Middle Level ICT Integration

 Middle Level ICT Integration:

PhET simulations are interactive, digital tools developed by the University of Colorado Boulder to enhance the learning of science and mathematics through engaging and visually stimulating experiences. These simulations cover a wide range of topics in physics, chemistry, biology, earth science, and mathematics, allowing users to manipulate variables and observe outcomes in real time. Designed based on educational research, PhET simulations employ visual and interactive elements that help students understand complex concepts by making them more tangible and relatable.

Today we were oriented on using PhET Simulation (Physics Education Technology). We were specifically oriented on creating circuit connection using PhET Simulation. It was such and insightful and engaging session. PhET is a collection of interactive simulations that are designed to help students learn and explore various concepts through hands on virtual experiences. Use of PhET simulation offers several benefits that aids our understanding and learning experiences. PhET Simulation based- learning provides visualization that aids our natural ability to process and understand information. Moreover, it enhance our comprehension, memory and overall learning experience.

Lesson plan on PhET simulation

Subject: Science

Topic: Three states of matter

Class: V

Time: 45 Minutes

Teaching learning materials: ppt, projector, 

Teaching method: Collaborative learning

Previous knowledge: students already know about melting and freezing.

Lesson objectives: At the end of the lesson, children will be able to;

1. define matter correctly in their own words.

2. Write three states of matter in their own words without the help from friends or teachers.

3. Explain the concept of three states of matter to others.

Lesson introduction:[20 minutes]

Greet the student and ask the following questions to check the students knowledge about three states of matter.

• Do you like ice?

• What will happen if we keep the ice near the heater?

• Have you seen the steam in boiling water?

Let the students answer the above questions and tell  those questions were related to solid, liquid and gas which are known as three states of matter.

Then the teacher will explain the concept.

Matter is anything that has mass and occupies space. Matter can exist in three different states such as solids, liquids and gasses.

Solids:

 Are anything that have definite shape and volume.

Particles are closely packed together. Eg. ice, book

Liquids:

 Are anything that have definite volume but no shape.

Particles are partially packed. Eg. water, juice

Gasses:

 have neither a definite shape nor a definite volume. 

Particles are loosely packed. Eg. air, steam

To enhance their knowledge, teacher will show the properties of states of matter from PhET simulation.

https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-basics_en.html

 Lesson development:[20 minutes]

Lesson Activity

Instruction for the activity

• This activity will be carried out in three groups for seven minutes.

• You will be divided into three groups.

• Each group will be given each state of matter to discuss.

• Group 1;solid, Group 2;liquid and Group 3;gas

• Each group will discuss the properties on the assigned work.

Follow up:

Let each group share their understanding to the whole class. Teacher will scaffold and add the points if necessary.

Conclusion:[5 minutes]

Let each child think for a minute about todays class

Give one exit ticket to each child.

Let them write their understanding in the exit ticket.

Teacher will collect the exit ticket at the end.

Lesson plan on TPACK model

 Lesson plan 2

Subject: Social Studies

Topic: Pollution and its types

Class: IV

Time: 45 Minutes

Teaching learning materials: projector, picture, YouTube video and Mentimeter.

ICT model: TPACK model

Teaching method: Collaborative learning

Previous knowledge: They have learned about the environment and human activities  

Lesson objectives: At the end of the lesson, children will be able to:

1. define pollution correctly in their own words.

2. Write types of pollution in their own words without the help from friends or teachers.

3. Explain the causes and preventive measures to reduce pollution.

Lesson introduction[22 minutes]: 

Greet the children and recapitulate the previous lesson on human activities and the environment.

Then the teacher will ask the following questions to check the students knowledge about pollution.

• What happens if we throw trash on the ground?

• What makes the water dirty?

• Have you seen the gasses produced by vehicles?

Let the students answer the above questions and let them know that all that waste is termed as pollution. [Content Knowledge(CK)]

The teacher will provide the students with information input on the topic.

• The presence of harmful substances in the environment is called pollution.

• There are three types of pollution.

• They are land pollution, air pollution and water pollution.

• Land pollution is the presence of harmful waste in the soil. Mining and littering waste causes land pollution.

• Presence of harmful gasses in the air is called air pollution. Harmful gasses from vehicles and industries lead to air pollution.

• Presence of chemicals, bacteria and oil in the water bodies is called water pollution. 

• Display this picture from the projector to understand the difference on types of pollution.

For further understanding, the teacher will display a video through the projector which gives more explanation on the topic.[Technological Knowledge(TK)]

Link to video,

https://drive.google.com/file/d/1YUOw8b9kW2FczkCgjoRqVG_nGrD30yIz/view?usp=drive_link

Lesson Development[18 minutes]:

Activity: Collaborative learning [Pedagogical Knowledge(PK)]

Instruction for the activity

• This activity will be carried out in three groups for seven minutes.

• You will be divided into three groups.

• Each group will be given one type of pollution each.

• Group 1;land pollution, Group 2;air pollution and Group 3;water pollution.

• Each group will discuss the measures to prevent the pollution you got.

Follow up Activity: 

Let each group write their points on mentimeter and present their findings to the class with explanations. 

https://www.menti.com/alije9uivhf4

Lesson closure[5 minutes]:

Let students think for one minute about the lesson they learned today.

Let them share their understanding with their shoulder partner for 2 minutes taking turns.

Finally the teacher will wrap up the lesson briefly.

Lesson plan on SAMR model

 Lesson plan 1

Teacher's name: Pasang Dema Tamang

Subject: English

Topic: Adverb

Class: VI

Time: 45 minutes

Teaching Learning Materials: Flashcards, ppt slides, projector, mentimeter platform and exit ticket.

ICT model: SAMR model

Previous knowledge: they have learned about verbs and adjectives

Lesson objectives: At the end of the lesson, students should be able to:

• Define adverbs in their own words after the lesson.

• Write at least 3-5 adverbs describing a verb in sentences on their own.

• Identify adverbs in sentences correctly after the teacher’s explanation.

Lesson introduction:(5 mins)

Greet the students

Show them a few flashcards representing verbs and ask them to tell what they see in the picture.

Then ask them to describe the flashcard(i.e. The verb in the picture).

Lesson development: (20 mins)

Display the ppt through projector

 adverb ppt.pptx

Explain what the adverb of manner means with examples in relation to the flashcards shown earlier.

Explain to them the importance of an adverb of manner in a sentence.

Learning Activity:(15 mins)

Let students do the activity using mentimeter platform

Follow up:

Discuss the answers written by students.

Conclusion:(5 minutes)

Recapitulate key points.

End the session with an exit ticket. 

In an exit ticket, let them write what they understood clearly and what are their doubts from the lesson.

Promoting Digital Citizenship

 Self-Introspection

-concept of Digital Citizenship

Digital Citizenship refers to the ability to behave properly when being online. It also emphasizes on using the technology responsibly, safely and respectfully. I feel that self educating on digital citizenship has become very essential because the world has evolved and has access to all technology. Therefore by learning digital citizenship, it teaches us how to respect others, protect our privacy, browse safe and appropriate sites and be mindful of our online behavior.

-As digital citizen in country, What is role of teacher in digital citizenship?

Teachers has number of responsibilities to be carried. And as a digital citizen, the main role of teacher is to promote digital citizenship among pupils. There are number of things that a teacher can promote about digital citizenship, from which few are listed below;

• educate students about online safety.
• teach responsible way of internet use.
• educate on browsing safe and appropriate sites.
• teach them to evaluate online data and to respect the copyrights.
• alert them about cyberbullying.
• teach them ethical behavior when being online.

-What Digital Rights and Responsibilities you as teacher should carry out in society, community and world?

1. Digital rights and Responsibilities in Society as a teacher:

 Digital rights refer to the privileges and freedoms that individuals have in the digital world. So, as a teacher, I can help learners understand and advocate them about their digital rights such as right to privacy and access to information. I will ensure that they are aware of their rights and how to protect them. 

 On the other hand, to talk about digital responsibilities, I will make sure that learners know about ethical and responsible use of technology. I will guide them in understanding the impact and importance of digital citizenship.

 2. Digital Rights and Responsibilities in Community as a teacher:

  In a community as a teacher, I can collaborate with student parents, administrators and other community members to create a safe and inclusive digital environment for students  as well as for the members of the community. This can be done by organizing workshops or events to educate the community about about digital literacy, cyberbullying prevention and online safety & security. By working together, the community can ensure that everyone understands the importance of digital citizenship and actively promotes responsible digital behavior.

3. Digital Rights and Responsibilities in world as a teacher:

   In the world, a teacher can promote and advocate digital rights and responsibilities in a larger scale. A teacher can collaborate with educators from different countries to share best practices and resources for teaching digital citizenship. Moreover, a teacher can collaborate with organizations and policymakers to develop policies and curriculum to prioritize digital citizenship. As a result, together we can create a safer and more inclusive digital environment for all.

Introduction to Blog

1. Why do people blog?

-People blog for many different reasons. Here are some of it,

i. To share their experiences: People love to share their experiences, whether its about travel, food, hobbies or anecdotes. Its a way to connect with others and offer insights or advice based on their own journey.

ii. To earn: People also blog to earn by expressing their expertise and unique perspectives to create valuable content that attracts a large audience, whereby this audience can then be monetized.

iii. Because of their interest and passion: Blogging allows individuals to express their interest and passions. It a platform to delve into what they love, connect with individuals and contribute to a community sharing similar enthusiasms.

2. Who are the active blogger in Bhutan?

-The active bloggers in the country are,

           

              i. Denkar's Gateaway:

     

          The person behind this popular name is Tshering Denkar, an intrepid solo              female traveler and Bhutanese blogger, documenting her Bhutan solo                   travel adventure.

                                                  

              ii. Farmar Sangay: 

       The person behind this popular name is Sangay Rinchen,  a modern eco           farmer, rural householder & aspiring entrepreneur/blogger.

        iii. Passu Diary: 

     The person behind this popular name is sir Passang Tshering, who does a      candid record of people, places and events. He is a Bhutanese blogger,             author and a full time social worker.

3. What are their intentions for blogging?

-Their intentions for blogging are,

• To inform people
• for name & fame
• To express their thoughts, ideas and emotions
• For income
• To entertain their audience
• To create awareness