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    https://www.tangischools.org/Page/19425 
     

     
     
    Augmented reality (AR) is cutting-edge technology that allows for a digitally enhanced view of the real world, connecting you with more meaningful content in your everyday life. With the camera and sensors in a smartphone or tablet, AR adds layers of digital information – videos, photos, sounds – directly on top of items in the world around us.
     
    The Future is HERE! 
    Marty McFly used his famous time-traveling car to visit his hometown of Hill Valley many times. Watch the clip below.  Do you know the year he traveled to during this adventure?
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    AR in the Classroom 
     
     
     Below you will find a list of Augmented Reality apps that can be used in an educational setting.  This collection was created using EdShelf.

Trigger Image printables

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    videos
    watch the clips below to learn more about Augmented Reality and Aurasma. 
     
  •  Lacue  Spotlight Apps
      

     

    Elementary

    High

    Imposed Images

    ·PuppyDog Fingers! w/AR
    ·LiveButterflies

    ·Augment 

    GeoLocation

    ·Planet Finder
    ·CarFinder 

    ·SkyView 
    ·Go Sky Watch 
    ·WikiTude 
    ·AcrossAir

    Trigger Images

    ·ColAR Mix 
    ·Fetch! Lunch Rush (iphone only) 
    ·AR Flashcards 
    ·Science AR 
    ·Lego Connect 

    ·SpaceCraft 
    ·Reality AFib 
    ·AR Liver Viewer 
    ·Daqri

     
  •  Common Core
     
    Reading Standards for Informational Text K–5
    Integration of Knowledge and Ideas
    RI.3.7  Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
     
    RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
     
    RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
     
    RI.6.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur).
     
    RI.7.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
     
    RI.8.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
      
     
    Speaking and Listening Standards K–5
    Presentation of Knowledge and Ideas
    SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
     
    SL.4.5  Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
     
    SL.5.5  Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
     
    SL.6.5  Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
     
    SL.7.5  Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
     
    SL.8.5  Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
     
    SL.9.5  Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
     
    SL.10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
     
     
    Reading Standards for Literacy in History/Social Studies 6–12 RH
    Integration of Knowledge and Ideas
    RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
     
    RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
     
    RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
     
     
    Reading Standards for Literacy in Science and Technical Subjects 6–12 RST 
    Integration of Knowledge and Ideas
    RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
     
    RST.9-10.9  Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
     
    RST.11-12.7  Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
     
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  •  NIET
    Motivating Students This teaching indicator focuses on the ability of teachers to organize and present content in a manner that is personally relevant to the students and encourages inquiry, curiosity and exploration. 
     
    Activities and Materials By using a variety of materials and activities, teachers can address various learning styles and intelligences. Teachers should choose materials and activities that clearly support the lesson objectives and are related to the needs of the students. To sustain students’ attention and elicit a variety of thinking, the activities and materials within a lesson should be challenging and provide opportunities for student-to-student interaction.
     
    Teacher Knowledge of Students This indicator deals with how well teachers know their students and their learning styles and interests. It also addresses how well teachers differentiate their instructional methods and content to ensure that students have the opportunity to master what is being taught. 
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  •  Benchmark Connections
    Benchmark Connection 
    Students received an overall score of 30% or less on benchmark testing for the following CC standards. 
     
    CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 
     
    CCSS.ELA-Literacy.L.5.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
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