Webquests are authentic activities that can be used by students to discover their own knowledge and opinions. They involve an introduction, task process, resources, conclusion, teacher page, and sources cited. The introduction briefly explains what the students will be focusing on during this learning experience. The task describes exactly what the students are expected to do during this assignment. The process breaks the task down into steps that are more manageable for the students to accomplish. The resources provides the websites and videos you want the students to view to gather information. The conclusion ties up the journey and takes the information the students have gathered and applies it in the real world as an extension of the lesson. the teacher page provides the state core and curriculum, teacher and student materials and the background knowledge the students need before being able to do this webquest. The last page cites the sources used in the webquest.
In my class room the webquest we created would be used with a genetics unit in fifth grade. We would use the webquest at the end of the lesson to get the students thinking about the ethical issues that are involved in genetic research.
To get you familiar with webquests, please review the following sites and complete a few webquests
http://www.webquests.org/
http://webquest.sdsu.edu/
Now that you are familiar with webquests, go through the cloning webquest above and complete the research and worksheet. Tomorrow you will be placed in groups for your presentations.
Thursday, December 18, 2008
Sunday, December 7, 2008
Monday, November 24, 2008
Field Work Nov. 21, 2008
Week Three
This week we taught two lessons to finish up our hieroglyphs lesson. We taught on Monday and on Thursday. On Monday we taught about the tomb paintings. We talked about the most common Egyptian gods, how they looked and what they symbolized. We also talked about shallow picture plane, horror vacui, propaganda, color, and point of view. In a slide show we talked about the tomb paintings using these elements. We encouraged the students to participate and point out the elements they saw in each picture. This lesson went really well, they caught on to the concept very quickly. We went through the slide show a lot faster than we had expected and finished the lesson in about a half an hour. So we should've prepared more pictures.
On Thursday, we went over the elements and techniques we had discussed on Monday. We then had the students create their own tomb painting portraying themselves as the queen or Pharaoh. We asked them to use the elements we had discussed on Monday. We also provided examples of tomb paintings on an overhead and on the computer for them to look at while they worked. They really enjoyed this activity and came up with some really neat designs. They were given about and hour and a half to finish their paintings and most of the students were able to finish in this amount of time.
This experience was wonderful. I loved the teacher and class that we worked with. I really enjoyed teaching. There is a lot I would change about the lessons we taught in order to make them better. I have a better understanding of how to gauge the time the lesson will take and how to prepare the materials for each lesson. It was really fun being part of their classroom and helping them learn.
This week we taught two lessons to finish up our hieroglyphs lesson. We taught on Monday and on Thursday. On Monday we taught about the tomb paintings. We talked about the most common Egyptian gods, how they looked and what they symbolized. We also talked about shallow picture plane, horror vacui, propaganda, color, and point of view. In a slide show we talked about the tomb paintings using these elements. We encouraged the students to participate and point out the elements they saw in each picture. This lesson went really well, they caught on to the concept very quickly. We went through the slide show a lot faster than we had expected and finished the lesson in about a half an hour. So we should've prepared more pictures.
On Thursday, we went over the elements and techniques we had discussed on Monday. We then had the students create their own tomb painting portraying themselves as the queen or Pharaoh. We asked them to use the elements we had discussed on Monday. We also provided examples of tomb paintings on an overhead and on the computer for them to look at while they worked. They really enjoyed this activity and came up with some really neat designs. They were given about and hour and a half to finish their paintings and most of the students were able to finish in this amount of time.
This experience was wonderful. I loved the teacher and class that we worked with. I really enjoyed teaching. There is a lot I would change about the lessons we taught in order to make them better. I have a better understanding of how to gauge the time the lesson will take and how to prepare the materials for each lesson. It was really fun being part of their classroom and helping them learn.
Field Work Nov. 14, 2008
Week Two
This week we taught three lessons; on Monday, Wednesday, and Friday. The lesson on Monday was a Literary Arts/Social Studies lesson. We used the stories of Cinderella from different cultures and compared and contrast them to the Cinderella story we grew up with. This lesson was designed to introduce the students to social studies. We wanted the students to understand that each culture has their own versions of a familiar fairy tale. The lesson went pretty good, the students were excited to have us teach and were eager to read the stories. We were caught off guard by some of the boys saying that they had never heard the story of Cinderella, we had a student paraphrase the story to help them. We were also surprised by how quickly the time went. We had planned on the lesson being about twenty minutes but we needed about an hour to do the whole lesson.
On Wednesday, we started our Unit on Egyptian Hieroglyphs. The first lesson we taught used the Egyptian Hieroglyphs alphabet. We first had the students come up with their own hieroglyphs. We even sent a student out of the room and then had the other students come up with a message for that student to translate. We then gave the students their own copy of the hieroglyphs a-z. We went over each letter, explaining that the letters and the sounds they make. We then gave each student an opportunity to write their own names using the hieroglyphs. After they had experimented with the hieroglyphs for a little while; we gave them a secret message for them to translate into English. They really enjoyed this lesson. We had to keep reminding them that the spelling wouldn't be right because the Egyptians wrote using sounds in the word. We really would have loved more time with this lesson also. We used about an hour and we would have liked an extra half hour to finish the lesson and tie up loose ends.
On Friday, we used the Egyptian alphabet to create a Cartouche. We went over the alphabet again and discussed any questions and concerns. We talked about what a cartouche was, what it symbolized, and why they were made. Then we explained how to make the cartouche and let them work. After they had written their name in bright colors outlined in black, they spread glue all over their cartouche and we covered it with sand. Then we glued a gold cord around the cartouche and placed a Popsicle stick at the bottom. This activity was a lot of fun. The timing was better for this lesson we had everyone done within an hour. We used a hot glue gun to glue on the gold cord and we only had one so it was kinda slow there. The students had to wait in line in order to get their cord glued. Some students didn't want to wait in line so they just glued their cord on with regular glue or chose not to have one, and they just glued the stick on. We also ran out of the gold cord, and we had to bring more on Monday to finish up those that didn't get any. It was a crazy week, and it was hard to know how to gauge our time and our supplies.
This week we taught three lessons; on Monday, Wednesday, and Friday. The lesson on Monday was a Literary Arts/Social Studies lesson. We used the stories of Cinderella from different cultures and compared and contrast them to the Cinderella story we grew up with. This lesson was designed to introduce the students to social studies. We wanted the students to understand that each culture has their own versions of a familiar fairy tale. The lesson went pretty good, the students were excited to have us teach and were eager to read the stories. We were caught off guard by some of the boys saying that they had never heard the story of Cinderella, we had a student paraphrase the story to help them. We were also surprised by how quickly the time went. We had planned on the lesson being about twenty minutes but we needed about an hour to do the whole lesson.
On Wednesday, we started our Unit on Egyptian Hieroglyphs. The first lesson we taught used the Egyptian Hieroglyphs alphabet. We first had the students come up with their own hieroglyphs. We even sent a student out of the room and then had the other students come up with a message for that student to translate. We then gave the students their own copy of the hieroglyphs a-z. We went over each letter, explaining that the letters and the sounds they make. We then gave each student an opportunity to write their own names using the hieroglyphs. After they had experimented with the hieroglyphs for a little while; we gave them a secret message for them to translate into English. They really enjoyed this lesson. We had to keep reminding them that the spelling wouldn't be right because the Egyptians wrote using sounds in the word. We really would have loved more time with this lesson also. We used about an hour and we would have liked an extra half hour to finish the lesson and tie up loose ends.
On Friday, we used the Egyptian alphabet to create a Cartouche. We went over the alphabet again and discussed any questions and concerns. We talked about what a cartouche was, what it symbolized, and why they were made. Then we explained how to make the cartouche and let them work. After they had written their name in bright colors outlined in black, they spread glue all over their cartouche and we covered it with sand. Then we glued a gold cord around the cartouche and placed a Popsicle stick at the bottom. This activity was a lot of fun. The timing was better for this lesson we had everyone done within an hour. We used a hot glue gun to glue on the gold cord and we only had one so it was kinda slow there. The students had to wait in line in order to get their cord glued. Some students didn't want to wait in line so they just glued their cord on with regular glue or chose not to have one, and they just glued the stick on. We also ran out of the gold cord, and we had to bring more on Monday to finish up those that didn't get any. It was a crazy week, and it was hard to know how to gauge our time and our supplies.
Field Work Nov. 7, 2008
Week One
Hidden Hollow is a brand new elementary school in Eagle Mountain. There are two tracks track A which goes from 8:00am -2:15pm and Track B which goes from 9:15am - 3:30pm. The students are with their core teacher for the whole day. There are specialty classes they get to attend twice a week. When we first started the field work they were going to music, then with the new term they began computers. This week we mostly observed the class and got used to their schedule. We observed the teacher's teaching style and how the students responded to him. The classroom has a good mix of teacher and student centered interaction. Spelling and Reading are done individually catering to each individual student. The class is very well behaved and respectful. We tried to stay very involved in their schedule helping when ever needed, reading aloud, and offering extra instruction.
Hidden Hollow is a brand new elementary school in Eagle Mountain. There are two tracks track A which goes from 8:00am -2:15pm and Track B which goes from 9:15am - 3:30pm. The students are with their core teacher for the whole day. There are specialty classes they get to attend twice a week. When we first started the field work they were going to music, then with the new term they began computers. This week we mostly observed the class and got used to their schedule. We observed the teacher's teaching style and how the students responded to him. The classroom has a good mix of teacher and student centered interaction. Spelling and Reading are done individually catering to each individual student. The class is very well behaved and respectful. We tried to stay very involved in their schedule helping when ever needed, reading aloud, and offering extra instruction.
Friday, October 31, 2008
Digital Storytelling Lesson
Digital Storytelling is a way to tell or show a story through pictures, music, and narrating. It is a fun way to show and tell a story. As we talk about digital storytelling this week, I would like you to view the following websites to help you understand the reasons, elements, and techniques of digital storytelling. I showed you the digital story I made introducing myself to you and now it is your turn to introduce yourself to me. I would like to know about your family, your pets, your hobbies, and anything else you'd like to share. Make it at least a minute and a half or longer. Here is an example video for you to watch. Have fun and be creative!
Sunday, September 28, 2008
Geography and Religion
Today we talked about different religions around the world. Remember to thoroughly research the religion that was given to your group. Find out where the religion was founded and where it was most prominent during ancient civilizations. We will be comparing the distribution of the religions with how they are distributed today. From this information be prepared to make predictions about the spread of religion in the future. Here is a website to help you researh your religion. Then find a map of where your religion was distributed and print it from this website.
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