Podcast Lesson 2

Lesson: Biography Interviews

Target Age: Grades 3-4

Objectives: Students will use biographies as a model to design and conduct peer interviews. Students will use a classmate's interview to write a mini-biography.

Background: Throughout 2nd and 3rd grade students study famous Americans through reading biographies about them. They learn about the structure and components that make up a biography.

Procedure:
1. Have students create a list of ten questions they would ask if they were going to write their own biography.
2. In partners have students ask each other their questions while recording using audacity .
3. Students can enhance the audio clip of the interviews they conduct by adding music and an introduction.
4. All of the interviews will be posted as podcasts to the class web page.

Follow Up:
Each student will write a mini biography of one student. They will chose someone other than the person they interviewed to write about.

Assessment:
Each individual will be assessed on using the audio clip accurately, quality of their interview questions, and ability to use the information they listened to and apply it to a biography format.

Podcast Lesson 1

Lesson: Folktales Around the World

Target Age: Grade 3-4

Objectives: Students will compare and contrast story elements (characters, plot, setting) of two different folktales

Procedure:

1. Students will visit the website http://inklesstales.wordpress.com/

2.For this lesson, they will listen to "The Cat Who Became a Queen: A Folktale from India"

3. Students will compare this folktale to a folktale of their choice from another country

4. Using the classroom library, they will select a folktale and read it

5. They will complete a Venn Diagram to compare and contrast the story elements

Assessment:
The completed Venn diagram will be used to assess student knowledge

Podcasts

Grammar Girl


http://grammar.quickanddirtytips.com/

What did you find?
Grammar Girl describes quick tips for listeners to become better writers. She responds to questions posted by both students or teachers.

What did you think?
Great idea for writing instruction. In her podcast "Active Voice Verses Passes Voice", I like how she gives several simple examples of sentences, famous quotes and music.

So What?
She found a topic that could be used by many groups of people. She gives concise responses to help listeners.

What now?
This is a great source. She explains how to get started with writing blogs as well as tips on grammar. This is a great model to understand how to effectively utilize podcasts.

Stanford Lectures

http://itunes.stanford.edu/
What did you find?
The Stanford lectures can be downloaded through iTunes. Once the process of getting iTunes installed is complete, complete lectures and presentations on specific topics can be accessed.

What did you think?
Since I did not have iTunes, the process of getting to the information was extremely frustrating. The downloads, like a lot of software, took a long time to get going. My computer shut down in the process, causing me to lose a lot of my work. Then, the download changed the settings on my browser including some of the requirements to use this website. After I took the time to get my computer back in order I was able to download access the information.

Once the information was accessed, the Stanford lectures were detailed and informative. It is interesting that a university like Stanford allows public access to so much content.

So What?
Because of the nature of setting up this kind of podcast I wouldn't expect students (at this point) to utilize iTunes for classroom information.

What now?
I don't think public schools are ready for this quite yet, but I could see this as a possibility in the future.


New PBS Podcast
http://www.podcastingnews.com/details/www.onthemedia.org/index.xml/view.htm

What did you find?
Two hosts describe and discuss "hot topics" in the news. They designed their podcast like a radio show, using the media as their way to give opinions on news stories.

What did you think?
The show was interesting to listen to and I can see why they are popular.

So What?
This design could be adapted for many audiences.

What now?
I could imagine beginners to the podcasting world using this style of media to realistically use regularly.


http://www.podcastingnews.com/details/weekendamerica.publicradio.org/rss/podcast/podcast.xml/view.htm
The final Podcast I listened to was by APM: Weekend America.

I found a casual discussion podcast about people and the things they do in their lives. They also interview everyday people and discuss what they have experienced.
It was a simple, but interesting podcast. I enjoyed listening to such a large variety of personalities.

Image Blog Lesson 2

Lesson Overview: Using the photo above,students will blog about their knowledge of Ancient Rome and find modern photos inspired by the empire.

Standards:
8c. Students will demonstrate understanding of classical Rome history and geography. They will explain the effects of Ancient Rome on modern society.

Target Age: Grade 5

Procedure:
1. Students will use flickr.com to analyze and discuss Ancent Rome. They will blog about the photo and describe the images.
2. Students will search and add to the photo gallery with decriptions of how the modern photo was inspired by Ancient Rome.

Assessment:
Students will be assessed on their comments about Ancient Rome as well as their ability to describe how modern life has been inflenced.

Image Blog Lesson 1

Habitats

Lesson Overview:

Using the photos from the gallery at the following link, students can demonstrate their knowledge of habitats.

http://www.flickr.com/photos/52276388@N04/galleries/72157624429257391/


Standards: Students will understand that living and nonliving parts make up an environment or habitat. They will understand the characteristics of and living/nonliving makeup of each of 5 haitats.

Target Age: Grade 2

Procedure:
1. Introduce the lesson by showing students the picture of the desert. Ask them what habitat the photo represents. When "desert" is established, students will blog their responses to the following questions.
How do you know which habitat this is?
What other plants and animals could fit into this picture?

2. Continue the same format for the next four pictures located in th flickr gallery
for forests, rainforests, wetlands, and oceans

Assessment
Written work will be assessed for accuracy of knowledge.

Extension:
This gallery can become a wiki page for students to add photos, facts, and comments.
Each photo could be a page for students to add images of animals, plants, other environments, etc. to create a more vivid representation.

Image Blogs

Taking a look at image blogs


http://www.flickr.com/photos/lewiselementary/69461520/
What did you find?
A 3rd grade students representation of a camp in Africa.

What did you think?
This is an amazing demonstration of what creative little minds can do.

So what?
The mouse feature to give descriptions of each piece made it more meaningful.

What now?
The possibilities of image blogs are limitless.

http://www.flickr.com/groups/secretlife/pool/show/
What did you find?
A gorgeous slide show of plant and wild life along with many comments and suggestions to flickr users.

What did you think?
The pictures were unbelievable. It seems as though this project would be one to consume a lot of time. It was interesting how this brought on so many different discussions.

So what?
It is possible to do anything with collaboration and proper use of resources.

What now?
Don't put limits on what can be done.


http://www.flickr.com/groups/redrule/
What did you find?
Tons of pictures all having only one thing in common, the color red. Starting with one person's thoughts and representation of using one color to provoke something special followed by thousands of others finding the same.

What did you think?
Interesting concept. I would imagine this was not at all expected when it began.

So what?
Any simple idea can grow into something special.

What now?
Now, I can see why flickr has become so popular.


http://flickr.com/photos/tags/fliction
What did you find?
Posts of pictures with captions that are bizarre and unusual. The images seem to be unlikely to occur in real life, some of them seemingly doctored. Actually, these photos really did occur in life.

What did you think?
Great title and idea. Some of the pictures will make you laugh out loud.

So what?
This would be a great way to spark student creative writing. I can imagine some great fliction stories developing from these photos.

What now?
I will definitely bookmark this page to use in my class.

After looking around blog.flickr.net, constantly thinking "How can use this in school?" I focused on http://blog.flickr.net/en/2010/06/

What did you find?
I found many great themes for photos, and particularly liked "Seeing Stars"

What did you think?
What a great way to add to curriculum involving the solar system. Students could easily access their own pictures of stars.

So what?
This concept could translate to other science curriculum like weather, animals, matter,etc.

What now?
Use web tools to enhance education. Any topic or idea can be used.

Native Americans Wiki Lesson

The social studies curriculum has may opportunities for enrichment. A large portion of the 2nd grade curriculum is based on American Indians. The students study several tribes, focusing on specific information about the Pueblo, Sioux, and Powhatan tribes. There is much information to cover. A wiki would nicely organize student work.

Native Ammericans Wiki

Target Age: Grade 2

Objectives:
The student will develop map skills by
a) locating the regions of the Powhatan, Sioux, and Pueblo Indians on United States maps;
b)comparing the climate, land, and plant life of these regions;
c) describing how people in these regions adapt to their environment. (SOL 2.4)

Wiki Descriprion/Overview:
The wiki will be designed so that the three tribes/groups of Indians eah have their own link on the wiki main page. Once the link is clicked, each tribe will be organized into categories.
1. geography- students will add maps, with highlighted regions
2. Food
3. Climate and plant life
4. Transportation
5. Homes
6. Jobs
7. Interesting facts
8. Literature connections

Students will be responible for one of those pages. Additions and edits to pages can be made by students/teachers.

Example: One student will be responsible for describing and representing the homes of Sioux Indians. They would describe the teepees, use gaphics/illustrations, and describe why teepees were effective homes.

Students will be assessed on their ability to us the wiki and accuracy of information.

Word Wall Wiki

Word Wall Wikis

There has been a large focus on creating, using, and updating word walls in elementary classrooms. A wiki would lend itself nicely to this concept. Teachers and students could add words, pictures, definitions, synonyms, etc. to high-frequesncy words, content vocabulary, or required word lists.

Target Grade Level: Primary Elementary Students

Objectives: Students will use pictures and words to descern meanings of unknown words.

Process:
The wiki will be set up by the teacher so that a links are created from the main page. Each link simply states one word. This can be words related to a specific topic, such as Native Americans, or required words for that grade level.

Each student will add information once the link is clicked. The word will be given a definition, synonym, and picture using online sources such as http://dictionary.reference.com/
Follow-up:
Pictures can be uploaded and added from a variety of websites, online books, or clipart.
Be sure to make sure students label the page with their names.


Assessment:
Students will be evaluated on their knowledge and understanding of the word with a simple rubric.

Educational Blogs

http://weblogg-ed.com/about/
What did you find?
Will Richardson organized a concise, yet thorough, look at teaching with the web. He arranged his page to be a good blend of information and opinion. I particularly liked the link "Classroom Practice". I found great examples of realistic possibilities for classroom use. The Concord school model will be a great reference.

What did you think?
I thought the site is extremely helpful for this course. It is necessay to have a online source for the text with this kind of material. As the availability of web pages, new wikis and blogs increase he is able to add information for his audience.

So What?
The site is great as a guide, but may be a bit overwhelming with the large amounts of information. After exploring the site, I will most likely use only certain sections.

What now?
Now, I can transfer this information to the work I complete throughout this course.




davidwarlick.com/2cents

What did you find?
The next webpage I explored, by David Warlick, was quite different from Richardson's. His page seems to be more opinion based. He posts several articles and gives information about the latest events in education, giving his thoughts and showing the thoughts others who respond.

What did you think?
The page is filled with information. I wouldn't be as likely to use this site because I didn't find it as easy to navigate. He did have some great demonstrations of way to use web tools. I especially liked the "Tag Cloud" feature which posts the most use terms in the blog. This would be a great tool to use in a language arts classroom ativity. His map application for where he is blogging from was another idea others may like to incorporate.

So what?
This information could be a tool for those interested in the latest trends in education. It made me think of an online book club for education literature with strong opinions presented.

What now?
This type of page is great for those who have a large group to add comments. I will keep in mind, to write with a clear voice as I continue.




http://itshambrick.blogspot.com

What did you find?
Scott Hambrick demonstrates the incorporation of web tools into his website. He is a "regular guy", not an expert in the field. He posted a blend of personal and professional exeriences.

What did you think?
This is a great model for me. I can use his site as a great starting point. It wasn't as overwhelming to this beginner with web tools. I liked how I felt I knew him by reading his blogs.

So what?
I appreciate his use of graphics/video to accompany his thoughts and research.

What now?
After looking at the large effect of adding simple things, I will be adding more to my own blog.



blogs.edweek.org/teachers/eduholic

What did you find?
Emmit Rosenfeld's blog provides posts on experiences and opinions.His final post decribes why his editor felt he should no longer continue to blog on his page.

What did you think?
His posts were interesting to read and gives us something to think about. It was unfortunate that his opinions were an issue because it takes away from cor teaching. It reinforced how a lot of times, teachers opinions don't really matter.

I searched through the other edweek page' articles and was impressed by how easily it was to navigate.

So what?
It is good to keep in mind that anyone can read these posts. Not everyone will appreciate opinions.
The site will be a great reference for professional development. I can think of many people who would benefit from this (even those who are not into blogging).

What now?
Another thing to keep in mind as blogging gains popularity.



techedandweb2tools.blogspot.com

What did you find?
This page gives a simple variety of education blogs with links to information and references several online articles.

What did you think?
I thought the author showed the reader ways to use technology in unusual circumstances. I loved how there was a response to people who are not in strong support of technology as she set up links and described schools who experiences the negative aspects of technology, like looking at innapropriate material.

So what?
Taking a look at the negative and keeping that in mind is necessary, especially when dealing with a large class, all of their parents, and all of their opinions.

What now?
It is important to remember to keep posts child-appropriate and know exactly what students are using the web to do.

Wikis in the elementary classroom

The biggest struggle so far in researching wikis is getting access to those that seem to be perfect. I have found several wikis, but cannot log in because they are only available to those in the class.

After spending some time, wikis can be found on all topics and for all ages. It helps to have in mind the topic and age group, before beginning to search.
I was able to find some that made me think wikis are a realistic and accessable!

Below is a link for a simple counting from 1-100 wiki. Pictures were added for each number. This was a great way to demonstrate wikis that are not so overwhelming for beginners.


http://kcountingbook.wetpaint.com/?t=anon
The next wiki is very specific, and is a great demonstration of collaborative, student work. I loved how the students labeled their work and clearly took pride in quality work.

http://gowest.wikispaces.com/

Wikis: Resources or Opinions?

I took a look at a few wiki pages to see what they have to offer.

planet math
What did you find?
The link above takes you to PlanetMath which is filled, and I mean FILLED, with information. I thought it gave great factual information, but was a bit overwhelming for school-age kids.

What did you think?This would be a great site for college students learning advanced math. I also noticed that while the encylopedia section was widely used, the papers and books sections were not. Overall it seems to be a great source for specific learners.

So what?
Web pages can be used it so many ways...


What now?
Remember to keep the target audience in mind when developming wikis.
I found another math page that seemed to be more suited for varying age groups.

http://math.wikia.com/wiki/Percent

Science in the News

Overview:
Kids love experiments in science. In this activity, students get the chance to create an experiment on events happening in the world!

Lesson: Science in the News

Standards: 4.1 Scientific investigation, reasoning and logic
a) distinctions are made among observations, conclusions, inferences and predictions

Target Grade: Grade 4
appropriate for grades 4-6

Process:

1. Students will have 15-20 minutes to explore the two websites below. After about 10 minutes, tell them to focus one one article about science they find interesting.

http://kids.nationalgeographic.com/kids/

http://www.timeforkids.com/TFK/kids/magazine

2. They will take notes about the article, describing what topic of science is described and how it is described

3. Using the scientific method sheet, they will begin to brainstorm ideas for an experiement that could be created (keeping in mind available resources for the experiement)to go along with the article's topic.

There is an appropriate overview of the scientific method for elementary students, created by Laura Candler (Her website is wonderful and worth checking out). Click on File Cabinet, Science, then scientific method to print the sheet.

www.lauracandler.com


4. Once the design process has begun, students will need support from their teacher to make sure the probelem, research and hypthesis support their article selection.

5. Students will complete the design of their experiment and post information on the class blog. Students will comment and give suggestions to improve the lab design.

6. Science Lab: Throughout the following weeks, experiments based on student work can be conducted in class. The blog will continue to be used to give feedback on what successful with the experiments as well as wat should be adjusted.

Books They Love

Elementary students are expected to read several independent books throughout the school year. As an ongoing activity, which can be extended through the summer, children will critique the books they are reading. Here is a plan for such an activity.

Lesson: Books We Love
Grade Level 3 (can be adapted for grades 2-6)
Virginia Standard 3.5/3.6 Students will read and demonstrate comprehension of fictiona and nonfiction texts

Process:
Students will post summaries of independent books for peers to read and comment on.
1. Each student will select and read a book of their choice from classroom texts
2. Each will post a blog, containing a complete book summary and critque
3. Students will read blog posts and select one to focus on. They will read that text and add comments to their peers' comments

Assessment:
Students will be assessed on their initial book summary. See Rubric Below

rubric
http://www.stpeter-deland.org/pages/reading_pdfs/3rdgr_bk_rpt_rubric_2009.pdf

Follow Up:
Students will continue to read and expand on peer comments. The will be assessed as they continue sharing books.

Th Following forms can be used to track progress
http://www.sasked.gov.sk.ca/docs/ela/assessment/p160.html