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Designing Web­Based Learning

Assignment 3: Group Web Design and Lesson Plan

Education 5105

Cape Breton University

Summer 2014

http://education5105groupproject.weebly.com

Prepared By: Group Two

Rebecca Dunstan (rebeccajdunstan@gmail.com) ,

Alex Oickle (amoickle@gmail.com)

Ellen Hicks (ellen.hicks@nbed.nb.ca)

& Karen Power (karen@big­land.com)

Prepared For: Dr. Diane Janes

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Rationale Introduction

The Vacation Experts Webquest was designed for use with a grade one classroom

following the Nova Scotia curriculum guidelines. A WebQuest was chosen due to the

simplicity and the structured approach to the project design. The study of weather lends

itself to a WebQuest framework since there are many online activities and videos that can

be accessed by students as they build upon and construct new meaning of their knowledge

in this segment of science. It has been shown that “WebQuests promote student motivation

and authenticity, develop thinking skills, and encourage cooperative learning” while asking

“essential questions and (using) real­life resources” (Strickland, 2005, p. 141). This

WebQuest provides a valuable opportunity for students to relate learning to real­life

experiences as they view and read real­life forecasts while relating such information to the

basic human need of clothing and the want of fun and recreation. The WebQuest was

designed with a see­think­do approach where students are presented information that they

must examine and use to construct new meaning related to a novel situation. Grade ones,

with limited reading ability, will benefit from a structured WebQuest with multimedia design

and support. Although a traditional WebQuest was used as the framework the group

decided to reword the headings in “kid friendly” terms. “Introduction” was changed to

“Start”; “Process” was changed to “Directions”, “Tasks” remained unchanged; “Resources”

was expanded to include “Links”, “Vocabulary” and “Types of Weather” (included as a

review page); “Evaluation” remained unchanged; and finally “Conclusion” was changed to

“The End”.

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Learning Theories

“WebQuests, by their very nature, encourage the development of thinking skills,”

(Strickland, 2005, p. 141) so this project was designed with constructivist theory of learning

in the forefront. The tasks require students to “transform information into something else: a

cluster that maps out the major issues, a comparison, a hypothesis, a solution, etc.”

(Strickland, 2005, p. 141).

The focus of teaching, in a constructivist approach, is “one of guiding the learner as

they build on and modify their existing mental models, that is, a focus on knowledge

construction rather than knowledge transmission” (Dalgarno, 2002, p.184). Interaction and

discussion with other learners and experts in the field aid in the construction of knowledge.

With this important concept in mind, opportunities for students to develop and apply

concepts and work collaboratively in groups have been provided. For example, working

together students will create a weather forecast and using social media such as Skype

students will work with others, from another area of the country, to formulate an

understanding of the types of weather, seasonal clothing and seasonal activities. The final,

culminating task used for evaluation purposes is constructivist in nature as students are

required to use the knowledge and concepts that they have gained through the tasks to

pack a suitcase for a vacation destination.

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Multiple Intelligences

“Technology, or Multimedia technology, actively involves the students in their

learning and allows them to use a variety of multiple intelligences. Therefore, a range of

learning needs can be met through the use of technology” (Poobrasert, 2004, p.1575). It is

commonly recognized that students have unique learning styles and as a result benefit from

a teaching framework that considers multiple intelligences. With these facts in mind,

multiple intelligences (MI) have played an important role in the development of this

WebQuest. “Howard Gardner claims that all human beings have multiple intelligences.

These multiple intelligences can be nurtured and strengthened, or ignored and weakened”

(Educational Broadcasting Corporation, 2004). The activities in this WebQuest were

designed to appeal to a variety of multiple intelligences. Specific examples include:

Visual Spatial: Recording weather using pictures and words, creating an iPad

picture of weather terms, adding symbols to a weather map, iPad apps to practise

reading and making forecasts, online videos

Musical: Videos/songs about the weather, choice provided in final activity to create

a song or rap to explain suitcase choices

Mathematical Logical: Collection and recording of weather data (temperature,

chance of precipitation), looking for patterns in the weather, manipulating

multimedia thermometer to match a given temperature

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Verbal Linguistic: Communicating with students in the class about various weather

activities, communicating through Skype, email, blog, and Twitter with other classes

and weather experts

Intrapersonal: Working with a partner or in a small group, communicating with other

classes and weather experts

Interpersonal: Individual activities such as personal calendars, drawing a weather

term on an iPad

Bodily­ Kinesthetic: Choice provided in final activity to make a dramatic video

showing the packing of the suitcase to explain clothing and activity choices

As well, in the culminating activity where students demonstrate their learning by packing a

suitcase, students are able to choose from a variety of presentation methods. Choice

appeals to the student’s area of strength.

Creativity

Many researchers agree that creativity can be defined as the production of both

novel and appropriate work (Sternberg & Lubart, 1996; Lubart, 2000). Students at this age

generally have some experience with the concept of vacation even if they have not travelled

extensively. The culminating task of packing a suitcase can showcase student creativity.

Students also have the opportunity to be creative through various drawing, slideshow and

audio/visual tasks in the WebQuest. As well, choice is an important aspect of the suitcase

task that allows students to construct a creative presentation using their area of strength.

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Graphical Representation

A graphic representation of the website’s design exemplifies the site’s non­linear

design (Appendix A).

Copyright and Other Issues

When creating and publishing lessons for classroom use, teachers must consider

copyright laws and model their appropriate use for students. In our WebQuest, we have

embedded multimedia games and videos from a variety of online sources. Each of these

embedded materials have also been placed on our Links page with direct links to the

original websites. As well, all images that appear in the materials were taken from the

Creative Commons and credited directly on the page where they appear.

Creating online materials at home can lead to some problems when the material is

brought into the classroom. Specifically, firewall and security features on the school

network can make some of the material included inaccessible. It will be extremely

important to ensure that all links and activities work on the school network for which the

WebQuest is to be used.

As with all items in education, cost of some of the apps may be an issue since

licensing requires purchasing multiple copies for multiple iPads. Also, if students are using

personal iPads costs of the apps may be a deterrent. Providing different accessibility

options in some areas was a way in which we addressed this issue.

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There are some cross platform compatibility issues, such as word documents and

SMART Notebook that may not work if the user does not have the program. Some of the

flash websites may not work on an iPad so students will need access to a laptop or

desktop computer.

Adding information into Weebly posed problems for those with connectivity issues.

As well, uploading some files was difficult due to the web page formatting. Updating with

more than one person working on the site at one time posed difficulties at times.

Conclusion Weather is a topic all students know something about. They know if it is going to be

a particularly cold recess, or if they are expecting indoor recess due to rain. Certainly Nova

Scotia students are familiar with snow storm forecasts and the possibility of a bonus day

off. The students will use this foundation of knowledge and experience with weather

throughout this unit. This WebQuest is a thorough and interactive experience as it covers

knowledge and skills laid out by the Atlantic Canada Science Curriculum (Grade 1) unit of

Earth and Space Science: Daily and Seasonal Changes. The technology involved in the

unit was selected specifically to be engaging for students and provide a wide array of

activities and opportunities. There is ample opportunity for students to work to their

strengths, share what they know, and construct new knowledge. The WebQuest videos and

activities are sure to generate quality conversations at the small group and whole class

levels. The unit is complete and ready to go. All that’s missing… is students!

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References

Cairncross, S., & Mannion, M. (2001). Interactive multimedia and learning: Realizing the

benefits. Innovations In Education and Teaching International, 38(2), 156­164.

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Dalgarno, B. (2002). Interpretations of constructivism and consequences for computer

assisted learning. British Journal of Educational Technology, 32(2),183­194.

Department of Education. (2005). Atlantic canada science curriculum: Grade one.

Halifax, NS: Crown Copyright. Retrieved from:

http://www.ednet.ns.ca/files/curriculum/science_1_sec­web.pdf

Dodge, B. (1999). WebQuest Template. WebQuest.org. San Diego University. Retrieved

from: http://WebQuest.org/index­create.php

Educational Broadcasting Corporation (2004). Concept to classroom: tapping into multiple

intelligences. Retrieved from

http://www.thirteen.org/edonline/concept2class/mi/index.html

Hale, S. Concept mapping [HTML Document]. Retrieved from Lecture Notes Online

Website: //facstaff.gpc.edu/~shale/humanities/composition/handouts/

concept.html

James, V., Lederman Gerard, R., & Vagt­Traore, B. (2004). Enhancing creativity in the

classroom. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and

technology. Retrieved from http://projects.coe.uga.edu/epltt/

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Poobrasert, M.O. (2004). The Integration of technology into the classroom connects with

multiple intelligences learning theory. In L. Cantoni & C. McLoughlin (Eds.),

Proceedings of World Conference on Educational Multimedia, Hypermedia and

Telecommunications 2004 (pp. 1575­1579). Chesapeake, VA: AACE.

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Lesson Plan Subject: Science ­ Earth and Space Science: Daily and Seasonal Changes

Learning Level: Grade One

Author(s): Rebecca Dunstan, Alex Oickle, Ellen Hicks, & Karen Power

Purpose/thesis: To provide a real­life based study on weather and the way in which people interact with the weather.

Credit for lesson idea: The design of this series of lessons follows Bernie Dodge’s template (1999) for a WebQuest. Original ideas were used to develop the Watch, Practise

and Do for each task; however some of the multimedia content was found online and

embedded within the website. Direct links to the original websites can be found under

Resources in the Links/Credits tab.

Outcomes/Objectives: (Appendix B)

Describe ways of qualitatively measuring and recording environmental

changes that occur in daily and seasonal cycles.

Observe and describe daily and seasonal changes in heat and light from the

sun.

Identify and record the days of the week, the names of the seasons, and

predict the type of weather for various seasons.

Investigate and describe human preparations for seasonal changes.

Investigate and describe, using a variety of formats, how the daily changes

affect the characteristics, behaviours, and locations of living things.

Predict and communicate questions and answers to investigations about

seasonal changes and describe these changes.

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Background to lesson: Before beginning the WebQuest the students will have already learned about the types of

weather and a variety of weather terms. The class will have been recording the weather

each day. They will have started a KWL chart in which they discussed and recorded what

they already know about weather. The class will have asked questions about what they

would like to learn and discover about weather.The students in the class are very familiar

and comfortable with technology and have completed WebQuests on other topics

throughout the year.

Tasks: Weather

Forecast

I. Students will watch a weather forecast and discuss with a partner why this is an

important job.

II. Students will listen to a selection of forecasts, put weather pictures on the map and

move a thermometer to match the temperature reported.

III. Students will make a picture collage, write a story, draw a picture or use another

method of their choice to create a weather report using audio or video.

Weather Blog

I. As a class students will contact local weather experts or other classes in

communities in Canada to find answers to questions about weather.

II. As a class students will communicate with another class in Canada using email,

Skype or Twitter to discuss the weather and weather related activities.

III. Student will post questions and answers about weather in the class blog.

Packing

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Clothing

I. Recognizing the need to have different clothes for warm and cold weather, the

students will examine the weather and the clothes needed in places around the

world. Students will play an interactive game in which they interact with a map while

packing clothes by clicking and dragging images into a suitcase.

II. Working with a partner, students will use an iPad to take a picture of each other in a

drawing app. Use the drawing tools and/or clip art they will dress themselves and/or

their partner for each season (Summer, Fall, Winter and Spring). Each drawing will

be saved with student name and season.

Seasonal Activities

I. With a partner students will watch a video that shows fun things to do in different

seasons. Together they will discuss favorite seasonal activities. II. Each student will choose a Paint and Make activity to which they will add clip art and

paint to show activities they like to do in the different seasons.

III. Students will choose a season and collect pictures from magazines, books and

online to create a slideshow using the Explain Everything app.

Final Activity

Students will choose a Canadian destination and decide on the season in which they will

travel. To show the items they will need for the trip, students will bring a suitcase from

home, packed with all of the things required for the season and activities. The suitcase can

contain real clothing and activity items, magazine pictures and/or your own drawings.

At school, students will create a presentation to explain the clothing, equipment and extra

things packed in the bag. The presentation can be:

1. a written report

2. an oral presentation,

3. a video of the student or a puppet explaining and packing the bag

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4. a picture/poster with labels and explanations

5. a song or rap

6. a presentation of choice (approved by the teacher)

Interaction: Activities throughout this WebQuest will be completed as a whole class,

partners, small groups and individually. Some examples include:

Whole class activities: Communicating with weather experts through email, Skype

and Twitter; communicating with other classes about the weather through 21st

Century Schools; collecting weather data; completing the class blog, KWL chart.

Partner activities: Taking pictures with the iPad and dressing themselves; Check

and report on the forecast in a town, complete the final suitcase activity

Small group activities: Investigate weather in different seasons in different cities

across Canada

Individual activities: Personal calendar of the weather; Create a picture of a weather

term

Assessment or Evaluation: The WebQuest tasks were designed to follow a

Watch, Practise, and Do format. It is expected that students will be exposed to the

concepts in the “Watch” section, have a chance to “Practise,” and then will apply those

concepts in the “Do” section. The application of the concepts in this last section will be

evaluated using a rubric (Appendix C.) The five­point rubric will be used at each stage of

the WebQuest. The teacher will observe student interactions, completed activities and

projects and plot their achievement on the rubric.

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As well, students will complete a self assessment (Appendix C) with a four point scale

determining whether they have completed their best work and if they would be interested in

completing future WebQuests.

As with any teaching method, reflection and self evaluation on the part of the teacher is

necessary. The WebQuest format and planned activities will be analyzed while students

are working through the project. Student feedback will be taken into consideration and

adjustments will be made as necessary for future implementation.

Tools: I. iPads

II. Computers

III. Internet access

IV. Application iPad apps such as Explain Everything, iMovie , SMART Notebook,

Draw With Carl, Doodle Buddy, Squiggles

V. Weather apps such as I Learn With Poko Seasons, KidWeatherapp, Children’s Day

App, Franklin’s Weather Fun, and Weather Kids

VI. Communication apps such as Skype, Twitter, email

VII. Software such as SMART Notebook, Microsoft Word

VIII. Websites such as 21st Century Schools, BBC Schools What is Weather?, Paint

and Make, and Sunwise

Technology Integrated: Technology is integrated in most tasks required in the WebQuest. Technology is a key component from watching online videos that introduce

concepts, to practising using those concepts with multimedia games and activities and

finally to applying the concepts in new ways by creating a slideshow, drawing , audio and/or

video using iPad apps. In addition, Voki software was used to provide audio support for

each of the WebQuest steps as grade one students have varied reading abilities.

Technology is limited to what is available to individual teachers in schools and may include

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access to iPads, certain apps based on cost, internet access, and compatibility with

software/hardware.

Student Expectations I. Talk about, measure and record changes in the weather and seasons

II. Say and write the days of the week and seasons

III. Tell about clothing and activities for differents kinds of weather and seasons

IV. Ask questions and seek answers about the weather and seasons

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Appendix A: WebQuest Graphic Model

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Appendix B: Outcomes Chart Pre Webquest Concept Development and Lessons

Outcomes Activity/Task Assessment Technology Links/Software

Multiple Intelligences

101­6 Describe ways of qualitatively measuring and recording environmental changes that occur in daily and seasonal cycles. 100­14 Observe and describe daily and seasonal changes in heat and light from the sun.

Daily collection of weather data ­ Keep a class blog with Helper of the day recording daily weather (temperature, precipitation/sun/cloud) Students record weather using pictures and/or words on a personal calendar

Observation Environment Canada or The Weather Network website Class weather instruments/observations http://kidweatherapp.com/#slideshow $1.99 i Learn With Poko: Seasons and Weather! HD $1.99

Mathematical logical Verbal Linguistic Visual Spatial

200­3, 203­2 Identify and record the days of the week, the names of the seasons, and predict the type of weather for various seasons. 202­9, 102­5, 202­7, 203­1 Predict and communicate questions and answers to investigations about seasonal changes and describe these changes.

KWL chart of what the students already know about weather, seasons, weather terms Students choose a term from the brainstormed list. Create a picture on the iPad that shows the term. Brainstorm questions the students have about weather.

Observation Rubric

iPad apps ­ Drawing with Carl ($2.99) ­Doodle Buddy (free) ­ Squiggles (free) ­ Drawing Buddy ($1.99)

Intrapersonal Verbal Linguistic Visual Spatial

Investigate different kinds of weather through online activities (Review)

BBB Weather Youtube videos

Visual Spatial Interpersonal

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The Integrated Web­Based Unit:

Outcome Activity/Task Assessment Technology Links/Software

Multiple Intelligences

200­3, 203­2 Identify and record the days of the week, the names of the seasons, and predict the type of weather for various seasons.

Weather Reporter ­ learning how to read a weather forecast ­ Add symbols to a map of Nova Scotia to represent given weather statement ­ iPad apps to practise reading and making forecasts ­ Check the forecast of a town in Atlantic Canada ­ make a forecast video/report for that town

Observation Rubric

Environment Canada and The Weather Network website Explain Everything app $2.99 SMART Notebook app $6.99 iPad apps ­ Children’s Day App (free) Franklin’s Weather Fun (free) ­ Weather kids ­ iPoko Seasons iPad Video apps ­ Camera app ­ Video in Explain Everything ­ iMovie $4.99

Visual Spatial Intrapersonal Mathematical Logical Verbal Linguistic

103­4 Investigate and describe human preparations for seasonal changes. 200­1, 102­4, 201­5 Investigate and describe, using a variety of formats,how the daily changes affect the characteristics, behaviours, and locations of living things.

Clothes for different seasons ­ Take a picture of self using iPad, dress picture for different seasons ­Various iPad apps/website activities for “dress up” according to the weather

Observation Rubric

iPad drawing apps ­ Drawing with Carl ($2.99) ­Doodle Buddy (free) ­ Squiggles (free) Dress up apps: iPoko Seasons (free)

Visual Spatial Intrapersonal

103­4 Investigate and describe human

Activities for different seasons

Observation Rubric

QR codes to link to website activities iPad apps

Visual Spatial Intrapersonal

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preparations for seasonal changes. 200­1, 102­4, 201­5 Investigate and describe, using a variety of formats,how the daily changes affect the characteristics, behaviours, and locations of living things.

Collect pictures from websites and magazines of different activities for different seasons Make a slideshow

103­4 Investigate and describe human preparations for seasonal changes.

Extras Sun Safety ­ Video ­ Find ways of being sunsafe online game ­Dressing for sun safety online game ­Shopping for sun safety online activity

Youtube http://www.epa.gov/sunwise/kids/kids_challenges.html

Visual/Spatial

202­9, 102­5, 202­7, 203­1 Predict and communicate questions and answers to investigations about seasonal changes and describe these changes.

Investigate questions from KWL chart students have about weather

Observation Rubric

Weather Blog Skype, Twitter or email local weather experts ­ Cindy Day @CindyDayCTV ­ Peter Coade @PeterCoade ­ Richard Zurawski richardzurawski@yahoo.ca

Intrapersonal Verbal Linguistic

202­9, 102­5, 202­7, 203­1 Predict and communicate questions and answers to investigations about seasonal changes and describe these changes.

Investigate weather in a Canadian City in different seasons ­ groups choose a city to investigate ­ record typical weather in summer/winter ­ possible activities in the different seasons

Observation Rubric

Set up communications with other classes in Canada to discuss weather through http://www.21stce nturyschools.com/Global_Collaborative_Projects.htm Skype/ Email/Twitter Weather websites:

Intrapersonal Verbal Linguistic

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The Weather Network or Envrionment Canada QR codes

200­3, 203­2 Identify and record the days of the week, the names of the seasons, and predict the type of weather for various seasons. 103­4 Investigate and describe human preparations for seasonal changes. 200­1, 102­4, 201­5 Investigate and describe, using a variety of formats,how the daily changes affect the characteristics, behaviours, and locations of living things.

Culminating Activity 1. Use knowledge from investigation to: ­ choose one of the seasons ­ pack a suitcase with items they will need for a vacation ­ explain why each item was packed ­ explanation can be in picture/poster format, written report, video report, dramatic video of self/puppets packing suitcase with explanation,or write/record a song or rap about your suitcase

Rubric

­ iPad video apps ­ ie. Explain Everything

­ Intra Personal ­ Visual spatial ­ Bodily Kinesthetic ­Musical/ Rhythmic Verbal Linguistic

Possible Extensions:

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Outcome Activity/Task Assessment Technology Links/Software

Multiple Intelligences

Reflection on Learning: Students use pictures and/or words to show what they have Learned from the integrated unit Record ideas as a class on the KWL chart.

Visual Spatial Verbal Linguistic Interpersonal

Further Online Projects such as The Project Groundhog

http://www.projectgroundhog.net/index.php

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Appendix C: Evaluation Rubrics (Teacher and Student Self Assessment) Assessment Rubric

Student Self Assessment