Web 2. 0 Tools and the ISTE standards

[Anne Wall]

If you have lesson ideas for using Web 2.0 tools and the new ISTE standards for students, please post them here.

[Joanna Humphrey]

Activity: Making a Kid-Friendly Constitution
Research and Information Fluency

Description
Students will gain a greater understanding of the amendments to the Constitution by researching them and synthesizing the amendments into kid-friendly language.

URL of the Web 2.0 tool you selected for use with this activity:
http://pbwiki.com/

Rationale for using this Web 2.0 tool with this activity:
By having students contribute to a wiki, learning becomes dynamic—they can add and edit information as they learn and collaborate with each other.

[Anne Wall]

Hi Joanna,
Would you include the url of the lesson itself? Thanks!

[Joanna Humphrey]

The original URL of this lesson is:
http://www.educationworld.com/a_lesson/00-2/lp2052.shtml

[Kristan L. Bland]

Kid Pix and Goldilocks

Overview: Students use Kid Pix to illustrate Goldilocks and the Three Bears (a culminating activity for a unit on fairy tales and Kid Pix).

Goals: Children will create a class big book of their own version of Goldilocks. Children will use Kid Pix to illustrate each page of the book.

Objectives:

Children will use brainstorming, editing, and revision to write their versions of the story.
Children will use Kid Pix to create pictures to illustrate each page of the story.
Children will use the tools of the Kid Pix program- stamps, lines, squares, color, fill, etc. Concepts of big, medium, and small will also be covered. They will use the shift and option keys to enlarge the stamp pictures for their illustrations.

Materials:
 many versions of Goldilocks
 Kid Pix
 laminating machine
 book binder
 chart paper

Procedure: Children are gathered as a whole class and plan their version of the story. The teacher writes their ideas on chart paper. These ideas are then written into story format, revised and edited as a whole class. The story is broken into pages, and each child (or pair) is given a page to illustrate. They are encouraged to use as many of the tools in Kid Pix as they can to create their pages (including the shift and shift/option keys to make the different sized objects needed for the tale).

Assessment: The big book is then shared with each child's family. Each family is encouraged to write back to the class commenting on the super job they did.


URL of the Web 2.0 tool you selected for use with this activity:
http://www.learningcompany.com/jump.jsp?&icmpid=TKPHR1_KidPix4&...

Rationale for using this Web 2.0 tool with this activity:

The children’s software, KidPix is an online tool used to incorporate a student’s imagination into their learning. The tool is suitable for students in grades K-8. The tool is not free, but its purchase price is only $9.99 for the KidPix Deluxe (newest edition). With this tool, students can create multimedia art that comes with sounds, graphics, 3D effects, and animation. The tool gives students several different options when it comes to formatting their art. They are able to draw and paint colorful images to create amazing 3D effects, produce a moving slideshow with sound, and even create a digital storybook with original animations from a multimedia movie. Students even have the opportunity to create their own comic book with hundreds of graphics that they can move, shrink, and enlarge. In my standards-based activity, students are using the writing process to formulate their own ending to a story. They will brainstorm ideas with one another, edit their drafts, and revise their final copies. When finished, students will have the opportunity to use this web tool in order to create several illustrations that will go with their classroom story. Students are given the opportunity to create their own illustrated page using this web tool. After all pages have been completed and printed, the teacher assembles a classroom “big book” to display for classroom visitors or parents.

[Lorrie]

Great idea Kristan. Pictures really engage the children and it can make a lesson so much more fun! :)

[Lynette Renee' Miller]

Activity 2 -Trading Cards

Creativity and Innovation
Curriculum Standard addressed –
5.2.08 Write frequently across all content areas.
a. Produce a variety of creative works utilizing knowledge from the content areas (e.g., journals, letters to the editor, historical fiction).
b. Compose and respond to original questions and/or problems from all content areas.
c. Explain procedures used to solve problems encountered in content areas (e.g., science experiments, math problems, map and globe activities).
d. Investigate content specific topics to gather information and write.
e. Use experiences from the arts to write creatively and expressively.

Age level of students – Grade 5

Description of lesson – Students create and invent trading cards. Students will use the Internet and locate information about inventors from specific sites. Students will be provided a trading card template to create their trading card. I will then organize the students into teams in groups of four and have them play The Trading Card Game.

URL where the lesson was found -
http://www.education-world.com/a_lesson/01-1/lp240_03.shtml

Summary – Students will construct trading cards with their knowledge of inventors. They will use creative thinking to develop an innovative product (card). They will create an original work as a means of expression to later be presented to the group. They will apply existing knowledge of trading cards in creating their own. The strength of the lesson will be student engagement. Students will be learning and working with information obtained about inventors and their products. A way to change the lesson would be to modify it using famous people in history related to fifth grade standards. Links would have to be provided but it can be modified to include their contributions.

URL of the Web 2.0 tool you selected for use with this activity:
http://bighugelabs.com/flickr/

Rationale for using this Web 2.0 tool with this activity:
In this lesson, students are creating trading cards. This site provides students a template to create trading cards. Instead of drawing pictures of inventors, students can search the Internet for pictures of inventors and transport them into a card. It will print like an authentic trading card, which connects the assignment with real life trading cards they can purchase in a store. This site also provides other activities, can they use the trading card portion, the students could expand this lesson into creating a magazine cover, movie poster, or other creative representations of their research. Students can create cards with ease without having to compare their artistic ability to other students.

[Lorrie]

Critical Thinking, Problem Solving, and Decision Making ISTE Standard
Curriculum Standard addressed –
5.2.06 Experience numerous publishing opportunities
Age level of students – 5th grade
Description of lesson – The students will read an article about global warming. As a class we will use the worksheet as a discussion. The students will be broken up into cooperative learning groups each with a job. They will work together to create a Power Point instead of a poster that suggests ways that we can help stop global warming. The groups will share their Power Points at the end of the project.
URL where the lesson was found - http://www.timeforkids.com/TFK/teachers/minilessons/ns/0,28171,1727...
Summary – I chose this lesson because it promotes real-world thinking. Since global warming is a real problem the students will learn ways that they themselves can help. The strengths of this lesson are that it provides a back drop for an important issue and it makes the students think about real-life. It also provides them with more practice using programs such as Power Point. The weaknesses are that the article listed is old and I would have to find more recent information about global warming on the Internet. I would modify it by using the worksheet as a discussion topic for the lesson and instead of a poster, have the students create the Power Point.
Rationale for using this Web 2.0 tool with this activity:
I chose to use a wiki with this assignment after I read about all the other uses for wiki’s. I plan to create a classroom wiki for students to log in to at and away from school to work on group assignments and add to projects. For this particular assignment, I could add various research sites to the wiki and have each student perform their cooperative group job from the wiki. For example, the recorder for the group could look up important facts from the sites and list them there. The reporter could put this information into a more organized text so that the presenter in the group could easily load it into a PowerPoint. If the group had an encourager, then that person could post encouraging comments or ideas for other group’s member. If there was a question asker in the group then that person could ask questions that their own group members or other group member could respond to. In a classroom setting, the question asker would be the only student allowed to speak to the teacher. I could also use my wiki for other subjects and as an alternative to a class website. (The jobs in bold are the jobs that I typically use when working in cooperative groups)

[Andrea Bledsoe]

Activity 1
Are your first graders wiggling and jiggling their teeth? If so, get ready to use those teeth as a springboard to learning! The Tooth Tally Project returns for it's 9th year! The Tooth Tally Project gives teachers a way to integrate a common event in the life of a first grader - losing a tooth - with reading, math, writing, social studies, and technology. Using "lost tooth" data collected in the classroom first graders will practice counting skills and collecting data. They will learn to make and interpret graphs, develop map skills, and communicate through email. It's a wonderful opportunity for children to realize that in spite of many differences children all around the world have many similarities, too

URL where the lesson was found -http://barwellroades.wcpss.net/toothtally/07tooth.html

Summary - I absolutely love this activity. What a great way to get students involved and interested in what is happening to other 1st graders. This activity allows students to write in many areas, make graphs as well as read graphs. I am very excited about participating in this activity next year. I like the idea that the project allows students to communicate with other first grade students. I am note sure how I would modify this lesson, I would incorporate the information that the student gather and collect on graphs on to a bulletin board. I also think that I would take pictures of my toothless students to add to the emails that we send to other first grade students.

http:///www.blogger.com

Rationale for using this Web 2.0 tool with this activity:
A blog is a word that is shortened from the word weblog, it can be viewed to be a sort of online diary. I believe that this activity can be enhanced by using a blog. Students and teachers could create a blog about the teeth that are being lost in there class. Teachers could then share are view the blogs of other first grade classes instead of emailing the information. Blogs could be published by the class as well as shared with others. Pictures as well as graphs and visual representations can be added to blogs for others to view. Teachers who have class websites can add the link to there blog to the class website for parents to also be able to participate in this activity.

[Diane Moses]

Curriculum standard addressed: 3.2 English - The student will choose supporting sentences that best fit content and flow of ideas in a paragraph.
Description of lesson: The students will use kids space to find an artwork by another student to write a story. Students will publish their stories on the site. They will then draw an original picture to add to the site. Students will be able to interact with students in other countries.
URL where is lesson was found: Http://www.kids-space.org/
URL Web 2.0 tool used: http//www.blogger.com
Rationale for using this web 2.0 tool: Students will use a classroom blog to respond to the artwork and stories they have read. Students can expand their knowledge of these countries by using wiki.

[Sara]

Digital Citizenship

Curriculum Standard addressed – The student will understand that living things have changed over time.
Age level of students – 9-10
Description of lesson - Now that students understand what can fossilize, ask them how it fossilizes. They will be directed to How Fossils Form and will be asked to research the fossilization process.
URL where the lesson was found - http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=93
Summary – At this zoomschool link, students will have to navigate through the page to discover how different animals from different regions of the world came to be fossils. Instead of having the students draw a diagram of their findings, I would create a WebQuest, where the students are still paying the role of a paleontologist. The WebQuest will require students to locate, organize, analyze, and evaluate information using the links I provide and use an online field journal to record their data.


URL of the Web 2.0 tool:

http://edublogs.org/

Rationale for using this Web 2.0 tool with this activity:

Instead of using an online journal that only the student can read, the class could create an online blog where they share what they have learned throughout their excavation. Students would have a journal that everyone in the class can read and I think this will also help them feel less intimidated to share than a face to face presentation. I could also instantly provide feedback and track what my students are researching (online teacher observation). Students will also have the opportunity to learn from one another even from home!

[Kat Bailey]

Activity 1 (copy and paste the description of one of the six standards-based activities you selected for Module 4)
Digital Citizenship
“Students will understand the following:
1. While one of the many advantages of the Internet is to make music and art more readily available to the public, the Internet also creates ethical and aesthetic issues for the creative artist.
2. Both displaying and viewing a work of art are dynamic processes that affect the viewer, the artist, and possibly even the work itself.”
The above directly quoted excerpt from the website is a brief summary of the learning objective of the lesson. Students are asked to create and distribute content via the world wide web and experience what artists or other contributors experience when someone alters or fails to document their work as a derivative. Commentary by outside sources is also encouraged. Students gain a first person understanding of Digital Rights Management and can associate that experience with current laws and technologies. Students will also gain technical skill in content creation and distribution."

Ref: http://school.discoveryeducation.com/lessonplans/programs/cyberspace/


URL of the Web 2.0 tool you selected for use with this activity:
http://creativecommons.org/
http://support.creativecommons.org/videos#wwt

Rationale for using this Web 2.0 tool with this activity:
There are three very valuable lessons that can be gleaned by using Creative Commons in conjunction with this lesson plan. Creative Commons teaches basic copyright law, allows students to create copyrighted content, and allows them to search, share, comment, and change the content provided by fellow students or strangers. Strangers may also in turn do the same things to their content to illustrate poignantly how it feels to have personal content used or altered by others.
The lessons concerning copyright law are written in common language, and can help a student better understand the implications of publishing and ownership on the net. A review of the site as an early part of the lesson can create value for the next steps on the website. After students review the copyright information, they can assess their own understanding of the content by ‘tagging’ or assigning a free copyright license to a work of their own. Audio, visual, and text can be walked through a wizard to help them best select the type of copyright most suited for their content. Their content can now be moved to one of the areas to share their content.
The searchable database on the sight serves as a final doorway to true comprehension. Students can search content created by their peers and those outside of their peer group and alter, use their content, or comment on their content. Peers and strangers may alter and comment upon the student’s work in Creative Commons.
Using Creative Commons is a strong experiential lesson.

[Kimberly Ragin]

ISTE Standard: Technology Operations and Concepts

Curriculum Standard addressed – 3.0 Geometry: The student will investigate, model, and apply geometric properties and relationships. / 4.0 Measurement: The student will apply appropriate tools and units of measurement to produce reasonable results.

Age level of students – 9-12th Grade

Description of lesson – This is a tutorial to guide students on the use of Geometer’s Sketchpad, a Key Curriculum Press geometry software.

URL where the lesson was found – www.ettc.net/techfellow/sketch.htm

Summary – This lesson prepares students for future lessons in that they are able to become familiar with the software and can use it appropriately, which fits this ISTE standard. I chose this activity because once students know how to navigate the software effectively, they will have a visual for many Geometry topics and can explore those topics to develop their own conclusions. I like that it provides a picture of the actual icons the students are using in the software. I would modify this lesson by only focusing on the tools we will use in this unit.


URL of the Web 2.0 tool you selected for use with this activity:

http://edublogs.org/

Rationale for using this Web 2.0 tool with this activity: As students use Geometer’s Sketchpad and refer to the tutorial for help, they can also blog to each other and students elsewhere about what works for them and find out what works for others. They can also post questions about the software for others to respond to as well as share successes and frustrations about the software. This would build their communication skills.