10 iPad Apps used for Elementary Geometry!

Universal Design for Learning (UDL) is a framework all teachers should incorporate into their classroom. UDL is a way teachers can combine pedagogy and technique to meet the needs of all learners. It takes into account multiple means of representation, multiple means of action and expression and multiple means of engagement. Read more about UDL here! One way to support your students is through the use of applications (apps). This post will present 10 iPad apps that can be integrated into geometry instruction at the elementary level. It is my hope teachers will be able to use these applications to provide students of all ability levels equal opportunities to learn the content successfully.

The standards I focused on from the Iowa Core were for fourth graders, but these apps could be applied to other elementary grades.

4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two–dimensional figures.

4.G.A.2 Classify two–dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

4.G.A.3 Recognize a line of symmetry for a two–dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line–symmetric figures and draw lines of symmetry.

These apps are not listed in any particular order.

1. Math App- Geometry I - $0.99 

Screenshot from: https://itunes.apple.com/us/app/math-app-geometry-i/id481766610?mt=8

This application will help students understand the fundamental geometric shapes and facts. It includes tests and quizzes are which allows students to check their understanding immediately. Using this app will provide multiple means of representation for the students. Students who are having a hard time grasping the material will be able to view additional images and have additional practice to help comprehend the information. This app could be used in the classroom to help classify two-dimensional figures.

2. Geometry Pad for Kids - Free 

Screenshot from: https://itunes.apple.com/us/app/geometry-pad/id517461177?mt=8

With Geometry Pad students are able to create fundamental geometric shapes while exploring and changing their properties. There is also a unique snap-to-grid and snap-to-objects on this app, which allows for precipice construction. The students can also snap to parallel, perpendicular and tangent lines. This will allow the students to have multiple means of action by constructing their own shapes. This app will allow the students to share and express what they know. The students could use this app to construct their own lines, line segments, angles and perpendicular and parallel lines. They could also construct their own two-dimensional figures for their classmates to label!

3. Geometry for Kids - $0.99

Screenshot from: https://itunes.apple.com/us/app/geometry-4-kids/id446626897?mt=8

This app can be used to explore geometrical concepts. It can be used as additional learning module which allows the students to explore clear instructions with illustrations and narration. There are geometry riddles that can be used to help students identify with the shape. Additionally there is a critical thinking section, which can be used to challenge students who are having an easier time with the concepts. This app will provide the students with authentic learning experiences and multiple representations of the shapes and concepts they are learning. This app will be engaging to the students with the ample amount of activities the students can partake in. A good way to use it is let the students explore this app independently to supplement the material covered in class. Then, allow the students time to present on their favorite aspect of the app to encourage other students to get excited about it!

4. Geoboard, by The Math Learning Center - Free 

Screenshot from:https://itunes.apple.com/us/app/geoboard-by-math-learning/id519896952?mt=8  

 

Everyone remembers Geoboards from when they were younger. It was a significant activity when learning geometry in grade school, and now you can use it in your class on your iPad! The students will be able to create line segments and polygons to explore and identify with. This application does a great job of giving students multiple representations. They will be able to manipulate the board and create different sizes and shapes of the two-dimensional objects being studied. This also will keep students engaged and motivated to learn through the fun manipulation of the shapes.

5. Video Geometry Tutor  €1.99 ($2.18) 

Screenshot from: https://itunes.apple.com/ie/app/video-geometry-tutor/id411902469?mt=8&ign-mpt=uo%3D8

When introducing a new concept to students, it is nice to be able to supply them with multiple ways of learning the information. This is an app that has multiple videos on the topic of geometry that can be used with students who are auditory and visual learners. This is a great way to pull in multiple means of representation into the classroom. This could be at one of your math centers for the students to listen and watch during center time. 

6. DragonBox Elements - $4.99 

Screenshot from:  https://itunes.apple.com/us/app/id875267105?mt=8

Although this app is a little more expensive, it will give the students an opportunity to explore a deep understanding of geometry while having fun! The players will use shapes and their properties to explore the properties of the geometric shapes. They will also improve logical reasoning skills by solving these geometric puzzles. The students will be able to take the shapes and engage in this activity without realizing they are working on their geometric shapes!

7. Symmetry School: Learning Geometry - $3.99

Screenshot from: https://itunes.apple.com/us/app/symmetry-school-learning-geometry/id648579648?mt=87.

This is a captivating and brain-twisting way to integrate symmetry into the classroom. The app will also give a foundation of spatial reasoning, problem solving and visualization. This could be used as a unique way for the students to express symmetry in a new and exciting way while also talking about the shapes used in the creation. This is a great way to give students another avenue to express what they know in a safe and fun learning environment. 

8. Montessori Geometry  $1.99 

Screenshot from:https://itunes.apple.com/us/app/id544726604?mt=8

This app covers 6 different families of shapes which help the students practice and memorize the vocabulary. The vocabulary comes with easy to read definitions that the students will be able to explore. It also has 6 different games the students can play and self-correcting activities to help improve the students confidence. This gives the students a new way to navigate their learning and will help them express what they know.

9. Skitch-Snap. Mark Up. Send. -Free

Screenshot from:https://itunes.apple.com/us/app/skitch-snap.-mark-up.-send./id490505997?mt=8

This is a great app that can be used in multiple ways in the classroom. To use it in the classroom for geometry, the students can go around and capture different shapes and angels and then identify them with the editing tool. They can then share this with their classmates and talk about how shapes are all around us. This is a great way for students to express what they know through a different tool. This will also help them connect their learning to the real world.

10.  CyberChase Shape Quest -Free 

Screenshot from: https://itunes.apple.com/us/app/cyberchase-shape-quest!/id777790860?mt=8

This application will have the students engaged from the start! There are three different games focused on building geometry, spatial reasoning and problem solving. In one game they must uncover specific shapes to find their friends. This will give the students extra practice on identifying shapes and manipulating them. This would be a great app to use for centers by giving the students more exposure to geometry and the shapes they are learning about.

I hope you find this useful and let me know how the use of any of these apps go!
-Robyn Katheleen

The Human Body: Digestion Rocks! A lesson guided by TPACK

The Human Body: Digestion Rocks!

As a part of a unit about the human body, this lesson will include students reading a book, “My Body,” completing a modified KWL chart on pictures around the room, using everyday materials to represent how the stomach and digestive system work, placing body parts into the proper positions using the Mimio Teach, and creating videos (using ipads) to represent how different parts of the digestive system work using everyday items of their choice.

Primary Core Goals/Outcomes:

Science:S.K–2.LS.5 Essential Concept and/or Skill: Understand and apply knowledge of basic human body structures (human body parts and their functions). 

Reading:
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 

RL.2.IA.1 Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

Use a variety of skills and strategies to comprehend nonfiction and informational text: Headings, Photos, Illustrations, Chars’ Use Comprehension strategies: Activate prior knowledge, Ask and answer questions, draw inferences, draw conclusions, engage in discussion.

ISTE-S:

1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

• a. Apply existing knowledge to generate new ideas, products, or processes 
• b. Create original works as a means of personal or group expression 
• c. Use models and simulations to explore complex systems and issues 

4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

• d. Use multiple processes and diverse perspectives to explore alternative solutions

Intended Learning Outcomes:

Students will be able to:

• Identify the organs in the digestive system and locate where they belong in the human body. 
• Summarize an informational text. 
• Describe the basic functions of the organs that are in the digestive system. 
• Create a model of the digestive system including multiple organs. 
• Produce a short video of their model that explains how their model represents the digestive system 
• Collaborate with peers effectively.

Pedagogical Decisions:

Image From: http://www.learningandleading-digital.com/learning_leading/20090910/#pg26

Teacher/Student Centered The learning activities in this lesson will progress from being moderately teacher-centered, as the teacher leads students through KWLs and guided reading, then become more student-centered. The teacher will act as a facilitator for students as they complete the final learning activity.

Type of Learning The learning be abstract, using the analogy of the ziplock bags for the digestive tract. The students will have similar understandings (convergent learning) on the human body and digestive system.

Prior Experiences Students will begin with the prior experiences they have gained outside of the classroom, but they will gain more experiences and knowledge throughout the week as they complete the final learning activity.

Surface Comprehension/Deep Knowledge Deep Knowledge

Duration This lesson will span several days. This will give students the opportunity to build the foundational knowledge for more lessons in the unit.

Structure of Learning

The initial activities will be strongly structured by the teacher. As the week continues the students will have less structure, because we will be giving the students more freedom to create their video demonstrations.

Whole Group/Small Group/Individualized Learning

Whole Group: Reading the Book “My Body”, Stomach Model Demonstration, Body Part Mimio Activity

Small Group: Creating Models, Video Production

Individualized: KWL Charts

Amount of Resources There will be some additional materials required.

TPACK Activity Types:

We will be using the following TPACK activity types:

• Reading Text
• Group Discussion
• Simulation
• Answering Questions
• Completing a Chart/Table
• Building a Model
• Creating a Film

Assessment Plan:

Summative- The video presentation the students create will be assessed using a rubric.

Formative- The teacher will monitor while students lead their group discussions concerning the digestive system with questions they have created.

Formative- The teacher will observe students as they participate in the Mimio Teach activity.

Materials:

Used by the Teacher:  

• Book- “My Body”
• Butcher Paper with the question -> What are the body parts and their functions?
• Mimio Teach -> Body/ Body parts file
• Ziploc baggie, Bread, Water
• YouTube Video

Used by the Students:

• Book- “My Body”
• Butcher Paper with the question -> What are the body parts and their functions?
• Mimio Teach -> Body/ Body parts file
• Sticky Notes
• Ziploc baggies, Bread, Water
• iPads
• Collection of student-selected household materials
• Index Cards
• Crayons, markers, pencils, etc.
• Sticky notes in 3 different colors

Technologies

Used by the Teacher:

• Mimio Teach 
• Youtube video 
• Camera (To take pictures of students for their portfolios) 
• iPad 
• Decide Now! App

Used by the Students:

• Mimio Teach 
• iPads 
• Software to put video together

Instructional Procedures:

Day 1:

1. Prior to the lesson, Flip Charts will be placed around the room. Each one will have an image of a body part. 
2. The teacher give students Kiwi-green (Know) sticky notes to post on the flip-charts. Students will be directed to write their names and what they already know on the stickies and place them on the charts. The teacher will then have students complete a second lap around the room placing White sticky notes (representing what they Wanting to learn) onto the flip-charts. 
3. The teacher will show students the objectives for the lesson. 
4. Before the reading, the teacher will ask students to identify the Table of Contents and the Digestive System chapter as a review of a previously taught skill. She will then lead students in a Popcorn-style reading of the Digestive System chapter of the book “My Body.” The teacher will pause the reading periodically to ask students guiding questions for comprehension. 
5. The teacher will lead students through a basic simulation of how digestion works using a Sandwich baggie, a piece of bread, and a tiny cup of water during a mini lesson. 
6. With a piece of bread, a sandwich Baggie, and a small portion of water, students will create a model of the digestive system while the steps are discussed... 
7. Step 1: Break the bread up (chewing) Step 2: Drop it in the bag (swallowing) Step 3: Pour water in (stomach acid seeps in to break down foods) Step 4: Close the bag and mush up the contents (churning) Step 5: Separate the liquid from the solid (small intestine) Step 6: Drop the dried mixture into the trash (waste). 
8. Students will now record their new thinking on a different colored sticky note from the beginning of the lesson, so we can compare our schema to our new thinking (Lavender sticky). The teacher will ask students the questions below to help prompt their answers.
1. -What did we learn? 
2. -Is there anything that we can record about our new thinking? 
3. -Do we need to change any of our think?

Day 2

1. The teacher will kick off the lesson with some “Tummy Trivia.”
2. The stomach is a stretchy sack shaped like the letter J. It has 3 important jobs:
1. To store the food you've eaten
2. To break down the food into a liquid mixture
3. To slowly empty that liquid mixture into the small intestine.
3. The stomach is like a mixer, churning and mashing together all the small balls of food that came down the esophagus into small and smaller pieces.
1. Fun Fact: When you blush, the lining of your stomach also turns red.
4. The teacher will pull up the Body Parts file on the Mimio teach and have student volunteers take turns moving digestive system body parts to their correct location in the digestive system.
5. The teacher will show students these YouTube videos:


1. Kids Health: How the Digestive System Works
2. https://youtu.be/VwrsL-lCZYo
   
   
3. Mr. R’s Digestion Song
4. https://youtu.be/fiRKW0W51Pg
   
   
   
6. Teacher will use the Decide Now! app to separate students into collaborative groups. Then, she will explain their final learning activity: Building a model and producing a video explaining how their model works.
7. Students will get into their groups to discuss the project and decide if they need to bring anything from home.

Day 3

1. Students will spend class time constructing their models of the digestive system and make it their own using the materials that they found in the classroom and at home. 
2. Once models are built, students will write scripts explaining how their models work.

Day 4

1. Students will get to record their models and their explanations using the iPads. They will then create a video, explaining what is going on and telling the viewer facts on the digestive system.

Day 5

1. Present videos to class.

TIM Information:

Before taking this lesson to the next level, the cell we would have chose on the Technology Integration Matrix (TIM) would have been Constructive Entry. We then increased the lesson significantly by adding additional videos and creative projects for the students to partake in and now we are at a Constructive Adaptation with the beginning stages of Constructive Transformation.

This lesson was created using the TPACK framework by Robyn Bredvick and Nikki Lyons.

TPACK

Reproduced by permission of the publisher, © 2012 by tpack.org

I was first introduced to TPACK as an undergraduate studying Elementary Education at Iowa State University in a class I took with Denise Schmidt-Crawford. I am now covering it in my graduate course with Dr Zeitz, check out his blog post on the topic! The TPACK framework is based on three forms of knowledge: Content(CK), Pedagogy(PK) and Technology(TK). TPACK also emphasizes the knowledge that is created when the different types of knowledge intersect. To the right is a picture from TPACK which shows the relationship of the different knowledge types and how they intersect and relate to each other. Even when I was an undergrad I really liked this framework because it shows the different areas that need to come together when creating a successful lesson and classroom. I like how it does not just focus on the content and pedagogical knowledge a teacher must have, but also the knowledge on what to do with the technology. This is a framework that can be used in the classroom to help ensure the teacher is teaching correctly, covering the content and using the technology in a beneficial manner.

Two minute videos are really the hype in education right now! So go ahead and watch this two minute video to help introduce you to TPACK!

This is a video Rural Texas Elementary School successfully planning a lesson while thinking about the TPACK framework. It includes a short description on TPACK and then continues with a lesson created by Ms. Herrigton and Ms. Flores. During this lesson Ms. Herrigton will bring her expertise on content and pedagogical knowledge and Ms. Flores focuses on the technological knowledge. Together they create a successful lesson using the TPACK framework.

The next activity is a web-quest and can be found on Zunal and was created by Kim Young for students in 6th-8th grade. The students will participate in  learning about climbing Mount Everest through a web-quest. This is a great activity where the content, teaching and technology have been carefully thought out. This is a great activity framed around TPACK where the students are able to participate in something which is meaningful and will engage them on the topic.

Reflection is an important part to learning and teaching. Here is an example of an ePortfolio a 6th grader created and then posted using Vimeo. This is an activity that could be implemented using the TPACK framework. This creates a unique opportunity where the lessons individually can be created using TPACK, knowing the culminating lesson would be to reflect on the year as a whole. Being able to reflect and create a portfolio to show off skills is a life long skill.

When researching more on the practical applications with TPACK I found a great resource on EduBlog, which has TPACK iPad Project in Schools (TIPS). This is an area where teachers can go and look at different iPad projects that have been completed with the TPACK framework. It is important to remember the thought and consideration needed to be laid out for the content, pedagogical and technology aspects of the lesson. Simply adding the technology will not create a lesson with the foundation of the TPACK framework. 

If you are wanting to learn more about TPACK, they have a wonderful website where you can start to learn more about the framework while learning how to move towards implementing it in your classroom. http://www.tpack.org/ 

Aha! Visual Literacy-Visual Symbols Update

After completing the visual literacy course this semester I have realized how important visuals are in every aspect of my life. Through the presentations I have done, especially on Gamification and Symbols around the world, I was able to understand how important visuals are. For example, when I travel to a new location I rely heavily on the symbols and signs in the area because I do not know the language. In my first post I wrote how everywhere we look there are symbols, pictures and ads affecting our everyday life and now I know how much they are affecting me. By understanding different visuals I can understand a distinct set of rules and communication through images. 

I also mentioned how excited I was to learn about the different parts of visual literacy so I can know more about how things are affecting me as well become more educated and aware of them. After this course I know it is not just ads that are affecting me but much more. The movies I watch, the magazines I read, the symbols I pay attention to, the websites I visit, the application of gamification in the classroom and much more all have a direct impact on my life.  

One thing that has stuck with me throughout this class is the first video we watched, Killing us Softly. This was a movie that showed the negative and sexist connotation that our ads portray. The ads are constantly turning women into sex symbols, and I have see the ads be used to sell magazines, products and ideas. I never realized how much of an effect this could have on an individual until I really started paying attention and being aware of the message being sent with certain images. One of the messages heavily portrayed is the "perfect woman."  One of the things talked about in the video is how men are not subjected to the same type of sexual scrutiny as women are. For this reason, when I saw the People magazine with the theme of the sexiest men, I instantly snatched it up because I wanted to look at the way the men were going to portrayed throughout the articles.  It was a common theme to see men being objectified throughout this magazine with their shirts off, being rated only for how they look.

 

Source: People Magazine,  December 1, 2014

 

Source: People Magazine,  December 1, 2014

 

Source: People Magazine,  December 1, 2014

 

Source: People Magazine,  December 1, 2014

Source: People Magazine,  December 1, 2014

Below were the ads I found used the men's sexuality is used to help sell the product, even if it was Mr. Clean.

Source: People Magazine,  December 1, 2014

Source: People Magazine,  December 1, 2014

Source: People Magazine,  December 1, 2014

Source: People Magazine,  December 1, 2014

I felt as though these photos really stood out to me so I wanted to use them for my last post of the semester. Throughout this semester I have learned to view visuals differently and I have Visual Literacy to thank for it!

Aha! Visual Literacy-Value Billboards

In class one week we discussed the different ways visuals affect our lives, and we pulled in how billboards have definitely impacted us. We then went to a website where we could create our own Value Billboard. It was a really cool experience to see the different visuals people choose and the words they paired it up with. 

Traveling, exploring and adventure are all very important to me. I wanted to create a billboard that encouraged others to get there out and exploring! I then had a picture of myself scuba diving, so I decided to make it about the ocean. 

If you would like to give it a try go here!

I would love to see what you create. If you create a billboard, please post a link in the comments below!

Visual Literacy-Wag the Dog Movie Reflection

For my Visual Literacy class we were to watch the movie, Wag the Dog. This was going to be the last movie of the semester, and after reading the summary for the movie, I was really excited to watch it. One of my favorite TV shows right now is Scandal and I felt this movie was going to be a similar story line, and I was eager to watch it. I was very impressed with the story, and it might have been my favorite this semester.

Watch the trailer below to see if you would be interested in watching this movie:

If the video does not play: Wag the Dog

I think the director is trying to show how much the media can affect the perception of the American people, just by what the media decides to cover. We were also able to see how twisted the world we live in can be, where it is acceptable in our presidents mind, to cover up his scandal with the idea of a fake war.

Throughout this movie I continually thought how today this movie is even more true, and it was created in 1997. I would say we are now even more affected because of the amount of media coverage and social media available.

Barry Levinson was the director of the movie Wag the Dog. He lived in Washington DC when we was younger, which could have influenced the film and the story he wanted to create about the politics and people he met during this time. 

I believe the people that may be offended by this movie because of the dark humor that runs throughout the movie. Also the people within the government may be offended by the representation that is portrayed throughout the movie.

This movie has added a lot to my visual literacy. I was able to see how a visual, that was not even authentic, could convince people there was a war going on in a different area. I was also able to see how the commercial was put together. It was interesting how they were able to manipulate the video through the different screens and the tools that they used, and I think it would be an interesting job. I also believe the advancements we have made with technology would make it hard to produce a video where people do not hear about it from another source and do not test the authenticity of the video. 

Overall this was a great movie and I encourage you to check it out!

Also, here is a clip of the show Scandal I talked about earlier. If you enjoy Wag the Dog I would encourage you to check this out next. 

If the video does not play: Scandal

Aha! Visual Literacy-Emoticon Reflection

Ever since talking about emoticons in class I have noticed how much I use emoticon to help support the meaning I want to come across, especially when texting people.

Source: Screen shot taken from iPhone.

My friends and I have developed a special language with the emoticons and an outsider would not understand the exact meaning we wanted portray with the emoji. I like to think of emojis not as a substitute for words, but more as a substitute for people to convey their feelings and emotions. Below is an example of an emoticon that has special meaning for my friends and I. If you were to say something, such as who would like to go to Cherry Berry, more than likely one of us would respond with this emoji. To us it means, we are definitely down to go and get some Cherry Berry!

Source: Screen shot taken from my iPhone.

One place I do not use emoticons is in the workplace. I send a lot of emails, but within those emails I use only text, I do not support what I want to come across with emojis. I wanted to do a little research to see how emoticons were being used in the workplace. I found an article which was The communicative Functions of Emotions in the Workplace Emails, and it states emoticons serve three communicative functions when used in the workplace email. The first function is when they are used following signatures, they are a way to portray a positive attitude. The second function is when they are used to show the text is suppose to communicate as humorous. The third function is when they are used as hedges, when used with expressive speech they work as strengtheners and when following directions they are used as softeners (Skovholt et al., 2014).

Source: Screen shot of signature for email taken from computer.

My signature at the end of an email from my Camp Adventure work email. Creating a happy feeling with the text Catch the Magic! and the smiley face emoticon. This is an example of the second function of using emoticons to communicate.

I am interested to see how emoticons continue to integrate into our lives in the future! 

Works Cited

Skovholt, K., Grønning, A., & Kankaanranta, A. (2014). The Communicative Functions of
Emoticons in Workplace E-Mails: :-). Journal Of Computer-Mediate Communication, 19(4), 780-797. doi:10.1111/jcc4.12063