Tag Archive | "E12S"
Posted on 23 January 2012. Tags: E12S, Seward, TuckahoeES
Submitted by: Jeremy Seward
School: Tuckahoe Elementary School
Summary
Students will pick groups comprised of 4-5 students. The groups will rotate through five stations that are setup to either increase or decrease each student’s heart rate. Each student will be wearing a heart rate monitor, record their heart rate after each station, and the data gathered will be used to complete a line graph. Flip cameras will be used during the lesson to document the activities being performed, predictions of heart rate change, and finally a group report with the flip cameras will explain what heart rate changes occurred and why. Video clips produced by the groups will then be displayed on the Tuckahoe Elementary Physical Education blog. A follow-up to this lesson is for the students explore more options for using the information learned about heart rate when they get older.
TIPC Ratings
Approaching: This lesson falls into the high-end of the approaching domain of the TIP-C. Students are constructing questions to guide their research. They are selecting digital tools as well as assembling and organizing information to address an authentic task.
Approaching: This lesson falls into the high-end of the approaching domain of the TIP-C. Students work in self-selected groups, establish group norms, and organize roles to address an authentic task. They use appropriate digital tools to facilitate collaboration without direct supervision.
Approaching: This lesson falls into the high-end of the approaching domain of the TIP-C. Students are generating and responding to purposeful questions, reflecting upon which activities generate a higher heart rate and justifying those decisions with data. They are utilizing digital tools to justify their decision making processes as well as using them to solve open-ended authentic tasks that require higher-order thinking skills.
Ideal: This lesson falls in the low-end of the ideal domain of the TIP-C. Students must synthesize existing knowledge of heart rates as well as self-generated knowledge during the activities to create new ideas and products. They choose strategic risks that support innovation to make connections between the PE curriculum and math curriculum.
Posted in Comm/Collab - App, Creativity - Target, Critical Thinking - App, Elementary School, Grade Level, Health & PE, Info Fluency - App, Math, TIP Chart
Posted on 20 January 2012. Tags: Collaboration, critical thinking, E12S, iPads, magnets, research, Sandston, Science
Submitted by: Amy Moore, Kindergarten
Collaborators: Whitney deBordenave, Elementary ITRT
School: Sandston
Summary
After initial classroom introduction on magnets and their properties, students were asked to research how staff used magnets in their everyday life at school using the iPads to record their interviews. In small groups, students went to various staff members to see where magnets were used and items they would or would not attract to in the immediate environment. Using the information they discovered, students then researched magnets in their classroom and communicated and documented it using StoryKit.
TIPC Ratings
The lesson is Approaching in Research and Information Fluency as student used the iPads to investigate within the classroom and around the school. They went around the school and gathered new information to learn how magnets are used in the school and objects they attract to or do not.
The lesson is Target/Ideal for Communication and Collaboration. The students worked well in partners and groups to address the various parts of the lesson. Students reflections show application of new knowledge.
The lesson is Approaching in Critical Thinking and Problem Solving. As students applied what they learned to new situations in the various student centered activities that they completed in the lesson. Students used digital tools, such as the iPad, to document and explain their reasoning with StoryKit.
The lesson was Approaching in Creativity and Innovation as students had a lot of choice for what items they wanted to use in their work. They use various technological mediums – keynote, story kit, iPad video, Pixie, and the Promethean Board at different stages of the lesson. Students went beyond teacher expectation by taking a picture of people and placing it within a picture of the puppet center.
Student Artifact
Click on picture for video. Click on picture to advance to next clip.
Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - App, Science, Subject
Posted on 20 January 2012. Tags: E12S, US Regions
Submitted by: Cody Lizotte, Jennifer Curfman
Collaborators: David Clough (ITRT)
School: Chamberlayne Elementary
Summary
Students research facts about the states in the southeast region of the USA. Using facts that are important and fit together, they will create a rap, song, or poem about this region. They can use Audacity or GarageBand to make their final recordings. The raps were posted to the classroom blog so students, parents, and others in the community could make comments on them.
TIPC Ratings
Approaching – students used a variety of research tools including Internet searches, the social studies textbook, and state books from the library. They decided which information was important and what would fit well with their song/rap.
Target – students chose their own groups and assigned each other roles. They worked together to create the script and make the digital recording. Songs were posted to the classroom blog for others to comment on. They evaluated themselves using a rubric.
Developing – students made decisions about which information to include and how to make it rhyme or flow together in a song/rap/poem format. They evaluated their own recordings and re-edited them.
Approaching – students chose which facts to include and whether to present the information as a rap, song, or poem. They chose between two digital tools for making the recording. They had creative license to embellish their songs with special effects and many went beyond the parameters of the assignment. Students evaluated each others’ projects on the blog.
Student Artifact
Download Files
Contents:
- Lesson Plan (PDF)
- Student Guidelines (PDF)
- 2 Student Samples
Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - Dev, Elementary School, Info Fluency - App, Music, Social Studies
Posted on 20 January 2012. Tags: 4th Grade, ActivInspire, Art, blog, Collaboration, communication, creativity, critical thinking, E12S, Echo Lake, elementary, language arts, project, research, Science, Skype, social studies, Writing
Submitted by: Diana Hundley
Collaborators: Kadie English-Student Teacher, Merle James- Art, Kathy Vick- Librarian, Jessica DelMonte-ITRT, Parent Volunteers
School: Echo Lake Elementary
Summary
The students will work collaboratively in 5 groups that they have chosen and will be in charge of one of Virginia’s 5 regions of Virginia. Directly prior to today’s culminating lesson, the students’ developed questions the would like to find out about each region as well as what they wanted to learn about the moon. The students each used a graphic organizer and chose from three web-sites to research information about all five regions in class. They also utilized the library in a lesson about searching the web. (Kids Link) They were able to add to their research with this information. The art teacher worked with the students to paint white t-shirts with the map of Virginia for us to wear as Jr. Virginia Trekkers. Today, I will video-conference with the students from the “moon” (to bring in our school-wide theme of “Echo Lake is Out of his World”) and to tell them they have got to visit the moon with me! I will let them know I am on my way back to pick them up so we can compare the physical characteristics of the regions of Virginia to that of the moon. However, we will need to each bring a few things with us about the regions.
TIPC Ratings
Students will use their research from yesterday and will need to collaborate with one another to create a page to add to our 5 Region Flipchart. Each region will have their own page and will need to choose from a collection of pictures that are relevant to their region’s physical characteristics. They will use the pen tool and then use the handwriting recognition to turn it into type-written information. All information taught should be included.
The students will collaborate and communicate together moves to their region’s raps. The moves should mirror somehow the words in the rap. A student will be chosen to use the flip camera and record the students raps.
Then as a group use the synetic’s map and collaborate with each other to come up with 4 nouns that reflect your region. On your map, label each box with a noun. Notice the middle box has the work MOON in it. In each box decide how the noun you chose can make a connection with the MOON. Be able to justify the connection you made. The second part of this assignment will require you to need to compare/contrast your region’s physical characteristics to that of the moon. We will set our goal for the future to PROVE our comparisons/contrasts with the Moon’s surface when “we arrive on the surface.”
Can you plan as a group, after given several items on the table, how would you design your rocket to represent your specific region. Be sure to have conversations with each other to be able to support why you chose the item. You will need to fill out your Rocket Justification sheet as you choose items to use. You may then begin constructing your rocket. This will be the vehicle to house all of your Virginia Region products.
Student Artifact
See the Video
Posted in Art, Comm/Collab - Target, Creativity - Target, Critical Thinking - Target, Elementary School, Grade Level, Info Fluency - Target, Language Arts, Reading, Science, Social Studies, Subject, TIP Chart
Posted on 20 January 2012. Tags: E12S, Henrico
Submitted by: Cody Lizotte
School: Chamberlayne
Summary
Students research an historical site in Henrico County, collect images, and create a flyer or news report about the site. They can choose Comic Life or Photo Booth to make their projects.
TIPC Ratings
Developing – Students used teacher selected websites and brochures to gather information and images for their project. They decided what was important to include in their flyer or news report.
Approaching – Students worked in groups that they chose and they assigned each other roles.
Developing – Students determined which information was best to include in their presentation. They solved problems as they worked together and created their project.
Approaching – students chose which digital tool would best represent their site, they created their own unique presentations about the site and decided which format (flyer or news report) to use
Student Artifact
Download Files
Contents:
- Lesson Plan (PDF)
- Student Guidelines for Project (PDF)
- Sample News Report
- 2 Sample Flyers
Posted in Comm/Collab - App, Creativity - App, Critical Thinking - Dev, Elementary School, Info Fluency - Dev, Virginia Studies
Posted on 20 January 2012. Tags: animals, Collaboration, communication, creativity, critical thinking, E12S, elementary, Science, Short Pump ES, voicethread
Submitted by: Lisa Moore, Hilary Deegan, Cheryl Reed, Rachel Smith, Kim West
Collaborators: Ann Dedek, Librarian
School: Short Pump Elementary
Summary
Prior to this specific lesson, as part of a larger research unit on animals and their habitats, students chose an animal to research in the library using a variety of materials and websites. Students then used their research information to create several visuals in order to present their animals and habitats. This lesson focuses specifically on the use of VoiceThread to create each individual student’s “Wild Self,” where they shared information about their animal and its habitat using text, audio, or video. Then, students were able to gather and record information about other animals from their peers, as well as provide open-ended feedback about the product to their classmates. Students used VoiceThread as an effective communication tool to both share information and provide feedback to peers in an engaging format.
TIPC Ratings
This lesson is Developing in Research and Information Fluency as students used classmates research projects to gain new knowledge about animals that they had not researched directly. They recorded this new information into their science interactive notebooks.
This lesson is Ideal/Target in Communication and Collaboration as students used VoiceThread to share their animals. They responded to classmates research with their posts. By using VoiceThread, student projects were able to reach a larger audience.
This lesson was Approaching in Critical Thinking and Problem Solving as students generated and responded to each others work. They used digital tools to accomplish this such as the text, audio, or video options on VoiceThread. To improve this strand, a student reflection component could be added.
This lesson was Approaching in Creativity and Innovation as it incorporated allowed students to generate their own avatars, respond to classmates work with either text, audio, or video responses.
Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - Dev, Science, Subject, TIP Chart
Posted on 20 January 2012. Tags: Collaboration, communication, critical thinking, E12S, elementary, math, Short Pump ES
Submitted by: Deborah Stroop
Collaborators: Whitney deBordenave, Elementary ITRT
School: Short Pump Elementary
Summary
This lesson was designed to develop and enhance students Number Sense and was adapted from a lesson in Math Solutions Online Newsletter entitled “Twenty Questions: A Lesson Using the Hundreds Chart.” This lesson targets students lack of vocabulary when describing properties of numbers. Students generate questions, use logical thinking to eliminate possible answers, and apply deductive reasoning while using the hundreds chart.
TIPC Ratings
Research was not a focus of this lesson, so it was not observed. Research could be added to this lesson by having students research examples of math vocabulary in everyday life as part of homework, as not to add to additional time in class to the lesson. Or additional time could be added to the lesson and students could devise questions to research and uses various resources to find these answers.
This lesson is Approaching in Communication and Collaboration as students worked together to generate questions using an online collaborative tool called willyou.typewith.me. This lesson could be Ideal/Target if students collaborated with another class using this web 2.0 tool in real time.
This lesson is Ideal/Target in Critical Thinking and Problem Solving as students must use logical thinking to eliminate as many possible answers they can with one question as well as apply deductive reasoning to solve a problem. Many students were very strategic in their questioning when putting it in the chat box. Students were encouraged to use mathematical vocabulary to describe properties of numbers. Some were waiting to see what others asked before they posted their question because they only had a limited number of questions they could ask. Student videos demonstrate students thinking about their learning.
This lesson is Entry in Creativity as students were not given a chose of digital tools and creativity was not a focus of this lesson. Students we creative in their questioning, but limited to what tools they could use.
Posted in Comm/Collab - App, Critical Thinking - Target, Elementary School, Grade Level, Math, TIP Chart
Posted on 20 January 2012. Tags: E12S, Regions of VA
Submitted by: Beth Waggoner
School: Chamberlayne
Summary
This is a culminating activity for the Regions of Virginia. The teacher made QR codes for each tourist attraction from the five different regions. These were placed on a map. Students used the iPods and the app Red Laser to scan the QR code to send them to a website about their tourist attraction. In groups of three, the students used this information to write a “script” for their video which they filmed using Photo Booth.
TIPC Ratings
Developing – The student were provided with a variety of websites, via QR codes, for them to use to get information. They also had brochures from each attraction, so the students could get other information. They worked together to organize the information and worked on their script to get it down to one minute quick video.
Approaching – The students got to choose the attraction they wanted to research. In the groups they decided who was going to be the recorder and who was going to read the information. Then they practiced their script and made their video giving reasons for why a tourist visiting Virginia should come to their tourist attraction. They even worked on who was going to say what for each part of the video. Videos will be posted on the classroom blog and students will evaluate them using an online poll.
Approaching – students worked towards an authentic goal of persuading their classmates and the public to visit different tourist attractions. They had to decide which important facts to include in their one-minute video to make it most effective. They reflected on the process and products afterwards.
Students were able to chose which tourist attraction they wanted to advertise. They were encouraged to take risks and try new things. They could use pictures, props, and any other materials they thought were appropriate for their video. They created an authentic new product.
Student Artifact
Download Files
Contents:
- Lesson Plan (Pages)
- 3 Student Sample Videos
Posted in Comm/Collab - App, Creativity - App, Critical Thinking - App, Elementary School, Info Fluency - Dev, Social Studies, Virginia Studies
Posted on 20 January 2012. Tags: Collaboration, Crestview, critical thinking, E12S, elementary, pollution, Science, social studies, watershed
Submitted by: Sarabeth Kawugule
Collaborators: Whitney deBordenave
School: Crestview Elementary
Summary
The lesson is introduced with the concept that this will be a cross-curricular science and social studies lesson. We’ll talk about the bodies of water and regions of Virginia. We will also discuss the role that humans play in effecting their environment and the water cycle. We began by referencing a map of Virginia’s watersheds(found on Virtual Share). We discussed which watershed we lived in and what waterways our ways of living would effect. We took a clean bowl of water and “polluted” it with 18 typical pollutants. Then we brainstormed solutions to solve and prevent local water pollution. Using Pixie and working in small, student-selected groups, the students created audiovisual representations of their concerns for the cause. The students were eager to form a school or local club to inform the community of the pollution issue.
TIPC Ratings
This lesson is Developing in research as students participated in a demonstration using water and other “chemicals” to simulate the pollution of the James River. Through this demonstration and class discussion, students gained new knowledge. Teacher could increase research by allowing students to find organizations in their area that work on pollution prevention.
This lesson is Ideal/Target in Communication and Collaboration as students worked in self-selected groups to address the authentic task of raising awareness in our community about the pollution of the James River. Students were enthusiastic and sought out ways to promote their message throughout the school. These students talked about organizing an ecology club and have asked permission to do so from the principal.
The lesson was Approaching in Critical Thinking and Problem Solving. The students had to use the new information they learned to create awareness in their community. They used the new information they learned to form arguments and create ideas of how to prevent pollution.
Even though an authentic task was well designed, the lesson is Developing in Creativity and Innovation as the teacher did not allow the option of using more than one tool to create their awareness posters. Some other tools that could have been used are Comic Life, Pages, or Keynote.
Student Artifact
Download Files
Contents:
- Lesson Plan
- Student Artifacts
- Student Images
Posted in Comm/Collab - Target, Creativity - Dev, Critical Thinking - App, Elementary School, Grade Level, Info Fluency - Dev, Science, Social Studies, Subject, TIP Chart
Posted on 20 January 2012. Tags: E12S, economics
Submitted by: Elizabeth Gaglio
School: Chamberlayne
Summary
This project challenges third graders to put both math and science knowledge to work in an economic project. Students changed the physical properties of old crayons by melting and reshaping to make a marketable new product. The students each had jobs like the ones they observed in online research of crayon making. Furthermore, they worked as a team to create a website about our factory and product.
TIPC Ratings
Target – To research crayon factories, students watched videos and visited a variety of websites related to crayons and the crayon making process. From the research, they were able to identify what jobs we would need in our own classroom factory. They generated some of their own questions for research. Later when planning their website, students studied parts of websites and rated them to gain ideas to create their own website about the crayon factory. After rating sites and taking note of the parts of a website, students broke back into their groups and created sample web pages using Google sites.
Target – The students broke into groups and led each other in the tasks. Natural Resource collectors went to classrooms to find old or broken crayons. They continued to use their human resources as the peeling crew peeled the labels to prepare for melting, “melting and molding” crew added crayon nubs to our tree molds, label makers were busy creating labels for cooling crayons, while another group helped advertise and sell the crayons once they had customers. Students advertised the crayons on the school announcements and so far have earned nearly $20! They are going to decide as a group how to spend the funds. They also communicated beyond the school with their crayon factory website. They decided how they wanted to present their information on their page, for example, one group is making a video, another is creating a game and another group wanted to create a poll for consumers to suggest new colors.
Target – students were solving an authentic problem by recycling old crayons and figuring out how to make a profit. They planned every part of the process from tiling the floor of their factory (a cardboard box) using their knowledge of area, to deciding how best to market their product. They reflected on the process and the importance of each part, as well as how to improve it.
Target – The students loved being creative! They came up with unique color names, talked about interviewing our new student before she could join the workforce, and began thinking of online ordering. The activity and their ideas just seemed to stretch endlessly and the students liked becoming known in the school for their craft and knowledge
Student Artifact
Posted in Comm/Collab - Target, Creativity - App, Critical Thinking - Target, Elementary School, Info Fluency - Target, Language Arts, Math, Science
