Framing a Field Trip with Google Earth

Having written a few days ago about What is in a Field Trip?, it was time to put the theory to practice.

Gail Lovely ‘ s quote about “framing a field trip” resonated with me

framing the event in learning before and after – & give them something to do while there!

Our third graders go on an annual field trip that drives them around the city of Jacksonville, Florida. They learn from a tour guide on the bus about historical places, buildings and about architecture.

How to FRAME this field trip, so it does not become an isolated few hours of being outside the school building for the students?

I created a Google Earth Flight map that included all the landmarks, students would visit on their tour around Jacksonville. Each stop is marked with a Placemarker, that has a pop up balloon with further information.

Here is what I did:

Create a folder in Google Earth BEFORE you create placemarks in that folder. Right click on “My Places”, then choose “Add” and click “Folders”. Name your folder.

Then enter all stops for the tour as placemarks in Google Earth. Type the address in the “Fly to” Search box and click on the placemark icon to place it on the map.

Once you add the placemark, another window pops up and you are able to enter a title, description and an icon among other things.

I chose to make the balloons a little fancier by adding an image of the landmark or building. In order to get the image, I took a screen shot from Google Maps’ StreetView, then uploaded these images. Make sure you know the URL of each image, since you will need it for the HTML code.  When there was no street view available, I went to Flickr and did a search for the address or building (most of them historic), then contacted the owner of the image to ask permission to use it in an educational setting. Permission was granted every time.

Here is the code I used. You can tweak it with your own information:

<table width=450>

<tr><td colspan=2 bgcolor=darkblue><font size=5 color=white>Old YMCA Building</font></td></tr>

<tr><td>

<img src=”http://www.sjeds.com/projects/jax-tour/stop17.png” width=250> <br><font size=1>407 North Laura Street</font>

</td>

<td>

<!——-Do not edit above this line —————————————–>

<b>Did you Know?:</b><br>

The building had a swimming pook in the basement.

<p>

<b>Activities:</b><br>

How many meters is this building away from the Jacksonville Landing?

<!——– Do not edit below this line —————————————>

<p></td></tr></table><font color=white>

Credit to original placemark code goes to Jim Holland and Susan Anderson from Curriculum Magic. I attending one of their session at TCEA in Texas.

If you already have created your placemarks, you can edit them by right clicking on the placemark (on the map or in the “Places” list)

Each placemark has a “Did you know” tidbit information about its particular building or landmark and an “Activity” for students to do.

The curriculum integration the classroom teachers chose was for math (shapes and measurements). So activites ranged from:

• Identifying shapes
• Counting shapes
• Measuring circumference of a shape
• Measuring parking lots, roof tops, distances to other locations (in yards, feet, meters, kilometers, etc.)
• Addition

When it is time for students to explore Jacksonville virtually, they will have 3D buildings and Borders and Labels checked off on their “Layers”. Make sure to have them do this first, so they do not get distracted with too many added placemarks.

Jacksonville has several 3D buildings available in Google Earth, especially in the downtown area. Some of the activities require the students to actually zoom in and around a building in order to answer the questions.

Next Step:

Actually go on the field trip!

• Do you think students will have a different mind set when on their excursion?
• Do you think they will be more engaged and able to connect to WHAT they are seeing to WHAT they have explored in Google Earth?

Last Step:

What to do when students return from the field trip?

• Reflect
• Make further connections to content studied in the classroom
• Edit Google Earth with more activities, tidbits of information and questions for students who will do this field trip the following year

Download:

• Jacksonville Tour kmz file (will open up in Google Earth, if installed on your computer)
• Jacksonville Tour ( pdf file)
  Stops with address, Did you know? and Activities
• Framing a field trip in Google Earth How- to-Guide (pdf file)

Using Chat Rooms As a Tool in the Classsroom

I believe that we need to teach our students to be able to extract information from a variety of sources. They do not only need to be able to read text, but they also need to be able to:

• extract
• comprehend
• evaluate
• summarize
• re-use
• re-mix

information from other forms of media. They also need to be able to choose, use and be comfortable with a variety of tools to help them accomplish just that.

As we are continuing our journey Around the World with 80 Schools, I am delegating more and more of the documentation of our connections to students, trying to give them practice and reflection time.

Ideas how to let students work on summarizing and reflecting:

1. Oral recount of what we, as a group,  have learned during the Skype conference
2. Individually filling out of index cards with key points during skyping
3. Individuals taking digital images
4. Individuals recording video footage
5. Chrissy Hellyer in Thailand assigns her students to comment on her blog post about the connection made.

I decided to try integrate another tool after our last Skype connection with Nathan Toft’s 5th grade class from Canada. 6tgh graders were invited to a private chat room after we finished speaking with Nathan’s class.

I chose TinyChat.com as the service, because it is:

• web based
• no registration required
• private, unless you share the URL
• possibility to download chat content
• once you close it, the chat room and its content cease to exist

Before we got started, we had a short review of a previously taught internet safety lesson.

• Don’t give out personal information
• Don’t believe everything you see or hear online
• EVERYTHING you say/type/upload/ is online FOREVER, others can copy/save/forward it to ANYONE (yes, even your grandmother!)
• Understand what cyberbullying is and how to recognize and prevent it. Don’t be a bully, don’t be a victim!

I reinforced the concept that chat rooms are even a step further ahead on the scale of places that you should be extra careful with. Don’t go there alone. We advocate to our students to ALWAYS take a buddy with you (we are talking about 11 year old students). At their age, they should not even go to a random chat room. I compared it to going alone at night downtown in the spirit “Let me see who I can meet and talk to there”.

I created the chatroom, then linked it on our blog. Here were the directions before they entered our chat room:

1. Sign into the chatroom with your first name only
2. Text messaging Acronyms are ok
3. No talking, we are communicating only through the chat room
4. Summarize what we heard and learned from our Skype connection with  Canada
5. Be polite, don’t say anything you would not say in our school environment

Once you are ready to finish the chat, make sure you save your chat log. Once you close your browser window or exit out of the chat room, you will loose everything.

You have 4 choices of how to save the chat log:

Reflection of  using a chat room with students:

• Students were VERY excited about going into a chat environment. It seems that that holds some sort of fascination…. the forbidden fruit… Everyone was alert.
• They figured out quickly how to send private messages (without being shown how). BTW, the private messages are NOT included in your chat log. That could be an issue.
• Even though we repeatedly reminded students that the chat was not a social occasion, but there to collaboratively work to summarize what we learned from our Skype call, it took students a while to get the “giggles” out and focus.
• It is a skill to be able to read AND follow along in a chat window.
• It is a skill to learn to be “part” of a chat. Some students only “threw” out sentences, but did not read or respond to others
• GREAT typing practice

Here is the chat lines from students (Their names have been removed). I bolded the text that had something to do with the Skype conference. Notice how it took them a while to start focusing. This was the first time for many to be in an online chat environment. I think they did pretty well! As with any other skill, they will get better with practice.

(1:38 pm)  yo yo my name is bobby joe
(1:38 pm)  So do we summerize what we did?
(1:38 pm)  lol
(1:38 pm)  the skpe was cool
(1:38 pm)  hola
(1:38 pm) – hey…..ive typed hi like 20 times
(1:38 pm)  shh…
(1:38 pm)  Hi peeps
(1:38 pm)  shh……
(1:38 pm)  lol hi kt
(1:38 pm)  bob saget
(1:38 pm)  yo
(1:38 pm) – hahaha
(1:38 pm) – don’t feel bad i type even slower
(1:38 pm) – lol
(1:38 pm) – who
(1:38 pm) – what
(1:38 pm) – lol
(1:38 pm) – how was the skype
(1:38 pm) – when
(1:38 pm) – where
(1:38 pm)  – sweet
(1:38 pm) – this is histarical!!
(1:38 pm) - I thought the girl with the red hair was a good talker person
(1:38 pm) – and how
(1:39 pm) – when did you get your degree/
(1:39 pm) – hey katie
(1:39 pm) – i type really slow slower than all of you
(1:39 pm) – lol
(1:39 pm) – i type sooooooo slow
(1:39 pm) – i can smell mama citas cooking
(1:39 pm) - I had a feeling they’d say pizza, isn’t that what they all sail, Mrs. Tolisano?
(1:39 pm) – wat??
(1:39 pm) – lol
(1:39 pm) – lol
(1:39 pm) – lol
(1:39 pm) – i think were having baked beans
(1:39 pm) – rotf
(1:39 pm) – lol
(1:39 pm) – Cut the cheese
(1:39 pm) – so random!
(1:39 pm) – i feel really silly because i’m typing to the person right next to me
(1:39 pm) – and maybe somke burgers
(1:40 pm)- they were good speakers
(1:40 pm) – ya deffinetly
(1:40 pm) – ur right!!
(1:40 pm) – what
(1:40 pm) – how did u like the skipe ?
(1:40 pm) – how was the skype
(1:40 pm) – I liked it
(1:40 pm)  – what is the conversation
(1:40 pm) – i did too
(1:40 pm) – i think they should have been more organized
(1:40 pm) – i liked the skype….. it was really cool
(1:40 pm) – Hi
(1:40 pm) – I did to
(1:40 pm) – i wonder how big there school is?
(1:40 pm) – it was
(1:40 pm) stop saying hi
(1:40 pm) – skypaping is so fun
(1:41 pm) – probably big
(1:41 pm) – hi matt u want to talk
(1:41 pm) – did you like the canadians
(1:41 pm) – i cant believe they dont have a cafateria
(1:41 pm) – i thoguht it was weird how they didnt have a cafetria
(1:41 pm) – kt i dont think they understud you!
(1:41 pm) – well the skype cofersation took longer than we thought and they sdidnt hav a caferteia
(1:41 pm) – those canadian kids had alot to say
(1:41 pm) – i liked the trophy they got from there blog!!!!
(1:41 pm) – i know
(1:41 pm) – me to
(1:41 pm) – i know it big
(1:41 pm) – ik
(1:41 pm) – it was plastic
(1:41 pm) – didn’t they ask what we had comming up?
(1:41 pm) – I don’t like the cafateria
(1:41 pm) – and they had a video podcasrt
(1:41 pm) – it looked like it was metal
(1:41 pm) – that trophy was so great
(1:41 pm) – Podcast trophy!
(1:42 pm) – I like there school
(1:42 pm) – The tropie was for the blog
(1:42 pm) – why do u think they don’t have aa cafiteria
(1:42 pm) – i cant believe they don’t buy lunch? is the expenses 2 much?  is canadian money worth more or less than a $
(1:42 pm) – they alsoa hav a podcast and a trofie for it!!
(1:42 pm) – thats cool that they have a blog and video podcast
(1:42 pm) – We should have asked if they liked canadian bacon
(1:42 pm) – i kan talk faste
(1:42 pm) – I cant believe they half to bring their lunch every day
(1:42 pm) – i cant wait to see the blog
(1:42 pm) – I like
(1:42 pm) – My brother’s school didn’t have a cafatiria
(1:42 pm) – ya
(1:42 pm) – i wanna see there blog 2
(1:42 pm) – wow
(1:42 pm) – same
(1:42 pm) – their podcast was called “Portable Radio”
(1:42 pm) – I like shiny trophs
(1:42 pm) – i know
(1:42 pm) – i wonder if they have micdonalds
(1:42 pm) – me 2
(1:42 pm) – the trophy they got from having the best webchat in the world is really cool
(1:42 pm) – I wonder if they play any sports
(1:42 pm) – this was cool i thought they wound speak candiean
(1:43 pm) – no you don’t
(1:43 pm) – ya
(1:43 pm) – I forgot too
(1:43 pm) – I just knew it was a podcast
(1:43 pm) – i felt bad because we didnt say as much stuff about our school and they said a lot about theirs
(1:43 pm) – the trophy was won 4 the best podcaast in the world
(1:43 pm) – I wonder how good there podcast was :p
(1:43 pm) – yall type to fast
(1:43 pm) – there class was huge!!!!!
(1:43 pm) – was their class size 31??
(1:43 pm) – The podcast was pretty great
(1:43 pm) – they also interveiwd a famous dude from canada
(1:43 pm) – me too
(1:43 pm) – they had two korian kids E. and J.
(1:43 pm) – ya it was huge 32 or 31 kids
(1:44 pm) – they intviewed a 12 year old 4 making shows and only 3 kids got to meet him
(1:44 pm) – lol
(1:44 pm) – I like there podcast name very simple
(1:44 pm) – They also had a big class
(1:44 pm) – they both wore glasses
(1:44 pm) – yeah i cxant believ they have 31 people when we only have 14
(1:44 pm) – yes very big
(1:44 pm) – WOw
(1:44 pm) -  the girl
(1:44 pm) – rofl
(1:44 pm) – from korea
(1:44 pm) – I also like the teachers name
(1:44 pm) – i felt really small when they said 31
(1:44 pm) – My uncle is working in the CFL and maybe he could visit them
(1:44 pm) – thur class is mor than trise our classses size
(1:44 pm) – lol
(1:44 pm) – i know
(1:44 pm) – i wish i could see the blog
(1:44 pm) – THE TEACHERS name was nathan
(1:45 pm) – What was the teacher’s name? I forgot..
(1:45 pm) – yes daniel cook
(1:45 pm) – danniel coook
(1:45 pm) – oh
(1:45 pm) – they interveiwed daniel cook on the local radio show
(1:45 pm) – We also sould have asked if they had mouse in their backyard
(1:45 pm) -  I wonder wich Korea the 2 kids came from
(1:45 pm) – daniel cook daniel cook daniel cook
(1:45 pm) – I think Canada is a long way from florida
(1:45 pm) – oh yeah me 2
(1:45 pm) – ya
(1:45 pm) – i bet all the kids are sad that E. and J. are going back to koria
(1:45 pm) – i want 2 be on the podcast
(1:45 pm) – ya
(1:45 pm) – u think?:()
(1:45 pm) – you spelt korea ronge
(1:45 pm) – Daniel Cook is a kid from disney chanell
(1:45 pm) – wrong
(1:46 pm) – yeah 3 kids interveiwed cook, right?
(1:46 pm) – it looked like they attacked J…..or was it E.
(1:46 pm) – what
(1:46 pm) – we should make a podcast
(1:46 pm) – probley
(1:46 pm) – ya
(1:46 pm) – yeah
(1:46 pm) – Serouisly
(1:46 pm) – I think they pulled in J.
(1:46 pm) – Dainel cook wasn’t his teacher his name was mr.toft
(1:46 pm) – they look like sister dont u think so
(1:46 pm) – that would be a lot of fun!!!!!
(1:46 pm) – yes
(1:46 pm) – we could get famous
(1:46 pm) – u guys type fast
(1:46 pm) – please
(1:46 pm) – yes we do
(1:46 pm) – who was the one who kept waving 2 us
(1:46 pm) – their bteachers name is mr. toft
(1:46 pm) – I know it wasn’t cook, I couldn’t remember
(1:46 pm) – it was taft
(1:46 pm) – I don’t think i could pack my lunch every day!!!
(1:46 pm) – mr.toft
(1:46 pm) – People stop
(1:47 pm) – he was african canadian
(1:47 pm) – Mr Toft?
(1:47 pm) – no he wqasent
(1:47 pm) – I wish i got to interview mr. cook
(1:47 pm) – me 2
(1:47 pm) – i feel realy good about typin

We also decided to send home an e-mail to the parents:

During our Tech Connect Class on Tuesday, your child’s class had the opportunity to Skype with an elementary school from Ottawa, Canada. After we had finished our video conference, Mrs. Tolisano followed up a previously taught Internet Safety lesson and engaged them in a safety conversation especially focusing on chat rooms, which several of the students in the class were already familiar with. Students were then invited to a private online chat room. This chat room was closed, only accessible to our students and moderated by Mrs. Tolisano.

Once the class was over, the chat room ceased to exist in cyberspace. The intent of the lesson was not only to open up the conversation about internet safety, but also give a platform where, as a class, students collaboratively were able to summarize and discuss their experience about the Skype call.  On Tuesday, students had the opportunity to not only connect internationally with other children, but practiced how to act in a controlled online environment with their classmates.

Components of a Technology Integration Rich School

I was asked by my principal to think BIG. What would a technology rich school look like?  My first thought was to correct the title of the assignment. Not a “technology rich”, but a technology integration rich” school. I wanted the emphasis shifted from technology (which is often set equal to hardware) to integration and LEARNING!!!

I started brainstorming with my colleague Paige M. about what the essential components would be. This is the list we came up with…. if money were no object… (the hardware is in addition to what our school currently already has in place)

Technology Integration Rich School

1. Hardware
2. Support
3. Programs
4. Accountability

Hardware

• 1:1 laptops students for older grades
• Alphasmart class sets for younger grades
• Tablet Laptops for faculty
• LCD Projectors
• SmartBoards in every classroom
• Wireless access across the school
• Ipod lab
• Digital Camera Class sets
• Flip Camera class sets
• Wii Fit and Sport

Support

• IT Support
• Curriculum Integration
• Professional Development Trainer

Projects/Programs:

• 21st Century Skills
  • Communicate
    • Literacy
  • Collaborate
    • Global Awareness
    • Geographic Literacy
  • Connect
  • Create
• Professional Development
  • Creation and support of your own Personal Learning Network
  • monthly workshops
  • international conferences
  • Monthly/Weekly planning time (substitutes)

Accountability

• Student Assessment
• Teacher Evaluation
• Reflection
• Lesson Plan Sharing
• Presentations

I also threw out the question of “What are components of a technology integration rich school to my twitter network and received the following answers.

@cwebbtech added the component of “Stakeholders” which I felt is an important addition to the components list. Who are the stakeholders in a technology integration rich school?

Stakeholders

1. Students
2. Teachers
3. Administration
4. Parents
5. Community

What are your thoughs? What would you add or take away, if you were to devise a plan to create and run a technology integration rich school?