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Project Pocket
Technology
BYOD
Lesson 1: Photo Fun
7/10/2012
Global
Producers
Pascal Routledge
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Table of Contents
BYOD Lesson 1: Photo Fun
Outcomes
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Language
Arts:
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SCO
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1.1
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describe, share, and discuss
thoughts, feelings, and experiences and consider others’ ideas
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1.2
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ask and respond to questions to
clarify information and to explore possibilities or solutions to problems
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1.3
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express and explain opinions and
respond to the questions and reactions of others
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1.4
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listen critically to others’ ideas
and opinions
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3.1
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use basic courtesies and
conventions of conversation in group work and co-operative play
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5.1
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answer, with assistance, their own
questions and those of others by seeking information from a variety of texts
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* identify their own
personal and learning needs for information
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* generate their own
questions as a guide for research
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* use a range of print
and non-print materials to meet their needs
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* use basic reference
materials and a database of electronic search
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* reflect on their own
research process
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6.1
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make personal connections to texts
and describe, share, and discuss their reactions and emotions
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9.1
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create written and media texts
using a variety of forms
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* experiment with a
combination of writing with other media to increase the impact of their
presentations
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9.2
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demonstrate some awareness of
purpose and audience
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10.1
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experiment with a range of
prewriting, drafting, revising, editing, proofreading, and presentation
strategies
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10.4
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experiment with technology in
writing and other forms of representing
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* use a drawing
program (computer software)
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Health
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C2.2
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identify and demonstrate ways of
showing respect and consideration to others
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D1.1
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identify and show appreciation for
skills they have developed
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D2.1
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acknowledge thoughtful and caring
behaviours among their classmates
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D2.2
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demonstrate respect for and
acceptance of all classmates
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Visual Arts
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1.2
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use various materials and processes and explore their
possibilities and limitations
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1.3
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use a combination of the visual elements and principles of
art and design in art
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Tech
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BOC 3.1
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safely use school media, computer
equipment, and software to support their learning, with direct teacher
assistance when required
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BOC 3.2
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use a range of appropriate
equipment, computer technology, and software to plan and create multimedia
works that contain pictures, words, and sound to tell a story or report the
results of their learning
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PTS 3.1
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present their learning by
selecting media and software appropriate to the content and purpose, with
teacher assistance
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Lesson 1: Photo FUN
How
to make cool wild fun looking pictures on their Pocket Technology and
incorporating them into their writing?
Purpose:
Students are to use their favourite app to create an awesome
picture .These digitally transformed pictures are created to motivate the
students to produce a more creative piece of writing. Research indicates that students are more
motivated to learn and will do a better job of writing by integrating Pocket
Technology (PT) in a school based learning activity. This use of PT motivates the students to have
fun while learning and therefore create a better piece of writing.
Preparation:
The teacher will have to poll the students of the class to
determine the multi device technology that is available to the students. The teacher will also have to provide a letter
informing the parents that their child if permitted to bring their PT to school
to participate in a technology integration project. The same form will also communicate to the
parents a brief description of the activity, as well as, that the teacher is in
fact asking the students to have their own personal devices with them each day
during this project.
·
Take digital pictures of each child profile(this
step was done by the teacher to facilitate and expedite the process-it is worth
noting that the teacher can also instruct the students and then the students
can take each others pictures)
·
Upload the pictures to a common drive for
student access
·
Prepare an example of the before and after
picture as an example
·
Prepare an organization chart showing the
different sentence fluency traits that we are learning
·
Download an app on the class provided PT
enabling picture editing
·
Or share the photo using Discovery Education
Network and class writing prompt feature
Materials:
·
Internet/wifi
·
Pocket Technology-with photo/camera
·
Program to digitally enhance images
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Blackberry playbook as an example of the
PT, app used for an example is Wet
Paint, or
·
Digital camera in case a student does not have a
PT
·
Memory card
·
USB /SD card converter
·
Computers
·
Classroom tablet technology and pocket
technology
Lesson:
I do:
1.
Using an LCD Projector, in a large group the
teacher introduced a before and after example of how a cat looks like pre and
post digitally changed
2.
Introduce how fun it is to transform a picture
into something personal and creative
3.
Introduce how the transformed picture can evoke
a series of more rich descriptive words that the student can reflect in a
personal piece of writing
4.
Teacher begins to demonstrate this by drawing
words out from the students that describe the photo in greater detail
5.
Teacher models
6.
Generate
3 sentences to describe the picture:
(non-fiction-facts based)
i.
I am a
cat.
ii.
Cats are fun to play with because they will
chase me.
iii.
Cats are soft and cuddly.
7.
Show students how to use the email option
8.
Show students where to put it on the S-drive
You do:
1.
Students are able to use their PT to take a
photo of themselves or of an object of interest
2.
Students are then asked to transform the picture
as much as they want using an app
3.
Save the original and the changed photo
4.
Send the photos and the writing to the teacher
via email
5.
Save the photos and writing to themselves using
email
6.
Open email on computer to access and download
the pictures onto their school server in their personal folder
We do:
1.
Students
will assist each other as needed acquiring the photo
2.
Students will problem solve any picture editing
issues by collaborating with the peers
3.
Students will then use the picture they have
created to begin a piece of writing describing the photo and non fiction facts
or fiction
4.
Students will work together creating independent
pieces of writing describing their digital image
5.
Students will save their digital work on the
school server or send as an email attachment
We share:
1.
Students will share what device and app or
program they used to manipulate the picture
2.
Students will present their original picture
plus the modified one to the class
3.
Students will explain what features they used to
alter the picture
4.
Student will share the finished piece of writing
with the class electronically or printed on paper
5.
Teacher will collect the writing and pictures
electronically to create a digital portfolio
Assessment: (Anecdotal)
·
See
sentence fluency assessment piece from
book 6+1 Traits of Writing by Ruth Culham
·
Can students successfully take a picture?
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Can students successfully find and manipulate a
picture?
·
Was the student successfully able to alter the digital
picture?
·
Did the picture evoke emotion?
·
Did the student successfully work with other
students in a group?
·
Did the student come up with an original final
image?
·
Did the student succeed at writing one great
sentence or two which meets the sentence fluency criteria?
·
Did the student discover new skills integrating
technology?
Differentiation:
Strategies
·
EPA support available
·
Activities can be scaffolded to meet the
individual needs
·
Use co-writer
to assist students with writing their sentences if they are having problems spelling the
words
·
Use Kidspiration to make a an idea web (concept
map) to structure and organize their ideas into a sentence
·
Teacher
can assist with the use of PT to take the picture
·
One to one support to access the program needed
to alter their picture
·
Teacher can provide a picture for the student to
use
·
Teacher can provide additional time
·
Teacher can provide the opportunity for a lesser
length of sentence
·
Teacher can scribe for the student
·
Teacher can further the activity by pushing
another technology component such as a voice over recording of student reading
their sentences
Assessment Rubric
Project Pocket Technology
Name:
__________________________________________
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Criteria is a synthesis of the
following lessons in the articles: 21st
C. Learner, Five Hallmarks of Good Homework,7 Essentials of Project-Based
Learning, and Show us What Homework’s For
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Purpose: Did the student
personalize the purpose of the project?
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Evidence of question
Language Arts (LA)
LA 1.2
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Personalized
the driving question
LA
1.2
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Evidence
of critical thinking
LA
1.4
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Evidence
of gaining knowledge by reflecting, collaboration, communicating
LA
1.1, 3.1
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Efficiency: Did you learn anything?
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Shared
knowledge during group discussion responsibly respecting others feelings and
manners
Health
D2.1
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Participated
productively with partner
Health
C2.2
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Draw
conclusions-connect to a real situation real world events
LA
6.1
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Makes
informed decisions based on self assessment and group collaboration
LA
1.2
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Ownership: Personal relationship between the student and the content
formed?
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Applied
knowledge from personal experiences to new situation
LA
5.1
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Evidence
of individual research, generated new questions
LA
1.3
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Evidence
that the student became involved in the decision making process during group
work
Health
D 2.2
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Student
performed activities finding pleasure in personal growth
LA
6.1
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Competence: (differentiation)
Student
selected activities based on personal inquiry and time restraints
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Evidence
of pursuing personal growth by self assessment and openness to new ideas and
suggestions
LA
1.4
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Found
additional information independently
Information
Computer Technology
ICT
RPSD 3.1
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Evidence
that student related activities to
personal life
LA
9.2
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Customized
project and components (activities) to personal needs- different style,
brochure, different medium to present the message (results)
LA
10.1
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Aesthetically
Appealing
-Public
Presentation
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Aesthetic
Growth multiple components digital, visual, textural, technological
VA
1.2, VA 1.3
LA
9.1
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Used
creative and artistic formats to express personal learning
VA
1.2
LA
10.4
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Trying
a variety of formats
VA
1.3
ICT
PTS 3.1
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Organized
uncluttered
Attractive
Attention
grabbing video
LA
10.1
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Self
Evaluation-Any new ideas?
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Identified
own areas of interest-select resources that are engaging
Health
D1.1
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Identified
areas of increased skill
Health
D1.1
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Assess
own ability to work with others face to face and through digital medium
ICT
SEHI 3.1
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Assess
own growth
Health
D1.1
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Total:
Each
section is worth one point for a total of
out of 24
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Example
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before
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after
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Picture taken and modified using
Pocket Technology
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Lesson 1:
Handout Photo Fun
Create cool, wild, fun looking pictures on your Pocket Technology then
write about it!
1.
You have to take a picture of yourself
2.
Transform your picture into something real cool
3.
Create a real cool picture
4.
Save the picture
5.
Write about what this picture makes you think and feel
6.
Try to create 3 great sentences showing me that you know what
fluent sentences sound like, and look like
7.
Save the pictures and the sentences to share
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Meow!
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Consent Form
Dear Parent/Guardians,
Grade 2 students are going to be participating in an awesome
series of digital projects incorporating the use of their Pocket Device (PD),
such as IPod 4th gen. The
project will cover a multitude of learning outcomes and will be a fun way to
learn some really cool digital art, writing techniques, as well as presenting
and publishing certain pieces. This
project is to make their learning fun connecting what pocket devices they are
using at home to learning in our 21st Century classroom.
I am requesting that you permit your child to bring their
picture taking device to school daily for the following week and continue to do
so for the entirety of this project, so that we may be able to use the picture,
video, and writing and web browsing features of their personal device. Devices will be provided for students, as
well as, collaborative groups shall be created to share the devices.
Thank you for your support!
Pascal
Routledge
Please fill in the information below.
Child’s Name: ____________________________
[ ] Yes, I give permission for my child to bring her/his device to school, the device is a __________________________________________________
[ ] Yes, I give permission for my child to bring her/his device to school, the device is a __________________________________________________
[ ] No, I do not give permission or (we do
not have this type of technology)
Parent’s/Guardian’s
Signature ____________________________________
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