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Transcript for Water Habitats
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| Time | Content |
|---|---|
| 00:00 → 00:03 |
Habitat Project |
| 00:04 → 00:08 |
Welcome to our Sunnyside pond water habitat project. |
| 00:09 → 00:13 |
All school year we study our local pond water habitat |
| 00:14 → 00:15 |
at the Sunnyside park near our school. |
| 00:15 → 00:18 |
The ducks are putting their yellow noses in the water. |
| 00:18 → 00:20 |
Why do you think they might be doing that? |
| 00:21 → 00:24 |
The ducks could be putting their beaks in the water |
| 00:24 → 00:25 |
to catch the water insects |
| 00:26 → 00:27 |
They could be |
| 00:27 → 00:30 |
One of the first projects we had an idea to go online with |
| 00:31 → 00:34 |
was taking our environmental science study of a local pond habitat |
| 00:34 → 00:37 |
where children were making observations |
| 00:37 → 00:40 |
and take what that piece was that we were already doing in the classroom |
| 00:41 → 00:43 |
And take that into the next step of using that as |
| 00:43 → 00:46 |
the content of communications. |
| 00:46 → 00:48 |
We're just going to check to see what the ph is... |
| 00:49 → 00:52 |
With the goal of hoping that as they communicated about their local habitat |
| 00:52 → 00:56 |
They would find connections and diversities between this local habitat |
| 00:56 → 01:00 |
and other water habitats in different locations around the world. |
| 01:01 → 01:06 |
We can send our pond writing documents as e-mail messages to other schools around the world. |
| 01:06 → 01:09 |
who are studying water habitats with us. |
| 01:10 → 01:12 |
My over-arching goal for that curriculum |
| 01:13 → 01:15 |
is that they start to develop an understanding |
| 01:16 → 01:20 |
that waterways and water systems throughout the world have a connectivity to them. |
| 01:23 → 01:25 |
We have art work from Lara Primary, |
| 01:25 → 01:28 |
the school in Australia. |
| 01:28 → 01:31 |
The have this sanctuary for endangered birds. |
| 01:32 → 01:34 |
They're writing to an audience of their peers |
| 01:35 → 01:36 |
with a purpose |
| 01:36 → 01:39 |
about something they know really well and want to share. |
| 01:39 → 01:42 |
This year there are lots of mallard ducks swimming in the big pond. |
| 01:43 → 01:45 |
Sometimes we have seen 40 ducks and sometimes |
| 01:45 → 01:48 |
we have seen 200. |
| 01:48 → 01:52 |
Their peers value it and they get an immediate response back that says |
| 01:52 → 01:54 |
Thank you for telling me about the pond. |
| 01:54 → 01:57 |
Thank you for telling us about your mallard ducks. |
| 01:57 → 02:00 |
We don't have mallard ducks here. |
| 02:00 → 02:03 |
So anything that's on the screen |
| 02:03 → 02:06 |
from our classroom is embedded in real life, |
| 02:06 → 02:07 |
developmentally appropriate, |
| 02:07 → 02:10 |
hands-on real world experiences that the children have. |
| 02:10 → 02:13 |
And I think the important thing to remember |
| 02:13 → 02:15 |
is that it's not a matter of the technology |
| 02:15 → 02:18 |
replacing those experiences in the classroom. |
| 02:19 → 02:22 |
It's a matter of using that technology |
| 02:22 → 02:25 |
to publish, communicate |
| 02:25 → 02:28 |
share, work with the ideas of the things |
| 02:28 → 02:29 |
that children |
| 02:29 → 02:32 |
should be doing in first and second grade |
| 02:32 → 02:35 |
The real, real human interaction. |
| 02:36 → 02:37 |
They're using the technology to understand that better. |