Final Concept Map

Hey! The website's looking good! We pretty much just need to work on our own things and plug our information in where it's supposed to go! Kathleen, I'll do the podcast, I just need you to email yours to me! Emailing it to courtney.l.koenig@wmich.edu would probably be the best idea because I check that the most. As soon as I get yours I'll put them together and put it on the website! Oh, and I deleted one of the websites under "additional websites" because it was one of the websites I evaluated! We have to make sure that we don't use the URL as the title of the website!

Almost there girls!

I have done some stuff to the website over the last few days and it's gettin there! I'm definitely no expert but if you guys need help with something that it looks like I've done already just ask and I'll do my best to help. Some of the pages I put what needed to be added by someone else. (I think I put it in red and bold but I might have forgotten to do that with one or two??) If you don't like something on one of "our pages" that I have done feel free to change stuff. And if you guys could look through what I've done and let me know of any changes that I need to make I would appreciate it - I'm not done yet but I'm hopefully getting close now. Talk to you soon!

Linking Things

So I was going to start to plug in my lesson plans and descriptions and stuff. But I was not sure how to edit it where you can just click on a few words that you type through out your paragraph versus just plain out typing the link. For example like this, (http://lesson.taskstream.com/lessonbuilder/v.asp?LID=pdfizfzxc0hsc5ca). I saw it in the examples but cannot figure out how to do it! I may sound confusing but if anyone knows how to do this by heart then that would really help! If not I will contact the teacher. Thanks!

P.S. I put up the concept map but I will add the description later tonight I have to go to work for a few hours! Keep up the good work guys!

Website

Okay, so I am going to try to really kick butt with the website this week. I was looking at the examples that she gave us and all of websites she listed had the pages sorted differently from ours. Rather than doing digital stories, lesson plans, podcast, etc the branch off pages are the various topics that people chose to work on themselves. So our branch off pages would probably be places we built, dreams we had etc, along with one for Penpals and maybe collaborative podcast and or blog because those are the things we did together. Do you guys think that we should change ours to be like all the others? If so, do you mind if I do it? Just let me know :)

Concept Map 2

Here's what I've gotten so far any suggestions on how I should add in what you were explaining before I am stumped. Also does this look fine because it is supposed to be different and more detailed than the other one right?

Podcast

Hey guys, I don't have a grade for the group podcast on Blackboard, did everything turn theirs in?

Website

Okay - so I've been working on the website, and it is extremely confusing. I'm trying to figure out how to make our own "pages" or links in the sidebar like for podcasts and stuff, and it's taking quite a while. But I just thought you guys should know whats going on! Oh, and we have to come up with quite a bit of new stuff for our website! So when we get that done, we should probably post it on here.

https://sites.google.com/site/ourlocalhistoryedt3470/

Podcast

Alright I submitted my Podcast to our professor via my personal email because my Mac book was not really allowing me to through wmich and elearning email. So I know she made that announcement about grading so if you guys are confused, I finally got my Podccast to be submitted through elearning on a Windows computer versus my Mac book which was giving me a hard time. So sorry if this affected you guys. I am not the best at technology. Have a good day!

Amanda

Concept Map Revision

I am adding more to the Concept map and I have already branched off of Things we Created and Dreams we shared all I need left is stuff to branch off for Places We Built. (Courtney if you have things for that, that'd be perfect if not I'll research some things!) Just let me know, thanks!

For the rest of it I did not really get what you meant Kathleen talking about "Plant/Bedding because of our good soil and the Kalamazoo River." Also the pen pals and blogs, how would I add that into the Concept map? I am little confused and do not want to do it wrong so let me know! :) Sorry if I am being difficult!

Where do we start?

Wow - so much to do! I'm not sure where to start! I have kind of started writing up plans for my required web pages (I'll just do my section - Things We've Created - like usual) and I haven't really finished those yet (will be more than 2) but if there is anything else that anyone wants us to start working on let me know and I will help! Ill post what I have when I'm done (probably tomorrow).

Website

Okay, so we have a lot of work ahead of us. I created a gmail account for our website.

username: local.history.project3470@gmail.com
password: kalamazoo3470

I'll work on some other stuff later!

Concept Map #2

So I kind of just realised this (oops!) but we have to revise our concept map, due today. I can't do the revision because I did the first one. When I did it I did it on Inspiration. I don't think that we have to do the same program that we did before but if whoever wants to do it wants it to look the same, that's how you would do it. As far as revisions, the things that I though of for my section (Things we've created) is :
Branch Pfizer off of Pharmacuticals and maybe add Stryker (not sure if they count??)
Off of Paper you could do Parchment
Off of Musical Instruments you could do Gibson Guitars
Off of Automobiles you could do Bentler Automotive (maybe, not sure if that counts) and Checker Cabs
Then we could add Plant/Bedding because of our good soil and the Kalamazoo River
I was thinking that we should add in virtual penpals or blogs or whatever else we are going to have our kids do. Let me know what you guys think and who is going to do it as soon as possible - sorry I didn't notice till just now!

Podcast Script #3

Hey guys! I finished the last part of the Podcast I timed it at about 1:40 so the length is good but read through and let me know what you think. I am not sure if I did it correctly but reading the guidelines I believe I am on the right track. I was not sure how to wrap it all up, since I am the last one to talk for the Podcast. If you guys have any suggestions or if I should change the paragraph order please let me know! I like feedback :) and both of your guys' was really good and they totally flow! Thanks

As the student projects unfold and near towards the finish both teachers and parents should be monitoring the student’s work. Staying focused and on track is something we can assist in with “Questions of Checking in.” Day to day we will observe the progression of the students as they develop to the end. We must allow there to be questions that are being fulfilled to promote a student’s work to be established to the fullest. Making sure that with in each group there is procedural aspects, teamwork within the group, a full understanding of the project as a whole, and importantly a self-assessment is what can ensue students to produce a successful long project to the best of their ability!

While monitoring and noting that students are on track it is also an important quality that we will need to personally assist. As teachers, in the classroom we make sure we prepare students and solve any problems with technology or troubleshooting advances. As a whole we want to create a “community of learners” so that we can build from there and eliminate confusion so students can continue to stay on track.

When students start finalizing this project with Dreams We have Shared, this is when teachers should acknowledge that the students have a total understanding, which can be observed by parents as well. At this point students will be working beyond the classroom and may have limited access to particular places or opportunities. For example, Kalamazoo Public Library solves that problem offering an immense amount of information covering the history of our cities newspaper, colleges, and Kalamazoo’s symphony orchestra. Along with going to the library, students can also access kpl.org which is their website with endless amount of information for not only dreams we have shared, but insightful links relating to places we have built and things we have created!

Podcast script #2

K here is my script. It is a little over 2 min but I think that will be fine.

As you can imagine, this is going to be a pretty labor intensive and time consuming project for your students. They will be spending at least a little time every day working on bits and pieces of the project, either alone, or with partners. The learning outcomes will be different for every student, which is what we are aiming for. As the project is partially run by the students themselves, each parent should be seeing different things coming home with their students, we do not want final projects to mirror one another. Having students differ in what they learn allows them to educate their fellow classmates.

As teachers, having so much of the project on the internet allows us to do so much more one-on-one time with the students. We are able to give feedback to students right away simply by viewing their online blogs or websites. Students can also critique one another. You can also view student progress with access codes that we will give to only those allowed to interact with our new scientists.

I know that technology can be a daunting thing for some parents. We don't want you to be afraid of it! We want your children to be able to learn how to use it - in ways that will be beneficial to their future. We are not suing technology just for technology's sake. The fact of the matter is, we live in a world where the skills that they will be using in this project are ones that they need to land those perfect jobs much farther on down the road. Students will be gaining 21^st century skills including communication, and managing their own time. One example of a technology skill that your students will be using is live video feed. Every student will have a penpal from another area of our country and will be keeping in contact with them through virtual penpals, blogs, and live video feed. These interactions are, of course, monitored. But please see us with any questions or concerns you might have.

One of the topics in this project, “Things We've Created” allows your students to question something that originated here in our area and look into it further. Students can choose from any thing that interests them. They might be able to get a lot of information from the internet or other sources that we are able to give them here in the classroom but there may be times when they ask you to take them down to the guitar shop downtown, which is just one of the great things about this project - you will see the excitement in learning for yourself!

Podcast Script

Alright, so here is my script. It looks a little long, but I timed it, so it's good to go. I don't know how long our project is so I just put TIME LENGTH, so whatever you guys think. I think I did it right, but I'm not sure so just let me know! :)



This year we, as teachers, decided to incorporate something new into our curriculum. We decided that our students should take part in a TIME LENGTH - long project. The students will be the “experts” of this project and it will be completely run by them, within reason of course.

This project is meant to help incorporate use of technology in the classroom, and because of this we will be implementing the use of “social bookmarking and asset maps.”

Social bookmarking is a means of tagging or adding keywords the content that the students choose to bookmark on a specific website. They can then see how others have treated the same material. This will also help to organize the information that the student is collecting.

Since these will be group project, it is important for the group to know what is being brought to the table by each member. An asset map is a great way to do this. An asset map is an inventory of the material goods, strengths, and talents of the people who make up a group or team. This would organize the resources, knowledge, and skills that are found within the group. Knowing this information is a great way to start a project because the group can easily pinpoint which areas need work.

The students will be learning about local history, focusing on three specific branches which are: places we’ve built, things we’ve created, and finally dreams we’ve shared. How the students choose to create their project based on these three categories is limitless. There are multiple avenues in which the students could travel down. Using the category “places we’ve built” as an example: the students will take real- life and virtual fieldtrips visiting historical places that Kalamazoo has to offer. They will compile their notes and prior knowledge and construct a creative way to present their information to the class.

Lesson Plan 2 Choice

Hey guys! So, I know for the 2nd lesson plan we cant be the same topic, idea or whatever so I am assuming we're sticking to our branches? I was wondering what you guys were doing so I would know if I am going down the right path. For example, if I were to use the topic of Orchestra I could have the students take data of who's favorite instrument is who's. But I do not know how to correlate that to Local History or if that is good enough. (Maybe after a Kalamazoo Symphony Orchestra performance field trip they do this...or what?) I was wondering what you guys were doing for your branch off topics because I feel like it is more difficult for local history. Thanks!

Podcast Project

Okay - so I'd like to talk about social bookmarking and asset maps from the book, is that okay with everyone? Since I'm the first one talking I guess, is there anything specific that you guys think I should include in my podcast as a sort of introduction? I'll probably write it a little later, but I'd like to figure out what I'm going to say soon.

Podcast

Good job with the google map! Sorry for deleting your original post, but I tried to edit it and nothing posted, good thing I copied and pasted it. So, for our podcasts are we talking about our projects? I'm a little confused, and if so - can we just stick with our branches? I'm a tad confused.

View Local History Map in a larger map

Here we used Google Maps to help show the students a brief idea on a map of the Potawatomi tribe's route and location throughout their existence over time. Though it is hard to get an exact idea for their direct route we estimated with information given from research a rough idea of their trail. Starting in Kalamazoo, MI then going to two locations in Wisconsin, then settling at the Kansas River before landing in their final destination of Shawnee, OK.

Sources:

Prairie Band Potawatomi Nation Government Center. "Historical Timeline » Prairie Band of Potawatomi Nation." Prairie Band Potawatomi Nation. Web. 05 June 2011. .

Virtual Pen Pals Project Google Maps portion

Virtual Pen Pals Project: Local History

** Who students communicate with: Students will communicate via ePals with 3rd graders in Shawnee, OK.

*At what point in the project will students communicate? Students will communicate after each section of the project has been researched - Dreams We Shared, Things We Created, and Things We Built.

*What questions will students ask one another, what information will they share? Students will compare what they have found for each section of the project. They will discuss the things that their communities have created, what has been destroyed (and by whom), and major changes in their lives that may have caused them to repeat stages. Finally, they will compare what goals each community has today.

*What will students do with their information? Students will create a second visual representation of the Potawatomi history as it compares to the colonial history of America. Students will then write a short personal essay on their feeling about the Potawatomi history and how it has been affected by the colonialhistory of America. How does the Potawatomi history make you feel about the history of America?

Google Maps

So I wasn't sure if someone already did but I wanted to start and create the Google Maps even though we are not set on a specific topic yet! I invited you both to "collaborate" and allowed you to edit so once we figure out our set idea for the project then we can get started on it! Hopefully I did it right let me know if any of you already made one, I did it wrong, or if you guys aren't allowed to edit! Thanks!

Digital Story

For the digital story I'm going to work on "Places We've Built" in Kalamazoo, is that okay? It'd probably be easiest if we all just stick with the same branch of our project.

Google Documents Idea

I was thinking that maybe we could have our "students" compare and contrast the lives of people in Kalamazoo with ones of those from a different country. They could pick any country that they want and they could contrast the daily lives of these two people. How much money on average the family/person makes, what foods they eat, what they do for fun, how long they go to school, the average jobs, etc. This would be relatively easy because you could find a ton of information on this online. This would be a great way to educate students about other countries and at the same time the students would realize how privileged they are. I remember doing this in elementary school, what do you think?

Module 4 Google Document

I tried following the directions that are on Moodle but I don't think that I have created the file successfully. I created a document (i think) but not an actual file. I am so lost. Someone else want to give it a try? This is what I wrote in the document anyways...

These were the 2 ideas that popped into my head right away when I looked at the assignment:

1. Have students talk to other students from Detroit. Compare histories regarding the auto industry and how it effected the city. Then compare how the auto industry is now and how it is currently effecting the city.
2. Have students talk to other students from some Western or some Eastern states. Our city has some history with Native Americans so we could see how that differs with a state that had encounters with Native Americans way before or way after we did. They would also be different tribes so that would be different. The statue in downtown Kalamazoo has some violent (I’m pretty sure it’s violent) history regarding this.

I am just fine with either idea or any other ideas that you guys might have.

New Websites!

Crap! I didn't read that we couldn't use the websites from our lesson plan, so here are three more!

http://www.kalamazoocity.org/docs/kalamazoohistory.pdf

http://www.city-data.com/us-cities/The-Midwest/Kalamazoo-History.html

http://www.kalamazoomi.com/hisf.htm

My Websites For Evaluation!

http://www.kpl.gov/local-history/parks/bronson.aspx

http://www.kalamazoomi.com/hisf.htm

http://www.swmidirectory.org/History_of_Kalamazoo_County.html

http://www.hendersoncastle.com/

I put 4 because I see that I have the same website as someone else, but it is a different part of it. So, just incase I'll do 4!

Amanda's Websites for Evaluation!

These are my websites, they are different than what has already been posted so if there is any problems or I am covering the wrong topics! Thanks. Here they are:

http://www.kzoo.edu/college/history/timeline.php

http://www.kalamazoosymphony.com/page.php?menu_id=40

http://www.cf.wmich.edu/planning/WebSites/BuildingTimeline/index.htm

Lesson Plan

Sorry I haven't been on here in a while, it's been a busy week! I have three online classes so trying to keep up with all of the work is proving to be a little bit difficult. To be honest, I haven't yet started my lesson plan, but I see that I have the "Places We've Built" branch, right? I'll probably get back on here tomorrow or Sunday, but I just wanted to update you guys to let you know I'm still alive. :)

My Websites for Evaluation

These are my websites for evaluation. I used specific ones to my topic so that it will hopefully not "steal" any of the websites that you guys wanted to use.

  http://www.kpl.gov/local-history/business/paper.aspx

http://www.heritageguitar.com/history.html

http://www.pfizer.com/about/history/timeline.jsp

Web Evaluation

Your lesson plan looks great! Good job, and for the websites you have on your lesson plan are those the websites you are doing for your "Web Evaluation"? I am just curious because I am finding websites for my Lesson Plan right now and not positive if they go along with the web evaluation part as well?

My lesson Plan

This is my lesson plan guys. I think that I am doing it right (for the most part?) I just can't figure out how to work the rubric part at the very end, I emailed the professor to see if she could help. How does it look? How are yours going for you?   Our History - Things We Created Author: Kathleen Disney  05/26/2011 03:26:00 PM EDT

VITAL INFORMATION
Subject(s):	Elementary, History, Social Studies
Topic or Unit of Study:	Things created during out town's history.
Grade/Level:	3
Objective:	Students will gain an understanding of their town's historic inventions, the use of a hotlist for research, and create a visual aid to present the information. Students will research items that were made/manufactured in thier home town using a hot list. Students will reseach images and facts of items made/manufactured in their home towns using a hot list. Students will create a visual report on items made in their home town using Power Point. Students will present their completed presentations to their class.
Summary:	Students will use a hotlist to find and present information.
IMPLEMENTATION
Learning Context:	This is the second lesson plan in a unit about the students' home town history. The first was Places We Built, and the last is The Dreams We Shared.
Procedure:	Day 1: Discuss with students what they already know about their own town's history or any things that we are known for making. Take students to the computer lab, where the media specialist will review with them Safe Surfing on the Web. The media specialist will also show students how to use the hot list.. Hand out floppy disks to students and review with them how to save information to their floppy disks. Students will have small amount of time to research, then class will save together. Collect floppy disks. Take students back to the classroom and discuss what they found out about the topic or any problems they had with the technology tools. Day Two: Hand out floppy disks to students. Take students to the computer lab to continue research. Save work to floppy disks and collect. Return to classroom and discuss possible ways to present information to the class using Power Point. Day Three: Hand out floppy disks to students. Take students to the computer lab to finish research and print materials for presentations. Begin work in Power Point. Save work, collect floppy disks, and return to class. Discuss any problems students are having with Power Point and share ideas. Day Four: Pass out floppy disks and take students to computer lab. Continue and finish work on presentations made with Power Point. Save work on floppy disks, collect disks, and return to class. Days 5-6: Pass out floppy disks and take students to computer lab where they will present thier Power Point presentations.
Differentiated Instruction:	The computer lab is set up for students with physical disabilities.  The classroom aid with assist students with learning disabilities.
Sample Student Products:	This lesson has not been taught yet so there are no students examples.
Collaboration:	Students will work individually.
Time Allotment:	6 class periods. 35 Min. per class.
Author's Comments & Reflections:	Remember to make appointment with media specialist and to reserve the computer lab for 6 days.
MATERIALS AND RESOURCES
Instructional Materials:	Hotlist: http://www.kpl.gov/local-history/all-about-kalamazoo/   http://www.swmidirectory.org/History_of_Kalamazoo_County.html   http://www.city-data.com/us-cities/The-Midwest/Kalamazoo-History.html   http://www.kalamazooshow.com/Articles_html/KLHS_Articles_Grain_Harvester_page.html
Resources:	Technology resources: Firefox, PowerPoint The number of computers required is 1 per student. Students Familiarity with Software Tool: Students already know how to use Power Point and follow links online, but some of them might need assistance or a reminder. Reserve computer lab for 6 days.
STANDARDS & ASSESSMENT
Standards:	MI- Michigan Grade Level Content Expectations • Subject : Social Studies • Grade : Grade Three: Michigan Studies • Strand :  History • Topic : H3 History of Michigan (Through Statehood)  Expectation : 3 – H3.0.1 Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)  Expectation : 3 – H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).  Expectation : 3 – H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan. USA- ISTE: National Educational Technology Standards for Students: The Next Generation • Standard : 1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.  Indicator : Students: b. create original works as a means of personal or group expression. • Standard : 2. Communication and Collaboration- Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.  Indicator : Students: b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. • Standard : 3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information.  Indicator : Students: c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.  Indicator : Students: b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. • Standard : 5. Digital Citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.  Indicator : Students: c. demonstrate personal responsibility for lifelong learning. • Standard : 6. Technology Operations and Concepts- Students demonstrate a sound understanding of technology concepts, systems and operations.  Indicator : Students: a. understand and use technology systems.
Assessment/Rubrics: