Tag Archives: Georgia Performance Standards

5th Grade Learns to Use Prezi

By this time of the school year, I have worked with the 5th grade classes on creating a Chatterpix and PowerPoint.  To add an additional tool in their digital tool belt, we worked on making Prezis.

When working with the students, I’m not really going for a perfect product.  Rather, I am hoping that they will be experienced enough with the tool, that they will be able to use it on their own.  I do look the creations over and have them edit for grammar, punctuation, etc.  But, if after the allotted time and the group is not completely finished, the project has to stay that way.

Unfortunately, students have to be 13 years old to sign up for their own account (and I haven’t been successful in getting teachers to sign up for their own accounts), so they have to use my account.  I will change my password after this project is over!

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Notice that the students are not using their Dell tablets, but the library computers to create their Prezis.  Way easier!

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Coordinated with Social Studies Unit of Inquiry

I designed a graphic organizer that reflected what the students were studying in their current Unit of Inquiry so as to build on the prior knowledge of the topic and to reinforce concepts they are learning in the classroom.  They were learning about the U.S. during the 1920’s and 1930’s.  I looked at the Georgia Performance Standards and based the topics on these standards:

SS5H4 The student will describe U.S. involvement in World War I and post-World War I America.

a. Explain how German attacks on U.S. shipping during the war in Europe (1914- 1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919. b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

a. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. b. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority. c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

Livebinders

I created a Livebinder to curate the websites for the students to use for their research.  They bookmark the website and it reduces the time needed to complete their research.  The do use their tablets for researching.

http://www.livebinders.com/play/play?id=2139444

Livebinder

Final Product

I did not have the students use their 1:1 devices (Dell ProVenue tablets) to create their Prezi as it is too difficult to see what you are doing on the small screen.  Fortunately I have 8 Dell All-in-One computers with large, touch screens! Check out one of their Prezis:

http://prezi.com/qqkie2tcvtyc/?utm_campaign=share&utm_medium=copy&rc=ex0share

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Filed under Information Literacy Instruction, Students using technology, Uncategorized

2nd Grade and Sundial

SundialOur second grades study Georgia Performance Standards Science “S2E2. Students will investigate the position of sun and moon to show patterns throughout the year. a. Investigate the position of the sun in relation to a fixed object on earth at various times of the day. b. Determine how the shadows change through the day by making a shadow stick or using a sundial. c. Relate the length of the day and night to the change in seasons  d. Use observations and charts to record the shape of the moon for a period of time.”

Being an IB (International Baccalaureate) PYP (Primary Years Programme) we add our own touch to the standards.  So in addition to the scientific side of investigating the sun and moon, the students are also exploring how different cultures use stories to express their understanding of the sky based on their ideas and beliefs.

I was asked by the 2nd grade chair to bring in my sundial from home.  We met outside at the beginning of their library visit time and looked at the sundial; talked a bit about the sun and whether it moved or the earth did; how people kept track of time before watches.  I had the students move the sundial until the shadow fell on the correct number.  Of course, my sundial has Roman numerals so I wrote the numbers on sticky notes in Arabic and we placed them corresponding to the correct Roman numeral. Sundial second grade students   We had to delay this one week as it was totally cloudy all for several days.

We went inside and I read a book, The Sun and the Lizard by Alma Flora Ada.  This bilingual retelling of a folktale set in Mexico tells the story of how the lizard found the sun who had been asleep inside a rock and so the Earth remained dark.   After reading the book and checking out their library books, we went back outside and checked to see how the shadow had moved.  I had the teacher take a photo of what the sundial looked like at the beginning of the visit so that they could easily compare the two “readings” of the sundial.  One teacher used her phone, another used her iPad.  The students were consistently amazed that this device could tell time!  I left the sundial out through lunchtime in case they wanted to check back later.9780440415312_xlg

 

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The Twenties, Jazz Age, Harlem Renaissance and Chatterpix

Our fifth grade students are required to be knowledgeable of 5 figures from the 1920’s United States history: Louis Armstrong, Langston Hughes, Babe Ruth, Charles Lindbergh and Henry Ford.

Georgia Performance Standards: SS5H4b. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

Collaborating with the teachers, we decided that the students would use Chatterpix to record a first person narrative in the persona of one of the historical figures.

Graphic Organizer and Livebinders

I designed a graphic organizer for the students to use to collect their notes and write their script.  I created Livebinders for each historical figure to ensure that the students used quality, reliable websites.  Here is a link to one of the Livebinders:

http://www.livebinders.com/play/play/1933083?tabid=5b0552b8-b751-7bf9-5303-59cebbc3a483

Livebinder for resources on Charles Lindbergh

Livebinder for resources on Charles Lindbergh

Chatterpix Recordings

I looked over the students’ scripts trying to ensure they were written in first person, contained sufficient details to explain why these people are notable and how they changed the United States in the 1920s, and didn’t contain a sentence about when that person died (looking at the recordings, I see that one of these statements did slip by). We had two iPads in use at one time and students didn’t need much help using Chatterpix as last year as 4th graders they did a Chatterpix.  At this point one class has finished their recordings, a second one has done a few, and we haven’t started recording the third class yet!

Uploading to YouTube

I uploaded the finished Chatterpix to my YouTube channel so that I can share the links easily to each of the teachers and the students.  Our students all have a Dell tablet assigned to them, so they will be able to view their Chatterpix and their classmates easily on YouTube.  I sure wish there was an android version of Chatterpix and then it would be so much easier!  When all 5th students are finished, I will share the link on our school’s new Facebook page.

My YouTube channel link:

https://www.youtube.com/channel/UCrAWZL6jG6kgse7KfsEqs5A/videos?view=0&shelf_id=0&sort=dd

Technology Challenges

Last year, after students finished their American Revolutionary War historical figures’ Chatterpix, I just exported them easily by choosing the email option.  This year, using the same iPad, that didn’t work and neither did using the export to YouTube option.  So, I exported them to “Photos” and then used the USB cord to directly connect the iPad to my laptop and copied them.  Then uploaded them to my YouTube channel!  Oh, and then today I couldn’t get the iPad to connect to our school’s wifi.  Boy, some days technology is so much fun!!!

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Creating with FlipSnack: Adding Tools to the Digital Toolbelt

One of our 3rd grade teachers asked me to work with several of her students to create some digital project using the drawings they had made about the habitats of Georgia (which covers the Georgia Performance Science Standard – S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there). The students had created drawings of the Georgia regions and written text on each and the teacher just wanted them to use some digital tool to put it all together.

FlipSnack

I have worked on projects like this before (student created drawings with text) and used Windows Movie Maker.  This time I decided to use FlipSnack.  So far I have worked with three students (who are all in the gifted program) and they caught on very quickly to using FlipSnack.  Working with each student individually, I had them start by taking photographs of their drawings.  We copied them to a desktop folder and I showed them how to upload each photo.  I helped them add pages and add their photo.  I showed them how to add an audio component to each page.  We did one or two together and then I left them on their own.  They got the hang of it pretty quickly.  The students listened to their recordings and noticed if they needed to re-record if they left out something or made an error in reading their text.

3rd grade student recording audio for their Flipsnack.

3rd grade students recording audio for their Flipsnack.

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Sharing Their Digital Projects

I emailed the FlipSnacks links to the teacher so the whole class can view the project.  She can forward the link to parents so they can also share the experience.  I think I have created 3 FlipSnack experts so far and hope they will share their excitement and knowledge with their classmates. so that they have an additional digital tool in their digital toolbelt.

Here are links to the 3 stories they created (I have the free version of FlipSnack, so no embedding capabilities).

http://kmliebert.flipsnackedu.com/browse/fu90o33u

http://kmliebert.flipsnackedu.com/browse/fumyv55k

http://kmliebert.flipsnackedu.com/browse/fzh82kk7

 

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