Sixth Collaborative Slideshow Links

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The sixth graders began our technology class with a series of lessons on digital citizenship. We started by reading some hoax websites which fooled many students! We did some research using the Snopes website to find out the true story about some photos that have been passed around the internet. We also viewed and took notes on some videos about how to evaluate websites and digital citizenship and safety. Finally, we worked on creating a collaborative slideshow in Google Slides to share a message that was learned from the videos. A few examples of the slide are above. You can view their slideshows below.

Here are the links for our slideshows in Google Slides:

Sixth Even Days Slideshow – view only

Sixth Odd Days Slideshow- view only

Sixth Evaluating Websites 2018

PART 1

Go to one of these links.  On your worksheet write one or two things that you learned from the site:

Pacific Northwest Tree Octopus

Dog Island Free Forever

Jackalope Conspiracy

PART 2

Learning Target: I can use the wisdom God has given me to evaluate websites for truth and accuracy.
Please watch this video and use the worksheet to take notes.  Write down the meanings of website endings and the A, B, C, D, and E of evaluating websites. Then write a sentence or two explaining what each one means.  (Ignore the instructions at the end of the video.)

Determining_Good_and_Bad_Websites

PART 3

Use this website to help determine if these pictures from the internet are true, false, or ??

Snopes.com

PART 4

Use these links to view some videos on issues related to Cyber Citizenship:

Netsafe Kids

Netsmartz Videos

NS Teens Challenge

7th Grade – Transfer Skills

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Over the past few days, we worked with GarageBand and Augmented Reality with Merge Cubes. Our goal was to use technology skills that you had learned previously to explore how to use new or updated technology. Please pick either GarageBand or Merge Cubes (or you may write about both). Write a comment of at least 3 sentences telling about the following:

What skills did you use to learn about the new (AR) or updated (GarageBand) technology? How did you figure things out? What did you already know that helped you learn to do something new?

What did you like about Augmented Reality/Merge Cube or the updated GarageBand? Be specific!

What didn’t you like – be specific! What would you suggest to improve it to be better or easier to use?

Back to School 2018

lab rules 18.001Leave a comment of at least 3 sentences, telling:

  • What is something you enjoy doing with technology (at home or at school)?
  • What is one thing you would like to learn or improve in tech class this year?
  • What is something you would like me to know about yourself?

Remember, when posting online:

  • No last names.
  • Use your best sentences, spelling, and punctuation.
  • Be sure that everything you post is kind and God honoring!

When your comment has posted, you may look through the blog at past projects and videos.

Clips PLUS Fiction Book Trailer Videos

During second semester, the middle school students used the Apple Clips app to builld book trailers based on fiction books. Students were challenged to use Clips PLUS at least one other app to give an overview of their book. Here are some examples of the students’ work:

Jake used the Tellagami app to share about The Giver. (Note: Tellagami currently will not work with iOS 11.) He didn’t want to use his voice, so he used the text voice feature to create his narration. Also, note the effective way he used the black and white filters in Clips which matched the plot in the book.

Kennedy used the Toca City and Toca School apps to created cartoon clips for her video about the book Wonder. Her use of labels within the Clips app adds lots of detail and information to her story.

Nick used Minecraft to design backgrounds, Pickayou to make his characters, and then built the video pieces in Puppet Pals. Then he edited all of that together in Clips, adding titles, annotaion, and music. I was very impressed with the complex and detailed workflow that he used for this project!

Ryan combined copyright friendly photos with drawings that he made using Tayasui Sketches to make the images to illustrate Diary of a Wimpy Kid.

We hope these examples give you some inspiration on how you can app smash Clips with other apps for creative digital storytelling!

 

 

Keynote Drawings and Magic Move

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Over the past few weeks, the multimedia tech students have been exploring how to use the drawing and Magic Move features to create some amazing animations. They followed this helpful video to get started with some of the basics of Magic Move.

Ten Ways to Use Magic Move by Simon Pile

Then they had an opportunity to get creative with Magic Move. I especially loved this Teacher Appreciation animation created by Ethan V. (We used the screen recording feature in iOS 11 to take a video of their animations.)

Students found lots of helpful ways to use Keynote to share about things they had been learning.

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Next, the students took selfies and traced over top of them to draw their self portraits. Students really made some amazing portraits!

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Finally, students used all kinds of tools in Keynote to add words and images to their stories. Here are videos showing some of their animations:

Julie even used GarageBand to add some awesome music to the background of her video:

All of our students have blogs where they post and reflect on their work.  Joshua’s comment, “What I like about keynote is that it’s Google Slides, except 5x better” really made me smile, because it shows the depth of creativity the students were discovering! It’s more than text and an picture on a slide!

You can view their posts on this project here: https://kidblog.org/class/scs-ms-multimedia-tech-18/posts

Sphero National Park Mazes

Sometimes the students take a project in an unexpected direction and make it better!

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My middle school classes have been working on several coding units during the past few weeks. They began by using Apple’s Swift Playgrounds to learn some of the basics and vocabulary of coding. Then they transferred what they had been learning about code to the Sphero Edu app while working on a variety of Sphero Coding Challenges.

Our final project has been to design a maze and then code Sphero through it. We have done this activity before, but this year we added a theme to our mazes – US National Parks! Students did a bit of research on their selected park, then designed a maze where Sphero would give a tour of the park. Students have been challenged to use movement, color, actions, and speaking/sounds as Sphero moved through the park. Here is an example of Nick’s maze design for Glacier National Park:

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Once their plans were completed, I expected students to put a bit of tape on the floor, print out a few pictures, and add a simple ramp or tunnel to build their mazes. But as their ideas developed, my room began to explode with cardboard, styrofoam and paper cups, pipe cleaners, and gobs of masking tape. Students were having a blast BUILDING stuff – not always pretty, but definitely related to what they had learned about their national park. Here are a few of their ideas:

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While researching, Ethan learned that the only way to visit Isle Royale Nationa; Park was by seaplane or boat. So he designed a boat to carry Sphero to the island. In his coding, Sphero pauses so that when it reaches the island, he can remove the boat, then Sphero can hike through the island.

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Ryan’s Sphero will travel deep into Mammoth Cave – note the cave with pipe cleaner stalactites.

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Sphero traveling down a waterfall at Katmai National Park. Note the salmon swimming upstream. Some bears are going to be added to this scene.

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Joshua’s cardboard structures from the Grand Canyon included a bridge and the Sky Walk.

Here are some videos showing Sphero going through the National Park Mazes:

 

 

Solomon Island Boat Game Pieces

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We recently began working on designing boat game pieces based on the boats of the Solomon Islands. The game pieces are for my missionary friend Martha Matzke who is developing a game about the Solomon Islands similar to the game Ticket to Ride. (Learn more about how we Skyped with Martha to launch the project here.

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Students were given the choice to use either Tinkercad or the Morphi app to create their designs. As you can see, their attention to details was amazing, especially considering the designs were only 40 mm long.

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Students discovered that precise measuring is important. We cracked up when this teeny boat was printed – not the 40 mm size that was expected!

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Students went through multiple iterations of their designs. Becuase these files printed in about 15 minutes each, they were able to learn how to process the files for printing and then actually print them on our Dremel 3D Printers.

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Here is a link to student blog posts where they share and reflect upon their project.

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These models above were printed 50% larger than the 40 mm size that was needed for the actual game. By printing them slightly larger you can really see the details!

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Here is the actual size of the final versions of the game pieces. (I made slight adjustments to the student designs to help stabilize them, remove sharp pieces, and get them a similar height and thickness.)

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Our Dremel 3D40 and 3D20 printers have been going all day printing 50 of each boat design. We appreciate having great 3D printers from Dremel that make this project possible!

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We are delighted to be getting these game pieces ready to send to the Solomon Islands!

Disclosure: As a part of the 2016/17 Dremel 3D Idea Builder Ambassadors program, our school received use of a 3D40 printer. If you are interested in learning more about the Dremel Idea Builder 3D40 printer, you may contact https://3dprinter.dremel.com/education-request.  I’d appreciate it if you noted Karen Bosch/this blog post as a referral in the comments/questions section at the bottom of the form.  Thanks!