Plan for Virtual Tour

6th Grade Social Studies
Objective 4: Analyze how the earliest civilizations created technologies and systems to meet community and personal needs.

1. Identify innovations in manmade structures over time (e.g. irrigation, roads, building materials) and their influence on meeting needs.
2. Examine the evolution and importance of writing.
3. Identify cultural expressions that reflect these systems (e.g. architecture, artistic expression, medicine, philosophy, drama, literature).
4. Compare social classes, vocations, and gender roles within ancient civilizations.

Location	Activity Description	Google Earth Content
1. Athens, Greece (Temple of Olympian Zeus)	The Greeks loved drama. Large open theaters were built throughout Greece. The theaters were so large that the spectators could not see the faces of the actors. Because of this the actors wore masks to show how the characters felt during different times of the drama. We made masks simply by dying pasta with food coloring. We then glued the pasta to a piece of black poster board to show a mood that a Greek actor might be experiencing during a drama. Students create 3 different masks: happy, sad, and content and then make a skit. http://www.mce.k12tn.net/ancient_greece/masks.htm
2. Rome, Italy (colosseum)	Watch utube video of the architecture of the colosseum, "Building Rome's Colosseum".
3. Valley of the Kings, Egypt	The ancient Egyptians worked very hard, but they always kept a portion of their day available to relax and play. One of their favorite leisure activities was to create their grave goods - things they would put in their tomb someday. Gravegoods were everything from jewelry to clothing to little statues of workers. Everyone had a job to do in ancient Egypt. They fully expected to be assigned jobs to do in their afterlife, just as they were assigned jobs to do in their daily life. To the ancient Egyptians, it made perfect sense to create little statues that would do the work for them. These little statues were carefully packed away, along with other goods, in preparation for the day they would enter their afterlife. They had a great deal of fun planning and making their gravegoods. Creating grave goods was a big part of ancient Egyptian leisure time. They created grave goods their whole lives. But that is not the only thing they did with their leisure time. They also liked to take family outings to see how the construction of their tomb was progressing. Now, this might sound as if the Ancient Egyptians were in love with death. But that is not so. They were in love with life. They loved life so much, they wanted it to go on forever. They believed in an afterlife. The afterlife was a real place. or The ancient Egyptians worshiped over 2000 gods and goddesses. Unlike other ancient cultures, whose gods looked somewhat like people, most ancient Egyptian gods had animal heads. Class: Let's weigh some head gods they used (Cat and alligator) with a scale and then compare it to something you would like to take with you to the "after life". http://egypt.mrdonn.org/gods.html
4. Beijing, China (great wall)	Answer the follwoing questuions about the Great Wall of China: Can you really see it from the moon? How many years did it take to build? Are there bodies buried in it? Then click on the following the attachnment to see the Great Wall of China on Google Earth! http://www.activityvillage.co.uk/the_great_wall_of_china.htm

This multimodal representation will better help first grade student to understand health concepts as listed under Utah's Core for Health Education in Grade 1. As they listen to the music, voices, and see the images, they will better understand Standard 1, Objective 1 (a) 
Describe and practice responsible behaviors for health and safety. Practice appropriate personal hygiene (e.g., bathe, wash hands, clean clothes). By: MaryAnne, Laila, and Cicely

This multimodal representation will better help first grade student to understand health concepts as listed under Utah's Core for Health Education in Grade 1. As they listen to the music, voices, and see the images, they will better understand Standard 1, Objective 1 (a) 
Describe and practice responsible behaviors for health and safety. Practice appropriate personal hygiene (e.g., bathe, wash hands, clean clothes). By: MaryAnne, Laila, and Cicely

Happy Body for Everybody Series Part I: Washing Your Hands

I commented on:

• Beth's Halloween ABC Book
• Ashlee's Journey's- The ABC's of Space
• Princess Brielle- washing hands video

I watched the digital storytelling projects of other student in my group: Beth's, McKay's and Aubrianne's storyboard video "Halloween ABCs" was very entertaining! I was laughing out loud in the McKay Tech Lab very loud. I liked the enthusiasm and variety of voices used for each letter of the Alphabet. The transitions were smooth and the pictures have high quality pixel value.

The most challenging part of implementing a digital storytelling project in an elementary education classroom could be:

• Limited access to computers
• Background music overpowering students' voices
• Helping students stay on tasks (not checking facebook or music that is unrelated to the project)
• Parents would have a harder time aiding their children in the process. Since they have had less exposure to technology.

week 3

TPAK notes:

Teachers must know: CK Content Knowledge and PK Pedagogical Knowledge and TK Technology Knowledge. 3 circle diagram
CK+PK= PCK
TPK= if you’re not teaching the tool for content (grades)
TCK- Technological Content Knowledge (independent of teaching, GPS)
TPACK- Technological Pedagogical and Content Knowledge (knowing how to teach a content area with technology)

Our storyboard is focused on the importance of washing one hands. It coincides with the UEN core standards for 2nd grade. TPAK aids our story board because students are able to visually see how to wash one's hands and with a catchy song.

Storyboard

Nicky, thank you so much for helping me complete my 6th grade website! I feel the most useful skills I learned was to make words/phrases become a link. Enabling my students to simply click on Aztec Quiz and they are taken to a website was wonderful. I can't remember everything, but it was good to get a hands-on experience with the technology. I hope I can remember what I've learned and bring a laptop next time... but it's heavy. It will be good weight lifting.

Technology Background

This blog is for my BYU Elementary Education technology class. I don't feel I have a very strong background in technology. I know how to use word perfect, yahoomail, google (I don't know google world or chrome), wikipedia, pandora, some of powerpoint, finding things off of utube (but I don't know how to download my own personal videos), I don't know how to work excel or type without looking at my fingers. I don't know how to download pictures (scan them). I am excited to become more proficient in technology though and do think it is very useful.