Coggins_BibliographyWorkSheet.pdf

Coggins_HistoricalBio.pdf

Coggins_biographypoemplanning.pdf

Available at http://guest.portaportal.com/necc

Elementary age students will create a research paper on the historical figure of their choice in a technology enriched environment.

Students will:
-review the rubric for writing a research paper in the third grade.
-conduct research using a variety of sources for obtaining information on given topics, including books, websites, and videos
-use sticky notes and a writing template for organizing thoughts
-create a graphic organizer in Kidspiration using the sticky notes
-use the graphic organizer as the basis for writing a research paper
-learn how digital pictures are integrated into the title page
-discuss the bibliographic format and use a website to create citations
-review the citations given in order to comply with copyright guidelines
-examine final papers and write a script for the Wax Museum, an oral presentation in which they will play the historical figure they researched
-take pictures of students in and out of costumes
-record voices telling the contribution of the historical figure
-create a digital story using PhotoStory3 on the historical figure and then show it on the Internet
-work in small groups to complete an interactive matching activity on the Smartboard as a review throughout the year

Electronic Resources or tools used:
-document camera- for discussion of the worksheets
-Smart Board - for presenting directions and for a student center
-Internet – for finding facts and images to support the topic
-Digital cameras – for taking pictures of students in costumes
-MS Word – for typing and formatting the paper
-Kidspiration – for creating a web or outline of the research
-PhotoStory3 – for creating the digital story for the school website
-Rubric – for evaluating the finished product
-Research websites – for streamlining the research
-Bookmark site – for providing easy access to all the websites
-Bibliography worksheet – for explaining copyright guidelines

Evidence of Success:
-Copies of completed student papers including a title page and bibliography
-A finished digital story using PhotoStory3
-Video or pictures of the Wax Museum
-Bookmark site with all the research and citation websites
-Examples of the sticky notes on research
-Sample of bibliography directions, rubric, and direction sheets
-List of related videos for research
-A Kidspiration web
-Pictures of students using the Smart Board and digital cameras

Outline (for Model Lesson)

Introduction:
Copies of completed student papers including a title page and bibliography are shown and the teacher-created materials are explained. They include a finished PhotoStory, video or pictures of the Wax Museum, a Bookmark site with all the research and citation websites, examples of the sticky notes on research, samples of bibliography directions, a rubric, and direction sheets, a list of related videos for research, and a Kidspiration web.

Lesson:
The participants will:
-review the rubric for writing a research paper in the third grade.
-observe how to research using a variety of sources for obtaining information on given topics, including books, websites, and videos
-use sticky notes and a writing template for organizing thoughts
-create, as a group, a graphic organizer in Kidspiration using the sticky notes
-see how to use the graphic organizer as the basis for writing a research paper
-learn how digital pictures are integrated into the title page
-discuss the bibliography format and use a website to create citations
-review the citations given in order to comply with copyright guidelines
-examine final papers and look at a script for the Wax Museum
-view pictures of students in and out of costumes
-listen to recorded voices telling the contribution of the historical figure
-locate a digital story using PhotoStory3 on the historical figure and then view it on the Internet
-complete an interactive matching activity on the Smartboard as a wrap-up

The co-presenter is explaining the process of how the technology supports the instruction as the teacher instructs the group. Participants are involved creating some of the activities using the materials or Internet on the Smart Board.
Materials created by the teacher guide the participants through the research process. A sample title page and bibliography is designed so participants can envision the final product. Direction sheets are created so that participants will have a reference on how to format in MS Word and how to use the bookmark site. The document camera is used by the teacher to explain any directions to the class. The Smart Board notebook includes step by step directions for participants to use as they progress through the project at their own rate. It also supports those who need extra help. Other documents created by the teacher are a sample PhotoStory, a Kidspiration web, a writing rubric, a bookmark site with student Internet sites, a list of videos related to the topic, a sample bibliography, and a direction sheet for the digital camera.

Closing:
We discuss examples of how the instruction was differentiated and how it seamlessly moved from one tech tool to the next. The SOLs are presented to show how the activities are multi-disciplinary across social studies, reading, and writing. There is time for questions at the end.

Supporting Research

"How Does Technology Influence Student Learning?" (ISTE website -http://72.14.205.104/custom?q=cache:3EJle2-AW6AJ:caret.iste.org/caretadmin/news_documents/StudentLearning.pdf+writing&hl=en&ct=clnk&cd=6&gl=us&client=google-coop-np)
Refers to research skills and higher order thinking skills

Presenter Background

Karen Heathcock is entering her fourth year as a third grade classroom teacher in a public school in Arlington, Virginia. Before pursuing teaching as a second career, she spent eight years as an Energy and Environmental Coordinator for a District School Board in Ontario and five years as a watershed planner for a regional Conservation Authority. In a classroom of diverse learners, she is always looking for new ways to integrate reading and writing across the curriculum while addressing the needs of each student. Karen believes that technology goes a long way in helping to level the playing field. Using a variety of technological tools and software applications she engages all students and truly meets them where they are. In today’s digital age, it is also vital that we teach students to be responsible and discerning digital citizens.

Diane is currently in her sixth year as an Instructional Technology Coordinator for Arlington Public Schools in Arlington, Virginia. It is her 39th year in education having taught at the elementary and middle levels. She retired from the District of Columbia Public Schools after 33 years. Diane has been a classroom teacher, math resource teacher, curriculum writer and designer, technology teacher and coordinator, and multimedia specialist (library). She has designed and taught courses in educational technology to teachers at the University of Virginia, Northern Virginia campus. She has used a computer for instruction in her classroom since 1981. While living in The Netherlands, she was an Educational Specialist for the Department of the Army and a third grade teacher for Department of Defense Dependent Schools. Focusing on the integration of technology into the curriculum is her daily challenge. The technology use at her school has increased every year as the staff becomes more competent and confident in the integration of technology.