The 2013 Iditarod began on March 2. It has been called the Last Great Race. The main website lists mushers who are racing, their biographical background, and updates their status each day. The link above provides many video updates on things that are happening in the race. This is a great chance for students to pick a musher and follow their progress in the race. They can keep a log updating progress each day. They can note which checkpoint their musher is at, how many dogs they currently have, and the high and low temperatures at their checkpoint. They can also keep track on a map. The videos create a lot of excitement, because students feel that they get to know the mushers, the preparation for the race, the hardships of the race, and the conclusion. They can also study the historical background for the race and there have been many books written about the Iditarod. NETS*S 1a.b.d. – Students create a biography using the Iditarod.com website and videos to gather background on their musher. They can also forecast possible race outcomes on a daily basis. 3a-d. Students use the website and videos to gather information and record data. 4b-c. Students plan and manage activities to complete a project and analyze data – temps, ages of mushers, number of dogs, years of experience etc. This resource is useful and relevant to me because I am working with it in a fourth-grade classroom right now. It has everyone excited. Unlike other sports, most kids seem to connect with this race and the prospect of cheering on their favorite musher. It also allows them to work on completing a biography.
- Getting to Know Videos
These getting to know videos are a good resource for giving kids a visual learning tool to learn about artists and history. I have seen this used in particular around President’s Day. Students can watch these videos in conjunction with hearing good literature about George Washington, Thomas Jefferson, Abraham Lincoln, and John Adams. The video clips are actually just promotion for longer full-length DVD’s, but are great for younger audiences. They give kids a second exposure to some of the facts that they have just read about in a fun, engaging way. Older students might even be able to use them as a model, and complete a storyboard using Comic Life or another similar resource for a video about another president of their choosing. This could also be done for studying artists, especially if you don’t have an art program at your school anymore. After storyboarding, students could use iMovie or Animoto to create a video on their president. NETS*S 1.Creativity and Innovation – Students create an original video based on a model. 2. Communication and Collaboration – Students share their video with classmates or complete it as a group project. 3. Research and Information – Students would use these videos as a model of what type of information they need to know about their chosen president. 4. They would need to plan and manage to complete their project. 5. Digital Citizenship – they would have to have a good attitude towards internet information gathering and using video making tools. I found this to be an interesting and relevant tool as it is being used by a young teacher in the school I work at and seems to capture the students’ attention. They are picking things out from the video that we have read about during read aloud time.
- Watch Know Learn
This website has many educational videos that have been presorted by an educational panel. I found in particular many science videos that could be used to bring topics to life for young students. For example, the video on parts of a plant at this link:
could be used as a learning video or a mentor video. Students could use it to make their own video about how certain plants grow. The video could be used to point out features of non-fiction information sharing such as diagrams and captioning. They could make their own video using the StoryKit app for iPads and then share it with fellow classmates, or with a buddy class. NETS*S 1. Creating an original video product to express themselves and 2. Communicate with their class or another class using a variety of media and formats. 3. Research – they would need to research their plant on the internet and locate information on where, and how it grows as well as its parts. 4. They would have to think critically about what information to share as a part of their project. I think this is relevant, because it is another good example of videos that can be used with primary students. The videos are short and understandable.
- Bringing Economic Vocabulary to Life Through Video Posters
This lesson plan is hosted by the website ReadWriteThink.org. I stumbled upon it when looking for resources for involving students in making video projects. I really liked the way that this lesson incorporated so many resources. It would be a lesson plan that you could really tailor to your class needs. There are links to additional resources on the website that can be used for this lesson and links outside of the site as well. Starting education on economic responsibility at a young age has been more in the news lately, and I thought this lesson is a way to do that and bring dull vocabulary to life. I hadn’t heard of video posters and would be anxious to try this in a future classroom. In this lesson plan, students culminate in session three by making a video poster using Glogster or Powerpoint with embedded video. There is even a link to a video tutorial on how to use Glogster:
NETS*S 1. Students are using creativity to make an original video poster. 2. This could be a collaborative project and definitely would be one to communicate to an audience. 4. After literature and role-playing activities with economics vocabulary, they are going to use critical thinking and decision making to complete their video poster. 5. They will have to demonstrate a good attitude towards technology and 6. Use technology effectively.
- New Literacies for 21st – Century Writing
I decided to include this article as a resource artifact, because I think it is a good example of using new technologies in a writer’s workshop setting. The article focuses on a third-grade classroom which has used traditional methods for collecting writing ideas in a notebook, learned craft lessons through mentor texts, and now embarks on a 5 step process:
Step 1: Planning – Story mapping using graphic organizers
Step 2: Developing Stories through Recorded Oral Rehearsal
*Reduce cognitive load of making story into written text
**Photo Booth, Tune Talk Stereo, or Livescribe Pulse Smartpen
Step 3: Listening, Critically Thinking, and Conferring
Step 2 spontaneously became collaborative with a partner
Step 4: Creating Storyboards
A written graphic organizer with a sketch box, narration box for what would become voiceover, and a media list. The media list was a checklist of possible visuals that would replace their sketches – Tux Paint, photo, scanned drawing, video, or recorded song.
Step 5: Producing Digital Stories
iMovie, PhotoStory, or Windows Live Movie Maker
NETS*S 1. Students are using their creativity and innovation with technology to produce original works. 2. They specifically collaborate with peers in Step 3 of their process and communicate their final product to peers and family. 4. They use digital movie making software to complete their project which involves, critical thinking, problem solving, and decision making. 5. They have to show a good attitude to use the digital tools and 6. Understand technology and troubleshoot. An example of this would be rerecording voiceovers to get the right fit and searching pictures to find the right image to bring their movie to life.