Where
in the United States Are We?
Annette McFarlin
5-8th grades/ Social Studies
Twin Falls School District
Bibliography:
www.learningspace.org offers
many ideas for collaborative projects.
Project Overview:
Where
in the United States" is a telecollaborative video conferencing project
that is designed for students studying United States History and Geography.
Through a "Where in the United States" video conferencing systems, 5th
grade students are able to collaborate with another 5th grade classroom while
learning about various locations in the United States.
Content Area Objectives Addressed:
Research content area (Telecommunication Model-Research)
Organize information into a storyboard, summary, and final copy which is published electronically using a presentational software
Present information electronically for peers via video conference (Student Generated Presentation)
Content Area Objectives:
Students will read different materials for a variety of reading
Students will use listening and observation skills to gain understanding
Students will communicate ideas clearly and effectively
Students will describe natural characteristics of places and regions
Language Arts:
The student will demonstrate competence in the general skills and strategies of the writing process
The student will use grammatical and mechanical conventions in written composition
The student will gather and use information for research purposes
Communication:
The student will use listening and observation skills to gain understanding
The student will communicate ideas clearly and effectively
Geography:
The student will describe the natural characteristics of places and regions
Technology Objectives Addressed:
Use of the Internet for research
Incorporate 2-5 of the multimedia components (text, audio, video, graphics, and animation)
Demonstrate appropriate Internet ethics and protocol
Copy and paste into Microsoft Word from Internet, Encarta, or other computer software
Create and save into appropriate folders
Demonstrate competence in advance PowerPoint skills such as adding animation, sound, and video
Create 8 – 14 slide presentation on a mystery state and mystery city
Observe and operate the use of a smart board
Observe and operate the use of a projector
Observe and operate the use of a digital camera
Understand the components of a video-conference system
Participate in a
video-conference
What was the process that your students went through to complete this lesson?
This type of collaborative project involves an initial planning up front to ensure success. Planning is the key to success. The project has specific goals, tasks, and outcomes that would demonstrate students’ success. Moreover, the objectives outlined in this project aligned with our district’s benchmarks and standards. This type of planning allows teachers freedom to go above and beyond the standards while demonstrating technology and content integration. If a classroom doe not have access to a high tech lab equipment for video conferencing then possible presentational ideas are: burn the presentations to a CD of the groups presentations with narrative audio included and swap CD’s with the other class. Another idea is to videotape students presenting the presentations. Teachers trade videotapes and have students email their question and guesses to the other team. The possibilities of how to share the information are endless.
Introduction of the video conference. Students were introduced to the project and that is a project for students who are studying history and geography. Through video conference systems students will be able to meet other students living across the canyon while learning about various cities and states in the United States. and what
Presentation practice: Each group presented their Mystery State presentation to the class as a whole. This was a type of peer editing, so that groups could make final editing changes and simple practice the presentation format. Students in the audience critiqued the group presentation. They were encouraged to give two positive comments and then suggestions to make the presentation better. This type of student evaluation was imperative to the students overall lesson presentation. Excellent feedback encouraged the students to go back and make it better.
A=48-43 B=42-38 C=37-34 D=33-29 F=28 points and below
How did you monitor student progress?
This project had checkpoints throughout the project to monitor students’ progress. The first checkpoint was a Project Timeline that consisted of checkpoint explanations and due dates. Students reviewed the timeline and filled the due dates in while the class as a whole reviewed the dates. During the week the teacher periodically checked for the completion of project steps by reviewing due dates and require work to be turned in on due dates. The teacher met with each state group weekly to monitor progress.
Each group was required to turn in storyboard of the project, which included—slide style with background, text style and size. Included on each slide will be complete text that will be transferred to an electronic presentation.
Presentation Rubric: Multimedia Presentation.
Participation Rubric: Student Participation
Project
Evaluation Rubric: Teacher Evaluation
Was there a template or an example that students were expected to follow?
Each presentation was to have 3 sections that would be titled: Geography, History, and Mystery City Clues. Clues that would be given in the presentation came from the research questions the students used for their state research. Groups would decide which clues they wanted to include from their research, but they needed to address a minimum of two questions from each section. Groups were encouraged to use their creativity in how they wanted to design their presentation. The only criterion is that whatever they used it needed to be related to their mystery state.
How much time did you dedicate to this project?
Total:
Approximately
40-45 hours, students
were working approximately 45 minutes each day in the classroom as well as 2
hours each week in the computer lab if available. The project will take approximately 4 weeks to complete.
If a lab is not available then computer time within the classroom will be
scheduled. A week and a half will
be spent on research with the final week and a half being spent on creating and
editing the multimedia project.
How was the final product presented?
Each team of Twin Falls students presented an eight to ten minute presentation to the Jerome teams. After the completion of the presentations students would match the teams with their locations by using books, atlases, the Internet, etc. Each team would ask a follow up question. While each Twin Falls Team was presenting their Jerome team would be taking notes, so they would be ready to ask their question.
Who was the audience for the final product?
The audience for this project will be student teams from the Jerome site. They will be labeled with numbers (Teams 1-5), while teams from the Twin Falls site will be labeled with letters (Teams A-E).
Learning Issues
What prior knowledge was required on the part of the students in order for them to be successful in this project?
Challenges to consider in the Curriculum area are: What type of research skills do may students possess. Many students have studied their state in depth and so are that each state will have a state motto, flag, capitol city, and other interesting facts. This prior knowledge will be transferred over as students begin to research possibly an unfamiliar state in depth. Knowledge of the topic is not mandatory. Students will be assigned questions to research and then will write a summary of their findings. Students will spend a week in a half to 2 weeks on research. The quality of the final product will be the content on the material that is to be presented. Multimedia components will enhance the content. But, it is content that is the driving force of this projects success.
Research skills using an almanac, encyclopedia, Internet sites, atlas, state books address a plan for research.
Another challenge to consider is students’ prior knowledge of the presentational software that will be used. Although this is not required time will need to be adjusted is students do not possess the needed skills to use the software independently. If students lack presentational software skill knowledge, then the teacher will need to teach those basic skills. The Internet offers many tutorial sites that assist students in learning basic skills. One site students do well with is www.actden.com, a tutorial on Microsoft software skills. Another consideration would be group configuration. Each group should have a presentational software expert. A skill could be taught to the group expert and in turn he/she would teach the members within the group the skill.
The on going challenge is the availability of computers. Do the students have access to a lab setting or a few individual computers in the classroom. If no lab is available, then create a schedule within in the classroom that students will be able to access the computer. If extra computers are needed then talk to teachers within your building and see if a time can be scheduled where your students can go into their classroom and work on the state project.
Another idea would be to bring a hub into the classroom that laptops or extra computers can be connected to while students are completing their projects.
Resource Management
What was the student to computer ratio?
Students viewed the components of screen design in a computer lab setting. They were able to advance through the Screen Design PowerPoint individually. Once story boards were completed students would schedule time to complete their individual sections in the classroom. The student computer ratio was 5 per computer. Allowing students to work on their part of the project through out the day allowed us to be ready of the video conference day.
How did you schedule your students’ computer time?
Each group would be assigned a computer. That group would have preference over anyone else using that particular computer during their scheduled time. If the computer wasn’t being used by any member of the group, then students would offer the computer to other groups. Students could work on their projects through out the day when they completed other assignments.
The 5-6 computers in the classroom—group number depends upon site. The limited access to the computer lab caused us to think outside the lines to help meet the need of computer availability. First, students were allowed to go into other classrooms to work on their projects. They followed the expectations and were able to go into other rooms without interruptions. Another plan was to bring in a hub and connect borrowed lap tops which helped the computer student ratio.
What was the location of the computers and other technology equipment used by students?
Students had limited access to the computer lab and so therefore other options need to be explored. Computers and the smart board were in the classroom. The high tech classroom where the video conference was scheduled to take place was in another school location. Students would actually use the room for the first time on the day of the video conference.
Rate the level of access for students to use computers/other technologies as they needed.
-- Medium
Rate the level of supervision required for students during the project, specifically for computer and other technology use –high, medium, low.
--high at the beginning, but moved into the low category as students understood the components of the project.
The rate of supervision would vary according to what step they were completing.
What software was required for your project?
The software used for Microsoft PowerPoint, Word, and Internet Explorer for Twin Falls. Whereas Jerome used HyperStudio and Word.
Anything else?
If a classroom doesn’t have access to a high tech classroom to video conference with another classroom then other options would include: Video tape the students student groups presenting and trade video tapes with another classroom.
Communicate via email with the guesses and answer to the mystery state. Other options would be to create a web site and post the presentations on that web site. Students can go online, view the presentation and email their guesses or create a bulletin board page that students could post their guesses and comments about the site.
Assessment
What kind of assessment did you use for this project?
The students did an informal evaluation of the state presentations. Each group would present their presentation to the whole class, then the audience was instructed to give two complements and then could critique the presentation.
A Multi-media Rubric was used for the final presentation. The rubric was a group score. As for individual groups members, each group member would evaluate someone in their group using the Group Rubric.
What categories did you assess? (I.e.: content, screen design, depth/breadth, etc.)
The categories that I assessed were storyboards, content, mechanics, screen design, and enhancement.
Other
How does the product that you submitted compare with other students’ products for this same project?
The diverse needs of this classroom concerned me as to what the projects would look like. Each group presentation was impressive considering the classroom diversity.
What did you like best about this project?
I think that I enjoyed the process of this project the most. What I mean by that is that every student regardless of his or her ability was actively engaged in the learning. Each student had a task to complete that would contribute to the project, so that everyone’s job was important. The other amazing factor of this project is the seamless integration of technology and the content area. Take note of all the objectives that were addressed in this project.
What did the students like best about this project?
The students enjoyed presenting to the Jerome class the best. They were able to leave their own classroom and go to another location, and then talk to a classroom live via video conferencing. Students also liked the idea that they were in charge of deciding how their projects were to be presented. They were in charge of the designing of the project and completion of the steps for the final day of presenting.
Rank the level of student involvement in this project –high, medium, low
High
Rank the level of student interest in this project –high, medium, low
High
Would you teach this lesson again?
Definitely!