Monday, February 11, 2008
Tuesday, February 5, 2008
Workshop Feb 5 - Cave Art Example and others
http://www.pptpalooza.net/ - Website of all History PowerPoints that can be used by teachers
http://www.kn.att.com/wired/fil/pages/listcaveartms.html 6th Grade Project - Cave Art (hand out for students)
My name: _____________________________________________________
My partner’s name: _____________________________________________
The role I will be playing (circle one): Painter Archeologist
Learning About Cave Art
Objectives: To examine the cave art of early man
To create cave art of our own
To interpret cave art
Over the next few days, you will be using the worldwide Web to learn about cave painting. You will be working with a partner as a “team” of painter and archeologist to create or interpret your own cave art, based on a study of real prehistoric paintings.
JOB DESCRIPTIONS:
Painter: Creates his/her own version of the cave art. This should be based on what he/she saw on the Internet sites AND should be done without the archeologist seeing it. It’s top secret!
Archeologist: Interprets the cave art WITHOUT the painter’s input.
OUR SCHEDULE:
Day One: With your partner, go to the following address:
http://www.kn.sbc.com/wired/fil/pages/listcaveartms.html
This is a “hotlist,” compiled by Ms. Mason, of sites which contain the best information on our topic. Go through each site and decide on your three favorite ones. Tomorrow, you’ll begin answering specific questions on those three sites.
Day Two: The partners receive from the teacher a series of questions on the three sites and spend the rest of the period working on answering these questions. NOTE: The answers are due at the end of the second period tomorrow. They are to be graded as a social studies test, so do your best work!
Day Three: Partners continue to work on answering the questions about cave art.
Day Four: The fun begins! The partners retire to a top-secret spot (location to be announced) and create their artwork on a mural, while the archeologists are working on something else in another room. Artwork is due at the end of the period, so if your work is not finished then, plan on spending your lunch period or some time after school completing it.
Day Five: The archeologists interpret the paintings created by their partners. They explain what they see and what it means. They may even type their interpretations at this point. While the archeologists are doing this, the painters are busy working on something else at another site.
Day Six or shortly thereafter: The project is displayed for all to see and enjoy.
Good luck and have fun!
http://www.nationalgeographic.com/railroad Used by 8th Grade ELA classes. (see attached for lesson)
http://www.uni.edu/becker/educators.html Foreign Language Site
The following websites are used by 8th grade Social Studies Classes for a Roaring 20’s Project
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks22.htm
http://www.angelfire.com/co/pscst/
http://alephnull.net/20s/index.html
http://prohibition.osu.edu/proh1920.htm
http://www.chenowith.k12.or.us/tech/subject/social/depression.html
Exploring the Pyramids
Visit the following site:
http://www.pbs.org/wgbh/nova/pyramid/
and click on EXPLORE THE PYRAMIDS.
Enter the little door at the bottom left hand side of the screen.
1. Read the little paragraph beneath the picture. How far beneath the surface of the plateau does the chamber lie? How many tons of stone lie above the chamber?
2. Now click and drag on the picture and describe what you see.
_________________________________________________________________________________________________________________________________________________________
3.Scroll up to the top of the page and click on ASECENDING PASSAGE. Click and drag on this picture and describe what you see.
_________________________________________________________________________________________________________________________________________________________
3. In order to arrive at the King’s Chamber, what do you need to do? Where do you arrive when you make it to the top of the passage?
_________________________________________________________________________________________________________________________________________________________
4. Now scroll up to beneath the picture and click and drag on LOWER GRAND GALLERY. What do you see?
_________________________________________________________________________________________________________________________________________________________
5. Now click on UPPER GRAND GALLERY. Read the passage below the picture. What does the Upper Grand Gallery look like?
_________________________________________________________________________________________________________________________________________________________
6. Next, click on the picture and drag your mouse around. This is what the UPPER GRAND GALLERY looks like. Describe what you see.
_________________________________________________________________________________________________________________________________________________________
7. Now go home and click on FOLLOW THE EXCAVATION. Go to SCALE THE PYRAMID.
http://www.kn.att.com/wired/fil/pages/listcaveartms.html 6th Grade Project - Cave Art (hand out for students)
My name: _____________________________________________________
My partner’s name: _____________________________________________
The role I will be playing (circle one): Painter Archeologist
Learning About Cave Art
Objectives: To examine the cave art of early man
To create cave art of our own
To interpret cave art
Over the next few days, you will be using the worldwide Web to learn about cave painting. You will be working with a partner as a “team” of painter and archeologist to create or interpret your own cave art, based on a study of real prehistoric paintings.
JOB DESCRIPTIONS:
Painter: Creates his/her own version of the cave art. This should be based on what he/she saw on the Internet sites AND should be done without the archeologist seeing it. It’s top secret!
Archeologist: Interprets the cave art WITHOUT the painter’s input.
OUR SCHEDULE:
Day One: With your partner, go to the following address:
http://www.kn.sbc.com/wired/fil/pages/listcaveartms.html
This is a “hotlist,” compiled by Ms. Mason, of sites which contain the best information on our topic. Go through each site and decide on your three favorite ones. Tomorrow, you’ll begin answering specific questions on those three sites.
Day Two: The partners receive from the teacher a series of questions on the three sites and spend the rest of the period working on answering these questions. NOTE: The answers are due at the end of the second period tomorrow. They are to be graded as a social studies test, so do your best work!
Day Three: Partners continue to work on answering the questions about cave art.
Day Four: The fun begins! The partners retire to a top-secret spot (location to be announced) and create their artwork on a mural, while the archeologists are working on something else in another room. Artwork is due at the end of the period, so if your work is not finished then, plan on spending your lunch period or some time after school completing it.
Day Five: The archeologists interpret the paintings created by their partners. They explain what they see and what it means. They may even type their interpretations at this point. While the archeologists are doing this, the painters are busy working on something else at another site.
Day Six or shortly thereafter: The project is displayed for all to see and enjoy.
Good luck and have fun!
http://www.nationalgeographic.com/railroad Used by 8th Grade ELA classes. (see attached for lesson)
http://www.uni.edu/becker/educators.html Foreign Language Site
The following websites are used by 8th grade Social Studies Classes for a Roaring 20’s Project
http://www.historyteacher.net/AHAP/Weblinks/AHAP_Weblinks22.htm
http://www.angelfire.com/co/pscst/
http://alephnull.net/20s/index.html
http://prohibition.osu.edu/proh1920.htm
http://www.chenowith.k12.or.us/tech/subject/social/depression.html
Exploring the Pyramids
Visit the following site:
http://www.pbs.org/wgbh/nova/pyramid/
and click on EXPLORE THE PYRAMIDS.
Enter the little door at the bottom left hand side of the screen.
1. Read the little paragraph beneath the picture. How far beneath the surface of the plateau does the chamber lie? How many tons of stone lie above the chamber?
2. Now click and drag on the picture and describe what you see.
_________________________________________________________________________________________________________________________________________________________
3.Scroll up to the top of the page and click on ASECENDING PASSAGE. Click and drag on this picture and describe what you see.
_________________________________________________________________________________________________________________________________________________________
3. In order to arrive at the King’s Chamber, what do you need to do? Where do you arrive when you make it to the top of the passage?
_________________________________________________________________________________________________________________________________________________________
4. Now scroll up to beneath the picture and click and drag on LOWER GRAND GALLERY. What do you see?
_________________________________________________________________________________________________________________________________________________________
5. Now click on UPPER GRAND GALLERY. Read the passage below the picture. What does the Upper Grand Gallery look like?
_________________________________________________________________________________________________________________________________________________________
6. Next, click on the picture and drag your mouse around. This is what the UPPER GRAND GALLERY looks like. Describe what you see.
_________________________________________________________________________________________________________________________________________________________
7. Now go home and click on FOLLOW THE EXCAVATION. Go to SCALE THE PYRAMID.
Monday, December 10, 2007
Cognitive Learning
Cognitive Learning
I have seen technologies and different software applications help students access their prior knowledge and better organize their new information. Microsoft Excel and Inspiration are applications that students in middle school can learn very quickly and then use to organize and analyze their information. I do a Food Labeling Nutrition Project in collaboration with the Home and Careers teacher that uses video, the Internet and Excel. The object of this lesson is for students to learn how to read labels on food products and then to analyze the nutritional value of that food product based on the label. The students choose 5 different foods that they like and bring into class the food labels. They use a form provided by the teacher to fill out information from each of their labels. The information is total calories, fats, carbohydrates, proteins and sodium. The students watch a short video from an online educational site on Nutritional food labels. In class a lesson is taught on what nutrients make up calories and how to analyze the label to see what percentage of fat, proteins and carbohydrates make up the calories. Prior to entering their information into excel the students have a period in the computer lab using an Interactive website to understand the Food Pyramid. The next day the students then come into the computer lab to learn how to enter their data into the spreadsheet. While they do this they can see why excel is used for data entry and calculations. They were previously taught in class that fats, proteins and carbohydrates are in grams on the food labels and must be converted to grams. The students learn how to convert them to calories using a formula in excel. By doing this the students learn how to do simple calculations in excel. After the students have entered their data and have done the calculations to go from grams to calories, they then check their total calories against what the label has for total calories. This helps the students see immediately if they did something wrong in entering or interpreting their data on the nutritional label. The students are then shown where on excel to create graphs from their information that they have entered. They create both a bar chart comparing all their foods and they do individual pie charts. The visual of the graphs reinforce how important the nutritional label is to see what foods are good for you. They incorporate pictures of their foods into the charts. When that part of the project is done, they write a few sentences on each of their products explaining the nutrients of each product why the food may or may not be good for you based on the food pyramid.
I have seen technologies and different software applications help students access their prior knowledge and better organize their new information. Microsoft Excel and Inspiration are applications that students in middle school can learn very quickly and then use to organize and analyze their information. I do a Food Labeling Nutrition Project in collaboration with the Home and Careers teacher that uses video, the Internet and Excel. The object of this lesson is for students to learn how to read labels on food products and then to analyze the nutritional value of that food product based on the label. The students choose 5 different foods that they like and bring into class the food labels. They use a form provided by the teacher to fill out information from each of their labels. The information is total calories, fats, carbohydrates, proteins and sodium. The students watch a short video from an online educational site on Nutritional food labels. In class a lesson is taught on what nutrients make up calories and how to analyze the label to see what percentage of fat, proteins and carbohydrates make up the calories. Prior to entering their information into excel the students have a period in the computer lab using an Interactive website to understand the Food Pyramid. The next day the students then come into the computer lab to learn how to enter their data into the spreadsheet. While they do this they can see why excel is used for data entry and calculations. They were previously taught in class that fats, proteins and carbohydrates are in grams on the food labels and must be converted to grams. The students learn how to convert them to calories using a formula in excel. By doing this the students learn how to do simple calculations in excel. After the students have entered their data and have done the calculations to go from grams to calories, they then check their total calories against what the label has for total calories. This helps the students see immediately if they did something wrong in entering or interpreting their data on the nutritional label. The students are then shown where on excel to create graphs from their information that they have entered. They create both a bar chart comparing all their foods and they do individual pie charts. The visual of the graphs reinforce how important the nutritional label is to see what foods are good for you. They incorporate pictures of their foods into the charts. When that part of the project is done, they write a few sentences on each of their products explaining the nutrients of each product why the food may or may not be good for you based on the food pyramid.
Monday, November 26, 2007
Blogs for Teachers
This is the link for classroom presentation on Blogs for Teachers
http://eev3.liu.edu/toh/jsu/blogging.html
http://eev3.liu.edu/toh/jsu/blogging.html
Saturday, November 10, 2007
Constructivist Learning
1. How could software applications and/or other technologies help you provide develop a constructivist learning environment for your students? Describe the lesson/learning environment you would be interested in creating and describe what technologies you might use. In your discussion, try to organize the tools using either Jonassen’s model (CLEs) or the Hannafin et al. model above (OLEs) opportunities for your students to access their prior knowledge and better organize new information?
I think that software applications that are available on the web today (commonly know as Web 2.0 tools) can be used to support a constructivist learning environment. In the classroom a teacher would try to create an environment where the student becomes an active participant in the learning process. The teacher would be a facilitator of the learning experience. The teacher would assign a project for the students that would start out as a question or a problem for the students to solve. The students would be working collaboratively in groups which supports what Jonassen’s said that “Learning most naturally occurs not in isolation but by teams of people working together to solve problems”. The students would interact with one another through blogs and wikis. In the blogs the students could post the information they have found and the other members of the group would add to it. By collaborating like this the students will build on each others contribution to the project. During this process the teacher would be making suggestions to the students and coaching the students. This could be done through chats or comments added to the blogs by the teacher. This would be the collaborative process. The students could also use blogs as personal journals to reflect what they are learning from this experience. The group could then create deliverables of their choice to best present their findings. They could work together through products like Google Doc or as in my school, cooperative file sharing that is setup in our network. The students would create deliverables and then share them using products, ie. Slideshare, where presentations like PowerPoint t can be put on the web for all to see. By publishing their findings the students will take pride and ownership of what they have learned. The students could then critique the findings of each group also through the blogs. Rubrics would have been created for both the students in the group to evaluate themselves and for the teacher to see if the students have met the expectations of the project. While working on the project there are many ways for the students to organize their information with Web 2.0 tools such as backpack, bubbleshare, and del.ic.ous. While the students are gathering information from the web they can use RSS for immediate updates to their blog from other websites.
I think that software applications that are available on the web today (commonly know as Web 2.0 tools) can be used to support a constructivist learning environment. In the classroom a teacher would try to create an environment where the student becomes an active participant in the learning process. The teacher would be a facilitator of the learning experience. The teacher would assign a project for the students that would start out as a question or a problem for the students to solve. The students would be working collaboratively in groups which supports what Jonassen’s said that “Learning most naturally occurs not in isolation but by teams of people working together to solve problems”. The students would interact with one another through blogs and wikis. In the blogs the students could post the information they have found and the other members of the group would add to it. By collaborating like this the students will build on each others contribution to the project. During this process the teacher would be making suggestions to the students and coaching the students. This could be done through chats or comments added to the blogs by the teacher. This would be the collaborative process. The students could also use blogs as personal journals to reflect what they are learning from this experience. The group could then create deliverables of their choice to best present their findings. They could work together through products like Google Doc or as in my school, cooperative file sharing that is setup in our network. The students would create deliverables and then share them using products, ie. Slideshare, where presentations like PowerPoint t can be put on the web for all to see. By publishing their findings the students will take pride and ownership of what they have learned. The students could then critique the findings of each group also through the blogs. Rubrics would have been created for both the students in the group to evaluate themselves and for the teacher to see if the students have met the expectations of the project. While working on the project there are many ways for the students to organize their information with Web 2.0 tools such as backpack, bubbleshare, and del.ic.ous. While the students are gathering information from the web they can use RSS for immediate updates to their blog from other websites.
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