Community and Ecosystems
Scenario
The 24 students at Vandenberg Elementary School, in the split class
4th and 5th graders, are thrilled to be involved in a project that includes
emphasizing engaged
learning using computers and the Internet. The project was designed
around the same material that is traditional taught in the curriculum but
adding technology. The project activities has two locations because of the
massive building renovations taking place all over the school district.
The students have learned to be flexible and helpful in room arrangements
and setting up equipment. Most computer activities and all of the Internet
researching takes place in the Teacher Center located in the District's
Administrative Building. In the Teacher Center are 12 portable computers
(MAC and PC) with Connectix cameras and a printer with Internet and telecommunication
access. The computers have the applications of Netscape, HyperStudio, Microsoft
Works, and CUSee Me. Regular classroom activities are taught in their classroom
in the Math and Science room at the Vandenberg School. The classroom has
6 computers on which the students use HyperStudio to create projects and
write papers in Microsoft Works. Many animals share the room, including
fish, snails, rabbits, mice, guinea pigs, and Iguanas. The classroom has
many plants that the students are growing as part of their rain forest project.
The students have learned several units on Science, which include:
- Living things and the environment are interdependent and interact.
- Simple food chains.
- The essential role of plants to all living things.
- The relationship between food webs and food chains
- The relationship between producers, consumers, and decomposers.
- Living and non-living things make up a habitat.
- Air, water and ground pollution effect living things.
The students have learned several units about the Internet and
using computers, which include:
- Hypertext, URL, HTTP language, and how to "navigate the Internet".
- Investigating linking Web sites and reponding to questions.
- Fact or Fiction. Can you believe everything you find on the Internet?
- Plagiarism - When and how text and pictures of the Internet be used
in a student project.
- HyperStudio - This multimedia application can be used to display
each student group's knowledge about the course objectives.
Now is the their chance to show what they have learned (and
keep learning in the process). Several weeks earlier all the students took
part in writing a grant to fund the purchase of animal puppets. Three of
the students won a South Redford Foundation Grant. From the grant they were
able to purchase 24 puppets representing fish, animals and birds. The students
have self selected groups of three (with teacher veto). Before selection
it was explained that their best friend may not be the best choice for the
success of their project.
The following describes what one may see when the students are working
on their group projects at either location.
Teacher Center (Computer Lab) in the Administrative Building
(A.M)
Most of the students are gathered in groups of two or three students at
each computer. Some students are gathered at tables and on the floor adding
questions to their research papers. The research paper has a table for 6
questions and places to add URL for Internet locations. The students are
writing their own questions. Suggestions for areas (i.e. location, food,
predator/prey) have been made by the teachers. Collaboration is taking place
within groups and across the groups as the children realize that their animal
lives in the same environment or is the prey of the animal of a different
group of students. Several groups of students are engaged in the design
of their HyperStudio stacks; writing poems and stories to place on their
HyperStudio cards; rehearsing speeches to record using the Connectix cameras;
drawing pictures and maps of countries; and/or selecting Internet/Clip Art
pictures.
The Teacher Center is located in the Administration Building and several
of the Administrators make a point of visiting the students during the project
each day. Occasionally parents visit. One or two groups of students are
"teaching" them how to use HyperStudio or browse the Internet.
The teachers facilitate the group dynamics toward success , answer occasional
questions or guide the student to the location where he/she can find answers.
Responses from the students will be collected and posted to a future student
web page (which will be easier to facilitate when the web site is moved
to a local web server).
Another delightful phenomenon occurs, the students are asking for more and
more sites to investigate. Ideas are flowing from the students to the teachers
for additional web pages. They suggest a web page and it's content (currently
in progress) to teach "Fact or Fiction" to kids. This will supplement
class discussions on what a student should believe when researching on the
Internet. Other suggestions include a web page to tell their "pollution
story" and a page to share their completed HyperStudio projects. The
students quickly become "web page design critics" as they point
out when a link doesn't work or how much time it takes to scroll down if
their animal is at the bottom of the page. A "suggestion box"
is set-up for the students for their web ideas. Many of the students have
Internet access at home and continue their research after school using the
student
pages.
As the students research on pre-selected sites of the Internet, there are
squeals of delight as the pictures load. They are constantly wanting to
share their finds. One student, who is working on his HyperStudio project
discovers how to add sound to his navigation buttons, he runs to the overhead
projector to share his discovery with the class.
Several weeks ago, the students went on a field trip to the Rouge River,
which flows through the southern part of the school district. Experts from
the EPA were on hand to analyze water samples. The results were presented
to the class along with facts about the river and its habitats. In the near
future, the students will spend time preparing for several telecommunications
with two other elementary schools. The first will be with a nearby school
district, Plymouth-Canton Schools, that is also involved in the rescue of
the Rouge River project. They are testing the water and collaboratively
the students will analyze the results . Together, they will discuss pollution
and what they as students can do to help. The second telecommunication will
be with a school in Texas in the Houston Independent School District. The
students will collaborate on questions involving endangered animals and
what can they do to help. Several students have already volunteered (with
teacher guidance) to monitor the discussions.
Vandenberg Elementary School (P.M.)
After lunch the students return by bus to their assigned classroom.
The groups continue their HyperStudio projects. Using their Internet research,
groups of students begin work on their dioramas and related presentations.
The students have brought boxes and recycled products to include with the
puppets in their miniature simulated environment . One student has realized
that her research has shown how to built a simulated environment for her
animal, the Penguin. She is happy to share with the other groups so that
they may get ideas for their projects. One or two groups have decided to
merge their dioramas because the animal and food group are interrelated.
The room is filled with happy groups of students working on various stages
of the project. The kindergarten class next door is waiting for the time
(in two weeks) that the 4th and 5th grade students will perform the puppet
shows (and give them the puppets) In anticipation of this, the students
are writing and rehearsing their scripts. Occasionally at least one student
in each group reviews the evaluation rubric to ensure that that they are
meeting all the requirements. The teachers are constantly posing questions
to the students. If a student doesn't know the answer, direction and coaching
is given on where to find the solution. In the classroom are references
on books and CD-ROMs. The teachers constantly observe the students, if all
the students are floundering in one area, instruction is given to the class
as a whole. The students are keeping journals to describe their experiences
in this project.
Created for the Fermilab
LInC program sponsored by Fermi National
Accelerator Laboratory Education Office,
Friends of Fermilab, United States Department of Energy, Illinois State Board of Education, and
North Central Regional Technology in Education
Consortium (NCRTEC) which is operated by North
Central Regional Educational Laboratory (NCREL).
Author(s): Cheryl Earnley Dove, dovec@mail.resa.net
School: South Redford School District, Redford, Michigan 48239
Created: May 1, 1998 - Updated: June 8, 1998
URL: /lincon/w98/projects/cdove/scenario.html