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Students in an 8th grade science classroom used collaborative technology, by means of a Google Slide Frayer Model, to acquire and retain vocabulary during a genetics unit.
About Me
About Me
Name: Amber Mitchell
Grade: Science 7th/8th and MESA
Site: Rio Tierra JHS
Tech Required
Tech Required
Chromebooks using Google Slides.
TRUSD SCOPE AND SEQUENCE
TRUSD SCOPE AND SEQUENCE
- Creative Communicator
- Digital Citizen
- Global Collaborator
- Empowered Learner
- Students create original works or responsibly repurpose other digital resources into new creative work. ISTE 6.b
- Students manage their online identity and reputation, model ethical behavior, and respect intellectual property and personal data within school policy while understanding how digital actions are never fully erasable. ISTE 2.1
- Students use collaborative technologies to connect with others, including peers, experts and/or community members to learn about issues and problems or to gain broader perspective.
- Students are able to navigate a variety of technologies and transfer their knowledge and skills to learn how to use new technologies.
Learning Outcomes
Learning Outcomes
- Students will be able to define and utilize genetics vocabulary during lab activities and a summative assessment.
- At least 70% of 8th grade students in Ms. Mitchell's class will score at least 70% on the summative assessment: Genetics Vocabulary.
- The SMART goal was met, with 84.7% of all 8th grade students in Ms. Mitchell's three class achieving at least 70% on the summative assessment: Genetics Vocabulary.
Student Tech Skills
Student Tech Skills
- Students will learn to navigate Google Classroom to find materials for the unit.
- Students will learn to make copies of documents/slide shows and share them with group members and the teacher.
- Students will utilize a Frayer Model within a Google slide show to define and describe genetics vocabulary.
Samples of Genetic Frayer Model Slide Shows
- https://docs.google.com/presentation/d/14RKeyjmS2xGeTdfm60rH1C0zJHHGwDoGUHvRmHGqZhI/edit#slide=id.g554fb9a1f3_0_10
- https://docs.google.com/presentation/d/1jP0pvk6wmoFJRD18TPJqWzG_kitlCJKfabMzHvr3JGw/edit#slide=id.g51cfad3593_0_122
- https://docs.google.com/presentation/d/1QRbVLv4yRTL8PkHRejPyOi6hLRABKTgn2B6XyfSFq-U/edit#slide=id.g51cfad3593_0_122
Process for Rolling Out the Collaborative Frayer Model
- Choose a Frayer Model template (or create your own) in a Google Slide Show. The template used for this project will be in the resources section.
- Choose the vocabulary for the unit.
- Do a sample slide at the start of the slide show. Leave the rest of the slides blank, with only the vocabulary word in the middle.
- If you utilize group roles, assign the slide show to the facilitators of the group via Google Classroom. Have the facilitators make a copy of the slide show, and share it with all members of the group and the teacher.
- Members of the group will access their slide show in their Google Drive.
- Facilitators assign each member of the group one of the four boxes in the Frayer Model (you can choose your own boxes, I used: definition, characteristics/facts, examples, and non-examples.
- I chose to have the students chunk the slide show, with most class finishing in three 12-15 minutes chunks of time.
- Once groups were finished, students were able to present their boxes to their group.
- Students utilized the slide show during lab activities, and used it to study for the summative assessment.
- You have the option of printing out the slide show for students who do not have access to the internet outside of school.
- Pro Tip: the resources include a Frayer Model template. If you do not want the students to change the slide template, you can download each slide as a png file, and then upload that picture to the slide show. This allows the students to not worry about the formatting of the slide, and just add text boxes and images as needed.
Resources:
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