What is a Webquest?
A Webquest is an inquiry based lesson that allows students to research and work on the web. Webquests require students to analyze and think critically about the subjects they are being taught. Webquests should contain real-life applications that the students can take out into world. Webquests can be short term (a day or two) or long term (a couple of weeks). Webquests have a certain components, these are: introduction, task/question, process, resources, evaluation, conclusion, and a teacher page. The introduction of the webquest should hook the reader. It sets up the students feelings towards the entire assignment. The task is the most imporatant piece of the webquest. It must be pratical and be set up in a problem solving manner. Most of the time the task can be worded in an open-ended question. The task is essentially what the students must do with the new information they have learned. The process in the next piece of the webquest. This should describe the task in detail. The steps should be scaffolded and you may provide a worksheet for the student to collect data or write information. Each webquest should also have a resources page. This should contain websites, movies, pictures, etc. These should be hyperlinked to the internet. Each Webquest should also have a evaluation page. This should be a rubric that shows the students what they will be graded on. The webquest should end with a conclusion that summarizes what has been learned by completing the webquest. The teacher page is for other teachers to view to see what standard and grade level the Webquest should be used with.
HOW WOULD I USE THE CLONING WEBQUEST?
I would use this webquest in a 5th or 6th grade classroom. If I used it in a 5th grade class I would have the students work with the webquest at the end of our unit on heredity and genetics. The cloning webquest will allow them to think at a higher level and extend it out into the world. One way you could use it in the 6th grade curriculum would be to use it as a current events assignment. In social studies for 6th grade cloning could be part of the current events standard. I plan to use this webquest and will share it with junior high teachers to use as well.
WEBSITES
Monday, December 15, 2008
Wednesday, November 26, 2008
TECHNOLOGY LESSON
TEACHING WITH TECHNOLOGY IN THE CLASSROOM
Kirsten and I decided to create an internet scavenger hunt for our 4th grade class. We thought this would be a great way to engage them. We also wanted to introduce them to researching on the web. We talked to our Cooperating teacher about our idea. She thought it sounded like a wonderful lesson. So we got to work!!
Right away we were caught off guard. The schools computers did not have Microsoft PowerPoint (which was the program we wanted to use with hyperlinks). Our Cooperating teacher told us they had a similar program on the school computers called Keynote. So we decided to try it. We had to mess around with the program for a while to learn how it worked. We had no manuals or anything, so it was discovery learning at its best. My partner Kirsten is so smart, thank heavens she was there to help me.
We finally got everything all worked out and created a Keynote presentation on mountain men with hyperlinks. We were so excited to test this out on our students. But then we ran into a new problem. How were we going to get our presentation on all of the student computers? We talked the tech specialist and she said to use of junk drives and download it to each one. We knew this would be time consuming, but we decided it would be worth it.
That’s when we ran into our next problem……… laptops. The school we worked at only uses mobile labs. We could not get the computers until right before our scheduled time. It ended up taking my partner and our cooperating teacher 25 minutes to get our presentation onto all the student computers. While they worked I explained the assignment and answered any questions the students had. Talk about not being prepared I just sort of babbled on as long as I could.
Finally we had all the students working on the computers when suddenly hands were going up left and right. “TEACHER, TEACHER, TEACHER!!!!” is about all I heard for the next hour. Some students could not pull up the links, some could not find the answer, occasionally a mouse wouldn’t work, etc. I wanted to pull out my hair by the end of it. I mean we planned on 40 minutes for the lesson and it took us over 2 hours by the time we finished. WOW!
The good news is the students learned so much. They loved being able to use the laptops and they loved the scavenger hunt. Our cooperating teacher loved it and said she loved how it engaged all the students. The only statement that sums up the experience for me is “Cant live with technology, but you cant live without it!!!”
Kirsten and I decided to create an internet scavenger hunt for our 4th grade class. We thought this would be a great way to engage them. We also wanted to introduce them to researching on the web. We talked to our Cooperating teacher about our idea. She thought it sounded like a wonderful lesson. So we got to work!!
Right away we were caught off guard. The schools computers did not have Microsoft PowerPoint (which was the program we wanted to use with hyperlinks). Our Cooperating teacher told us they had a similar program on the school computers called Keynote. So we decided to try it. We had to mess around with the program for a while to learn how it worked. We had no manuals or anything, so it was discovery learning at its best. My partner Kirsten is so smart, thank heavens she was there to help me.
We finally got everything all worked out and created a Keynote presentation on mountain men with hyperlinks. We were so excited to test this out on our students. But then we ran into a new problem. How were we going to get our presentation on all of the student computers? We talked the tech specialist and she said to use of junk drives and download it to each one. We knew this would be time consuming, but we decided it would be worth it.
That’s when we ran into our next problem……… laptops. The school we worked at only uses mobile labs. We could not get the computers until right before our scheduled time. It ended up taking my partner and our cooperating teacher 25 minutes to get our presentation onto all the student computers. While they worked I explained the assignment and answered any questions the students had. Talk about not being prepared I just sort of babbled on as long as I could.
Finally we had all the students working on the computers when suddenly hands were going up left and right. “TEACHER, TEACHER, TEACHER!!!!” is about all I heard for the next hour. Some students could not pull up the links, some could not find the answer, occasionally a mouse wouldn’t work, etc. I wanted to pull out my hair by the end of it. I mean we planned on 40 minutes for the lesson and it took us over 2 hours by the time we finished. WOW!
The good news is the students learned so much. They loved being able to use the laptops and they loved the scavenger hunt. Our cooperating teacher loved it and said she loved how it engaged all the students. The only statement that sums up the experience for me is “Cant live with technology, but you cant live without it!!!”
Tuesday, November 18, 2008
FIELD EXPERIENCE
I am loving it! I have learned so much working with Miss Baer's 4th grade class the past couple of weeks. The students have been so willing to do whatever I have asked. They have great behavior and that has made teaching my lessons so much easier. Miss Baer has been wonderful to work with, she is willing to answer any questions that I have. She has set up her class in such an organized manner it is easy to pick up where she leaves off. My partner Kirsten has been a lifesaver through it all.
We have been teaching all about mountain men. We taught why they came to Utah, We talked all about what they wore, ate, how they lived, etc. We even had a whole lesson on mountain men vocabulary. The kids really enjoyed when we talked about Jedediah Smith and Jim Bridger. We were able to show our digital story at this point, because we created our story based off the life of Jedediah Smith. The students loved it. They learned so much, and they thought their teachers were so cool because we could make movies. I did not expect our movie to be that effective, but I was wrong. They learned so much.
Throughout our unit on mountain men the students have been able to earn beaver pelts to spend at our class rendezvous. This was the reward system we used for behavior as well as work completion. They really loved this. Positive reinforcement is the way to go. The rendezvous was a great chance for the kids to experience what is was like to be a mountain man. They got to eat cornbread, trade for equipment, leg wrestle, make necklaces, and more. The principal even stopped by for the event. The teepee Kirsten brought was a nice touch. The kids loved reading tall tales inside of it.
For our technology lesson we decided to create a Keynote Presentation with hyperlinks, so they could do a scavenger hunt about mountain men online. It took a very long time to get the presentation on each computer and that was frustrating. However, once we got the ball rolling the kids loved it. Miss Baer was impressed as well. The technology use, really engaged the students and increased their love of learning about mountain men.
I cant wait to get back and hear about everyone's experiences.
We have been teaching all about mountain men. We taught why they came to Utah, We talked all about what they wore, ate, how they lived, etc. We even had a whole lesson on mountain men vocabulary. The kids really enjoyed when we talked about Jedediah Smith and Jim Bridger. We were able to show our digital story at this point, because we created our story based off the life of Jedediah Smith. The students loved it. They learned so much, and they thought their teachers were so cool because we could make movies. I did not expect our movie to be that effective, but I was wrong. They learned so much.
Throughout our unit on mountain men the students have been able to earn beaver pelts to spend at our class rendezvous. This was the reward system we used for behavior as well as work completion. They really loved this. Positive reinforcement is the way to go. The rendezvous was a great chance for the kids to experience what is was like to be a mountain man. They got to eat cornbread, trade for equipment, leg wrestle, make necklaces, and more. The principal even stopped by for the event. The teepee Kirsten brought was a nice touch. The kids loved reading tall tales inside of it.
For our technology lesson we decided to create a Keynote Presentation with hyperlinks, so they could do a scavenger hunt about mountain men online. It took a very long time to get the presentation on each computer and that was frustrating. However, once we got the ball rolling the kids loved it. Miss Baer was impressed as well. The technology use, really engaged the students and increased their love of learning about mountain men.
I cant wait to get back and hear about everyone's experiences.
Sunday, November 2, 2008
Digital Storytelling
1. What is Digital Storytelling?
Digital storytelling is a unique way to use technology to tell a story, using the least amount of text possible. Digital storytelling focuses on visuals, audio, and touching the viewers emotions. Digital storytelling is form of creative expression. Digital storytelling is they way to tell a story in the 21st century. It can engage students in standard core curriculum. "A picture is worth a thousand words" Just because digital stories use a limited amount of text, does not mean the student is not learning some very important information. Digital stories have "hooks" that grab the viewers attention. Digital stories also have an underlying question. What does the creator of the story want the viewers to understand?
I love the idea of using digital storytelling in the classroom. It is a great way to reach out to your Visual/Spatial learners (gardners intelligences). Digital stories can be understood by ELL students as well as disabled students with low reading fluency. Digital stories engage students who might normally be "bored" with curriculum. Digital stories can be used to introduce a new topic to the class. It can also be used for a unit review. Digital stories can also be used to explain things, that sometimes cannot be expressed through words (ex. slavery, holocaust,etc.)
For this class I created a digital story about Jedediah Smith which I will show to a 4th grade class. To teach about mountain men's affect on Utah settlement. With a little creativity I think that digital storytelling can be used in any subject.
2. Websites to teach Digital Storytelling
http://electronicportfolios.org/digistory/howto.html
http://digitalstorytelling.coe.uh.edu/
http://www.storycenter.org/index1.html
When teaching the how tos of digital storytelling to elementary students, I would guide them through all of these sights. Have them read and search the sites with groups. I would go through the sites with them at first over a projector to clarify what parts I would want them to read.
3. Watch the Digital Story I created, it is posted on blog called "Jedediah Smith"
I would also have students pick 2 digital stories to watch on the site of http://digitalstorytelling.coe.uh.edu/ and have them critiquet them.
4. Lesson Plan
SCHOOL OF EDUCATION
Utah Valley State College
Teacher Education Program
Lesson Planning Guide
Name:_Amber Curtis___ Date_Oct 31, 2008_ Time_10:00 am_
Grade Level: _6th_ Subject:_Technology_ Cooperating Teacher _Miss Cindy Baer_
I. Utah State Core Curriculum Standard(s)
Standard 6Design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6)
The student will understand how digital storytelling works and why it is a valuable teaching tool.
II. Lesson Objective(s)/Goal(s)
The student will know: the necessary components to create a digital story using photostory 3.
The Student will do: Given the software for photostory 3 students will be able to create a meaningful digital story. (see rubric)
III. Preparation (teacher materials, student materials, etc.)
Hand out for students explaining digital storytelling, Pictures of each element to digital storytelling, computers, microphones, Photostory 3 software, Microsoft Powerpoint software, Rubric for digital Stories
IV. Technology Use:
Computers, Internet, Photostory 3 software, microphones, Microsoft Powerpoint
V. Instructional Procedures:
Hook: Have students watch the Jedediah Smith Digital Story.
Ask them what they liked/disliked? Did it teach them something?
Objective: Today we are going to learn about a program called photostory and you will use this program to create your own digital story.
New Material/Assess: Show how to use photostory 3.
Show how to import pictures
Show how to crop
Show how to download and add music
Show how to add text
Show students how to record audio
Allow students to practice each step on their own computers while you walk around checking for understanding.
Guided Practice/Assess: Tell students they are going to create a digital story. Have them start writing a script and picking out pictures to go with it. Students will need help to get the idea. Walk around the room and help each partnership.
Independent Practice: Give students time within the next week to complete digital stories. Students will need to be prepared to show the digital story to the class.
Closure/Review: Show student videos. After each video have student complete reflection sheets on what they liked, what they would change, etc.
VI. Accommodation(s) for Diverse Learner(s)
VII. Evaluation of Student Progress
Pre-assessment: Ask students to raise their hand if they have ever heard of a digital story.
Formative: Walk around the room to make sure students can work within photostory 3.
Post-assessment: Given the software for photostory 3 students will be able to create a meaningful digital story. (see rubric)
Digital storytelling is a unique way to use technology to tell a story, using the least amount of text possible. Digital storytelling focuses on visuals, audio, and touching the viewers emotions. Digital storytelling is form of creative expression. Digital storytelling is they way to tell a story in the 21st century. It can engage students in standard core curriculum. "A picture is worth a thousand words" Just because digital stories use a limited amount of text, does not mean the student is not learning some very important information. Digital stories have "hooks" that grab the viewers attention. Digital stories also have an underlying question. What does the creator of the story want the viewers to understand?
I love the idea of using digital storytelling in the classroom. It is a great way to reach out to your Visual/Spatial learners (gardners intelligences). Digital stories can be understood by ELL students as well as disabled students with low reading fluency. Digital stories engage students who might normally be "bored" with curriculum. Digital stories can be used to introduce a new topic to the class. It can also be used for a unit review. Digital stories can also be used to explain things, that sometimes cannot be expressed through words (ex. slavery, holocaust,etc.)
For this class I created a digital story about Jedediah Smith which I will show to a 4th grade class. To teach about mountain men's affect on Utah settlement. With a little creativity I think that digital storytelling can be used in any subject.
2. Websites to teach Digital Storytelling
http://electronicportfolios.org/digistory/howto.html
http://digitalstorytelling.coe.uh.edu/
http://www.storycenter.org/index1.html
When teaching the how tos of digital storytelling to elementary students, I would guide them through all of these sights. Have them read and search the sites with groups. I would go through the sites with them at first over a projector to clarify what parts I would want them to read.
3. Watch the Digital Story I created, it is posted on blog called "Jedediah Smith"
I would also have students pick 2 digital stories to watch on the site of http://digitalstorytelling.coe.uh.edu/ and have them critiquet them.
4. Lesson Plan
SCHOOL OF EDUCATION
Utah Valley State College
Teacher Education Program
Lesson Planning Guide
Name:_Amber Curtis___ Date_Oct 31, 2008_ Time_10:00 am_
Grade Level: _6th_ Subject:_Technology_ Cooperating Teacher _Miss Cindy Baer_
I. Utah State Core Curriculum Standard(s)
Standard 6Design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6)
The student will understand how digital storytelling works and why it is a valuable teaching tool.
II. Lesson Objective(s)/Goal(s)
The student will know: the necessary components to create a digital story using photostory 3.
The Student will do: Given the software for photostory 3 students will be able to create a meaningful digital story. (see rubric)
III. Preparation (teacher materials, student materials, etc.)
Hand out for students explaining digital storytelling, Pictures of each element to digital storytelling, computers, microphones, Photostory 3 software, Microsoft Powerpoint software, Rubric for digital Stories
IV. Technology Use:
Computers, Internet, Photostory 3 software, microphones, Microsoft Powerpoint
V. Instructional Procedures:
Hook: Have students watch the Jedediah Smith Digital Story.
Ask them what they liked/disliked? Did it teach them something?
Objective: Today we are going to learn about a program called photostory and you will use this program to create your own digital story.
New Material/Assess: Show how to use photostory 3.
Show how to import pictures
Show how to crop
Show how to download and add music
Show how to add text
Show students how to record audio
Allow students to practice each step on their own computers while you walk around checking for understanding.
Guided Practice/Assess: Tell students they are going to create a digital story. Have them start writing a script and picking out pictures to go with it. Students will need help to get the idea. Walk around the room and help each partnership.
Independent Practice: Give students time within the next week to complete digital stories. Students will need to be prepared to show the digital story to the class.
Closure/Review: Show student videos. After each video have student complete reflection sheets on what they liked, what they would change, etc.
VI. Accommodation(s) for Diverse Learner(s)
VII. Evaluation of Student Progress
Pre-assessment: Ask students to raise their hand if they have ever heard of a digital story.
Formative: Walk around the room to make sure students can work within photostory 3.
Post-assessment: Given the software for photostory 3 students will be able to create a meaningful digital story. (see rubric)
Wednesday, October 15, 2008
The Water Cycle
Today we learned all about the water cycle. You have also watched a video on the water cycle.
After you complete your water cycle worksheet, you need to answer the following questions in your journal.
What is the water cycle?
Why do I need to know and understand the water cycle?
Why is water important to me?
How will I remember what I learned about the water cycle?
You need to have written at least 2 paragraphs in your journal. This is due November 3, 2008.
After you complete your water cycle worksheet, you need to answer the following questions in your journal.
What is the water cycle?
Why do I need to know and understand the water cycle?
Why is water important to me?
How will I remember what I learned about the water cycle?
You need to have written at least 2 paragraphs in your journal. This is due November 3, 2008.
Wednesday, September 17, 2008
HALLOWEEN AND PUMPKINS
Come to my pumpkin page to learn all about pumpkins! Get a great cookie recipe too!
Wednesday, September 10, 2008
Monday, September 8, 2008
WELCOME 5th Graders
Welcome to Miss Amber’s 5th grade class! I am so excited to teach you this year. You are all wonderful students. This year you will work hard to learn new things. Some of the things you will be studying are; reading, math, science, U.S. History, social skills, P.E., music, technology and art. We also have 2 class pets this year. They are turtles, and their names are Wally and George. This year will be fun and exciting. Together as a class we will accomplish great things, if we work together. LET THE LEARNING BEGIN!
Please answer the following questions
What is your full name?
What is your birth date?
What is your favorite subject in school?
What do you do after school?
What is your favorite sport?
What is your favorite genre of music?
What would you like to learn this year?
After you have answered the questions, please get together with a partner. Share your answers with each other. After you have discussed the answers, draw a collage of all the things YOUR PARTNER told you. Please do your best work. These collages will be displayed on the wall for the first week to help us get to know each other. Remember, DO YOUR BEST!
Please answer the following questions
What is your full name?
What is your birth date?
What is your favorite subject in school?
What do you do after school?
What is your favorite sport?
What is your favorite genre of music?
What would you like to learn this year?
After you have answered the questions, please get together with a partner. Share your answers with each other. After you have discussed the answers, draw a collage of all the things YOUR PARTNER told you. Please do your best work. These collages will be displayed on the wall for the first week to help us get to know each other. Remember, DO YOUR BEST!
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