Willard,+Bradley

http://bwillardteachingportfolio.wikispaces.com/Lesson+Reflection
 * YAY! portfolio wiki link

Learning Objectives:** Students will:
 * List the planets in order from closest to the Sun to farthest away.
 * Classify the planets as rocky planets or gas giants.
 * **Observe the scale of the solar system.**
 * Describe the shape of planetary orbits.
 * Measure each planet’s period of revolution.
 * Compare the sizes of the planets.
 * Relate the presence of an atmosphere to the size of a planet.

Students will
 * Compare the masses, radii, and densities of terrestrial planets and gas giants.
 * Describe the shape of planetary orbits.
 * Discover Kepler’s laws:
 * Planets revolve around the Sun in elliptical orbits.
 * Planets speed up as they move closer to the Sun and slow down as they move farther away from the Sun.
 * The cube of a planet’s orbital radius is proportional to the square of its period.
 * Use Kepler’s third law to predict a body’s period given its orbital radius.

taken from explorelearning.com

you can email me at bwilla1@students.towson.edu or the proffessor at lmacaulay@towson.edu

Solar system activities - explorelearning.com advanced [] basic [] click on gizmo tab

solar system relative size calculator []

Powers of Ten Video []

 To model the distances of planets (with a different scale) you will need a large area. Ask students holding their planet objects to walk the following distances from the Sun:
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Sun ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Mercury ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Venus ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Earth ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Mars ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Jupiter ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Saturn ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Uranus ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Neptune ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Exercise ball || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">BB or Nerds™ candy  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Pea  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Pea  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Tic-tac™  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Softball or grapefruit  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Baseball or orange  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Golf ball  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Golf ball  ||


 * **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Mercury ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Venus ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Earth ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Mars ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Jupiter ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Saturn ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Uranus ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Neptune ** ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">1 step from Sun || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">1 ½ steps from Sun  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">2 steps from Sun  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">3 steps from Sun  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">10 steps from Sun  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">19 steps from Sun  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">38 steps from Sun  || <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">60 steps from Sun  ||

Journal # 5 Class Reflection

During the last two weeks I have been introduced to some helpful digital tools and gotten a few tricks of the technology trade. I Liked finding out about the web 2.0 tools that allow for online collaboration and expression. I am taking away some of the skills to make a portfolio. This will prove useful in organizing an online callingcard or resume for potential employers. Just participating in the Web Ex sessions was helpful, showing some of the logistics to running a tele-class. In theory, you could run a class in a different country using the same software and techniques. I need to practice with google docs and ms excel a bit more to master, but i have the basic idea behind both. I still think technology should be integrated into the classroom steadily, and I wouldn't mind being a teacher leading that charge. I will have to get better at general troubleshooting becausethat is what the tech teachers end up spending at lot of time doing. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 12pt; line-height: 115%;"> __<span style="font-family: 'Arial Black','sans-serif'; font-size: 36pt; line-height: 115%;"> <span style="font-family: 'Arial Black','sans-serif'; font-size: 36pt; line-height: 115%;">K __ <span style="font-family: 'Arial Black','sans-serif'; font-size: 10pt; line-height: 115%;">Model Inventive Thinking. Contribute to the effectiveness of the community. Correspond with a variety of digital tools. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. collect and analyze data to make decisions. __W__ Customize Digital Learning Strategies for different abilities. Teach ethical and legal use of technology. troubleshoot systems and applications. use models and simulations to explore complex systems and issues. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 10pt; line-height: 115%;">Understand human, equity, and developmental issues surrounding the use of assistive technology to enhance student learning performance. __L__ <span style="font-family: 'Arial Black','sans-serif'; font-size: 10pt; line-height: 115%;">Collaborate Using Digital Tools. Be a leader of technology infusion. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 10pt; line-height: 115%;">Use productivity tools to publish information. <span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 10pt;">Identify local, state and national standards and use them to improve teaching and learning.

Digital Story media type="file" key="TRAFFIC LIGHT - digital story.wmv" width="300" height="300"

Journal #4 Copywrite issues

I am familiar with the restrictions being in place for artists, like authors and musicians. Although the reworking or remix is popular, the roper channels should be followed so that somebody dosn't make lots of money off of somebody else's effort. I was also newly aware that by just publishing something and puting a c next to it, it can be covered by copywrite law. I was unfamiliar with the fair use protections that were offered to teachers. I didn't realize there was a sort of loophole that allows for teachers to use copywrited material for educational purposes in most cases. I was also unfamiliar with the copywrite laws concerning copying books. I guess publishers want to sell large numbers of books to school systems that include it on thier reading list, but some of the rules concerning making copies seem arbitrary. I have seen the complexities of intereting copywrite law during my work in the art deptartment in movies and TV. A popular piece of music can be used, if in the background but not if "featured". A name can be used if it is real. but not if there is only one person by that name in the setting city. A brand name can be featured, but not in a negative way. Many times a lawyer was needed to intrepret the wording and make decisions on legality. If we can only show videos from an approved list does that mean that they are all free of copywrite restrictions. How do you propose to add copywrited material to a school's approved list?

Journal #3 - Synching up with the iKid

1: I would find web 2.0 tools useful in the classroom. Any pictures, videos, visual aids, or animations can aid a further level of comprehension. I could see myself using Flickr for photos that can start a discussion and tap background knowledge. This could be used with Phasr to think of ways to visually remeber important phrases. I like the idea of students creating thier own comic strip. Makebeliefscomics would be a easy, clean way to creat a comic online. I would use Hot Potato to create quick homework or drill crosswords and wordsearches with key vocabulary. I think I will continue to use diigo to organize and store useful link information for myself. Mashface could privide a funny opportunity for a role playing presentation. I like how we used the wikispace in this class and i feel it would be good for a classwide project. 80 million tiny imgaes would work instead of flashcards for cumminicating the one unknown word to an ESL student. Finally Big universe would be a good way for smallgroups to summarize a topic, and look at each others projects. These tools would make finding materials and photos easier and quicker. Worksheets and crosswords etc could be made very quickly using keywoords and templates. Having projects being based online increases accessibility for benchmarks and grading and also makes collaboraion easier. Being able to give instant feedback can give student more time to refine thier work.

2: As teachers we can use web 2.0 tools to convert more activites to the digital world to better relate to students. Students are used to multitasking while on the computer and are able to think meaningfully while working on the computer. Since they are used to experiencing lots of different media, tools, and digital formats, using a variety of 2.0 tools keeps the students' interest and addresses their different strengths. I can see activities with papers and pencils being phased out in the next five years. Integration of technology into the classroom should get easier. 20 years ago teachres were first introducing computers into classrooms while society was fairly unfamilar with the digital world. Now we are trying to increase the levels of technology for a world that has become more familiar with and accepting of digital culture.

My Diigo - Science Websites for Kids- [] [|www.gapminder.com]

Journal #2 - Technology Integration Beliefs and Experiences

I believe that technology should be integrated more and more throughout the years. The professional world is becoming more digitally based, so being exposed to lots of technology in school prepares students for thier future jobs. I don't believe that classes should become 100% digital and technology based. Every job will still have a face to face collaborative component. Each subject area should have a different amount of ideal technology integration. Of course a class like computer programming would take place almost eclusively on computers, and a class like acting would take place face to face. But most subjects ( English, Science, Math, Sosiology, Psychology, Etc.) can choose the level of technological inclusion. Hopefully the emphasis between technology and face to face is balanced, and student will emerge proficient in the technological and interpersonal skills related to the subject. Having a student that would rather talk to the person sitting next to them via their blackberry is just as bad as a student who has never heard of a blackberry. I have noticed the level of technology integration increasing thoughout my years in school. We started in elementary will Apple computers and CD ROMs. It slowed down a little in middle school, maybe my middle school was a little less funded than the other schools I attended.We used the computers more often in high school. We used learning programs, researched, and I was first exposed to a non-linear video editor. You could tell that Towson University made it a goal to incorporate technology into most classes. Almost all assignments were written on the computer, we started using powerpoint, we researched topics and found sources, and we started using blackboard. We used more advanced computers and personal hard drives to edit our video projects. However I was proud that I was in the last class that cut and taped filmstrips together and learned to edit "the old way" before the University converted to all-digital editing. Since graduation I have enjoyed taking a few all-online classes which works well with knowlege based classes (geology). I don't think an online class would work for a class that has lots of success with seminars (literature). Since starting graduate school i have noticed technology integrated at an even higher degree. It seems every class uses blackboard and powerpoint, and there is at least one big assignment teaching us and submitted in a new digital format. I don't mind in integrating more and more technology over the years as long as it dosn't overshadow the modes of traditional communication

Journal #1 - Techobiography-

I have had a typical exposure to technology for somebody born in the mid 1980s. I loved my first Nintendo, and it almost overheated on the first Christmas I had it. We used Apple II s in elementary school. I remeber playing typing games, Carmen Sandiego ans Oregon Trail. All through middle and high school we had a computer in our household. I started an email account and before I had a cell phone. I was into AOL IM as a primary form of communication. Besides writing papers on my computer, I downloaded lots of music, surfed the net, and played games. During my undergraduate film production program, we learned to use computers to edit the film that we shot, and added our soundtrack. Through more courses, we learned several special effects programs to use on the computer. Since college I have joined facebook, but I havn't reached the addictive status that many have. Now i mostly use my computer for quick information, as I have stayed away from the worlds of blackberries and iphones.

Personal Webpage

I’m taking ISTC as part of the one year MAT program.
 * 1. Why are you taking ISTC 301? **

** 2. What are three important things you hope to learn while taking this course? **

I hope to learn new tools for the classroom and learning. Already I have been introduced to two new ones - wikipages and webx I want to practice making a webpage. It has been a while and that is always a good skill to have. I am interested in learning how to run a teleconference class. I'm sure this will modeled for us and be an option in the future


 * 3. In what ways do you think taking this course will help you in your other college coursework and future professional practice? **

I think that this class will improve our skills at saving valuable information online that is easily retrievable.

** 4. Basic, interesting information about yourself. ** I grew up near Annapolis. My dad worked on crabbing boats. I love seafood. I'm half colorblind but I'm an artist. Can you see the hidden number? I can't, but I don't see in black and white either

I lived in Guatemala for three months with my mom and stepdad, after driving there! I used to wrestle in high school, but I have always enjoyed lots of sports. I used to work in the film/TV industry, and I was the pitcher for the Wire softball team. (Herc was on our team) I like music art and nature as well. I have a little one year old named Jackson.