Here is a drag and drop Google Slides activity for your students that asks them to demonstrate their knowledge of the water cycle. This activity has two parts. The first has students order the steps of the water cycle on a graphic organizer. The second part of the activity asks students to use that knowledge to create a visual representation of the water cycle by dragging and dropping the provided images. All of the background images with directions and the manipulatives were created in Canva and imported to Google slides. Below are some examples of how student work could look but there are numerous correct answers for each part. The order of water cycle steps should be consistent in that order but could start at any step.
Year: 2023
3rd Grade PSTAAR Review
Free Verse | Poems that have no rules or patterns |
Dialogue | spoken words- uses quotation marks ” ” Ex: “Hello,” I said. |
Main Message | What the author wants you to learn from the story. |
Imagery | When the author uses descriptive language to get the reader to picture it in their mind- includes senses |
Appeals | Shows For example: This appeals (or shows) the reader’s sense of smell/taste/sight/sound/touch |
Synonym | Meaning the SAME thing |
The most likely reason | Best reason |
Plot | The events, or what happens, in the story |
Summary | Stating the main events that happened in the story. Characters, Problem, Resolution (CPR) for fiction. |
Theme | The message (Theme and main message are synonyms) |
Poem | Descriptive writing that follows a rhythm, could rhyme. |
Poet | A person who composes, or writes, poems. Ex: The poet, Shel Silverstein, wrote many poems. |
Line | Each row of text is a line |
Stanza | A group of lines in a poem ‘Poetry’s little paragraphs’ |
Five Senses | See, smell, taste, hear, touch |
Support | Details in the text that help you find the answer |
Paragraph | A section of the story. These are numbered. |
Resolution | How the problem/conflict was solved |
Description | Used to describe something Ex: The ice cream sundae was smothered in hot fudge, fluffy whip cream and creamy caramel. The description of the ice cream made me so hungry! |
Infer/Inference | To use background knowledge plus text evidence to come up with an answer |
Section | A part of the story/selection |
Evidence | Proof in the text to support your answer Ex: In paragraph 7, Marie said , “I don’t like spaghetti.” Therefore, I know she didn’t pick that to eat for dinner. |
Author | The person who wrote the story/selection |
Illustration | A hand drawn picture |
Selection | The WHOLE story |
Photograph | A real picture (NOT hand drawn) |
Most likely reason | The best reason (what makes the most sense?) |
Opinion | NOT a fact Ex: Blue is the best color. |
Central idea | what the story or section is MOSTLY about |
Predict | using clues to decide what you think will happen |
Audience | Who the author is talking to Ex: Students, teachers, children, adults, etc. |
Addressing | Talking to Ex: The teacher was addressing the class when she spoke about behavior. |
Prefix | Comes BEFORE the root word Ex: REuse (‘re’ is the prefix) |
Suffix | Come AFTER the root word Ex: thankFUL (‘ful’ is the suffix) |
Conclude | To come to a conclusion-similar to an inference |
Imagery | Using your senses |
Subheading | A section of the story that is bolded that tells you what a SECTION of the story will be about. |
Contribute | share |
4th Grade PSTAAR Review
The most likely reason | The best reason |
Paragraph | A section of the story. These are numbered. |
Theme | The message (theme and main message are synonyms) What is the author trying to teach you? |
Infer/Inference | To use background knowledge (what you already know) plus text evidence to come up with an answer |
resolution | How the problem/conflict was solved |
Resolved | solved |
Suggest | Show |
Selection | The WHOLE story |
Section | A PART of the story/selection |
Main message | What the author is trying to teach you Ex: Treat others with kindness. |
Illustration | Hand drawn picture |
Suffix | Comes after the root word Ex: thankFUL (‘ful’ is the suffix) |
Poet | The person who wrote the poem |
Summary | Stating the main events that happened in the story. Characters, Problem, resolution (CPR) for fiction. |
Differ | Different |
Similarity | How are they similar, or the same? |
Photograph | A real picture (NOT hand drawn) |
Conclude | To come to a conclusion-similar to an inference |
Stage direction | Tells the character what to do- This will be in parentheses. Ex: (smiling) Hey! How are you? |
definition | What a word means |
Dictionary Entry | A vocabulary question that will give four definition choices to choose from |
Line | The lines spoken by characters in a drama |
Anecdote | A short story |
First-person | Uses first-person pronouns (I, me, we) |
Subheading | A section of the story that is bolded that tells you what a SECTION of the story will be about. |
Central idea | What the story of section is MOSTLY about |
Claim | Your main argument |
Problem and Solution organizational text structure | The way the story is organized. Ex: The problem may be that there is pollution, so the story would then tell solutions to the problem. |
5th Grade PSTAAR Review
Dictionary Entry | A vocabulary question that will give four definition choices to choose from |
Definition | What a word means |
Sub-heading | A section of the story that is bolded that tells you what a SECTION of the story will be about |
Summary | Stating the main events that happened in the story. characters, Problem, resolution (CPR) for fiction. |
Suffix | Comes after the root word Ex: thankFUL (‘ful’ is the suffix) |
Playwright | The person who wrote the play |
Simile | A type of figurative language that compares two things USING ‘like’ or ‘as’ Ex: She was as sweet as pie. |
Conflict | problem |
resolution | How the problem was solved |
Author | The person that wrote the story |
Selection | The WHOLE story |
Section | A PART of the story/selection |
Plot | the series of events that happen in the story |
Theme | main message in the story- What the author is trying to teach you. Ex: Always be honest and kind. |
Infer/Inference | To use background knowledge (what you already know) plus text evidence to come up with an answer |
Similar | alike |
Differ | different |
Claim | Your main argument |
Paragraph | A section of the story. These are numbered. |
Stage directions | Tells the character what to do or how to act- This will be in parentheses. Ex: (smiling) Hey! How are you? |
Conclude | To come to a conclusion-similar to an inference |
Cause and effect organizational text structure | The way the story is organized. Ex: Because it snowed, we didn’t have school. |
Compare and contrast organizational text structure | The way the story is organized. Ex: Sarah is very outgoing and talks all the time, but Sally is very quiet and shy. |
Photograph | A real picture (NOT hand drawn) |
Central Idea | What the story of section is MOSTLY about |
I have been seeing more and more online lately about AI image generators but I have been hesitant to delve into it. Some of the stuff is so strange and unnatural looking that it can be down right creepy. Then there is the whole possibility of Skynet that makes me irrationally not too excited about it.
However I learned today that Canva.com now has an AI image generator so I decided to go down that rabbit hole. It was fascinating. But before I get into it let’s talk about how we can use it in class. It’s fun but we need some value from it, more than a cool factor.
Add AI Images to your project by clicking the Apps button on the left side tool bar
Then pick Text to Images from the Create Something New category
I had two ideas this morning and I would love to hear back from you of other ways you come up with to use this new technology.
My first idea was a tool to make beautifying artwork for your teacher created materials. One of the options is for the AI to create an image pattern based on your request. These pattern images could make cool backgrounds. I asked the AI to make a pattern of Google App Logos and got these results. I also asked it to make a pattern image of zoo animals and got the results below. Now this is fun and useful but to truly get the most out of this tool we need to engage students using it so keep scrolling for my next idea.
Notice the unique “zoo animals” that it seems to have fabricated
Math teachers, you could have your students use probability to predict and analyze the patterns they create. Perhaps there is a way to incorporate your TEKS on 3D images with the 3D AI generated images.
My other idea was to have students generate images that can inspire a writing assignment. Students can enter attributes of a character or scene and have the AI generate an image. The images are likely to be wild (but appropriate, there looks to be strong filtering on the search key words) and stretch beyond the students expectations. When I tested this idea I got really neat images back that made my basic preconceived story concepts expand instantly in my imagination.
Let’s take a look at some of the examples below.
Space Ranger
Three legged Hippo in a green coat
3D Scary Castle
Sunset over a raging river gorge in Arizona
A bounty hunter riding on a firetruck chasing a bad guy
A baby floating down the Nile river in Egypt
Just for fun I then asked the AI to create a drawing of a West Texas oil rig
Then the Pope driving the fastest car in the world
A cat smoking a tobacco pipe
Former Presidents in Various Fake Images
Lastly an army of Angels
I did find out that Canva does limit you to 100 AI generated images per day.