Author Archives | Whitney

Stinger Trail – 4227



Summary

This cross-curricular project was a collaborative effort between students and teachers, as well as the school administration, PTA, and outside businesses. The Stinger Field Guide and Fitness Trail was created by a group of fourth graders who like to go outside! During the school year, 2012-2013, this class went outside to the nearby park and also to natural areas on the school grounds. They enjoyed learning and playing outside so much that they wanted to encourage other classes to go outside, too, and decided to find a way to make it easier. These students at Short Pump Elementary worked in collaborative groups and created a nature and activity guide of twelve different sites on the schoolyard. Students consulted with an arborist and Virginia State Forester and researched facts and other interesting information about the plants. They also collaborated with the physical education teacher to create activities for each site. The students included a variety of exercises that can be done in the natural surroundings and that include endurance, strength, balance, flexibility, cardio and even yoga positions! The students wrote directions for each activity and filmed themselves modeling the activity so that community members can perform them independently. All this information was placed on the Short Pump Goes Green blog by students. Each site on the trail has a sign with a QR code so that members of the community can access the information on the Short Pump Goes Green Blog using an electronic device at any time. The students are excited that their own schoolyard is a field and fitness guide for them to share with their friends and families at any time.

TIPC Ratings

This project is Ideal/Target in Research and Information Fluency. Using student created questions, students used google docs to communicate with Kathleen Ogilvy, a Virginia State Forester Work, and had a professional visit with Kate Tuttle, an arborist. They used information from these primary sources to determine which plants to choose for the field guide and what information to include about the plants. Students also utilized secondary sources, such as other field guides (print and online resources), for information about their plants and to determine the best way to format the information on the blog.

This project is Ideal/Target in Communication and Collaboration. Students worked together to address an authentic task. They communicated with an expert using Google Docs. They created an online field guide for the school and surrounding community to utilize for both education and personal well-being. Students set up meetings with the school administration, PTA, and outside businesses by writing letters and then pitching their ideas. They created fitness videos that were embedded in the blog, but are able to be utilized by anyone on Vimeo. Students selected their roles based on plant interest and project interest. One group of students took all of their classmates work and uploaded it to the Short Pump Goes Green Blog. Students reflected on their roles as collaborators.

This project is Ideal/Target in Critical Thinking and Problem Solving. Students generated their own questions to guide research with primary and secondary sources and utilized this information when designing their field guide. Each group encountered problems as the project developed. Students had to make decisions in their groups and when necessary, present it to the whole class for discussion and give their recommendations for solve the problem. Students were asked to make a persuasive appeal to the principal to support this project, and later to the PTA to get funding for their project. Students encountered design issues and had to make choices.

This project is Ideal/Target in Creativity and Innovation. The students were given the choice to use what tools they needed to support their aspect of the project. The class was presented with choices as to their technology tools and then made decisions on which tools would support their goals the best. Some of technology tools they used: Pages, Keynote, Survey Monkey, Google Docs, QR Codes. Student products varied and displayed risks-taking. Students reflected on their choices for their group products and the overall classroom project.

Student Artifact

Download Files


Contents:

Posted in Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Health & PE, Info Fluency - Target, Language Arts, Project, Reading, Science, Social Studies, Winner '12-'13, Winners0 Comments

Together We Can! – 4234



Summary

This lesson was designed to help students gain a deeper understanding and perspective on the Civil War. The class revisited a discussion about how our country was divided into two sides during the war, both with very strong viewpoints and beliefs. This discussion was used as a jumping-off-point for the authentic task. Students were posed with the authentic task of creating a Public Service Announcement(PSA) on a topic of important concern for their peer group. Students had to develop an original PSA to to explain an area of concern and how to bring the two sides together. When finished creating their products students were asked reflect upon how opposing viewpoints and beliefs can divide people. Students also had to think about the impacts that PSA’s have on changing people’s viewpoints and beliefs.

TIPC Ratings

This lesson is Entry in the strand of Research and Information Fluency. Students viewed Public Service Announcements provided by the teacher in order to learn what they were and how to create one.

This lesson is Approaching in the strand of Communication and Collaboration. Students worked with groups of four to five students that were self-selected. They were required to create an original skit together to create a common product. The final products were shared on the teacher’s website. Students reflected on their work and set goals for future assignments.

This lesson is Ideal/Target in the strand of Critical Thinking and Problem Solving. Students had to develop an original PSA to to explain an area of concern and how to bring the two sides together. They were required to reflect upon their work and how different viewpoints related to the Civil War. Student reflections illustrated their ability to relate their topic to class discussions about opposing viewpoints during the Civil War.

This lesson is Developing in the strand of Creativity and Innovation. Students had to work together to create an original PSA problem solving that would persuade others to change their viewpoints. However, they only had one choice in technology tool for their final product presentation. Giving the students choice in technology tool would increase the lesson’s rating on the TIPC.

Student Artifact

Download Files


Contents:

Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - Target, Elementary School, Language Arts, Lesson, Social Studies0 Comments

Battle of the Bands! – 4231



Summary

This cross-curricular lesson incorporates the fifth grade Social Studies curriculum for the regions of the United States and Language Arts. Students were given the following authentic task: The 1970s rock legend Journey and the 1980s rock legend Bon Jovi have decided to put together a comeback tour and are looking for a tour manager. You will be applying for the job. You will pick one band to plan a three-stop concert tour for utilizing three out of the five regions of the United States. You and your partners will research venue sites and make a Google Tour to persuade Journey or Bon Jovi to pick your concert tour. Your tours will be posted and voted on to see which people would most like to see occur. May the best tour manager win! Students collaborated in self-selected groups of two and three to research the regions of interest and develop a persuasive plan to get the bands to choose their tour.

TIPC Ratings

This lesson is Ideal/Target in the strand of Research and Information Fluency. Using the brief.ly, students were required to figure out which links were appropriate for them to use, which would give them the information that they needed and to navigate them appropriately. Students had to use this information and synthesize it in a way that enabled to justify and rationalize the choices that they made for their project as it applied to a real-world task. The teacher provided the structure for these things to occur through graphic organizers and questioning techniques.

This lesson is Ideal/Target in the strand of Communication and Collaboration. Students worked with groups of two to three students that were self-selected. They were required to complete research together and at home and share this information with each other. They were also required to work together to create planning and final drafts of scripts and google earth tours. The final products were also shared through the class blog and viewers were able to give their feedback through an online poll and by leaving the comments open for this page.

This lesson is Ideal/Target in the strand of Critical Thinking and Problem Solving. Students used various resources of technology to complete this real-world problem. They were required to complete internet research, they then had to synthesize this information and justify their choices and solutions for the problem. They had to think about why their choice would be better than someone else’s and received real-time feedback on their final products. Students used this feedback to reflect upon their work.

This lesson is Developing in the strand of Creativity and Innovation. Students had to bring together all of the steps of the project (research, problem solving, etc) to make a final product that would persuade someone outside of the classroom to choose their tour schedule, however, they only had one choice in technology tool for their final product presentation.

Student Artifact

Download Files


Contents:

Posted in Comm/Collab - Target, Creativity - Dev, Critical Thinking - Target, Elementary School, Info Fluency - Target, Language Arts, Lesson, Social Studies0 Comments

Ocean Emergency – 4281



Summary

In this cross-curricular lesson, students worked in self-selected collaborative groups on the following authentic task: “An oil spill has occurred in the Gulf of Mexico. It is currently spilling hundreds of gallons of oil into the water. This accident can affect many aspects of ocean life. NOAA is in need of your assistance to research the impact and report back to us your findings. To complete this task you and your partner are responsible for researching the effects of the oil spill on an ocean animal, organism, habitat, or land animal. You will then compile your research and enter your findings into a Google Form so that NOAA can receive your information and take steps to help the animals, habitats, and water affected by the spill. Using the information you collected, create a presentation explaining your findings.” Students were given a choice in technology tool to make their presentation, using one of the following: Keynote, Pages, or ActivInspire.

TIPC Ratings

This lesson is Ideal/Target in Research and Information Fluency. The students were presented with an authentic task and generated their own questions and conducted research to obtain answers. They utilized the information they found to develop a report for NOAA.

This lesson is lower Approaching in Communication and Collaboration. The teacher designed a challenge that promoted student collaboration to address an authentic task without direct supervision. Students were able to select their groups and worked together on a shared computer to research and create a new product. Students reflected on their roles in their groups and set goals for future experiences. In order to increase the communication, the products could be shared on a blog with other classes and/or students could collaborate with a professional, expert, or class outside of the school for research on this topic.

This lesson is Ideal/Target in Critical Thinking and Problem Solving. Students were asked to research and then create a presentation to NOAA on the information that they found. Students had to develop questions and use this information to create a presentation using one of these tools:Keynote, Pages, or ActivInspire. Students were asked to explain their choices and the problem solving techniques they employed as they completed the task.

This lesson is Ideal/Target in Creativity and Innovation. Students were given three choices for their presentation: Keynote, Pages, or ActivInspire. Students then created a presentation based on the authentic task using the information they had researched. Group products varied and reflected each group’s decisions and risk taking. Students were asked to reflect upon their work.

Student Artifact

Ocean Emergency.001

Download Files


Contents:

Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Target, Language Arts, Lesson, Reading, Science, Social Studies0 Comments

Graphing and Data: A Sleep Study for Third Graders – 4230



Summary

After our class discussion about the upcoming start of Daylight Savings Time, third graders became curious about people’s sleeping habits, and were asked to determine what the best bedtime is for students their age, and how much sleep they should be getting each night. After being presented with this problem, students were asked to research this topic by creating and conducting a survey of their classmates, collecting and analyzing the data, and accurately representing their data using either graphs or charts in order to determine the best bedtime and/or the amount of sleep they should be getting each night. After determining the most appropriate bedtime and amount of sleep for students their age based on their research, students wrote a persuasive speech making reccommendations to their teacher and classmates. Finally, students recorded themselves presenting their speeches on the computer, using Photobooth. Students had fun being able to watch themselves give their speeches to the class. Students worked in groups of 2 or 3 over the course of five 1-hour math blocks on this cross-cirricular project that combined math concepts of graphing and elapsed time (measurement), as well as writing, and oral language skills.

TIPC Ratings

This project is Approaching in Research and Information Fluency. Students had to construct their own survey questions of their classmates in order to guide research. They also had to assemble and organize information to address an authentic task.

This project is Approaching in Communication and Collaboration. Students worked in groups, organized roles to address an authentic task, and used tools to facilitate collaboration.

This project is Ideal/Target in Critical Thinking and Problem Solving. Students had to select the most appropriate tools (graphs), and use questioning and critical thinking skills to solve an authentic task. They also had to reflect on their role as a critical thinker in order to utilize this information for their future growth.

This project is Developing in Creativity and Innovation. The project asks students to work on a class assignment that blends technology and limited aspects personal choice to generate new ideas.

Student Artifact

Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - Target, Elementary School, Info Fluency - App, Language Arts, Math, Project0 Comments

Short Pump Architects – 4232



Summary

The purpose of this project was to have students complete an authentic task combining recent studies in math, social studies, and language arts. The task stated that a fictitious Northeast Company was building a new factory here in Richmond. They wanted to provide a community for their workers to live using the land at Short Pump Park. Being from the Northeast they were accustomed to a higher population density than we were. Working collaboratively in small groups my students became architectural firms to design this community. The groups were challenged to provide places to live, eat, shop, and a natural environment for recreation for 500 workers. The groups were also given the additional challenge that wetlands were found and 10% of the land had to preserved. First the groups had to research the zoning laws in Henrico and write a business letter to the Northeast Company. In the letter each firm gave recommendations as to how many workers they could provide a community for considering building heights, parking spaces, wetland preservation, and retail space. They calculated fractions of the total park that would be used for each section. Next each firm created a scale drawing on graph paper using their fractions and built a model using recyclable materials for their community. Finally the groups produced a mock presentation using digital tools such as imovie, Active Inspire, and Keynote to sell their ideas to the Northeast Company. The presentation included a brochure describing their design. The class voted on which design should be built by the Northeast Company. The students reflected on their process, group work, design, and communication and considered future growth.

TIPC Ratings

The lesson is Ideal/Target in Research and Information Fluency. The teacher designed an authentic task to engage students as they acquired relevant information about zoning laws. The students had to synthesize this information and write a business letter to a company about recommendations for their design. Their research enabled the students to make educated ideas about the percent of land that was needed for each part of their design.

The lesson is Approaching in Communication and Collaboration. Students were able to choose their groups (architectural firms) and organize their own roles in these groups. They had to pace themselves to complete the steps of the project. They communicated to the company with business letters and collaborated on a digital presentation of their choice for the task and created a brochure. The teacher designed a simulation where she wrote letters to the students as the fictitious company in order to make the project more real.

This lesson is Ideal/Target in Critical Thinking and Problem Solving. Students were engaged in a critical thinking and problem solving in an open ended authentic task. Students had to decide how to design a community and were able to choose how they would solve the problems that zoning laws and wetlands placed on their designs. They were able to choose their digital tools to make a presentation persuading the company to pick their design. Each group reflected on their work and how they could improve in the future.

This lesson is Ideal/Target in Creativity and Innovation. The students were allowed choice of materials and design to build meaningful models. Innovation was encouraged as students thought outside the box designing parking lots to basketball courts to housing underground to save space. The students were given choice in digital tools and how to make a presentation for the company to sell their design. They reflected on the effectiveness of their presentations to persuade the company to pick their design.

Student Artifact

Download Files


Contents:

Posted in Children's Engineering, Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Elementary School, Info Fluency - Target, Language Arts, Math, Project, Social Studies0 Comments

Chore Machine – 4233



Summary

You have been chosen by the government to invent a machine that would do one or more of your chores. Before the government gives you the money to build the machine, you must present your invention to a board of government officials. You will need to have a written report and a visual representation of your machine. Once your machine has been approved, you begin the process of manufacturing it. You need customers. To help promote your machine, you will need to create an advertisement. You may use either Photobooth or Comic Life to create your advertisement.

TIPC Ratings

Research was not a focus of this lesson.

This lesson is Approaching in Communication and Collaboration. Students worked in self-selected collaborative groups to address and authentic task. Students had to reflect on their roles as collaborators.

This lesson is Approaching in Critical Thinking and Problem Solving. Students had to develop a persuasive appeal to get the government to fund their product. Students had to think critically to determine develop a model of what their machine would look like in order to accomplish its tasks. Students reflected on their work after sharing their products.

This lesson is Ideal/Target in Creativity and Innovation. The products were unique in design and students had the opportunity to use different technology tools. Students reflected on their work and set goals for future lessons.

Download Files


Contents:

  • Lesson Plan
  • Student Artifacts
  • Student Planning Form
  • Student Advertisements

Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Elementary School, Language Arts, Lesson, Science0 Comments

Native Americans – 4229



Summary

Students work collaboratively in self-selected “tribes” of 4 students to complete the following task: “Settlers are coming to America and wanting to learn more about your people and way of life. This information is going to help them decide which tribe they would like to become a part of. As a Native American Indian, you need to share with the settlers how you have adapted to your environment and what your tribe has to offer. You must also convince them why your tribe is the best one to join.” Students were able to choose the medium for creating their final products from: Pixie, Keynote, or paper.

TIPC Ratings

This lesson is Approaching in Research and Information Fluency. Students were asked to research information that addressed an authentic tasks. Students were able to use a variety of resources to find the information they needed for their products.

This lesson is Approaching in Communication and Collaboration. Students worked in self-selected groups based on interest to solve an authentic task. Students shared their work with other classes. Students reflected on their roles as group members.

This lesson is Approaching in Critical Thinking and Problem Solving. Students had to utilize the information they researched to create an appeal to settlers. Students had to think critically to persuade settlers. Students reflected on their work after sharing their products.

This lesson is Ideal/Target in Creativity and Innovation. The projects were unique in design and students had the opportunity to use different technology tools. Students reflected on their work.

Student Artifact

Interview1 from HCPS Instructional Technology on Vimeo.

Download Files


Contents:

  • Lesson Plan
  • Student Planning Form
  • Student Reflection Form
  • Student Artifacts

Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Elementary School, Info Fluency - App, Language Arts, Lesson, Reading, Social Studies0 Comments

Let it Snow! – 4228



Summary

Students are presented with the following scenario. Wellesley Subdivision is having a snowman contest at 3:30 today. The prediction for snow is 100% but the temperature is expected to rise in the early afternoon. We are asked to submit our entry by 2;30. Students observed and recorded the changes in matter with Willie, a snowman created by the teacher. On Day 1, we observed the changes in Willie using a GoTemp Probe, a ruler, and our five senses. At the end of the day we brainstormed ways to keep Willie “alive” for the contest so he will not melt. On Day 2, students in groups of three, then created a snowman, using balls of ice, and collaborated together as to how to keep their snowman in its best state of matter to compete in the contest. Older students collaborated with my class to teach my students the proper handling of the GoTemp Probe.

TIPC Ratings

Research and Information Fluency was not a focus of this lesson.

This lesson is Approaching in Communication and Collaboration. Students worked in self-selected roles to complete the authentic task. They shared their findings with other classrooms within their building. Students reflected on their roles as collaborators and set future goals for future experiences.

This lesson is Approaching in Critical Thinking and Problem Solving. Students were asked to hypothesize what would happen to Willie as the day progressed. Students had to collect data throughout the day and use their findings to develop a solution to Willie’s problem. Students reflected on their work.

Creativity and Innovation was not a focus of this lesson.


Download Files


Contents:

  • Lesson Plan
  • Student Artifacts

Posted in Comm/Collab - App, Critical Thinking - App, Elementary School, Lesson, Science0 Comments

You Want Me to Make What? – 4254



Summary

Students worked in collaborative groups of two or three to develop their idea. Their pitches/ads were posted on the teacher’s blog and voted upon. The products with the most votes were chosen by our fictitious investor, Mr. Jones. The results from the online poll allowed the students to reflect upon their work. Students were given the authentic task: “As a producer your job is to create products that consumers can use in their daily lives. Mr. Jones and his company are looking for a new product to sell. In order to present your product, you must: research goods, determine a good to produce, design your product, determine the natural, human, and capital resources that will be needed, if applicable, identify your resources that are scarce, make a model or prototype, create a presentation for Mr. Jones. Your group submissions will be viewed by the world and the best products will be bought by Mr. Jones.” Before starting their designs, student researched using primary sources, such a toy designer from Japan, and secondary sources, such as Pebble Go.

TIPC Ratings

This project is Ideal/Target in Research and Information Fluency. Using student created questions, students interviewed an architect (professional visited classroom) and toy engineer in Japan (Skype session) and used information from these primary sources when designing and building their project. Students also utilized secondary sources, like Pebble Go. The students used their research to design and market their product.

This project is Ideal/Target in Communication and Collaboration. Students worked together to address an authentic task. They communicated with a toy designer in Japan using Skype and their advertisements were posted on the teacher’s blog. The teacher embedded a poll in the post to get feedback from others outside the classroom. Students used this feedback to reflect upon their work.

This project is Ideal/Target in Critical Thinking and Problem Solving. Students generated their own questions to guide research with primary sources and utilized this information when designing their products. They had to choose which digital tool to use to advertise their product. They had to make a persuasive appeal to sell their products. Students used the voting results from the blog to reflect on their work and set goals for future lessons.

This project is Ideal/Target in Creativity and Innovation. The students were given the choice to make any good. They were able to choose their technology tool: ActivInpsire, Keynote, Pixie, or Photo Booth (video camera). Student products varied and displayed risks to support their work. Students reflected on their choices.

Student Artifact

Download Files


Contents:

Posted in Children's Engineering, Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Info Fluency - Target, Language Arts, Project, Reading, Social Studies0 Comments

Quick Links

Faceted Search (click arrows to expand)