiccupping across the table. Whatever we did just didn’t work, however once we realized that there was no wrong or right way we started to establish a solid basis. I found this activity very challenging and was an excellent way of getting us to think ‘outside the box’. It would be best suited for grades 3 and up.

WEEK TWO CREATING ACTIVITIES/GAMES

Dance
1. What action is a 'Demi plie'? (5 points)
A bend
A fall
A kick
A turn
A jump

2. What shoe is needed for jazz dance? (5 points)
Tap shoe
Soft shoe
Pointe shoes
Ballet shoes
Runners

3. What part of the foot does a 'tap brush' come from? (5 points)
The whole foot
The left side of the foot
The heel
The toe
The right side of the foot

4. What is a 'Grand jette'? (5 points)
A big leap
A small leap
A turn
A spring
A jump

5. What is a 'Port de Bra'? (5 points)
Action of the head and arms
Action of the foot
Action of the arm
Action of the leg
Action of the head

http://www.quia.com/

This activity can extend to many different areas. Not only can it cover all educational areas, but also it further educates the students in general knowledge. It enables students to create questions in areas they excel in, while being exposed to other areas by participating in their peers quiz.

WEEK ONE INSPIRATION (Mind maps)

WEEK ONE INSPIRATION DIAGRAM

Inspiration is a useful tool that enables students to visually construct and think through the use of technology. It allows the students to create diagrams and also mind maps in all aspects of the educational curriculum. Inspirations not only integrates with other areas it also is a great way for the students to present their work.

Initially I found Inspirations confusing, however once I completed my first diagram I was ready to attack the mind maps.

http://www.inspiration.com/