Homeplace+Trip+Voicethread

The Homeplace 1850 Trip Voicethread (3rd Grade Language Arts and Social Studies) By Shannon Davenport media type="custom" key="4620006"

Standards: Social Studies- ACC 3.5.2.c Use vocabulary related to chronology, including past, present and future. ACC 3.5.3.b Identify factors that cause development and change in communities. ACC 3.3.3.d Explain how change affects region and place over time.

Language- CFU 0301.2.10 Participate in group discussions. CFU 0301.3.16 Use technology to publish and present. CFU 0301.2.3 Respond to questions from teachers and other group members and pose follow-up questions for clarity. GLE 0301.2.2 Continue to develop basic speaking skills necessary for communication.

Technology- NETS II. 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. Students: a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.


 * Explanation:**
 * This lesson is a 50 minute culminating activity following a field trip the Homeplace at Land Between The Lakes. This lesson was done in a classroom setting with each student having a computer and all working at the same time. It can, however, be done on one classroom computer as a station.

Procedures:** 1. The teacher has completed lessons of life of the past as compared to life today. 2. The teacher has set up a teacher Voicethread account. Directions for Teacher Account Set Up 3. The teacher has set up individual student identities within the teacher Voicethread account [|Directions for Student Identity Set Up] 4. The teacher has created the Homeplace 1850, template in Voicethread. In this case, it was 18 image slides gathered from the Homeplace website http://www.explorekentuckylake.com/explorations/2004Homeplace/Homeplace.htm, and a citations, directions, and standards slide. ** ** NOTE: It was important to the teacher that the Voicethread include all information needed for students to work independently. Following the 50 minute lesson, this thread was made available as a STATION so students could continue to refine and edit their work.
 * Prior to this lesson:**
 * NOTE: When creating student identities within an individual teacher account, name each identity Student One, Student Two, Student Three, etc...(NEVER name student identities within the teacher account with actual student names, this can cause data storage issues over the long term!) As students become more comfortable with technology and have access to their own email accounts, it is possible for students to create their own individual Voicethread student accounts. Student first names CAN be used for these individual student Voicethread accounts, but it IS NEVER a good idea to use first AND last names!

During the Lesson: 1. The teacher will introduce Voicethread ([]) as a Web 2.0 tool that allows students to collaborate and share ideas locally and world-wide. 2. The teacher will show an example Voicethread made by a 10 year old child. ([|Example VoiceThread Created by a 10 Year Old]) It is NOT necessary to view the entire example thread. The teacher should show the first slide with the original student's comment and then pick one or two additional comments to highlight so students can understand the interactivity of the program. The teacher may show one or two additional slides and comments, but MAKE SURE to show the number of views (on the last slide.) 3. The teacher will then explain that VoiceThread will be a technology tool we will use to record our observations, thoughts, and comments about the field trip to the Homeplace 1850. 4. The teacher will then show the Homeplace template to activate discussion amoung students. 5. The teacher will MODEL logging on to the Teacher Voicethread Account and locating the template. 5. The teacher will assign students an identity (Student One, Student Two...) and MODEL how to choose the appropriate identity. 6. The teacher will MODEL use of the control buttons (pause, play, advance forward or back a slide), adding a voice recording, and use of the doodle tool. 7. The teacher will discuss expectations, including the rigor and relevance of using Voicethread as compared to an oral report. Students should also be reminded of the importance of publishing highly thoughtful, quality work. 8. The teacher will assist students as they log on to the TEACHER'S Voicethread account and choose their assigned identities. 9. Once students are comfortable with the basics use of Voicethread, the teacher will walk the students through the first few slides of the template which include the following directions (slide 2) and essential questions (slide 3.) See Below.

//Directions// **
 * 1) //Read the essential questions on slide 3.//
 * 2) //Carefully view the images provided. As you study each image, recall the trip to the Homplace and think about what you learned.//
 * 3) //Think about how life has changed over the last 150 years and how our environment differs from the Homeplace 1850.//
 * 4) //Choose one image from the Homeplace 1850, and describe what you are looking at, its uses, and do we still have that at our home today.//
 * 5) //Script your response. Use logical, thoughtful, and clear details.//
 * 6) //Read through your script several times “silently” to perfect your reading fluency.//
 * 7) //Record your thoughtful comments on the slides.//

//Essential Questions What is the image and what was it used for in the 1850 time period? Do we have that item at our homeplace today? If so, do we use that item in the same way today? What has caused our home to differ from the Homeplace 1850? How is our home different and alike the Homeplace 1850?

10. Students will then proceed to follow the directions. // 11. Once the students have completed directions 1 through 4, the students will compose their responses using pencil and paper. Students practice reading the response with fluency. 12. Once thoughtful, quality responses are prepared, students will navigate to their chosen slides on the template and record the "Voice" version of their written responses. They can use the doodle feature while recording, if needed. 13. If a student gets finished before the end of the class period, encourage them to view comments that have been left by other students!


 * After the Lesson**


 * If necessary, the teacher may choose to make the Homeplace 1850 template available as a station on a classroom computer. This will allow opportunity for students who wish to edit or revise their comments to do so. *Once all student comments are complete, the teacher MUST then change the settings within the Homeplace 1850 thread to PUBLIC...this will allow it to be viewed. The teacher can also choose if the thread is only "viewable" or if viewers can also "add comments." (Directions for changing the settings)
 * The teacher should then make the address to the thread available for students and parents. This can be done by adding the address to the class newsletter or embedding the address as a link on the teacher's webpage. (Directions for providing the thread address to students and parents.)

In this lesson the images gathered from the ** http://www.explorekentuckylake.com/explorations/2004Homeplace/Homeplace.htm site were used in the instructional lesson and students used these in this introductory lesson to Voicethread. The teacher then placed the pictures actually taken from the classes' trip in a Voicethread using the same directions and essential questions in a high quality literacy center for students. **