Camera - or Point-of-View



Teachers’ GuideObjective 1: Second graders will create a structure within the game Minecraft that could serve as a safe home (based on the rubric) for a “fourth little pig” using at least three different materials.Objective 2: Second graders will explain their building material choices using the unit vocabulary for matter (Table 1 ).They will chose a minimum of 4 terms to describe their choices with greater than 80% accuracy.Objective 3: Second graders will use their knowledge of matter to explain why three materials they did not choose would not work for construction. Students will use the unit vocabulary for matter (Table 1), applying a minimum of 4 terms with greater than 80% accuracy.Background Information-296545124841000As illustrated in the learning progressions below, the NGSS requires that students build upon physical science skills and concepts through grade twelve. This unit provides students with a hands on opportunity to apply their understanding of the three basic states of matter and reinforces key concepts.Minecraft is used to achieve academic goals of the NGSS, which requires that students plan and construct investigations, analyze data, draw conclusions, and construct arguments using evidence from investigations. (NGSS, 2016) The ability to work in “creative mode”, which allows a user to draw from unlimited construction resources, is one asset of this technology. This is an effective means of providing a wide array of potential construction materials without budgeting for large amounts of consumable resources. This activity also meets the Common Core informational writing standard and ties into several reading standards for second grade. Students have read two or more versions of the story “The Three Little Pigs” by different authors or from different cultures. They have examined and discussed how each character responds to a challenge. This activity will give students a chance to respond to the same challenge in their own way to gain a deeper understanding of the characters. The following standards will be addressed:CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS.ELA-Literacy.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges (CCSS, 2016).AudienceThis unit is intended to be implemented in second grade classrooms with students typically ages seven and eight who have had prior instruction on properties matter, including experience with the vocabulary and hands-on materials. This set of lessons can be completed using iPads or computers. These basic resources will allow educators to use Minecraft to “lead students through the digital environments that are a part of their everyday lives” (Ribble, 2011). In this unit, consideration is given to the learners’ diverse needs and abilities in the areas of reading and writing by placing the primary focus on concrete examples, inquiry-based learning, and the use of auditory prompts and visuals. There are multiple opportunities for feedback and reinforcement.“Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible vehicle for extending the domain and range of this inquiry” (Wang, 2012). This unit is designed using computer-based tools to support inquiry because “existing products are often designed for drill-and-practice, entertainment, or superficial exploration activities, lacking coherent pedagogy and focused goals to scaffold children’s development of concepts and skills” (Sarama, 2004). InstructionsEssential Teacher PreparationFamiliarize yourself with Minecraft.Visit to get a comprehensive overview of Minecraft, information about system requirements, and a basic tutorial of how to build in Minecraft.Visit: to learn about the available building materials in Minecraft. is another useful tool for exploring the blocks, but keep in mind you will not need to “craft”, or create materials in creative mode, all the materials are already in your inventory.Plan to do a quick overview with students about what the various materials would look and feel like in real life so they understand the properties. For example, displaying examples of real wool, iron, quartz, slime, stone, coal, glass, and wood, and even a jack-o-lantern, will give students tangible examples of those materials so they know what they’re building with.Watch some YouTube tutorials on building houses in Minecraft and try it yourself Minecraft EDU or The Minecraft Pocket Edition app.For PC and Mac you’ll need to set up a Minecraft server. “At $41, MinecraftEdu provides the easiest and most effective way to set up a Minecraft server for a school. The technical specifications for a computer to run a Minecraft server are fairly low-end.” (Gallagher, 2015).For iPads: the Minecraft Pocket Edition app is $ 2.99 and is rated for ages 4+*The following instructions are geared mainly toward app users due to the age suggestions but with minor adjustments the lesson could be used for Mac and PC*Set up technologyEnsure that iPads are charged.Ensure that iPads are successfully connected to the internet.Put each account in creative modeSet up hands-on materials.In Minecraft, all materials are generic looking blocks. It’s important for students to see what various materials would look and feel like in real life so they understand the properties. Displaying small examples of the building materials in the classroom: wool, iron, quartz, slime, stone, coal, glass, and wood, and even a jack-o-lantern, will give students tangible models of those materials so they know what they’re building with. Most of these materials could be saved and brought out each year.II. Lesson DevelopmentLesson Set UpReview objectives.Review the properties of matter by referring back to student-made Educreations presentations. LessonShow students on the smartboard and have them explore their packet to preview the various building materials available.Do a demonstration using the example materials, passing them around for students to manipulate.Display the hands-on example materials in an accessible place so students can revisit as needed.Hand out iPadsIII. ModelingUsing the SmartBoard, demonstrate how to move around in Minecraft by showing: 375285015430500Camera - or Point-of-View is controlled with your finger. Slide your finger across the screen in the direction you want to look or walk in. Move Keys are the compass-like arrows on the lower left corner of the screen. In the center of the move arrows is a button that allows you to jump. The program should auto-jump when you approach a ledge, so this button won’t be needed often -38100018542000Using the SmartBoard, demonstrate how to build in Minecraft by showing students:Selecting Items for Building involves clicking on the three dots in a box at the bottom of the screen. This gives players access to their entire inventory of materials. Here, players can view all of their options and select items for building.Building involves selecting an item from the inventory. Clicking on an item will add it to the row of boxes at the bottom of the screen. Closing the inventory and selecting a material from those bottom boxes allows the player to hold that material. Once holding a material, anywhere on the ground that a player clicks, they will drop a block of that material. To get rid of an unwanted block, simply click on it again to smash it with the block you’re holding.Create a simple structure that meets the most basic requirements of the rubric to demonstrate proper procedure.IV. Students BuildA. Students should apply their knowledge of matter in Minecraft to build a safe home.1. Have students pause occasionally to review rubric requirements (Table 2) and make sure they’re on the right track. (Task 1 in Student Guide)B. Teacher should circulate and provide support 1. Monitor that students are able support their choices verbally and on the chart in their student packet.2. Occasionally have students stop working and discuss their choices and techniques with their classmates. Students may troubleshoot together and update their student packet during these times. C. Take a screenshot of each home. 1. If this part of the activity is done over multiple days, take a screen shot at the end of each day. Print the photos on paper. Have students review their printed photo as they discuss their work in small groups at the close of each lesson. They may jot ideas or sketch plans on the photos.V. AssessmentA. Assess student work1. To assess Minecraft houses, use the rubric included in Table 2.2. Encourage students to the feedback to improve their houses.VI. Compose an explanation.A. Model writing about materials usedPreview the student writing rubric together. (See Table 4) (Task 2 Student Guide)On the Smartboard, model writing an explanation to describe why a student may have chosen their materials using unit vocabulary. Be sure to use unit vocabulary to describe each of the three materials.Demonstrate writing while using a printed screenshot of your house as a reference. Encourage students to label their own photos and include it with their writing as a diagram. B. Students write independentlyStudents should create a written piece which describes each item used in their construction with unit vocabulary. (Task 2 in the Student Guide)Have student use the checklist and word box to ensure that all requirements are met and to check their spelling. (Task 2 in Student Guide)C. Model writing about materials not used.Review rubric together focusing on sections referring to the materials NOT used. (See Table 4)On the Smartboard, model adding a paragraph to the written piece explaining three materials they chose not to use in the construction of their house. Using unit vocabulary, model writing about why these materials would not work. D. Students write independently 1. Have students work independently to create a written piece which describes several items that were not used in their construction by applying unit vocabulary. (Task 3 in the Student Guide)2. Have student use the checklist and word box to ensure that all requirements are met and to check their spelling. (Task 3 in Student Guide)VII. AssessmentA. Have students peer-review their writing using the student rubrics. 1. Model peer conferencing. The teacher and a student volunteer should role play giving one compliment and one piece of constructive feedback to one another. 2. Students will work in partners and give one another feedback. (Task 4 in Student Guide)3. Circulate, facilitate discussions and give corrective feedback. B. Assess student work1. To assess student writing, use the rubric included in Table 3. You may choose to give student feedback using the student rubric in Table 4.VIII. Present InformationHave students present the photo of their home to a small group of peers and use their finished written piece to discuss material choices. (Task 4 in Student Guides)Consider presenting to an authentic audience such as other second grade classes or posting the presentations on a class webpage.Table 1States of MatterStates of MatterSolids Liquids Gasses Examples:Wooden CylinderRed Plastic Triangle Metal ScrewWooden Craft Stick Rubber Coated Wire Blue ClothClear Plastic StrawWaterColored WaterDish SoapCorn SyrupCooking OilHand SoapFabric SoftenerAirProperties (Vocabulary)hard smooth color soft pointed texture flatrigid flexible rough transparent translucent opaquebubbly color colorless transparenttranslucent foamy viscous Invisiblecolor colorless transparenttranslucent Table 2.“The Fourth Little Pig’s House”Rubric01234Building MaterialsNone of the materials used in the house construction have properties that would make it a safe structure. (solid, rigid, hard)Less than half of the materials used in the house construction have properties that would make it a safe structure. (solid, rigid, hard)Most of the materials used in the house construction have properties that would make it a safe structure. (solid, rigid, hard)All of the materials used in the house construction have properties that would make it a safe structure. (solid, rigid, hard)All of the materials used in the house construction have properties that would make it a safe structure. (solid, rigid, hard) AND Properties are used creatively to reinforce the structural integrity of the house beyond what is needed. Structural RequirementsNo identifiable structure was built. OR Student did not make any obvious walls.Student clearly attempted to build a structure but it has only one or two walls. Not a closed structure.Student clearly attempted to build a structure. Not a closed structure. May not include a roof.Student successfully built a closed structure. Includes roof.Student successfully built a closed structure with a roof. Structure clearly looks like a house or is aesthetically pleasing. May have elements that serve as decorations. Table 3180975-243205001809752057400016192538163500Table 4Name: _____________________________________ Date: _______________________Informational Writing RubricPointsMy ScoreIntroduction1___Identifies at least three materials used to build the house.4___Uses knowledge of the properties of matter to prove that the house is safe.4___Identifies at least three materials NOT used to build the house.4___Uses knowledge of the properties of matter to give reasons AGAINST using these materials.4___Closing Sentence1___Transitions 1___Spelling1___Total: 20Total: ____ReferencesChurches, Andrew. (2009). Blooms Digital Taxonomy. Retrieved from: . (2014). Strategic School Profile. Retrieved from: . Common Core State Standards. (2016). Retrieved From: Gallagher, Colin. (2015). 10 Easy Steps to Using Minecraft in Your Class. Retrieved from: Gotwals, A. W., & Alonzo, A. C. (2012). Learning Progressions in Science: Current Challenges and Future Directions. Rotterdam: Sense Publishers.Ivec, Stephanie. (2014). e-Learning Graphic Design Fundamentals. Retrieved from: , G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.NGSS (Next Generation Science Standards). (2016). Retrieved from: Parents. (n.d.). Grade-By-Grade Learning, Second grade. Retrieved from: , M. (2011). Digital Citizenship in Schools. Eugene, Or: International Society for Technology in Education [ISTE]. Sarama, J. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. (pp. 361-375). Mahwah, NJ: Lawrence Erlbaum Associates. Van Beek, Michael. (2012). Virtual Learning Can Improve Outcomes and Save Money. Retrieved from: Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2009). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Online Submission. ................
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