Multimedia in the Classroom

Title of Learning Object: Bridges

Subject: Science

Grade: 3

URL:
http://www.discoverychannel.ca/search/advancedSearchresult.aspx?q=%2bbridges

Description of Learning Object:
You can click on the above link and then click on either “Cracks Beneath the Surface, From Hammers to Lasers, or From the Ground Up”. Clicking on either of these will open up a new window in which a video will play.

Description of Classroom Use:
I would use this website in the Grade 3 Science curriculum, specifically in the Building with a Variety of Materials unit. I would split students into six groups and assign one of the three videos to each group. Students would then visit the above website and click on their assigned video. After watching the videos, the groups sharing the same assigned video can get together to discuss what they learned. After the discussions, each of the three larger groups will share with the class what they learned from their video.

Planning and Preparation:
I would watch all videos before and make sure the student computer lab computers had all software necessary to view the videos. I would pull up the website on each computer before class so that when we get to the computer lab, everything is ready to go. I would make sure everything is working and all the links are active.


Learning Outcomes:
GLO:
3–7 Construct structures, using a variety of materials and designs, and compare the effectiveness of the various materials and designs for their intended purposes.

SLO:
5. Identify the intended purpose and use of structures to be built, and explain how knowing the intended purpose and use helps guide decisions regarding materials and design.


ICT Outcomes:
C.2 - Students will seek alternative viewpoints, using information technologies.
4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics
4.2 evaluate the validity of gathered viewpoints against other sources

C.3 - Students will critically assess information accessed through the use of a variety of technologies.
4.1 assess the authority, reliability and validity of electronically accessed information

C.1 - Students will access, use and communicate information from a variety of technologies.
4.2 select information from appropriate sources, including primary and secondary sources
4.3 evaluate and explain the advantages and disadvantages of various search strategies

Building Bridges WebQuest

Here is the link to my Building Bridges WebQuest for Grade 3 Science - Building with a Variety of Materials unit.
http://teacherweb.com/WQ/ElementarySchool/Bridges2/index.html

Enjoy!

Concept Map for Grade 1 Science

The concept map I created is for the Grade One Science Creating Colour unit. I created it with the following two SLEs in mind: Students will identify colours in a variety of natural and manufactured objects and students will predict and describe changes in colour that result from the mixing of primary colours. This concept map could be displayed in the classroom to visually remind students of the following concepts: which colours are primary colours, which colours are secondary colours, how to spell the names of the colours, and which secondary colours are created through the mixing of which two primary colours. The concept map also shows students two examples of objects in each colour. In addition to being displayed in the classroom, students would also receive a copy of this concept map for their own reference.

There are many ICT outcomes that can be covered through the use of concept mapping. Here are some GLOs:
· Students will use organizational processes and tools to manage inquiry.
· Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
· Students will compose, revise and edit text.
· Students will organize and manipulate data.

SLOs:
· Students will analyze and synthesize information to create a product
· Students will assemble and organize different viewpoints in order to assess their validity
· Students will organize information from more than one source
· Students will organize information, using such tools as a database, spreadsheet or electronic webbing
· Students will develop a process to manage volumes of information that can be made available through electronic sources
· Students will record group brainstorming, planning and sharing of ideas by using technology
· Students will use technology to organize and display data in a problem-solving context
· Students will use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment
· Students will edit and format text to clarify and enhance meaning, using such word processing features as the thesaurus, find/change, text alignment, font size and font style

Exploring Canada Through Interactive Maps

Grade 5 Social Studies - Physical Geography of Canada unit

GLO: Students will demonstrate an understanding and appreciation of how the physical geography and natural
resources of Canada affect the quality of life of all Canadians.
SLO: 5.1.2 examine, critically, the physical geography of Canada by exploring and reflecting upon the following questions and issues:
• What are the major geographical regions, landforms and bodies of water in Canada? (LPP)

ICT Outcomes:
GLO: Students will access, use and communicate information from a variety of technologies.
SLO: 2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)

GLO: Students will demonstrate a moral and ethical approach to the use of technology
SLO: comply with the acceptable use policy of the school and school authority for Internet and networked services, including software licensing agreements

Exploring Canada Through Interactive Maps Activity Description

In this activity, students would visit this website first to review a map of Canada. When students move their mouse over various part of the map, names of provinces, territories, capital cities, lakes, and oceans appear. Using their mouse they can travel across Canada and review the names and positions of provinces, territories, capital cities, and bodies of water. Once students feel that they have an understanding of the map of Canada, they can move on to the next website.

At this website students can work at solving three different Canadian map puzzles. The first puzzle provides a blank map of Canada that shows the outlines of the provinces and territories. Students are then given a puzzle piece and the name of province or territory and they must place it in the correct position. The next puzzle provides a blank map of Canada as well, but there aren’t any outlines of the provinces and territories. Students are then given puzzle pieces in the shape of each province and territory and given the name and they must place the piece in the correct position. The final puzzle provides a blank map of Canada with outlines showing the borders between the provinces and territories. Students are then given the names of each capital city and they must place a star in the correct province and in the correct area of that province.

These websites are a fun and interactive way for students to learn where each province and territory is located, as well as the names and positions of their capital cities. Through the use of technology, students are able to learn from their interaction and maniulation of the maps. Technology provides an alternative to students having to stare at a map and memorize the locations of provinces, territories, capital cities, and bodies of water. Websites like these engage students in their learning and keep them interested.

References

Owl and Mouse Educational Software (2006). Interactive Map of Canada. Retrieved Sept. 28, 2007, from http://www.yourchildlearns.com/canada_map.htm

Owl and Mouse Educational Software (2006). Canada Map Puzzle. Retrieved Sept. 28, 2007, from http://www.yourchildlearns.com/mappuzzle/canada-puzzle.html

Blogging Has a Place in the Classroom

I definitely support the use of blogging in the classroom, and just like anything else blogging has its place and time. I don’t believe that blogging should be used in every subject in every grade, but there are instances for which blogging would act as a great learning tool. Blogging has the unique quality of making our world a little smaller. Through the use of blogging those ‘far-away places’ are no longer so far away. With the click of a mouse students are able to interact with other students on the other side of the world. Blogs, by nature, can be read by anyone and everyone and this fact encourages students to do some of their best work. Students understand that others will be reading what they have to say and they understand that their blog is, in part, a representation of who they are. Having a blog and being able to share their thoughts and opinions with the world gives students a sense of pride. They feel that what they have to say is important and can make a difference and they have every right to feel this way.

After looking at the Social Studies curriculum, I feel that blogging would enhance the Grade 8 “From Isolation to Adaptation: Japan” unit. Blogs could be set up to allow students to interact with students from Japan. This would give students a first-hand account of what living in contemporary Japan is truly like. Blogging could also be used as a communication tool for students working on a group project on different periods in Japanese society. Using blogging in this way would satisfy two of the ICT outcomes incorporated into the Social Studies program:
8.S.1 develop skills of critical thinking and creative thinking:
- access diverse viewpoints on particular topics by using appropriate technologies
8.S.4 demonstrate skills of decision making and problem solving:
- use networks to brainstorm, plan and share ideas with group members

Before implementing the use of blogging in the classroom, teachers must take steps to ensure the safety of all students while they are using the Internet. As a teacher I would take the following actions to make sure that my students can safely participate in any blogging assignments:
- teach a lesson about being safe on the internet:
-> don’t use full names or publish any addresses, phone numbers, school names, or any other identifying information
- make the blog private and only allow access to those necessary
- constantly monitor student blogs, as well as any comments they are giving or receiving
- send a letter home to parents to get their consent for their child’s internet use (if this has not already been done)
- inform parents of the scope of the assignment and steps being taken to ensure their child’s safety
- create a classroom blogging policy for students and parents to sign that includes rules as well as consequences for breaking the rules.

The following links are articles that support the use of blogging in the classroom:
http://www.news.com/Blogging+101-Web+logs+go+to+school/2100-1032_3-5895779.html?tag=st.num

Pay special attention to the following sections in the next article:
- Education and Research Blogs p. 8
- Verbal, Visual, and Digital Literacy p. 9
- Examples of Blogs in Practice p. 10
- Recommendations p. 19
http://www.soc.northwestern.edu/gradstudents/huffaker/papers/Huffaker2005_LetThemBlog.pdf

Advantages of Using Blogging in the Classroom

After reading “Blogging: An Introduction” it became quite evident that blogging can serve a variety of purposes in the classroom and it clearly has many advantages. One particular advantage of blogging that resonates with me is the opportunity it provides for students who may not be comfortable speaking in class. I can remember being quite shy during class discussions in high school and I would have much rather shared my thoughts and opinions in a blog. When using a blog in this way the teacher and other students would also be able to provide feedback and further discuss issues that scheduled class time might not allow for. Another advantage of blogging in the classroom is the option of making the blog either public or private. I think that this option would definitely ease some of the safety and security concerns that parents may have. The more I think about blogging, the more I think about how blogging would be an excellent tool for creating a truly interactive classroom newsletter. Students could publish exemplary samples of their work as well as write weekly updates about what they are learning. Teachers could advise parents of classroom activities and field trips as well as inform them of a need for classroom volunteers. Another great aspect of using a classroom blog is the fact that it is accessible from any computer. Blogging has many other advantages and as teachers it is our responsibility to implement technology such as blogging into our classroom in a creative and purposeful way.

A Little Bit About Me

Allow me to introduce myself :) I am currently a third year PSI student in the education program at the University of Lethbridge. I am working on a combined B.A./B.Ed. degree with my majors being General Social Sciences (Sociology, Psychology, Anthropology) and Social Studies Education. I am also minoring in Career and Technology Studies: Community Health Focus. I am very excited and feel quite honoured to be a part of the education program here at the U of L. Since finishing my Ed2500 practicum in a Kindergarten classroom I have been eagerly anticipating my PSI placement. My dream is to be an Elementary teacher and with each day that passes I become increasingly dedicated to this goal. I know that being a teacher will allow me to make a difference in the lives of kids and I cannot think of a more fulfilling profession. I hope you enjoy reading my blog and taking part in my journey of becoming a teacher!