Wednesday, February 18, 2009

Week 7: Virtual Tour Plan

Location ActivityGoogle Earth Content
1. EuropeTell children that art is influenced by different cultures, and different areas of the world. Have students locate 2 artworks that are of European origin, and have them identify characteristics of European art.Take the students to Europe. Allow them to explore countries in Europe.
2. China Show students pictures of chinese art. Have students list characteristics of Chinese art. Discuss their opinions of which art they like best.Take students to China. Show a picture of a Chinese Painting.
3. FijiHave students discuss the kind of art they might imagine when they think of tropical places. Show students where Oceania is, and discuss Oceanic Art. Have students list characteristics of oceanic art from pictures displayed (on the board with the rest of the lists).Take the students to Oceania. (ex: Fiji)
4. India Ask students if they have ever been to an Indian Restaurant. If anyone has, ask them what the inside of the restaurant looked like? What kind of artwork did they notice? Bring in different artifacts that come from India. Show pictures of Indian art. Again, Have students list characteristics of the art.

Now that the class has learned about 4 different cultural arts, draw a Venn Diagram on the board and list the similarities and differences between these different types of art.

Have students choose one of the 4 countries we discussed and allow them to create their own work of art using the characteristics described in the lists we made as a class.
Take the students to India.
Details of image overlay / path / polygon:Will use a path, and use pictures of an artwork from each different country, for that country.

What is the content you are focusing on in your science lesson?
  • In this project I will be using visual arts of different cultures to find similarities and diversities between them.
  • 6th Grade
    Standard 4
    The student will interpret and apply visual arts in relation to cultures, history, and all learning.
    Objective 1
    Compare the arts of different cultures to explore their similarities and diversities.
  • Compare/contrast art forms, past or present, in terms of subject matter, culture, and history.
  • Infer ways the availability of resources, technologies, and social conditions have affected artworks.
What is the pedagogy you are using and why is it a good fit with the content?
  • We will be using visuals of the arts to assess as a class the similarities and differences between them. The students will learn how to search on an individual level, and a group level. They will learn different ways to assess new information by using discussion, as well as a Venn Diagram.
What is the technology you’ll be using and why is it a good fit with the content and pedagogy?
  • We will be using Google Earth and I will create a virtual tour here where students will be able to see where the visual arts are in the world. I will place a picture of the kind of art that will be found there. This will give them a visual understanding of where these locations are in reference to each other, and what kinds of climates they might have there. We will use wikipedia to find other characteristics of the places that we study, and how those characteristics might influence their art.

Tuesday, February 17, 2009

Wednesday, February 4, 2009

Week 5: Story Board & TPACK Questions

TPACK Questions:
* What is the content you’ll be using in your lesson?
- In this lesson students will be making an original ABC book. Each student will be assigned a letter of the alphabet. Each student will compose a sentence (with the help of an adult) that can make sense (with a little imagination) as well as uses as many words with their assigned letters in their sentence. Students will create a picture that shows what is going on in their sentences. After each letter is finished, we will put together all the letters to make one whole ABC book. I will upload the story onto PhotoStory and show the class the video we made as a class.

* What is the pedagogy you’ll be using and why is it a good fit with the content?
- We will helping students learn their letter sounds, as well as experiment with different media in their original artworks.

* What is the technology you’ll be using and why is it a good fit with the content and pedagogy?
- I will be using Photo Story Software that will allow students to see how their compositions fit into the overall picture. I will turn the book into a movie, and include audio on it as well.

Tuesday, February 3, 2009

Week 4: The Tech Savvy Teacher & The Three TPACK Questions

Students in American schools are most likely familiar with the Fahrenheit system, but the science community uses the metric system to measure. Therefore, it is important for students to learn about different temperature scales, and devices used to measure. We would discuss different ways the students are familiar with taking temperatures, and what they measure; pool thermometers, oven thermometers, and other measuring devices. After students have identified what they're familiar with, make comparisons to the metric system (Celsius).
For example, have different temperatures in Celsius and Fahrenheit and ask the students to make predictions about what type of weather they would see. If it was 32 C (which is 89.6 F) outside, would the students be dressed in winter clothes, or would they be at the beach? Discuss the difference in measurement scales, ie., water boils at 100 C, and your body temperature is approximately 98.6 F, but your body is not about to boil.

As a class we collected samples of objects we believed would represent a range of temperatures. We collected snow, water from the drinking fountain, and warm water from the bathroom faucet.

We then used the temperature probes to collect temperatures digitally. We had two probes, one measuring in Fahrenheit, and the other measuring in Celsius. We put both probes in the same cup and measured the temperature of its contents. We used a program named Logger Pro to create graphs of the temperatures collected, in both Celsius and Fahrenheit. This would help to clarify Celsius and Fahrenheit measure temperatures the same using two different systems. For example, the freezing point of water in Celsius is 0 C and the freezing point of water in Fahrenheit is 32 F. Though these numbers appear to be different, they are equivalent measurements.

Using the temperature probes to gather measurements firsthand enhanced our lesson. Students were able to measure one object using two measurement systems simultaneously. They were able to track the results using Logger Pro, and create visual graphs representative of their data. Students are more likely to retain their knowledge because of their hands-on involvement, rather than just listening to a lecture.

The Three TPACK Questions:
1. What is the content you are focusing on in your science lesson?
The content that is being focused on in the lesson is that of understanding the difference between Celcius and Fehrenheit temperature measurements, and how they relate.
2. What is the pedagogy you are using and why is it a good fit with the content?
We are allowing children to use hands on activities and believe that this will help children make more connections and better understand the content of the lesson.
3. What is the technology you’ll be using and why is it a good fit with the content and pedagogy?
The technology we used was a program called Logger Pro in which we used probes to measure the temperature of our different forms of water, and then we also connected this to the computer to collect our data. It's a great fit for our content and pedagogy because it creates a visual for the students to see exactly how the measurements are relate. Once the temperatures are taken, this program records it in Celcius and Fehrenheit. This technology is enhancing students learning as they use Logger Pro, and see its results.