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The Fall 2006 Classroom
Grant judging is completed! Congratulations
to ten lucky winners.
Below
are the grant applications of our five runner-up winners. Each
runner-up will receive Tool
Factory Software and a Digital
Camera Guide for Educators.
Click
here to see the applications from the grand prize winners!
Score: 4.38 out
of 5.00
Dionne Phillips, Walter M. Schirra
14 Carmel Court, Old Bridge, NJ 08857, 732-234-3682 cosworth@optonline.net
LESSON TITLE: Digital
Trilogy
Phase I (3rd Grade)
We begin the basic concepts for digital picture-prompted writing
in the third grade with our preliminary discussion of the writing
process and an introduction of brainstorming seed ideas to jump
start our writing. Using the TOOL FACTORY DATABASE, students will
be asked to come up with and record some writing-sentence starters,
using descriptive words, quotes and questions such as “The
first time I…,” “We all make mistakes….”
and “What if animals could talk?”
Next, using the YOUNG WRITER’S WORKSHOP software, the third
graders will begin the writing process by learning to plan, write,
revise, edit, proofread and publish different forms of poetry
such as diamante, haiku and free verse. After having some fun
with the poetry, we move forward with prose by exploring ways
to develop more personal, narrative essays. We’ll publish
and save these writings, as well as more creative forms such as
plays and travelogues, using the TOOL FACTORY WORD PROCESSOR.
Now, it’s time to introduce the cameras to our young writers!
Initially, we’ll dedicate two weeks for the third graders
to handle and use the digital cameras, with a decrease of adult
assistance, as appropriate for each individual student, along
the way. Their first photo assignment to “capture life”
begins with a journey in and around the school, taking photos
of people and things we deal with everyday. Then, they will log
their pictures into TOOL FACTORY DATABASE, with which they will
now be familiar from their early writing exercises, to be organized
and sorted into categories. Summary of Art Gallery Categories:
alphabet, animals, education, community, celebrations, geography,
health, house and home, nature, numerical, panoramic views, professional,
recreation, science & technology, sports, shapes, travel,
personalized photographers and videos. In the days that follow,
I will select the student pictures randomly and either hand out
individual copies or use large screen projection to prompt various
writing formats.
Phase II (4th grade)
As fourth graders, the process begins to take on a broader focus
as students are asked to take the digital cameras outside of the
school building to take pictures and videos of their friends,
family and within their neighborhoods. We will take a small group
field trip to the local park, supermarket and another school to
take pictures of life around them (both living and nonliving)
paying close attention to details that are normal and abnormal.
They will then return to school and review their pictures, creating
new files within the TOOL FACTORY DATABASE. Each student will
also be asked to log in a short summary of their work, using the
TOOL FACTORY WORD PROCESSOR.
At this point, the fourth graders will be begin to synergize
their writing and photographic efforts by creating a photo journal.
Using a large three-ring binder as their notebook, students will
begin to select and post some of the digital photos in their database.
Then, they will begin to express the initial emotions they evoke
by choosing a poetry or prose format they have practiced to relate
each of the pictures to themselves and/or the world around them.
We will also create high order thinking comprehension questions
for picture prompt writing. Students will also be given the opportunity
to be involved in the creation of their own rubrics to share with
the whole school. The pictures, questions and rubrics will be
printed out and placed in the photo journal in plastic sheet protectors
with tagged numbers to be used as a reference within the school
library for all students and teachers.
The TOOL FACTORY SPREADSHEET will also be used by the fourth
graders to create descriptive information notes, audio and word
bank collections for all the pictures and videos they have taken.
Students will also be expected to use the spreadsheet as a resource
for keeping track of the input and output of the images they’ve
taken and used.
As the fourth graders become more comfortable using the SPREADSHEET,
DATA BASE AND WORD PROCESSOR to turn their photos and writings
into book-based projects, they will be introduced to the MULTIMEDIA
V. Here, students will work in teams to animate a picture to provide
the viewers with more color and textural details than the photo
journals provided. This is an ideal launch pad for team work and
practicing descriptive writing. For example, groups will be asked
to create a folktale or historical fiction short-story where details
require clear, concise writing as well as brilliant pictures to
come alive. For our audience in the lower grades (K-3), we’ll
use PAINTER to enhance the details and characteristics of a picture,
thus using a cartoon/animated approach to picture-prompted writing.
The FRESCO program will lead the way for our visual learners who
will be prompted by multi-dimensional real-life views of pictures.
At the end of the school year, with their photography and technology
skills now well honed with practice, the fourth graders will create
a digital art exhibit using TOOL FACTORY PAINTER, FRESCO and the
MULTIMEDIA V SOFTWARE with their digital cameras. The assignment:
connect photos (new as well as those already stored in the database)
to a story or poem created on TOOL FACTORY WORD PROCESSOR to be
displayed in the all-purpose room, at a special showing for parents
and auctioned off as part of the school’s fundraising program.
Phase III (5th Grade)
As Fifth graders, now having already gained confidence as writers,
photographers, photojournalists and artists, students will develop
their technological skills even further by using the TOOL FACTORY
HOME PAGE templates to build an all-school access website. Here
they will incorporate clip art, animation and drop down that both
students and teachers can use as picture prompts to launch an
assortment of writing projects. Those truly interested or so inspired
can also use TOOL FACTORY SOFTWARE to create multicultural and
diverse compositions of music to add on to photography and text.
DURATION OF THE PROJECT
This is designed as a looping three-year project in cycles with
the same students. Each year it will begin again with a new third
grade, as the tasks for fourth and fifth graders become increasingly
complex.
NUMBER OF STUDENTS INVOLVED
The number of students in my 3rd, 4th and 5th grade classes each
year ranges from six (6) to ten (10) in each class, for a total
of eighteen to thirty students each year. Since this is a progressive
project, the total number of students involved each year will
increase as I continue to introduce the project to each new third
grade while still working with 4th and 5th graders. After the
first year, the total number of students in the cycle will range
from twenty-four (24) and forty (40).
PROJECT TIMELINE
Grade Three: Meeting three times a week for forty-five minutes
October-June
• Month 1 (October) Model demonstrations and guide the use
of the digital cameras’ basic functions.
• Months 2 -3 (November-December) Guide collaborative and
independent pictures taken in and around the school setting- “daily
life” related in guided reading and writing lessons.
• Months 3-6 (December-March) Connect pictures to writing
mini-lessons taught in small group setting using their writing
journals and YOUNG WRITER’S WORKSHOP software. Third grade
students get started working through the writing process and learning
to plan, write, revise, edit, proofread and publish different
forms of poetry such as diamante, haiku ,etc. Then they will develop
their writing for personal, expository, report, persuasive, descriptive
and narrative essays and publish these writings and more creative
forms of writing such as plays, informational, cartoons, anecdotes,
parodies, travelogues, etc. and save them in TOOL FACTORY WORD
PROCESSOR.
• Months 7-9 (April-June) Students will create a database
using TOOL FACTORY DATABASE to place their digital pictures in
subcategories.
Grade Four: Meeting four days a week for forty-five minutes October-June
• Month 1 (October) Review functions and basic capabilities
of our OLYMPUS DIGITAL CAMERAS.
• Months 2-3 (November-December) Guide collaborative and
independent pictures taken in and around the school setting to
an extension within our community to include family and friends.
We will participate in small group interactive community field
trips to the local park, supermarket and another school to take
pictures of living and nonliving images, paying close attention
to details that are normal and abnormal. They will then return
to school and begin to sort through and decipher their pictures
to add to their previous year’s files within the TOOL FACTORY
DATABASE.
• Months 3-6 (December-March) Each student will log in a
short summary within TOOL FACTORY WORD PROCESSOR and receive a
notebook as their digital photo journal, to record their initial
emotions, relating the picture to text, to self and/or to the
world (picture to text/picture to self/picture to world connection).
Teacher will also create high order thinking comprehension questions
for picture prompt writing. Students will be involved in the creation
of comprehension questioning and their own rubric using the TOOL
FACTORY SPREADSHEET. Pictures, questions and rubrics will then
be printed out and placed in the photo journal (large 3 hole binder)
in plastic sheet protectors with tagged numbers to be used as
a reference within the school library for all students and teachers
within the school.
• Months 7-9 (April-June) The TOOL FACTORY SPREADSHEET will
also be used to create descriptive information notes, audio and
word bank collections for all the pictures and videos, and become
a great resource to track the input and output of pictures taken
and used. YOUNG WRITER’S WORKSHOP will be used with The MULTIMEDIA
V to animate creative writing within the curriculum writing program.
The paint programs will be used to enhances the details and characteristics
of a picture for those who may use a cartoon/animated approach
to picture prompted writing. The FRESCO program will be integrated
for use by the visual learners, more easily prompted by multi-dimensional
real life view of a picture.
Grade Five: Meeting four/five times a week for forty-five minutes
October-June
• Month 1 (October) Review basic and advanced functions
of the digital camera and the associated software.
• Months 2 -3 (November-December) Students will be introduced
to the basics of setting up a website using the TOOL FACTORY HOME
PAGE software. They will learn how to set up their published work
directly on the internet to be shared within the school and on
the internet highway.
• Months 3-6 (December-March) Students will develop their
technological skills and use the TOOL FACTORY HOMEPAGE to build
a website for all school access, so students and teachers can
use the TOOL FACTORY HOME PAGE school templates for picture prompt
writing. They will incorporate clip art, animation and drop down,
and use tool factory software to create multicultural and diverse
compositions of music to add on to photography and text
• Months 7-9 (April-June) Fourth and fifth graders will work
collaboratively with me, the art teacher and librarian to create
a digital art exhibit using TOOL FACTORY PAINTER, FRESCO and The
MULTIMEDIA V SOFTWARE with their digital cameras to connect their
photos to a story or poem using TOOL FACTORY WORD PROCESSOR and
YOUNG WRITER’S WORKSHOP to create video shorts in English,
French, German and Spanish. These will be displayed in the all-purpose
room and auctioned off for school fundraising.
STAFFING
The students will begin the three-year cycle with me as the Basic
Skills teacher and my paraprofessional as an assistant. During
their second and third years with the project (as fourth and fifth
graders), we will have the assistance of: the classroom teachers
to correlate my language arts mini-lesson to their whole group
classroom instruction; the librarian to help us research and access
of the computer lab; the art teacher to dramatize our artistic
views; and the PTA to plan the components of our art auction school
fundraiser.
ALIGNMENT WITH CORE CURRICULUM STANDARDS
Language Arts
Reading
A. Concepts About Print
B. Phonological Awareness (includes phonemic awareness)
C. Decoding and Word Recognition
D. Fluency
E. Reading Strategies (before, during, and after reading)
F. Vocabulary and Concept Development
G. Comprehension Skills and Response to Text
Writing
A. Writing as a Process (prewriting, drafting, revising, editing,
post writing)
B. Writing as a Product (resulting in a formal product or publication)
C. Mechanics, Spelling, and Handwriting
D. Writing Forms, Audiences, and Purposes (exploring a variety
of forms)
Speaking
A. Discussion
B. Questioning (Inquiry) and Contributing
C. Word Choice
D. Oral Presentation
View and Media Literacy
A. Constructing Meaning from Media
B. Visual and Verbal Messages
C. Living with Media
Technology Strands
Computer and Information literacy
A. Basic Computer Skills and Tools
Keyboarding
Word processing
Internet usage
Spreadsheets
Database concepts and usage
Publications and presentations
B. Application of Productivity Tools
Social Aspects
Information Access and Research
Problem Solving
Technology Education
A. Nature and Impact of Technology
B. Design Process and Impact Assessment
C. Systems in the Designed World
Social Studies Strands
Skills
A. Critical Thinking
B. Self-Management
C. Interpersonal Communication
D. Character Development and Ethics
Civics
A. Civic Life, Politics, and Government
B. American Values and Principles
C. The Constitution and American Democracy
D. Citizenship
E. International Education: Global Challenges, Cultures, and Connection
World Languages Strands
Communication
A. Interpretive Mode (understanding and interpretation of spoken
or written communication)
B. Interpersonal Mode (direct spoken and written communication)
C. Presentational Mode (spoken and written communication for an
audience)
Mathematics Strands
Mathematical Processes
A. Problem Solving
B. Communication
C. Connections
D. Reasoning
E. Representations
F. Technology
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• 1 Young Writer’s Workshop Software ($69.95 each) $69.95
Use for third-fifth graders working with the writing process to
develop fictional and non-fiction pieces of literature.
• 3 512MBxD memory card ($89.95 each) $269.85
Use with all three grades at one time without worrying about
photo memory capabilities.
• 3 Soft Leather Carry Cases ($19.95 each) $59.85
Protective cases to safely carry and store digital cameras
• Funding towards a Basic Skills Class computer $100.35
Total $500.00
Judges' Comments:
"Nice integration
of technology "throughout" the school year."
Score: 4.30 out
of 5.00
Jane Carr, Broughal Middle School
125 West Packer St., Bethlehem, PA 18015, 610-866-5041 jtcarr@bethsd.org
LESSON TITLE: A
Computer, A Camera, and Me
Each year I teach multimedia to approximately 450 students in
grades 6 through 8. Students explore aeronautics and the weather
in grade 6, learn about mitosis and geographical online interface
systems in grade 7, and discover the impact of technology as it
relates to music, cell phones, video games, or automobiles in
grade 8. In each of these classes students creatively design graphics
or use photos that enhance slideshows related to their project
that they ultimately present in class.
In grade 6 students created paper rockets and flew them in class.
Students would use the cameras in the following ways: to build
an image database of completed rockets that would be accessible
to all sixth grade students: to take pictures as they built their
rockets which would be used to explain the steps they followed
to construct their rockets; to photograph the sky as they learn
about cloud cover, temperature, and other weather-related phenomena.
Students will use the Tool Factory Workshop to chart and graph
the flight of their paper rockets. Students will also use Multimedia
Lab V to create a photomontage of their weather images. Students
will enhance their projects as they design a cover page for their
presentation using Whole Class Fresco.
Students would use Tool Factory Home Page to showcase their projects
on a rotational basis on my website. Parents would be able to
view student work online.
In grade 7 students would have access to an image database containing
photographs of various buildings and significant locations in
Bethlehem.
They would use Tool Factory Workshop to create an interactive
map that shows the Bethlehem Area. Students would first use Google
Earth to capture an image of the Bethlehem Area. They would next
bring that image into the Tool Factory Workshop where they would
also include images of various buildings in Bethlehem. When a
button is pressed the map would zoom to the building where a brief
description would also be provided
Students in grade 7 would also use Whole Class Fresco to customize
images used in their animation of mitosis. The animation of mitosis
would be done using the Tool Factory Workshop. Since the mitosis
unit also involves creating web pages the Tool Factory Home Page
would be used to help students increase their basic understanding
of the development of web pages.
In grade 8 students explore technology and its impact on video
games, the automobile, cell phones, or music. Students use the
Internet to collect pictures and acquire knowledge that is used
on their web pages, slideshow, and movies. Students would use
the camera to photograph objects that they would import into their
projects. Students would also use the Tool factory Workshop to
animate a timeline on important dates related to their topic.
The Whole Class Fresco would be used to create artistic designs
used in presentations.
Students in all three grades would greatly benefit from the hands-on
learning. Students would learn about photography and how to take
a
quality picture. They would learn how to operate a camera and
take advantage of the panoramic and superscript features. The
Whole Class Fresco software would improve student understanding
of graphic art and design concepts, and improve the overall presentation
of the projects. The Tool Factory Workshop would be used to animate
the flight of a paper rocket, illustrate the phases of mitosis,
build an interactive map of Bethlehem, and animate a timeline
related to important technological dates.
By using the Tool Factory Home Page students will upload projects
to my website which can be viewed by parents and friends.
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3 Olympus AA battery chargers $125.00
3 512 MB xD cards $275.00
Camera Cases 3 $15.00 $45.00
DVDs - $55.00
Total - $500.00
Score: 4.28 out
of 5.00
Tanya Bunch, Carter High School
210 N. Carter School Road, Strawberry Plains, TN 37971, 865-933-3434
buncht1@k12tn.net
LESSON TITLE: It's
Not Easy Being Green (or Doing Chemistry)
I work in a rural high school, which also pulls from a small inner-city
section. Our school has a large problem with attendance, as well
as graduation rates. One of the primary areas that kids seem to
fall behind in are the sciences, as they are taught in a progressive
manner. There is usually very little connection between subsequent
courses that helps the student tie it all together with previous
learning.
This grant proposal will be written in 2 sections, the first
centered around “It’s Not Easy Being Green,” and
how the grant will be used for that goal. The second part will
focus on “It’s Not Easy . . .Doing Chemistry,”
and how the grant will help with that aspect.
It’s Not Easy Being Green
I have been privileged to teach a variety of science courses at
the school, with an even larger variety of students and ability
levels. In the last year, I have experimented with an environmental
theme to all of the courses I have taught, from physical science,
to chemistry, to life science. Each scientific discipline can
be applied to the world around us, which has given me a common
thread to the courses I have taught, something for the students
to use to tie things together.
I taught 4 Freshman Physical Science classes last year, and brought
in many environmental applications. What I found as I tried to
do this is that I had to create a lot of my own labs and activities
that would bring in the physical science concepts from the required
curriculum, as well as meet the vast variety of learning levels
and capabilities I had with students. There was very little out
there to draw from, without having to make a lot of modifications.
Even then, my modifications weren’t perfect, and have been
changed many times as we have repeated things. But the most important
thing I found out was that MY KIDS LOVED IT!!!
We are fortunate to have a stream adjacent to the school, which
became our outdoor classroom. We used it to study the speed of
a rubber duck, the flow rate of water, the properties of water
at different temperatures and depths, the chemical properties
of a stream, and much, much, more. Gone was that dreaded question
“How am I ever going to use this in the real world?”
And this class has a state final, one which all but 2 of my students
passed, and I am convinced the applications of their knowledge
had much to do with this pass rate.
I had many of these students back this year, this time for Life
Science. The first question I was asked by these returning students
was “when are we going back to the stream?” It had made
an impression on many of them, and was something I could build
new material on this year. Many of the students taking life science
are lower level learners, have discipline or attendance problems,
or have not been able to apply themselves enough to move beyond
this course. I can’t say that I succeeded in every student
passing the course, but what I did do was increase their interest
and some motivation. I had 3 students who told me on day one they
weren’t doing any work and were told by probation officers
they could just sit there. And they didn’t do anything, except
on the days when we were doing our environmental work. They were
some of the most excited and hard-working students on those days.
They were even among the first to have in their permission slips
to do the stream work, and would ask when we were going to do
that again.
What does this have to do with digital photography and this grant?
EVERYTHING! Like I said, I found myself very much alone in adapting
applicable environmental activities to the types of students and
curriculum I had to teach. I also found other teachers who were
also interested in trying to do the same types of things, who
I would share my work with. I am very fortunate in that I have
been a real-world chemist, and have experience creating lab procedures,
as well as having an environmental background and passion. I also
have a very supportive administrator, who has given me time and
resources to develop what I have so far. But it still has a long
way to go.
#1 – The Cameras
As the project title says, it’s not easy being green. Green
is a word used to associate things with the environment, something
I am trying to do. The students will be given the procedures that
have been modified to this point. They will break up into groups,
with each group receiving a camera. They will take pictures of
every step they perform of the procedures. They will also make
notes on what they did that may have more “student-friendly”
wording than I had. One group will use the video function on the
camera to video tape the entire lab. This will be done for each
different course I teach, as each one has different activities
they will do that reflect that course’s curriculum. During
all of these activities, the teacher will also take pictures of
the students performing these activities. Then we will go to step
#2 below.
#2 – Tool Factory:
All pictures and video will be imported into Tool Factory. From
there we will do the following things for the environmental labs:
1. Using Tool Factory Word Processor, pictures of each lab step
will be edited to make sure they show what is needed for that
particular lab. All pictures will be added to Tool Factory Database.
This will allow the work to be used by anyone else if something
goes wrong with their own work, as well as to give teacher access
to things for creating lab related exams.
2. Again using Tool Factory Word Processor, text will be added
to go with the picture explaining what is to be done, including
any changes the students feel needs to be made to make it easier
for other students to understand.
3. Tool Factory Painter will be used with Tool Factory Word Processor
to add any other elements needed for writing up the new lab procedures.
4. Tool Factory Database will be used to handle any data they
collect in these labs, and to graph that information. Then Tool
Factory Word Processor will be used to write up a formal lab report.
5. Using a combination of Tool Factory Database and Tool Factory
Word Processor, the video will be edited, and a script of what’s
going on will be created, to be used by students who may have
missed the lab.
6. For all of the pictures taken by the teacher, they will be
put into Tool Factory Database. Then a combination of Tool Factory
Word Processor / Painter / Bank Manager will be used to create
a multimedia presentation showcasing what the students have done.
This presentation will be shown to parents on parent night, and
can also be emailed home to interested parents using Tool Factory
Emailer.
7. Tool Factory Database will create the final, printable version
of the environmental lab manual.
8. Tool Factory Emailer will be used to send copies of the labs
to other interested teachers when sending a hard copy may not
be sufficient or adequate.
9. All of the Tool Factory software will be used to enhance the
teacher’s web page to be able to showcase what is being done,
and to increase interest and awareness of what is going on.
#3 – The Result:
First and foremost, I want the kids to have fun doing what they’re
doing, and be able to progress in their science understanding.
Adding in taking pictures to what has already been a good thing,
will only make it better.
Second, I want to help students in their success in science.
Oftentimes, it is the lab and activities we do that help solidify
their understanding of concepts, as well as motivate them to participate.
But because of our high absentee rate, there are always students
who miss the lab. Many of these labs are too hard to re-create
at a later date for just a student or 2. This is where the scripted
videos come in. They would be able to watch the videos at a later
time, and virtually participate. This way they don’t completely
miss out on the experience, and hopefully can solidify their understanding.
The long-lasting result will be the environmental lab book that
will be created. It will be compiled from all of the work the
students have done. It will be organized by the different courses,
with a clear description of how each lab ties into the course
curricula. The lab manual will be constructed so that it can be
added to as time goes by. I want it to be the lab manual I was
hoping was out there when I first started, but wasn’t. These
manuals will then be used by future students, to better explain
steps, as wells at to help those who have reading disabilities,
which is a constant struggle in science courses. Once the lab
manual is completed, these will be shared with other interested
teachers within my department, the district, as well as available
on my teacher website. I already have a couple teachers in other
states interested in this when I get it done.
It’s Not Easy . . . Doing Chemistry
As for the chemistry side, our school will be piloting a new chemistry
course that has an environmental / real-world focus. Many of our
students who take chemistry are not going on to college to be
science majors, so do not need some of the theory taught by our
standard chemistry course. They also have a preconceived idea
that chemistry is very hard and they might not make it through.
This course I will be teaching has a real-world component that
will give them the skills that a college wants by having them
take the course, while hopefully promoting that chemistry can
be fun and applicable to the real world. Enter the grant.
#1 – The Digital Cameras:
For chemistry, one group will be given a camera to video the entire
lab. The other cameras will be available for the other groups
to take pictures of what they start and end with, and if there
are any other steps in which they need to document a result. Each
group will be required to submit a lab report, in which they must
include the pictures they took, data, and graphs if applicable.
The teacher will also take pictures of the students performing
their labs. This takes us to #2.
#2 – Tool Factory:
For the chemistry labs, we will do the following:
1. All pictures will be added to Tool Factory Database. This will
allow the work to be used by anyone else if something goes wrong
with their own work, as well as to give teacher access to things
for creating lab related exams.
2. Tool Factory Database will be used to handle any data they
collect in these labs, and to graph that information.
3. Tool Factory Word Processor will be used to write up a formal
lab report, including the pictures, data and graphs.
4. Tool Factory Painter will be used with Tool Factory Word Processor
to add any other elements needed for completingtheir lab reports.
5. Using a combination of Tool Factory Database and Tool Factory
Word Processor, the video will be edited, and a script of what’s
going on will be created, to be used by students who may have
missed the lab. This can also be used in subsequent years as a
preliminary to students doing the labs, to allow them to see what
they will be doing.
6. For all of the pictures taken by the teacher, they will be
put into Tool Factory Database. Then a combination of Tool Factory
Word Processor / Painter / Bank Manager will be used to create
a multimedia presentation showcasing what the students have done.
This presentation will be shown to parents on parent night, as
well as to those who are monitoring how this pilot course is progressing.
This will also be made available on the teacher’s webpage,
using the Tool Factory software.
#3 – The Result:
My main goal in teaching any chemistry class is to get the kids
having so much fun, and seeing how much chemistry plays a role
in their life, that they forget that they thought it was hard
and at least leave the class with a different perspective. I don’t
expect them to love it, but to at least have a more open mind
when they leave than when they started. By taking pictures of
what they do, and then later using those pictures for lab exams
and future presentations, it gives them ownership in their own
education.
Second, I hope to help the absentee problem I have on lab days.
We only have one chemistry lab in our school, so keeping a lab
set-up until all absentees can make it up is sometimes impossible.
This will allow the students to “virtually” participate
if they miss a lab.
As this is a pilot course, documentation of all that we do will
be critical. That is why the teacher will be creating a presentation
showcasing the work the students do. This presentation can then
be shared with other classes, to increase awareness of the course.
It will also be shown to parents parents, administration, and
others who wish to see how this course is progressing.
By bringing digital photography into the chemistry lab, I also
hope to get them to learn more about how important their observations
and data are. It’s not just enough to do it, they must also
be able to explain it. The pictures you can take of reactions
are absolutely amazing, and this can hopefully help the students
in their understanding. And the Tool Factory software sounds amazing,
and could be of great benefit to their whole lab experience.
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1. memory cards for cameras $75
2. rechargeable batteries $40
3. camera cases $45
4. paper for lab manuals $60
5. ink cartridges (extra) $100
6. photo/document printer $180
Score: 4.16 out
of 5.00
Mary Ann Hogan, Floral Street School
57 Floral Street, Shrewsbury, MA 01545, 1-508-841-8720 mhogan@shrewsbury.k12.ma.us
LESSON TITLE:
Give a H.O.O.T. (Hands On Outdoor Technology)
Over the past several years, our school community, made up of
approximately 750 students and more than 40 teachers and administrators,
has developed a nature trail designed as a resource for all students
in grades one to four. Our school developed a relationship with
the Broad Meadow Brook Audubon Sanctuary through a partnership
with its educational leader. This project proposal, “Give
A H.O.O.T.”, is intended to expand usage of the nature trail
by all of our schools’ classes. The goal of the project is
to involve students in learning about and caring for the world
around them and to build student technological competency through
the use of computers, cameras, and TOOL FACTORY software. Throughout
this project, students will use technology to promote their understanding
of the importance of environmental awareness. Our ultimate goal
is to give all our students the gift of environmental and technology
information literacy by providing them with the tools necessary
to succeed in the world today.
Basing our studies on existing curriculum and state learning
standards, students in grade one will focus on Sand, Silt and
Pebbles while students in grade four will parallel and deepen
the focus as they study Rocks and Minerals. Students in grade
two will focus on Changes in the Weather over Time while students
in grade three extend their knowledge of local Trees and the changes
they endure as the seasons come and go. Students from the paired
grade levels (one/four and two/three) will work together to carry
out the various tasks for information gathering and recording.
In this way, a blending of student abilities will enrich each
student’s learning experience.
Documenting research with photos using DIGITAL CAMERAS: Student
partners will photograph specified plants, animals and minerals
along the nature trail.
Students will be visiting the nature trail to document the changes
that occur throughout the four seasons in New England. Each grade
level will focus on an area that is represented in their curriculum.
Observations and recordings using the digital cameras will be
brought from the nature trail into the classroom to discuss the
findings and incorporate them into curricular studies. For example
the second grade will study the changes in weather over time documenting
findings through pictures of a particular area on the nature trail
such as the stream area identifying the effects weather has on
that area. Through the use of pictures and recording sheets children
will include documentation of the season and number of daylight
hours along with the weather and temperature of the day. By keeping
a journal of their observations, the children will then begin
to see the natural progression of the seasonal changes. The planned
hands on activities allow the students to be responsible for their
own learning. Using an inquiry based learning approach, promotes
discovery and builds multiple connections to other areas of the
curriculum. Setting expectations for a high level of student involvement
motivates their natural curiosity to ask questions, make predictions,
and seek answers.
The teachers will also document events as students work through
the various phases of the grant implementation process. The teacher
created photo series will be used as a professional development
opportunity offered through a workshop in the spring of the following
year. The workshop will include a presentation on how to use Olympus
Digital Cameras, how to teach students to use and care for Olympus
Digital Cameras using “Digital Camera Basics” workbooks,
and how to incorporate digital cameras transparently into all
areas of the curriculum.
Note: Although each of the pieces of software is listed as separate
entities, please be aware that multiple tools are frequently utilized
simultaneously for optimal student learning.
Reporting results using TOOL FACTORY WORD PROCESSING: Students
will write about their findings and reflect on the photos they
take throughout the year. A field guide will be expanded to include
digital photos and descriptions of points of interest along the
trail as well as the naturally occurring changes in the weather.
Students will:
Follow agreed-upon rules for class discussion
Recognize the features of a sentence and a paragraph
Give oral presentations about personal experiences using clear
enunciation and adequate volume
Identify appropriate end marks (periods, question marks)
Identify correct capitalization for names, places, and dates
Distinguish cause from effect
Identify correct mechanics (punctuation, capitalization), usage,
and sentence structure
Form questions about a text and locate facts that answer the reader’s
questions
Give oral presentations about experiences or interests using proper
eye contact, pace, volume, and clear pronunciation
Information gathering and organizing using the TOOL FACTORY DATABASE:
Students will enter collected information and photos into the
database along with information researched on the Internet. A
study over time reference guide will be started for students and
teachers to reflect. One example would be the recordings on a
specific tree and the annual growth that occurs horizontally and
vertically. The weather for the year will also be documented and
discussed as to its effect on the growth of the tree.
Students will understand:
How the properties of pebbles, sand and silt make them unique
That rocks and soil are found on the earth’s surface.
Understand the ways that we measure time (hours, days, weeks,
months, seasons)
The weather changes from season to season
How the sun affects weather and life on earth
How air affects weather
Use mental math to add and subtract whole numbers to 20
Understand and use common fractions (1/2, 1/3, 1/4) as parts of
wholes, parts of groups and numbers on a number line
Using a ruler, measure to the nearest half inch and centimeter
How the structure of a tree (a living thing) enables it to survive
in its environment
That trees go through predictable life cycles
The properties of rocks and minerals
How rocks and minerals are formed
The needs of plants and animals for survival
Reflecting on and illustrating their observations using the TOOL
FACTORY PAINTER: Students will illustrate their written observations
of plants, animals, and minerals found along the nature trail.
This will be used as an assessment tool to measure student understanding
of the concepts studied. It will be also used as a culminating
activity to create a collage of student work documenting the changes
that occurred in each season in New England.
Recording temperature changes and precipitation amounts over
time using the TOOL FACTORY SPREADSHEET: Students will record
temperature changes and precipitation amounts and show the results
with tables and graphs. Grade Three records this data as part
of a daily activity incorporated in to the Math program. They
will then display the graphs and tables in the classrooms and
share them as part of their scientific findings.
Students will:
Use mental math to add and subtract whole numbers to 20
Compare length, weight, area, and volume of two or more objects
by using direct comparison
Using a ruler, measure to the nearest half inch and centimeter
Identify time to the minute on analog and digital locks using
a.m. and p.m. Compute elapsed time less than one hour using a
clock and a calendar.
Construct draw conclusions, and make predictions from various
representations of data sets, including tables, bar graphs, pictographs,
line plots, and tallies.
Match representations of data (lists, graphs, tables) with the
actual set of data.
Estimate and find area and perimeter.
Sharing their information with the community and the world using
TOOL FACTORY HOME PAGE. Working in groups or partners, students
will create web pages to display their findings. They will share
their information with the school community and the world by posting
their pages on the school web site. Links will be created from
the Floral Street Elementary School Nature Trail Map to student
documentation of points of interest. The link will include a photo
and description of the point of interest.
Extension, Follow up and Culminating activities:
1.) Present workshop to parents with assistance from local experts:
Backyard landscaping using native species vs. invasive species
2.) Expand Nature Trail Tour Guide titled “Watchers Of The
Woods” for community members.
3.) Participate in Biodiversity Days
4.) Enhance a wall of the school with four large Frescos or Collages.
Using photos taken during their studies and illustrations from
observations, each Fresco or Collage will illustrate one of the
four seasons: Fall, Winter, Spring and Summer. This will be a
joint effort of the classes and the art teacher.
5.) Apply for certification from the National Wildlife Federation
to recognize our schoolyard as a preserved habitat for native
species.
6.) Extend the virtual tour of the nature trail with photos and
collected data.
7.) Exchange information with nearby Audubon Sanctuary organizations.
8.) Hold fundraising event to allow for expansion of the nature
trail and continuation of support for purchasing additional technology
for expansion of the program. Olympus Digital Cameras will be
used for a fundraiser to create and sell notecards featuring original
student photography captured along the Nature Trail at Floral
Street Elementary School.
9.) Use of email, iChat, and iSight to communicate with experts
and other classrooms and schools in search of answers to their
questions.
10.) Share their new knowledge and expertise with a “sister”
school that has the potential to create a nature trail within
the bounds of their schoolyard, including professional development
for teachers utilizing TOOL FACTORY software and OLYMPUS digital
cameras.
11.) Create Podcasts for the web pages to share information in
auditory format.
12.) Develop a collection of leafs, plants, or soil samples to
create a classroom museum.
Resource Links:
Floral Nature Trail -- http://www.shrewsbury-ma.gov/schools/Floral/NatureTrail.html
Floral School Curriculum -- http://www.shrewsbury-ma.gov/schools/Floral/index.asp
MA State Curriculum Frameworks -- http://www.doe.mass.edu/frameworks/current.html
Technology Standards -- http://search.doe.mass.edu/default.asp?q=technology+standards
National Technology Standards -- http://cnets.iste.org/
Biodiversity Day Website -- http://www.biodiv.org/programmes/outreach/awareness/biodiv-day.shtml
Animal games -- http://www.kidscom.com/games/animal/animal.html
Animal songs -- http://songsforteaching.com/animalsongs.htm
Animal tracks -- http://funschool.kaboose.com/formula-fusion/animal-adventure/games/game_animal_safari.html
Children’s songs -- http://www.niehs.nih.gov/kids/musica.htm
Springtime song -- http://www.mrsjonesroom.com/songs/spring.html
Birds fly -- http://www.mrsjonesroom.com/songs/birds.html
The Plant Part Song -- http://www.mrsjonesroom.com/songs/plantparts.html
Predator/Prey game -- http://www.bbc.co.uk/nature/animals/mammals/challenges/
Animal Games -- http://www.kidscom.com/games/animal/animal.html
Wild Animal Games -- http://www.kidsplanet.org/games/
Fin, Fur and Feather Bureau Game -- http://www.fffbi.com/
Earth Day Games -- http://resources.kaboose.com/games/earthday.html
San Diego Zoo Games -- http://www.sandiegozoo.org/kids/games/index.html
Ranger Rick from National WildLife Federation -- http://www.nwf.org/kidzone/kzPage.cfm?siteId=3&departmentId=77
FirstGov for Kids -- http://www.kids.gov/k_plants.htm
Plants for kids -- http://www.kathimitchell.com/plants.html
Backyard Laboratory -- http://familyfun.go.com/parenting/learn/activities/feature/famf57nature/famf57nature3.html
Note: Two additional Olympus Digital Cameras will be purchased
through an existing school grant in order to carry out the planned
outdoor photography activities. Five cameras will be needed to
equip five groups of students while they observe, discover and
capture moments in time on the nature trail.
--------------------------------------------------------------------------------
Budget Total: $500
Neoprene Soft Case for Stylus and FE Series 5 @ $14.95 + shipping
Total: $84.75
USBxD Olympus Picture Card Reader/Writer Micro Drive 2 @ $19.95
Total: $$39.90
256 Olympus MB XxD Card 5 @ 24.99 Total: $124.95
Audiovox 8 mile 2 Way Radio Twin Pack 3 @ $34.95 Total $104.85
(contact between the various groups in addition to adult supervision
is important to ensure student safety on the trail as well as
offer access to one another as they observe changes and carry
out their assigned tasks.)
Materials for photograph note cards (fund raiser) Total: $145.55
Score: 3.95 out
of 5.00
Wen Wang, Clear Creek High School
540 Mannington Ln., League City, TX 77573, 832-287-2988 wwang@ccisd.net
LESSON TITLE:
Learn Chinese and Discover China
I. Rationale of the project
I am a high school teacher of Chinese language and culture. The
Chinese language and culture program in our school started about
8 years ago but it has never been a full time program. So far
I have only 68 students enrolled in my four classes which include
Chinese level I-IV and AP Chinese. ( But I am a full time certified
teacher).Although the number of enrollment has been growing, (almost
doubled since I took the position two years ago), I feel that
the students, together with the whole community, hasn’t realized
the potential benefits of mastering Chinese as a foreign language
in the future .
As a matter of fact, Chinese-language programs are gaining popularity
across the United States. With China quickly becoming a superpower,
more and more schools are implementing programs to help students
compete in a global world.
According to a Princeton University study, enrollment in Chinese
classes at the K-12 level in the United States grew 65 percent,
from 14,490 to 23,850, from 1997 to 2002.
President Bush is expected to announce a large increase in funding
for the study of foreign languages considered critical to national
security such as Arabic, Korean and Chinese. Chinese is one of
the languages greatly needed to compete in this world-is-flat
society.
However, at our campus Course Fair last year, a parent stated
that she believed it would be funny and meaningless to have her
child taking Chinese as a foreign language at high school because
it’s hard and useless. What this parent doesn’t know
is that Chinese is not an easy language to learn, but it is a
language of the future in the states.
As articulated in Standards For Foreign Language Learning, five
goal areas in learning a foreign language are Communication, Culture,
Connections, Comparisons and Communities. Among these five C’s,
communication is at the heart of second language learning. “Knowing
how, when, and why to say what to whom”. It is the ability
to communicate in meaningful and appropriate ways with users of
other languages that is the ultimate goal of today’s foreign
language classroom.
To optimize the opportunity of my students to communicate effectively
in a real-life setting, to gain the first hand knowledge of Chinese
language and culture more meaningful than any conventional lessons
in a school setting, I have decided to develop a Chinese language
and cultural exploration project “Learn Chinese and Discover
China” for my students. I also want to implement this project
to motivate other students to choose Chinese as a foreign language
and to enhance our community awareness of the significance of
learning Chinese. We will present this informative documentary
project to other students, educators, parents and our community,
which include a multimedia presentation, a CD, a website and brochures
for our counselors to pass out to intermediate schools.
This project meets the following standards of Texas Essential
Knowledge and Skills for Language Other Than English (TEKS for
LOTE):
(1) Communication (A) (B) (C)
(2) Culture (A)(B)
(3) Connections(A) (B)
(4) Communities(A) (B)
II. Description of the project
Although only a group of students are going on the summer trip
to China, this project will involve all the students in Chinese
language and culture program and have significant impact on all
the students in our school, all the parents and the whole community
as well.
We are planning to visit Beijing, Shanghai, and Xi’an in
China. We are going to see the Great Wall, Forbidden City in Beijing,
Nan Pu Bridge and Oriental TV tower in Shanghai and the amazing
Terra Cotta Warriors in Xi’an . In addition, we will also
have the opportunity to visit three different types of schools
in China: one public school and one private school in Beijing
or Shanghai, and one school in a remote mountainous area near
Xi’an. My students will use Chinese language to communicate
with Chinese teachers and students! OLYMPUS DIGITAL CAMERAS will
be used to take pictures and video clips when we travel in China.
OLYMPUS DIGITAL CAMERAS will help record and keep lots of our
unique memories! These photos and video clips will be fabulous
core elements of our project.
Project Sequence:
Part I
Data Collection and Organization
Before we take the trip in early June, I will explain this language
and culture exploration project to all my students. All the students
will be provided with a packet of materials which include an overview
of the project, objectives, step by step directions, worksheets,
and evaluation rubrics. The orientation about TOOL FACTORY software
will be given before the trip.
During the 9 day visit in China, students will use OLYMPUS DIGITAL
CAMERAS to record all the activities we have, including sightseeing,
traveling and the interaction with the Chinese students and teachers.
When we came back, I will review the use of TOOL FACTORY software
with all my students before we start the project.
First, the students will be divided into groups to use TOOL FACTORY
DATABASE to organize and categorize all the photos taken in China.
Each group should choose to work on a different theme. (i.e.,
“The Great Wall of China”, “The Modern City-Shanghai”,
“Amazing Terra Cotta Warriors”, “A School in China”,
and etc.). (I will ensure that each group has at least one member
who has been on the trip to China.) TOOL FACTORY SPREADSHEET will
be used to chart and document all the activities during the visit
in China. TOOL FACTORY SPREADSHEET’s fantastic charting and
graphing feature will create wonderful elements to the project
and the complex 3D graphs with colorful backgrounds will highlight
our exciting and memorable moments of the trip!
Next, TOOL FACTORY WORD PROCESSOR will serve as a perfect tool
to create the text for the project. Students will also learn how
to manipulate photos using WHOLE CLASS FRESCO to create special
effects for some of the photos used for the presentation as well
as for the website.
TOOL FACTORY WORD PROCESSOR and TOOL FACTORY SPREADSHEET will
also be used to create brochures about Chinese language and culture.
I will need these brochures for our annual campus Course Fair
and for our counselors to pass out to the intermediate schools.
Part II
Multimedia Presentation
When all groups have completed their thematic projects, students
will work together using MULTIMEDIA LAB V to combine them together
into a well organized and structured multimedia presentation.
The presentation will have five major parts : 1. Introduction
of China Today 2. Overview of the summer trip 3. Exciting travel
experiences 4. Enter into Chinese schools 5. We can speak Chinese!
This presentation will be burned on CDs.
Each group will be responsible to orally present one part of the
multimedia presentation and will take turns to present. After
we successfully did the presentation in class, I will send invitation
letters to all the parents to attend our multimedia presentation
which is open to the whole school. The presentation will be recorded
using OLYMPUS DIGITAL CAMERA’S video clipping function. Pictures
will be taken with OLYMPUS DIGITAL CAMERAS as well. When the presentation
is over, each parent will be given a CD to keep.
I will also work with our district foreign language coordinator
to seek the opportunity for our students to go to elementary and
intermediate schools to do the presentation. That will be a very
educational learning experience for our elementary and intermediate
school students.
Meanwhile, students will use Olympus photo printer to produce
some colorful photos to share with their families and friends.
These photos will also be displayed at the presentations. We will
even try to submit some of our photos to our local newspaper and
select some masterpieces to enter a photo contest sponsored by
National Geographic magazine!
Part III
Website “Learn Chinese and Discover China”
To have a long lasting educational impact and to make this project
more accessible for students, parents and our community, we will
create a website to promote our Chinese language and culture program.
Students will use TOOL FACTORY HOME PAGE to design and create
a very informative website. Our multimedia presentation will be
integrated on the website. Additionally, the website will provide
not only the travel information, such as the most interesting
places to visit in China, but also the current education trend
in china. The cultural exchange activities and the interaction
between our students and the Chinese students will be presented.
What’s more important, during our trip, we will establish
a sister ship relation with one of the schools we visit. The related
information will be provided on this website as well.
There is a wonderful online epal program which allows live communication
between students all over the world. Their newly developed English
and Chinese language portal will be a wonderful learning tool
for my Chinese learning students since it allows interactive online
English-Chinese or Chinese-English communication.( Detailed information
at http://www.epals.com/projects/chinaportal/ ) I will utilize
this portal to help my students to communicate and practice using
Chinese on a daily basis.
Using MULTIMEDIA LAB V will make it much easier to integrate this
online epal program into our website. Students will also use THE
INCREDIBLE EMAILER to send email messages to their epals in China.
To make this website more interesting and educational to all
age groups, students will use TOOL FACTORY MULTIMEDIA LAB V to
design some fun and educational games. The games will focus on
promoting Chinese language and culture, Chinese history and current
events as well. For instance, we can design some matching games
on the facts about Chinese language, culture and history for lower
level students. Some Jeopardy games for higher level students
and adults. We will add in new games as time goes on.
We will maintain and update this website using MULTIMEDIA LAB
V and TOOL FACTORY HOMEPAGE. So this is not just a one time fun
project, it’s definitely going to be a long term education
program to benefit all the people in our community.
This project promotes discovery learning and philosophy of learning
a foreign language ( The five C’s of foreign language education).
It challenges students in multidisciplinary areas on creative
thinking, problem solving, organizational skills and teamwork.
At the same time it will be a great opportunity to boost my students’
motivation to learn Chinese and have an incredible impact on our
community.
III. Project Outcomes:
° Students will gain first hand knowledge about Chinese language
and culture.
° Students will gain skills in reading, writing, and listening
throughout the project.
° Students will learn how to use a digital camera.
° Students will learn how to create special effects for the
photos.
° Students will gain experience using a variety of software
programs which will enhance communication skills necessary for
success in our technology driven world.
° Students will learn how to share information and showcase
their work.
° Students will learn how to design and create a website.
° Students will learn how to be team players.
° Students will communicate using Chinese in real life and
electronic world.
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Budget:
Memory cards $100
CDs $100
Paper and graphic paper $35
Ink Cartridges $110(2 color ink cartridges and 2 black ink cartridges)
Olympus P-11 Digital Photo Printer $150
Postage: $20
Total: $515
Read
the applications of the 5 grand prize winners.
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