How fast can you solve the problem?
What strategies did you use? Which were the most successful?
The grade 2 students went to Dinosaur World this week, so they are excited to learn anything about dinosaurs. Today they investigated the dinosaur videos on PBSkids.org. One of the girls turned to me after a few minutes watching the videos. She pointed to the man on the screen and said, “He is a paleontologist!” I was amazed that she knew the word and could pronounce it. They obviously had learned more than that the T. Rex was a large dinosaur. They had learned which scientists study old, extinct plants and animals, that some animals become extinct and about being careful searching for fossils. It seems the fossil search was a highlight of the trip.
Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
Critical Thinking, Problem-Solving & Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
View rubrics and student products on the wiki: http://icscreativearts.wikispaces.com/home
Grade 4 Florida Research Project
Student Products are on the class wiki: http://icsflorida.wikispaces.com/
Tip #1: Use the URL to identify the domain name and web extensions and what they represent.
URL is an acronym for Uniform Resource Locator. The domain name is located after the http:// in the URL. For instance, the domain name for Incarnation Catholic School is icstampa.org. The domain name for Incarnation Catholic Church is icctampa.org.
The extensions in the URL provide additional clues to the identify and authorship of a website.
For a list of country codes view Web Country Codes
Tip #2: Truncate the URL section by section
to http://www.lib.berkeley.edu/ to learn that the information is hosted on and part of the University of California Berkeley Library web site. Knowing the documents are part of the official Berkeley library gives it authenticity.
Practice Truncating: What is the domain for each of the following:
Tip #3: Observe the URL grammar.
If a tilde (~), %, or a person’s name or the word “user” after the domain name is in the web address, it is a personal directory and not an official part of the website. In the following example, http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml, the information on plagiarism is in the personal directory of wts. It is not part of the official indiana.edu website. This means the information must be evaluated based on the information contained within the web page, and is not automatically valid because it appears to be on a university web site.
Identify the web grammar elements in this URLs. What is the domain? Who created each web page? Is each an official part of the domain website?
Tip #4: Find who links to a site.
In Alta Vista use the “link web addess” command. This shows who links to the site and also shows how many sites link to the site. Look at the Ova Prima site, then use link www.ovaprima.org in Google or link:www.ovaprima.org in Alta Vista search windows to how many and what type of sites link to the Ova Prima site.
Tip #5: Study historical information about a site.
Use Way Back Machine at www.archive.org to find the history of a site. Enter the URL of the site in question. You can see when the website was revised. If you have a link that is no longer active but you know the URL, you can enter the URL in Way Back Machine to view the contents. Think about the implications for FaceBook and MySpace users! Yes. What you put on today will still be sitting on some computer, possibly years from now.
Summary: OK to use? Be prepared to defend the source of information. Can you annotate the information website with a statement about how you know this is a valid, reliable, up-to-date source of information. Yes or No?
5Ws: Based on information from: Web 2.0 Applications for Children’s Services Summer/Fall 2007 – This material has been created by Bonnie L. Peirce for the Infopeople Project [infopeople.org], supported by the U.S. Institute of Museum and Library Services under the provisions of the Library Services and Technology Act, administered in California by the State Librarian. Any use of this material should credit the author and funding source.
Search in more than one search engine. The list on NoodleTools website provides an excellent summary of places to look depending on your research topic:
Kid-Safe Search Engines
Frequently Used Search Engines
Essential Understanding: Citizens of the United States must be familiar with basic facts of all of the States.
This year grade 5 students study the U.S. States but next year the topic will be moved down to grade 4. This year’s grade 4 students are using technology class time to develop a database of information about the U.S. States using Wikispaces, so they learn basic State facts. I created a page for each State and entered the labels for the data needed for each State.
Students in the two grade 4 classes were divided into 5 groups to study the 5 regions of the U.S. There were groups of students in each class working on each region. I created a username and password for each student and added them to Wikispaces as members. Students each selected a State within the assigned region to start to research. As they completed the information for each State, they determined which other States needed to have information added and then worked on that State. This allowed students to work collaboratively even though they were not in the same technology class. Students will create the 5 summary pages for the regions and will decide what information will be on the page.
Most of the information is from factmonster.com. Students learned to manage data, moving it from one location to another and to sort and sift through a larger database to find what is needed for the Wikispaces project. The project also allowed the student their first opportunity to work collaboratively on a project. The project is not yet completed but it is in the final stages. icstampa.wikispaces.com
Grades 6 and 7