Quiver EDU Ambassador: Cindy Wallace

Name: Cindy Wallace

Twitter ID: @_cindywallace_
Class/School Website: sch00lstuff.blogspot.com

Bio: Cindy Wallace (MS-Educational Leadership, Louisiana Tech University) is the district STEM Coordinator for Marshall Independent School District, an ACT Math Specialist, and an ambassador for QuiverVision, ClassFlow, and Osmo. With an undergraduate degree in Engineering, this educator of 15 years, is passionate about providing opportunities to tackle real-world issues through hands-on builds and tech integration. She has helped teachers across content areas include augmented and virtual realities into the traditional classroom, has presented on the topic at several conferences and through webinars, and has had her work featured in a recently released book on augmented and virtual realities.

Favorite Quiver Resource: I love all of Quiver’s resources, because of the endless possibilities for use. These high engagement applications can be utilized as writing prompts, STEM starters, interactive journal assessments, content explorations, and more. They are perfect for students in grades K – 12 and can engage learners in all subject areas.

What is your Favorite Teaching Moment? I absolutely love it when students experience augmented and virtual realities for the first time. The ooh’s and aah’s can be heard around the room as students interact with content in ways otherwise thought to be impossible.

Why do you use Augmented Reality in your classroom? I have found that students of all ages and abilities benefit from this unique approach to teaching and learning. Augmented and virtual realities bring learning to life in classrooms having as few as one digital device by engaging learners in high interest activities to enhance student understanding. With this technology, students no longer just read about the moon in a book, but they experience it by running and jumping in craters, build background knowledge, and have their imaginations sparked.

Why did you want to become a Quiver Ambassador? I became a Quiver Ambassador so that I could share my excitement about using Quiver Vision’s augmented reality pages to increase student engagement and enhance learning, as well as, connect with other educators who want to do the same.

How do you share Quiver’s Resources with other educators? I share Quiver’s resources via Twitter, blogging, parent nights, district professional development sessions, and conference presentations.

Where have you presented? I have shared Quiver Vision’s resources at district and regional conferences, as well as, last year’s ISTE conference in Denver, CO. I have recently submitted my proposal for ISTE 2017 and have submitted an article to Edutopia.

Title of Lesson/Activity: Are They Really Gentle Giants

Grade Level: 7th Grade
Subject or Topic: ELA: Informational Text
Duration of Lesson/Activity: 2 Days

Objective of Lesson/Activity:

  • Students will be able to understand, pronounce, and use the words in the vocabulary list below.
  • Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content.

Standards that the Lesson/Activity Meets:

  • TEKS 7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words.
  • TEKS 7.10A Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning.
  • TEKS 7.10B Distinguish factual claims from commonplace assertions and opinions.
  • TEKS 7.10D Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.

Materials Needed for Lesson/Activity:

  • Readworks’ Article Gentle Giants
  • QuiverVision app
  • Quiver’s Shark Page – https://goo.gl/f5Htj6
  • Color pencils
  • Aurasma App
  • Printables
  • Internet

To view the augmented content visible on Aurasma, create an Aurasma account.
Scan the QR Code to follow my account so that all of the images can be viewed.

Before having students watch the Discovery’s 360 Video on the Whale Shark. Student color Quiver’s Shark page.  Use VR Viewers to interact with the page and to watch the video, if available.

Distribute a copy of Stephen Fraser’s article, Gentle Giants, from Readworks.  Read the following passage carefully. After reading the passage, have the students scan the 2 whale shark images from the printable using the Aurasma app.  Ask them to think about the article and the animated images viewed with Aurasma.

Reflect on Reading:
Have the students read or listen to the following questions and answer.

1. Suggest a different title for this text. Why do you think that this would make a good title?
2. Identify a quote from the text that you think is very important and explain why.
3. What connections can you make between the text and other texts, information, or experiences?
4. What is the tone of this text?
5. What is the purpose of this text?

Small Group: Providing Textual Evidence
Divide the students into small groups.  Give each group a large sheet of paper to record their responses.  With a partner or in a small group, have the students:

Identify 3 important supporting details that contribute to the main idea of the passage.        

Identify 2 details that are not very important to the main idea of the passage.        

Write 1 brief paragraph summarizing the main idea of the passage. Use the important details to support your discussion of the main idea.

Key Vocabulary:

  1. abundant -(adj) – More than enough, plenty.
  2. colleague -(n) – Someone who works closely with another.
  3. expect -(v) – To think something will probably happen.
  4. juvenile -(adj) – Related to youth; childish.
  5. arranged -(v) – To place things in an order.
  6. believes -(v) – To accept as true without proof.
  7. expelled -(v) – Force the removal of.
  8. eventually -(adv) – Finally.
  9. grounds -(n) – The floor or any surface that we walk on.
  10. found -(v) – To locate something.
  11. recalls -(v) – To remember.
  12. can -(v) – Have the ability to do something
  13. eggs -(n) – The cell in females that takes part in reproduction.
  14. prey -(n) – An organism that is eaten by another.
  15. tip -(n) – a piece of advice or useful information

Vocabulary Practice: Fill in the blank
Directions: Use the word bank to identify the word that best completes the sentence.

abundant        colleague        expect        juvenile        arranged        believes
expelled        eventually        grounds        found        recalls        can
prey        tip       

1.        The student was _______________ from school for starting fires.
2.        It was a long trip but _______________ we arrived.
3.        Don’t leave rubbish on the _______________! Pick it up and throw it away.
4.        That is Sherlock Holmes, and the man with him is his _______________ Dr. Watson.
5.        Even as a child, I never _______________ in Santa Claus.
6.        I _______________ read and write in English.
7.        I know his face but cannot _______________ his name.
8.        She got a _______________ on how to prepare for the test.
9.        The books are _______________ by the author’s last name.
10.        The food was _______________ at the wedding.
11.        Mice and snakes make easy _______________ for hawks.
12.        He is very _______________ when he loses a game.
13.        I can’t find my keys. He _______________ my keys.
14.        We _______________ the plane to land in one hour.

Extension: Have students write the key vocabulary on the shark’s body using Quiver’s Shark page.