Here are some of the resources we compiled during our PBL!
History:
http://www.eoearth.org/article/Exxon_Valdez_oil_spill?topic=58075
http://www.eoearth.org/article/Oil_spill
http://inhabitat.com/bp-refuses-to-use-donated-hair-mats-to-clean-up-oil-spill/2/
http://www.tauntonareaschooltocareer.org/TASC%20website/Lesson%20Plans/Berkley/Oil%20Spill%20Clean-Up.htm
http://hubpages.com/hub/Different-Ways-to-Clean-Up-Oil-Spills
http://www.cnbc.com/id/37593652/?slide=18
http://www.itopf.com/information-services/data-and-statistics/statistics/
http://freepowerpointtemplates.us/powerpoint/category/oil-and-gas-powerpoint-templates/
Experiment and Component:
Hair:
• http://factoidz.com/human-hair-a-highly-absorbent-material-to-clean-off-oil/
Cotton:
• http://www.asabe.org/PA/ASABE_ps_OilRemediation.pdf
Sawdust:
• http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V74-4JHMRR9-1&_user=10&_coverDate=08%2F31%2F2006&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_searchStrId=1703140666&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=d7cc85277f197a952b250c8ad3215d79&searchtype=a
Hay:
• http://www.wcso.org/wcso-news/emergency-updates/haystraw-and-peat-moss-will-absorb-oil.html
Cost Benefit Analysis
http://www.fastcompany.com/1657758/infographic-of-the-day-the-gulf-oil-spill-isnt-the-biggest-but-itll-be-the-costliest-by-far
http://www.onlineunitconversion.com/pound_to_tablespoon.US.html
Hair:
http://www.alibaba.com/showroom/human-hair-bulk.html
http://www.msnbc.msn.com/id/14584306/ns/world_news-world_environment/
Hay:
www.canadahay.com
http://www.haybarn.com/reports/listcountry.asp?forsale=0&country=Canada&category=Hay
http://www.triplepundit.com/2010/05/hay-solution-bp-oil-spill-clean-up-florida/
Cotton:
http://www.77canadapharmacy.com/cotton_balls.php
http://www.purespadirect.com/INTRINSICS-Bulk-Cotton-Balls-4000-Pack-p/vu-201504.htm
Sawdust:
http://www.hayexchange.com/bedding/search_bedding.php
Images:
http://news.nationalgeographic.com/news/2010/05/photogalleries/100506-nation-animals-oil-spill-gulf-pictures/
Quotes:
http://web20intheclassroom.blogspot.com/2008/01/blogging-in-classroom-why-how-and-lots.html
Wednesday, April 6, 2011
History of Oil Spills
What is an oil spill? How does it happen?
The largest sources are in the exploration, production and transportation stages of the oil and gas industry. These include offshore oil platforms (Gulf of Mexico), tankers (Exxon Valdez), pipelines etc…
Students in this section of the PBL would be expected to research the consequences of oil spills as well: Damages to communities and economies (fishing, tourism) & long term impact on environment and animals.
Statistics & Examples
From statistics to closer look at specific examples: Compare and Contrast two selections this will allow them to look more closely at causes, impacts, cleanup methods of spills.
1. Exxon Valdez April 1989 Alaska - pictures
The 1989 wreck of the Exxon Valdez released about 261,905 barrels.
2. Deepwater horizon Oil spill in the Gulf of Mexico April 2010:
The oil rig disaster pumped roughly 5 million barrels.
Containment and Cleanup methods
Students could look at methods and lay out pros and cons of each:
• Booms u-shaped devices that are towed behind boats. Cons: burning environmental affects
Dispersants: chemicals designed to accelerate the process of natural dispersion (breakdown) of oil, chemicals left in ocean, on shore etc… affects bacteria populations, animals
Some cleanup methods after oil spills are controversial and sometimes may be worse than the original problem (oil) as was seen in the attempted clean up after the Exxon Valdez oil spill.
Move towards natural, reusable products:
Some scientists believe that hair, sawdust, straw, hay, sheep's wool, corn cobs, peat moss and feathers is the best. Testing to find out which natural material works best.
Pros: Reusable sorbents: rinsed and oil sent to be burned or reused in oil blending process
Cons: storage, cost, etc…
• Students in this section of PBL would present their research to classmates (presentation) because all students will need background information to fully understand what they are testing and the implications of their findings.
Sources
http://www.eoearth.org/article/Exxon_Valdez_oil_spill?topic=58075
http://www.eoearth.org/article/Oil_spill
http://inhabitat.com/bp-refuses-to-use-donated-hair-mats-to-clean-up-oil-spill/2/
http://www.tauntonareaschooltocareer.org/TASC%20website/Lesson%20Plans/Berkley/Oil%20Spill%20Clean-Up.htm
http://hubpages.com/hub/Different-Ways-to-Clean-Up-Oil-Spills
http://www.cnbc.com/id/37593652/?slide=18
http://www.itopf.com/information-services/data-and-statistics/statistics/
http://freepowerpointtemplates.us/powerpoint/category/oil-and-gas-powerpoint-templates/
The largest sources are in the exploration, production and transportation stages of the oil and gas industry. These include offshore oil platforms (Gulf of Mexico), tankers (Exxon Valdez), pipelines etc…
Students in this section of the PBL would be expected to research the consequences of oil spills as well: Damages to communities and economies (fishing, tourism) & long term impact on environment and animals.
Statistics & Examples
From statistics to closer look at specific examples: Compare and Contrast two selections this will allow them to look more closely at causes, impacts, cleanup methods of spills.
1. Exxon Valdez April 1989 Alaska - pictures
The 1989 wreck of the Exxon Valdez released about 261,905 barrels.
2. Deepwater horizon Oil spill in the Gulf of Mexico April 2010:
The oil rig disaster pumped roughly 5 million barrels.
Containment and Cleanup methods
Students could look at methods and lay out pros and cons of each:
• Booms u-shaped devices that are towed behind boats. Cons: burning environmental affects
Dispersants: chemicals designed to accelerate the process of natural dispersion (breakdown) of oil, chemicals left in ocean, on shore etc… affects bacteria populations, animals
Some cleanup methods after oil spills are controversial and sometimes may be worse than the original problem (oil) as was seen in the attempted clean up after the Exxon Valdez oil spill.
Move towards natural, reusable products:
Some scientists believe that hair, sawdust, straw, hay, sheep's wool, corn cobs, peat moss and feathers is the best. Testing to find out which natural material works best.
Pros: Reusable sorbents: rinsed and oil sent to be burned or reused in oil blending process
Cons: storage, cost, etc…
• Students in this section of PBL would present their research to classmates (presentation) because all students will need background information to fully understand what they are testing and the implications of their findings.
Sources
http://www.eoearth.org/article/Exxon_Valdez_oil_spill?topic=58075
http://www.eoearth.org/article/Oil_spill
http://inhabitat.com/bp-refuses-to-use-donated-hair-mats-to-clean-up-oil-spill/2/
http://www.tauntonareaschooltocareer.org/TASC%20website/Lesson%20Plans/Berkley/Oil%20Spill%20Clean-Up.htm
http://hubpages.com/hub/Different-Ways-to-Clean-Up-Oil-Spills
http://www.cnbc.com/id/37593652/?slide=18
http://www.itopf.com/information-services/data-and-statistics/statistics/
http://freepowerpointtemplates.us/powerpoint/category/oil-and-gas-powerpoint-templates/
Tuesday, April 5, 2011
Cross Curricular Links to the PBL
The diagram above shows some of the potential cross curricular links that the Oil Spll PBL had to the New Brunswick Public School System.
Sunday, April 3, 2011
Cost Benefit Analysis
These calculations are made on the assumption that 1 tablespoon of each product absorbs one tablespoon of oil. Which we see is not the case.
[Online Conversion measures 1 pound to equal 32 tablespoons (us)]
http://www.onlineunitconversion.com/pound_to_tablespoon.US.html
Hair:
http://www.alibaba.com/showroom/human-hair-bulk.html
Cost: No record of buying hair, hair is mostly donated and sent to warehouses for oil spill uses.
Donations History:
http://www.msnbc.msn.com/id/14584306/ns/world_news-world_environment/
Hay:
www.canadahay.com
http://www.haybarn.com/reports/listcountry.asp?forsale=0&country=Canada&category=Hay
http://www.triplepundit.com/2010/05/hay-solution-bp-oil-spill-clean-up-florida/
Cost: 30$ (Per 1250 lb Bale)
Includes Cost of Hay and Baling fee (standard, flexible price)
1 tablespoon of hay = 1 tablespoon of oil (1=1)
1 gallon = 256 US tablespoons
Gulf of Mexico Spill = 210,000 gallons per day
210,000 gallons x 256 US tablespoons = 53 760 000 tablespoons spilled per day
You would need the equivalent of 53 760 000 tablespoons of hay
32 tablespoons = 1 pound
1 bale of hay = 1250 pounds
1250 pounds x 32 tablespoons = 40 000 tablespoons of hay per bale
If you needed 53 760 000 tablespoons of hay
53 760 000 tablespoons of hay / 40 000 tablespoons of hay per bale = 1344 bales of hay per day
1344 bales of hay per day x $30 = $40 320 for hay per day
Cotton:
http://www.77canadapharmacy.com/cotton_balls.php
http://www.purespadirect.com/INTRINSICS-Bulk-Cotton-Balls-4000-Pack-p/vu-201504.htm
Cost: 300 cotton balls for $5
2 cotton balls = 1 tablespoon
Gulf of Mexico Spill = 210,000 gallons per day
210,000 gallons x 256 US tablespoons = 53 760 000 tablespoons spilled per day
You would need the equivalent of 107 520 000 cotton balls
107 520 000 cotton balls / 300 cotton balls per bag = 35 840 000 bags of cotton balls
35 840 000 bags of cotton balls x $5 per bag = $179 200 000
Gulf of Mexico Spill = 210,000 gallons per day
210,000 gallons x 256 US tablespoons = 53 760 000 tablespoons spilled per day
You would need the equivalent of 107 520 000 cotton balls
107 520 000 cotton balls / 4000 cotton balls per bag = 26 880 bags of cotton balls
26 880 bags of cotton balls x $30 per bag = $806 400
Sawdust:
http://www.hayexchange.com/bedding/search_bedding.php
Cost: $3.75 (Per bag of 31 lbs)
32 tablespoons = 1 pound
1 bag (31 lbs) = 992 tablespoons of sawdust
992 tablespoons of sawdust = $3.75
53 760 000 tablespoons spilled per day / 992 tablespoons of sawdust = 5420 bags
5420 bags x $3.75 = $203 226
[Online Conversion measures 1 pound to equal 32 tablespoons (us)]
http://www.onlineunitconversion.com/pound_to_tablespoon.US.html
Hair:
http://www.alibaba.com/showroom/human-hair-bulk.html
Cost: No record of buying hair, hair is mostly donated and sent to warehouses for oil spill uses.
Donations History:
http://www.msnbc.msn.com/id/14584306/ns/world_news-world_environment/
Hay:
www.canadahay.com
http://www.haybarn.com/reports/listcountry.asp?forsale=0&country=Canada&category=Hay
http://www.triplepundit.com/2010/05/hay-solution-bp-oil-spill-clean-up-florida/
Cost: 30$ (Per 1250 lb Bale)
Includes Cost of Hay and Baling fee (standard, flexible price)
1 tablespoon of hay = 1 tablespoon of oil (1=1)
1 gallon = 256 US tablespoons
Gulf of Mexico Spill = 210,000 gallons per day
210,000 gallons x 256 US tablespoons = 53 760 000 tablespoons spilled per day
You would need the equivalent of 53 760 000 tablespoons of hay
32 tablespoons = 1 pound
1 bale of hay = 1250 pounds
1250 pounds x 32 tablespoons = 40 000 tablespoons of hay per bale
If you needed 53 760 000 tablespoons of hay
53 760 000 tablespoons of hay / 40 000 tablespoons of hay per bale = 1344 bales of hay per day
1344 bales of hay per day x $30 = $40 320 for hay per day
Cotton:
http://www.77canadapharmacy.com/cotton_balls.php
http://www.purespadirect.com/INTRINSICS-Bulk-Cotton-Balls-4000-Pack-p/vu-201504.htm
Cost: 300 cotton balls for $5
2 cotton balls = 1 tablespoon
Gulf of Mexico Spill = 210,000 gallons per day
210,000 gallons x 256 US tablespoons = 53 760 000 tablespoons spilled per day
You would need the equivalent of 107 520 000 cotton balls
107 520 000 cotton balls / 300 cotton balls per bag = 35 840 000 bags of cotton balls
35 840 000 bags of cotton balls x $5 per bag = $179 200 000
Gulf of Mexico Spill = 210,000 gallons per day
210,000 gallons x 256 US tablespoons = 53 760 000 tablespoons spilled per day
You would need the equivalent of 107 520 000 cotton balls
107 520 000 cotton balls / 4000 cotton balls per bag = 26 880 bags of cotton balls
26 880 bags of cotton balls x $30 per bag = $806 400
Sawdust:
http://www.hayexchange.com/bedding/search_bedding.php
Cost: $3.75 (Per bag of 31 lbs)
32 tablespoons = 1 pound
1 bag (31 lbs) = 992 tablespoons of sawdust
992 tablespoons of sawdust = $3.75
53 760 000 tablespoons spilled per day / 992 tablespoons of sawdust = 5420 bags
5420 bags x $3.75 = $203 226
Experiment
Experiment Materials:
5W30 automotive motor oil (4 tablespoons)
note: using crude oil present in historic oil spills would be too environmentally unstable and less secure to clean up.
Glass containers (4)
Laytex gloves
Natural absorbers:
Cedar Sawdust
Cotton
Hay
Untreated hair
Oil-absorbent sheet
Resealable bag for waste
Scissors
Tablespoon
Tripod
Video-camera
Observations During Experimentation:
Cedar Sawdust:
• The sawdust attached itself to the perimeter of the oil.
• The oil did not become lighter in colour.
• When extracted, the sawdust clumped together, which made cleanup more difficult.
• The remaining sawdust dispersed in small portions.
• At the end of the observation, there were no bubbles in the water.
Hay:
• The oil became thick and clung to the hay as it made contact.
• The oil became lighter in colour.
• When the hay was removed, the oil dispersed into streams.
• At the end of the observation, there were bubbles in the water.
Cotton:
• Upon making contact with the oil, the cotton melted.
• The cotton changed colour and became a bluish tint.
• The oil attached itself somewhat to the oil.
• The cotton sank as it became absorbed by the oil.
• The oil did not become lighter in colour.
• At the end of the observation, there were bubbles in the water.
Untreated Hair:
• The oil bubbles were attached together and also spread out.
• The bubbles divided and formed additional bubbles.
• The oil changed colour, becoming significantly lighter.
• The hair clumped together.
• The oil stuck to the hair.
• The oil significantly disappeared as the hair was extracted, which made the oil significantly absorbed.
• At the end of the observation, there were bubbles in the water.
Oil Absorbency of Materials
Hair:
• http://factoidz.com/human-hair-a-highly-absorbent-material-to-clean-off-oil/
• Hair is designed to absorb oil from the scalp and the head.
• Oil attaches to the numerous small scales of follicles.
Cotton:
• http://www.asabe.org/PA/ASABE_ps_OilRemediation.pdf
• Cotton can absorb approximately 40 times its weight in oil.
• Cotton with oil will degrade naturally in the environment.
• Cotton fiber can be reused to absorb more oil.
• Drawback: needing a significant amount of cotton.
Sawdust:
• http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V74-4JHMRR9-1&_user=10&_coverDate=08%2F31%2F2006&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_searchStrId=1703140666&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=d7cc85277f197a952b250c8ad3215d79&searchtype=a
• Sawdust is attractive in cost, most versatile and abundant source.
Hay:
• http://www.wcso.org/wcso-news/emergency-updates/haystraw-and-peat-moss-will-absorb-oil.html
• Hay is more expensive to collect and dispose of.
• Hay must be collected immediately, or else it might sink.
• Since hay must be collected frequently, the amount of new hay to be placed in the water is significant.
• Hay would need to be contained to prevent it from drifting everywhere.
• Hydrophobic (water repelling) and oilphilic (oil attracting) materials would be needed to contain the spread of hay.
5W30 automotive motor oil (4 tablespoons)
note: using crude oil present in historic oil spills would be too environmentally unstable and less secure to clean up.
Glass containers (4)
Laytex gloves
Natural absorbers:
Cedar Sawdust
Cotton
Hay
Untreated hair
Oil-absorbent sheet
Resealable bag for waste
Scissors
Tablespoon
Tripod
Video-camera
Observations During Experimentation:
Cedar Sawdust:
• The sawdust attached itself to the perimeter of the oil.
• The oil did not become lighter in colour.
• When extracted, the sawdust clumped together, which made cleanup more difficult.
• The remaining sawdust dispersed in small portions.
• At the end of the observation, there were no bubbles in the water.
Hay:
• The oil became thick and clung to the hay as it made contact.
• The oil became lighter in colour.
• When the hay was removed, the oil dispersed into streams.
• At the end of the observation, there were bubbles in the water.
Cotton:
• Upon making contact with the oil, the cotton melted.
• The cotton changed colour and became a bluish tint.
• The oil attached itself somewhat to the oil.
• The cotton sank as it became absorbed by the oil.
• The oil did not become lighter in colour.
• At the end of the observation, there were bubbles in the water.
Untreated Hair:
• The oil bubbles were attached together and also spread out.
• The bubbles divided and formed additional bubbles.
• The oil changed colour, becoming significantly lighter.
• The hair clumped together.
• The oil stuck to the hair.
• The oil significantly disappeared as the hair was extracted, which made the oil significantly absorbed.
• At the end of the observation, there were bubbles in the water.
Oil Absorbency of Materials
Hair:
• http://factoidz.com/human-hair-a-highly-absorbent-material-to-clean-off-oil/
• Hair is designed to absorb oil from the scalp and the head.
• Oil attaches to the numerous small scales of follicles.
Cotton:
• http://www.asabe.org/PA/ASABE_ps_OilRemediation.pdf
• Cotton can absorb approximately 40 times its weight in oil.
• Cotton with oil will degrade naturally in the environment.
• Cotton fiber can be reused to absorb more oil.
• Drawback: needing a significant amount of cotton.
Sawdust:
• http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6V74-4JHMRR9-1&_user=10&_coverDate=08%2F31%2F2006&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_searchStrId=1703140666&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=d7cc85277f197a952b250c8ad3215d79&searchtype=a
• Sawdust is attractive in cost, most versatile and abundant source.
Hay:
• http://www.wcso.org/wcso-news/emergency-updates/haystraw-and-peat-moss-will-absorb-oil.html
• Hay is more expensive to collect and dispose of.
• Hay must be collected immediately, or else it might sink.
• Since hay must be collected frequently, the amount of new hay to be placed in the water is significant.
• Hay would need to be contained to prevent it from drifting everywhere.
• Hydrophobic (water repelling) and oilphilic (oil attracting) materials would be needed to contain the spread of hay.
History of Using Blogs in the Classroom
This is a series of quotes from Warlick's CoLearners about teachers who have had great success using Blogs in their classrooms! The site has all sorts of great articles about using Blogs, how to incorporate them successfully and some tips and tricks on making them easy to use!
1. Blogging has given my six and seven-year olds a window to the world. They see themselves as part of a global community--a community that shares... This international audience gives my students a purpose and they are motivated to do their best writing on their blog. -- Kathy Cassidy
2. Blogging has given my class and myself a window out to the world… We have an authentic global audience for the events that happen in our school. By blogging we have a real purpose for writing to inform, to educate, to connect. -- Teacher from New Zealand
3. Without a doubt the children that find their voices first and carry the most enthusiasm for blogging are my special needs children. Students who would agonize over a sentence are writing prolifically about their lives. (…the improvements in writing are steadily making their way back to paper and pencil!) -- Elsie
4. I have spent a great deal of time this weekend checking my students' blogs and comments. They're fifth graders who HATE working on the weekends, but they are blogging about television shows, books their reading, articles they find online, events coming up in school. None of these topics were assigned. -- Lisa Parisi
5. If nothing else blogging gives me data about engagement. I have almost 40,000 hits in 6 months between my two class blogs and over 10,000 student entries. That data is a good way to start a discussion about the power of blogging and 1-1 computing. -- Brand Schneider
6. "I have never seen, in my 25+ years of teaching, a more powerful tool for motivating kids to write, than the blog. It's as simple as that. And when you have a powerful tool at your disposal... well, a smart teacher will use those tools". -- Mark Ahlness
7. Blogging has changed the way I teach and learn. Yes, me, the so called teacher. Blogging has allowed me to look wider than my own school and grow from a community of teachers around the world. -- New Zealand Educator
8. I worried about making my students’ developing language skills available to a wider audience – but I needn't have. They are developing their own voice and with it a greater degree of responsibility and confidence. -- Paul Harrington
9. I would love to say it was my inspirational teaching. ;) However, the truth is that the new found care my students have taken with editing their writing really came as our Clustrmap started blooming. -- Lisa ParisiThe Website is :
http://davidwarlick.com/wiki/pmwiki.php?n=Main.QuotesFromBloggingTeachers
1. Blogging has given my six and seven-year olds a window to the world. They see themselves as part of a global community--a community that shares... This international audience gives my students a purpose and they are motivated to do their best writing on their blog. -- Kathy Cassidy
2. Blogging has given my class and myself a window out to the world… We have an authentic global audience for the events that happen in our school. By blogging we have a real purpose for writing to inform, to educate, to connect. -- Teacher from New Zealand
3. Without a doubt the children that find their voices first and carry the most enthusiasm for blogging are my special needs children. Students who would agonize over a sentence are writing prolifically about their lives. (…the improvements in writing are steadily making their way back to paper and pencil!) -- Elsie
4. I have spent a great deal of time this weekend checking my students' blogs and comments. They're fifth graders who HATE working on the weekends, but they are blogging about television shows, books their reading, articles they find online, events coming up in school. None of these topics were assigned. -- Lisa Parisi
5. If nothing else blogging gives me data about engagement. I have almost 40,000 hits in 6 months between my two class blogs and over 10,000 student entries. That data is a good way to start a discussion about the power of blogging and 1-1 computing. -- Brand Schneider
6. "I have never seen, in my 25+ years of teaching, a more powerful tool for motivating kids to write, than the blog. It's as simple as that. And when you have a powerful tool at your disposal... well, a smart teacher will use those tools". -- Mark Ahlness
7. Blogging has changed the way I teach and learn. Yes, me, the so called teacher. Blogging has allowed me to look wider than my own school and grow from a community of teachers around the world. -- New Zealand Educator
8. I worried about making my students’ developing language skills available to a wider audience – but I needn't have. They are developing their own voice and with it a greater degree of responsibility and confidence. -- Paul Harrington
9. I would love to say it was my inspirational teaching. ;) However, the truth is that the new found care my students have taken with editing their writing really came as our Clustrmap started blooming. -- Lisa ParisiThe Website is :
http://davidwarlick.com/wiki/pmwiki.php?n=Main.QuotesFromBloggingTeachers
Project Based Learning Introduction
If we asked you if you had an idea of what a blog was, would you be able to say yes? Could you answer yes if we asked if you had ever been to a blog online? Could you answer yes if you have ever written a blog?
How many of your students could answer yes to these questions. Probably most of them.
This is an example of how the Blog could work for you as a tool of 21st Century learning in your classroom. Blogs are increasing in popularity and are not involved not only as social networking sites, but also used in media (i.e. news), politics, music, movies, dozens of different ways.
Blogs are just one example of incorporating technology into your Project Based Learning. Our students would be working in expert jigsaw-styled groups exploring a range of different areas on the topic of oil spills.
This Blog is one way for them to keep in touch with their team members, their classrooms and publish their information on the web.
We decided we would use the Blog as an assessment tool. Having periodic deadlines are useful ways of making sure the students are on task and the work is not overwhelming them. Posting updates on their blog periodically for the duration of the class is one way of being able to assess the progress of the individual teams and the class as a whole.
Ideas on using the Blog are endless. It can be pared with Facebook Groups, Twitter accounts, pictures and videos can be uploaded. The teams can follow each other's progress, the school can follow the progress of the whole class. If you wanted to work with school in another district or even country, a Blog is a great way to keep in contact.
The Blog is a great way to challenge your students and have them working with the tools of the future.
How many of your students could answer yes to these questions. Probably most of them.
This is an example of how the Blog could work for you as a tool of 21st Century learning in your classroom. Blogs are increasing in popularity and are not involved not only as social networking sites, but also used in media (i.e. news), politics, music, movies, dozens of different ways.
Blogs are just one example of incorporating technology into your Project Based Learning. Our students would be working in expert jigsaw-styled groups exploring a range of different areas on the topic of oil spills.
This Blog is one way for them to keep in touch with their team members, their classrooms and publish their information on the web.
We decided we would use the Blog as an assessment tool. Having periodic deadlines are useful ways of making sure the students are on task and the work is not overwhelming them. Posting updates on their blog periodically for the duration of the class is one way of being able to assess the progress of the individual teams and the class as a whole.
Ideas on using the Blog are endless. It can be pared with Facebook Groups, Twitter accounts, pictures and videos can be uploaded. The teams can follow each other's progress, the school can follow the progress of the whole class. If you wanted to work with school in another district or even country, a Blog is a great way to keep in contact.
The Blog is a great way to challenge your students and have them working with the tools of the future.
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