Active Citizenship
The following learning experience incorporates electronic technologies, and is designed to provide opportunity for students in Grade 1 to gain the following understandings:
- There are different rules for different situations.
- Rules are established for a reason.
- What are some reasons for upholding rules?
- What are some consequences for failure to uphold rules?
Pedagogy
The learning is integrated, involving Literacy, ICT, Arts, and Society and Environment. Connections are made with the students’ lives by interviewing members of the community and by considering rules inside and outside the school context. Students work for much of the time in small cooperative learning groups, involving collaboration and discussion and promoting language skills. Students and teachers work together to digitally record their learning and create a classroom visual display, videos and a wiki . Creating products using technology introduces a student-centred, problem solving character to the learning which is guided and mediated by the teacher through instructional conversations. Products are shared with the wider school community adding authenticity to the learning. Technology is also harnessed for engagement and motivation.
Student Technology Standards
Children have the opportunity to work towards the following ISTE National Education Technology Standards for Students: - 1a. Apply existing knowledge to generate new ideas, products or processes.
- 1b. Create original works as a means of personal or group expression.
- 2a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
- 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
- 2d. Contribute to project teams to produce original works or solve problems.
- 5b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
- 6a. Understand and use technology systems.
The Overview
As a class learning experience we verbally discuss and visually identify rules. Findings are collated in the form of written, dramatic and visual presentations. Reinforcement and justification of our learning occurs through interviews with a police officer and school principal. The use of electronic and informational technology is integrated with learning.
The Introduction
The children access the websites http://www.enchantedlearning.com/rhymes/ducks.shtml and http://www.enchantedlearning.com/rhymes/oldmacdonald.shtml to download and print copies of the songs "Five little Ducks" and "Old MacDonald Had a- Farm". The children perform these songs. This is followed by a whole class mat session and the reading of "Lazy Duck" by Jo Windsor. A duck cartoon on the the interactive white board is used to pose questions for the students about the story either via speech bubbles or linked sound recordings.
Students work in pairs to discuss the questions and decide on answers, samples of which are then presented to the class.
- What was unfair in the story?
- How did the farmer's behaviour backfire on him?
- How do you think the other animals might feel when the duck says he has all the luck?
- Why do you think the farmers were going to put him into the pot?
- How did the Lazy Duck solve the problem?
- Can you think of another book that is similar to this story?
- Can you think of a personal experience similar to Ducks?
Introduce the unit with a whole class brainstorm, reviewing why we have rules. This can be completed using Kidspiration and the IWB. The teacher or confident students can act as scribes for the groups' ideas. Using the IWB we can look at classroom rules and consequences. Students will then work in pairs to create a "Rule of the Day" on the computers using Tuxpaint . This rule could involve classroom or playground. Students will then share their rules by moving around the room and looking at the work on the other screens.
Rule Walk
A Powerpoint collage of signs to represent rules from inside and outside school is viewed as an introduction.
As a whole class we walk around the school looking for rules displayed as signage. These may include "no running", "no parking", and so on. Children will take digital photos of the rules. Photos are then downloaded and printed. Children in small groups choose a rule. Using developmentally appropriate word processing software such as Textease, they use font manipulation and illustrations to make a poster of their rule, including a caption about what the rule means to them. The posters and digital photos will be used to create a classroom display about rules.
Interviews
A police officer (student’s father), parent and/or school principal visit the classroom as judicial representatives. Before the visit, students will work in small groups to prepare questions about the rules. Taking on the role of an interviewer, they will practice phrasing their questions.. Questions might include: Why do we have this particular rule? What are the consequences if we don't uphold the rule? Students have the opportunity to act as ‘interviewer’ or camera operator to make video recordings of the interviews. These recordings will then be watched and discussed in a subsequent session.
Physical Representation
In groups of 4, students select a rule. Using props and costumes, students mime the rule to the class. Can the audience identify the rule? Students work further with their mime to communicate the rule using two or three ‘freeze frames’ that communicate the essence of their idea and which are digitally caught on camera by group members.
Creation of a wiki
Digital photos from mimed rules are placed in a wiki on a separate page for each group. Students write captions outlining their rule and explaining their understandings about the reasons for the rule. Using the IWB, a joint composition is created on the wiki homepage to explain the project. Links to the wiki are placed on the school website to be used by other classes, emailed to parents, or the wiki can be presented at assembly.
Assessment
Learning will be assessed through student products (rule of the day, poster for classroom display, wiki page) and anecdotal recordings. Students and teachers can also work together to jointly construct a rubric with which to assess their work. This could specifically target one activity (for example, the freeze frame photos), or could be produced to cover aspects of a number of the lessons. Follow the link for ideas on how to create rubrics.
Resources and Technology Requirements
Access to computers and the Intranet
Interactive White Board
Use of still and video digital cameras
Printer
Developmentally appropriate word processing and desk top publishing software Lazy Duck by Jo Windsor
Civics and Citizenship by Timothy Tuck
Teacher's Resource Book, Bounce Back -Level 1 by McGrath and Noble
It was decided to implement a "rule of the day". Collaboratively students decided that each member of the class should be given opportunity to state their rule. An electronic proforma was created that would be updated daily on the class computer by the selected student.
Students decided that we need a Citizen of the Week award. This award was collaboratively designed amongst students. Students decided that they would nominate the citizen and therefore have ownership over the concept. We agreed to include a written reason why they selected a particular individual as well as a photo.
Active Citizenship
The following learning experience incorporates electronic technologies, and is designed to provide opportunity for students in Grade 1 to gain the following understandings:
- There are different rules for different situations.
- Rules are established for a reason.
- What are some reasons for upholding rules?
- What are some consequences for failure to uphold rules?
Pedagogy
The learning is integrated, involving Literacy, ICT, Arts, and Society and Environment. Connections are made with the students’ lives by interviewing members of the community and by considering rules inside and outside the school context. Students work for much of the time in small cooperative learning groups, involving collaboration and discussion and promoting language skills. Students and teachers work together to digitally record their learning and create a classroom visual display, videos and a wiki . Creating products using technology introduces a student-centred, problem solving character to the learning which is guided and mediated by the teacher through instructional conversations. Products are shared with the wider school community adding authenticity to the learning. Technology is also harnessed for engagement and motivation.Student Technology Standards
Children have the opportunity to work towards the following ISTE National Education Technology Standards for Students:- 1a. Apply existing knowledge to generate new ideas, products or processes.
- 1b. Create original works as a means of personal or group expression.
- 2a. Interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
- 2b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
- 2d. Contribute to project teams to produce original works or solve problems.
- 5b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
- 6a. Understand and use technology systems.
As a class learning experience we verbally discuss and visually identify rules. Findings are collated in the form of written, dramatic and visual presentations. Reinforcement and justification of our learning occurs through interviews with a police officer and school principal. The use of electronic and informational technology is integrated with learning.The Introduction
The children access the websites http://www.enchantedlearning.com/rhymes/ducks.shtml and http://www.enchantedlearning.com/rhymes/oldmacdonald.shtml to download and print copies of the songs "Five little Ducks" and "Old MacDonald Had a- Farm". The children perform these songs. This is followed by a whole class mat session and the reading of "Lazy Duck" by Jo Windsor. A duck cartoon on the the interactive white board is used to pose questions for the students about the story either via speech bubbles or linked sound recordings.Students work in pairs to discuss the questions and decide on answers, samples of which are then presented to the class.
- What was unfair in the story?
- How did the farmer's behaviour backfire on him?
- How do you think the other animals might feel when the duck says he has all the luck?
- Why do you think the farmers were going to put him into the pot?
- How did the Lazy Duck solve the problem?
- Can you think of another book that is similar to this story?
- Can you think of a personal experience similar to Ducks?
Introduce the unit with a whole class brainstorm, reviewing why we have rules. This can be completed using Kidspiration and the IWB. The teacher or confident students can act as scribes for the groups' ideas. Using the IWB we can look at classroom rules and consequences. Students will then work in pairs to create a "Rule of the Day" on the computers using Tuxpaint . This rule could involve classroom or playground. Students will then share their rules by moving around the room and looking at the work on the other screens.
Rule Walk
A Powerpoint collage of signs to represent rules from inside and outside school is viewed as an introduction.As a whole class we walk around the school looking for rules displayed as signage. These may include "no running", "no parking", and so on. Children will take digital photos of the rules. Photos are then downloaded and printed. Children in small groups choose a rule. Using developmentally appropriate word processing software such as Textease, they use font manipulation and illustrations to make a poster of their rule, including a caption about what the rule means to them. The posters and digital photos will be used to create a classroom display about rules.
Interviews
A police officer (student’s father), parent and/or school principal visit the classroom as judicial representatives. Before the visit, students will work in small groups to prepare questions about the rules. Taking on the role of an interviewer, they will practice phrasing their questions.. Questions might include: Why do we have this particular rule? What are the consequences if we don't uphold the rule? Students have the opportunity to act as ‘interviewer’ or camera operator to make video recordings of the interviews. These recordings will then be watched and discussed in a subsequent session.Physical Representation
In groups of 4, students select a rule. Using props and costumes, students mime the rule to the class. Can the audience identify the rule? Students work further with their mime to communicate the rule using two or three ‘freeze frames’ that communicate the essence of their idea and which are digitally caught on camera by group members.Creation of a wiki
Digital photos from mimed rules are placed in a wiki on a separate page for each group. Students write captions outlining their rule and explaining their understandings about the reasons for the rule. Using the IWB, a joint composition is created on the wiki homepage to explain the project. Links to the wiki are placed on the school website to be used by other classes, emailed to parents, or the wiki can be presented at assembly.Assessment
Learning will be assessed through student products (rule of the day, poster for classroom display, wiki page) and anecdotal recordings. Students and teachers can also work together to jointly construct a rubric with which to assess their work. This could specifically target one activity (for example, the freeze frame photos), or could be produced to cover aspects of a number of the lessons. Follow the link for ideas on how to create rubrics.Resources and Technology Requirements
Access to computers and the IntranetInteractive White Board
Use of still and video digital cameras
Printer
Developmentally appropriate word processing and desk top publishing software
Lazy Duck by Jo Windsor
Civics and Citizenship by Timothy Tuck
Teacher's Resource Book, Bounce Back -Level 1 by McGrath and Noble
Follow Up
It was decided to implement a "rule of the day". Collaboratively students decided that each member of the class should be given opportunity to state their rule. An electronic proforma was created that would be updated daily on the class computer by the selected student.
Students decided that we need a Citizen of the Week award. This award was collaboratively designed amongst students. Students decided that they would nominate the citizen and therefore have ownership over the concept. We agreed to include a written reason why they selected a particular individual as well as a photo.
References:
Curriculum Council (1998). Progress Maps. Society and Environment. Curriculum Framework of WA. Retrieved May 10, 2008 from http://www.curriculum.wa.edu/ProgressMaps/society&environment.htm</span>First Steps (2005). First Steps Writing Resource Book, 2nd Edition. Published by Rigby Heinemann, Victoria.
McGrath, H and Noble, T. (2003). Bounce Back Teacher's Resource Book, Level 2. Published by Pearson Longman, NSW.
Tuck, T. (2001). Civics and Citizenship. Published by Blake Education, NSW.
Windsor, J. (1999). Lazy Duck. Published by Heinemann Education, Auckland, New Zealand.