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''' | ''' HELLO CLASS 6SA, WELCOME TO THE VIRTUAL WORLD OF LEARNING''' | ||
''''level 2'''' | |||
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Revision as of 03:36, 7 May 2014
HELLO CLASS 6SA, WELCOME TO THE VIRTUAL WORLD OF LEARNING
'level 2'
Get your thinking caps on, creativity skills in tact, higher order thinking skills on and be
ready for a journey to the virtual world
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
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
Here is an outline of the the content, activities, and assessment for the next 2 lessons.
Stage: 3 (Grade 5 & 6)
KLA: English, 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.
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.
Syllabus / outcomes
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
Resources
• Research information report from previous lessons
• Posted Role Cards
• Computers (Lab)
• Butchers paper (Brainstorming/ Mindmap)
'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. (Techopedia, 2010).
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
Objectives Students will:
- Explain the cultural competence of Moroccan culture
- Define vocabulary terminology during the lesson
- Identify the importance and impact of marketplace in cultures
- Summarize the culture of Morocco
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.
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.
Appendix 1: Example: Screen Capture of Lesson Environment
Evaluation
Observe and assess how well the students are paying attention throughout instructions of the tour example at SecondLife. The skills and information that the students learned will be tested through a brief presentation at the end of the lesson which students will briefly report back to the class, for example students in pairs will report back to the class about one surrounding experience they encountered as a pair in SecondLife. (Refer to Appendix 2).
This lesson has been a brief presentation of developing technological knowledge, understanding and skills through developing a task with another peer in recognizing, identifying and evaluating social surroundings, and a cultural artefact of Morocco as a class, building upon previous knowledge about culture and activating their prior knowledge about landmarks, environments, human society, and cultural importance.
'Activity 2, Lesson 2'
Topic: Sightseeing, Role Play SecondLife
Students will move on from identifying built environments, social surroundings, landmarks, and cultural importance. As a continuation from last lesson, students will make the transition from the real world to a virtual online world. As a form of communication, speaking, socializing, and developing connections, students will develop a conversation and a dialogue with other members in the class on SecondLife. This will involve role play on SecondLife which students will develop as their final project in this lesson. This provides students the benefit of a controlled environment but in with real world experience and as a result, students will be able to take on different personalities and practice the English language appropriate for a Moroccan environment.
Objectives:
Students will:
- Distinguish past from present tense in sentences
- Be able to demonstrate knowledge of using information about Moroccan culture by speaking in situations encountered in their role.
- To identify errors in sentences by evaluating their classmates correctly when speaking
Lesson 2
1. Before students log on to second life, the students will be prepared by asking questions. The teacher will provide students with some higher order questions on the IWB for students to answer individually: why is culture and technology important as from previous lesson, how would you generate a plan to create a different culture on SecondLife and what would it be and why, record your responses on the cue cards provided by the teacher. These questions will further activate their prior knowledge on role play, characters in a story, vocabulary and formal speech.
2. Students will be placed in groups of two, one student the visitor and another will assume the role of tour guide.
3. Role cards will be handed out to each student. These role cards will give students a reference point to work from
4. Students will be allowed a few minutes to study the role cards and develop sentences, speeches words of communication with others on SecondLife and form their role plays.
5. To conclude the lesson, the teacher will briefly point out errors made from observations, answer students’ questions and get students prepared for the evaluation section of the lesson.
Evaluation:
Students will present their role plays on SecondLife to the class and will be assessed on their final product on SecondLife. Teacher will develop a checklist that students will use and they will be encouraged to add comments. At the end of the session each group will be given their evaluation through the use of Exit Cards, where they will be able to ask questions.
Appendix 1: Example: Screen Capture of Lesson Environment
References
- BOA., (2014). NSW Syllabus for the Australian curriculum: Human Society & its Environment. New South Wales. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/93415130-2afa-4654-a740-cf3d399d2627/k6_hsie_syl.pdf?MOD=AJPERES
- BOA., (2014). NSW Syllabus for the Australian curriculum: English. New South Wales. Retrieved from http://syllabus.bos.nsw.edu.au/english/english-k10/
- BOA., (2014). NSW Syllabus for the Australian curriculum: Creative Arts. New South Wales. Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/ce607b51-27b2-45cb-b634-6522141e7c0a/k6_creative_arts_syl.pdf?MOD=AJPERES
Techopedia (2010). Virtual world. Retrieved from http://www.techopedia.com/definition/25604/virtual-world