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01 Apr 2012
Comments: 0

iFactor: Prime Factorization Cubed!

After meeting with the 5th Math Specialist to collaborate and plan, I feel like we have a really good plan for next week’s 5th Math training. The intent was to provide technology tools for teachers that would not serve as “one hit wonders.” Rather, we wanted to provide teachers with a Bag of iTricks that could be used to support multiple mathematics skills… and other content areas. The iLesson below not only reduces paper waste (the original document was 9 pages) but provides a viable alternative to a pencil and paper task.

The original document included a direct teach piece on prime factorization, a Frayer model template for Prime Numbers, 4 recording sheets for factoring numbers in multiple ways, and a template for creating your own prime numbers matching card sort. Using a combination of the apps iPen Free app and Popplet Lite, I was able to reduce the packet to a page or two.
 
Student Task 1: Frayer Model using Popplet Lite

  1. Double tap on the screen to create a popple.
  2. Tap the “T” to add text and type “Prime Number”.
  3. Tap the gray circle connector to create another popple attached to the first one.
  4. Type “Example” in the second popple.
  5. Tap the icon of the pen to draw your example.
  6. Tap the Prime Number popple to create another popple attached to it.
  7. Type “Non-Example” in the third popple.
  8. Draw your non-example example.
  9. Tap the Prime Number popple to create another popple attached to it.
  10. Type “Definition” in the fourth popple and write your definition.
  11. Tap Export and Save the image as a jpeg.

 
The iLesson video (Student Task 1) below was created with the Reflections web app that allows screen mirroring of your iPad.

 

Student Task 2: Prime Numbers Two Ways

  1. On page 1: Import your Prime Number Frayer Model that was created in Popplet Lite.
  2. On page 2:
    1. Find the Prime Factorization of 80 in red.
    2. Find a second way to factor 80 in blue.
    3. Write the prime factorization of 80 using exponents in green.
  3. On page 3: Complete steps 1-3 for 30.
  4. On page 4: Complete steps 1-3 for 72.
  5. On page 5: Complete steps 1-3 for 120.
  6. On page 6: Find the value of 3 x 3 x 3 x 5.
  7. On page 7: Find the value of 3² x 5 x 7
  8. On page 8: Complete the Reflection using a combination of pen and text.
    1. How do you know when you have found a number’s prime factorization?
    2. Does every number have a prime factorization? Explain.
    3. Can a number have more than one prime factorization? Why?
  9. On page 9: Complete the Reflection using a combination of pen and text.
    1. Find all the numbers less than 50 that have at least one 2 and at least one 5 in their prime factorization.
    2. What do you notice about these numbers?
  10. On page 10-12: Solve the following problems:
    1. Find the prime factorization of 240.
    2. Carson and Beth are comparing their secret numbers. Carson’s number has a prime factorization with 2 numbers and Beth has a prime factorization with 3 numbers. Beth says this means her number is larger. Is Beth correct? Explain and give examples.
    3. What is the value of 3² x 5³ x 7.
  11. Email your book to your teacher (there is also an option to print if you have access to an airprinter).

 

Factoring 2 Ways with iPen Free app

 

Student Task 3: Prime Number Matching Card Sort using Popplet Lite

  1. Create 8-10 unconnected popples.
  2. Each popple should be a number, a factorization, or a prime factorization with exponents.
  3. Include some items that could have more than one match.
  4. Pass the Popplet to your partner and have him/her connect the popplets that match (remember some popples may be connected to more than one popple).
  5. If you have any remaining items, create two popples for each unused popple to illustrate prime factorization in two ways. (Change the frame color of the left-over popples).

 


Other iLessons with Popplet & iPen:
  1. Multiplication Stories (iPen)
  2. Inferencing iValentines (Popplet)
  3. More Vocabulary & Frayer Models (Popplet)
  4. Sequencing (Popplet)
  5. Character Map (Popplet)
  6. Geometry (Popplet)
  7. Other Math iLessons

 

Popplet Lite was also featured in “Hot Apps 4 HOTS” iBook to support Bloom’s taxonomy in the iClassroom.

 


31 Mar 2012
Comments: 0

Doodle Zoo

After meeting with the 5th Math Specialist to collaborate and plan, I feel like we have a really good plan for next week’s 5th Math training. The intent was to provide technology tools for teachers that would not serve as “one hit wonders.” Rather, we wanted to provide teachers with a Bag of iTricks that could be used to support multiple mathematics skills… and other content areas. The iLesson below not only reduces paper waste but provides a viable alternative to a pencil and paper task.

The original task included an herb garden plot, I simply took the same numbers and modified it to work with the stamps and images available in Doodle Buddy for iPad.

The iLesson video below was created with Reflections web app that allows screen mirroring of your iPad.

Student Task: Create a square model that represents the 4 divisions of a children’s zoo. Divide and label the square plot to reflect the following:

    1. 50% Carnivores
    2. 25% Herbivores
    3. 15% Amphibians
    4. 10% Aviary

 

Here are the steps in Doodle Buddy:

    1. Choose a background if appropriate (from the tic-tac-toe icon).
    2. Use the shape stencil to create a square.
      1. Leave some work space on the right or left of your square.
    3. Fill in the square with the color of your choice.
    4. Draw a line to represent 50%.
    5. Add a stamp to represent that division (e.g. lion represents carnivores).
      1. If the stamps featured are not available, check the shopping bag icon to purchase them with Doodle Bucks. You should be give enough default bucks to “purchase” a couple of stamp packs.
    6. Add a text box to represent 50%.
    7. Repeat steps 4-6 for the rest of the sections.
    8. Use a combination of the drawing and text tools to answer the following problem
      1. If the Amphibians are allocated 75 square feet of space, how many square feet are in the entire children’s zoo?
    9. Save a copy of your project to the photo album via the wrench icon.
    10. Send the image via email to your teacher via the wrench icon.
    11.  Include your explanation for the question in #8 in the body of the email.

 

Doodle Zoo Final Product using Doodle Buddy

 

Possible Extensions:

  1. Have students complete the square feet for the rest of sections in the children’s zoo.
  2. Have students create their own problem with their own percentages and have their partner solve it. Doodle Buddy contains stamp packs that would lend themselves to:
    1. Animals in an Aquarium
    2. Animals in a Petting Zoo or Farm
    3. Food on a Lunch Tray
    4. Cars in a Parking Lot
  3. Import the image into ScreenChomp and complete the problem solving and explanation with audio.

 

Other iLessons Utilizing Doodle Buddy:

Doodle Buddy was also featured in “Hot Apps 4 HOTS” iBook to support Bloom’s taxonomy in the iClassroom.


09 Mar 2012
Comments: 5

What's Cooking in your iClassroom?

While educators know that math is all around us, sometimes students have a difficult time grasping its impact on our every day activities. Though the apps listed below may not inherently scream proportions, rate, sequences, and percentages, they very easily lend themselves to providing creative and engaging connections to real world problem-solving activities. Some of the apps can be used as hooks and others to provide data for further problem-solving or to spark discussion. (App Screenshots added to and displayed with XNote app with customizable graph paper background).

Real-World Math meets Edutainment curated with XNote app

 

  1. Farmers Market: This tool provides users with 4 different vendors and 4 different customers. Vendors sell anything from vegetables and glassware to shoes and coats.
    1. Elementary students could create basic multiplication and addition sentences and then solve them, as seen with Ms. Carnazzo’s classor compose and check problems based on change and currency.
    2. Middle School students could create word problems involving unit price, tax and mark up/markdown or research and discuss the difference in price and impact of buying local vs. buying from a corporation.
  2. Kidz Kitchen: Provides users with an option to make pastas and pizzas as well as cook lunch and dinner. In the “making pasta” segment, users guide the chef through the kitchen to complete the steps of making a series of different meals.
    1. Early elementary students could utilize this tool to learn order and sequence of a task.
    2. Middle School students could create word problems that involved proportions, fractions, and conversions for recipes, how much food would need to be ordered so there was the least amount of food waste based on the dishes ordered, or research and map out times for when the chef would have to start prepping and cooking each element of a meal to complete it by a certain time.
  3. Lil’ Kitten Shopping Cart Game: Lil’ Kitten is given a specific amount of money ($25) and a list of items he has to purchase for his family (e.g. butter, guava, ice cream cones, yogurt, bacon). First he has to locate each item in the store, and then he has to choose which brand of item to purchase (e.g. one brand of bagels may cost $3.50, another $3.00, and another $2.50). The goal is to purchase all of the items and still have money left over. While Lil’ Kitten’s list typically only has 4-6 items, he can actually dump up to 10 items in his cart (including items that are not on the list). When he has put all of the items on the list in his cart, he can check out and is provided with a write-up of his original budget, money spent, money saved, etc.. If he has money left over, he can buy a toy from the store as well.
    1. Elementary students could practice creating and solving word problems that involve change, multiplication situations, repeat addition, etc..
    2. Middle school students could again create word involving unit price, tax and mark up/markdown or research and discuss then and now prices of grocery stores.

 

Don’t take my word for it… Check out Carnazzo’s engaging uses of real world mathematics and edutainment app(s). She recently sent me a delightful iLesson involving students taking screenshots from the app My PlayHome (or My PlayHome Lite), composing a multiplication story and solving it using the app iPen (or iPen Free). Check out several other ideas for utilizing My PlayHome in the iClassroom.

 

Carnazzo's Multiplication Stories utilizing My PlayHome and iPen

 

 


18 Feb 2012
Comments: 2

Tis the Season for iLearning

I have had the pleasure of sharing many of Ms. Carnazzo’s creations in the techchef4u kitchen and thought it was about time I took a trip to her classroom. Yolanda and I had the opportunity to observe Carnazzo in action and assist a group in completing their Seasons project. The weather that day was quite fitting as neither one of us were dressed nor prepared for the torrential downpour.

The first thing I noticed was her classroom management. All students were on task, at a level 0, and were working on the assignment that they were expected to complete. Before the activity, Ms. Carnazzo (2nd grade teacher) reviewed the task and the CHAMP’s Expectations for student behavior. Then students were then split up into 4 groups. One group worked with Ms. Carnazzo on the carpet finalizing their script and storyboard while the others worked quietly at their desks doing independent work. Each group was responsible for a different season.

Carnazzo's iClassroom

 

Science 2.8B: Identify the importance of weather and seasonal information to make choices in clothing, activities and transportation.

Beforehand: Before we arrived, small groups had researched info on their season using BrinpopJr videos and the Science text to describe their seasons citing the following elements:

  1. Typical weather/temperature
  2. Types of clothing to wear
  3. Activities appropriate for that weather
  4. Kinds of transportation they might use (e.g. to get to school)

 
Groups had also discussed and written ideas for their Puppet Pals video using the provided Storyboard template. Ms. Carnazzo had pre-selected a seasonal image background from both Puppet Pals Director’s Pass app and Doodle Buddy’s background gallery.

During Class: Small groups worked with the teacher (and Yolanda and myself) to:

  1. Finalize their Puppet Pals ideas
  2. Practice their presentations without actually recording (took several run-throughs)
  3. Record their video (as time permits)
  4.  

Logistics: Groups not working with a teacher had another weather activity to work on quietly at their desk. In working with a group first-hand I discovered a few things:

  1. You can only practice the script a couple of times before the students start losing interest. I found the best course of action was to practice once or twice with the script, record a rough draft, listen to it, and record one more, and then choose the best of the two.
  2. Passing around the script and the iPad causes a bit of background noise. I found if I held the iPad and handed it to each child when it was their time to speak, some of the noise of moving the iPad was reduced.
  3. The Puppet Pals video file is too large to email. Since the students recorded their show on my device and not Ms. Carnazzo’s, I had one of two options: upload to YouTube as a private file and then download from there, or pull it off when I synced my device at home.

 

Carnazzo's Season's Student Projects


 
If you are interested in how to manage an iClassroom or how to purposefully integrate 1 iPad in to a classroom, tune in Thursday March 1st at 3:30pm as the famous Lisa Carnazzo will be our guest “The 1 iPad Classroom“. If you missed the live show, check it out in iTunes the next day.


14 Feb 2012
Comments: 0

Reflections on a 1:1 iPad: It is a Tool, NOT a Toy!

I had the wonderful app-ortunity to make a site visit to Westlake H.S. in Eanes ISD on Wednesday February 1st. When we arrived, various campus and district officials shared some background on the student-centered learning initiative. They focused on multiple benefits of the 1:1 iPad initiative where high school seniors were issued iPads like textbooks at the beginning of the year. In a time where global communication, inquiry-based opportunities, and self-directed learning is how students manage the information revolution, it was refreshing to get to observe an iLearning Utopia.

WIFI Update from Westlake Chaps on Vimeo: Produced by Westlake Film Production – Special Thanks to Carolyn Foote

When asked what they would miss most about their iPad if it was picked up next week, one student replied “I would miss the responsibility – I feel like the school trusts me.”

Student Responsibilities: Allowing students to take the iPads home “blurs the lines” of school and home and provides for a 24/7 information access environment where students can digitally pursue their passion and interest in authentic learning environments and collaborate and problem-solve with others to deepen understanding. With this came an iPad Loan Agreement which included 10 Student Responsibilities (5 of which are highlighted below):

 

  1. My iPad is my responsibility and I will not leave it in unsupervised areas.
  2. I will honor my family’s values when using the iPad.
  3. I will bring the iPad to school every day with a fully-charged battery.
  4. I will treat the iPad appropriately and will report any mechanical or technical issues to the school.
  5. I agree to use the iPad for appropriate, legitimate, and responsible communications.

 

Parent/Guardian Responsibilities: The agreement also included 7 Parent/Guardian Responsibilities (3 of which are highlighted below) which re-stated many of the Student Responsibilities:

  1. I will supervise my son’s/daughter’s use of the iPad at home.
  2. I will discuss our family’s values and expectations regarding the use of the Internet and email at home and will supervise my son’s/daughter’s use of the Internet and email.
  3. I will ensure that my son/daughter reports any mechanical or technical issues to the school.

 

During my visit, I had the pleasure of observing 3 different classrooms and visiting the Juice Bar.

English 3 AP: While the student task and assignment itself was projected in the SMART board, it was very clear when I walked in to this classroom that the learning had been moved from the wall to the hands of the kids. Students were seated in groups of 4 and 5 (each with their own iPad). Each student was clearly on task and engaged and able to utilize all of the resources around them in a productive and purposeful fashion… including their peers. It was also refreshing to see the teacher, Valerie Taylor, modeling the use of creative commons photos as it is so simple now with an iPad to save any internet image to your Photo Roll for use in a project (without attribution).

Valerie Taylor Moves Learning from the Wall to the Hands of the Kids


 
AP Environmental Science: The teacher, Bob Murphy, discussed how he had found an article that very morning that he felt was more pertinent and relevant than what he had initially planned for the day. Typically, teachers can not change their lessons on the fly to accommodate new or current findings as additional copies and labs require time and planning. With the convenience of having a personal mobile device, students accessed the article with their Austin American Statesman app (they also have a podcast series) and then proceeded to engage in a discussion on the topic.

Statistics: The first thing I noticed about this classroom was the multiple learning styles supported with the iPad. While each student was taking notes on the same topic, many used different note-taking apps (the favorite was NoteTaker), a stylus, a keyboard. Even in the same note-taking app, students notes looked quite different. Brad Smith mentioned a couple of benefits of the 1:1 such as the ability to analyze and manipulate large data sets and make graphs and charts quickly. He also discussed the ability for students to keep a record of their homework and assignments (as these electronic items are resident on their device even after they have submitted them via email to their instructor).

(See video below for more teacher tips for integrating the iPad into the iClassroom)

Juice Bar: Our last stop before returning to debrief on our findings and observations was the library which Carolyn Foote has turned into hip and trendy spot to share apps, collaborate, and troubleshoot the devices. The carpet was removed, power strips, cafe tables and chairs were added, idea boards were provided to share apps and resources, and a mentorship program was created to self-support the troubleshooting and mechanics of the devices.

The Juice Bar: Westlake H.S.


I had brought a list of logistical questions to ask students and teachers and will share them with the resulting answers below:
  1. What if you forget your iPad at home? While it clearly states in the student responsibility form that students will bring a fully-charged iPad to school each day, there will be the occasionally day that one will forget. In the event of iAmnesia, students are able to rent one out for the day.
  2. What happens if a student breaks or damages a device? In the past six months, approximately 60 of the 2,000 iPads have been broken or damaged. This amounts to only 3% of the initial load. Students were given the option to purchase optional insurance for their device for a fee of $30. With a 95% acceptance rate, it is clear this was a popular option.
  3. Can students access Facebook? No, this site is blocked by the school Wifi.
  4. Does the device present a distraction? From multiple student interviews, I found the device is a wonderful way to self-manage. Students are aware that they have to complete the assignment regardless and most would rather complete it in class then complete it at home. If students are off-task on the device, teachers have the authority to pick it up and have it returned to the student or parent at the end of the day.
  5. How do teachers interact with students in this “blurred line” atmosphere? Teachers have office hours a few days a week in which they are available to FaceTime with small groups from 6-8pm to discuss assignments – modeling an atmosphere that closely resembles higher education institutions.
  6. What accommodations are made for absent students? Many times a friend will video-tape the lecture or students can FaceTime in directly.
  7. Can’t students cheat with an iPad? Typically assessments are given with an iPad / non iPad section. The iPad section would also allow access to student notes. Many standardized assessments are accessed via a QR code and then completed in Google Forms. (See video below for apps and process used to create and conduct these paperless assessments)
  8. How do students submit work? While Dropbox is an app that easily allows students access to files, multiple teachers mentioned that the organization and maintenance of the utility as well as the ability for students to accidentally delete or move files and folders led them to rely on submitting work almost exclusively via email. So what might that process look like? Students have a school email. Teachers have a Gmail account in which they have set up files and a sorting nomenclature based on the subject line (e.g. Statitsics: Period 2, English AP: Period 3).
  9. Is printing from an iPad an issue? Due to the increase in electronic submissions of work, teachers have begun to consider what truly needs to be printed and what does not. In doing so, they have saved $30,000 in paper alone this semester.
  10. How does the iPad work in conjunction with the existing textbook? The textbook is still used as a resource. However, students don’t always need to lug it around. The beauty of the iPad is that students can take a snapshot of the 2-3 pages they need (whether it be for questions, an article, or vocabulary) or access the online version from the publisher. Eanes is also in the process of setting up an iTunes U channel for the district and investigating iBooksAuthor.
  11. What kind of covers were issued to protect the devices? Initially students were given a Kensington Padfolio-like $30 cover. The campus had assumed the covers would be turned in once students decided to purchase their own trendy covers but found just the opposite trend occurred. Students were able to personalize and customize the device, home screen, and apps itself and had no need or desire to buy trendy cases.
  12. What apps were initially purchased for the students and how were they disseminated? Each student received roughly $40 worth of apps including Pages, Keynote, Numbers, iMovie etc. These apps are considered a consumable cost as the apps are now tied to individual student iTunes accounts when they are redeemed. Casper is used as a storefront to disseminate the apps provided.

 

Eanes Wifi: Taking Copious Notes in the Juice Bar!

 

Paperless Assessments: Bob Murphy models how the iPads can be utilized to manage delivering student assessments and reduce paper waste.

How are Teachers Integrating the iPad into their Life/Classroom and Handling Student Submissions?

Want More? Visit Eanes’ Wifi iPad Pilot Project Blog and the Westlake H.S. page for more videos and resources. Also Check out the “appy hours 4 u” interview with Carl Hooker for more info on the 1:1 iPad Rollout.

 


28 Jan 2012
Comments: 1

Paperless Passages with PaperPort

Our ELA and ELL teachers were scheduled to conduct a Super Saturday session for ELL students. They had requested that I support them with some apptivities that would focus on unfamiliar vocabulary. The passage (written by Mr. Wayment) was originally included as a handout. I simply converted the document to a PDF, gave it a public URL in Dropbox, and suggested it be completed in an app like Neu.Annotate PDF or PaperPort Notes. Not only does integrating the iPad provide the teachers with an engaging paperless lesson, apps like PaperPort Notes also provide a way for students to provide responses both in written and auditory form. Consider having students answer the following question “Do you think it was right or wrong for the people at the wake to laugh about things that Mr. Ortiz had said and done?” using the voice recording feature.

Annotate your PDF's in PaperPort Notes and include a Voice Message

 

Follow-up activity: This involved students illustrating their own “common words (see page 17 & 18)” vocabulary word from the list. This would include the word, a definition of the word, using the word in a sentence, and a visual representation of the word. The visual could be a picture of the student portraying the word (if the classroom has an iPad 2) or a hand-drawn illustration in an app like Doodle Buddy. Students had the choice of the following words (howl, wail, cry, moan, sob, chuckle, snicker, giggle, guffaw, and explode with laughter). The final product would be assembled in Popplet Lite. An extension could be using Popplet Lite to place each of the words on a spectrum of intensity (e.g. howl to explode with laughter). Also visit Taxonomy of Ideas for a framework. 

Illustrating Vocabulary with Popplet Lite

 

Check out other iLessons and iResources with Neu.Annotate PDF and Popplet Lite.


03 Jan 2012
Comments: 3

Be a Narrative Champion 4 Your Students

While it is the new year, I would be remissed if I neglected to share this bit of tech cheer from Ms. Carnazzo. While this persuasive assignment is holiday themed, the idea of writing and reading with multiple media elements is an idea that can be used the whole year long. With a media production studio in her students’ hands, Ms. Carnazzo serves as a narrative champion for her second grade class.

The Task: Students completed a written reindeer application prior to recording with the VoiceThread app. While Ms. Carnazzo did mention that the app had some glitches, thankfully students were able to use the online web app to complete the rest of the assignment. I typically shy away from apps that require logins as creating multiple student credentials and signing in and out of the app can be cumbersome. However, I can see the benefit of creating a class login and being able to continue working online (away from a mobile device) if need be.

 

After being pumped up after Tech Forum, I had scribed a blog draft highlighting seven tenets from Dean Shareski’s Keynote “What Matters Now“. For one reason or another, I never posted it. Since then, I have come across multiple situations that support his seven tenets…and decided to highlight them in a series of blogs…each blog featuring one tenet.

What Matters Now: Shareski’s sixth item was “storytelling“…and the idea of reading and writing with media. In this day and age, a persuasive essay or biography does not have to be (and should not always be) a paper and pen assignment. Consider innovative ways to share a story: blogs, videos, podcasts, cartoons, animations, ePubs and ebooks, info graphics, slideshows, etc…

A Real World “Reindeer” Example: While Ben is not applying for a position as Santa’s reindeer, he is using the innovations of multimedia (Ben For Best Job Blog) to market himself as an ideal candidate for the job of his dreams. Consider using Web 2.0 tools and apps to provide students with the multimedia tools that they need be successful in an ever-changing social and global community.

Be a Narrative Champion for your Teachers: When I think of the classroom and teacher that I would want to teach and inspire my own two boys, I instantly think of Ms. Carnazzo. Her innovative lessons and purposeful and effective use of technology engage and empower her students to be media literate global learners and inspire others to follow in her footsteps. To that end, I have nominated Ms. Carnazzo for the National School Board Association’s “20 to Watch” Award.

Also check out “Digital Story-telling: A tutorial in 10 easy steps“!


21 Nov 2011
Comments: 0

Surprisingly Educational Apps: Part 2 – Episode 12

This is a supplement to “Appy Hours 4 You” Blog Talk Radio Show: Episode 12 – “Surprisingly Educational Apps. In this episode we featured multiple edutainment apps that that at first glance might not appear educational. For each free app we shared multiple integration ideas across content areas and grade levels. Check out our first installment of “Surprisingly Educational Apps.”

 

PicCal Calendar Event

This week we discussed the following free apps:

  1. StoryLines: Check out other apps by Root-1
  2. ArounderTouch: Check out edu tips for Virtual Vacations
  3. Tour Wrist: Visit their blog to see more media coverage and consumer reviews
  4. PicCal Lite (Blog)
  5. My Playhome Lite: More edu tips for integration
  6. To me By me (Website)
  7. SonicPics Lite (Website)
  8. Bill Atkinson PhotoCard Lite (Website)
  9. Coolibah (Website)

 
Wish I had come across Michael Benavides’ Spanish iLesson using TurboCollage (I am adding this app as a “write-in” on the surprisingly educational app ballot).

 

Stream this week’s episode or download it in iTunes directly.

Listen to internet radio with Techchef4u on Blog Talk Radio

 


18 Nov 2011
Comments: 0

History Rocks with Web 2.0 Tools & iDevices

A few weeks ago Jennifer Hall of Krueger Middle School asked me to review her music video project and give her a few tools that her students could use to execute the assignment. She had found some pre-created sample videos on YouTube to inspire her students (see below).

 

Too Late to Apologize: A Declaration

 

The assignment is as follows:
  1. Students select a historical period or event (between Pre-Colombian and 1890).
  2. Students research the event and locate 10 artifacts of historical information (e.g. visual, text, audio) to support the selection
  3. Students create a music video to showcase the artifacts and retell the event.
    1. Videos are 30 seconds to 2-3 minutes
    2. Videos could be animated, live action, or a series of stills
    3. The music could be original music and lyrics (both created by students), existing music with original lyrics (lyrics rewritten by students), or existing music that fits the project without alterations

 

Here are some of the tools (apps, software, and Web 2.0) that I suggested be used to achieve the final product:
  1. Software: PhotoStory
  2. Web 2.0: Animoto
  3. Apps: Videolicious, Cartoonatic, Sonic Pics, Slideshow+, StoryRobe . I also came across Film Genie & Roxio PhotoShow after we met.

 

Check out other iPad Lessons for History: Sock Puppet Court Cases Part 1 & Part 2

 

Get inspired to rock out your History classroom (History for Music Lovers – YouTube)

 

The French Revolution (“Bad Romance” by Lady Gaga)
The Gettysburg Address
The Battles at Lexington and Concord in Lego
Ballad of Benjamin Franklin *Music Video*

Why Study History?

18 Nov 2011
Comments: 2

Primarily iProbability

If you are looking for an elementary iPad lesson in the techchef4u kitchen, it was probably cooked up by the ingenious Chef Carnazzo. This probability iLesson is no different. Carnazzo and her second grade class used the app ScreenChomp (featured in “Screen-casting & Problem-solving 4 the Classroom“) as a culminating apptivity from a week of work on probability (e.g. “TEKS 2.11: Probability and statistics. (C) use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.”)


Chef Carnazzo Cooks up iProbability

 

Here’s how she did it:

  1. Teacher Preparation: Ms. Carnazzo chose the background pics (clipart from MS Word) and imported them to Doodle Buddy.
  2. Student Choice: Students chose stickers in Doodle Buddy.
  3. Student Assessment: Students had to answer (in written form) teacher pre-generated questions in reference to their picture.
  4. Highly Engaging: Carnazzo originally created the apptivity for an intervention group and, of course, the rest of the class wanted to do the apptivity as well.
  5. Small Group: While Ms. Carnazzo was working with small groups to record their screen-cast, the rest of the class had completed independent practice assignments at their desk.
  6. Student Planning & Preparation: Students used the questions and their answers on the worksheet that Ms. Carnazzo had prepared to craft the narration for their screencast. Carnazzo found it was useful to do a couple of dry runs prior to hitting the record button.
  7. Student Reactions: Students loved the ScreenChomp final project. Carnazzo stated the students really liked the part where their drawings appeared on the screen in the final product.
  8. Other Applications: Carnazzo felt this tool had a lot of klout in the classroom as students do so much problem-solving in math. She plans on using it in the future to have students record and compare different solution strategies to a single problem.

 

Sample other iCreations from the Carnazzo Kitchen: Grammar & Literacy with Tacky Wales, short vowel sounds with Songify, Math fact families with Talking Tom and friends, classifying motion with iCardSort, integrating Math and literacy using Puppet Pals Director’s Pass

 


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