 | I am looking to collaborate and video conference with another class who is studying the basic of economics and the stock market. I teach 7th graders in an accelerated enrichment program. Please contact me if you are interested. Thanks! Dana |
| Dates: | April 19th-June 19th |
| Sign up method: | Email: dsirotiak@jcboe.org |
| Grades: | 8, 9, 10, 11 |
| Subjects: | Social Studies/History |
| Description: | I work for an Educational Service Center in Central Ohio and I have been contacted by one of our suburban school districts looking for both AP Calculus A/B and AP English LIT for the 2010-2011 school year. This school district is looking for another district who will be offering these AP courses and would be willing to allow a few outside, very bright students to enroll in the course(s) via videoconferencing. If this might be something of interest to your district, please contact me at mark.pohlman@escco.org. Thank you! |
| Dates: | 2010-2011 School Year |
| Sign up method: | Email: mark.pohlman@escco.org |
| Grades: | 11, 12 |
| Subjects: | Language Arts/English, Mathematics |
| Description: | We are doing a unit on Human geography. Why people live where they do, what the economy is like, literacy etc. I would like to conference about different cultures. For example: 1. Our quality of life where we live and why it is like it is. Jobs? Housing? Play? 2. Literacy – what is the school like? The classroom? The books? The curriculum? Size of classes? Supplies? When you go to school and transportation? It would be nice to connect with someone in another country other then Canada with differing school expectations if possible. |
| Dates: | April 15 |
| Sign up method: | Email: jeremy.cadeau@tldsb.on.ca |
| Grades: | 7, 8 |
| Subjects: |
| Description: | Senior English literature teacher seeks collaboration with high school classes studying Anthem by Ayn Rand for April 2010. |
| Dates: | Between April 6-30 |
| Sign up method: | Email: akonsur@mvsd.net |
| Grades: | 10, 11, 12 |
| Subjects: | Language Arts/English |
| Description: | We are looking for a beginning middle school French class to play a few rounds of "Simon Dit." We are also open to other suggestions for activites to practice vocabulary or simple conversation in a fun, interactive way. |
| Dates: | Available April 12, 13, 20, or 23 from 9:15am-10:05am CST |
| Sign up method: | Email: donovanh@hayscisd.net |
| Grades: | 6, 7, 8 |
| Subjects: | World Language |
 | Our students want to hear about your middle school Student Council. How are you organized? How do you motivate students to participate? What kinds of projects have you been involved in that have been successful? Let's share our ideas and perhaps partner in a project! |
| Dates: | Between April 12 and May 10, any Monday, 3:30pm - 4:30pm CST |
| Sign up method: | Email: donovanh@hayscisd.net |
| Grades: | 6, 7, 8 |
| Subjects: | |
| Preparation Time Frame: | You will need one meeting to prepare your presentation and a 45-60 minute videoconference. |
| Agenda: | Agenda: 45-60 minutes 5 min. Welcome and introductions. Each class shares their location and brief information about their school. Visuals: Use the document camera or PowerPoint to share a few pictures of local interest. 15 min. Share Your Ideas. Each student/group briefly shares their ideas on the topic. Visuals: Illustrations enhance the experience if there is time. 25-40 min. Discussion. Students from each class take turns discussing the issue. Students should include supporting facts and details from their research in all comments that they make. Participating classes may wish to assign a student facilitator for each class to assist in the flow of discussion. 5 min. Debrief and Conclusion. After the discussion, teachers may wish to debrief and comment on the process and content/curriculum discussed. If time is available, students may enjoy asking each other questions about their respective locations. |
| Description: | Focusing on Globalization and the impact of Climate Change on the Global Water Crisis, in this VC, your students are mentored by graduate students from the University of Alberta starting on April 12th, posting their thoughts and observations on an interactive webpage. Students join their fellow High School researchers from across Alberta in a culminating video conference on April 15th. | ||
| Dates: | April 15,9:00-10:40 MDT | ||
| Sign up method: | Email: terry.godwaldt@epsb.ca | ||
| Grades: | 10, 11, 12, Undergrad | ||
| Subjects: | Health, Language Arts/English, Science (Life), Science (Physical), Science (Earth), Social Studies/History |
| Description: | We are looking for information on a zoo that will do a conference with our 7th grade students on Sea Turtles. Does anyone know of any connections? |
| Dates: | Between 8:00 AM and 2:30 PM on May 13 and 14, 2010 |
| Sign up method: | Email: kterwilliger@karnscity.k12.pa.us |
| Grades: | 8 |
| Subjects: | Language Arts/English, Mathematics, Science (Life), Science (Earth), Special Education |
| Description: | We have a Grade 10 Science Class (14/15 year olds) listening to a presentation related to climate change from a meteorologist. We are looking for a school that wishes to listen with us and then share any local affects of climate change. This is specifically for March 30 @ 10:00 EDT. The entire conference would run from 10:00 - 11:08 am EDT. |
| Dates: | March 30 from 10:00 - 11:08 EDT |
| Sign up method: | Email: clayton.ellis@peelsb.com |
| Grades: | 9, 10 |
| Subjects: | Science (Life), Science (Earth), Social Studies/History |
| Description: | We will discuss the accomplishments of women who have changed history through student created paintings and a fun interactive GAME SHOW! We will discuss the women in the book Dinner at Aunt Connie's House. (Zora Neal Hurston, Marian Anderson, Maria W. Stewart, Bessie Smith, Dorothy Dandridge, Mary Mcleod-Bethune, Fannie Lou Hamer, Sojourner Truth, Madame CJ walker, Harriet Tubman, Augusta Savage and Rosa Parks.) It is lots of fun and very interactive!! We have done this with many schools from differnt grade levels. We will fit the program to your class needs. We can provide your class with links, a website about the project, videos, smartboard lessons and games and slide shows!! If you are interested I can sen you our class created website about the project... it explains everything about the project. Your students can explore this website...it has games, web links and videos! |
| Dates: | between 9:15 to 3:30 M,T,W,TH,F eastern standard time |
| Sign up method: | Email: mcerniglia@lakelandschools.org |
| Grades: | 3, 4, 5, 6, 7, 8 |
| Subjects: | Language Arts/English, Mathematics, Science (Life), Social Studies/History, Special Education |
| Outcomes: | There will be some great interactions betwen the students about the acomplishments the women had achieved. |
| Responsibilities: | I will talk with the teacher about the lesson and what it invloves... its very easy on your end...and lots of fun! |
| Agenda: | We will discuss the paintings and the women in the paintings, then there will be time for discussion and a GAME SHOW!!! Its lots of fun!! |
 | We are a third grade class that has been studying ancient civilizations this year. We have studied Ancient Egypt and Ancient Rome and are currently exploring Ancient Rome. We would like to collaborate with another class that is studying Ancient Rome. Our classes could write to each other through ePals, and/or we can share riddles, poems, or other ideas as we examine this ancient civilization. |
| Dates: | May 1, 2010 - June 11, 2010 |
| Sign up method: | Email: barrong@pasd.k12.pa.us |
| Grades: | 2, 3, 4 |
| Subjects: | Social Studies/History |
| Description: | Using the five factors of production (land, labor, capital, management, and technology) Mr. Roeder's class and Ms. Harner's class will create a themed amusement park. The project will have two parts, 1)power point presentation and 2)poster board layout. The park must have resorts, land usage, restaurants, merchandise, entertainment, thrill rides, and customer service info. The two classes will partner in a virtual field trip to Cedar Ponit Amusement Park prior to the creation of the projects. The two classes will then connect with each other to present their parks. |
| Dates: | October 1, 2010- October 15, 2010 |
| Sign up method: | Email: droeder@brandywinebobcats.org |
| Grades: | 9, 11 |
| Subjects: | Social Studies/History |
| Outcomes: | Students will identify five factors of production. Students will collaborate in creating a comprehensive project. Students will use economic terms to present project. Students will demonstrate understanding of factors of production. |
| Preparation Time Frame: | 2 weeks preparation with a 60 minute vc. |
| Methods and Activities: | 1. Lecture on factors of economic production. 2. Virtual Field Trip to Cedar Point. Tour the different venues at the park. 3. Present rubric for project. Two parts: power point with pictures and poster board layout. 4. Present projects between Mr. Roeder's class and Ms. Harner's class. |
| Responsibilities: | Teachers will direct students to websites that show theme rides, hotels, restaurants, entertainment, and merchandise. Teachers will coordinate virtual trip with Cedar Point. Students will work in groups of 3-4 to create power point and poster board according to rubric. Teachers and students of both classes will connect to share finished projects. |
| Agenda: | Class Connection. Intorduction and review of project goals. Mr. Roeder's class will present projects Ms. Harner's class will present projects Discuuseion and questions. Evaluations |
| Credit: | Ms. Harner and Mr. Roeder worked together. |
| Other: | N/A |
| Description: | We have 4 second grade classes who would like to share with and learn about school procedures in another country such as hallway, lunch, commuting, emergency drill, general school, etc. Sharing could include wiki, email, video conferencing, and other eForums. The project would begin at the beginning of April 2010 and continue through mid-May 2010. If interested please email, and we can discuss details; we are flexible. |
| Dates: | Between April 2010-mid-May 2010 from 8:00-2:00 central time |
| Sign up method: | Email: michele.hanlon@leanderisd.org |
| Grades: | 1, 2, 3, 4, 5 |
| Subjects: | Elementary All Subjects |
| Outcomes: | In this unit of study on procedural texts, students will explore many elements of learning across the curriculum. They will practice using creative thinking, communication, inquiry, information processing, problem solving and reasoning. As students explore procedural text, they will identify the main idea, topic, and describe the order of events or ideas. Not only is it important for students to read and understand procedural text but to write and communicate procedures to others. Texas Essential Knowledge and Skills: 2.15 Reading/Comprehension of Informational Text/Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to: (A) follow written multi-step directions (B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations) 2.16 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) recognize different purposes of media (e.g., informational, entertainment); (B) describe techniques used to create media messages (e.g., sound, graphics); and (C) identify various written conventions for using digital media (e.g., e-mail, website, video game). 2.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (C) revise drafts by adding or deleting words, phrases, or sentences; (D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and (E) publish and share writing with others. 2.19 Writing/Expository and Procedural Text. Students write expository and procedural work-related texts to communicate ideas and information to specific audiences for specific purposes. The students are expected to: (A) write brief compositions about topics of interest to the student (C) write brief comments on literary or informational text 2.21 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. 2.25 Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) gather evidence from available sources ( natural and personal) as well as from interviews with local experts (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams) 2.27 Research/Organization and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to (with adult assistance) create a visual display or dramatization to convey the results of the research Reading/Comprehension Skills. Students use a flexible range of meta-cognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self- directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon content to enhance comprehension; (B) ask literal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re- reading a portion aloud, generating questions); (D) make inferences about text using textual evidence to support understanding; (E) retell important events in stories in logical order; and (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence. |
| Preparation Time Frame: | You will need a few class periods prior to the connection to prepare your presentation and a 45-60 minute videoconference. |
| Methods and Activities: | Once a partnership is established we can collaborate to determine the presentation details. We have ideas, but we are also open to any new suggestions. :) |
| Responsibilities: | To be determined during collaboration with the partner school |
| Agenda: | 5 min. Welcome and introductions. Each class shares their location and brief information about their school. Visuals: Use the document camera or PowerPoint to share a few pictures of local interest. 30 min. Presentations. Each class shares a 15 minute demonstration and/or presentation on the assigned topic. Teachers should negotiate who will cover what to prevent duplication. Visuals: Can be a live scientific experiment demonstration, iMovie of the experiment, or PowerPoint with digital pictures of the experiment/concept, posters with large letters. 15 min. Question and answer. Each class has prepared questions for the other on the content and generates questions while/after listening to the presentation. After the content questions, if time remains, students may enjoy asking each other questions about their respective locations and schools. |
| Other: | How to increase interaction: While a traditional exchange consists of a 15 minute presentation by each class followed by a question and answer period, there are ways to increase the interaction between the two classes. These work best when you’ve discussed the session with your partner teacher ahead of time. • Snowball fight. Northern classes matched up for Read Around the Planet with classes in the south enjoy explaining snow. A paper snowball fight is always exciting. • Interactive readers’ theatre. Create a PowerPoint slideshow with the words to a readers’ theater and have your audience read some of the lines. • Game shows. If classes are studying similar topics, prepare a game show for the other class to answer questions. • Trade off presenting. Instead of presenting for the full 15 minutes, trade off small sections, i.e. when sharing poetry, each class shares one poem at a time. |
 | A 12th Grade teacher in a suburban community on Long Island, NY, is looking for a teacher-partner, preferably with 12th grade students in an urban community, for a class-to-class collaboration using the movie “Blindside” as a springboard for discussion. Prior to the initial class-to-class videoconference connection, the teacher-partners will collaborate on questions to focus the students as they watch the movie. After viewing the movie, the students will videoconference with the distant class to discuss various topics from the film, such as unemployment, health care, career paths, living conditions, family structure (home life) as well as school experiences and sports. The project could involve more than one videoconference. In addition, the Long Island teacher would like to develop an online sharing environment for students to create a joint project. The project would take place during the next two months (April-May). The Long Island class can be flexible about the videoconference connection time (school day is 8:00-2:30 EST), but the best times would be either 8:38-9:18 or 1:02-1:42. The distant class must have IP videoconference equipment that transmits at H323. |
| Dates: | April-May, flexible about connection time |
| Sign up method: | Email: sneale@mail.nasboces.org |
| Grades: | 12 |
| Subjects: | Business, Career Education, Family & Consumer Science, Health |
| Description: | Would you like to be apart of our school Earth Day Celebration? You can watch and/or partipate in our celebration.... or share your celebration with us! We will have poetry, art, music and dance to celebrate Earth Day. Come join us! You can see our ECO-TRUCK made from pizza Boxes! |
| Dates: | aprill 22nd 11:25 - 12:45 eastern time |
| Sign up method: | Email: mcerniglia@lakelandschools.org |
| Grades: | 1, 2, 3, 4, 5, 6, 7, 8 |
| Subjects: | Language Arts/English, Mathematics, Science (Life), Social Studies/History, Special Education |
| Outcomes: | Students can be apart of the confernce and share poetry, art work, songs, dance and projects with our school. We will share what we are doing with your school. You will get to interact with students and learn whatthey will be doing to help the environment. Very interactive! Lots of fun! Come join us! |
| Agenda: | There will be time for students to watch the video confernce and times for them to ask questions and show their work. |
| Description: | Students will draw a picture of their most magnificent moment and orally describe the experience to our partner class. The partner class will then make comments and ask questions. Next, the partner class will share their magnificent moments and respond to questions and comments. 5 minute: Welcome and Introductions. Each class will share briefly about their location including about interesting information about their school and community. 15 minutes: Magnificent Moments Interaction - Take turns presenting magnificent moment pictures. 5-10 minutes: Questions and Answers Credit for original posting: Kim Magro |
| Dates: | Between May 3 - May 14 from 10:00 - 11:00 or 1:30 - 2:30 |
| Sign up method: | Email: louderkirk@oswegoboces.org |
| Grades: | 1 |
| Subjects: | Language Arts/English |
| Description: | My class of Grade 1's from Barrie Ontario would love to share their poetry with another primary class. I would like the other class to participate by sharing their own poetry! |
| Dates: | Last week of April between 9:30am and 3:00pm EST |
| Sign up method: | Email: jwardlaw@mail1.scdsb.on.ca |
| Grades: | 1 |
| Subjects: | Language Arts/English |
| Description: | Students will research online and local resources and participate in a free video conference with the National Archives to discover what reconstruction looked like in their community. Who were the community leaders who emerged? Who were the leaders in position of influence who helped the community? What events are noted? Is evidence of reconstruction still found in your community today? Reconstruction in the south was a time of great change, animosity, resentment and growth. Students will use this information to create and present a multimedia project other classes or schools. |
| Dates: | May 5-May 20 time TBA |
| Sign up method: | Email: chagan@aisd.net |
| Grades: | 8 |
| Subjects: | Social Studies/History |
| Outcomes: | TEKS (24C)(24D)(30B)(31D)(32A)(30B)(31B)(31D) (32B)(10A)(9A,B,C) |
| Preparation Time Frame: | 3 class periods to research, one for the video conference, 2 to prepare the presentation,one to present |
| Agenda: | 5 min. Welcome and introductions. Each class shares their location and brief information about their school. Visuals: Each class creates an animoto to share information about their school and location. 30 min. Presentations. Each class shares a 15 minute demonstration and/or presentation on the assigned topic. Teachers should negotiate who will cover what to prevent duplication. Visuals: Must me multimedia 15 min. Question and answer. Each class has prepared questions for the other on the content and generates questions while/after listening to the presentation. After the content questions, if time remains, students may enjoy asking each other questions about their respective locations and schools. |
