Well we've come to the end of the semester. Please post your Final Project below (before midnight 6/25) and also post it to the wiki:
http://wikidave.wikispaces.com/Final+Projects this way you will have your original draft locked into our blog and future participants will be able to add to, and improve upon, your project in the wiki. Perpetually evolving, forever improving, changing, and growing.
It was a pleasure working with all of you. I will be sending you your semester grade early next week.
Good luck, and as always, feel free to contact me if you ever have any questions.
Professionally Yours,
Dave Fontaine
Internet Librarian
National Board Certified Teacher
Educational Consultant
DaveFontaine1@gmail.com
http://professionaldevelopmentcredit.com/
20 comments:
Creating a Wiki on an Indian Instrument
Grouping: 2 or 3 students per instrument Time: 2-3 weeks (10-15 class meetings)
Objective: For students to learn about and develop an appreciation for a particular Indian Instrument. During the research process students will learn to us a social bookmarking site. Additionally, students will learn about and explore with collaboration tools such as Google docs, Google sites and or wiki spaces. Students will demonstrate their understanding through the creation of a multimedia rich wiki. Goals are for students:
* To learn about music in another culture.
* To develop an appreciation for their instrument
* To learn about an unfamiliar instrument
* To understand how the instrument was created
* To provide a summary on the history of the instrument
* To understand how the instrument is constructed
* To understand how to instrument is played including performance techniques
* To understand and explain how the instrument has evolved
* To use correct musical terminology (such as pitch, sound) when describing the instrument
* To use a social bookmarking site to collect and share research
* To successfully use a blog to participate in class discussions, offer feedback, and ask and answer questions
* To use online collaboration tools to create their product (such as google docs and sites)
* To work collaboratively with peers to develop a wiki
* To successfully incorporate video/sound into their wiki
* To draw upon their prior skills and explore and discover new ones
Project Overview and Introduction
One of the most essential skills in today's workplaces is the ability to successfully collaborate with others. The advance of the Internet from a basically static entity to a read/write environment has drastically shaped the way people "work together" on tasks. For this lesson, you will work in a small group to explore a classical instrument from India. Through research, you will learn about its history, construction, and how it is played. Synthesize what you learn and create a summary of your results. The following questions should be answered.
* Did it come from or was it heavily influenced by another instrument or country?
* How has it or the way it is played evolved over time?
* How is the instrument constructed? What materials or processes are used in its creation?
* How is the instrument played (performance techniques)? What types of sounds are produced?
* In what ways is the instrument used and why is it used?
* What type of music is it used in (genre). Find a sample to include in your final product.
* Are there any famous songs or performers associated with your instrument? * How is your instrument related to a contemporary one? Did it evolve from yours? how and why?
The primary tool you will use for your research will be the Internet, but feel free to enhance your exploration by visiting the library or drawing from other sources you might have available to you. Most of your collaboration will be done online though the use of Google docs, Gmail, and either Wikispaces or Google sites. Your end product should be a wiki about your particular instrument which addresses at least all the aspects touched on above. In addition to text, your wiki must include video and song files. The end result should be succinct, yet comprehensive, interesting, visually appealing, informative, and professional. Finally, there will be a classroom blog set up to answer any questions you might have. All groups must post at least once to the blog and must respond at least once to another team's questions and or comments. This is a higher level project with room for a lot of freedom and creativity. Be responsible and have fun!
Lessons:
Day 1
Introduce project concept and read through Project Overview (see below). Announce groups. Students select instrument (randomly from hat) and seats for session. Students begin brainstorming ideas and start rudimentary search.
Lesson 1 (Day 2): Using diigo
Preparation:
Have them install the Diigo toolbar via Firefox (IE won't allow it) if necessary. If this step is necessary, make sure students sit in the same seat each time they are in the lab or they will have to install the toolbar each time. Previously, have set up a work group for each of group of students by managing members through the Diigo teacher console. The advantage of doing so through the teacher console is that if you use the same class list and need various groupings in the future, it is easy to re-assign members. Also, you will have access in order to need to check what students are bookmarking and what they are highlighting, Make sure when you create each group, you go into the alert settings and un-check to notify you whenever anyone posts to it.
Model:
Demonstrate how they can bookmark, highlight, and even share sticky notes. Have them watch tutorial via the LCD projector or via shared folder (only first 4 minutes needed). Point out that they can use any of the Vimeo tutorials for help.
Notes: *If several people highlight the same article, they should use different colors so they don't highlight on top of one another. Tell students that it is better to "share" the bookmark after highlighting rather than vice-versa.
*Point out the fact that they can copy and share images as well
*In order to delete existing highlighting, point to the highlighted section, get the pencil tool, right click, and choosing delete
*Updated highlights happen, but you won't see the update reflected in the time/date stamp. That only shows initial bookmark date/time.
*Give a little time (like 1 minute) to allow cached pages to refresh
Lesson 2 (Day 4): Google Docs
Explain the need and advantages of collaboration tools. Ask students how they think they will communicate ideas and share resources. Explain options (i.e. flash drive, e-mail) and then model use of Google docs. Explain that there are multiple tools (even Microsoft is joying in with the use of Skydrive), but they will probably use docs the most. Show how to add collaborators (invite people to a file) both in docs and with Google sites. Show how they can chat with collaborators. As a future mini-lesson, demonstrate how to revert to previous versions. Remind them that their work is accessible from anything with internet access, so they can work from home or even a portable device. Suggest that they use Google docs to create an outline to put notes for the specific areas to cover:
introduction
history
construction
performance
genre
samples, media support
famous performers
Evolution
Lesson 3 (Day 5): Using a blog
Preparation:
Establish classroom blog. Go into settings to adjust visual layout and to set permissions so that any student may offer commentary. Set comments so that they need to be moderated before being posted to site. Adjust date/time stamp to Eastern to correctly reflect time of posts. Set up link to blog from classroom web site so students can easily navigate there.
Blog location: http://mrsborges.blogspot.com/
Set-Up:
Ask class how we usually communicate in a classroom (i.e. Written responses or raised hand). Ask them the advantages and disadvantages of doing so in a traditional classroom format. Ask them to suggest the potential benefits/problems if it were done online in a social networking or chat forum. Record responses on board for future reference. Explain what a blog is and tell students they will be using one for several communication pieces while completing their next project.
First Post:
After students have been introduced to using Diigo (a social bookmarking and highlighting web site and online tool), and once they have been using it comfortably for a few days, ask them to post a review listing any positives and negatives on the classroom blog. Prompt:
Diigo, What Do You Think???
After working with Diigo, post you comments on the product below.
Please list + before any positive comments and - before any negative ones.
Notes: After actually using this with my class, I would make the following changes in the future:
* Set a required number of sentences for the response or the students are much too brief
* Make sure on a daily basis that the blog is allowable through the school filter, it was blocked on 2 separate days for no apparent reason, but it made it difficult to require it as part of the grade.
* Have students write their review of Diigo once the majority of the research for the project is complete.
Second Post:
During the course of the project, encourage students to ask questions using the blog as the form of communication. That way, answers can be posted for all students to see. Also, if you find that a question is being asked repeatedly, post it along with its answer to the blog for future student reference. Example of post:
How do I chat with collaborators using Google Docs?
If more than one collaborator is logged on and using the shared doc, you will see it indicated in the upper right hand corner of the screen. Simply click on the other users name and you can begin chatting with them. Be careful, not to get sucked into having conversations that aren't related to your project.
Notes: This didn’t work out the way I had hoped because I set the blog up for comment moderation. I needed to do the comment moderation because I had to fight with IT to even allow the blog access. But, because I needed to approve every comment, students felt discouraged and impatient about asking and responding to other questions. Instead, the blog became a message board of issues I noticed the children were having as they progressed through the project.
Adaptation/Differentiated Instruction:
Instruction and modeling are presented in multi-modal format with visual projection along with oral instruction. For students with physical or cognitive limitations, expectations regarding blog entry length and correct grammar/spelling conventions can be adjusted.
Assessment:
Students will be assessed based on the following criteria/checklist
Are postings made by deadline? (25 points)
Do postings reflect thought/effort? (25 points)
Is posting proofread and spell checked? (25 points)
Is posting appropriate and relevant? (25 points)
Score from blog entries to be added to total score for interdisciplinary unit once complete.
Lesson 4 (Day 6): What exactly is a wiki?
Explain what a wiki is and how through their existence, the information on the web has changed and is in fact in a state of flux. Tell students that they are creating a wiki using their choice of software tools. They may use Google sites (which they have previous experience with) or use a site content management system created just for the purpose (i.e. Wikispaces). Show students past examples created in both types of forums. Briefly discus and model as necessary the following: adding collaborators, making public, reverting to prior copies (revision histories), inserting images, formatting text, and inserting gadgets.
Lesson 5 (Day 8): Incorporation of Video and Sound
Model on smart board some additional resources (available through links on website). Collectively brainstorm ideas for final product. Find videos and sound clips to support understanding. Explain and show examples of how video clips and songs should extend and enhance learning. Don't simply use the first 5 results they find. Clips should have corresponding captions to illustrate to audience their relevance and purpose. If needed, show students how to use a tool like zamzar.net to convert files into different formats if needed by wiki software program.
Lesson 6 (Day 10): Elements of design reviewed.
Discuss as a class what makes a wiki visually strong or distracting. Look at prior students examples and brainstorm a list of visual strengths and weaknesses. Expand on any topic that might be missed. Possible topics include: complimentary color schemes, readable font size, using font size to draw attention to section headings, having text wrap around images, gadgets or video boxes, spell checking and proofreading (Firefox does it automatically as a browser component as opposed to IE which you will have to remember to run a spell check.) Illustrate for students how to use a table when having difficulty making images or sections of text next to one another.
Final Thoughts:
Conduct any min-lessons as the need arises. Refocus students as needed. Read through project rubric with them. If time permits, have them score a prior group's wiki and see if their assessment matches yours so that they have a better understanding of how they will be scored.
Closing:
* Have students give short oral presentations summarizing their findings.
* Have students assess at least two groups wiki's and score them using project rubric.
Project Rubric
With distinction
Meets Standard
Below Standard
Attempt Made, Serious Errors
Content of wiki is very detailed and comprehensive, yet succinct. Content is complete and demonstrates understanding by making larger connections. All target questions are answered. Construction, performance techniques, exemplar artists or pieces, genres, and evolution are accurately depicted.
40 Points
Content of wiki is fairly detailed and more or less comprehensive. Content may be incomplete, or does not demonstrate complete understanding. Many target questions were answered. Construction, performance techniques, exemplar artists or pieces, genres, and evolution are generally depicted.
30 Points
Content of wiki lacks detail and specificity. Content is incomplete, and rarely demonstrates complete understanding. Few target questions were answered. Construction, performance techniques, exemplar artists or pieces, genres, and evolution are generally not depicted.
20 Points
Content of wiki is poorly, or not detailed. Target questions not answered. Does not describe construction, performance techniques, famous artists or pieces, and evolutions.
10 Points
Writing is thoughtful, concise and easy to understand. Sentences flow logically. Work has been thoroughly proofread and spell checked for errors.
15 Points
Writing is thoughtful, concise and easy to understand. Mostly, sentences have logical flow. Work has minor spelling and grammatical errors.
11 Points
Writing is not easy to understand. Sentences lack logical flow. Work has several spelling and grammatical errors.
7 Points
Writing is poor. Sentences fragmented. Work has many spelling and grammatical errors.
3 Points
Student actively leads, or participates heavily in research and project work on a daily basis for duration of class time: No time wasted.
25 Points
Student actively participates in research and project work on a daily basis for duration of class time: little time wasted.
19 Points
Student participates in research and project work, but does not make efficient use of time: Much time wasted.
13 Points
Student does not participate in research and project work: Very little or No effort invested.
7 Points
Wiki is visually appealing. Text is easy to read, good balance of empty/filled space. Colors are complimentary.
10 Points
Wiki is well organized. Text is easy to read, good balance of empty/filled space. Colors are generally complimentary.
7 Points
Wiki is not visually appealing. Text is not easy to read, and page space is cluttered.
4 Points
Wiki is disorganized, and poorly designed. Text is many different sizes, and there are too many contrasting colors.
1 Point
Wiki incorporates at least two exemplary video and/or sound clips that clearly extend the understanding of the topic explained
20 Points
Wiki incorporates at least two working video and/or sound clips that support the understanding of the topic explained.
15 Points
Wiki incorporates at least one working video and/or sound clips that support or extend the understanding of the topic explained
10 Points
Wiki does not incorporate relevant video and/or sound clips.
5 Points
Total Score:
Modifications:
* Carefully assign groups based on student's needs, strengths, and weaknesses.
* For students in need of lesson modification, provide specific questions for answering and adjust project length accordingly. For students with severe learning disabilities create shell structure of wiki or allow for student to create PowerPoint Presentation instead of site based wiki.
* Other possible countries for exploration: Iran, India, Nepal, Japan, China, Morocco, South Africa, Greece, Australia, Pacific Islands, Cuba, Trinidad/Tobago, Russia, Brazil
Alternative idea:
* Have students explore a particular country and pick multiple instrument indigenous to the traditional music of that culture/country.
Prompt: "Identify an instrument native to the country you have been assigned. It should be an instrument unique to the culture and people of the country you have selected. It should be a folk instrument commonly used in traditional settings such as religious or political ceremonies. Do not choose modern instruments such trombone, snare drum,piano, etc."
NETS Standards Addressed by Lesson:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Examples of student's finished projects can be viewed here.
Final Project Jackie Fagan
Lesson 1 Introduction to Atomic structure Molecular workbench
Introduction: I am currently participating in a study on the effectiveness of using models to teach science. This online site (open to use by any teacher) teaches scientific concepts through the use of tutorials and modules that allow students to manipulate molecular models. I utilize this software to introduce, reinforce, or review content that I teach in my chemistry classes. For this topic I use it to introduce atomic structure. Students are able to manipulate the number of subatomic particles in an atom and see the affect it has on the atom. The overview given is taken from the model on the molecular workbench site.
http://ri-itest.portal.concord.org/activities/
** There are opportunities for any teachers to participate in this program. Contact information is available on request
Task: Students must complete the model on Atomic Structure on molecular workbench.
(Atomic Structure Overview) In this activity, students explore the structure and properties of atoms. They construct models of atoms with properties of particular mass and charge; create models of atoms with different stabilities by adding or subtracting neutrons, protons, and electrons; and determine that the same element may exist with different numbers of neutrons (called isotopes).
Expectations Students will be able to:
Gain experience using online tutorials
Gain experience manipulating computer models
Contribute to the improvement of molecular workbench via feedback
Content expectations
• Explore the probabilistic electron orbital model to help explain where electrons are most likely to be found.
• Explain that all atoms have similar structure, differing only in the number of protons, neutrons, and electrons.
• Build models of atoms and ions and identify patterns in numbers of protons and neutrons in stable nuclei and ions.
• Describe simple patterns in the periodic table.
Day 1: Electrons around the nucleus - old and new models, elements, ions, isotopes and radioactivity
Day 2: Orbitals, building up electron orbitals, periodic table
Possible Student Pre/Misconceptions
• Students hold onto notions regarding earlier models of the atom. For example, electrons circle the nucleus in a set orbit, like planets around the sun.
• Orbitals tell you exactly where any electron is located at a given point in time.
• Physicists currently have a complete and “right” model of the atom.
• Electrons, protons and neutrons are all the same size and have the same mass.
• Atoms are small solid spheres.
Adaptations: Often this modules work best if we do them as a class. Using a VPU, I am able to stop the model when needed to clear up misconceptions.
Assessment:
1. Molecular workbench requires students to answer question throughout the activity. I can access their answers and use them as formative assessments of their understanding.
2. I use summary questions provided for teachers as a quiz at the end of day 2.
3. Since I am involved in a study, I require students to give feedback on how they feel molecular workbench helped them. Given as a quiz grade students could be required to blog their feedback and bounce ideas off me and other students on ways the modules could be modified.
I have posted lesson one here. The full final project will be on the wiki.
http://wikidave.wikispaces.com/EDC921
Jennifer Limoges
Remedial Reading
Unit for Grade 4/5
Washington Oak School
Final Project
Unit Overview:
This unit incorporates several uses of web 2.0 technology into an existing study on the novel Because of Winn-Dixie by Kate DiCamillo. Students currently work with this novel to study vocabulary, practice summarizing skills, answer focus questions, study character traits, and to practice oral reading fluency rates with repeated reading of chosen passages.
Unit Goals:
•Students will respond to focus questions using a blog
•Students will give examples of vocabulary use
•Students will write chapter summaries on the group wiki
•Students will listen to samples of fluent passage readings from the text on short podcasts, and then will create their own podcasts of fluent reading samples after repeated practice reading aloud.
•Students will study elements of characterization and complete an extension based on the lists of 10 given in the novel
The specific lessons fromt his unit can be viewed at:
http://wikidave.wikispaces.com/921-Limoges%2C+Jennifer
Happy Summer Everyone!
Introduction
This lesson will be team taught with myself and the 5th grade classroom teacher. The students have to complete a research project on an assigned Roman god or goddess in pairs. The classroom teacher will hand out a graphic organizer of questions they are required to answer such as what was their Greek name, did they have any special powers, etc. I will discuss with the students research skills, creating a wiki with PBwiki, and creating a podcast and then help them implement these into their final product. Unit will span 9-10 30minutes lessons.
Pre-Activities Day 1
Our pre-activity will be a wiki and podcast discussion. Questions will be discussed such as what is a wiki, what are they good for, and we will look at examples of wikis. Students will already have some background knowledge from previous discussions on wikipedia and using it as a source. I will be pulling examples from wikipedia and http://www.teachersfirst.com/content/wiki/. We will then have a discussion on could we use a wiki for this project. I will then show the students the wiki created for their class project and we will discuss how to add content to it.
Pre-Activities Day 2
Students will be given an introduction to podcasting. We will look at examples such as Cheshire public library podcast page and I will record and play back a quick podcast for the students. Time permitting I will let a few students try it out too.
Days 3-5
A brief review and discussion will be given on appropriate sources for this project. Students will already have background knowledge on appropriate sources. Students will then be handed their graphic organizer and spend the rest of day 3 and day 4 researching. Day 5 is included for those students who need more time but some might be already moving on to the wiki.
Day 5-6
After students have the appropriate information recorded in their graphic organizer they will begin adding content to the wiki. Those students who are done early will begin on their podcast.
Day 6-7
By day 7 all students should begin recording their podcast. Higher level students will write and record a short scripted play of their character. Other students will be required to record facts about their Roman god or goddess.
Day 8
A catch up day if needed and all projects will be due by the end of class time.
Day 9
Today will be the viewing party and we will view our wiki and listen to our podcasts in the computer lab.
Extension
If all goes well with the project I would also introduce video blogging to the students and show then some examples. The students, in the classroom, do an end of year project where they dress up and have a Roman feast. With parental permission we could also record this as a videoblog and even set it up as a guess who I am game.
Assessment
Students will be graded with the following rubric:
5th Grade Roman Gods and Goddess Wiki and Podcasting Project
Wiki
_____ 5 points. Teamwork. All team members worked together in a collaborative manner.
_____ 10 points. Research. Appropriate sources were used and correctly cited.
____ 10 points. Criteria. All assignment criteria is met.
_____ 30 points. Content. Wiki content is well organized, answers appropriate questions on graphic organizer, correctly summarizes and cites sources used, and is free of grammar and spelling mistakes.
Podcast
_____ 5 points. Teamwork. All team members worked together in a collaborative manner.
_____ 15 points. Organization. Podcast script is organized well and uses appropriate and intelligent language.
_____ 25 points. Podcast. Podcast is recorded with loud and clear voices, contains required information, and is entertaining.
Liz Charest
k-5 Music Teacher
North Kingstown
Final Project
Instrument Wiki Unit
Summary
My project will be a class wiki on band and string instruments. I am choosing this topic because my fourth grade students study band and string instruments at the end of the school year to prepare them for joining band and strings when they are in the fifth grade.
Unit Objectives = Students will learn about various band and string instruments by doing research and contributing to a class wiki. Students will reflect on their choices for instruments by responding to prompts on the class blog.
Blog prompts = A) Are you considering playing an instrument in fifth grade?
If not, why?
If so, which instrument and why?
National Music Standards Addressed:
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Summary of class work:
Students will work individually on a contribution for the class instrument wiki. They will need to research their instruments origins, what it looks like, how you play it, what music styles it plays, or what ensembles it can be in. Students should add any other facts that they find interesting. Students will compose a paragraph about their findings and post it to the class wiki. Students will also go to youtube and find an appropriate video of a person playing their instrument and post the link to their spot on the class wiki. After all wikis have been completed, student will peruse the class wiki and then answer the prompts on the class blog.
Tools we will be using:
We will be using kid friendly search engines. If we use search engines that are not kid friendly the content may be too extensive and some students will become overwhelmed. I also want to make sure that everything they research is appropriate for their age group.
As a class we will be discussing some ways to narrow our searches on the internet.
We will also be using the class blog, the class wiki and youtube
Lesson Overview:
#1 Introduction to the instrument rental program and school lessons. Introduction to instrument choices in fifth garde.
#2 Introduction to the class wiki. Assignment of instruments. Start research using a graphic organizer. Start writing paragraph.
#3 Finish writing the paragraph. Start posting the paragraph to the wiki.
#4 Finish posting the paragraph to the wiki. Find and post the instrument video from youtube,
#5 Peruse the class wiki and respond to the prompts on the class blog.
Assessment: Graded using the district wide elementary proficiency based grading system on the following criteria:
Use of class time and resources
Written paragraph
Blog Entry
Instrument Wiki Unit
Lesson #1
Objectve: Students will know about the fifth grade instrument program by participating in a group discussion.
National Standards Addressed:
6. Listening to, analyzing, and describing music
Materials Used: Trumpet, flute, clarinet, violin, any other fifth grade instruments
Procedure:
1. Teacher will tell the students about why to take an instrument in the fifth grade
Enjoyable making music
Make friends
Go on trips
Something you can do for life
May be the only opportunity
Lessons are free
2. Go over rental program and how lessons work
3. Introduce the instruments
Demonstrate how to play each instrument
4. (Closing) Answer any questions the students may have
Instrument Wiki Unit
Lesson #2
Objectve: Students will be assigned an instrument. Students will research their instrument by using search engines on the computer.
National Standards Addressed:
6. Listening to, analyzing, and describing music
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Materials Used: Dice, computer lab, graphic organizer, pencils
Procedure: (In the computer lab)
1. Teacher will introduce the project and read the students the assessment rubric.
2. Teacher will show the students how to create their wiki using the Smartboard in the computer lab. teacher will go over appropriate Search Engines, ex: www.askkids.com,
3. Students will be assigned a number. Teacher will roll the dice to assign a student to a number.
4. Students will choose a work station and start researching their instrument
Research Topics:
History and Origin of instrument
how to play the instrument
musical styles the instrument plays
any other interesting facts
5. Students use the graphic organizer provided by the teacher to organize their thoughts.
Instrument Wiki Unit
Lesson #3
Objectve: Students will create a paragraph on their instrument using the information on the graphic organizer. Students will post their paragraph to the class wiki.
National Standards Addressed:
6. Listening to, analyzing, and describing music
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Materials Used: computer lab, graphic organizer
Procedure: (In the computer lab)
1. Students will be given back their graphic organizer.
2. Students will compose their paragraph using the information on the graphic organizer.
3. Students will post their paragraph on the class wiki.
Instrument Wiki Unit
Lesson #4
Objectve: Students will complete their wiki by putting an instrument video on their page.
National Standards Addressed:
6. Listening to, analyzing, and describing music
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Materials Used: computer lab, youtube
Procedure: (In the computer lab)
1. Teacher will show the students how to go onto youtube and copy a video link by demonstrating on the Smartboard. Teacher will review what an appropriate video looks like
Video demonstrates good posture, care of instrument, appropriate song, nice sound.
2. Students will use the rest of class time to research their video, then post it to their wiki page near their paragraph.
Instrument Wiki Unit
Lesson #5
Objectve: Students will reflect on their instrument choice for next year by responding to the prompts on the class blog.
National Standards Addressed:
6. Listening to, analyzing, and describing music
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Materials Used: computer lab,
Procedure: (In the computer lab)
1. Students will spend half of the class looking at their
classmates wiki entries.
2. After looking at the wikis, students will go to the class blog and respond to the prompts… Are you considering playing an instrument in fifth grade?
If not, why?
If so, which instrument and why?
My lesson and rubric will be on the wiki.
Creating a Wiki Space for One-to-One pilot grant. This wiki will be used in 2 classes as a springboard for everything done in those classrooms. I have created the wiki and started to hunt for resources as well as links that could be used for the lessons. I ended up going with a pbwiki (which now is called pbworks), because the site was free of advertisements, free for educators, and has a limited number of people who can actually be members. This was something that the team wanted in their wiki.
Right now the wiki is largely speaking to the teachers of the team and the school administrators, but that is because they are the only ones who know about this so far. It will be changed by the fall and also will be constantly evolving as we find new ideas, links, tools, etc. with reaching our students. Feel free to view it at the link below. Thank you everyone for your ideas and help with the resources.
http://bainchampions.pbworks.com/
I posted my final project today. It's a two week unit on Elie Wiesel's memoir, NIGHT. Students blog throughout, create a podcast of a dramatic reading and reflection for a significant passage, conduct a webquest, and create a wiki page on a particular topic. Thanks for all of the great information. I'll definitley be back to see future semesters' contributions.
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