Enriching Rocks with Blendspace, Tinkercad, Research, Thinglink, and Painting

Third grade studies rocks as a part of their science curriculum. Each year Ms. Hicks, 3rd grade spectrum teacher, finds so many ways to enrich the study with her students. She collaborates with me in the library on several pieces of the project.

Blendspace

Early in the project, students come to the library to learn about a tool called Blendspace. This tool has gone through many changes and names. It allows users to create a lesson made up of tiles. The tiles can include quizes, images with descriptions, links to websites, embedded Google docs, and more. The goal for the students is to use Blendspace throughout the study of rocks to capture their learning and present in a way that might teach someone new what they have learned.

I show the students how to login with Google and we explore the features together. Ms. Hicks shares a folder with students in Google drive that is filled with images for them to pull from. The images feature work the students have done in class during their study of rocks and the Mohs hardness scale.

We also think about types of quizes and students create pre-test, midpoint checks, and post tests for their blendspace tiles. Each time they learn something new in class or create something new in the library, they add a tile to their blendspace.

Tinkercad

In another series of library blocks, students return to the library to explore a 3D design tool called Tinkercad. They use their knowledge of the Mohs hardness scale to design a climbing wall prototype. Each color they select represents a different rock or mineral that would work well in their wall. As students finish their design, they create screenshots and upload those to Blendspace.

Thinglink

When students have added several tiles to their Blendspace, they return to the library and add their link to a Thinglink image so that we can access every Blendspace in one location. This makes it easy to share with families and with other viewers around the world.

Research & Painting

This year, students were very interested in their birthstones. One birthstone in particular caught their attention more than others: opal. We had no idea how many kinds of opal there are in the world. Students spent a week in the library exploring 2 websites: Gem Kids and Geology.com

Each student narrowed down to one type of opal to research. Students added notes and images to a Google doc so that they could tell someone else about the type of opal they chose. Once they gathered enough information, students selected a river rock and used paints and paint pens to design the rock to resemble the opal they studied.

We sealed these with Mod Podge to give them the shiny play of color effect that opal has. Students added their Google docs to Blendspace and will get to take their painted rocks home.

It’s always fun each year to see what new directions this project takes. There are always pieces that we keep the same, but time and interests always lead us in new directions too.  Take a moment to look at some of the student work in Blendspace and see what you might learn about rocks.

 

Crowdsourced Rockology with Blendspace and Thinglink

3 ELT Rockology   ThingLink

A group 3rd graders have been working for several weeks on a project in Blendspace.  They are using this tool to combine their notes and photographs from class along with research and instructional videos they are finding online.  They are also creating their own pretests and post tests within the Blendspace lessons as well.

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Ms. Hicks, the Spectrum teacher, and I wanted their projects to be crowdsourced into one location so that an audience could easily access all of their lessons on rocks and minerals.  Crowdsourcing the Blendspace lessons would also make it efficient when sharing their work with one another for peer review as well as sharing with families.  There’s even potential to share this work with other schools who might use their content or offer feedback to improve the work even more.

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To crowdsource, we used Thinglink.  Ms. Hicks selected an image of rocks and minerals positioned in rows.  Then, she assigned students to the various rocks or minerals.  I uploaded the image to Thinkglink and made it unlisted.  Then, I allowed anyone to be able to edit it.

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Ms. Hicks emailed the link to the image to all of the students.  They went to their Blendspace lessons and selected all of the privacy permissions that they wanted to.  Then, they copied the link to their Blendspace lessons and connected them to the Thinglink image.  We did run into a problem with several students trying to edit the image at the same time, but as long as they kept retrying, they eventually were able to edit the image.

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Now, students are looking at the image to access all of the projects in their class. They are viewing the work and offering feedback to their peers.  Since the links are active, any changes they make to their Blendspace is automatically connected to the Thinglink.

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I love this way of getting student work out to an authentic audience and I invite you to take a look at their work.  Feel free to leave them a comment here on the blog.

Thinglink Regions of Georgia with 2nd Grade

regions for thinglinkSecond grade has been studying the regions of Georgia as part of their social studies standards.  I pulled multiple resources for them to use including informational books, Georgia stories, posters of animals and plants, and regions of Georgia posters.  In each classroom, students were placed into groups to research a specific region.  This was built into both writing time and social studies.  Students were supposed to use their research to write a script for a regions of Georgia commercial.  Their job was to convince someone to visit that region by telling about the land, animals, plants, and things to do in that region.  During some of these sessions, students came to the media center in small groups for research support.   I worked with them both on researching facts and also writing scripts.  Finally in class, students designed backdrops for their commercials.

In the library, students came in small groups to film their commercials.  We filmed in our studio and used one of our fusion flip tables to tape the backdrops to.  I used an iPad to record the students acting out their commercial.  Our iPad had a dual shotgun microphone plugged in to improve the sound quality.  It was interesting to see the students’ different ideas for how to do a commercial.  Some incorporated puppets, creative slogans, and even a breakaway door.

I took each video and put it into iMovie, uploaded it to Youtube, and then attached it to a Thinglink.  For our Thinglink image, I took a photograph of a map of GA which is found on the floor just outside of the 2nd grade rooms.  Thinglink allows you to attach multiple links to one image.  I’ve used Thinglink for individual projects, but I liked that this use of Thinglink pulled all of the videos into one easy to reach location.  I shared the link with teachers so that they could see the progress being made toward finishing all of the videos.  They pulled the Thinglink up on their boards and let students watch the videos that had been made so far.  It created a great review tool for where all of the regions of GA are and also allowed classes to hear the research that had been gathered in the other classrooms.  We will make a QR code for the Thinglink so that visitors with mobile devices can scan the code and visit the project.  photo (1)

This was a great first quarter project.  I think it is a stepping stone toward the next technology-related project that 2nd grade will do.  My regret is that I wish that more students could have been involved in actually creating the final product.  I wish that I had at least had a few students from each room sit and watch or help make the Thinglink.

Take a look at their work in progress here.

Transmedia Poetry with Thinglink

Fourth graders have been working on a poetry project for a few weeks now.  The goal was to write poem based in the science standards of light and sound and incorporate figurative language.  The teachers also wanted students to use some kind of technology for the project.  I decided to use a tool called Thinglink because it allows you to take an image and make it interactive.  You can put multiple related links on one image to create a transmedia experience, which means that the poem is experienced across multiple platforms.  We thought students could explore their poem in different ways:  informational text, video, image, and poetry text.  Other options could have included song, online games, and ebooks related to the poem’s topic.

 

The sequence of lessons looked something like this:

  • Lesson 1:  Look at onomatopoeia, simile, metaphor, and personification in several mentor poems and then do a poetry dig in poetry books to find more examples of that figurative language.

 

  • Lesson 2:  Look at specific poems that focus on light and sound.  Examine the science standards and the idea of “found poetry” so that students might incorporate language from the standard in their poem.  Begin writing poems.

 

  • Lesson 3:  Finish writing poems in Google doc and begin Thinglink project.  This lesson took longer than we expected because students had to setup a Youtube Channel, create a Thinglink account, search for a creative commons image, and change the privacy setting on their Google Doc.  We did this step by step together.

 

  • Lesson 4:  Create a Thinglink.  The goal was to have an image with links to the Google doc, a video of the student reading the poem, and links to informational sites about the topic of the poem.

This was a fun project, but because there were so many accounts to log in to, it made the progress slow down significantly.  Students had a hard time remembering all of the steps that it took to login to multiple accounts at the same time and navigate back and forth between multiple tabs to get the links that they needed.  I think it really opened our eyes to some skills we need to focus on at the beginning of the year in order to make projects like this successful.

As students finished their work, they submitted their poem in a Google form and I added it to our Smore webpage of interactive poetry images.  Smore was very easy to use and a great way to collect and display a whole grade level’s work.  As students submitted their links, I copied the link and then embedded it on the Smore page with one click.  Then, on the Google spreadsheet, I highlighted the student’s name so that I knew I had already added their work.

I encourage you to take a look at the students’ work on our Smore page.  We could have made this project much more complex, but it was a great first step.  I think a second round of Thinglink would be much smoother.