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The class will explore how to search for images safely and the copyright and ownership of images on the internet.

Class Level – 4th Class

Curricular Area/s: – SPHE/ Myself/ Self Identity- recognise, describe and discuss individual personality traits, qualities, strengths, limitations, interests and abilities

-Visual Art/ Drawing/ Making Drawings/ make drawings from recalled experiences, emphasising pattern, detail, context and location

Desired Learninga Outcomes: the child will be enabled to-

search for an image safely using appropriate search engines such as duckduckgo.com and Google.ie with safesearch turned on

observe and identify the settings of Google image search

adjust the advanced tools to identify images and their copyright

How the topics will be addressed or implemented:

In September each child is assigned a number for our school book rental scheme from 1 to 27. This number is printed on the inside of our textbooks. Names are not printed on books.

As part of our back to school activities each student designs a jersey with a crest. They print their book rental scheme number in the middle of the jersey along with their name. The jerseys are then hung on the classroom wall and this makes it easier for the children who give out the textbooks to know which child gets which numbered book. (I hope this doesn’t sound too complicated!).

I will start the lesson by identifying some of my own personal interests and ask the children to make a list of images associated with an interest, eg Dublin GAA team. As an example I will suggest the Dublin GAA crest. Using the iPads I will ask the children to find this image using Google Images. I will ensure that each iPad has safesearch option turned on before use. When children have found the image I will ask the class to discuss who they think owns the image and who can reuse it. I will then highlight and discuss the meaning of copyright and the issues of ownership and usage. To highlight this I will ask the children to adjust the settings of Google Image search and select the Tools/ Usage rights- labeled for reuse. We will then discuss the drastic change in search results and lack of official Dublin GAA crest. The class will repeat this search by trying to find a crest of a team or hobby they have an interest in and see if then can find an image for reuse. I will advise children that if they were reusing an image for an online project they would need to check who owns it, get permission to use it, credit creator, buy it and use it responsibly.

Drawing activity will begin by the class further discussing their own hobbies and how they could represent these. The class will then design and draw their own original crest and jersey.

To finish the lesson I will advise children that if they were reusing an image for an online project they will need to check who owns it, get permission to use it, credit creator, buy it and use it responsibly. I will then show the children websites such as Photosforclass.com, https://search.creativecommons.org/ Pixabay.com where images can be reused freely and I will then end the lesson by highlighting the Safesearch option on the Google Images page.

Classroom organisation / management – children will sit in pairs using each iPad sitting in a U shape to allow me to allow me to see what each child is viewing on their screen-

Resources Needed – Class iPads, teacher laptop,  IWB, Sharpies, crayons and pages.

Pat

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Resource on the webwise website would have been invaluable when we were planning our AUP last year. Unfortunately this policy has been signed by majority of students but would be worth updating for new students to the school.

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Re: Module 4 - Forum Assignment

by Pat Caulfield - Wednesday, 23 August 2017, 1:11 PM

https://www.scoilnet.ie/learning-path/ref/7254/

Purpose of Learning Path:

to help students identify and describe the function of each part of the respiratory system.

To observe through online media how respiration process is carried out

to carry out experiments to show how the lung works  and the capacity of lungs

How you intend to use each of the five (or more) resources in the Learning Path:

1)Your Lungs and Respiratory System

I will introduce the topic of respiration to the class by using this resource to show each part of the respiration system and it’s function.  Topics covered will include inhaling and exhaling, oxygen exchange, the use of breathing in speaking and the need to take care of our lungs.

2) Animated movie showing how the lung works

This short film demonstrates how the lung works by showing what happens when you breathe in and breath out. The series of quizzes and activities allow for teacher diffreniated questioning, individual written task printout and teacher summative assessment.

3) Create a lung

Children will create a fake lung following the instructions on page 2 of this document and learn what happens to our lungs when we inhale and exhale.

4) Exercise activity

I will use the Go Noodle website and source a video activity that will increase heart rate, pulse and breathing. The children will examine the change in their breathing and record and identify differences between rest and exercise.

5) Lung capacity experiment

Using this experiment the class will investigate and record their own lung capacity using the displacement of water.

Class Level

5th/ 6th class

Curricular Area/s

Science- Living Things/ Human Life/ become of and investigate breathing

SPHE- Myself/ Taking Care of My Body/ Health and well-being

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I found the https://code.org/ website a great resource in recent years. They have a teacher and learn section, https://studio.code.org/courses where they children can engage in an hour of code. The activities are excellently paced to challenge all levels and have popular themes such as Minecraft and Star Wars to name a few. Sequencing and problem solving, peer assessment and summative assessment are clearly seen during these activities.

I have some starter/ settling activities for the class each morning.
1) I set them countdown style number problems so this solver page is often handy, http://incoherency.co.uk/countdown/
2) Every class enjoys solving dingbat or ruebus style puzzles. It takes a while for them to develop the thinking skills but they then apply to lots of different subjects. Here's a link to some https://kids.niehs.nih.gov/games/brainteasers/rebus-puzzles/index.htm but Google will always provide lots of results.
Finally it's mentioned already on the page but the https://www.tes.com/ has some amazing free and paid resources. Last year my 4th class really enjoyed all the math murder mystery activities.

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Hi Sinéad,

Showcase: Summative assessment will be given by the teacher through oral or online feedback on pupils' published work. Summative assessment will also be given online by classmates via Google Docs.

Kind regards,

Pat

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Allows for formative assessment which shows exactly where a student is going wrong. Also assess ment is immediate and direct- at the click of a button.
Allows for one on one assessment which can be hard to do during a busy classroom environment.

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Ease of access and storage.
Helps teacher administration and correction.
Encourages and aids recording of learning paths, collaboration and assessment between students.

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Re: Module 2 - Forum Assignment
by Pat Caulfield - Thursday, 17 August 2017, 2:40 PM

Class level: 4th class

Curricular area/s: English/ writing/ developing cognitive abilities through language/ write down directions on how to perform a particular process integrated with Maths/ algebra/ Number patterns and sequences

Activity: Using resources from whatwedoallday.com website the class will study, discuss and play the Nigerian board game Dara, loosely based on three in a row. In pairs using Google Documents the children will write a procedural piece giving background to the game, instructions on how to play the game and a section on tips and tricks on  winning the game. In pairs the children will edit their own work.

Resources needed: iPads, Google Documents, items for playing Dara game- two sets of coloured markers and board game- 5 x 6 box ( we also used chess boards), IWB to display video from whatwedodaily.com on the board game Dara.

Desired Learning Outcome/s: children will be able to individually and collaboratively use Google documents to 1) write down background to a board game 2) write sequential directions on how to play a board game
children will be able to critique classmates work

Classroom Organisation / Management: Over a series of lessons the class will sit together to learn about Dara game before breaking into groups of four to play the game individually and in pairs. During English lessons children will sit in pairs using an iPad to work on Google Documents. Post writing children will critique other groups work while sitting in pairs.

Assessment:
Self assessment and peer assessment - In pairs children will assess their own writing. Post written activity each group will then highlight and comment on another pairs work.
Teacher observation:  Teacher assess and comment on each groups' pieces, this would happen before peer assessment takes place.

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I'm another fan of Go Noodle, I find that it brings the SEN and other children together as they all enjoy it for similar and sometimes different reasons. Some activities help to focus children before lessons, like Maximo, and some help burn off a bit of steam afterwards, like Koo Koo Kangaroo.
I had a SEN child a few years back with sight issues who lacked motivation to read. We played around with the Kindle app and reversed the screen colours and changed fonts to make the screen as user friendly as possible. We then downloaded a lot of book samples on topics the child was interested in and this began to stimulate an interest in reading for longer periods.
The mathsisfun.com website has some great tutorials and interactive tools that my SEN pupils have really benefited from. Some well graded quizzes at the end of sections too.

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Enable SEN students to dictate or type their own learning.
Allow for additional adult or teacher support through such software as Google documents.
Enable the teacher to differentiate learning material.
Allow access to certain media that would aid learning.

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My comments module 2, benefits of eportfolios

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My comments module 2, benefits of eportfolios

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Help identify gap in learning of new topics.
Use a range of different media and resources to learn about a subject.
Help share and receive information from other learners or teachers.

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Portfolios and ePortfolios is where information from the learning process is collected and stored.

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On completion of this module participants will be able to :

Demonstrate an ability to describe the differences between paper and ePortfolios.

Become aware of the features and the benefits of an ePortfolio.

Become aware of how to use an online tool which supports assessment for learning through collaboration and feedback features.

Demonstrate an understanding of how ePortfolios can support students with SEN.

Describe how they would use an online collaboration tool in their own classroom.

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Curricular Area: SESE- Geography/ Natural Environments/ Weather/ Water Cycle
Level: 5th Class
Learning Objective:
To understand the water cycle through discussion, experimentation and investigation of the individual processes of evaporation, transpiration, condensation, precipitation and collection in the water cycle.
Resources:
Class texts, interactive whiteboard, relative experiments, school computer room, Kahoot website
Type of Assessment: Assessment of Learning
During and after the teaching of the Water Cycle I will use the Kahoot website to create a quiz with a mixture of multiple choice and individual answer questions to test pupils' knowledge. I would structure the quiz to examine each individual process as well as the overall water cycle. In this way I would hope to identify any specific gaps in pupils' knowledge of each step of the cycle.
Classroom organisation:
Due to a limited number of computers the class would be split in half. One group will complete the Kahoot quiz while the other half will draw out the various processes of the water cycle using coloured markers on clear sandwich bags. Bottom of each bag will be filled with water on returning to classroom to represent river /sea.

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I could use any of these tools to test knowledge of different parts of the water cycle.

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Module 1 - Learning OutcomesOn completion of this module participants will be able to:    Understand the significance of assessment at an international level.    Describe terminology associated with assessment.    Recognise skills developed in using some online tools to support assessment.    Become aware of examples of how teachers are using ICT to support assessment.    Describe how they could use ICT to support assessment in their own classroom. 

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Module 1 - Learning OutcomesOn completion of this module participants will be able to:    Understand the significance of assessment at an international level.    Describe terminology associated with assessment.    Recognise skills developed in using some online tools to support assessment.    Become aware of examples of how teachers are using ICT to support assessment.    Describe how they could use ICT to support assessment in their own classroom. 