We opened our classroom for teachers from another school to show how our students used their personal learning devices in class.
We had started on ๐ญ:๐ญ ๐ฃ๐ฒ๐ฟ๐๐ผ๐ป๐ฎ๐น ๐๐ฒ๐ฎ๐ฟ๐ป๐ถ๐ป๐ด ๐๐ฒ๐๐ถ๐ฐ๐ฒ using iPad in 2019 and it was a real blessing for 2010. I must thank our HOD ICT in rolling out the 1:1 PLD program and also ensuring the infrastructure support such as ๐๐ฝ๐ฝ๐น๐ฒ ๐ง๐ฉ so that we can mirror our iPad screen to the projector screen easily.
Of course I am also thankful that we are already on the ๐๐ผ๐ผ๐ด๐น๐ฒ ๐ฆ๐๐ถ๐๐ฒ.The ease of organising the lessons via the ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐น๐ฎ๐๐๐ฟ๐ผ๐ผ๐บ and the ability for the students to use technology in their learning. The Sec 3 had fun on an overseas virtual fieldwork in UK and made interesting findings on ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต. The Sec 1 love that they can explore the field sites along the Punggol waterway from their seats using ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต. They would have gotten all wet if they had gone there for their GI as it started raining so heavily.
Sec 1
We completed stage 4 of our Water GI using ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐น๐ฎ๐๐๐ฟ๐ผ๐ผ๐บ, ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต as well as ๐๐ผ๐ผ๐ด๐น๐ฒ ๐ฆ๐น๐ถ๐ฑ๐ฒ๐ for collaboration. I have placemarked the field sites and embedded the data they had collected from their water test.
The groups entered the data into ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ผ๐ฟ๐บ and the teachers were able to help the classes collate their data for the to analyse on the ๐๐ผ๐ผ๐ด๐น๐ฒ ๐ฆ๐ฝ๐ฟ๐ฒ๐ฎ๐ฑ๐๐ต๐ฒ๐ฒ๐. They were able to make observations of the field sites using the street view and explained how the features they have observed on ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต showed human activities and the impacts on the waterway. They are able to collaborate with their members to present the conclusion on their GI using ๐๐ผ๐ผ๐ด๐น๐ฒ ๐ฆ๐น๐ถ๐ฑ๐ฒ๐. https://sites.google.com/a/moe.edu.sg/sec-1-geog-2021/2021-water-gi
To show the changes overtime I have also used Juxtapose JS to create a time slider using ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต images from 2010 and 2020.
We used Google Earth to understand coastal studies for map reading. I have integrated a topographical map into the ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต file. The students visited the south of UK (Seaton) and learn how the map representation came alive with ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต showing them the actual site of coastal landforms they have studied. They also better understand the concept of space, scale and place as they made measurements of the spit and made observations of how the spit has affected human activities in the area. https://sites.google.com/a/moe.edu.sg/sec3geog/google-earth
This was continued from the Coastal GI using ๐๐ผ๐ผ๐ด๐น๐ฒ ๐๐ฎ๐ฟ๐๐ต, ๐๐ผ๐ผ๐ด๐น๐ฒ ๐ฆ๐ฝ๐ฟ๐ฒ๐ฎ๐ฑ๐๐ต๐ฒ๐ฒ๐ and ๐๐ผ๐ผ๐ด๐น๐ฒ ๐ฆ๐น๐ถ๐ฑ๐ฒ๐ on 15 Mar. With Google Earth, the students visited the place marked field sites and made observations of the environment. They annotated a field sketch to explain the coastal processes which could have affected their investigation. It is blended learning as I also included the fieldwork simulation of measuring the sediments I had collected. They did the wave frequency via a pre-recorded video. They also measured the gradients on the models I have created. https://sites.google.com/a/moe.edu.sg/sec3geog/geographical-investigation/gi---coast/2021-coastal-gi-fieldwork-simulation
