This document discusses different types of online collaborative projects including interpersonal exchange projects, information collection and analysis projects, and problem solving projects. It provides examples of each type and discusses locating, selecting, adapting, creating, implementing, and evaluating collaborative projects. The key aspects covered are identifying learning goals, choosing appropriate technologies, developing timelines and materials, recruiting partners, testing projects, and assessing outcomes.
Deana Hubbell completed a Capstone program to become certified in the National Educational Technology Standards for Teachers (NETS*T). Through the program, she implemented technology-integrated projects in her 3rd grade classroom, including a habitat research project using online sources and a city mapping project. Her students demonstrated engagement and enjoyment of the lessons. Hubbell realized the potential of technology to support creativity, collaboration, and global connections for students. She grew as an educator by learning to select technologies that meaningfully support learning goals.
The document outlines 10 reasons why the internet is useful for education. It allows learning to occur anywhere and anytime, not just in the classroom. Interactive simulations on the internet can help students better understand concepts compared to traditional teaching methods. Technology also allows students to take a more active role in their own learning through project-based work and collaboration with others online. It facilitates new ways for students to be creatively express themselves and global collaboration. The internet also enables individual pacing, lighter loads by reducing reliance on physical textbooks, and lower costs compared to print materials.
This document summarizes an action research project at Mt. Sentinel Secondary School exploring how collaborative technology tools can engage and improve learning when aligned with feedback criteria. Teachers from Science, Russian, and Social Studies classes partnered to implement projects using tools like Wikis, blogs, and Moodle. Results showed technology enhanced engagement but students struggled with criteria and feedback. Next steps include continuing professional development, integrating Moodle, and developing authentic cross-curricular projects to meet 21st century learning goals.
This document provides examples and resources for digital storytelling in education. It discusses several digital storytelling projects created by students, including one where a student interviewed her great-grandmother and incorporated excerpts from the recording into a multimedia project. The document also outlines a digital storytelling activity where students create stories based on random story starters and then develop digital presentations using tools like PowerPoint and Audacity. Overall, the document demonstrates how digital storytelling can engage students and help preserve family histories.
1. The document describes a project between students in Hokitika and Great Barrier Island to connect them using audio conferencing, a wiki, and photo sharing.
2. Technical issues prevented most of the Great Barrier Island students from regularly participating in the online activities due to unreliable internet access.
3. For future projects, more preparation would be needed including ensuring student access and schedules for participation, as well as guiding students in using the technologies.
This document outlines a lesson plan for first grade students to create a "how to make a snowman" vodcast. The students will:
1. Paint snowman bodies and write steps using transition words on a graphic organizer.
2. Take pictures of their snowman artwork and record themselves reading their instructions.
3. Create an individual vodcast explaining how to make a snowman.
The teacher will introduce the project, instruct on the artwork, writing, and vodcasting. Students will work independently and be evaluated on their final vodcasts. The goal is for students to communicate instructions effectively using technology.
This document discusses different types of online collaborative projects including interpersonal exchange projects, information collection and analysis projects, and problem solving projects. It provides examples of each type and discusses locating, selecting, adapting, creating, implementing, and evaluating collaborative projects. The key aspects covered are identifying learning goals, choosing appropriate technologies, developing timelines and materials, recruiting partners, testing projects, and assessing outcomes.
Deana Hubbell completed a Capstone program to become certified in the National Educational Technology Standards for Teachers (NETS*T). Through the program, she implemented technology-integrated projects in her 3rd grade classroom, including a habitat research project using online sources and a city mapping project. Her students demonstrated engagement and enjoyment of the lessons. Hubbell realized the potential of technology to support creativity, collaboration, and global connections for students. She grew as an educator by learning to select technologies that meaningfully support learning goals.
The document outlines 10 reasons why the internet is useful for education. It allows learning to occur anywhere and anytime, not just in the classroom. Interactive simulations on the internet can help students better understand concepts compared to traditional teaching methods. Technology also allows students to take a more active role in their own learning through project-based work and collaboration with others online. It facilitates new ways for students to be creatively express themselves and global collaboration. The internet also enables individual pacing, lighter loads by reducing reliance on physical textbooks, and lower costs compared to print materials.
This document summarizes an action research project at Mt. Sentinel Secondary School exploring how collaborative technology tools can engage and improve learning when aligned with feedback criteria. Teachers from Science, Russian, and Social Studies classes partnered to implement projects using tools like Wikis, blogs, and Moodle. Results showed technology enhanced engagement but students struggled with criteria and feedback. Next steps include continuing professional development, integrating Moodle, and developing authentic cross-curricular projects to meet 21st century learning goals.
This document provides examples and resources for digital storytelling in education. It discusses several digital storytelling projects created by students, including one where a student interviewed her great-grandmother and incorporated excerpts from the recording into a multimedia project. The document also outlines a digital storytelling activity where students create stories based on random story starters and then develop digital presentations using tools like PowerPoint and Audacity. Overall, the document demonstrates how digital storytelling can engage students and help preserve family histories.
1. The document describes a project between students in Hokitika and Great Barrier Island to connect them using audio conferencing, a wiki, and photo sharing.
2. Technical issues prevented most of the Great Barrier Island students from regularly participating in the online activities due to unreliable internet access.
3. For future projects, more preparation would be needed including ensuring student access and schedules for participation, as well as guiding students in using the technologies.
This document outlines a lesson plan for first grade students to create a "how to make a snowman" vodcast. The students will:
1. Paint snowman bodies and write steps using transition words on a graphic organizer.
2. Take pictures of their snowman artwork and record themselves reading their instructions.
3. Create an individual vodcast explaining how to make a snowman.
The teacher will introduce the project, instruct on the artwork, writing, and vodcasting. Students will work independently and be evaluated on their final vodcasts. The goal is for students to communicate instructions effectively using technology.
The document proposes several ideas for using technology in K-2 classrooms to meet NETS standards. It suggests having students (1) create and share original stories digitally, (2) research environmental issues by taking photos and making data spreadsheets and advertisements, and (3) communicate with pen pals through email to learn about other cultures. It also recommends (4) taking virtual field trips online and evaluating the information gained.
This document outlines a proposed project to use ICT tools like computers, the internet, and presentation software to teach English to Ukrainian students. It would involve dividing students into groups to research topics, conduct interviews, collect information online, and create presentations. The goals are to improve English skills while developing research, collaboration, and presentation abilities. Students would go through preparation, research, creation, and presentation stages. The project aims to make English learning more engaging for students and in line with educational standards.
This document provides information and guidance on setting up global collaborative projects for students. It defines telecollaboration as partnering with other students and experts internationally to extend learning beyond the classroom. Various project types are described, including intercultural exchange, data collection and analysis, student publishing, and interpersonal exchange. Specific examples of each type are listed. A four-step process for implementing telecollaboration projects is outlined: coming up with an idea, creating a project plan, finding partner classrooms, and obtaining necessary technology resources. Benefits highlighted include giving learning real-world context and students forming personal connections.
This project proposes using technology to address student misconceptions about seasonal phenomena through international collaboration. Students will gather weather data using web applications, journal online, and convene via video conferences. By connecting with classes in different hemispheres and time zones, students can directly compare experiences and confront their own misconceptions. Technology like blogs, wikis, and data collection applications will facilitate collaboration, while video conferencing allows for real-time discussion of findings between geographically isolated groups. The goal is for students to develop accurate understandings of how seasons are caused by the tilt of the Earth's axis rather than its proximity to the Sun.
This document describes an intergenerational learning project between a primary school and older community members. The project aimed to teach digital skills to older adults through intergenerational activities. Students taught adults how to use iPads, editing software, cloud storage, and other technologies. Adults helped students with baking and shared stories about the history of the school. Both groups enjoyed learning new skills from each other. The school plans to continue offering technology training opportunities that bring generations together.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
This document provides context about an instructional activity with 21 third grade students in a gifted program. The goal was for students to create a class timeline of their community's history by analyzing visual and auditory information from online sources. Students contributed individually but to a shared collaborative product using software like xTimeline and VoiceThread. The teacher provided guidance and accommodated different learning styles. Student skills like analyzing digital texts, gathering online information, and presenting ideas improved, but relying on authoritative sources remains a work in progress.
The document discusses using social networking tools like Web 2.0 to engage digital students in a course. It aimed to provide an environment that promoted self-motivated, autonomous learning. Web 2.0 allows people, not just computers, to connect and share information efficiently. This aligns with emerging educational paradigms of collaborative, team-based learning where students jointly construct knowledge with faculty. Student feedback indicated the social networking site encouraged interaction, collaboration and the development of a learning community.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
Project Copernicus describes an initiative which allows and encourages students to bring their own technology to class, while teachers create lessons which encourages
This project aims to teach students about non-communicable diseases affecting their local community. Students will research diseases, conduct interviews, and create a multimedia presentation to educate their community. The project includes individual and group work over 13 days, with students researching diseases, setting up interviews, discussing findings, and presenting their work to the community at a forum. The goal is for students to gain knowledge about preventing and controlling diseases in an authentic learning experience.
The project is called "Water: Wonderful life molecules!" and involves students aged 14-19 from 5 high schools in different countries studying water. Over 7 months, the students will conduct experiments and research on water, its importance to life and civilizations, pollution issues, and how to preserve this vital resource. They will develop skills in using ICT tools, improve their English proficiency, and learn the benefits of international collaboration through activities like workshops, surveys, and creating joint presentations and videos to share their findings.
This document outlines a group project for students to learn about seasonal changes and photosynthesis. Students will collect leaves over one month to observe the changing seasons. They will learn how plants use photosynthesis to make food, presenting their findings in a PowerPoint. The project aims to incorporate technology, collaboration, and hands-on learning while building 21st century skills.
This document provides an overview of a classroom project on seasonal changes and photosynthesis. Students will be placed into groups to collect leaves, research plant processes, and create a presentation. They will learn about how days get shorter in autumn and how chlorophyll allows photosynthesis. The project aims to incorporate technology, collaboration, and hands-on learning over approximately a month.
The document discusses guidelines for selecting and developing effective instructional materials. It outlines seven criteria: size, color, durability, economy, ease of handling, relevance, and novelty. It also describes Edgar Dale's Cone of Experience model, which suggests learning is most effective when proceeding from concrete to abstract experiences. Examples are given of how teachers can integrate technology into their instruction to enhance learning outcomes.
This web quest is designed for Irish transition year students aged 15-16. It is a short-term web quest aimed to be completed in 2 class periods plus additional individual student work at home. The goal is for students to work through 5 tasks to research the Irish diaspora and create a group presentation on opportunities and implications for Irish people living abroad. Key elements include engaging students in the topic of their future opportunities, using age-appropriate terminology, and designing an attractive interface with pictures and graphics to hold students' attention.
This document summarizes a fifth grade flag ceremony at an elementary school. It describes the opening song and announcements for the Pledge of Allegiance. It then explains a "Responsibility Quiz Show" segment where students act out scenarios and other students buzz in to say if the actions were responsible or not. The ceremony aims to teach students about responsibility through interactive skits and games. It provides a positive example of how elementary schools can incorporate lessons on citizenship and character.
The document discusses how new web technologies can support an emerging educational paradigm focused on self-directed learning. It describes this emerging paradigm as having students who actively construct their own knowledge through collaboration. Social networking tools are proposed to help foster this by allowing open sharing of resources and facilitating interactions between students and faculty. The emerging model is seen as making students an integral part of the educational process by blurring boundaries between teaching and learning.
This document outlines a project for students to research local resources and contribute to their conservation. Students will choose a local resource to research, investigate its local importance, and carry out an action to promote its sustainable use. Examples of potential resources and actions are provided. The project will be completed in groups and individually through blog posts, an action, a reflective paper, and a presentation. The goal is for students to learn about local resources and make a positive impact through their chosen contribution.
The document proposes several ideas for using technology in K-2 classrooms to meet NETS standards. It suggests having students (1) create and share original stories digitally, (2) research environmental issues by taking photos and making data spreadsheets and advertisements, and (3) communicate with pen pals through email to learn about other cultures. It also recommends (4) taking virtual field trips online and evaluating the information gained.
This document outlines a proposed project to use ICT tools like computers, the internet, and presentation software to teach English to Ukrainian students. It would involve dividing students into groups to research topics, conduct interviews, collect information online, and create presentations. The goals are to improve English skills while developing research, collaboration, and presentation abilities. Students would go through preparation, research, creation, and presentation stages. The project aims to make English learning more engaging for students and in line with educational standards.
This document provides information and guidance on setting up global collaborative projects for students. It defines telecollaboration as partnering with other students and experts internationally to extend learning beyond the classroom. Various project types are described, including intercultural exchange, data collection and analysis, student publishing, and interpersonal exchange. Specific examples of each type are listed. A four-step process for implementing telecollaboration projects is outlined: coming up with an idea, creating a project plan, finding partner classrooms, and obtaining necessary technology resources. Benefits highlighted include giving learning real-world context and students forming personal connections.
This project proposes using technology to address student misconceptions about seasonal phenomena through international collaboration. Students will gather weather data using web applications, journal online, and convene via video conferences. By connecting with classes in different hemispheres and time zones, students can directly compare experiences and confront their own misconceptions. Technology like blogs, wikis, and data collection applications will facilitate collaboration, while video conferencing allows for real-time discussion of findings between geographically isolated groups. The goal is for students to develop accurate understandings of how seasons are caused by the tilt of the Earth's axis rather than its proximity to the Sun.
This document describes an intergenerational learning project between a primary school and older community members. The project aimed to teach digital skills to older adults through intergenerational activities. Students taught adults how to use iPads, editing software, cloud storage, and other technologies. Adults helped students with baking and shared stories about the history of the school. Both groups enjoyed learning new skills from each other. The school plans to continue offering technology training opportunities that bring generations together.
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
This document provides context about an instructional activity with 21 third grade students in a gifted program. The goal was for students to create a class timeline of their community's history by analyzing visual and auditory information from online sources. Students contributed individually but to a shared collaborative product using software like xTimeline and VoiceThread. The teacher provided guidance and accommodated different learning styles. Student skills like analyzing digital texts, gathering online information, and presenting ideas improved, but relying on authoritative sources remains a work in progress.
The document discusses using social networking tools like Web 2.0 to engage digital students in a course. It aimed to provide an environment that promoted self-motivated, autonomous learning. Web 2.0 allows people, not just computers, to connect and share information efficiently. This aligns with emerging educational paradigms of collaborative, team-based learning where students jointly construct knowledge with faculty. Student feedback indicated the social networking site encouraged interaction, collaboration and the development of a learning community.
This lesson plan involves students choosing a personal "DOT" (Do One Thing) to help the environment. Students will research DOT ideas online and through videos. They will write about and share their DOT online and with the class. Students will make videos about DOTs and plant marigold seeds, learning about plant growth. The teacher will assess students' understanding through online research summaries and seeing if students complete a DOT. Technology integration allows students to independently learn about helping the environment on a 4th grade level.
Project Copernicus describes an initiative which allows and encourages students to bring their own technology to class, while teachers create lessons which encourages
This project aims to teach students about non-communicable diseases affecting their local community. Students will research diseases, conduct interviews, and create a multimedia presentation to educate their community. The project includes individual and group work over 13 days, with students researching diseases, setting up interviews, discussing findings, and presenting their work to the community at a forum. The goal is for students to gain knowledge about preventing and controlling diseases in an authentic learning experience.
The project is called "Water: Wonderful life molecules!" and involves students aged 14-19 from 5 high schools in different countries studying water. Over 7 months, the students will conduct experiments and research on water, its importance to life and civilizations, pollution issues, and how to preserve this vital resource. They will develop skills in using ICT tools, improve their English proficiency, and learn the benefits of international collaboration through activities like workshops, surveys, and creating joint presentations and videos to share their findings.
This document outlines a group project for students to learn about seasonal changes and photosynthesis. Students will collect leaves over one month to observe the changing seasons. They will learn how plants use photosynthesis to make food, presenting their findings in a PowerPoint. The project aims to incorporate technology, collaboration, and hands-on learning while building 21st century skills.
This document provides an overview of a classroom project on seasonal changes and photosynthesis. Students will be placed into groups to collect leaves, research plant processes, and create a presentation. They will learn about how days get shorter in autumn and how chlorophyll allows photosynthesis. The project aims to incorporate technology, collaboration, and hands-on learning over approximately a month.
The document discusses guidelines for selecting and developing effective instructional materials. It outlines seven criteria: size, color, durability, economy, ease of handling, relevance, and novelty. It also describes Edgar Dale's Cone of Experience model, which suggests learning is most effective when proceeding from concrete to abstract experiences. Examples are given of how teachers can integrate technology into their instruction to enhance learning outcomes.
This web quest is designed for Irish transition year students aged 15-16. It is a short-term web quest aimed to be completed in 2 class periods plus additional individual student work at home. The goal is for students to work through 5 tasks to research the Irish diaspora and create a group presentation on opportunities and implications for Irish people living abroad. Key elements include engaging students in the topic of their future opportunities, using age-appropriate terminology, and designing an attractive interface with pictures and graphics to hold students' attention.
This document summarizes a fifth grade flag ceremony at an elementary school. It describes the opening song and announcements for the Pledge of Allegiance. It then explains a "Responsibility Quiz Show" segment where students act out scenarios and other students buzz in to say if the actions were responsible or not. The ceremony aims to teach students about responsibility through interactive skits and games. It provides a positive example of how elementary schools can incorporate lessons on citizenship and character.
The document discusses how new web technologies can support an emerging educational paradigm focused on self-directed learning. It describes this emerging paradigm as having students who actively construct their own knowledge through collaboration. Social networking tools are proposed to help foster this by allowing open sharing of resources and facilitating interactions between students and faculty. The emerging model is seen as making students an integral part of the educational process by blurring boundaries between teaching and learning.
This document outlines a project for students to research local resources and contribute to their conservation. Students will choose a local resource to research, investigate its local importance, and carry out an action to promote its sustainable use. Examples of potential resources and actions are provided. The project will be completed in groups and individually through blog posts, an action, a reflective paper, and a presentation. The goal is for students to learn about local resources and make a positive impact through their chosen contribution.
This document provides a menu with four topics: Animals, Plants, Motion, and Weather. Clicking on each topic directs the user to a page with more details about that subject within the context of science. The document serves as a starting point to explore different areas of science through succinct topic overviews.
In 1776, common foods would have included salt pork but not hamburgers or macaroni and cheese. Salt pork was popular because salting meat prevented spoiling before reliable refrigeration. Macaroni and cheese first appeared in American cookbooks in the mid-1800s, while hamburgers originated in restaurants in the 1800s.
The document repeatedly states that QuickTime and a TIFF decompressor are needed to view the attached picture file. It provides the same message about the required software 11 times without including any other context or information.
Stars can be classified by their temperature as hot blue stars around 30,000 degrees, cool red stars around 2,500 degrees, or yellow stars like our sun around 6,000 degrees. Constellations like Orion can be identified by patterns of brighter stars. The brightness of stars is measured by their apparent and absolute magnitudes, with lower numbers indicating brighter stars. A nebula is a cloud where stars are born, and the Eagle Nebula is an example. Stellar evolution progresses from protostars to main sequence stars like our sun fusing hydrogen, then to giants and supergiants fusing helium, eventually leaving behind planetary nebulae and forming white dwarfs, or in massive stars, supernovae leading to neutron stars or
This document provides tips for creating effective slide presentations. It recommends using plain backgrounds without distracting pictures, choosing font colors that contrast well with backgrounds, keeping font sizes large enough for all viewers, limiting text on slides to short phrases or single words to maintain attention, and not reading slides verbatim to the audience.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. Purpose
Go beyond the “basics” of
Geology & Meteorology
Student Ownership of
Learning
Authentic Experiences
Long Time Span
3. Objectives
Objectives #1 - 4:
Student-Centered – students will be making many of
the decisions on the specifics of their studies
Learning & Doing – actively engaged in relevant
activities on a daily basis
Using Information – students gather and use
information from the weather channel to do a statistical
analysis
Facilitator – teacher will guide students through
selections of locations, help find contacts for location, &
assist with selection of product to fit with learning style
4. Objectives
Objectives #5 & 6:
Flexible grouping based on individual student needs
– students will work alone at times while at other
times will have a partner for data analysis and
proofreading of final project while at other times
there may be large or small group instruction
Multiple Instructional & Learning Modalities –
instruction given in large and small groups with
assistance from our technology specialist during
work time to address all student needs – learning
options for students depending on interests and
abilities
5. Objectives
Objectives #7 & 8:
Higher-Order Thinking Skills – students
analyze weather data and create a product
highlighting the geologic and meteorological
phenomena for their chosen location
Interdisciplinary – in addition to earth science
students use mathematical reasoning and writing
skills in the final project – there are also be some
historical links
6. Objectives
Objectives #9 & 10:
Collaboration – contact w/other students from around
the world to learn about their selected location – work
done w/project buddy to proofread work & practice
presentation - students will also share their products
w/students in class & discuss their findings
Performance-Based Assessments– instead of taking a
traditional test of what was learned in geology and
meteorology students are demonstrating their
knowledge gained & depth of understanding through
graphing, drawing, discussing, creating and analyzing
of critical components
7. Objectives
Objectives #11 & 12:
Multiple Sources of Information – collected from
data and research on-line, in electronic
encyclopedias, and through e-mail contacts with real
people
Technology Integrated– students use data from the
Weather Channel every day to collect data and
gradually build graphs as we learn new concepts,
projects and products are making use of multiple
applications (pages, iMovie, GarageBand, Keynote,
Web 2.0 tools, etc.) on student laptops
8. Objectives
Objectives #13 & 14:
Learning Styles – LS inventory taken early in course
and used to select product for the final project later
Learning How to Learn – students gradually
build knowledge & must become at ease with making
hypotheses & drawing conclusions from analysis –
questioning skills of their e-mail partners will make
their learning much easier and more thorough
9. Objectives
Objectives #15 & 16:
Authentic Projects – information will be used from
e-mail partners, on-line research, and gathering of data
on-line via the Weather Channel as real scientists do
Students Act as Professionals – students act as
meteorologists in their data analysis project using
techniques and terminology used in the profession
10. Timeline
Continues through entire semester (block
schedule with 80 minute classes)
Begins with Learning Style Inventory &
Selection of location students have a personal
connection with in some way (2nd & 3rd day)
Goes across Geology & Meteorology Units
Partner with Virtual Pen-Pal to share data
Project, Paper, & Visuals shared on Wiki (last
week of class)
11. Project Components
Students select location they are curious about
Learn to collect vital weather data for location
Collect data over entire semester
Geology unit -
As learning topics “talk” w/Virtual pen-pal
Learn about impact of topics in their area
and begin documenting through words and
visuals in preparation for final project
12. Project Comp -cont.
Meteorology Unit -
Weather Data Analysis assignment
See Weather Data Chart on next slide
More Virtual Pen-Pal discussion to gain better
understanding of weather in the chosen location
14. Project Comp -cont.
Final Project of info. learned about location
Choose btw. Travel Channel Video, Museum
Exhibit, Travel Brochure (see next 2 slides)
Work with similar learning styles to brainstorm,
discuss, proofread, & practice presentations
Project, Paper, & Visuals displayed on Wiki
Oral Presentation to share with class
17. Resources
Virtual Pen-Pal contact through:
Student ePal e-mail accounts (initiated by
instructor)
Connections through Taking it Global website
Parent connections (see tri-fold on next slide)
Weather Data from www.weather.com for each
student’s selected location
Rubrics created through www.rubistar4teachers.org
18. Students Understanding the World
The Initiative The Parents
So, what can YOU do to help? You will be able to
The idea of this project is for students to
follow the progress of your child as this project
learn about meteorology and geology
progresses by going to a website given to each
through a personal connection they can
student a little further into the semester. This
have with a chosen location somewhere
will be a great conversation starter between you
else in the world. I have found that when
and your son/daughter as this project will take
students are able to choose a location they
almost the entire semester to complete.
are curious about it makes learning the
“tough” stu! within the meteorology and Have a talent? Have a little spare time in your
geology curriculums much easier AND it day once a week? We have many ways for you to
seems to make more sense to them. be involved in our class from your home or right
in our classroom. Let me know what works for
We will be making these connections
you... Mrs. Roth’s contact information...
through several di!erent modes that will
end up being similar to an electronic " E-mail address: croth@cysd.k12.pa.us www.wordle.net
version of pen-pals. As we learn about
topics in class the students will be talking " Phone number: 846-6789 The Connections
to their virtual pen-pal about those topics
to see if they are impacting lives in the area Another way to help is by letting me know
in which their “pal” lives. if you have any connections to people in
other parts of the world. The goal is to
Ultimately, students will compile their have a virtual pen-pal for every single
newly acquired information on the student. Maybe you don’t know someone in
computer in various ways to demonstrate Kenya but you might have a nephew in the
the vast knowledge they have gained, not military in Japan. Perhaps your neighbor
just through traditional research but by has a sister that moved to Australia. You
connecting with real people all over the get the idea! Reach out and see if there is
world. Family, friends, and virtual pen-pals someone out there we can work with and
will all be able to view this information and then let me know ASAP...it is never too late
comment on the student work. to make a new connection.
One Side of Flyer to Parents
19. Desired Outcomes
Deeper understanding of the
workings of our Earth &
Atmosphere
Enjoy the learning processes
Improved grades on final
exam in Geology &
Meteorology
Parents connected to their
child’s learning