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Telecollaborative Projects
| Grade level(s) | 2nd-5th grade |
| Content area(s) | Writing |
| Purpose | The purpose of this activity is to allow students to practice writing as well as their communication skills with one another using an email program. |
| Brief description | This activity is similar to that of a pen pal activity. Student will be paired with another student who lives in another English speaking country. Students will use an email program to write to their partner and their partner will inturn write to them on a weekly basis. Students will have the opportunity to learn about another culture, country, and life as well as gain experience with computers and email. |
| Resources | Email program Computers Another class |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy reached in this activity is application. In this stage students apply, operate, use, and practice using the email program and computer. Students will also write to one another and express their ideas. |
| Which learning styles are addressed? How? | The learning styles that are addressed in this activity are: Bodily Kinethestic- Students are manually using the computer mouse and keyboard to operate internet access and the email progam. Visual- Students are reading the emails that they are getting from their pals. |
| Which MIs are addressed? How? | The mulitple intelligences that are addressed are: Verbal-Linguistics- Students write and read and can develop their vocabulary through their email conversations. Bodily Kinesthetic- Students will use the mouse and keyboard to write to others. Interpersonal- Students will have the opportunity to work with another student through the emails. Intrapersonal- Students can be original and motivated towards their relationships with their partner. |
| Student's name | Ashley Rhodes |
| Grade level(s) | 5 |
| Content area(s) | Science, Health, Language Arts |
| Purpose | Students will use the knowledge of an expert to develop their own knowledge about dental health. |
| Brief description | Students will create a report on positive dental habits. Using Internet resources, along with the advice of a dentist, students will learn more about protecting their teeth and healthy habits. Students will e-mail a dentist back and forth, asking questions that relate to teeth-brushing, healthy eating habits, and so on. Once the students have collected their research, they will a.) write a report on positive dental habits or b.) create a Podcast that explains positive dental habits. |
| Resources | Computer Internet access A dentist Microphone A program such as Audacity or GarageBand Websites promoting positive dental habits, such as: http://www.oralb.com/learningcenter/ and http://www.adha.org/kidstuff/index.html |
| What is the highest level of Bloom's taxonomy reached? Explain | Application - Students must use the information they gather from different resources to write a report or create a Podcast. |
| Which learning styles are addressed? How? | Visual - The students are e-mailing dentists back and forth, and they have the option to write a report. Auditory - The students have the option to create a Podcast. Bodily/Kinesthetic - The students are using a computer. |
| Which MIs are addressed? How? | Verbal-Linguistic - These students enjoy writing e-mails, reading information, and they have the option to write a report. Visual/Spatial - These students can look at websites and e-mails. Bodily/Kinesthetic - These students like using a computer. Interpersonal - These students will enjoy communicating with a dentist. Intrapersonal - Students are developing positive dental habits. |
| Student's name | Danielle Heaton |
| Grade level(s) | 3rd and up |
| Content area(s) | Science, Social Studies, Language Arts, Math |
| Purpose | "Students will have opportunities to use math skills (graphing, converting metric to English or the reverse, Temperature conversions F to C and the reverse, etc.) practice science skills (hypothesizing what affects bloom date, collecting data, comparing and analyzing data, etc.) appreciate geography and culture (learning about the other parts of the world as the students share their similar projects), Language Arts, (as students write to each other about their experience..." |
| Brief description | This activity was taken from the iEARN website- one of the many projects taking place. Students are to plant tulips around the world and take the measurements as shown above. They will then share their findings, showing in which area the flowers are growing best, and other conclusions. I really liked this activity becasue not only are the students learning about flowers, and climate, they are working on a beautification project for their school. |
| Resources | Tulip bulbs Shovels Computers with internet connection http://www.elementaryworkshop.org/Students/Daffodils/Daffodilprojectindex.html (go to this website to see examples of how teachers are using this activity) |
| What is the highest level of Bloom's taxonomy reached? Explain | I think that this depends on how far the teacher wants to make it. The students could learn basic facts about latitude and longitude and map where the other tulips are growing (application). Or, they could predict what tulips will survive and thrive by learning about the climate in that area (synthesis). There is really no set limits to this project, so it is what you make it. |
| Which learning styles are addressed? How? | Visual: Students will see the plant growing, use maps (to see places) and charts (of the flowers). They will also be corresponding via written word and pictures. Auditory: Students will be discussing their findings in their classroom. They could even create a podcast to upload to the website. Kinesthetic: Students will be planting the flowers, and taking pictures themselves. |
| Which MIs are addressed? How? | Linguistic: communication via email and pictures Spatial: viewing world utilizing maps and globes Body-Kinesthetic: planting flowers, using computers, taking pictures/videos/audio recordings, etc Interpersonal: relating to others in classroom and around the world Naturalistic: planting flowers |
| Student's name | Clary Rucker |
| Grade level(s) | 6th grade |
| Content area(s) | Language Arts |
| Purpose | Students will interview a professional in any line of work and present their newly found knowledge to the class. |
| Brief description | Students will first decide on a profession that they are interested in or would like to learn more about. Examples of professions include doctor, nurse, dentist, pharmacist, teacher, store manager, lawyer, coach, engineer, accountant, etc. Through the use of a reputable internet search engine, students will do research on a number of different professions and decide on a profession. They will then find contact information (e-mail) for a professional working in that profession. After setting up an e-mail account, students will write an email to the professional. In the email, students will introduce themselves and ask the professionals if they can ask them questions that pertain to their line of work. Examples of questions include "What do you do in your profession?" and "How does your profession benefit people?" Students and professionals will be exchanging a series of e-mails. After students have acquired the necessary information, they will create a Wiki and present it to the class. Students will also post their Wiki on a class website so that everyone can have easy access to it. At the end, all students should have a good idea about the different working professionals. |
| Resources | Ask Jeeves for Kids Yahoo! Kids Kid's Internet World Explorer Email program Wetpaint |
| What is the highest level of Bloom's taxonomy reached? Explain | Application, because students are using their newly gained knowledge about working professionals and their profession to create a Wiki to present to the class. |
| Which learning styles are addressed? How? | Visual: Students read e-mails and see the information contained on the Wiki. Auditory: Students present their Wiki by speaking and sharing information to their classmates who are listening. Kinesthetic: Students type on the keyboard and move the mouse when they are editing and updating their content on the Wiki and when they are writing e-mails. |
| Which MIs are addressed? How? | Linguistic: Students read and write about professionals and their profession. They also orally present their Wiki. Spatial: Students see pictures of professionals. They see each other's inputs on the Wiki. Bodily-kinesthetic: Students work on the computer, using it as a tool. Intrapersonal: Students think about what profession they would like to have in the future. They will complete a series of tasks on their own. |
| Student's name | Alice Ching Yin Chiu |
| Grade level(s) | All Grades |
| Content area(s) | Poetry |
| Purpose | To incorporate technology in the classroom and create a school community. |
| Brief description | Students will particpate in a school wide project. Each classroom in the school will be contributing to a poerty wiki. Each student at the school will contribute and publish one of their poems on this poerty wiki. Students will be responsible for preparing a poem and contributing it to the poetry wiki. Students, parents, teachers, and staff will be able to access this wiki and see the works of all the students in the school community. |
| Resources | Computer, Poetry Wiki, Poetry Book, Language Arts Book |
| What is the highest level of Bloom's taxonomy reached? Explain | Application - Students are creating their own poetry and contributing it to the wiki. |
| Which learning styles are addressed? How? | Visual - Students work on their poetry and see the contributions make to the wiki. Kinesthetic - Students use their body to contribute to the wiki by using the keyboard and computer. |
| Which MIs are addressed? How? | Visual - Students create poetry and contribute to the wiki. Interspersonal - Students create valuable relationships with their school community. Bodily/Kinesthetic - Students use the keyboard and contribute to the wiki. |
| Student's name | Tiffany Brown |
| Grade level(s) | all grade levels |
| Content area(s) | Science, Math |
| Purpose | For students to collect their own weather data, compile it in the form of charts and graphs, and compare it to other schools around the world. |
| Brief description | Through the Weather Watch project, students will be able to participate in a world wide telecollaborative project. After the class is registered on the website, students collect data every Wednesday including outside temperature at 12 noon, sky conditions and amount of precipitation, times of sunrise and sunset, high and low temperature, and a general description of the weather for that day. This data is posted on the website by 11 pm Wednesday, and is then available on the website for all to view. The class can then study the phenomena of weather, create graphs and charts to analyze their weather over time, or compare it to other locations. Depending on the students’ involvement in the project, and how intensely the data is analyzed, this project can be adapted for any grade level, kindergarten through high school. |
| Resources | http://www.cyberbee.com/weatherwatch/ This is the homepage for the project. It has a world map with dots indicating all of the participating schools, a place to enter the weather, a place to ask an ‘expert’ questions, and even somewhere to upload photos of weather if they are taken. Digital Camera (not necessary) Thermometer Precipitation Gauge |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s taxonomy reached depends on how far the teacher takes the project. Students could easily reach the highest level of evaluation. For example, the students could be asked to look at the weather data for their school over time, choose the best time of year to hold an outdoor carnival, and explain why. This type of task would require students to use several different types of data such as temperature, chance of precipitation, etc. and requires them to make their own judgment about an idea. |
| Which learning styles are addressed? How? | Visual: The visual graphics on the website indicating highest and lowest temps, precipitation, the weather, etc. will greatly appeal to this type of learner. They will also enjoy making their own charts and graphs in analyzing the weather in order to visually see trends. Kinesthetic: The collection of weather data will address kinesthetic learners as they use the thermometer, check the rain gauge, and use other resources to collect the data. They will also enjoy uploading their information to the website, and navigating it as they explore the weather at other locations. |
| Which MIs are addressed? How? | Logical-Mathematical: Making graphs, charts, predicting trends, and collecting data. Bodily-Kinesthetic: Collecting data, uploading information, navigating the website, and monitoring the weather at school. Interpersonal: Interacting with other students in class, contacting the ‘weather expert’ with any questions on the website, and interacting with schools around the world regarding their weather data. Naturalistic: Being outside and collecting weather data, learning about weather in other places around the world, and being involved in a project that deals heavily with the outdoors. |
| Student's name | Jessica Lavelle |
| Grade level(s) | Grade 3 |
| Content area(s) | Science |
| Purpose | The purpose of this assignment is for the students to see how their information that they collect corresponds or helps them confirm their findings or hypothesis using the internet. |
| Brief description | Students will be asked to observe the weather everyday for duration of two weeks. They will give qualitative as well as quantitative data in their findings. In their qualitative data, they will describe what they see and what they feel (e.g. hot, muggy, cloudy, sunny). The quantitative data will include a daily measurement of temperature. They will then use the internet everyday to see if their observations correlate with those given on the internet. |
| Resources | http://www.weatherchannel.com |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis- students are asked to collect, organize, and compare information. |
| Which learning styles are addressed? How? | Visual- The students are asked to observe the weather. This means that they are using their visual senses in order to collect and organize information. Kinesthetic- students are asked to go outside everyday and observe the weather. They are constantly moving around in this activity. They are also asked to navigate through the internet (use of mouse and keyboard). Auditory- the students are asked to use all their senses as much as possible. This includes listening to the weather to more accurately gather information. |
| Which MIs are addressed? How? | Linguistic- Students are asked to record information. They describe their observations. Logical-mathematical- Students record numerical information such as temperature. Intrapersonal- Students have to rely on themselves for their information that they collect. It is also up to them to complete the task of going on the internet to find out if their data corresponds with the internets’ findings. Bodily-Kinesthetic- students are asked to go outside and observe. They are moving around in this activity. Naturalist- In this activity, the students are asked to observe nature. This activity would be great for kids that have an affinity for nature. |
| Student's name | Cheryl Jensen |
| Grade level(s) | 2nd - 5th Grade |
| Content area(s) | Language Arts/Writing |
| Purpose | For students to work together outside of class to create a story together. |
| Brief description | Students will pair up into groups. Together they will write a story through email. They will take turns writing one sentence each without knowing what the story is about. For example, Susy will write one sentence and John will write the second. The students will build off the prior sentences being written. |
| Resources | Email Program Imagination |
| What is the highest level of Bloom's taxonomy reached? Explain | Knowledge - Students are writing and describing a story together and it builds off each prior sentence. |
| Which learning styles are addressed? How? | Kinesthetic - Students will be typing parts of their story back and forth through email to eachother. Visual - Students will be reading what their partner wrote so they can in turn add to the story building on it as a whole. |
| Which MIs are addressed? How? | Verbal/Linguistic - These students will be writing a story. Bodily/Kinesthetic - Students will be constructing a story hands on as they will be typing. Interpersonal - Students will be working together building off what their partner's previous sentence. |
| Student's name | Shane Erb |
| Grade level(s) | 1st |
| Content area(s) | Writing, Language Arts |
| Purpose | students will get to interact with their parents. |
| Brief description | Students will spend all week writing a paper that they will eventually be able to send to their parents. If students know that their parents will be receiving their work than they are likely to try harder. They can also add illustrations to their work if they want to. After they have completed their work we will fax the story to their parents. This is fun because it means a lot to both the students and the parent. |
| Resources | Fax Machine, Pen, Paper, Writing Prompts from Teacher |
| What is the highest level of Bloom's taxonomy reached? Explain | Application- The highest level of Bloom's Taxonomy is application because students are applying knowledge about writing and fax machines to find a way to fax their parents their writings. |
| Which learning styles are addressed? How? | Kinesthetic- Students use their hands to figure out how a fax machine works. Auditory- The students must listen closely to the teachers directions in order to be able to know what to write about and how to send it |
| Which MIs are addressed? How? | Linguistic- Students need to make the best use out of their language abilities in order to write the story. Bodily/Kinesthetic- Students usage of the fax machine is a hands-on activity. |
| Student's name | Elizabeth Lyons |
| Grade level(s) | Third to Fifth Grade |
| Content area(s) | Science, Art, and Language Arts |
| Purpose | The purpose of this activity is for students to work with an expert zoologist via email, podcast, or video to create an imaginary habitat for a specified animal. |
| Brief description | The students will be assigned an animal that lives at the zoo. They will research their animals as well as communicate via the Internet with a zoologist to learn more information about their animals and their habitats. The students will then create an environment that is compatible with their animal. The students will write about their animals habitats as well as create a simulation of the habitat with various materials. |
| Resources | A computer, a zoologist, art supplies |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's reached is synthesis. This level is reached because the students research their animals and then create an environment in which the animal can survive. |
| Which learning styles are addressed? How? | Visual: This learning style is addressed because the students create an environment for their animal and are able to see what that environment would look like. Kinesthetic: This learning style is addressed in that the students make a mock environment. Auditory: This learning style will be addressed if the students communicate with their zoologist through a podcast or video. |
| Which MIs are addressed? How? | Visual/Spatial: This MI is addressed when the students see the environment they create for their animal. Verbal/Linguistic: This MI is addressed if the students communicate through podcasts or videos. It is also addressed when they write about their animals environment. Bodily/Kinesthetic: This MI is addressed because the students make their animals environments. Naturalist: This MI is addressed because the students are learning about animals and their environments. |
| Student's name | Katie Vallillo |
| Grade level(s) | Fifth Grade |
| Content area(s) | Social Stuides |
| Purpose | Students will communicate with a professional and research a job that they are interested in. |
| Brief description | Students will work individually and choose a career that they are interested in. Their job will be to research what the job entails, and then find someone in the United States who has that job and is willing to communicate with them through e-mail. (The teacher will aid with this if students are having difficulty.) Students will also be required to find information on a historical figure who had the same or similar job that they are interested in. Students will be required to give a presentation to the class explaining what it is that the job entails and how it has changed through the years. |
| Resources | Computer, e-mail, Internet, paper, pencil, Microsoft Word (or another program students can use to create a presentation of their choice) |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension: Students will understand what the job they are interested in entails. They will compare their findings and explain how the job has changed. |
| Which learning styles are addressed? How? | Tactile/Kinesthetic: These students will benefit from being able to organize their findings in any way they wish when creating their presentation. |
| Which MIs are addressed? How? | Verbal/Linguistic: These students will be able to communicate with the professional and ask questions in order to best understand what the job entails. Logical/Mathematical: These students will be able to organize the information any way they wish to present their findings to the class. Interpersonal: These students will be able to relate to the professional that they talk to and understand what it takes to do the job. |
| Student's name | Jennifer Martin |
| Grade level(s) | 5th |
| Content area(s) | Language Arts, Geography, government, culture. |
| Purpose | Students will correspond with a student from another county to develop an understanding of how society and culture differs in various parts of the world. This will allow students to see a real world application of what they are learning. Students from various backgrounds will be able to bring their personal culture and practices into the classroom as they may relate to students they are talking with. |
| Brief description | Students will conduct a unit on the geography of various parts of the world. During the units students will discuss, read, and write about how living in a different area with a different climate, country, and government would affect your daily life. At the end of the unit students will be paired with a pen pal from a country of their choice to correspond with. Students will be given a series of target questions that will address various areas that we have talked about in class. For example the second email correspondence would target students to learn about the culture their pen pal is from and how it affects their daily life. Example questions could be what types of food do you eat? What would you find at your grocery store? What types of music do you listen to? What type of artwork does you or your family enjoy? |
| Resources | Email program Geography book/units |
| What is the highest level of Bloom's taxonomy reached? Explain | Knowledge, because students are using their newly gained knowledge about geography, culture, ect to further develop their relationship and understandings with someone from another culture and geographical area. |
| Which learning styles are addressed? How? | Visual: Students read books, and emails about this topic. Auditory: Students talk with each other in class about what they are learning and finding about their partners. Kinesthetic: Students use the computer to correspond with other students. |
| Which MIs are addressed? How? | Linguistic: Students read and write about culture, geography, and how it impacts daily life. Spatial: Students see pictures in their book and maps.Bodily-kinesthetic: Students work on the computer. Interpersonal: Students are corresponding with other students to learn more about the real world application of what they are doing. |
| Student's name | Tavia DeLisle |
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, May 1 2007, 12:47 PM EDT
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