I finally got around to trying this Mother’s Day idea this year – with a bit of green screen magic mixed in. My GT first graders have been researching different countries, so they each made a Mother’s Day video for their moms incorporating some of their research. After talking about perspective, and what they thought their moms would like to see in each country, they selected some highlights from their library books. Then they made short videos “congratulating” their moms on winning trips to their respective countries. We used some Creative Commons images and videos from Pixabay and Discovery Ed to create their final “Winning” montages. You can click on the link below to see an example. (Note: The video quality is a bit off because the young lady was wearing a bluish-green shirt that day – a little difficult to balance with our green screen program without making her a talking head!)
Even though the Osmo Words game has been around for a few years, many people probably do not take advantage of its full potential. The Words app is engaging and fun, but can be even more powerful educationally by customizing it.
If adults sign up for a free account at myOsmo, they can add their own albums of pictures and words that can be downloaded to the library on the mobile device being used to play Words. For example, my first graders choose their own countries to study. As we learn about different features of the countries, I add photos to an album in myWords that they can then use to review.
You can find instructions for customizing the Words game here. Using your own albums not only allows you to make the game relevant to current learning topics in your classroom, but also to differentiate. You could use the same pictures in different albums with different vocabulary. Or, you can associate a picture with several words of varying difficulty. For example, a picture of the Taj Mahal may prompt the students to guess Taj Mahal, India, or even tomb.
The online album customization is made even easier with links to UnSplash, an awesome resource of Creative Commons photos. Or, if you don’t want to make your own album, there are many that other teachers have made and shared publicly that you can also download to your device.
I was a bit disappointed and, yes, a lot jealous, when our school wasn’t chosen to try out the Google Expeditions VR program as it traveled to different cities around the U.S. I had tried Expeditions at some technology conferences and thought our students would enjoy the unique experience.
With virtual reality, students wear “Google Cardboard” goggles, which have phones inserted in the front. Once an Expedition is begun by the teacher, the students are basically immersed in the environment as the teacher leads them through a field trip of a place like a coral reef.
The VR experience is great, but most elementary classrooms do not have the equipment to make it a reality. Since only one student can use a pair of goggles at a time, and the goggles require a phone, the logistics are a bit tricky for the standard K-5 classroom.
Google has recently begun to beta test a new version of Expeditions, which is augmented reality instead of virtual reality. No VR goggles are required, and tablets can be used. The AR version is not available to the public, yet, but our school was fortunate this time to be chosen to try this version out. (If you are interested in seeing if your school can beta test Expeditions AR, go to this sign-up form.)
On the day of the beta test, all of the teachers who had signed up at our school attended a 30 minute training with the Google representative to learn how to use the equipment. (Google provides everything for the sessions that day, including routers so they don’t have to use the school wi-fi.) During each 30 minute session, groups of 3 students use Android phones that are on sticks (see the pics below) to scan QR codes that are on papers on the ground. The teacher, who has already chosen from a list of possible Expeditions, leads the students through different images, controlling it all on his/her device. All students see the same image at the same time.
When the first image appears, there are usually squeals of delight as the students realize that they are viewing a 3 dimensional version of a bee, or a dinosaur, or a volcano. They can walk around all sides of the image, and even, for some, go inside. A few students had some difficulty understanding the spatial dimensions, but most quickly caught on. The enthusiasm of the teachers (many who had never used augmented reality) and the students mounted throughout the 30 minutes as they investigated planets, tornadoes, and some human anatomy. Throughout the day, students in K-4 had a chance to try out the technology, and all seemed engaged.
Overall, this technology seems like it has potential for wide-spread use in elementary, since it will be available on tablets (iOS and Google Play) for free. The trick will be to make sure that teachers design pedagogically sound lessons to utilize it rather than depend on the novelty to lead learning. As augmented reality become more ubiquitous, the oohs and ahs will quickly subside if there is no other substance to the lesson. As someone who has been using AR in my classroom for years, I am well aware that it is more important to include technology when it supports the lesson than to depend on the technology to be the lesson.
The iCivics website is an incredible free resource that I have blogged about in the past. Recently, the site added a downloadable, printable resource called, “My County Works,” for elementary students that gives an overview of the way county governments work here in the United States. There are other links to lesson plans and activities for middle and high school on the “Teach Local” page of iCivics. My 3rd graders, who have been studying Systems Thinking, enjoyed playing the “Counties Work” app, which allows the user to be in charge of a fictional county and make decisions about the appropriate ways to spend the budget. The students had to learn which departments would be assigned particular projects, how spending money and charging taxes would affect their popularity (since they were in an elected office), and the importance of keeping a balanced budget. Although the game is, of course, a bit simplistic, it does give students an idea of many factors that need to be taken into consideration by officials before approving citizen requests.
If you have ever seen a music video by “OK Go,” then you cannot fail to be in awe of the band’s incredible creativity. In every production, you can tell that they spent a lot of time on brainstorming, working hard, and having fun. Even more notable, though, is how much math and science must be used to create these complex feats of artistic expression.
In cooperation with the Playful Learning Lab at the University of St. Thomas (seriously wish this had been a thing at my university!), OK Go has designed a new website, the OK Go Sandbox, that provides resources for educators to use with students for STEAM activities based on a few of their music videos.
Each of the music videos currently featured on the site has a link to educational materials that include free downloads, challenges for the students, additional videos, and suggested activities. From making flipbooks to experimenting with sounds made by different “found” instruments, this resource explores the astonishing potential of merging science with art. Some of the challenges can be used with the Google Science Journal (a free app available for both Android and iOS).
It looks like this is a dynamic project that is encouraging advice from educators, so be sure to visit this page for more information on how to get involved.
I don’t want to overwhelm you with all of my take-aways from TCEA 2018 so far, so I thought I would give you a few new tools I’ve learned about with brief summaries and links to the presentations. I am really cherry-picking from the plethora of resources I took notes on, so definitely click on any of the presentation links if you want to learn more.
- If you didn’t see my post about Pear Deck, you can click here. This is an incredible new Add-On for Google Slides that can be used to easily get feedback from your audience in real-time. Great for staff-development and in the classroom.
- From Hall Davidson’s session on AR, VR, and MR (Augmented Reality, Virtual Reality, and Mixed Reality), I learned that Aurasma is now called HP Reveal. Those of you who have used my Augmented Reality Resources page should note the name change. (I will update the page when I have a moment.) Davidson also gave this link to a presentation from Katy Noelle Scott and Clint Cornfield on how to “Hack Google Expeditions.”
- Charlotte Dolat from Alamo Heights ISD (and Area 20 TCEA Director) did a fun session building on the popularity of Insta-pots with her “Instant Tech” site full of F.E.W. apps (Frequently Executed Well). The TextingStory Chat Story Maker is going to be downloaded to my classroom iPads as soon as I return to school. I also want to have my students try out Emaze for a new way to present.
- I’ve used StoryCorps before, but the team from Richardson ISD gave me an idea to use with my 5th grade GT students as we read The Giver. Ask them when is war justified, and then show them this powerful video on “The Nature of War” from StoryCorps. Tie that in to a Newsela article on the Civil War, and you will have students making powerful connections.
I have a few more things to share in the near future, but I don’t want to be a “dumper” as Jennifer Gonzalez would say.
If you are still at TCEA tomorrow (Friday), I would love for you to join me at my session at 9:15 am in Room 12B. We will be talking about making global connections, and I could use a few extra audience members to drown out the heckling I will have to listen to from my colleague, Angelique Lackey. Also, I will be using Pear Deck so you can see it in action!
I was invited to help a couple of first grade classes with Hour of Code activities last week, and thought that we would try using Scratch Jr. I had a different lesson planned for our Friday morning (“Can I Make the Sun Set?”) – but then it snowed in San Antonio Thursday night.
For those of you in northern climes, snow may be somewhat unexceptional, but in San Antonio snow is pretty close to miraculous. Many of my younger students had never seen snow in their entire lives, so it seemed only fair to change our Scratch Jr. lesson the morning following our unusual weather phenomena.
Most of the students in the class were as new to Scratch Jr. and programming as they were to snow. I started the class with the BrainPop Jr. video I mentioned in last week’s post. Then I used Reflector to demonstrate the Scratch Jr. interface on the classroom screen. I talked about the meaning of “character” in Scratch Jr., and how it could be any object that you want to program to move in some way. I showed them how to add a background. I also demonstrated that they would need a “trigger” for their character such as the green flag, and how to program characters to move. Then I gave them some time to explore.
After they played around a bit in pairs on the iPads, I asked for their attention so I could show them how to add a camera shot as a background. This was something new I had learned last week, and it takes a bit of practice. This video explains it well. (She is using the tool to make a character, but you can use it for a background as well.)
The students worked on taking pictures for the background. Some chose the classroom for photos, and some chose themselves. Their homeroom teachers and I definitely needed to give support to many students – especially when we realized the camera tool wasn’t enabled for Scratch Jr. on all of the iPads.
Once most of the students had backgrounds, I showed them how to add snow as a character. They clicked on the + sign to add a character, and then the paintbrush icon to make their own. After choosing the color white, I told them to make white dots all over with the tip of their finger. It’s difficult to see the white dots on the white canvas, but after they click the checkmark at the top, the dots should show up on their background.
Students can move the white dots to the top of the background, and then program their snow “character” to move down when the green flag is triggered. I showed them how to add higher numbers under the down arrow so the snow would reappear at the top and come down again if they wanted.
To make it look a bit more realistic, the students can add snow as characters several times, positioning them at different spots on the top to fill the screen with snow falling once the flag is tapped.
Another extension would be to teach the students the “bump” trigger so that when the snow hits another character, such as the Scratch cat, the character can say something, such as, “It’s snowing!” You could also ask them if they can figure out a way to make the snow accumulate at the bottom of the screen.
There were various rates of success in the classroom for this project. Some students got confused and added snow to the background instead of making it a character, and the camera tool required patience and practice. However, there was a lot of learning going on, and great engagement.
This lesson could be another way to connect to the Snow Globe lesson that I have posted about in the past. . Hopefully, the students will now think of other ways to use Scratch Jr. for storytelling and creating in their classrooms and at home.