Telecollaborative

eNotebook
EDTC 526
Azusa Pacific University
Tanya Reinhofer
 ● Musical Plates
○ Introduction
○ Implementation Plan
○ Learning Outcome
○ Webcapture

● Google Lit Trips

○ Introduction

Table of Contents
○ Implementation Plan
○ Learning Outcome
○ Webcapture

● Picture It Project
○ Introduction
○ Implementation Plan
○ Learning Outcome
○ Webcapture
Musical Plates
http://www.k12science.org/curriculum/musicalplates3/en/

Contact Greg Bartus gregory.bartus@stevens.edu

Teacher: Stevens Institute of Technology
Center for Innovation in Engineering & Science Education

Structure: Global/flat classroom, real time data collection and analysis,

electronic publishing

Purpose: Students use earthquake and volcano data from the

internet to explore the relationship between
earthquakes, plate tectonics, and volcanoes.
Timeline: This project will take place over approximately 3 weeks.

Resources: Students need access to computers and the internet in order to

collect real-time data and publish writing.

Objectives: Students will predict the location of earthquakes around the world.
Students will use data to plot recent earthquakes on a map.
Students will find and interpret patterns in collected data.

ISTE Std: 3. Knowledge Constructor

Students critically curate a variety of resources using digital tools
to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.

CCSS: ELA 4.W.7 Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
4.SL.1 Engage in a range of collaborative discussions.
Implementation - November 12, 2018
Day 1: 30 minutes
Teacher:
Read introductory story.
Pose Essential Question: Is there a relationship
between the earth’s tectonic plates and the
location of earthquakes and volcanoes?
Students:
Work in groups of 3-4 to develop hypotheses:
1. Where are the most recent earthquakes
occurring and are they more likely to occur
in certain locations?
2. Is there any way to determine what parts
of the world are most prone to
earthquakes?
3. Is there a relationship between
earthquakes and volcanoes?
4. What is causing earthquakes?
Implementation
Day 2: 30 minutes

Teacher: Students: (working in small groups)

Pass out world maps and Chromebooks to Decide which team member will be responsible
groups of students. for which task.

Whole group instruction on plotting data by Work together to plot sample data on world
longitude and latitude. map.

Lead students through accessing online Locate and plot recent earthquake data.
earthquake data.
Implementation
Day 3-13: 20 minutes daily

Teacher: Students: (working in small groups)

Pass out world maps and Chromebooks to Locate and plot 15-20 earthquakes daily.
groups of students.
Implementation
Day 14: 45 minutes

Teacher: Students:

What patterns do students see in earthquake Look for patterns on maps.

data?
Compare earthquake data to plate tectonic map.
Remind students of previously learned
information about plate tectonics. Discuss observations in small groups.

Give students resources for locating volcanoes Share hypotheses with whole class.
and volcanic activity.
Add recent volcanic activity to world map.
Discuss relationship between tectonic plates,
seismic, and volcanic activity.
Implementation
Day 15-18: 20-30 minutes daily

Teacher: Students:

Brainstorm with students ideas for completing Students will individually compose, edit, and
graphic organizer for “Letter to the President” publish a letter to the president in response to
that will be posted in the Student Gallery of the the questions posed in the introductory activity.
GLP.

Support students with composing a first draft

and editing a Google Doc to complete final draft
of letter that will be submitted.
Synopsis of Learning

Before beginning this lesson, students had been exposed to plate tectonics,
earthquakes, and volcanoes in previous science lessons. This project took that
learning to a new level with real world implications. In the beginning, students
were amazed at how many earthquakes occur daily throughout the world. As
they continued to plot and saw the patterns emerge, it was fun to see them begin
to make the connections between the earth’s plates and the location of the
earthquakes, and later, the volcanoes. The recent 7.0 magnitude earthquake in
Alaska was the proverbial “icing on the cake” because they all got to tell their
families how much they had learned.
Synopsis of Learning

This project was engaging and easily implemented. Students were able to make
connections between book learning and the real world. Next time, I will allocate
more time to the project so the students are able to integrate additional
technology by creating some kind of digital brochure to document their learning.
  Versi�n en espa�ol

A Study of Earthquakes and Plate Tectonics

How seismically active is each of the 50 states? (from the USGS NEIC)

Earthquakes, a scientific and physical phenomenon, affect our lives in

many ways. In
this project, students use Real-Time earthquake and
volcano data from the Internet to explore the relationship between
earthquakes, plate tectonics,
and volcanoes.

Students will:
Use Real-Time data to solve a problem.
Study the correlation between earthquakes and tectonic plates.
Determine whether or not there is a relationship between volcanoes
and plate boundaries.

Musical Plates is recommended for

upper elementary, middle school
and high school students (ages 11-18).
Our site is best viewed at a resolution of 800 X 600 or greater
Click HERE for instructions on how to check or change your monitor's resolution

This project is developed and managed

by the Center for Innovation in Engineering and Science Education (CIESE) which
is located at Stevens
Institute of Technology in Hoboken, NJ. You
can learn more about this and many other CIESE sponsored Internet-based
educational activities by
visiting http://www.k12science.org
The language arts component was developed by the Bank
Street College of Education working in collaboration with CIESE staff.
Copyright � 2007 Stevens Institute of Technology,
Center for Innovation in Engineering and Science Education (CIESE) All Rights Reserved.
Google Lit Trips
http://www.googlelittrips.org/

Contact GLT Global ED

Organization: info@GoogleLitTrips.org

Structure: Global/flat classrooms, expedition/simulation, sequential creations

Purpose: Students use Google Earth to travel with characters in literature.

Markers placed in specific locations engage students
with interesting information and questions that
encourage critical thinking. Visuals for vocabulary
development are also included.
Timeline: This project will take place over approximately 6-8 weeks.
Resources: Students need access to computers and the internet in order to
access Google Earth, Google Docs, and Google Classroom.
Objectives: Students will explain how key locations in the story relate to
California history.
Students will work in small groups to discuss questions related to
story locations.
Students will keep a digital journal as if they are one of the
characters.
ISTE Std: 3. Knowledge Constructor
Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
CCSS: ELA 4.RL.10 By the end of the year, read and comprehend literature including
stories, dramas, and poetry, in the grades 4-5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
Implementation - March-April 2019
Week 1: 3 days

Teacher:
Students:
Day 1: Read Chapter 1 of By the Great Horn
Daily: Follow along with teacher read aloud in
Spoon
their own copy of the book.
Introduce Google Earth and Lit Trip. Explore Lit
Day 1: Log into Chromebooks to explore Google
Trip for Chapter 1 and answer questions whole
Earth.
group (chapters 1-3).
Day 2-3: Students will compose a 3-5 sentence
Explain to students that they will choose a
journal entry for each chapter.
character to pretend to be and write an online
journal entry for that character for each chapter.

Days 2-3: Repeat read aloud and Lit Trip for

chapters 2 and 3.
Implementation - March-April 2019
Week 2-6: 3 days each week
Teacher:
Read aloud 1 chapter each day (3 chapters/wk).
Give students time to work in small groups to
explore current Lit Trip and answer questions.
During small group reading, students will have
time to write their journal entry as their daily
writing assignment.
Students:
Follow along with teacher read aloud in their
own copy of the book.
Log into Chromebooks to explore Lit Trip and
answer prompts.
During independent work time, students will
compose the journal entry for current chapter.
Implementation - March-April 2019
Week 7: 3 days

Teacher: Students:

Chromebook time will be reserved for a Using Google Slides or Docs, students will use
minimum of 3 days this week for students to their journal entries to create a presentation
work on culminating activity. documenting their journey as the character that
they chose.
Synopsis of Learning

Prior to beginning this project, students studied historical events leading up to

the Gold Rush in California. In previous years, I have used this book simply as a
culminating read-aloud at the end of the year or as a small group reading text for
certain students. Using it this year with the whole class, incorporating the Lit Trip
with discussion questions and writing prompts, definitely increased the rigor
associated with reading. The support that the map offered allowed students to
make connections between the book and the real world. The visuals that
supported new or unusual vocabulary in the text were very helpful for the
students and gave them a much better frame of reference for the language and
amenities of the time period.
Synopsis of Learning

In the future, I will be more selective as to which chapters I use with the Lit Trip
as some were more informative and engaging than others. In addition, since
implementation this year was during state testing time, next year I will adjust the
timing to be able to allocate more daily time to the project which will give
students a chance to share and discuss learning and observations with the
whole class.
WELCOME  •  HOME BECAUSE LITERARY READING BRINGS WISDOM TO THE INFORMATION AGE
"Travel is fatal to prejudice, bigotry, and narrow-mindedness." — Mark Twain
About Google Lit Trips
Developers & Contributors Donate Now

Member Registration
Support GLT Custom Search

Volunteer
Amazon donates a portion of your purchases to GLT Global ED to support Google LitTrips!
LIT TRIP LIBRARY
Getting Started
Alphabetical Titles

Grades K – 5 Titles
Grades 6 – 8 Titles
Grades 9 – 12 Titles
Higher Education Titles
Our Own Stories Welcome to Google Lit Trips!
Literary Locations

GLT STORE
Request a Lit Trip What is a Google Lit Trip?
Conference Materials Google Lit Trips by GLT Global ED Lit Trips are downloadable files that mark the
journeys of characters from famous literature on
Promote Your Event
the surface of Google Earth. Along the way,
Step Guides & Tutorials placemarks with pop-up windows contain "just in
Submission Guidelines time" resources including relevant media, thought-
provoking discussion starters, and links to
supplementary information about "real world"
CONTACT US
references in that portion of the story. Our focus is
on creating engaging and relevant literary
experiences for students.

Watch the video on the left for a simulation of the

experience.

Upcoming Presentations
KCI Google For Education Summit
September 29, 2018
Krause Center for Innovation
12345 El Monte Rd, Los Altos Hills, CA

Google Lit Trips founder Jerome Burg will be presenting "Google Lit Trips Meets the new Google Earth for Web" and
"Place-Based Storytelling with Google's Tour Builder and Tour Creator."

Students as Explorers: Using Google Earth with Literature

by guest blogger

   Education Week's Article on Global Learning Jerome Burg

Picture It Project
https://pbjpictureit.weebly.com/

Contact : Jennifer Wagner projectsbyjen@gmail.com

Structure: Global/flat classroom, info exchanges, keypals

Purpose: Students work with 23 other classrooms to create a collaborative

piece of art in the style of a given artist. After joining the project, our class will
receive 1 section of the masterpiece to copy 24 times. Students
color the art, and then pieces are sent out to 23 different classes
to put together with pieces from other schools, creating a
complete masterpiece. (Project opens in March.)
Timeline: This project will take place over approximately 6 days.
Resources: Students need crayons and/or colored pencils to color with and a
copy of the section of artwork.
Objectives: Students will choose colors appropriate to the artist and style of
art.
Students will collaborate to decide what information about their
classroom and school to share with the other classes in the
project.
ISTE Std: 7. Global Collaborator
Students critically curate a variety of resources using digital tools
to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.

CCSS: Math 4.G.3 Recognize a line of symmetry for a two-dimensional

figure as a line across the figure such that the figure can be
folded along the line into matching parts. Identify
line-symmetric figures and draw lines of symmetry.
Implementation - May 2019
Day 1: 30 minutes

Teacher: Students:

Introduce artist. Give students background Use Chromebooks to look at examples of

information on artist and style of art. artwork created by the artist.

Create notes on color choices and other Give input to class notes and share resources
information which may be relevant when about artist and style.
students begin creating their own artwork.
Implementation - May 2019
Day 2: 30 minutes

Teacher: Students:

Review lesson from previous day. Explain to Decide whether they prefer to work with colored
students that they will be working with pencils or crayons and choose colors.
classrooms in other parts of the country/world
to produce a single piece of art. Share Begin coloring, if time.
information about collaborative classrooms, if
known. Emphasize importance of working
carefully and neatly. Have students choose
colored pencils or crayons in colors appropriate
to project.
Implementation - May 2019
Day 3-4: 30 minutes

Teacher: Students:

Pass out student pages to begin or continue Color individual pages.

working.
Implementation - May 2019
Day 5: 30-45 minutes

Teacher: Students:

Brainstorm ideas for completing class Brainstorm small/whole group what information
information page that will accompany student about their class and their school will be
work to collaborative classrooms. important to include on the template with their
art when sending to other classes.
Implementation - May 2019
Day 6: 30 minutes

Teacher: Students:

Share with students where their art will be sent. Prepare artwork for distribution, i.e. attaching
Lead them through preparing art for mailing. labels, preparing envelopes, etc.
Synopsis of Learning

The students absolutely loved this project! The short chunks of time devoted to
the art background each day were perfect for keeping their attention, and I liked
that students were able to express themselves individually when they colored
their section of the masterpiece. As the sections began to come in from other
schools, the students focused on how each classroom had similarities and
differences with respect to everything from class size and boy-girl ratio to school
mascot. The variation in age group as well as school location was impressive.
We also plotted the locations of the schools on a large map so that we could get
a better idea of where they were across the United States which tied in perfectly
with our previous study of states and capitals.
Synopsis of Learning

Since school is almost out and we are still a couple of pieces away from having a
complete picture, students ask each morning if I have checked my mailbox to
see if they have come in yet. That’s a good sign that they enjoyed the project, and
I will definitely plan to do it again next year.
  

›
Welcome to PICTURE IT 2018

Picture It is a project hosted by

Jennifer Wagner at
projectsbyjen.com!
This will be our 6th year of creating a
collaborative piece of art work.
This year's artist will be:

Robert Delaunay
POWERED BY
 Project Dates:
April 16 to May 25, 2018
​ This project is open to PreK to Sixth Grade
Classrooms World Wide. 

Click HERE to find out more about this project and to register!
This project will only be open to 144 classrooms.

ProjectsByJen hosted by Jennifer L. Wagner are licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0

United States License.

Based on a work at projectsbyjen.com.

 WELCOME  •  HOME
LIT TRIP LIBRARY
GLT STORE

About Google Lit Trips

Getting Started
Request a Lit Trip

Developers & Contributors

Alphabetical Titles
Conference Materials

Member Registration
Grades K – 5 Titles
Promote Your Event

Support GLT
Grades 6 – 8 Titles
Step Guides & Tutorials

Volunteer
Grades 9 – 12 Titles
Submission Guidelines

Higher Education Titles

CONTACT US

Our Own Stories

Literary Locations

design  •  web content development  •  publishing services  •  harrington young, inc.  •  www.harringtonyoung.com

© 2 0 0 6 – 2 0 1 8 G L T G l o b al E D  |   G o o g l e L i t T ri p s i s n o t af f i l i a t e d w i t h , n o r s p o n s o r e d b y , G o o g l e I n c .  |   Re v i s e d
No v e m b e r 3 , 2 0 1 8 1 2 : 2 4 P M