Tag Archives: Livebinders

Chatterpix about Virus and Bacteria

IMG_1772This year I started off the school year with fifth grade students researching either bacteria or virus, one of their science standards.  I curated websites (mostly our World Book Online, Britannica Student via Galileo) using Livebinders.  Using Livebinders reduces the amount of time students spend searching for information and I try to keep this project to a three week timeline!  One week for research, a second week for writing their script and recording with the third week finishing the recordings.

Chatterpix

Chatterpix is an Apple app that lets the user make things talk, by drawing in mouth.  The user then has 29 seconds to record.  I have the students write a script in first person so the bacteria or virus is speaking.

Research and Writing

I asked them to have 4 to 5 interesting facts.  Some students were able to just write their script in first person as they were reading the websites.  Other students took notes and then went back to write their script.

I found about 10 to 15 images of bacteria and virus and let the students choose from this group.  This cuts down on time and as I only have about 25 minutes with them each week and I need to find ways to save on time wherever possible.

Upload to YouTube

After they create their Chatterpix I upload them to YouTube.  This is time consuming for me, but it’s the only way to share their creations.

Check out some of their work:

 

We are a 1:1 school, however we have Dell tablets.  Fortunately, we have a small cart of old iPads from before the 1:1 initiative, which allows us to use this fun Apple app.

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Preparing for the Solar Eclipse 2017

We, in Albany, Georgia, are not in the path of totality of the August 21st solar eclipse, but the sun will be 90% eclipsed here.  Our school system has decided to extend the school day for students from 2:30 to 3:30 to avoid children being transported on buses during the eclipse.  I wanted to get the students excited now!

I’ve adapted this lesson for the different grade levels and varying amounts of time I have with a class.  I’ve now decided that all classes grades 1-5 will practice viewing the sun safely up until the day of the eclipse.IMG_1741

I started out with a fifth grade class on Monday and they used my Livebinder to access a online dictionary to look up the word eclipse and view a brief video from USA Today.  They recorded one fact they learned from the video.  I did this as a whole group activity (using the projector and screen) for the younger grades or if I didn’t have sufficient time with the older students.IMG_1745

One student made a cereal box eclipse viewer, which we then used to view the sun.

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I’ve adapted this lesson through out the week and of course some days we couldn’t practice because it got cloudy!  But hopefully all the classes will have the opportunity to practice with the eclipse glasses (which they will all have on the 21st), a cereal box viewer, and binocular viewing before eclipse day.IMG_1751

Almost every time they see the sun through the glasses, they say “Wow,” “Cool,” or “Whoa!”  (By the way the boys not using the glasses are swatting away gnats….it’s a south Georgia phenomenon).
IMG_1752We experimented to see if you could take a photo of the projection of the sun inside the cereal box viewer and you can!  We’ll be ready to record the different shapes of the sun as it makes it way to 90% of being obscured.IMG_1753The binocular projection method is trickier, but they all loved it when we were successfully in projecting the sun on the paper.

I can’t wait!

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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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3rd Grade, Snowflake Bentley and Snowflakes

I am repeating this project for the third year with 3rd grade students. We start out reading the biography of Snowflake Bentley by Jacqueline Briggs Martin, illustrated by Marian Azarian and follow (the next week) with the students researching snow using atlases, dictionaries and encyclopedias (online). The third week we review the information they gathered about snow and go on to cutting out paper snowflakes.

Cutting Paper Snowflakes

The first time I did this activity with students I was amazed that not one student had ever cut out paper snow flakes.  I spent hours as a child cutting snowflakes out of white paper, pages from magazines, any kind of paper I could get my hands on.  So it is so much fun watching them unfold their snowflakes and almost universally gasp when they see their creation!

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Exploring Websites with Thinglink

I revised my Thinglink image and attempted to have the students use their tablets (we are a 1:1 device school).  https://www.thinglink.com/scene/479319938847211522captureI tried out the Thinglink on a tablet and the links all worked, so I had the first class  bring their tablets.  However, the best laid plans…only 2 out of 21 tablets displayed the website correctly! So, plan B was to use the 8 desktops in the library.  This meant the students had to share, but otherwise it was smooth.  I figured out that I could use Livebinders as I have used it successfully in the past; it’s just doesn’t look as cool as Thinglink!

http://www.livebinders.com/play/play?id=2164842

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Reflection Component

I designed a graphic organizer to guide the students as they used the Thinglink (or Livebinder) and explored the various websites.  I think it helped the students stay on task.  It also gave the students a way to think about what they were watching, reading or exploring.

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Students creating digital snowflakes! It’s very addictive.

 

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5th Grade- Civil Wars and PowerPoint

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After surveying the fifth grade students at the beginning of the school year, I realized that most of the students had minimal experience with creating PowerPoints.  So I decided that one of the first digital tools we would work on would be PowerPoint.  Since they would be studying the U.S. Civil War in the fall, I chose that topic.  The Syrian Civil War was in the news at that time (we completed these projects in late October & November, but I’m just getting around to finishing up this blog post!). As an IB-PYP school, I also wanted them to realize that the U.S. Civil War was NOT the only civil war that had occured and that there were civil wars happening right now.

Graphic Organizer and Curating Web Resources

I used Livebinders to curate websites and online encyclopedias for the students to use.  My emphasis in this project was more on the technical aspect (PowerPoint) rather than in-depth research.  Livebinders was used to curate websites and online encyclopedias for the students to use.

http://www.livebinders.com/play/play/2079390

Livebinder is very useful for students as it visually organizes the topics.

Livebinder is very useful for students as it visually organizes the topics.

They only had to have 5 slides and at least 2 images. I also emphasized the citing of resources and giving credit when using images.

 

 

 

 

Student Tablets

Our school is a 1:1 technology set up, so all students have a Dell ProVenue 11 tablet.  One catch was that Office 365 had to be downloaded before we could do this project and that takes awhile!  But after that, the students caught on pretty quickly and were usually anxious to help each other problem solve.  I think they have a basic understanding of creating a PowerPoint, inserting images, text boxes and are aware of the different slide types (ie. they had to use the Comparison slide for the body of their PowerPoint).

So far this year I have taught the 5th grade classes how to use Chatterpix and PowerPoint.  We are getting ready to start on Prezis in the next week.  My goal is for these students to have several digital storytelling tools in their technonlogy toolbelts by the end of the year.  No more just relying on PowerPoint when they get to middle school!

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4th Grades “Explore” Prezi

prezi1prezi2Our fourth grade students are required to learn six explorers according to the current Georgia Performance Standards in Social Studies: SS4H2 The student will describe European exploration in North America. a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Núñez de Balboa, Juan Ponce de León, Christopher Columbus, Henry Hudson, and Jacques Cartier.

I designed a project where the students researched an explorer so that they could create a Prezi which would be an advertisement to persuade viewers to join them on their expedition.

Livebinders Guided Research

I gathered resources for each explorer using Livebinders to expedite and streamline the research process.  The students used a graphic organizer I created to guide their research.  By answering the questions, the students would have sufficient information to write their advertisement.  The students conducted their research independently and then worked with a group to create one Prezi per explorer for the class.livebinders

Prezi

I reviewed the groups individual graphic organizers to ensure that among all of the group they collectively had sufficient (and correct) information to write their advertisement. Students were not familiar with Prezi, but they were very excited when they saw how it worked.  I modeled it briefly and we discussed writing in the first person, as if they were the explorer.  Some go the hang of that quicker than others, but it was good practice.  Before they could add any images, they had to have written all of their text.  I have found that they get so excited about the pictures, that the text falls to the wayside!

Here are a few of their projects:

http://prezi.com/o_-zzqpytn7c/?utm_campaign=share&utm_medium=copy&rc=ex0share

http://prezi.com/-ikl-dtnsm9d/?utm_campaign=share&utm_medium=copy

 

Images and Giving Credit

I collected images for each explorer ahead of time, saving the image and renaming the image with the sources’ name.  This saves the students time.  I try to get this project done in about 4 library visits, so anything that saves a bit of time is helpful.  I created a folder for each explorer with sufficient images that they could pick and choose.  They had to give credit to the owner of the image (creating a text box in the frame with the image) and they picked up on that right away.

Citing our Sources

The last frame of each Prezi had to include the website addresses of each website that the group used.  We didn’t do MLA or any official format.  At this point I wanted them just to be aware of citing their resources.

Reflection via Flipgrid

These fourth grade students really enjoyed thinking outside the Power Point box, although most of them had only made one or two Power Points before this year. Reflecting on their learning is a big part of the International Baccalaureate program, so I had the student use Flipgrid to record their written reflection.  They love to see and hear themselves!

Check out some of their reflections: https://flipgrid.com/57a659

Students used Flipgrid to record their reflection on the explorer Prezi project and process.

Students used Flipgrid to record their reflection on the explorer Prezi project and process.

 

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Chatterpix, 4th Grade & Jupiter

I have used the app Chatterpix with 4th grade and 5th students in previous years, but only with projects where the subjects were people.  This seemed alike a good fit as the point of Chatterpix is to make something talk.  This year I decided to take a risk and use Chatterpix with 4th grade students early in the year when they are studying the solar system.

Livebinder, World Book Online, Britannica Student (Galileo)

I created a Livebinder with resources on the planet Jupiter and the recently arrived space probe, Juno.  Since this was a item that had been in the news recently (Juno having reached Jupiter in July), I thought it would make learning about the planet more relevant.  I included a link to our online subscription to World Book and a link to Britannica School Elementary, which we receive through the state of George via Galileo (www. galileo.usg.edu).  I added other websites such as NASA and news outlets to bring in the very current events.

Chatterpix

Students had a choice to make Jupiter (the planet) or Juno (the spacecraft) their topic. This ties in with one of the current Georgia Performance Standards, “S4E2.d. Demonstrate the relative size and order from the sun of the planets in the solar system” and “S4CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: c. Scientists use technology to increase their power to observe things and to measure and compare things accurately”.

I modeled this project by creating a Chatterpix of the planet Mars.  The students were all intrigued to see a planet talking.  They were given two library visits to conduct their research and if they didn’t collect sufficient notes during those two visits, they would not be able to make a Chatterpix.  That was incentive enough for about 98% of them!  Some were ready to write their script with the info gathered after one sitting.

Scripts: 1st Person Narrative

After gathering notes, the student wrote a first person narrative as Jupiter or Juno.  I have begun posting them on YouTube. I just realized after posting LOTS of Chatterpixs on my personal YouTube account it was time to open up an account linked to my school email and create folders for each teacher.  Don’t know why I didn’t think of this years ago! I’ve only uploaded four so far, but more will follow.

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One student recording on the iPad and another student rehearsing their script.

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Surprises

Using this digital storytelling app showed me how students will surprise you.  Two of the students who “got it” immediately were not ones I expected.  One was a 5th grader (more about their Chatterpix subject in a soon to be written blog post) who didn’t appear to take any notes, but just wrote her narrative in first person while looking at the online resources.  This is a student who might be called a “little turkey” (one of my favorite expressions from a former teacher to describe students who were always pushing your buttons and the limits).  Boy, I never expected that script out of her without any prodding or really oversight.  She just did it!

The other student who really embraced this project was a 4th grade boy who has almost had to repeat a grade several times and is reading about a full grade level below.  He nailed that person narrative right off the bat. Check out our talking planets and spacecraft!

http://bit.ly/2bI1M56

 

 

 

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