Two kindergarten classes will participate in a videoconferenced science lesson to compare attitudes and engagement. The lesson will involve tasting different foods and discussing their properties using descriptive words. Students will complete pre- and post-tests on a science concept as well as surveys about their enjoyment of the lesson. The teacher hopes to show that videoconferencing can increase interaction between classes while keeping students in their own classrooms.

1. Videoconferencing during a
Kindergarten Science lesson

2. Breaking down My Topic
Amanda Glorioso
For my capstone project, I will recreate a Science lesson, using video
conferencing. My class and another Kindergarten class from my school will
conference together. I chose to use a class from my school, I do not have to get
parent agreements, and Kindergarten starts later than the other students. I
wanted to make sure I would be able to complete this project on time. Also our
students are only able to interact with each other at recess. I wanted to see the
attitudes towards each classroom. How did the students benefit from this
project? Were they engaged? Did they develop better social skills? Did they meet
all requirements in the lesson? I would like to prove that our students should
interact with other classes more, and through video conferencing the students
do not have to leave their classrooms.
Video Conferencing in Kindergarten Science Class
What types of technology has increased learning in a early childhood classroom?
What is video Conferencing?
What are safety steps teachers can take when using technology in the classroom?
What effects does a video conferencing have on a science lesson in a Kindergarten classroom?

3. • Action Plan Part 1
•
•
• 1. The purpose of this study is to describe the effects of videoconferencing on the Kindergarten students during a Science lesson and their attitudes.
2. Videoconferencing- is an alternative way for students to learn than a regular school setting. Students will be able to visit other classrooms without leaving their
own. Independent variable-Students will be able to take virtual field trips never leaving the school. Dependent variable is the attitudes of Kindergarten Science
Students
3. What effects does videoconferencing have on a Kindergarten Science Lesson? What are the attitudes of the students in this study?
4. Two Kindergarten classrooms at my school for videoconferencing will be set up. The classrooms will work on a Science lesson together through Skype. The students
will take pre and post test on the activity through Moodle. The students will be interviewed to see their feelings about this activity. Depending on the lesson chosen
the classes will go on a virtual field trip. (Things are changing at my school. I am going to a meeting on Monday and I will know then what Science objectives can be
taught.)
5. This study will impact two kindergarten classrooms at a Title I school of about 600 students. The school has 77% free or reduces lunch. The students are from 4-5
years old. There are about 22 students in each classroom. (I will know for sure once school starts.)
•
6. Waiting on permission from the principals, once ok, a letter to the parents getting permission for their child to participate in this study. The slips will be kept in a
binder with the permission slips. Any students that are not able to participate will be put in another Kindergarten class so they are not missing any work. The two
Kindergarten teachers will work together to find the best spot to put the camera’s in our classrooms. The teachers will connect the cameras together, so we each
know how to use them. The teachers will make a Skype account, and will make sure all technology is working correctly in both classrooms. Mini videoconferencing
will be put together to get the students in a routine. Reading short books to each other class is a great way to start. The teachers need to make sure all the materials
are on hand and every class is prepared! A check list of everything will be made once Science lesson is chosen.
•

4. • Action Plan Part 2
• Amanda Glorioso
•
Step 7 Timeline
Phase (1)-August- Two kindergarten teacher will come together discuss the science lesson we plan to teach. They
will discuss and look over the school calendar when is a good time to teach this lesson. The teachers will get
permission from my principal, and once they are get the go ahead. A permission letter will be sent home to both
classes. The students will have two weeks to bring the permission slip back to school. The teachers will track both
classes permission slips returns. The end of August, the teacher will have our science lesson chosen, and
permissions returned.
•
Phase (2) September- The teachers will stay after school and plan our lessons. They will make a list of materials we
need for our lesson. The teachers will both sign up for a Skype accounts for our classrooms. They will set camera in
our classrooms, and decided the best place to mount the camera. Then test out the videoconferencing before our
classes use it. The two classes interacted with each other through Skype, so both classes can become familiar with
the software. Our interaction will start with simple story time before naptime. Both classes will discuss internet
safety. A discussion with the other teacher will be made about the pre and posttest on Moodle. The test will show
if there was any growth. Also a test will be set up a Moodle test to see how the students felt about this virtual
lesson. At the end of September, want to have all the kinks out of the videoconferencing, Skype set up in our
classrooms, and have Moodle ready for the students. Also the students need to understand the importance of
internet safety. Everything will be prepared for October and for our lesson to begin.
• Phase (3) October- At the beginning of October, all the materials for the lesson will be gathered and the lesson will
be taught. A collection of the data from the students using Moodle will be placed into a graph. This lesson takes
place for three days.

5. Lesson
• This is taken from Louisiana Kindergarten Comprehensive Curriculum and modified it to be able use Skype and technology. I have been taking many
of these lessons and implementing technology with these lessons.
• Activity 6: Try a New Food! (GLEs: 4, 7, 8, 27)
• Objectives
• 4. Use the five senses to describe observations (SI-E-A3)
• 7. Express data in a variety of ways by constructing illustrations, graphs, charts, tables, concept maps, and oral and written explanations as
appropriate (SI-E-A5) (SI-E-B4)
• 8. Use a variety of appropriate formats to describe procedures and to express ideas about demonstrations or experiments (e.g. drawings, journals,
reports, presentations, exhibitions, portfolios) (SI-E-A6)
• 27. Determine which foods are superior for developing a healthy body (LS-E-A6)
•
• Materials List: foods to taste, plates, forks, toothpicks, napkins, writing media
•
• Trying new foods is an activity that is best repeated throughout the year. Students may learn that tasting new foods is a part of growing up just like
trying new activities, games, music, or places. Foods for tasting may include food groups, cultural foods and different forms of the same food (e.g.,
fresh apples, apple juice, applesauce, apple pie). Students need the opportunity to learn about foods from the various ethnic groups that may be
represented in class. Bringing these foods to the classroom will allow students to taste and learn about preparation and any cultural or family
significance of a particular food (e.g., fry bread, won tons, fig cookies, potato pancakes, jambalaya, gumbo, tacos, burritos). Have students wash their
hands properly. Display new foods in a simple, pleasing manner onto individual paper plates with a small fork, toothpick, and napkin for each child.
Emphasize that students will try all foods and are not allowed to share foods from their plates with others.
•
• The teacher may model trying a new food by tasting it in front of the students. Students should be encouraged to use their senses to see, smell,
touch, and taste the new food. Students should never be forced to eat any food. Students who do not like the food are given permission to throw it
away. Students who like it are encouraged to eat it and have another small sample if they want one. All students may participate in discussing the
new food’s color, smell, taste, and texture.
• Upon completing a tasting graph, have the students discuss their finding using Skype with the results. This chart should be displayed in the room for
future reference. Students should be encouraged to explore additional foods throughout the year, using this checklist and vocabulary explored in
describing food tastes.

6. Parent Letter
Dear Parent or Guardian,
This fall semesters, I am completing my master in Educational Technology Leadership, and must complete a capstone
project for Nicholls State University. I will be conducting a videoconferencing Science lesson with Mrs. Michelle’s
Kindergarten classroom at Thibodaux Elementary School. Throughout the lesson, I may include photographs,
videos, or work of individual students or student group activities in presentations for other educators. Any
student and/or their school work will be identified by first name only. No last names will be mentioned. Please fill
out the bottom portion and return to school on Friday.
Thank you,
Amanda Glorioso
____________________________________________________________________________
Please mark any of the choices below and return to school:
_____Yes, I give permission to photograph, videotape, or audio record of _________________. I also give
permission to display my child’s school work including class pictures.
____ Please do not publish my child’s photograph on the classroom website or any other Internet page.
Parent’s Signature_______________________________________ Date___________
Child’s Name___________________________________________

10. Foods Salty Sweet Bitter Sour
Pretzels
Chocolate
Lemons
Popcorn
Cookies
Pickles

11. Name________________________________
I enjoyed the
Science lesson!
The science
lesson was ok!
I did not like the
Science lesson!

12. Pre Test and Post Test
25
20
15
Pre Test
Post Test
10
5
0
Class A Class B

13. • Step 9
Data
A Likert scales will be used at the appropriate grade level. My goal is
to access the student’s opinions about the lesson afterwards. I will
make a Moodle test with questions the answers will consist of a
smiley face (They loved the lesson), straight face (the lesson was
ok), or sad face ( I did not like the lesson). After I get the results, I
want to know why they feel this way, so I will interview the students
about their feelings. I will also collect pre and post assessments.
The assessments will have of the same questions. I want to see if
the videoconferencing affected their learning. What is a pattern?
Construct a pattern? Identify a pattern. Did the students show
growth? I will use a graph to show my finding on this study.

14. Voice thread
• Introduction to the topic
Review of literature Methodology (Action Plan)
Results (including tables
and graphs and connecting results to the
literature) Conclusions (what does
all of this mean for your situation- what follow up
should be done with the
new data Ii will be glad to meet with you
individually to go over results
if you would like. This presentation may take on
many forms