User:Ahmadzai24 Resident

Get your thinking caps on, creativity skills in tact, higher order thinking skills on and be ready for a journey to the virtual world

==HELLO CLASS 6SA, WELCOME TO THE VIRTUAL WORLD OF LEARNING== 

For the next 2 lessons we will be looking at a variety of interactive, engaging, realistic, and creative different worlds where you will be working individually on different tasks and also working collaboratively in groups

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You will be guided through creating your own personal avatar character, choosing a setting of environments, developing social interaction using SecondLife, developing short projects, using language, HSIE, buildings, environments, mathematics, and scientific knowledge about your social surroundings

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Here is an outline of the the content, activities, and assessment for the next 2 lessons.

Stage: 3 (Grade 5 & 6)

KLA: English, Mathematics, HSIE

Date: 13 May 2014

Subject/theme: My Virtual World

Lesson titles 1 & 2: A journey to your virtual world, Lets Talk Tell me about your world

Lesson proceeding: These 2 lessons will allow students to experience culture, social communication and role play and connect these three to the virtual world of SecondLife. In the previous lessons, students have already activated their prior knowledge in global cultures of the world, diversity, cultural differences, ethnicity and dialogue. Activities have been established in class in groups where students have previously researched different cultures of the world, created information reports using ICT, and shared their responses with the class.

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Lesson following: During the next 2 lessons students will further their learning by following a class culture topic researched in previous lessons; culture of Morocco. Teachers will provide explicit instruction and guided scaffolding for students as they work in groups of 2 to develop a tour to the built environment of Morocco and design a role play at Morocco using SecondLife.

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Syllabus / outcomes

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ENGLISH • EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

 Recognizes the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups

 Explains sequences of images in print texts and compare these to the ways hyperlinked digital texts are organised, explaining their effect on viewers' interpretations (ACELA1511)

HSIE • CUS3.4 Examines how cultures change through interactions with other cultures and the environment.  identifies the impact that the environment can have on any culture  identifies some of the influences of technology on cultural change, eg television, internet, satellites, short wave radio, fax.

CREATIVE ARTS • DRAS3.1 Develops a range of in-depth and sustained roles  collaborates to convey dramatic meaning by responding abstractly to represent ideas, feelings, objects and situations • DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.  interprets a dramatic context through the use of a combination of various drama forms, improvisation, movement, mime, storytelling, puppetry, mask, video drama and playbuilding

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Resources • Research information report from previous lessons • Posted Role Cards • Computers (Lab) • Butchers paper (Brainstorming/ Mindmap)

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                                                    'Lesson outline'

10 min) Last lesson we looked at the properties and characteristics of online technologies for learning, looking at examples and why they are important in learning. For the next 2 long lessons, you will be creating your own account using Second Life, create your own avatar character, choose the clothes, trends, outfit and accessories for your avatar and the journey begins here where you will be developing your own virtual world reality, choosing your own land, setting, environment, friends, places to visit, cultures of the world, social surroundings and your own life of 'yourself in a virtual world.

First let's go through a definition and short introduction about virtual world and what Second Life has to do with this. With the person next to you, discuss what virtual world would mean to you? Think back to the brainstorm activity completed in class last lesson.

The students will share their answers with the class. The teacher will provide guided instruction here about the connection between virtual worlds and Second Life.

                                       'Provide these students with the definition'

(5 min) ;Virtual World

A virtual world is a computer-based online community environment that is designed and shared by individuals so that they can interact in a custom-built, simulated world.

Individuals control their avatars using input devices like the keyboard, mouse and other specially designed command and simulation gadgets.

There are two types of virtual worlds: • Entertainment-Based: These virtual worlds are strongly influenced by fantasy, science fiction, and anime genres of literature and film.

• Social Interaction-Based: Focuses on user interaction, education and training through simulated worlds which offer a more open-ended experience such as exploring landscapes, playing adventurous sports, socializing with communities, taking part in political debates or experiments, attending educational sessions, training in a simulated environment and countless other virtual possibilities.

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Activity 1, Lesson 1

Topic: World Cultures( Morocco)

Provide explicit instructions for students here, work on this part of the task as a whole class, using the Interactive Whiteboard.

Provide explicit guidance and instructions for students here.

1. Join Second Life by clicking on Join Now page and register. You’ll need to choose a standard avatar, an in-world name, and provide basic contact information such as your school email address 2. Download the Second Life Viewer 3. Login and Begin on Welcome Island 4. Design Your Avatar 5. Follow instructions set out by the teacher

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Objectives: Students will: - Explain the cultural competence of Moroccan culture, a mosque in Casablanca - Define vocabulary terminology during the lesson - Identify the importance and impact of marketplace in cultures - Summarize the culture of Morocco

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35 min

1. Students will log into Second Life and use their research report papers as guidance upon their understanding about Moroccan culture. 2. In pairs, students brainstorm ideas in the form of a mindmap, using butchers paper. The ideas will be based on the topic of ‘Moroccan culture’. Using their information report from the previous lesson, students will elaborate further with other ideas and using their creativity and imagination in the type of marketplace, setting, built environment, objects, characters, and communication the students would like to create (Think, Pair, Share assessment). 3. Teacher guidance and scaffolding will be provided for students during this process. Using the Interactive Whiteboard, the teacher will guide students to an example of creating a marketplace in Morocco and students will follow. Students will gather in the virtual marketplace at SecondLife in Morocco and be led on a virtual tour through the marketplace. 4. As a facilitator, the teacher will then discuss the importance of a ‘marketplace’ with the students and how this is important in the topic of ‘culture’ and how the marketplaces help form many cultures especially through interactions which is what students will create in pairs. Students will take a tour around the room and view the mindmap of other students. (Peer Evaluation, Formative Assessment). Students will then report their ideas developed in the brainstorm, and present as a oral presentation to the class. 6. Students will click on ‘world’ tab, then ‘search’ button as students in pairs will type in ‘Morocco’ under ‘places’ in the search tab and choose one landmark and teleport in their own SecondLife. This will provide students with a set environment to begin their task. 4. The teacher will provide an example on the IWB (Medina Quarter of Morocco) which students can follow and use as a guide. (Refer to Appendix 1).

5. Students will begin to teleport their avatar and environment to recognize the culture of Morocco across SecondLife, and use tools such as flying, walking, running, change the appearance of your avatar at different stations, and take snap shots of areas of interest for next lesson. 

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Scaffolding In order to assist students who may have issues with navigating and working their way around SecondLife, there will be handouts available for them to look at with useful tips and button configuration guides for students.

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Appendix 1: Example: Screen Capture of Lesson Environment

First stop, visit Orientation Island Public. After you install Second Life software, click on this link, you'll see a "teleport now" button which will take you to the Island in the Second Life automatically.

   *Task 1: Follow the arrow on the ground in the Orientation Island Public, and then complete the activities along the path. These activities can help you get familiar with the Second Life operation. Take a snapshot of yourself playing the ball, and upload the snapshot to Blackboard (see how to take a snapshot).

5. View the following Second Life presentation slides.

• Task 3: Take a snapshot of yourself doing something on these two islands. Post the two images on Blackboard and explain your actions. (Example snapshot: I'm observing the Mars Tornado on the International Spaceflight Museum).

In-world you can perform a Shakespeare play for a vast audience, visit a virtual museum, plan your own house and visit it, check the space, the furniture, make adjustments... You can also visit Ancient Rome, prepare a Treasure Hunt where your students can find relevant information. You can also visit the Sistine Chapel, enter a Van Gogh painting or simulate flights at NASA

students have created their short story. narrative from last lesson. using second life they are going to create that story using characters, settings etc on second life. students will pair up with another memeber on second life and share their stories

Introduction How best to motivate and explain the importance of this lesson? This should link to prior learning or experiences.

Body Ask yourself ‘What will support the students to learn the concepts I’m trying to teach and to reach the outcomes I’m aiming for? What will students be doing? What will I as teacher be doing?’

Conclusion Ask yourself, ‘How can I capture the main learning points of the lesson?’ Suggest timing

Evaluation How well did the lesson go? What would you change next time? What aspects were important in the planning and teaching of the lesson?

1. redirect Target page

• list item a
• list item b
  • list sub-item
• list item c

1. first list item
2. second list item
   1. sub-item
3. third list item

add a space at the beginning of the line to create preformatted text in a box

Technical Term

Definition 1

Definition 2

[1] display text http://www.example.com