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Podcasts
| Grade Level | K-5 |
| Content Area | All areas |
| Purpoes | The students will learn how to create a podcast as well as have an ongoing agenda that they can listen to if they are absent or can't remember what is due. |
| Brief Description | Each afternoon a different student will record what we did that day and create a podcast. It will then be uploaded to our class website, so students have a reminder of what we did. This also helps parents get an answer different then "nothing" when they ask their child what they did that day. For the students who aren't recording the podcast that day, they will be finishing up any work that they hadn't completed that day. |
| Resources | Audacity, Garageband, microphone, and a list of that days agenda. |
| Highest Level of Blooms | Application, since they are only creating a podcast and reciting the given information. |
| Learning Styles | Auditory- they will be listening to the podcast as they create it. Kinesthetic-they are able to move the mouse as they click on different options to create their podcast. Visual- since they are reading from a sheet of paper what to say in their podcast. |
| MIs Addressed | Verbal- helps students practice speaking clearly, so that other students will be able to understand them. They will also be building vocabulary. Musical- helps musical students pick up information easier, by placing appropriate music at the beginning and end of the podcast. As well as record their voice. Kinesthetic- helps those who like to move around by moving the mouse and clicking on different icons. |
| Students Name | Heather Hord |
| Grade Level (s) | 3rd-5th | |
| Content Area (s) | Environment, Science, Social Studies | |
| Purpose | Students will find an environmental issue, such as global warming, recycling, water conservation, etc. that they can research and analyze that people are currently facing today or might face in the future. Students will also be learning how to make a podcast. | |
| Brief Description |
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| Resources | Computer with recording program, Microphone, magazines, newspaper | |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest of level of blooms taxonomy the students will reach is synthesis. Students reach synthesis because they will have to create a podcast, and come up with a presentation where they will have to organize all their information together to be able to teach others about these issues. | |
| Which learning styles are addressed? How? | Auditory: Students have to listen to their own podcasts and other peers to learn and inform each other. Kinesthetic: Students are physically using the mouse, making the podcast themselves by using their hands, and using the keyboard to research information. Visual: Students will be looking for and researching sites on the internet, magazines, and newspapers for information. | |
| Which MIs are addressed? How? | Interpersonal: students will work in groups and discuss the current events with their peers before putting it altogether in a podcast. Linguistic: students are writing summaries about their topics/events to read and use for their podcasts. Musical: students will record their voices, as well as find music to accompany their podcasts. Kinesthetic: students will use the keyboard, mouse, and microphone to create their podcasts. | |
| Student's name | Matt Forrest |
| Grade level(s) | 5th |
| Content area(s) | Social Studies |
| Purpose | To explain the impact of Pearl Harbor |
| Brief description | Students while studying the period of WWII will explore the event of Pearl Harbor. They will then prepare a podcast in which they will explain how the event affected America and its involvement in World War II. Students may choose either do a commentary about Pearl Harbor or interview a soldier who fought in during the attack on Pearl Harbor (The student would be speaking as the interviewer and interviewee and use the voice manipulation function to change the sound of his voice) |
| Resources | Computer and Pearl Harbor History Event Book |
| What is the highest level of Bloom's taxonomy reached? Explain | Evaluation- because the students are fully explaining how the impact changed the U.S.'s involvement in the War. |
| Which learning styles are addressed? How? | Auditory - This is the most used one. Students will hear themselves talking about the impact of Pearl Harbor and then go back and listen to their podcast making sure it is correct and maybe add something in that they previously left out. |
| Which MIs are addressed? How? | Bodily/Kinesthetic- Bodily/Kinesthetic is used because when students are talking it will not be in a monotone voice. Behind the audio while recording the podcast students will be using their hands and moving while talking about the impact of Peral Harbor among the United States. |
| Student's name | Shane Erb |
| Grade level(s) | K-5 |
| Content Area(s) | Art and Science (Solar System) |
| Purpose | The purpose of this activity is to provide student with the opportunity to follow directions, locate specific art supplies, a draw a picture of the solar system. |
| Brief description | Students will be given verbal directions through a podcast similar to a scavenger hunt. Students will follow these directions to find art supplies that they will need to construct a picture or model of the solar system. Example, take 5 steps towards the back of the room your 1st clue is it is something to draw on. (answer is paper) |
| Resources | Podcast materials such as MP3 player Computer Hidden art supplies (paper, paint and paint brushes, glitter, foam balls, and glue) |
| What is the highest level of Bloom's taxonomy reached? Explain? | The highest level of Bloom's taxonomy addressed in this activity is synthesis. In this activity students will collect materials to create, arrange, construct, design, and prepare a model or picture of the solar system. |
| Which learning styles are addressed? How? | The learning styles that are addressed are: Bodily Kinesthetic- Students will physically follow directions throughout the scavenger hunt to collect their materials. They will also arrange and create their model or picture. Auditory- Students will listen to directions through a podcast for clues to their hidden art supplies. Visual- Students will construct a picture or model of the solar system. |
| Which multiple intelligences are addressed? How? | The MI's that are addressed include: Musical- the podcast will feature some sound effects and music. Mathematical-logical- Students will follow sequencing by following the steps towards their hidden art supplies. Spatial- Students can create a model or picture of the solar system. Bodily-Kinesthetic- Students will physically move around the room to collect their materials as well as physically construct their artwork. Intrapersonal- Students will have the opportunity to be original and imaginative while constructing their work. |
| Student's name | Ashley Rhodes |
| Grade level(s) | 2nd Grade |
| Content area(s) | Math (Times Tables) |
| Purpose | For students to be able to learn their multiplication tables by listening and singing songs. |
| Brief description | Every week the student will learn a song for the times table they are learning that week. For example one week will be the ones times table, then the two times tables, and so on. I will print out the lyrics for them and they will have to record themselves singing it onto a podcast. When we finish learning all of the times tables they will have all of the songs in order on their podcast, and the students can have it and listen to it as many times as they need to memorize and learn their times tables. |
| Resources | Resources: Computer and lyrics. Website used to get lyrics: http://www.songsforteaching.com/mathsongselementary.htm |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest of level of blooms taxonomy the student will reach is synthesis. This is because the students will have to compose a podcast, and organize it all together to be able to use it later to study and review their times tables. |
| Which learning styles are addressed? How? | Auditory: These students understand information best when they hear it and with the podcast they can memorize their times tables, not only using music that they can relate to, but they are also able to listen to it as many times as they wish. Visual: The students have to read the lyrics I print out for them. |
| Which MIs are addressed? How? | Verbal: The students are hearing themselves say times tables over and over again while listening to themselves sing, and they will always have the podcast to go back to if whenever they need to refresh their memory. Linguistic: By singing the songs the students are repeating the times tables helping them memorizing it. Musical: The students will use music to memorize their times tables and hearing themselves sing will help them connect one concept with another. |
| Student's name | Annabel Alban |
| Grade level(s) | Second Grade |
| Content area(s) | Social Studies - States and Capitols |
| Purpose | Students will use a podcast to learn and memorize the 50 states and their capitals. |
| Brief description | Students will learn about all 50 states and their capitals. It will be the students' jobs to record this information on to a podcast. After all of the states and their capitals are presented to the students; the students will have the 50 states and capitals saved on their podcast, where they can access the information and learn it. |
| Resources | Computer, Social Studies Book |
| What is the highest level of Bloom's taxonomy reached? Explain | Application: Students will have to create a podcasts based on the information that they received in class. |
| Which learning styles are addressed? How? | Auditory: Students have to listen to their voice in order to memorize the states and their capitals. Kinesthetic: Students are physically making the podcast themselves by using their hands. |
| Which MIs are addressed? How? | Linguistic Intelligence: Students use language to achieve the goal of memorization and learning. Musical Intelligence: Students listen to their podcast recognizing pitches and tones that helps them to memorize and learn states and capitals. Bodily/Kinesthetic Intelligence: Students partake in an hands-on-approach in developing their podcast. |
| Student's name | Tiffany Brown |
| Grade level(s) | 5th Grade |
| Content area(s) | Social Studies, Language Arts |
| Purpose | Students will find, select, and analyze current events from the week as well as learn how to make a podcast. |
| Brief description | Students will write and edit short summaries of online information for their own podcast. In groups of four, each member will write and read one of the following events: word of the week, quote of the week, sports story of the week, and news story of the week. |
| Resources | Dictionary.com Quote-o-rama ESPN.com Google News Podcast Support Other materials: computer microphone, Windows Media or another program which records voice, such as Audacity 1.2.3. |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis: students must formulate ideas from given facts and integrate their knowledge into a podcast which they design. |
| Which learning styles are addressed? How? | Auditory: students will use their voices to record their parts of the podcast. Visual: students will find the information for their podcasts by visually searching websites on the internet. Kinesthetic: students will search for current event information and manipulate their podcasts with a computer. |
| Which MIs are addressed? How? | Linguistic: students will write summaries about their events to read for their podcasts. Musical: students will record their voices for their podcasts. When doing this, they must pay attention to pitch and rhythm so that playback of the information will be clear. Kinesthetic: students will use classroom or library computers to access the information they need and create their podcasts. Interpersonal: students will work in groups and discuss the current events with their peers before putting it altogether in a podcast. |
| Student's name | Melissa Blanco |
| Grade level(s) | 5th grade |
| Content area(s) | Music |
| Purpose | To create a positive and friendly atmosphere in which students feel comfortable to share their talent or effort into the class. |
| Brief description | Each student will generate a podcast where they will introduce themselves, answer a few questions about themselves that they want the class to know, and explain how music has effected their life or how music is valued in their life. Students will be encouraged to play a favorite song (by mp3 or by physically playing an instrument) in the background of their podcast. Secondly, each student will have to remember what an assigned and specific student had said and then, reintroduce them to the class. |
| Resources | Computer and podcast capabilities. |
| What is the highest level of Bloom's taxonomy reached? Explain | The student will be applying themselves to the Knowledge level of thinking when they are deciding what to say about themselves. Really, the higher order of thinking comes with the Application of technology by creating the podcast as well as the ability to reintroduce a student to the class requires Knowledge and Comprehension. |
| Which learning styles are addressed? How? | Auditorally, learners will be listening to other students during presentations as well as listening and editing their own feedback. Kinesthetically, learners will be using the computer to navigate through the podcast program. |
| Which MIs are addressed? How? | Music: Students are encouraged to play music in the background of their podcast. Linguistic: Students are using their language abilities to communicate information about themselves to the class. Interpersonal and Intrapersonal: Students must know themselves, their capabilities and strengths, and be able to express themselves to the class. |
| Student's name | Meagan Gaffney |
| Grade level(s) | 3rd - 5th grade |
| Content area(s) | Social Studies |
| Purpose | For students to become familiar with FDR’s Fireside Chats and create a podcast of their own similar in format to the Fireside Chats. |
| Brief description | Students will have been studying FDR and be familiar with issues in the nation during this time. The class will listen to clips of several fireside chats, and examine topics that were addressed to explore how FDR used these opportunities to communicate with America. Students will then be split into groups of 4, and will choose a topic of importance to their class, the school, or the country. Each group will write a transcript for a 2-3 minute ‘fireside chat,’ and record it as a podcast. The group may elect one speaker, or may each read parts of the script. |
| Resources | http://www.mhric.org/fdr/fdr.html This site provides a written transcript of FDR’s fireside chats. http://www.presidency.ucsb.edu/medialist.php?presid=32 This site contains audio of selected fireside chats. |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s taxonomy that is reached is synthesis because students are required to create their own fireside chat. They must understand the form and purpose of FDR’s chats, apply it to their own experiences, and design a new script that will produce similar results. |
| Which learning styles are addressed? How? | Auditory: Listening to actual clips of FDR’s fireside chats, and recording their own script. Kinesthetic: Being able to actually recording the chat, rather than just writing it will keep these students engaged. |
| Which MIs are addressed? How? | Linguistic: These students will excel in reading the transcripts of FDR’s fireside chats, in addition to choosing a subject and writing their own. Interpersonal: Students will enjoy working in a collaborative group setting. |
| Student's name | Jessica Lavelle |
| Grade level(s) | 2nd - 5th |
| Content area(s) | Spelling |
| Purpose | To teach students vocabulary words using a podcast. |
| Brief description | Each student will record him/herself reading the vocabulary word. They will read it once, spell it, give the definition, and use it in a sentence. Then the students will listen to their podcasts to review for the test, learn to use the vocabulary words in context, and get used to hearing the words and understanding their meanings. |
| Resources | Spelling/vocabulary textbook List of vocabulary words Computer with recording program Microphone |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension - The students will be using their newly aquired knowledge of the vocabulary words to put them into different contexts - the new sentences. |
| Which learning styles are addressed? How? | Visual - These students will benefit from reading the words off the page or out of the book. Also, they can read the words while they are reviewing and listening to their podcasts. Auditory - These students will benefit from hearing the words, spellings, and definitions.This will make it easier for them to remember on the test, or in everyday life. |
| Which MIs are addressed? How? | Lingustic - Reading the vocabulary words and creating sentences using them in it. |
| Student's name | Erin Byrne |
| Grade level(s) | Fifth |
| Content area(s) | Language Arts |
| Purpose | To show students the various ways that punctuation and syntax can be used to modify meaning in a text |
| Brief description | The student will simultaneously listen to and read a poem that utilizes a specific literary technique (spacing, punctuation, etc.) The goal is for the student to see how these create unique and purposeful effects in a text. They will then create an original poem using the same literary tools. After this, they will record themselves to see if they have created the same effect as the original work. |
| Resources | www.poets.org/page.php/prmID/361 Academy of American Poets website that offers over 700 recorded poems and features a Poetcast archive Computer with podcast capabilities, computer microphone |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis: The student will be isolating which technique creates which effect, and will be creating an original piece that requires application and generalization of this knowledge. |
| Which learning styles are addressed? How? | Auditory and Visual: listening to and reading each of the poems simultaneously will help students to see how their preferred method is connected to and influenced by another form of communication |
| Which MIs are addressed? How? | Verbal/Linguistic: exploring various forms of literature and writing styles, creating an original piece Logical/Mathematical: although this is a LA lesson, these students will enjoy experimenting with the cause and effect relationship between words, symbols, and speech |
| Student's name | Nicole Knox |
| Grade level(s) | 5th grade |
| Content area(s) | History |
| Purpose | to share current events |
| Brief description | Each week groups of 1-2 students will pick one article from the newspaper and do a news segment and record it on a podcast. We will then play everyones current events during class as if it were a radio news program. Not only will this give kids experience creating podcasts but it will also be a different way to present information to the class. The reports will also be summarized in a way that is easy for a 4th grader to understand current events, these reports can also lead to class discussions. |
| Resources | computer, microphones, www.newyorktimes.com, www.sunsentinel.com newspapers speakers |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis- The students must use information they know about the world and relate it back to the article they are reporting about. They must also read the article and summarize it so that their peers can understand it and find it interesting. |
| Which learning styles are addressed? How? | Audio- Students will be able to listen actively to peers reports Kinesthetic- Students will be highly involved in this hands on project. |
| Which MIs are addressed? How? | Kinesthetic- Students must research article, come up with script for pod cast, and actually make the pod cast. Audio learners will love this assignment which rely's mostly on listening. Linguistic learners will also appreciate this activity since they are able to use words and write scripts for their podcast. |
| Student's name | Jessica Wagner |
| Grade level(s) | 4th and/or 5th grade | |
| Content area(s) | Language Arts | |
| Purpose | To encourage childrens use of vivid and colorful words. To enhance students use of adjectives and adverbs. | |
| Brief description | Explain to your students that before television was invented families would gather around a radio and listen to their favorite shows. Explain how important it was for the radio announcers to be descriptive when telling a story because there were no pictures to go along with the story, only the listeners imagination. In pairs students will create vivid stories that we will record over a podcast. Once everyone has completed this project the class will come together for a listening party and enjoy the 'radio' podcasts. | |
| Resources | Garage Band in order to record the stories. Pencil and Paper to brainstorm and write the story. | |
| What is the highest level of Bloom's taxonomy reached? Explain | This activity could reach the syntesis level. With the students having learned about radios in the past and how they once served as a major source of entertainment and are now using our new and modified technology as a podcast, these students will have to create a new and exciting story. They will have to understand the listeners relationship to the story when heard rather than read and illustrated. | |
| Which learning styles are addressed? How? | I believe all learning styles are incorporated in this lesson. Auditory learners may be most obvious as the students' stories will be read and heard via podcast. But visual learners will benefit from writing their stories down and being able to see it being manipulated in front of them in the Garageband program. While kinesthetic learners will love to be able to manipulate their voices over garage band. They will be using a computer which is hands on and they will be able to play with volume controls as well as a variety of sound effects that they can add. | |
| Which MIs are addressed? How? | Interpersonal- students will be working in pairs. They will have to comunicate with each other for a successful story. Musical- Students will be able to add in a variety of sounds to enhance their stories. Visual- The begining stages of pencil and paper. Auditory- Being able to hear their stories aloud will excite these learners. Bodily- Being able to manipulate the computer and their voices. | |
| Student's name | Christine Brown |
| Grade level(s) | 3rd Grade and Up |
| Content area(s) | Social Studies & Community Involvement |
| Purpose |
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| Brief description |
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| Resources | Local newspaper http://www.teachingideas.co.uk/ict/podcasting.htm Kid friendly site with instructions for making a podcast http://content.monster.com/articles/3478/16993/1/home.aspx Provides ten easy remember rules for interviewing |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis The students are required to create questions and draw conclusions from their interviewee's answers. They also have to make a podcast that also requires them to design and compose a piece of work that can be understood and valued by their peers. |
| Which learning styles are addressed? How? | Auditory Learners The students will have to use their listening skills to perform an engaging interview. They also have to delineate the information so that the class can listen and understand what the interviewer wanted them to take from the podcast. Bodily Kinesthetic The students will be using computer hardware and recording hardware that require them to be hands-on with this project. They will be doing a lot of editing on the computer using the mouse and keyboard. |
| Which MIs are addressed? How? | Verbal/Linguistic The students will be conducting interviews causing them to carry on conversations with another person. Bodily/Kinesthetic The student will be manipulating the computer hardware while they edit their the podcast. Musical/Rhythmic The students have the option to add music to their podcast. They can be original works or works of others. Interpersonal Students will hopefully be applying what the role model talk to them about to their own lives and trying to understand the role of the leaders in their community. |
| Student's name | Toshira Popo |
| Grade level(s) | Third and Fourth
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| Content area(s) | Science | ||||||||||||||||||
| Purpose | To ensure that students gain an understanding of the changes that occur to the materials used in the experiment. | ||||||||||||||||||
| Brief description | After completing the experiment (weighing different materials, then again after altering them) students will record their observations and data onto a podcast. Students will upload the podcasts so that other students will be able to review them. | ||||||||||||||||||
| Resources | Materials, Scale, Computer, Internet | ||||||||||||||||||
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: Students will organize their observations and explain the ressults that occur during the experiment. | ||||||||||||||||||
| Which learning styles are addressed? How? | Visual: Students will observe the changes that occur to the materials and recall these changes when they create the podcasts. Auditory: Students will explain what they observed and then be able to listen to others' explanations. Tactile/Kinesthetic: The experiment is very hands on and allows the students to explore the materials while they observe the changes. | ||||||||||||||||||
| Which MIs are addressed? How? | Visual/Spatial: Students will recall the observations that they see during the data when they create the podcasts. Verbal/Linguistic: Students will express their findings and benefit from being able to verbally explain the experiment. Logical/Mathematical: Students will measure the weight of the objects before and after alterations, and use their math skills to compare the different results. Bodily/Kinesthetic: Students will hanlde the materials when altering and observing them. Interpersonal: Students will relate to what others have observed and will benefit from taking others' points of view into consideration. Intrapersonal: Students will reflect on their observations and use the podcast to express their findings. | ||||||||||||||||||
| Student's name | Jennifer Martin |
| Grade level(s) | 3rd Grade |
| Content area(s) | Social Studies Technology |
| Purpose | To expose students to different career opportunities and allow them to gain practice producing a podcast. |
| Brief description | Students will interview a member of their family or a friend of the family to find out about his/her career. The student will develop a list of questions to ask the adult they are interviewing. The questions will help other students in the class learn more about that person's career. Students will record the interview and create a podcast. The podcasts will be played for the entire class so that everyone learns about different jobs and careers. As an extension activity, each student will pick the job that interests them the most and ask one question they might have about the job. These questions will be sent home with the student who interviewed that particular adult. With the cooperation of the adult, the student will collect the answer(s) to the question(s) and bring the answer(s) back to class to share with others. |
| Resources | Computer lab with podcasting equipment |
| What is the highest level of Bloom's taxonomy reached? Explain | Application Students will apply what they know about podcasting to create their own original podcast. They will also have to formulate appropriate questions to ask in their interview with the adult. |
| Which learning styles are addressed? How? | Auditory Students will learn from listening to their peers' podcasts. Kinesthetic Students will have the hands on experience of creating a podcast. |
| Which MIs are addressed? How? | Linguistic Students must create appropriate questions and be fluent in language to conduct a successful interview. Bodily-kinesthetic Students will benefit from creating their own podcast. Interpersonal Students will be interacting with an adult and will benefit from their people smarts. |
| Student's name | Callie Williams |
| Grade level(s) | 4th-6th Grades |
| Content area(s) | Science |
| Purpose | This Podcast assignment is going to be used for a review purpose after an assignment on the brain lesson that has been completed previously in class. Students will individually create podcasts to go over the important parts of the lesson and address and ask any questions that they still might have about the brain. |
| Brief description | Each student, indivdiually will create a 5 minute podcast about the brain. For three to four minutes the student will recap what they learned about the brain. They will have to include at least 5 different parts of the lesson such as parts of the brain, what each part is responsible for, etc. After they do that section then they will have to use the last minute or two to address any questions they have on the topic, any confusions they have about the topic, and some things that they would still like to know. |
| Resources | brain books brainpop video on the brain lecture notes and worksheets from the lesson on the brain |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy that is reached is Analysis because the students will be analyzing the the lecture, categorizing the information and the different brain parts, and constructing their own podcast. |
| Which learning styles are addressed? How? | Auditory- the student will listen and hear the information that must be on the podcast and the students will be listening to their peers podcasts as well. Visual- looking at the resources online and the videos to help the student understand the material on the brain. Kinesthetic- the students will be creating their podcasts by the "hands on" approach. |
| Which MIs are addressed? How? | Bodily-kinesthetic- The students will be creating and using their podcasts as a learning tool by the"hands on" method. Lingustic- The students are using words and their vocaulary to make up the content of the podcast Intrapersonal- The students will be expressing themselves throughout these podcasts as they describe what they learned, questions they still have, etc. |
| Student's name | Lindsey Pavlik |
| Grade level(s) | 3rd and up |
| Content area(s) | Technology |
| Purpose | To allow students to get to know each other by explaining to others interesting facts about themselves. |
| Brief Description | Each student will create a personalized podcast about themselves using any information they think is interesting and relevant for the class to know about them. For example, they can include information such as their interests, favorite food, subjects, hobby, music, sports, family, culture, etc. Students can give as little or as much information as desired. The podcasts will be assigned at the beginning of the school year and when all are complete, we will incorporate the podcasts into the class so that all students can listen and learn about their fellow classmates. Students can get to know each other better and the podcasts will make students feel more comfortable sharing information about themselves with others, especially new students. |
| Resources | GarageBand, Audacity, microphone |
| What is the highest level of Bloom's taxonomy reached? Explain. | Application: Students will apply their information to a podcast to illustrate their personal interests and information to others. |
| Which learning styles are addressed? How? | Auditory: Students will listen to others' podcasts. Kinesthetic: Students will use hands-on materials including the mouse, keyboard, and microphone. |
| Which MIs are addressed? How? | Bodily-kinesthetic: Students will point and click using the mouse and use other hands-on materials including the keyboard and microphone. Linguistic: Students will use words to describe themselves to others. Intrapersonal: Students will dig deep within themselves to express their own personal interests. |
| Student's name | Stephanie Hasden |
| Grade level(s) | 1st-5th |
| Content Area | Reading |
| Purpose | To record the student's growth in reading throughout the year. |
| Brief Description | At least three times during the year, have the student read a grade-level book to create a podcast. The teacher might want to add a couple comments about the student's reading once he/she is finished. This can be given to the parents to listen to or can be kept on file. It would be a good thing to present during a parent-teacher conference. |
| Resources | Books, microphone, Audacity or GarageBand |
| What is the highest level of Bloom's taxonomy reached? Explain. | Students could listen to themselves read and think about a couple things that they could do better. Thus, they could evaluate what they did well, and what needs improvement. They should also know how the improvement could be achieved. |
| Which learning styles are addressed? How? | Visual: reading the book Auditory: students can hear themselves reading |
| Which MIs are addressed? How? | Linguistic/Verbal: students will hear themselves reading a book |
| Student's Name | Clary Rucker |
| Grade level(s) | 3 |
| Content Area | Reading, Language Arts |
| Purpose | Students will describe a character's personality through an interview. |
| Brief Description | The student will choose a character from any book that he or she has read. He or she will develop five questions to ask the character. Using a program such as Audacity, the student will create a Podcast that contains the questions and answers from the interview. Students may choose to change the voices of the interviewer and character. |
| Resources | Any book with a character Computer Microphone Program such as Audacity or GarageBand |
| What is the highest level of Bloom's taxonomy reached? Explain. | Synthesis - The student must create a Podcast using information he or she gathered from readng the book. To answer the interview questions, the student must recognize the personality of the character being interviewed. |
| Which learning styles are addressed? How? | Auditory - Students are recording their voices and hearing the Podcasts they create. Visual - Students are reading a book. Kinesthetic - Students are using a computer and microphone to create the Podcast. |
| Which MIs are addressed? How? | Verbal-Linguistic - These students love to read and speak. Bodily/kinesthetic - These students get to work with a computer and microphone. Musical/Rhythmic - These students can add music to their Podcast if they want. Intrapersonal - These students get to work on their own on this project and think about the feelings of a character they have read about. |
| Student's Name | Danielle Heaton |
| Grade Level(s) | 3rd |
| Content Area | Language Arts |
| Purpose | For students to be able to pick out the main idea, setting, protagonist, and tone in a story and to create a podcast about all these elements of a story. |
| Brief Description | Students will choose a picture book from a teacher-prepared list and read it with a partner. They will look for the main idea, setting, protagonist, and tone. Then, they will use Garageband to create a podcast in which they will address all these elements in the story they read. The podcasts can be shared with the rest of the class. |
| Resources | Garageband School Library Class Library Picture Books |
| What is the highest level of Bloom's taxonomy reached? Explain. | Analyzing- The students will have to read to understand and look for these story elements. They will have to organize it in a creative and fun way for their podcast. |
| Which learning styles are addressed? How? | Visual- Students get to read the book and refer back to it during the podcast. Auditory- Students get to listen to their podcast as needed to make corrections and edit. Kinesthetic- Students can use Garageband and the mouse to create the podcast. |
| Which MIs are addressed? How? | Verbal/Linguistic- The students get to read the book and talk about the story elements in the podcast. Bodily/Kinesthetic- The students get to maneuver the mouse and speak into the computers microphone when creating the podcast. Musical- The students get to create intro, background, and exit music by using a program. Interpersonal- The students get to work together. |
| Students Name | Jill Pluchino |
| Grade Level | 3rd and up |
| Content Area | Language Arts |
| Purpose | For students to develop creative writing skills and combine those skills with technology to create a story. |
| Brief Description | Students will write a short, non fiction story and once they have written it, they will create a podcast using that story. They will be able to add intro and exit music and sound effects to their podcast if they want to. Once the podcasts are done, the class will listen to each student's podcast. |
| Resources | Computer microphone audacity or garage band |
| What is the highest level of Blooms taxonomy reached? Explain. | Synthesis: Students will be creating a short story and then using that short story to create a podcast, including music and sound effects. |
| Which learning styles are addressed? How? | Auditory: Students will be reading their short story and recording it to make a podcast, which will require them to listen to themselves speak, and they will be listening to music and sound effects in order to decide what they will be adding to their podcast. Kinesthetic: Students will write their short story out before they make their podcast, and they will be using the mouse and keyboard when they create their podcast and add music and sound effects. |
| Which MI's are addressed? How? | Linguistic: Students will have to write a short story in order to create a podcast. Bodily/Kinesthetic: Students will be using the mouse and keyboard to create their podcast and add music and sound effects. Musical: Students will be choosing intro and exit music. |
| Student's Name | Haleigh Dillender |
| Grade Level | 4th Grade |
| Content Area(s) | Social Studies |
| Purpose | The purpose of this lesson is for students to learn how to create a podcast and to develop a deeper understanding of an assigned culture. |
| Brief Description | Students will research an assigned culture. They will pick an aspect of the culture. Some topics that could be chosen to research include: music, entertainment, food, holidays etc..of the culture. After they research the topic they will create an outline of what will be said/done during the 4 minute podcast. Students should include a description of the chosen topic, (what is it?, why is it important?), include examples, (for instance if a student picks music or holidays, the student should inlcude sound clips of music or sounds clips of the holiday music) and should ask a question at the end of the podcast that requires the other students to compare the culture that was presented in the podcast to their culture. |
| Resources | a computer, a podcast program such as Garage Band, a microphone (if the computers do not have a microphone already built in), internet access, access to materials such as books and CD's from the library. |
| What is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's that is reached is synthesis. This is the highest level reached because students are using information that they researched to create a podcast. |
| Which learning styles are addressed? How? | All three learning styles are addressed in this lesson. Visual: Students read information from websites and books and they are required to write an outline before creating the podcast. Auditory: Students are learning about other cultures by listening to a podcast. Kinesthetic: Students are using their hands when they are typing on the keyboard and when they are manipulating the mouse. |
| Which MIs are addressed? How? | Linguistic: Students get to verbally present their information on their assigned culture and they are required to write an outline before making the podcast. Intrapersonal: Students work individually on the podcast. Kinesthetic: Students get to use their hands as they research information and create their podcast. |
| Students Name | Rosanna Dugan |
| Grade Level | 3-5 |
| Content Area(s) | Language Arts |
| Purpose | Students learn about their classmates, which adds to the idea of creating a positive classroom climate. |
| Brief Description | This is done within the first week of school. Students are paried up. Each student has a set of questions to ask his/her classmate (about 10-12), including things such as favorite color, favorite food, favorite things to do outside of school, favorite thing about school, how many siblings, etc. Students will record their interviews to create a podcast. (Teacher will need to give clear directions on how to do this to the students). Pairs will introduce one another to the class by announcing the student's name and then playing the podcasts. Other classmates will be responsible for taking notes about their classmates, noting one thing they have in common with him/her and one thing they find interesting. After all students have the chance to be introduced, students will have a chance to discuss what they found in common and interesting with one another throughout the week. |
| Resources | iTunes, microphone, audio recording software |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's reached is analysing. Students are socializing with one another to build and understand relationships in the classroom. They organize the information given to them and analyze it in order to create mini conversations with classmates. |
| Which learning styles are addressed? How? | Auditory: Students are to listen carefully to their classmates' podcasts to extract information about one another. Visual: Students stand infront of the class as they are being introduces in order for the other students to see who they are - match names with faces. Kinesthetic: Students are using computers to create their podcasts, they are interacting with one another (walking up and beginning mini conversations). |
| Which MIs are addressed? How? | Body-Kinesthetic: Students are using computers to create podcasts, and they are moving around the room to interact with their peers. Interpersonal: Students work together to create podcasts. Intrapersonal: Students are asked questions about themselves to share with the class. |
| Student's Name | Sara Zabaroni |
| Grade level(s) | 5th Grade |
| Content area(s) | Science: Space English: Creative Writing |
| Purpose | For students to apply their knowledge of the solar system to create a space mission Podcast. |
| Brief description | Students will use their knowledge of the planets and the solar system to create a space mission Podcast. Students will pretend that they are astronauts on a space mission. They will create a Podcast that reports what they are seeing as they travel through space. Students will select their mission and planet(s) that they will be traveling to. Students must meet certain requirements, which are outlined in the Podcast rubric. Some of the requirements are: must have 5 observations of the planet they selected, must have 3 observations of Earth, every student must have a speaking part in the Podcast, the Podcast must be a minimum of 4 minutes, there must be 2 sound effects, there must be intro and exit music, etc. |
| Resources | - GarageBand - iTunes - NASA Kids: http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html - Kids Astronomy: http://www.kidsastronomy.com/ |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Application: The highest level of Bloom’s is application. Students will be taking the knowledge they have of the solar system and using it to create a space mission Podcast. |
| Which learning styles are addressed? How? | Kinesthetic: Students will be using their hands to operate the computer to create the Podcast. Auditory: The Podcast that students are creating is auditory. Students will be recording their parts and listening to their Podcast. Visual: Students research content for their Podcast by viewing books and websites. Also, students will be visually engaged when creating the Podcast in GarageBand. |
| Which MIs are addressed? How? | Linguistic: Students will be using their writing skills to produce the Podcast. Kinesthetic: Students will be using their hands to operate the computer to create the Podcast. Musical: Students will be incorporating music and sound effects into their Podcast. Interpersonal: Students will be working together in groups to create their Podcast. |
| Student's Name | Jennnifer Weber |
| Grade level(s) | Grade 4 |
| Content area(s) | Language Arts |
| Purpose | The purpose of this assignment is to broaden students’ knowledge in technology. They will learn that there are so many different ways to present something. |
| Brief description | Students will create a podcast in class. They will be telling a fictional or non-fictional story. It can be about them or it can be about anyone or anything. They will record their voice narrarating their story on a podcast. They will also have to include some sort of music/sound effecs in the background at some point in the podcast. |
| Resources | http://www.apple.com/getamac http://podhoster.com |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Synthesis- The students are creating their story into a podcast. This requires them to create a new structure to their original assignment. |
| Which learning styles are addressed? How? | Auditory- the students are asked to put their story in podcast format. This requires them to listen to their voice on the podcast. |
| Which MIs are addressed? How? | Linguistic- The students are asked to write a story. Musical- students are required to incorporate music into their podcast. Intrapersonal- students have to create a story and use their own creativity to create their own podcast. |
| Student's Name | Cheryl Jensen |
| Grade level(s) | 4th-5th Grade |
| Content area(s) | Social Studies, Science |
| Purpose | Students will be able to pursue a greater understanding of the various animals in certain parts of the United States. |
| Brief description | Students will be placed in groups of three and will be requried to write a script and produce a podcast that involves each student. Using GuitarBand the groups will be given a particular region of the US to research and describe the three most popular animals that are located in the region. The groups will then explain on the podcast why these certain animals live in the region. |
| Resources | GuitarBand software website: http://usinfo.state.gov/usa/infousa/facts/factover/ch2.htm |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Synthesis- The students are creating an informational peice about he regions of the US into a podcast. This requires them to create an original production using thier own ideas and research. |
| Which learning styles are addressed? How? | Visual: Students research content for their Podcast by viewing books and websites. Also, students will be visually engaged when creating the Podcast in GarageBand. Kinesthetic: Students will be using their hands to operate the computer to create the Podcast. Auditory: The Podcast that students are creating is auditory. Students will be recording their parts and listening to their Podcast. |
| Which MIs are addressed? How? | Linguistic: Students will be using their writing skills to write the script to produce the Podcast. Kinesthetic: Students will be using their hands to operate the computer to create the Podcast in GuitarBand. Musical: Students will be incorporating music and sound effects to make their Podcast sound pleasing and entertaining. Interpersonal: Students will be working together in groups to create their Podcast. |
| Student's Name | Dustin Trahan |
| Grade level(s) | 3rd |
| Content area(s) | science |
| Purpose | to learn about what animals eat and other factors in their environment |
| Brief description | The class would have just finished a lesson about different animals that are found at the zoo. We would have discussed what they eat and their habitats. Then, we would take a trip to the zoo and I would have set up for some of the staff to meet with the students. In groups, the students are to interview a staff member using a tape recorder. Each group is assigned a different animal to ask about. Then, the students are to make a podcast to present to the class about what they have learned. |
| Resources | computer, tape recorder, zookeepers, |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's Taxonomy reached is synthesis because students are taking information that they learn to create something new. |
| Which learning styles are addressed? How? | Visual- Students will be viewing the animals that they are learning about as well as looking at the computer screen while creating the podcast. Auditory- Students need to listen closely to the information that the zoo keeper is providing. Kinesthetic- Creating a podcast is a hands on activity. |
| Which MIs are addressed? How? | Linguistic- This intelligence is used because the student is relying mainly on language to discuss with the zoo keeper and then to also relay these ideas into a podcast. Musical- This intelligence could be used by some groups, depending or whether or not they choose to incorporate music. Bodily/Kinesthetics- This intelligence is practiced while the students navigate with the tape recorder as well as the computer. Interpersonal- This intelligence is used while the students all participate in group work |
| Student's Name | Elizabeth Lyons |
| Grade Levels | 3rd - 4th |
| Content Area | Reading |
| Purpose | The purpose of this activity is to share favorite reading passages in a fun way! |
| Brief Description | Each student (or pairs of students if they so wish) will be instructed to choose a favorite passage in the book that everyone is reading. They will need to create a podcast, complete with intro and exit music, and read the passage in the podcast that they create. They should be encouraged to use their creativity to change the entire mood when reading it, or make it so that it sounds funny and unexpected; pretty much anything goes! Afterwards, the podcasts will be shared with the class and feedback will be personally given to each group for their podcast. |
| Resources | GarageBand, Audacity |
| Highest Level of Bloom's | Synthesis – This activity requires that students create new and different parts to form a whole podcast. It emphasizes a new view on an already existing passage. |
| Learning Styles | Visual – Students need to read the book to choose the passage. Auditory – Students will be creating audio files, complete with music. Kinesthetic – Students will be very physically hands-on in creating these podcasts. |
| MIs Addressed | Linguistic – Deals with both spoken and written words. Requires that students hone their reading skills as well as their skill in telling stories. Musical – This activity requires that students have decent rhythmic or musical skill to be able to create a short musical bit and make it sound good as well as have it fit along with their podcast. Interpersonal – Students will need to work together to make this podcast and learn to be sensitive to moods and other people’s opinions about the way things could be done. |
| Student Name | Anne Hwang |
| Grade level(s) | 4th |
| Content area(s) | language, history, literature |
| Purpose | The purpose of this activity is for the students to learn more about famous authors lives and what influenced their writing, while practicing researching, writing, and working with audio recording equipment. |
| Brief description | Using class materials, websites and sources provided students will choose an author they are interested in to create an interview about. Students will choose an author they are interested in either from what they have read or from a pre-created list of authors that the students would be interested in created by the teacher. Using information about their life, career, and interests students will write a paragraph about them and write out a mock interview with their chosen author that covers different aspects of their lives that they have researched about. Students will then create a Podcast with their interviews. Students will use music, voice alteration, and sound effects to create an entertaining and informative interview Podcast. |
| Resources | Podcast creating software: Garage Band, Audacity (http://audacity.sourceforge.net/ ), MP3 converter if using Audacity (Website with link: http://chatt.hdsb.ca/~magps/boylit/Podcasting%20in%20Education ), Microphone May want to have websites available with sound effects: http://www.incompetech.com/ http://www.grsites.com/sounds/ Website sources for authors: http://www.kidsreads.com/authors/authors.asp http://www.scholastic.com/librarians/ab/biolist.htm http://www.authorsontheweb.com/ http://www.fairrosa.info/cl.authors.html |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | I believe this assignment uses all of the levels of Bloom’s Taxonomy up to Synthesis. There may be some evaluation practiced in the activity since students are evaluating information they come across, but I believe for most students that part of the assignment will use more analysis and Synthesis. Teachers could include more evaluation, by adding a step by giving students resources to choose from about specific authors, and then having them evaluate and compare the information on the website. This activity reaches the synthesis level because students are gathering knowledge, forming an understanding of the information, applying their questions to the information, and the reasons for using that information, then analyzing the information by breaking it down and forming interview questions and answers out of it, and lastly synthesizing all they have learned by creating the written work that organizes and formulates the information together. |
| Which learning styles are addressed? How? | Visual: This type of learning style is addressed through the use of visual information on the websites and other resources in the classroom ( books available etc. ). Also, through the use of the Podcast builder students will be visually stimulated as they create the Podcast. Auditory: This type of learning is addressed through having the students create the audio Podcast. Students will be converting their written text to speech form. The students will learn the information as they convert it into audio file because the information will be reinforced as they hear it multiple times as the record and edit the information. Kinesthetic: This type of learning is addressed through having the students do their own physical search for information. Students must be active as they research for information on their Author. Students are also physically active and stimulated as they write or type out their interview, and then as they record it into audio, and then as the edit it and prepare it to be turned into a Podcast. |
| Which MIs are addressed? How? | Visual Intelligence: this intelligence is reinforced through the visual activities of research in books and on the Internet. Also through visually synthesizing the information in a written document visual intelligence will be reinforced. Verbal Intelligence: This intelligence is reinforced through students verbalizing their information by putting it into a mock interview and creating an audio Podcast out of it, and working on the information in audio form as they edit it for the Podcast. Kinesthetic Intelligence: This intelligence is reinforced through the students physically searching for their information in books and on the internet, also by having the students write or type out a written document synthesizing the information. Students' kinesthetic intelligence will also be reinforced as they actively create the Podcast. Musical intelligence: This intelligence is addressed by having the students create intro or background music for their Podcasts. Students with musical intelligence will be stimulated by this activity, and their musical intelligence will be reinforced. |
| Student's Name | Jessica Williams |
| Grade level(s) | 3rd through 5th grades |
| Content area(s) | Language Arts/Poetry/Writing |
| Purpose | The purpose of this podcast activity is to incorporate technology into the writing process. The students will be recording themselves reading and performing the poem they have written with prosody. They will use the podcast to further improve their reading and presentation of their poem. This is also an exceptional sample of student learning for educators to incorporate into a student lead parent conference. The student will be extremely proud to share this with their parents, and the parents will be greatly impressed. |
| Brief description | Sunshine State Standards 1. The student uses writing processes effectively. LA.B.1.2)
2. The student understands the power of language. (LA.D.2.2)
The students will create a podcast by reading the poem they have written. They will further set the tone of the poem with the incorporation of intro and exit music into the podcast. Once the student has completed their podcast, they must go back and listen to their presentation of the podcast. At this time, the student is encouraged to alter any errors he noticed while reading the poem, or improve upon his presentation. The students can further enhance their podcast by incorporating sound effects into the presentation of their poem. After the students have completed their podcasts, all podcasts will be shared with the class. After listening to fellow classmates’ podcasts, and getting ideas, the students will be allowed to go back and add any additional creative elements they wish to their final podcast. This activity also allows students to work collaboratively to guide, direct, offer feedback, and learn from one another while working with technology. |
| Resources |
Sound Effects 1 Sound Effects 2 Poetry Samples Written by Students 1 Poetry Samples Written by Students 2 |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom’s Taxonomy reached is Synthesis. As the students read student samples of poetry, they will then incorporate ideas they gained from the poems into their own writing. After writing a poem of their own, the students will incorporate their poem, a song they have created, and sound effects into a podcast that they will share with their classmates. The students will individually design, construct, and produce a podcast. After the students have completed this task, they are then able to share with each other and generate new ideas about both poetry and podcasting, learn about the poetry and their classmates, and generate new ways of viewing and responding to poetry as they share their poems, thoughts, and ideas with the each other. |
| Which learning styles are addressed? How? | I believe that two of the three learning styles (auditory and tactile-kinesthetic) are addressed through this poetry writing and podcast activity. Auditory learners benefit from the incorporation of sound effects, songs, and voice into the podcast. Auditory learners benefit most from the ability to create their own song through the use of Garge Band or Audacity. Also, tactile-kinesthetic learners benefit from the direct interaction with the mouse, computer, websites, and Garage Band/Audacity programs as they explore poetry, podcasting, and musical composition. |
| Which MIs are addressed? How? | Linguistic (students read student samples of poetry on two website, recall poetry examples and incorporate some ideas from the samples read into their own poetry and podcast, and create an imaginative poem and podcast to present and share with classmates) Logical-Mathematical (students use the information obtained from the student poetry samples to create their own poem with a specific rhythm and number of stanzas; also, students use Garage Band/Audacity programs to create a musical composition, and combined and incorporate various instruments with a various number of musical beats) Bodily-Kinesthetic (students use their hands to explore the websites with student poetry samples and free sound effects via the mouse and computer; also, students must also manually manipulate the Garage Band/Audacity programs to incorporate sound effects, intro/exit music, and their voice as they perform their poem into a podcast presentation ) Interpersonal (as students work collaboratively together as a class, they offer creative ideas, helpful advice, and encouragement; also, through this process, students learn about themselves, each other, as well as how they learn best individually) |
| Student's Name | Amber Bush |
| 4th+ | |
| Content area(s) | Language Art | |
| Purpose | To express their poetry writting skills in a meaningful way and to learn how to podcast | |
| Brief Discription | When students are wrapping up with a poetry lesson have them make their own. Tell them that they will be writing a poem for someone who is special to them and then they are going to add music and make a podcast out of it. It would be nice is this was around mother’s day or father’s day so that it would be a great gift for their parents. Plus then you can listen to all of the students and see the different styles of poems that they have learned in your class. | |
| Resources | Books, microphone, Audacity or GarageBand | |
| Which is the highest level of Bloom's Taxonomyt reached? Explain. | Synthesis: Students will be creating a poem and then using that poem to create a podcast, including music and sound effects. | |
| Which learning styles are adressed? How? | Audio- Students will be able to listen actively to peers podcasts as well as their own Kinesthetic- Students will be highly involved in this hands on project. | |
| Which MIs are adressed?How? | Bodily-kinesthetic: Students will point and click using the mouse and use other hands-on materials including the keyboard and microphone. Linguistic: Students will use words to read the poem | |
| Student's name | Kari Parrish |
| Grade Level | 4-5 |
| Content Area(s) | Social Studies; American Presidents |
| Purpose | Students will gain a deeper understanding of an American President’s policies. |
| Brief Description | Students will be grouped in pairs. Each pair will be assigned a former American president. They will research the President’s policies and events of the time period. They will write interview questions and answers that may have occurred at that time. The students will record the written interview as a podcast where one acts as a reporter and one the President. The pairs will play their interviews for the class so that everyone can learn more about each of the Presidents. |
| Resources | Garageband or Audacity software |
| What is the highest level of Bloom’s taxonomy? Explain. | I believe that synthesis is the highest level of Bloom’s taxonomy reached because students will use the information they have learned about he President to create something original. |
| Which learning styles are addressed? How? | Auditory learners are addressed by getting to listen to the podcasts. |
| Which MI’s are addressed? How? | Linguistic intelligences are addressed by reading during the research phase and then writing the interview. Interpersonal intelligences are addressed because they understand the emotions of others making it easier to write and perform an interview. |
| Student’s Name. | Marissa O’Keefe |
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| Grade level(s) | 3rd |
| Content Area(s) | Language Arts |
| Purpose | To practice their writing and verbal skills. |
| Brief Description | Students will all read the book "Alexander and the Terrible,Horrible, No Good, Very Bad Day". After doing so, they will think back on a time when they had a bad and write about it. Once this has been done, students will records their thoughts on tape. This must be done in the form of a story, therefore the have to write a book about a very bad day of their own. |
| Resources | http://www.apple.com/ilife/garageband/ Garageband is a resource used to create podcasts on Mac Computers http://audacity.sourceforge.net/ Audacity is a resource used to create podcasts on PC's. |
| What is the highest level of Bloom's Taxonomy? Explain. | The highest level of bloom's would be synthesis. The students will be creating a whole new story based on what they read. |
| Which learning styles are addressed? How? | Auditory: The students will be listening to the actual story before they begin recoding a story of their own. They will also get the opportunity to listen to their own voices as they record their podcast. Kinesthetic: The students will be using their hands in order to move the mouse and create their podcast. Visual: The students will get to see what they are doing with their hands on the computer screen. They will also get to see the pictures from the book that they are reading. |
| Which MI's are addressed? How? | Verbal/Linguistic: Students will have to create their own stories and then record them. Bodily/Kinesthetic: Students will be using their hands in order to create their podcasts. Musical/Rhythmic: Students can choose to add music or sound to their stories. Interpersonal: Students will have to look bad and think about a time when they experienced a bad day of their own. |
| Student | Ingrid Amezquita |
| Grade level(s) | 2nd |
| Content Area(s) | Language Arts |
| Purpose | The students will receive their homework assignment, an example, and then make a podcast with their Cinquain poem. |
| Brief Description | The students will listen to a podcast that the teacher made. This will be thier homeowrk and the teacher will also give them an example. After listening to the instructions the students will write their own Cinquain poem and then turn it in via email. |
| Resources | audacity, computer, and teacher podcast |
| What is the highest level of Bloom's Taxonomy? Explain. | Comprehension & Application- The studnets must understand what is asked of them on the podcast and then be able to create their own poems and podcast. |
| Which learning styles are addressed? How? | Auditory- The students must listen to the podcast and directions. Kinesthetic- The studnets must make a podcast of theri own and write their poem. |
| Which MI's are addressed? How? | Verbal- The students have to read their poem aloud over the podcast. Kinesthetic- The studnets have to make their podcast on the computer and write their poem. |
| Student | Stacy Tsimpedes |
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