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Wikis
| Grade level(s) | 4th-6th Grades |
| Content area(s) | All: science, social studies, language arts, math, etc |
| Purpose | To get students to respond to each other in order to further classroom discussion well outside of class time. |
| Brief description | Students will be required to add to the wiki weekly by adding their thoughts, questions, concerns, and further thoughts about class discussions, lectures, class work, etc. As students write in the wiki, they will also have to respond to what their classmates wrote. This activity will ensure that the students are helping out each other to make sure they are understanding classroom material. To ensure that all students have the ability to work on a computer I will allow some classtime for this assignment so those students who do not have computers at home have a chance to do the assignment at school. |
| Resources | none |
| What is the highest level of Bloom's taxonomy reached? Explain | Application- the students will be adding their own new thoughts and writing about them plus commenting on their peers additions. |
| Which learning styles are addressed? How? | Visual- students will be able to see what they have written and also see and read what their peers have added. Kinesthetic- The students will be creating and making their own additions onto the wiki. |
| Which MIs are addressed? How? | Visual- they will be creating and constructing their own thoughts and adding it onto the wiki Verbal- writing their thoughts in the wiki Kinesthetic- the students will physically be using their hands as they type onto the wiki Interpersonal- they will be relating to their classmates by responding and adding onto the wiki Interpersonal- these students will be reflecting on their own thoughts and then adding them into the wiki |
| Student's name | Lindsey Pavlik |
| Grade level(s) | Fourth Grade |
| Content area(s) | Science |
| Purpose | Students will be able to keep track of data and observations made from a science project over a long period of time. |
| Brief description | Students will be participate in a science project, where they will observe the growth of two plants (one plant that is soiled in non-degradable material and the other that is soiled in biodegradable material). Each day students from the class will post observations, posed questions, and data recorded from the project . |
| Resources | www.wetpaint.com An web site that allows users to create a wikis and be apart of an interactive community for free. computer |
| What is the highest level of Bloom's taxonomy reached? Explain | Application: In this level of Bloom's Taxonomy students create new ideas, products and ways of viewing thing. Using the wiki students will be writing down their observation and constructing questions that they might have to stimulate further discussion. Students also have the ability to comment and construct theories and responses to questions that their peers may have. |
| Which learning styles are addressed? How? | Visual: Visual learners learn through seeing. Here using the wiki, which is a social tool, students have the ability to see observations that their peers have made, questions that their peers have posed, and data that has been recorded. Kinesthetic: Kinesthetic learners learn through moving, doing, and touching. Students using wikis have the ability to learn through doing. The students themselves are responsible for making the observations, recording the data, participating and posting their finds on the wiki, and constructing their views and opinions. |
| Which MIs are addressed? How? | Visual/Spatial Intelligence: Students will be observing the science project. Linguistic Intelligence: Students will use language to post their observations, thoughts, and questions on the wiki. Bodily-Kinesthetic Intelligence: Students will physically use their hands and body to post on the wiki. Logical/Mathematical Intelligence: Students will be investigating the project scientifically, make scientific connections between information and observations, and also question and wonder about the science project at hand. Interpersonal Intelligence: Students will be paying attention to observations, thoughts, and questions posed by their peers. Naturalistic Intelligence: Students will be paying attention to the environment around them by making observations of the two plants. |
| Student's name | Tiffany Brown |
| Grade level(s) | Grade 5 | |
| Content area(s) | Science | |
| Purpose | The purpose of this activity is to meet the Sunshine State Standard that states, "The student knows that reusing, recycling, and reducing the use of natural resources improve and protect the quality of life. (Benchmark SC.D.2.2.1)" It meets the grade level expectation from 5th grade which states the student, "extends and refines knowledge of ways people can reuse, recycle, and reduce the use of resources to improve and protect the quality of life." | |
| Brief description | For this activity students will create and edit a wiki in which they log their contribution to improving the quality of life, including their recycling habits, carpooling efforts, etc. They will also have to plan how they will contribute to improving the quality of life. | |
| Resources | computer | |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis- This level is the highest level of Bloom's taxonomy reached in this activity. This level includes collecting, creating, constructing, designing, etc. This activity utilizes these tasks in that the students will need to create a plan of how they will help to protect and improve the quality of life. They will need to design a wiki and a plan to improve the quality of life. They will need to write their daily contibutions to improving the quality of life in the wiki. | |
| Which learning styles are addressed? How? | Visual- They will be able to see their contributions to improving the quality of life when they look at their wiki. Tactile/Kinesthetic- They will use their fingers to type their contributions into the wiki on a daily basis. | |
| Which MIs are addressed? How? | Visual/Spatial- The students will be able to see their contributions on the wiki, as well as add their daily contributions to the wiki thorugh writing. Verbal/Linguistic- The students will be writing out their contributions on the wiki daily. Logical/Mathematics- These students are curious about the world around them and often ask questions. These learners will thrive in this activity because it focuses on the world around them and forces them to ask questions about how they can improve the quality of life. Bodily/Kinesthetic- These learners will benefit from this activity because they are using their fingers to type their wiki. Intrapersonal-These learners will do well with this activity becasue they will have to refelct on their personal contributions to improving the quality of life. Naturalistic- These learners will benefit becasue the activity is about the environment and the world around them. | |
| Student's name | Katie Vallillo |
| Grade level(s) | 5th grade |
| Content area(s) | science |
| Purpose | Students will be able to come up with meaningful and creative science experiments. Then as they share with classmates, students will learn from one another. |
| Brief description | In our science class we will cover one topic a week. For example one week will be force and motion, the other week electricity and so on. During the week we will perform one or two experiments dealing with the topic we are learning about. During the week at some point every student must come up with an experiment on the topic and post the materials and directions onto the class wiki. I will be in charge of changing the wiki topic every week and the students are in charge of editing it and adding their own creative thoughtful ideas. I will provide students with websites used to find science experiments as well as provide print sources in the classroom for students to browse through during their free time. |
| Resources | -Science related websites - www.fatlion.com/science - www.nationalgeographic.com/kids/activities -books filled with sample science experiments |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's taxonomy reached is synthesis because students are using old ideas to create new ones. Students must take knowledge learned from different areas to create a new activity. |
| Which learning styles are addressed? How? | Auditory- As the teacher, I will be talking to the class explaining, step by step, everything that I am doing in the experiment. This way students can hear the experiment as well as see it. Visual- I will be up in front of the class showing them the experiment so that they can see what I am doing. Kinesthetic- After I demonstrate the experiment for the class, students will work in groups to complete the experiment for themselves. This will give students a chance to move around and use a hands-on approach. |
| Which MIs are addressed? How? | Linguistic- This multiple intelligence addresses a student's ability to use language to describe events. While students write up their experiments, they are using language as a way to explain themselves. Body/kinesthetic- This MI is used while conducting experiments in the classroom. There will be a lot of movement and hand-on activities that will involve students to use their body. Interpersonal- Interpersonal Intelligence relates to one's ability to work with others in a group. During the experiments in class, students will be asked to work in groups and use organization to complete tasks. |
| Student's name | Elizabeth Lyons |
| Grade level(s) | 5th+ |
| Content area(s) | Language Arts, writting |
| Purpose | This Wiki is to allow students the freedom to express their selves through writing poetry and stories so that the whole class can contribute to the overall final product. |
| Brief description | Each week the teacher or a student will post an idea that the whole class is going to be writing on together. The class as a whole will add on to their peers writing through the Wiki each week. One section will be nothing but poetry. Students can write their own or add on to other classmates writing. Another section will be for short stories that deal with the topic of the week. Students will be required contribute something each week, but can add as much as they wish. at the beginning of each week the teacher will choice things to read from the Wiki. This way students get to share and be creative at times that works best for them. |
| Resources | the internet |
| What is the highest level of Bloom's taxonomy reached? Explain | Creativity is the highest level of Bloom's Taxonomy that is reached. Students will will be adding their own new thoughts and ideas to their peers writings. The will create new stories and ideas that they will share with each other. |
| Which learning styles are addressed? How? | Visual- the students will be creating and constructing their own thoughts as well as reading their peers and adding on their own creations in writing Kinesthetics- they use the mouse and keyboard to add more writings to the Wiki. |
| Which MIs are addressed? How? | Linguistic- Students will use language to post their thoughts and other writings Visual- Students will be creating and constructing their own thoughts and reading their peers Bodily-Kinesthetic- using their hands to post online and type |
| Student's name | Kari Parrish |
| Grade level(s) | 5th grade and up |
| Content area(s) | Mathematics, Writing |
| Purpose | For the students to become familiar with algebraic thinking and view other students' invented strategies and the traditional algorithms among certain areas in algebra. |
| Brief description | Each week, groups of students will have a particular area in algebra, such as patterns, functions, graphs, etc. They will read about ways to think about these algebraic concepts and will work on sample problems. Each group will post solutions to sample problems on the Wetpaint Wiki. The group will explain their ways of figuring out the problems (invented strategies) as well as the traditional ways and solutions. As weeks go by, other groups will add to these with more sample problems and their invented strategies. Each group will also be responsible for checking the validity of traditional methods that have been posted. This will continue until all the areas in algebra (for the standards for that year) have been covered. If the students do not have any more invented strategies to add, they can just continue to include sample problems. Overall, the students will be adding to others comments to create a Wiki about their invented strategies in alegbra as well as the traditional methods. As each topic in algebra is introduced, the teacher will open a new wiki for the students. |
| Resources | Wetpaint Their math book |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level reached is Evaluation. The students will compare and discriminate between their ideas and the ideas of others. They make choices about their invented strategies and have to make it clear to other students. Also, they will support one another throughout the Wiki in order to create a community of learning. |
| Which learning styles are addressed? How? | Visual- These types of learners will benefit from the Wiki because they can see the explanation of algebraic concepts. They do not just have to listen to the teacher explain it to them. Auditory- These learners will also benefit because they have to discuss the concepts with their group before adding them to the Wiki. Kinesthetic- These types of learners get to use the computer and mouse for this lesson. Thus, they get to move around. |
| Which MIs are addressed? How? | Visual/Spatial- This is addressed because the students get to use charts on the Wiki to organize their information. Verbal/Linguistic- These types of students can put the groups ideas and invented strategies into words on the Wiki. Logical/Mathematical- Reasoning, problem solving, and making connections are major parts of this lesson so these types of students will greatly benefit. Bodily/Kinesthetic- These students can move the mouse when adding to the Wiki. Interpersonal- This lesson requires group work and since these students work well and understand others, they will greatly benefit. |
| Student's name | Jill Pluchino |
| Grade level(s) | 5th |
| Content area(s) | Reading, any other content area |
| Purpose | Students will summarize information about a book they read. |
| Brief description | Students will choose a book from a book list provided by the teacher. The books on the book list will focus on a variety of topics in a certain content area. For example, students can read novels about different presidents. Every few nights, the students should read a chapter of their books. They are responsible for writing a summary of the chapter on the class wiki. They will continue to do this until the whole book has been summarized. After they finish, they will reread what they wrote to write a summary of the book as a whole. Students will read everyone's book summaries (and chapter summaries, if they wish). After they read the summaries, they will have knowledge on a variety of topics within the same subject. |
| Resources | Book list and books Computer Wetpaint |
| What is the highest level of Bloom's taxonomy reached? Explain | Comprehension - Students are summarizing the information they read. |
| Which learning styles are addressed? How? | Kinesthetic - These learners get to use a computer while updating the wiki. Visual - These learners will enjoy reading their books and writing on the wiki. |
| Which MIs are addressed? How? | Verbal-linguistic - These students have the opportunity to read and write. Bodily-kinesthetic - These students will enjoy using the computer. Intrapersonal - Students will be working on their own to complete this project. |
| Student's name | Danielle Heaton |
| Grade level(s) | primarily 3-5, but could be done in lower grades |
| Content area(s) | Language Arts |
| Purpose | The purpose of this activity is to display the students' work and create a community of writers/authors in the classroom. The activity will also introduce the students to using technology for different purposes. |
| Brief description | The class will create a Wiki that displays their different writings from in or out of class. The Wiki could be divided into different language arts genres including, but not limited to: poetry, drama, nonfiction, fiction, plays. The Wiki will allow the students to publish their work through a technology medium and complete peer reviews of each others work. The students must publish a minimum of one new piece of work each month and also complete one peer review each month. |
| Resources | Students' language arts writings/publications Wetpaint |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom's Taxonomy is: Evaluation: The students not only have to understand the different literary genres but they must also create their own publications. However, it is the process of peer reviews that allow the students to reach the evaluation level of Bloom's Taxonomy. Through peer reviews, the students assess their peers work and determine what it is that they believe make up a "good" piece of writing. |
| Which learning styles are addressed? How? | Visual: The students are looking at their own publications and those of their peers. The students may be able to better understand a particular genre through reading a peer's publication in that genre. Kinesthetic: The students are active participants in the activity. Typing and moving the mouse allows this to happen. |
| Which MIs are addressed? How? | The following Multiple Intelligences are addressed: Linguistic: The students are writing for language arts class. Interpersonal: The students perform peer reviews and read each others publications Intrapersonal: The students are able to proudly display their writings which gives them personal satisfaction and motivation Bodily/Kinesthetic: The students are taking an active role in their learning by placing their work on the computer. |
| Student's name | Allison Buit |
| Grade level(s) | 3rd-5th grade |
| Content area(s) | Geography, History, Writing, Technology |
| Purpose | The purpose of this activity is to have students' display their work on a wiki, and create a learning community outside the classroom. The students will learn how to use technology to summarize information learned. |
| Brief description | Each student in the class will create two wikis on 2 of the 50 U.S. states. Students will include information about their state, such as its history, weather, location, population, culture, and any other information that explains their states. The wiki will allow students to display their knowledge of both states, and share it with the rest of the class. Students must complete two wikis and review another students 2 wikis. |
| Resources | Geography Book Computer www.infoplease.com/states.html |
| What is the highest level of Bloom's taxonomy reached? Explain | Creating. Students will be adding their new knowledge of the states by writing about and creating 2 wikis. Students will be creating, constructing, and creating a new product (the wikis). |
| Which learning styles are addressed? How? | Visual- Students will be looking for information in books and on the computer, looking at their peers work and reviewing work. Kinesthetic- Students will be creating and making a wiki based on the new knowledge and information researched. Students also get to their hands with the mouse, keyboard, and writing when constructing their wikis. |
| Which MIs are addressed? How? | Linguistic- Students will be writing on the wiki. Kinesthetic- Students will be using their hands on the keyboard and moving the mouse. Interpersonal- Students will be working with and reviewing their peers work, and helping make better. |
| Student's name | Matt Forrest |
| Grade level(s) | 6th grade |
| Content area(s) | Science |
| Purpose | Students will learn about animals and their habitats. Working in groups of 2-3, they will create a Wiki on one of the habitats. Each group will be required to share their Wiki with the other students in the class. |
| Brief description | Each group will be assigned an animal habitat. The habitats are: polar regions, coniferous forests, temperate forests, grasslands, deserts, mountains, tropical forests, oceanic islands, freshwater wetlands, and oceans. The groups will create a Wiki about their habitat making sure to answer the questions: What are the characteristics of your habitat? Which animals live in your habitat? How do they survive? When they are finished, the groups will present their Wiki to the entire class. Each group 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 animal habitats. |
| Resources | Wetpaint Animal Habitats |
| What is the highest level of Bloom's taxonomy reached? Explain | Application, because students are using their newly gained knowledge about animals and their habitat to create a Wiki. |
| Which learning styles are addressed? How? | Visual: Students read about the different habitats and see many graphic pictures. 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. |
| Which MIs are addressed? How? | Linguistic: Students read and write about their habitat. They also orally present their Wiki. Spatial: Students see pictures of animals, habitats, etc. They see each other's inputs on the Wiki. Bodily-kinesthetic: Students work on the computer, using it as a tool. Interpersonal: Group members work together to create and present the Wiki. Naturalist: Students learn about the natural world and its special inhabitants. |
| Student's name | Alice Ching Yin Chiu |
| Grade level(s) | 4th – 5th grade |
| Content area(s) | Language Arts; Writing |
| Purpose | The purpose of this activity is to have the students introduce themselves to each other and get to know more about one another in the beginning of the school year. By knowing more about their classmates, the students will feel safer to express their thoughts in their learning environment. |
| Brief description | For this activity, one student will be assigned the task of posting information about themselves to their class wiki each night. They will need to post a picture of themselves, as well as personal information including where they were born, what they like to eat, what outside activities they are involved in, etc. The rest of the class will be responsible for viewing the wiki each night to learn more about the student that has posted their information. |
| Resources | Wetpaint - http://www.wetpaint.com/ |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s taxonomy reached through this activity is knowledge. In this activity, students are asked to tell about themselves as well as list and describe their likes and dislikes and activities. The classmates of the student posting their information are asked to read and examine the information posted in order to learn more about their fellow classmates. |
| Which learning styles are addressed? How? | The learning styles addressed through this activity are visual and kinesthetic. Visual learners are able to associate the names and activities of their classmates with their picture posted on the wiki. They are also able to read the information posted on the wiki instead of having to listen to a classmate verbally talk about themselves. Kinesthetic learners have the ability to use the mouse and keyboard to enter their personal information onto the class wiki and well as to read the postings of their classmates. |
| Which MIs are addressed? How? | The multiple intelligences addressed through this activity are visual/spatial, bodily/kinesthetic, interpersonal, and intrapersonal. Visual/spatial students benefit from this activity because they are able to draw connections with their classmates by viewing their picture and posted information on the class wiki. Bodily/kinesthetic students benefit from this activity because they are able to use their hands to navigate the keyboard and mouse in order to post and browse the posted information on the wiki. Interpersonal students benefit from this activity because they are able to get to know their classmates better through reading about their interests. These students will be likely to keep the information they learn from this activity in mind the next time they work in groups with their classmates. Intrapersonal students benefit from this activity because they are able to write about themselves and the things that are important to them. This allows them to take a deeper look inside themselves to decide what they would like their classmates to know about them. |
| Student's name | Jacqueline Edge |
| Grade level(s) | 4-5th grade |
| Content area(s) | Botany (science) |
| Purpose | The main purpose of this project is to be able to use the finished compiled wiki of plants (complete with names, pictures, and descriptions) as a resource. This visual aid will help students associate the plants names with what they look like and thus reinforce it better. |
| Brief description | After the teacher has taught a unit on plants, the class takes a field trip to the local greenhouse or conservatory. Students split up into groups – each group has the responsibility of finding certain types of plants (all groups’ plants would be different). Tasks are distributed within each group: one person is in charge of a digital camera and taking pictures with it, another will describe the plant’s smell, another will describe the physical appearance, and another will transcribe and organize the information. Back in the classroom, the students will then upload the pictures and type in the information onto a class wiki, which would then be available for everyone to access on the Internet. |
| Resources | Wetpaint.com, botany textbook |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis – Students compile a list of plants, pictures, and descriptions, combining lots of smaller “parts” to make a “whole.” It’s useful to use as a summary of all the botany plants they have gone over. |
| Which learning styles are addressed? How? | Visual – Visual learners will be able to access the class wiki after the project is completed and review everything about the plants through the website. Kinesthetic – Kinesthetic learners will love the ability to actually go out into the field and work on distinguishing between different plants, as well as being able to see, touch, and feel them. |
| Which MIs are addressed? How? | Spatial - Offers visual stimuli online (in picture format) when the whole project is completed, and physical stimuli when at the greenhouse. Interpersonal - Working together in groups to figure out what plants are what. Environment/Naturalistic - Respect for nature/plants. |
| Student's name | Anne Hwang |
| Grade level(s) | 5th |
| Content area(s) | Social Studies, Language Arts (writing) |
| Purpose | The purpose of this lesson is for the students to learn how to develop a wiki, to research attractions in the 50 states and to use the wiki to present this information to their classmates. |
| Brief description | Students will be divided into groups and each group will be assigned one of the 50 states. Using the internet and other reference books, the students will research 3 attractions in their assigned state. They will research the history of the attraction (when was it created and why), a description of each attraction and how many people visit it per year. Using this information they will create a wiki on their state's attractions for their classmates. In each wiki there should be text and pictures. Students will then read each others wikis, select an attraction that they would like to visit and write a short paragraph explaining why they would like to visit that attraction. |
| Resources | the internet, a wiki creator such as wet paint, reference books Resources to get students started: Travel http://travelgde.com/Travel-In-USA-page5.html National Park Service http://www.nps.gov/ |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level reached is Synthesis. This is the highest level reached because students are gathering information on state attractions and using this information to design/create a wiki for their classmates. |
| Which learning styles are addressed? How? | Visual: Students are reading/researching information about attractions using the internet and they are reading their classmates wikis in order to answer the final question. Kinesthetic: Students use their hands to research and create their wiki by moving the mouse and typing on the keyboard. |
| Which MIs are addressed? How? | Visual: Students read information from the internet and books and also when they are looking at each others wikis. These students will also benefit because they have to write about their attractions in the wiki. Spatial: The students are using the wiki to create a visual for their classmates and the students have pictures and photographs on their wikis. Bodily kinesthetic: Students are keeping their hands busy by using the mouse to navigate through websites and by using the keyboard to type the information. Interpersonal: Students are required to work in groups to create a wiki on state attractions. Intrapersonal: Students are given the chance to work individually at the end of the lesson when they have to answer the question: which attraction would you visit and why? |
| Student's name | Rosanna Dugan |
| Grade level(s) | 2nd and up |
| Content area(s) | Writing, grammar, and vocabulary will all be addressed by this activity. |
| Purpose | The purpose of this activity is to allow students to be free and creative while writing so as to encourage them to become interested in writing, and to care about their writing. Students will also learn more about writing as they learn to analyze and edit their work, and each others. |
| Brief description | Using a wiki students will start a story and continually build on the story individually. Each student will be responsible for adding a new part to the story every week. There will be a word limit for the students, which will be determined by the teacher. The teacher will monitor student entries and help students that are struggling with content or grammar errors. The teacher can send private comments to the students to help them. This will also help the teacher see each student’s progress. Students will be encouraged to use vocabulary words that they are working on in class. Students will be able to view each others’ entries as they are added so that they can appropriately add to the story. Students will be encouraged to review each others works and send comments to the writer if he or she finds grammar or story errors that should be changed, or if the student has an idea that could be added to that part that might improve it. These comments will be sent through the teacher so that the teacher can monitor and approve them. Students will have assigned signatures and ID’s so that only the teacher will know who is writing what. In class the teacher can go over the story, and how it is improving. Class discussion can be on things the teacher sees that are done well and proper editing that was done. In the end the students will publish the book, and all will be authors of it. |
| Resources |
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| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s taxonomy reached would be evaluation. Students look at what has been written and appraise and critique it. They must compare each other’s writing, and assess the work. They also must defend any changes they feel need to be made. Students must also defend themselves if other students suggest their work be changed, and the first student believes his or her work to not need the suggested change. |
| Which learning styles are addressed? How? | Visual: These students will be helped when they see their work on the computer, and will be able to visualize the changes with the help of the color coding. Auditory: These students will be best aided when the teacher holds discussions over the writings and reviews changes that were made, why they were good, what rules were applied, etc. Tactile/Kinesthetic: This activity is really helpful for kinesthetic learners because they will be applying their knowledge through typing. All critiques and questions they can type out, and any changes they make they will be physically editing through the mouse and keyboard. |
| Which MIs are addressed? How? | Linguistic: Student’s will be continually writing paragraphs to add to the story. Spatial/Visual: Student’s will be able to envision the “whole” story and see where parts can be manipulated or rearranged to add to the overall story. Interpersonal: Student’s will be practicing and working with their interpersonal abilities as they analyze each others work, and formulate comments to send each other that will be helpful without being insulting or degrading. |
| Student's name | Jessica Williams |
| Grade level(s) | 4th and/or 5th grade | ||
| Content area(s) | Science | ||
| Purpose | For our students to become experts on several topics. Also for students to meet the Sunshine State Standard SC.H.1.2. students "know that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions." | ||
| Brief description | Create a classroom 'wikipedia'. As a class, create an informative collection of wikis that cover each classroom unit, throughout the year. Once your class has finished each individual unit, assign roles to pairs of students, such as designer (layouts), Introducation writers, resource compiler, interesting fact gatherers, activities cooridnator, and Concluders. Then have your students compile all that they have learned onto the wiki. Every time you finish a unit, students' roles will change. By the end of the year you will have a nice class resource as well as a great tool to evaluate what your students have learned. | ||
| Resources | a classroom wiki, such as Wetpaint, textbooks, as well as students' notes from the unit. | | |
| What is the highest level of Bloom's taxonomy reached? Explain | This would reach Bloom's level of syntesis. Here students are required to take all of what they have learned during the previous weeks and create on main resources. Students must come together and work collaboratively. | ||
| Which learning styles are addressed? How? | Visual as well as kinesthetic learners will enjoy and benefit from this activity. It is a hands on projects that students get to create. Students are able to see what all their classmates have learned on one main page. | ||
| Which MIs are addressed? How? | Visual/Spatial, Linguistic, Interpersonal, and Kinesthetic MI's are all met. Visual intelligences are encouraged by display of their work on the screens they are working on. Linguistic intelligences is strengthened by the writing that these students will have to do on the wiki. Since students are working in groups this will benefit the interpersonal students, and since working on computers requires hands on work this is enjoyed by kinesthetic intelligences. | ||
| Student's name | Christine Brown |
| Grade level(s) | 5 |
| Content area(s) | Technology integration with Language Arts |
| Purpose | To familiarize students with a wiki, increase student interaction, increase student responsibility, keep a record of student assignments and daily activity. |
| Brief description | Students will be assigned a “date” of the month such as Sally is the first of every month. This student will be responsible for keeping tack of brief daily activity as well as homework assignments in a journal. Students will be taught how to use a wiki, and post to a wiki. Students will then take a trip to the computer lab to become members of the same wiki, as the teacher walks them through making their first wiki entry. Directions for making a wiki entry will be posted at the top of the wiki page incase a student needs to reference them. Students will be responsible for recording a brief description of class activities and homework on the wiki page. This will serve to increase student accountability and responsibility in the class as well as introduce a new technology concept and help students who may have missed class. |
| Resources | Computers |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s that is reached is application as students use their gained knowledge about how to create a wiki to form and post class summaries and homework assignments. |
| Which learning styles are addressed? How? | Visual learners will benefit as they are able to see class assignments typed on the wiki, as well as students who need to reference the typed directions at the top of the wiki page. Auditory learners will benefit from the directions given to students in the computer lab about how to make a wiki.Kinesthetic learners will benefit as students make their own wikis. |
| Which MIs are addressed? How? | Linguistic intelligence is addressed as students must form a summary of the activites in class to form a wiki. Bodily-kinesthetic intelligence is addressed as students use computers to post to the wiki. |
| Student's name | Tavia DeLisle |
| Grade level(s) | 4th grade |
| Content area(s) | writing |
| Purpose | To create a modern day folk tale. |
| Brief description | The teacher will set up a wiki that the students can log onto and edit. Since the class is discussing different types of literature the teacher decides to have them write a folk tale as a class. She explains that folk tales are created over a period of time and are passed by word of mouth. So the teacher starts the tale off with a very brief description. As the students log on they must take what the person has said before them and add on to and elaborate the tale. Once the last student has gone the teacher will read the first draft and the final product outloud in class. |
| Resources | www.wetpaint.com computer |
| What is the highest level of Bloom's taxonomy reached? Explain | Creating- students will be building off of previous ideas (of thier peers) and creating new additions to the story. |
| Which learning styles are addressed? How? | Visual because the students will be reading the various wiki's and kinthestic because the students will be able to make additions or edit the tale. |
| Which MIs are addressed? How? | Linguistic- Linguistic learners will enjoy this activity because they get to use language to express creatice ideas. Kinthestic- learners will enjoy this activity because they are able to particpate hands on. |
| Student's name | Jessica Wagner |
| Grade level(s) | 3rd grade |
| Content area(s) | Language Arts |
| Purpose | To allow students to keep track of their thoughts and ideas while reading as well as share their stories, ideas, and questions with the rest of the class. |
| Brief description | Each student will have their own account on wetpaint and create a wiki. On this wiki they will post their feelings, thoughts, ideas, questions, and stories with they rest of the class on that weeks reading from our class text and outside reading. They will also respond to at least one other wiki, to create a good community amoungst them. |
| Resources | Wetpaint and weekly reading assignments |
| What is the highest level of Bloom's taxonomy reached? Explain | Creating since students will be making new entries every week as well as responding and posting to another classmates wiki. |
| Which learning styles are addressed? How? | Visual- Children are able to see a computer screen and see what they are reading. Kinthestic- Children will be typing new entries and moving around the internet to access wikis. |
| Which MIs are addressed? How? | Linguistic- Children who enjoy writing and the whole process that goes with writing. Kinthestic- learners will enjoy this activity because they are able to particpate hands on. Visual- Children are able to view what they are saying and reading on a computer screen, which makes it easier for them. Interpersonal- Since the children are responding to one another about their ideas and thoughts. |
| Student's name | Heather Hord |
| Grade level(s) | 3-5 |
| Content area(s) | Science; Botany |
| Purpose | Students will use their knowledge of plants and botany to take care of the “class plant.” They will also use their observational skills record their experience with taking care of the plant on the class wiki. |
| Brief description | Each week, one student will take home the “class plant.” They will find an appropriate place to keep it in their home. They will be required to provide the plant water and sunlight. After each student has taken the plant home, they will write about it on the class’ wiki. Students will write in the wiki about where the plant is kept in their home and how much sunlight it receives. They will write about how often they water the plant, and the amount of water they gave it. Students should write about how this sunlight and water provided to the plant relates to the process of photosynthesis. They will also record observations and predictions made about the plant using scientifically accurate vocabulary. After each student has taken the plant home, the class will have a complete and detailed wiki about the plant’s life. All of the students will have read the wiki each week, so they can all discuss the changes the plant has gone through. |
| Resources | Plant Water Sunlight Computer(s) Wetpaint.com |
| What is the highest level of Bloom's taxonomy reached? Explain | Analysis: Students use their knowledge about plants and the information they have read on the wiki, to make predictions about what is going to happen to the plant. They also analyze the different “experiences” the plant has had during the class discussion. |
| Which learning styles are addressed? How? | Visual: Students watch the plant and record what they see for the wiki. They also read the wiki to find out the “journey” the plant is going through. Auditory: After the plant has been to every student’s home, the class will discuss the changes the plant has gone through.Kinesthetic: Students get to physically take care of the plant at their home. Students also physically type their observations and experiences on the wiki. |
| Which MIs are addressed? How? | Linguistic: Students use language to describe their experiences and observations on the wiki. They also use language during the class discussion. Logical-Mathematical: Students must measure the amount of water given to the plant and calculate how often they water the plant. Bodily-Kinesthetic: Students physically take care of the plant in their homes. They also physically type in their observations and experiences on the wiki. Naturalist: Students who have a natural ability to classify plants will make more specific and detailed observations about the plant. |
| Student's name | Marissa O'Keefe |
| Grade level(s) | 4th-5th Grade |
| Content area(s) | Social Studies: Geography |
| Purpose | To allow students to learn about each other's family origin and develop a more intimate and comfortable classroom atmosphere. |
| Brief description | Students will sign up with a wetpaint account and describe their personal family's origin and nationality. Each student will find out their information from their family and research about each country and culture that they are, culturally and geographically. Students will be assigned to comment on each others wiki and be able to relate and ask questions about the nation or culture. |
| Resources | Textbook Internet www.wetpaint.com |
| What is the highest level of Bloom's taxonomy reached? Explain | Creating: Students will be developing their own ideas and obtaining information from a variety of sources to discover who they are and learn about who their classmates are. |
| Which learning styles are addressed? How? | Visual- Students are able to see a computer screen and view what they are reading. Kinthestic- Students will be typing new entries and moving around the computer's mouse to search internet and access wikis. |
| Which MIs are addressed? How? | Linguistic- Students will be taking notes from family members, writing on the computer for their wikis, and elaborating more on their nationality. Visual- Students will be able to view what they are saying and reading on a computer screen, which makes it entertaining for them. |
| Student's name | Dustin Trahan |
| Grade level(s) | Grade 5 | ||
| Content area(s) | History and Social Studies | ||
| Purpose | The purpose of this assignment is so that students will be able to interact with each other and see others opinions outside of the classroom. Students would be also learning about wikis and becoming familiar with how to use them. | ||
| Brief description | In class, there will be a discussion about Civil War and the different issues relating to it and how it may affect us in today’s society. We will have daily discussions, At the end of everyday, the students will be prompted by the teacher. The teacher will give a discussion question that will be opinion based. The students will be asked to discuss their opinion on the wiki. The students will be assessed by their participation and enthusiasm. | ||
| Resources | www.wetpaint.com | ||
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s taxonomy addressed is creativity. The students are creating their own ideas and opinions regarding the discussions in class. They are being challenged in coming up with new ideas and opinions. | ||
| Which learning styles are addressed? How? | Visual: the students are learning by seeing what ideas have been posted on the wiki as well as their own. Kinesthetic: the students are learning through the process of actually typing and putting their ideas and opinions on the wiki. They are engaged in this activity, which makes them learn through “doing” and “functioning.” | ||
| Which MIs are addressed? How? | Visual/Spatial: The students will be forming their own wiki. This requires the students to have visual/spatial skills. Verbal/Linguistic: The students will be using language and analyzing it when they structure their wiki posting. Interpersonal: This activity is very social because the students will be sharing and comparing their different ideas with one another.Intrapersonal: The students will be sharing what they think about the different issues that are discussed during class. They will be relating the topics to themselves. This is a very intrapersonal activity. | | |
| Student's name | Cheryl Jensen |
| Grade level(s) | 4th and up |
| Content area(s) | Geography, history |
| Purpose | For students to learn about the geography of the Earth and some of the different wonders of the world. Students will also learn a little about the history of the country their wonder is located in and have a chance to look at some beautiful pictures. |
| Brief description | Students will choose from a list of ancient, modern, forgotten, and natural wonders of the world from the website http://ce.eng.usf.edu/pharos/wonders/index.html Once they have chosen a wonder that interests them, they will use the website and other links provided for them to learn about that wonder, where it is, how it was created, how old it is, etc. The class will create a wiki and each student will add all of the information about their wonder to the wiki. Students will need to include general information about the wonder as well as the websites and other resources they used to find their information. Once the wiki is finished, we will have a class discussion on the different wonders we have learned about and look at some of the pictures found on the websites that students used in their research. |
| Resources | http://ce.eng.usf.edu/pharos/wonders/index.html www.wetpaint.com computers |
| What is the highest level of Bloom's taxonomy reached? Explain | Synthesis: Students will be collecting information about a wonder of the world and using that information to create a class wiki. They will be composing a wiki entry using all of the research they have done. |
| Which learning styles are addressed? How? | Visual: While researching, students will be looking at all of their information on the computer screen, they will be looking at pictures of their wonder and the country it is located in, and they will be looking at the computer monitor while they type their wiki entry. They will also be able to look at pictures of different wonders of the world during the class discussion. Kinesthetic: Students will be using the mouse to navigate the different websties while doing research and they will be using the keyboard to type their wiki entry. |
| Which MIs are addressed? How? | Linguistic: Students will be reading and writing/typing when they do research and type their wiki entry. Visual/Spacial: Students will be looking at pictures of their wonders and the countries where they are found. They will also see pictures of their classmates' wonders and the geography of our world. Bodily/Kinesthetic: Students will be using their hands to navigate websites with the mouse and to type up their wiki entry. |
| Student's name | Haleigh Dillender |
| Grade Level | 4th - 6th |
| Content Areas | Reading, Writing |
| Purpose | The purpose of this project is to have students create an online book report that the rest of the class can access. |
| Brief description | Students will read the book of their choice from the AR book list for their grade level. They will then create a wetpaint account. The teacher will develop tables that can be filled in by students with their information. After reading their book, students will log in to their wetpaint account and will complete a book report based on the pre-created table. The table will have students fill in the characters in the book, the plot, the setting, the conflict, and the resolution. Students will also have to rate the book in terms of quality, ease of reading, and engagement. They must also write a short review of the book for their classmates to read. Once everyone has finished the assignment, students can read through their classmates' book reviews in order to find a book that seems interesting to them. It will help students find books that they enjoy reading. |
|
| Bloom's | Analysis Students must take what they have read, analyze it, and create a review that their fellow classmates can use to evaluate what book they are going to read next. |
| Learning Styles | Visual Students will read the information that their peers have put up about different books they have read. Kinesthetic Students will actively create a book review using the computer. |
| MI's | Linguistic Students will write an analysis of their book and convince their classmates whether it was a good read or not. Intrapersonal Students will be working on this project independently, and must reflect internally to decide how to write the book review. |
| Name | Callie Williams |
| Grade Level(s) | 2-5 |
| Content Area(s) | Social Studies |
| Purpose | For students to become familiar with wiki technology, learn about where they live, and create a resource for others to use about their hometown. |
| Brief Description | The teacher will create a class wiki for students to edit which focuses on the town where the school is located. The teachers and students can decide on the topics to include together, but may choose history, geography, physical characteristics, attractions, culture, animals, etc. Initially, the teacher may assign students to groups, and each group to a topic to research and post their information on the wiki. After the bulk of the information has been recorded, students can edit other areas with their own contributions. In this way, students can participate in all of the parts of the wiki, not just the topic to which they are assigned. Students can contribute facts, photos, and other information to the wiki throughout the year, use it to learn about their hometown, show it to visitors as a travel brochure, and keep it as a history record. |
| Resources | www.wetpaint.com The teacher may use wetpaint or many other free wiki hosting websites available for the class’s wiki. Computers |
| What is the highest level of Bloom's taxonomy reached? Explain | The highest level of Bloom’s reached is synthesis because students are taking previous knowledge and facts that they have researched to create something new. They are using elements from many different resources in order to make one entity that tells about their hometown. |
| Which learning styles are addressed? How? | Visual: Through reading during research, taking photos for the wiki, creating the site for the wiki, and other such visual activities, these learners will be engaged. Kinesthetic: Students will be able to navigate the Internet, create the wiki page, possibly walk around the school to collect information or take pictures, and will enjoy creating something new. |
| Which MIs are addressed? How? | Linguistic: Completing research, writing the text for the wiki page, and continually adding written information to other parts of the wiki. Bodily-Kinesthetic: Creating the page, taking photos, navigating the Internet, and completing other forms of research. Interpersonal: Interacting with group members, the rest of the class as they compile the wiki, and other people who may comment based on seeing the results of the class’s wiki. |
| Student Name | Jessica Lavelle |
| Grade level(s) | 4th Grade |
| Content area(s) | History |
| Purpose | To understand the effects 9/11 had on people who experienced it and post it on the wiki to compare the responses they got with other classmates. |
| Brief description | Students will interview someone who witnessed the 9/11 terrorist attack and ask about their reaction. The person being interviewed could have heard the attack on the radio, seen it on TV. etc. They will then post the responses they recieved on the wiki for their classmates to read. |
| Resources | Paper, Pencil, Interviewee, Set of pre-determined questions. |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Application - The students will have to use information they recieve to post on the wiki. |
| Which learning styles are addressed? How? | Auditory - Students will be interviewing & listening to responses made by the person being interviewed. Kinesthetic - Students will be conducting an interview. |
| Which MIs are addressed? How? | Verbal/Linguistic - Students who have this MI will benefit greatly because they will be using words to conduct an interview as well as organizing the answers they recieve during the interview. |
| Student's Name | Shane Erb |
| Grade level(s) | 3rd |
| Content area(s) | Science (Phases of the Moon) |
| Purpose | Students will learn abour the various phases that the moon may have. |
| Brief description | Students will be asked to observe the moon throughout a 30 day period. Once they do this, the will record their observations in a wiki. Those students who have a camera available to them may choose to take a picture of the moon and include it in their wiki. The wiki will include their observations as well as information that they have gathered about the moon and information that they learned in class. After the 30 day period, students will be able to look at their peers' wikis and get an idea of what the moon looked like from various perspectives. |
| Resources | Internet Science Book Encyclopedia Library Teacher |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | The highest level of Bloom's is synthesis. Students will be taking information that they have learned as well as their observations in order to create their wiki. They will be using various sources to describe the various phases of the moon. |
| Which learning styles are addressed? How? | Visual- The students will be observing the moon on a daily basis. They will then take what they see and use it in order to create their own wiki. Kinesthetic: Students will be using their hands as they take pictures of the moon. They will also use their hands to type their information onto the wiki. |
| Which MIs are addressed? How? | Verbal/Linguistic- Students will have to describe what they are seeing on a daily basis. Visual/Spatial- Students will definitely have to observe the moon in order to be able to describe and relate what they see to what they are reading about the moon. Bodily/Kinesthetic- Students will get the opportunity to use the keyboard and mouse in order to be able to create their wiki. Intrapersonal- The students are going to have to use their thoughts and observations to describe what they see. Naturalist-Students may have the opportunity to go outside at night in order to see the moon. |
| Student's Name | Ingrid Amezquita |
| Grade level(s) | 5th grade |
| Content area(s) | Health, Social Studies; Relevant Health Concerns of their age or community. |
| Purpose | Students will research and design a social wiki focused on a relevant health topic of their choice for their age group or community. The second part of this project is advertising the wiki; students must have outside participants contributing to the wiki: asking questions, posting comments, etc.. |
| Brief description | In groups of four, students will brainstorm and choose a health topic that is relevant and interesting to other people their age or in their community. They will devote most of their time to researching, designing, and writing a social wiki page on the topic of their choice. This is a long-term project and students will be required to get the attention of their desired population to participate on the Wiki by posting questions or comments. It is the students' job to have the required number of updates to their wiki over the course of the assignment. It is also the student's job to maintain the Wiki and to do the required research to answer outside participants' questions. The end of the project will be a written reflection on how they would change their wiki if they were to create a new social tool and what they would do differently to advertise it to the community. |
| Resources | To create a free wiki: www.wetpaint.com Internet Resources for researching; i.e.; www.kidshealth.org/teens |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Evaluation: Students are asked to evaluate their own creation and brainstorm new ideas from their critique. |
| Which learning styles are addressed? How? | Visual: The wiki is something that students will be reading and navigating with as they update their wiki on a regular basis. Kinesthetic: On the computer, students will be typing and using the mouse. The students will also have to devise a networking or advertising scheme that will most likely involve walking around, talking to people, and/or posting fliers. |
| Which MIs are addressed? How? | Verbal: written information on the wiki, advertising to others, and posting replies to outside participants Visual/Spatial: designing the wiki, free reign to freely and creatively format their own wiki page, and creating advertisements Bodily/Kinesthetic: hands-on creations, physically moving around to advertise the wiki to as many people as possible. Interpersonal: socially smart people will have fun choosing a relevant topic to draw other people in. |
| Student's Name | Meagan Gaffney |
| Grade level(s) | Fourth and Fifth |
| Content area(s) | Reading and Writing |
| Purpose | Students will be able to express their thoughts and understanding of the book to be read for the month. |
| Brief description | There will be a book each month that the class will read. The students will be required to read the book and post on the class wiki at least twice a week. Students can post questions, answer questions (from other students or the teacher), and give feedback on what they thought about the readings. |
| Resources | Computer, class wiki, book for the month |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Comprehension: Students will summarize the readings and discuss with other students what they thought. |
| Which learning styles are addressed? How? | Visual: These students will benefit from being able to read what other students have posted on the wiki. They will enjoy being able to read what has been posted and responding to their classmates' posts. Tactile/Kinesthetic: These students will benefit from using their hands and posting on the wiki. |
| Which MIs are addressed? How? | Visual/Spatial: Students will be able to look at the wikis and read what students have written. Verbal/Linguistic: Students will be able to use their words to express their thoughts and ideas about the readings. Interpersonal: Students will be able to read what other students have posted and relate to their posts. |
| Student's Name | Jennifer Martin |
| Grade level(s) | 3rd |
| Content area(s) | Science- Vertebrate Animal Kingdom |
| Purpose | Students learn the characteristics of each group under the animal Kingdom (Vertebrates): Fish, amphibians, reptiles, birds, mammals |
| Brief description | Students will work in groups on one of the classes of animals. They will research their class of animal using the Internet and books from the school library. They must also find at least 6 examples of animals in the class and give the characteristics of that animal has that make it part of that class as well as characteristics that make that specific animal distinctive. As students find information they may add it to the class animal kingdom wiki. Once they find everything they need, they will organize the wiki and add pictures to it of the class of animal and pictures of their examples. |
| Resources | http://www.kidport.com/RefLib/Science/Animals/Animals.htm http://www.zephyrus.co.uk/kingdomanimal.html http://www3.nationalgeographic.com/animals/index.html Wetpaint account |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Analysis- students must sort through information and gather only the needed information. They must also organize it into groups |
| Which learning styles are addressed? How? | Visual- looking through the websites and books viewing pictures and information about their class of vertebrate. Auditory- some of the links, like national geographic kids have videos on it. Kinesthetic- using the computer and being in charge of typing in information |
| Which MIs are addressed? How? | Naturalist- learning about animals and their environments may appeal to them Interpersonal- working in groups to reach a common goal |
| Student's Name | Alli Fields |
| Grade level(s) | 5-8 |
| Content area(s) | Language Arts |
| Purpose | The students will identify key areas of the news in a collaborative setting. |
| Brief description | Students use a wiki to input the different areas of the news for that day – sports, weather, national event, local event, etc. |
| Resources | Internet, Wiki |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Evaluation – compares news articles to find the most important one and then summarizes the information in a wiki |
| Which learning styles are addressed? How? | Visual – students must visually look for the information they will put in the news Auditory – students can also listen to podcasts and videos to find information, as well Kinesthetic – students must use their computers to access the Internet and find the different topics for their wiki |
| Which MIs are addressed? How? | Linguistic – students will summarize the data they find, putting it into their own words Bodily-kinesthetic – students are using their computers to search for information Interpersonal – students must work with their peers in groups to choose the best information to show to the class |
| Student's Name | Melissa Blanco |
| Grade level(s) | 4th |
| Content area(s) | Language Arts/Reading |
| Purpose | The studnets will be able to add and access information on our reading project. |
| Brief description | Our class reading project consists of students finding 4 books that they would like to read during the first half of the year and adding them to wiki. After they have read the book they are to post a short description of each book and why they enjoyed reading it. The students can then access the wiki and decide which 4 books from the wiki they can read for the next half of the year. |
| Resources | computer access, the library |
| Which is the highest level of Bloom's Taxonomy reached? Explain. | Knowledge & Comprehension-The studnets have to understand what they read and then recall the information into the wiki for others to access. |
| Which learning styles are addressed? How? | Visual- The students have to read the wikis and books. Kinesthetic- The studnets have to use the computer to enter information into the wiki. |
| Which MIs are addressed? How? | Visual- The students have to read books and read the wikis to make decisions about what to read next. |
| Student's Name | Stacy Tsimpedes |
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