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Great visual media

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Used within an authentic context, taking account of end users, students made decisions about creating a poster, manipulating media and data within the poster, storing and retrieving then sharing their poster through a hyper link to a class list - table, using various techniquest to manipulate the media such as images from Canva and google.

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Take a picture of a character and re-tell a story

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www.wakelet.com
Curation of ideas- input of information, able to manipulate information to share with others,
authentic ideas.
students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose.
*Caveat information deleted can not be retrieved.

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Descriptions, explanations

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Sharing new learning, presenting to parents/ peers

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Authentic context, teacher led activity

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The children in Room 4 looked at Antarctica food webs. We used 3 webs of varying complexity. Chn used their decomposition skills to break down the food webs into food chains. We discussed what would happen if due to environmental conditions one organism in the web or chain disappeared then what would the implications be for the survival of the other organisms. Chn drew food chains that they could identify within the webs.

# data[].attributes.subject
The children in Room 4 looked at Antarctica food webs. We used 3 webs of varying complexity. Chn used their decomposition skills to break down the food webs into food chains. We discussed what would happen if due to environmental conditions one organism in the web or chain disappeared then what would the implications be for the survival of the other organisms. Chn drew food chains that they could identify within the webs.

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Relay newly learnt information back to teacher 

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Relay newly learnt information back to teacher 

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Since the first lesson the children have made physical food chains with paper links and added the organisms on each link. They have shared their understanding of how energy is transferred through the food chain and videoed one another. They were able to retrieve their video and share it with their family after emailing it to themselves. The next step will be for children to make QR codes and attach them to their physical food chains in the classroom so other chn can scan code to find out about the other food chains. 

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Since the first lesson the children have made physical food chains with paper links and added the organisms on each link. They have shared their understanding of how energy is transferred through the food chain and videoed one another. They were able to retrieve their video and share it with their family after emailing it to themselves. The next step will be for children to make QR codes and attach them to their physical food chains in the classroom so other chn can scan code to find out about the other food chains. 

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Students recognised that background noise was a negative factor of Chatterpix as was the 30 sec limit for recording

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Integrated with Antarctica Inquiry and LIteracy.

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This was very engaging and reasonably simple for the students to use.