CWU Ed Tech

Context
This lesson is designed for 5th grade classroom and online collaboration with another class in a different region. This lesson is designed as a multiple day project; in which students will research, plan, and create a commercial about a planet. The first section of the lesson is designed for students to research in small groups using multiple medias, gathering information for their commercial. There will be multiple groups, each researching a different planet.
Goals
To have students responsibly gather information on a specific planet as they work together with a variety of media sources. Students will learn information on planets. They will learn information through doing their own commercials as well as watching their peer’s commercials. Students will learn to collaborate in small groups to determine what valuable pieces of information they wish to incorporate in their commercials. Also, students will plan out their commercials and create them as a group. Doing this students will learn how to use a video recorder.
Lesson Objectives
Students will organize, analyze, and locate information relevant to their assigned planet. Students will show appropriate digital citizenship with respect to the technology. Students will utilize a variety of media’s to locate information. Students will report information collected to group members. Students will collaborate to decide the information they would like to present in their commercials. Students will work together and research a planet using a variety of medias. Through this, students will learn to use media and technology responsibly. Students will analyze, organize and report information learned.

Anticipatory set
Before the lesson begins the teacher will have a short discussion with students about the planets. Ask students what they know about planets.
Sample questions:
•    Do you know how many planets there are?
•    Let’s see if we can name all of them?
•    Does anyone know what happened to Pluto?
•    Which planet is closest to Earth?
•    Is the moon a planet?
Then the instructor will explain the lesson. Explain that we will be doing this activity as a multi day activity. Explain why we will be gathering information and that this will be done in small groups comprised of our class and another class somewhere else. Explain that after gathering the information they will be using the information to complete a multimedia commercial.
Students will use the following prompts to guide their information gathering:
1.    The Planet’s Name: What does its name mean?
2.    Position in the Solar System: Where is your planet located (for example, Mars in the fourth planet from the Sun)? How far from the Sun does it orbit. Is its orbit unusual?
3.    Rotation on its Axis: How long does it take for your planet to rotate on its own axis? (This is one day on your planet.)
4.    Size: How big is your planet? How does it rate in terms of the other planets in terms of size (is it the biggest, the smallest)? What is your planet’s mass?
5.    Gravity: What is the force of gravity at the surface of your planet? For example, what would a 100-pound person weigh on that planet?
6.    Orbit: How long does it take for your planet to orbit the Sun? (This is one year on your planet.)
7.    Atmosphere: What is the atmosphere of your planet? Is it a thick or a thin atmosphere?
8.    Temperature: What is the temperature range your planet? How does this compare to the temperature on Earth?
9.    Composition of Your Planet and its Appearance: What type of planet is it (is it rocky or a gas giant)? What is its internal composition? What does your planet look like?
10.    Moons: If there are moons orbiting your planet, describe them.
11.    Rings: If there are rings orbiting your planet, describe them.
12.    How Would a Human Being Fare on Your Planet: On your planet, would a person choke in the atmosphere, be squashed by the extreme gravity, float with ease, freeze, burn up, or something else?
13.    Something Special: Is there anything special about your planet? This can often be the best part of the report, taking you off on interesting topics. For example, are there 100-year-long storms on your planet? Are there giant volcanoes? Does your planet have a very tilted axis (giving it extreme seasons)? Have spacecraft visited your planet? If so, what have they discovered? Is your planet in an orbital resonance with another body?
14.    Discovery of Your Planet: The planets that are not visible using the naked eye were discovered after the invention of the telescope (these are Uranus, Neptune, and Pluto). Tell when your planet was discovered and by whom.

Task 1
Finding information through the use of an electronic encyclopedia:
Students will go in their small groups. They will find information on their planet through the use of the encyclopedia.

Task 2
Finding information through the use of the internet:
Students will use the internet together to gather the rest of the information not found in the encyclopedias.

Task 3
Gather and discuss:
Students will gather and discuss information found through their research. Students will collaborate to decide what information they feel is important for their commercial.

Ed Tech Standards

EALR: 1. INTEGRATION: Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems.
Component: 1.3 Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.
Grade Level Expectation: 1.3.2 Locate and organize information from a variety of sources and media.

•    After students have gotten the information they will meet back in their small groups and report the information found back to each other.

EALR: 2. DIGITAL CITIZENSHIP: Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior.
Component: 2.3 Select and Use Applications: Use productivity tools and common applications effectively and constructively.
Grade Level Expectation: 2.3.2 Select and use online applications.

•    Students will be locating information in a variety of ways. The students will be using a computer to gain information for the commercial project. They will also be using electronic encyclopedias to generate information.

Grade: Elementary (K-5, 6)

Subject: Music

Lesson: Sharing Songs between Elementary Music Classrooms

In this activity, two elementary music teachers will network together, teach their classes songs, and then share the songs between the classes, via the internet.

The required technology for this activity is an interactive whiteboard or projector, and a web camera (webcam). The location of the teachers worldwide is not important, as long as their timezones are close enough that they have class at the same time.

Each teacher will choose three songs for their individual classes to sing, and share with the other class. Then both teachers will decide on one extra song for the classes to sing in unison. Four songs in total will be taught to each class. For the three songs that the individual teacher must decide upon, one must be of that classes’ cultural background, and the other two must but from other cultures. The song that both classes learn must be a song that bridges both of their cultures, if they differ. They must be adequately rehearsed by each classroom, most likely as a unit; 3 total hours. The addition of instruments, dancing, or choreography is STRONGLY encouraged, wherever the teacher or students see fit.

When the time comes to share the songs between classrooms, both teachers will decide on an appropriate time, and use Skype, GMail, or another appropriate video conferencing application. After logging in and connecting via webcam, both classes will alternate performing their songs. For the shared song, one of the teachers will conduct via webcam, and both classes will perform. Hopefully, the whole video conversation can be recorded for the class portfolio or assessment.

Fulfilled EALRs/GLEs:

EALR 1.1.1: Generate ideas and create original works for personal and group expression using a variety of digital tools.

EALR 1.2.1: Communicate and collaborate to learn with others.

EALR 1.2.2: Develop cultural understanding and global awareness by engaging with learners of many cultures.

EALR 2.1.2: Practice ethical and respectful behavior.

EALR 2.2.2: Use a variety of hardware to support learning.

EALR 2.3.1: Select and use common applications.

EALR 2.3.2: Select and use online applications.

This is an activity for a 9th grade Health class. In this activity the students will make a rap video about the food pyramid. Students will be placed into groups and be given one of the categories of the food pyramid. The categories consist of Fruits, Vegetables, Grains, Proteins, and Grains. The video must include the different types of foods in the category, how the foods benefit the body, and what portion sizes are needed for the daily diet. The videos will be presented at the end of the week when complete.
In order to communicate with the other students, the students will be using epals, discussion boards, and/or skype. Each student will be graded on his/her participation within the group. The utensils given will allow students to share each of their thoughts and work to a common ground of quality. Students will be evaluated on their creativity. The videos will be presented at the end of the week when complete.
1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute the learning of others.
Students will be using epal, emails, and skype to communicate with partners to complete the assignment.
1.3: Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.
Students will be using digital cameras to record the video. Students will have to research and manage how to use the resources given to them.
2.2: Operative Systems: Understand technology systems and use hardware and networks to support learning.
Students will be using different types of technology in order to complete assignment. They must understand how to use the technology in order to complete the assignment properly.

Grade: 8th Grade
Subject: Ancient History: River Cultures
Activity: What are the people of Egypt like today?
For my classes ePals project I am going to collaborate with a teacher from Egypt for my Ancient History class. We will be collaborating with them to get an idea of what is important to them in their culture and what they learn about in their history classes. The class, which I intend to collaborate with, is Mahari Scott from the Sakkara Language School in Cairo Egypt.
Due to the time difference Mahari Scott and I have decided to make video responses rather than using Skype. Another thing we will do in our collaboration is exchange emails. The students from both classrooms will have a topic, which they are to ask the other about every week. They will send their emails to the classes email folder and the teacher will read to ensure they are appropriate then hand them out to the class. The class will choose which questions they should answer.

Lesson layout for the substitute teacher:
The substitute teacher, which comes into the classroom on a day where we are collaborating, will pass out the emails I have selected from Mhairi Scotts class and distribute them to the students. The students will use think pair share and first read the email and write comments on their page. After five minutes the students will get into their row groups and discuss their emails. They will be comparing and contrasting the emails to decide the questions they want to answer. The group will then present their email questions to the class and the class will vote on the questions to answer. While the students are discussing the substitute will be assisted by the classroom helper to set up the video recorder. The students will be completely prepared after the first 15 minutes of class to spend the next 25 minutes composing their video response to Mahari Scott’s class.
Optional activity:
Another activity, which we can do, is a culture day. I would encourage each of my students to bring something, which is unique to their personal culture, such as a recipe, a song, a item, etc. This will allow Mhairi Scotts students to learn more about the diverse cultures of our classroom while we learn about theirs as well.

Ed Technology EALRs
1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

2.1: Practice Safety: Practice safe, legal, and ethical behavior in the use of information and technology

Grade: 4th-6th
Subject: Language Arts
Title: Dual Language Collaborative Writing
Activity: This activity will work best if conducted in a classroom where a foreign language is being studied. For the purpose of this post I will use Spanish, but any language will work. To begin with, the teacher will need to make a connection with another classroom where Spanish is the dominant language. Their are several websites out their that provide the medium to link classrooms together via the internet. I recommend using a website called e-pals. http://www.epals.com/ Once the teacher has made contact with another classroom and both teachers have agreed upon the assignment details it is now time to introduce the activity to the class.
Each class will begin by writing the introductory paragraph or a few paragraphs of a short narrative story. The class can either write these together using consensus or each student could be responsible for one or two sentences. After these introductory paragraphs have been written it is now time to send them to the other classroom where they will translate as a class and then add on a few paragraphs of their own. There are several different ways to do this project. The English speaking classroom could try to write their part in Spanish and then send it to the Spanish speaking classroom where they edit it as a whole and then send their part back in English to be edited. Or the two classrooms could write in their dominate tongue and then the other class could work on translation. I think either way would work well it just depends on what the teachers/students choose to focus on. Topics can be chosen at random by drawing themes from a hat, or the class could vote on a story topic such as pirates, or ninja adventures, or pirate ninja elves.

Ed. Tech EALRS:
EALR 1-Integration: Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems.
1.2. Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

A partner classroom will be located via the internet and they will use the internet to communicate to each other. The students will collaborate on the narrative story by each class/student writing and editing or translating a portion of the story then sending it to the other classroom where they will do the same and then send it back.

EALR 2- Digital Citizenship
Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior.

2.2: Operate Systems: Understand technology systems and use hardware and networks to support learning.

This EALR will be met by using a computer, the internet, and the epals website in order to conduct the majority of the assignment. A computer will be used to access the internet, and then the internet will be used to access epals website where information will be passed to and from each classroom.

Grade: 9th

Subject: English/Language Arts

Lesson: Virtual Literature Circles

Literature Circles is a reading strategy that is student-centered. The usual process of Literature Circles include students being put in to small groups of about 4 or 5. These students will be reading a book together until it is completed. Depending on the class schedule, students may read in or outside of class. After each section of reading is completed, students will discuss their interpretations, predictions, and opinions of that section. Some teachers pose questions for their students to focus on; while other teachers allow the students to create their own questions and work out this process as a group.

But, the process of Virtual Literature Circle is a bit different. The biggest difference is that students won’t be discussing their given book face-to-face. Instead, they will be using the class wiki to post questions, predictions, interpretations, and opinions.

But, the uniqueness and fun of Virtual Literature Circles doesn’t stop there. The class will be collaborating with another 9th grade classroom across the United States. Our class will be working with Mrs. Smith’s 9th graders at Norte Dame High School in New York. Mrs. Smith’s 9th graders will also be reading the novel The Absolutely True Diary of a Part-Time Indian. Thus, our literature circles will be a mix of Ms. Fingarson’s students and Mrs. Smith’s students. Each group will have a place on the wiki to contribute to the literature discussion. Both Ms. Fingarson’s and Mrs. Smith’s class will be on the same reading schedule. Every Friday (before class), students are expected to have read to a particular point in the book. On Friday, our class will have time in the computer lab to write a detailed post.  These posts must be at least 3 paragraphs long and use at least one quote from the novel to support your thoughts. Ms. Fingarson or Mrs. Smith may pose a question or event in the book that we would like your group to discuss. Also, we may assign a group member to pose a question about the story or a controversial opinion; this student will be discussion leader of the week.

The next step to Virtual Literature Circles is responding. It is very exciting to be able to chat and discuss with students that live all the way across the U.S. I want all students to take advantage of this. It will be interesting to see how views on this novel will vary depending on  where we are from and what we have been through. So, by Monday at Midnight student will need to respond to three people in their literature circle. Out of these three students, at least two need to be from New York. Responses must be detailed, respectful, and at least two full paragraphs long.

Ed Tech Standards:

1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

Justification: Students are using the wiki to communicate and collaborate with students across the U.S. Students will expand their learning by sharing their thoughts and reading their peers posts.

2.1: Practice Safety: Practice safe, legal and ethical behavior in the use of information and technology.

Justification: We will be going over the privacy of the site and the rules of never sharing your password with others. We will also be going over respectful posts and what is okay and not okay to post.

In this project, students in my 9^th grade English class will select a partner from the ePal class we partner with in Columbia, MD.  With this partner, the students will email back and forth discussing, and eventually creating, a collaborative digital story.  On the first day of the lesson, I’ll discuss with the students what a digital story is.  Then we’ll talk about what makes a good story.  This will tie into the “Elements of a Story” unit that we will have just covered.  As a class we’ll look at examples of student-made digital stories from here:  http://cybersmart.org/africa/storytelling/gallery/    and here: http://www.dtc.scott.k12.ky.us/technology/digitalstorytelling/ds.html.  For homework students will be assigned to brainstorm possible topics for their digital stories.

The second day of the lesson, students will be given time to log onto computers and find/email their partners for their digital storytelling.  In their first email, students will tell their partner about the examples we watched in class, what they liked and didn’t like about them, what type of story they would like to tell, and some of the ideas that they brainstormed for homework.  Their partners will also have written an identical email to them.

The third day of the lesson, students will read and respond to email #1 from their partners.  They will answer any questions their partner asked, then, choose two topics of their partners which they like for storytelling.  Consulting the notes from the “Elements of a Story” unit, write out a possible story map for each of the ideas.

The fourth and fifth day of the lesson, students will continue to email their partners and come to a consensus on story type, topic, and storyline.  Then students will begin actual assembly of their stories.  Students will have the fourth and fifth day during class time to collaborate and work on stories, then the weekend to finalize any details.  On Monday, the sixth day of the lesson, students will present their stories to the class.  As a follow-up, students will write a brief reflection on the experience.  They will write about their story and how they felt it turned out, about their partner, and what they felt each of them contributed to their story.

Fulfilled GLEs

1.1: Innovate: Demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology.
Justification: Through writing their digital stories, the students will be utilizing technology to create an otherwise only written product.

1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.
Justification: The digital storytelling will be done in partners who are communicated with via email.  Even after the story is written, the students will be presenting their digital stories to the class also using digital media.

2.3: Select and Use Applications: Use productivity tools and common applications effectively and constructively.
Justification: Students will have to choose which tools they want to use to create and present their digital story (powerpoint, photoshop, various video editing tools, ect).

Grade: 5th

Subject: Social Studies

Activity: “Culture Chats” -using Skype

The world is a colorful landscape of different languages skin colors, and different cultures. It’s important to develop an appreciation for different cultures in order to become a well-rounded person who is sensitive to the unique qualities of others. One way to develop this appreciation is to try to learn about other cultures around the world.

In this lesson students will be communicating with a 5th grade classroom in Australia using Skype. We will speak with our “Culture Chat” buddies for an hour each day for 1 school week. The students will help generate a list of questions that pertains to the student’s culture. We will be sure to include topics about food, clothing, music, religion, political views and beliefs. The students will have the opportunity to interview their buddy and discuss how they will work together to accomplish the task of the presentation.  The presentation will cover what the students have learned about the new culture and communicating effectively. Students are encouraged to dress like each other, bring in samples of food, music, entertainment, etc.

List of topics that can be included in presentation:

• Explore culinary traditions. Have each student make a recipe from another culture and bring it to class to share. Discuss other culinary traditions and how they are similar or different to your own.
• Explore entertainment and games from other cultures and countries. Play some of the games from other cultures. Are they similar to any games that you are familiar with or are they completely new to you?
• Explore the holidays and traditions celebrated by different countries and cultures. How are they different from those you celebrate? When are they celebrated? Are you familiar with this holiday or is it completely new to you?
  Discuss the cultures etiquette. Did you know that in Argentina it is considered rude if you yawn? How about that in India if you shake your head slowly from side to side it means “yes” instead of “no.”
• Have students research their family heritage to see if their ancestors have come from other cultures and countries. Students may want to speak to their parents and grandparents about cultural traditions that they experienced. Discuss as a class what the students found.

1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

Justification: Students will be using digital media to communicate with their “Culture Chat” buddy. They will work collaboratively to put together a presentation about their buddy’s culture.

1.3: Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.

Justification: Students will use the internet to research information that their buddy is unfamiliar with. Every child will not always have an answer for you so this is the time to investigate.

Grade: 5th

Subject: Social Studies

Title: Lifestyle in the 1950’s and what affected it

Activity:

Students will be in groups and use our classroom computers to communicate with another group of people.  It can be any group with at least one difference from the other group (ethnicity, religion, location).  They will discuss the lifestyle in the 1950’s from their parents or grandparents recollection.  This is a two day activity with the first day finding a group and sharing the assignment information.  The second day is for discussion and analysis of the information they found.  What the 1950’s was to different groups of people. 

Possible questions for individual who lived in the 1950’s:

What did you wear?

How did you comb your hair?

How did you view racism?

Did you ever experience racism?

What was your favorite TV show?

How did you view the media?

My goal for this activity is that students learn how to communicate with others of different cultures.  I will also share with them how to be culturally sensitive to what they are asking and how they are asking.  Another important skill that I will teach them is personal safety online, which is being careful with what is being typed online for everyone to see and know.  Also to be aware that one individual’s experiences may not be others experiences so we need to learn to treat people so that everyone has great experiences in life.  I think the class will enjoy learning from other people while using technology. 

ED Tech GLE’s

1.2.2. Collaborate

Develop cultural understandings and global awareness by engaging with learners of many cultures.  Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.  Communication among cultures provides awareness and understanding.

2.1.1. Practice Personal Safety.
Practice safe, legal and ethical behavior in the use of information and technology.  Practicing what information is appropriate and safe to put online including: passwords, individual information, family information and location. 

2.2  Operate Systems: 

Understand technology systems and use hardware and networks to support learning.  This will be demonstrated through students knowledge of computers and accessories such as the keyboard and mouse.  They will also be learning to communicate through email and uploading video on youtube.

Materials/Resources:
- classroom computer
- (system requirements: speakers/microphone, latest version of Skype installed, and overhead projection system)
- http://www.worldwidetelescope.org
- http://nightsky.jpl.nasa.gov/
- http://www.haydenplanetarium.org

Introduction: This lesson will occur as a single part of an abbreviated unit. At this point, students’ baseline astronomy knowledge will have been established and students will have collected 3 days worth of night sky observations. Also, students will have made use of various websites geared toward the amateur astronomer.

Activity:

1. Today’s activity will require students to synthesize their astronomy knowledge with their observations of the night sky to form questions to ask of a partner classroom, Mr. Little’s forth period science class, whom reside in the Southern Hemisphere.

2. During the first ten minutes of the 50 minute class period, students will work in their table groups to come up with a question to ask Mr. Little’s Class. Each group should develop at least one question related to astronomy and or the night sky, avoiding questions that allow for a yes/no response. A representative from each group will write the question devised by the group on the whiteboard.

(Sample question: “Will the night sky contents in the two hemispheres ever be the same?” Is this related to the seasons? Why or why not? Or, “Why do some stars appear reddish in color?”)

3. After all groups have submitted a question, guide the students through each group’s submission, asking students to vote for their favorite. Choose the two most popular questions with the third most popular question as an alternate. (The partner classroom will undergo a similar process to develop 2-3 questions for your class.)

4. At 10:25AM (our arranged appointment with Mr. Little’s Classroom), dial Mr. Little on Skype. After the classes greet one another, Mr. Little will deliver a short introduction (encouraging all students to make notes in the Night Sky Venn Diagram) and his class will ask the first question. Students will work together to answer questions from partner class, taking turns and collaborating when necessary. After students have answered the question fully, the students will reciprocate with one of the questions devised for Mr. Little’s Classroom.

5. Continue until all questions have been fully addressed or until the class period ends at 10:50. If there is time remaining, students should work in their table groups to complete their Night Sky Venn Diagram.

Sample Form: Night Sky Venn Diagram

Technology Standards:
EALR 1.2: Collaborate: Use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others.

Communication tools such as Skype allow student learning to transcend the four walls of the classroom. Learning with other students, (on the other side of the planet, no less), will help students to forge a connection with their peers and with the content, and offers an opportunity to examine what they have learned from a different perspective. As a result, students will develop their interpersonal skills and will be able to generalize their learning as they take advantage of what digital media has to offer.

EALR 1.3: Investigate and Think Critically: Research, manage and evaluate information and solve problems using digital tools and resources.

Digital tools, such as online planetariums and stargazing tutorials, offer students an opportunity to access information in a form that they are already familiar with. Students often utilize information and media from the internet outside of school. Incorporating such tools into classroom learning and by helping students know how to maximize the benefit of such resources is a transferrable skill, and ultimately will help them to be informed and responsible consumers of technology.