Jessica


 * Jessica Kane**
 * jkane2@bcps.org**

I'm currently in my 4th year of teaching at Deep Creek Middle School, and I teach 6th grade. I live in Perry Hall and love to go shopping in my spare time. I also teach driving school and tutor students in the evenings and weekends. My parents and sister live in Bel Air and I try to spend time with them often.
 * Bio:**

[|Math Vs. Undead App] [|Prime Number Resource Chart App] [|Blackboard Math; Decimals App] [|Math Workout- Brain Training App] [|Smart GeoBoard with Polygon App] [|Math Duel: 2 player game] [|Math Fashion App] [|Geometry Study App]
 * Links to Mobile Apps:**

**NETFLIX**
 * Possible Web 2.0 Tools for Project:**
 * SKYPE**
 * POLL ANYWHERE**
 * WORDLE**
 * PREZI**

Since BCPS is moving towards a digital conversion, I would like to see a wiki used for lesson collborations between students. I would like students to post ideas, thoughts, and questions about math concepts. If students begin to take home devices, they can post their homework on the wiki and discuss homework problems if they become confused or have an 'aha' moment. As the teacher, I can respond to their questions or other students can post answers to their peers' questions.
 * How I would use a wiki in my classroom:**

Unfortunately, TodaysMeet.com has been blocked for student use. I inquired about the tool via the BCPS Help Desk where I was given the following information: //**Subject:**// //Ticket changes: Status: from ASSIGNED to CLOSED Resolved Date: from to Mar 21, 2014 Resolution: from to Right now is set as Teacher Approved. Will need to be submitted to "webfilter@bcps.org" to start the process to see if it can be reclassified.// //**Comments By:** James Holden// I am going to continue to pursue the website to be added for student access. In the meantime, I was going to use this web tool during class for students to ask questions as they worked through a collaborative group assignment. So many times I find myself being called over by students asking questions that can be answered by reading the directions. I see using Today's Meet to answer those quick questions and filter out the important questions that would require greater attention. That may sound lazy, but I really think that is how technology is going to move over the next decade or so.
 * Today's Meet Lesson Ideas:**


 * Work from Class 1:**

What is Web 2.0? Web 2.0 is a term created to differentiate the difference between old web (1.0) to the new web (2.0). The new web is much more collaborative then the old and can do so much more! Instead of just reading the web, you can write and share as well. You can now also share anything and everything as well as store your files or important documents. Listed below are some websites, videos, and images that define Web 2.0. The fact that I can list these different outlets is an example of Web 2.0.

[|Tim O'Reilly's clarification of Web 2.0] [|Dictionary.com Definition] [|How Stuff Works Defn. of Web 2.0] [|Tim O'Reilly's Thoughts on Web 2.0 & Internet] [|BCPS Web 2.0 Tools]

[|Results from Edutopia Quiz] [|Results of Discovery Quiz]


 * Work from Class 2:**


 * Check out [[file:Jessica_Spring Pic.jpg|THIS]] pic...**

I used this quote from the internet: Few things in the world are more powerful than a positive push. A smile. A world of optimism and hope. A 'you can do it' when things are tough. -Richard M. DeVos \
 * My Wordle!!**

I like the idea of using a word cloud in your //objective for learning//. Reading the objective becomes to routine and boring, it might be really neat for kids to try and figure out WHAT they're learning based on the word cloud. Another example could be //using vocab words to cre//ate a word cloud. Either the teacher could work collaboratively with students, the students could work in groups, partners or on their own to create/summarize a vocab list for the lesson/chapter. "Create a class word cloud that highlights class expectation." I could use this in the beginning of the year to set expectations with students OR we could set expectations for a project/assignment by using a word cloud.
 * Ways to use Wordle/Word Cloud in my classroom:**

[|Standards for Mathematical Practice #3 Prezi]

[|Teacher Page of Journal Examples 1] [|Government Math Journal Prompts]
 * Resource Link for Journal Prompts:**

[] I created this BLOG for my GT 6th grade class. Since these students participate in high level of questioning (per the curriculum guide) I thought it would be beneficial to post questions during lessons to get ALL students' thinking/thoughts on the content.
 * KidBlog:**


 * Work from Class 3:**



[|Surface Area & Volume Glogster]


 * Work from Class 4:**




 * Work from Class 5:**


 * [|Classwork Practice Form]**

[|Behavior Form MOD 5/6] [|Behavior Form MOD 7/8] [|Behavior Form MOD 9] [|Behavior Form MOD 10]
 * [|Google Behavior Form MOD 2]**
 * [|Responses from GOOGLE form (MOD 2)]**

__VIDEO LESSONS__ [|The 100 Meter Dash] Using the 100 meter dash video, I would get students to start thinking about the differences in the times of the runners. I would ask what is the difference between the fastest runner on this course and the slowest runner, and get students to think about why. I would also like to use this for a rates activity, having students use this as a unit rate to see how long it would take the runners to complete 200, 300, 400 meters etc. We could also discuss conversions to miles and why it is important to make sure you label the correct unit. [|100 Meter FreeStyle] For this lesson, I would have students start to think about outside factors that play a role in someone's swimming time. For example, the man from the Athens Olympics swam in a cold bay- how would his time have differed if he swam in a standard pool? How would today's athletes fair in a cold bay? Would this affect their time? We could relate this concept to equations, and use the extra factor (ex. the cold) as the b in y=mx+b equation. [|Long Jump] For this video's lesson, I would make it a point to connect it to the prior 2 videos. I would have students brainstorm as to why the long jump is different. Would the size of your legs, speed of your run or time you trained matter in your distance jumped? I would then have students do an experiment where they looked at the different factors and each jump their own distance. We would measure and discover if any factors played a key role in the jumps. We could also take the data and find measures of central tendency for it as well. I think this type of video could really get students thinking and spark a rich task. [|Manning VS. Leaf] In this video, it discusses the concept of picking a great quarterback. Students would find this video interesting and engaging, and can explore the idea of how statistics are used in everyday life. I might pull some data from this video to compare Leaf VS. Manning and ask students how they could really know who is better and if you can SURELY know until the time comes? Students would really see how math can be related to even their favorite sport. [|Fruit & Veggie Prices JUMP] Students can listen to this quick 30 second start of the video to hear how the cost of food is increasing. They would be able to grab the percentages of the different fruits and vegetables then find how much the increase would actually be... 5 cents? 20 cents? We could take current grocery store advertisements and use those prices to find the percentage increase. We could also bring in the idea of a budget- what if your family can't afford that increase? Why might it be hard for families to eat healthier? It would be a good lesson for students to learn- not just mathematically. [|Stores Track YOUR every move...] In this video, it explains how retail stores are starting to track and collect data on you as you enter the store. This could be an engagement piece for a lesson to get students thinking about the WHY of collecting data, and in this case it would be to make money. Students could also brainstorm what KINDS of data they might collect, and how they might use this data. They could also extend the idea to if they wanted to open their own store, what kind of data would they look for and why? Students would enjoy making this type of task their own.
 * Work from Class 6:**

__LearnZillion VS. Khan Academy__ I used this video on a lesson last week to explain surface area to students, and other video links I used for area. [|Learn Zillion Surface Area] [|Area of Polygons- Learn Zillion] I've also used Khan Academy to show students videos on various subjects. [|Khan Academy- One Step Equations] [|Khan Academy Practice of Dividing Fractions] I like both websites for student practice and videos. These types of websites are great tools for personalized learning. Khan Academy is almost becoming too popular and hard to find what you exactly need. It is almost like too much for students but I do like that you can practice what you learn in the videos on the website. I've just started using LearnZillion this school year, and I find it to be an easy set up to search for the specific common core standard video you need. There are lessons posted for only some of the standards, and not all. It also asks you on both websites to sign in to get to certain parts of the website, or if you've watched several videos on the site without logging in. This may be a problem for students if they don't have a log in or email address to use. Hopefully, as the digital age keeps improving, that will not be an issue.

[|Geometry Popplet]
 * Work from Class 7:**
 * [|Text 2 Mind Map]**

[|Dividing Fractions Padlet]


 * Work from Class 8:**
 * [|Measures of Central Tendency Educreations]**

Please use the password 'kane'
 * Work from Class 9:**
 * [|Testmoz Example]**

__WEB 2.0 PROJECT LINK__: [|Poll Everywhere]