Tag Archives: technology

Chatterpix-Fourth Grade and Planets

Fourth grade students study planets (Georgia Standards of Excellence-Science S4E1. Obtain, evaluate, and communicate information to compare and contrast the
physical attributes of stars and planets)  They chose a planet or spacecraft to research and write a script to record using the app, Chatterpix.  Limited to 29 seconds students have to carefully consider what information to include about their topic.  Recording themselves is an important skill as they can hear what they actually wrote and they can then edit their writing (they realize their errors as they try to read their own writing).

I prepare a Livebinder of resources in order to supply them with credible resources and to speed up the process.  The whole process still takes about 3 plus library visits for each class in order to record all of the students.

Screen capture of Chatterpix app

I upload the videos to YouTube to give the students’ work a wider audience and the opportunity to share with parents and fellow students.

Zuern YouTube

Link to one of the classes uploaded Chatterpix videos: https://goo.gl/WXqfK4

 

 

 

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“Never” Poems, Second Grade and National Poetry Month

We celebrated National Poetry Month with all grade levels. Second grade students wrote a “Never” poem which features repetition and alliteration.   We used a template I found on WriteShop.com (https://writeshop.com/writing-a-never-poem).  The students used dictionaries & thesauri to find words if they got stuck for ideas.

 

Recorded Poems on Flipgrid

I used Flipgrid so the students could record themselves reading their poem. This gives them an authentic audience and practice reading aloud.  I also shared this on the school’s Facebook page to further widen the audience and let parents see what their children are doing.

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Check us out!  https://flipgrid.com/876d05

Flipgrd

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5th Grade Exhibition: Action

 

The first week I worked with our 5th grade students, I made a Google Slide presentation based on one by Pam Weiger, teacher librarian/IB coordinator at Allisonville Elementary School in Indianapolis, Indiana.  Pam shared her PowerPoint at a recent IB PYP workshop.

We introduced our students to the United Nations’ Global Goals in order to help them brainstorm for issues and problems.  Our students each have school issued Dell tablets so they worked individually through the presentation. My Google Slide presentation for this second week-https://docs.google.com/presentation/d/1NcE4bInSKHK3AeG7uHM35q6ub0yo5iqa55yVvyd4QnY/edit?usp=sharingIMG_4169

Action Focus: PYP Exhibition

The second week I worked with the students and we focused on the action component of the exhibition.  We looked at the words invent, innovate and campaign, as these were the concepts from the video, The World’s Largest Lesson 2016.  This video, according to the description on YouTube: ” invite(s) children to get involved in the Global Goals for Sustainable Development by inventing, innovating and campaigning.”

Student Response: Tweet or Question

After viewing the video the students could choose to add another question to our map or compose a Tweet to explain what the UN’s Global Goals are about.

 

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I tweeted a sampling of the students’ works:

TweetCapture

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Third Grade Opinion Writing and Padlet

I wanted to give the third grade students another opportunity to practice typing on their tablets and wanted to have another go at using Padlet.  I choose to read Hannah and Phillip Hoose’s book, Hey, Little Ant (illustrated by Debbie Tilley) and we focused on the International Baccalaureate concept, perspective.  The last sentence of the book is, “What do you think the kid should do?”

Padlet

I created a Padlet using the “shelf” template so that I could create two columns, one headed “Squish the ant” and the other “Ant goes free.”  I instructed the students to choose one opinion and write a response citing two reasons to support your opinion.

Pad1

Technology Set-Up

The first time I introduced Padlet to this grade level a couple of weeks ago, I had them bring their Dell tablets with their keyboards and mouse.  They have to have an external keyboard as our tablet case cover “bounces” as they use the on-screen keyboard and that keeps opening up response windows.  That didn’t go so well; tablets weren’t charged, keyboards were forgotten, they couldn’t type the shortened URL in correctly, etc.  So this time I logged into 6 of our library desktops in advance and had the website pulled up.  This went much more smoothly.  It wasn’t a whole group activity, but I just kept rotating the students through.

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This second time around they were more focused on their writing and less on trying to read other students’ responses.  I think this is partially because they weren’t seeing so many boxes popping up in real time, which really distracted them.

I also encouraged the students to type with two hands (even if they are only using their index finger).  This speeds up their typing and this is important on the state test where they have to do several extended responses.  Unfortunately, we don’t have structured keyboarding instruction.

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I do have one iPad which also worked. 

Padlet

One student who was responding later in the visit noticed that more of his classmates had decided that the ant should go free.  Interesting that he noticed and heartening to see that more of them are respectful of the ant!

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AnswerGarden and Fifth Grade

I have been wanting to try out a digital tool called AnswerGarden and decided to use it with 5th grade today.  They are studying World War I so I showed them a propaganda poster (worked in primary document!) and had them react to it.

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Displayed the poster on the flat screen tv hanging in the library.

Set up for activity

When you set up your “garden” you can choose to have responses limited to 20 or 40 characters.  I chose 20, but this would have been better at 40, but some students figured out to use “texting” abbreviations to work in more words!

I printed out the two websites they needed on slips of paper for each student and had them use two tabs so they could toggle back and forth.  Our students all have Dell tablets, but I also logged into several library computers as back up for dead batteries, etc.

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I worried that the case covering the tablets might interfere with typing, but it didn’t!

I alerted the teacher when she came in with the class that I was introducing a new tool and she might find uses for it in the classroom.  Afterwards, I asked her if she saw some possibilities for different types of uses and she said she did.  Hope she uses it.  You can lead a horse to water…and you know the rest!

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I am just taking the time to read the responses and I think there is quite a variety.  There is a feature on AnswerGarden that allows you to lock the “garden” so that you can stop students from continuing to add responses.  There are other features so check it out!

https://answergarden.ch/

Answer G

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5th Grade, Website Evaluation and PowerPoint

By the time our students get to 5th grade some of them have made a PowerPoint.  I surveyed them again this year and although about one third said they had made at least one, once we got into this project I noticed that their skill levels were pretty low.  This reassured me that this was an important skill for me to cover in the library.

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Our students have tablets which are very tricky to use to create PowerPoints without the use of a mouse and keyboard.

In order for them to have some topic for their PowerPoint I decided that I would cover website evaluation in the 2 weeks before starting the PowerPoint.  I used an outline I got from Kathy Schrock’s 5 W’s of Website Evaluation (http://www.schrockguide.net/uploads/3/9/2/2/392267/5ws.pdf).  I gave each student a copy of my adaptation of Schrock’s 5 W’s and suggested that they take notes on this paper so that they would have something to say in their PowerPoint.  Of course some students didn’t write down anything and others took plenty of notes.  Then when we got ready for them to create their PowerPoint those who hadn’t taken any notes came up short as they didn’t have any details to fill out the outline.

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We spent 2 library visits working on their PowerPoints and I created a rubric so they would know the expectations (ie. minimum of 7 slides, 2 images, etc.) in advance.

I gave them minimal instruction on how to create the PowerPoint as I knew the students would share their knowledge and help others to problem-solve. I circulated around to help them out.

This was a successful instruction/learning experience and the students were very enthusiastic about creating their PowerPoint.  I know they will use their newly acquired skills in years to come.

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3rd Grade and My Maps

Third grade students study Native American tribes, their locations and the natural resources they used.  I thought a good way for them to get a visual of all of the locations would be to for them to each create a My Maps in Google.  I checked with the 3rd grade chair and asked which tribes they were working on to represent the different geographic areas of the U.S.  She gave me a list and from there I created a graphic organizer to aid the students as they searched locations.IMG_2293

I originally had the directions at the top of the sheet, but after one class realized that the students needed the directions to be in a list with bullet points.  So I retyped the directions in that format and they were better able to follow them .IMG_2246

After modelling the process and showing it on a large screen we then had to have them use their tablets to log into their Google account (via their school provided email address).  This took the entirety of the time in the library for many students.  It only has to be done once, but some struggled to type in everything correctly. Several students in each class whizzed along and had several locations marked before others successfully logged in!  They were then the experts.

At the second session I demonstrated how to search and add an image for each tribe.  Those who had marked all of the tribes proceeded to this step.  We worked at this for a 3rd session and about 95% of the students had all locations marked.  Some (maybe about 30%) had images for some or all tribes.  I asked the teachers to let the rest work on it in class as time permits.

I really wanted them to type in a fact or two about each tribe, but not sure if the teachers will follow through.  Several of the students were so excited to work on this project, so that made the sometimes hectic sessions all worthwhile.

This grade level also has to teach about explorers this year, so I saw where you could draw paths between locations.  I experimented with it and created a sample and shared the link to the teachers.  Hopefully they will use these trained-up students to create maps tracing the voyages of the explorers.  I will get back with them and offer my support if they choose to use My Maps-Google again.

My sample for the explorer map:

https://drive.google.com/open?id=1yiI0n5it5DdfEk42iaJIUry5gRw&usp=sharing

Capture

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