Gr1-2 Science - Eco Columns

Student Learning Goal:

To learn about the differences of living and nonliving things and how they affect each other.

App:

Skitch for iPad

Learning Task:

Through this inquiry, students explored living and non living things they could find around our school. They took photos of them using the iPads to show what they discovered.

Through the scientific process, the students explored how living and nonliving things affect each other by designing and making an eco-column. Each eco column had three layers in which each contribute to each other to make an mini ecosystem. 

Students observed their eco-columns daily and monitored their progress and time progressed.

The iPads were also used to monitor and document the progress. 

Skitch App by Evernote

The used an App called Skitch to annotate pictures they took using the iPad which was very easy to learn to use and gave an effective finishing product.

Gr6 - City Planning - Integrated Project

iPad App: 

ShowMe - Screen Recording Whiteboard

Student Inquiry Question:

You are given a piece of land for sustainable and responsible development.  How can we organize this area while meeting the diverse needs of plants, animals and humans?

Learning Task:

In this project students were inquiring into the above question. They used an iPad App called ShowMe to plan and present their responsible land use plan. ShowMe allowed students to use a whiteboard style application to annotate over a picture (the land in question) and also record their voices. The group could record and re-record to ensure their plan was suitable. This allowed students to practice and reflect on their group decisions.

Plans were presented by connecting iPad to the Smartboard via a iPad VGA adaptor cable.

Gr6 FSL - Occupations - Green Screen Video

Student Learning Goal: 

To use French oral language to describe the different occupations found in our local community.

Learning Task:

This project allowed students to take the role of an occupation they related to using the French language. We used the iPads to record video using the green screen and then edited the video using iMovie on our student iMacs.

The Camera App must be one of the most powerful applications of the iPad.

Filming using the Green Screen

Gr5 - Student Vote - Animated Title

iPad App:

StopMotion Studio

Student Goal: 

To make an animated tile for a student made video

Learning Task:

Our Grade 5’s made a video about Student Vote 2012. They decided to make an Animated title using Stop Motion Studio HD

Stop Motion Studio is a user friendly app that enables students to make animated videos. iPads can be set up for one user or a group of users to create the animation. SOme of the features are as follows:

• Camera can be set to a timer or used manually
• The timing of each photo can be adjust to speed up or slow down the entire animation.
• Music can be added
• Voice over can be added
• Video effects can be added

This app has JUST been updated (June 2012) and it is now even easier to use.

Gr3 - Social - Goods & Services

Technology:

Green Screen
iPad Video App

Student Goal: 

Describe the importance of the goods that come from certain countries around our world. Also, to make a connection between those goods and the natural resources from that land.

Learning Task:

Student explored the goods that come from the four different countries of focus in the grade 3 Social Studies Curriculum (Peru, Tunisia, India and Ukraine). They then found suitable back ground pictures to use for their green screen video.

Gr3 - Measurement - Video

iPod App:

Camera App

Student Learning Goal: 

To find out what we know about measurement.

Learning Task:

Through a process of investigation, students were asked to measure a variety of objects using a unit of measurement of their choice. They were also required to video their measuring techniques as well as input the data into a shared Google document.

The process gave both teachers and students a great amount of information. It showed the misconceptions that students had about measuring things. It also showed us what they could do well. After looking at videos, we discussed what was done well in each video and what was tricky about measuring.

Where we want to go next: After seeing the holes in knowledge about measurement, we could do some purposeful and targeted teaching around those misunderstandings. We also thought it could be a great idea to go through this process again to make ‘expert’ videos (the kind of video you might find on a Home Depot ‘how to’ website) on how to measure using standard forms of measurement.