Friday, 8 September 2017

Year 3 Exploring our Community with a 360 Camera

Year Three wanted to use the Google Cardboards and Street View to navigate the local community. They were looking particularly at the services that were available such as ; the Police Station, Banks, Supermarkets etc.

Last year when we undertook this project, the students found it clumsy trying to navigate to the Yonhi - Dong area and then finding the appropriate photos which had been submitted by other people.

To make it a more useful project we took our own 360 degree photos around the community. This mean't we had photos in locations where the students could find what they were looking for.
It was a straightforward process uploading the photos from the camera to the iphone and then into Google StreetView. (The Ricoh software allows you upload directly to Street View so it may cut out a couple of steps).

For the students they were able to take the iPads in their classroom, open Street View and then select the location icon. This took them straight to the Yonhi-Dong area. They then scrolled through the available photos until they found one submitted by the teacher. By clicking on the teacher's profile picture they were then about to see all 10 photo that  had been uploaded. The students were also able to scroll through them easily and check off the services they were looking for.
The project was a success as the students were able to spend time looking for the services in the community and the technology did not get in the way.

This was a great lesson to do as a precursor to actually taking a walk through the community.

The photos could also be upload to be viewed in Pagoda or on any web platform. Images were uploaded to 360 Player site ( where you can create a free account.
You then can either copy the link or the embed code and paste it to any site. In Pagoda you place it in the "Embed the Web" content block.

For more information about the project, email:

Ricoh Theta 360 camera
mobile device with the Ricoh 360 app (free download)
Google Street View (free)
online 360player site (free account)

Taking photos (60 minutes)
Uploading to Street View (10 minutes)
Uploading to 360 Player (20 minutes including setting up an account)

Monday, 22 February 2016

G2 Poetry Unit - Publishing With Google Draw

Teachers Involved:  
Colleen Hoskin, Heather Wirch, Tae Yi (Grade 2 team)
Sarah Carpenter

Grade/Year level: Grade 2

Curriculum Links: 
Language Arts - poetry unit

SAMR: Substitution moving to augmentation ...

** could be moved to augmentation or modification by using comment features, taking a poem and making a multimedia presentation of it, focusing on poetry with expression.

Students publish their poetry anthologies using Google Draw

Tips and Tricks:
When students are new to Google Draw, it is important to layer skills in short bursts, and then practice them again and again creating poems.  When they are set with their skills, teach them a little more and have them go back through created poems, adding in the skill.  We have found the sequence of skills works best as follows:

Lesson One:  Setting Up
  • concept of layering (moving forward and back) and the importance of the order in which you do things
  • custom page set up
  • Inserting borders
  • Inserting text boxes
  • the enter and delete keys

Students should create 4 - 5 poems before going onto next stage

Lesson Two:  Spicing Up!
  • fonts, size and colours and how to choose and change
  • text alignment and centering
Students apply these skills to all poems created to date and continue to expand their anthology

Lesson Three:  Adding Pictures
  • how to use the google safesearch filters
  • using google search
  • balancing pictures with text
  • how to center
  • how to resize (by corners only)
Students apply these skills to all poems created to date and continue to expand their anthology

Short Attention Spans of Young Students:
  • break steps down into very short tasks
  • have a poster with each step for students to refer back to.  This will encourage them to be independent and frees you up so you can help with the major issues.
Keyboarding Skills:
  • we recommend students have had at least a trimester of keyboarding before they do this unit
  • have students create poems first on paper and then just use draw to publish the finished work
Resources needed:
  • Help Charts
  • Google draw

Time involved
  • Each lesson is an hour.  Time must be given between lessons for students to practice the skills they have learnt.  If they do not practice multiple times and additional skills are added in too quickly, they will not retain the skills and sequencing needed to build quickly and successfully.  It is good to have additional support if available whilst students are practicing.

Contact information

Wednesday, 3 February 2016

Grade 1 Puppet Movies

Teachers Involved:  
Mary Ellen Lee,  (Grade 1 team)
Sarah Carpenter, Alan Hoskin, Nathan Walker, JJ Akin (DLC team)

Grade/Year level: Grade 1

Curriculum Links: 
Social Studies and Language Arts - Wampanoag

1L The Lightning Strike from Seoul Foreign School on Vimeo.

SAMR: Augmentation

Students create a story about their Wampanoag puppet characters and share it with an audience.

Tips and Tricks:
  • student moving the puppet should be different from the student saying the lines
  • film in short scenes then string the clips together.  You will get a better result with younger students.

It is really important that students have practiced well - this will speed up film timing and make it more effective.

Short Attention Spans of Young Students:
  • work with small groups on small scenes.  This helps keep students focused and on task.

Resources needed:
  • Backdrop (if using class wampanoag backdrops, photograph and then put onto a minimum of 2xA3)
  • Student puppets and backdrop
  • iMovie

Time involved
  • 1 hour - additional editing may need to occur after that time, depending on how well rehearsed students were and how efficient the filming process was.

Contact information

Grade 2 Weather Videos

2Y 13 Dec Weather from Seoul Foreign School on Vimeo.

Teachers Involved:  
Colleen Hoskin, Heather Wirch, Tae Yi (Grade 2 team)
Sarah Carpenter (DLC)

Grade/Year level: Grade 2

Curriculum Links: 
Science - Weather Unit

SAMR: Modification heading towards redefinition

Students make a daily weather forecast using the Green screen and scenes of Seoul, to be used for daily display on the lobby monitors whilst studying their weather unit.

Tips and Tricks:
  • Ensure the students move forward so that there is distance between them and the back of the green screen.  It stops the green halo affect.
  • best filmed on a computer - students can cover the screen with the script (leave a view for the camera)
  • Use cross dissolves as the basic transitions.
  • Have script printed out A3, and cut into segments so that the text is held high - easy if a person stands behind the computer moving the text as needed.
  • No more than 3 students as meteorologists
  • Choose an opening and closing theme/credits and just change the content daily.  It saves a lot of time!
Have students translate the weather with some personal comments.  eg - if it's really cold, comment on it. ie. "brrrrrr!  That's cold!  You will need a warm jacket outside today"!

Script Rehearsal:
It is important that students have rehearsed their script so that they can do the video in one take.  iMovie green screen doesn't allow for transitions and breaking up clips.  It works best in one long take.

Resources needed:
  • Green Screen and good lighting (3 LED panel lights work well)
  • stand for appropriate height for computer to film
  • iMovie

Time involved
  • need a minimum of 45 minutes to film, edit, add subtitles and export movie (more if you are adding music, opening and closing credits).

Contact information

Invention Convention

Teachers Involved:      
Molly DeBoer, Leila Webb, Shannon Manion, Brad Thies (ES 4th Grade Team
Sarah Carpenter (DLC Team)
Ross Brown (Curriculum Coordinator)

Grade/Year level: Grade 4

SAMR: Modification

Students to use design process to create an invention that they market at an upcoming invention convention.  For DLCs the focus is on the design process and presentation skills.

This unit ties in with social studies and literacy.

Tips and Tricks:
The Design Process

  • Time needs to given for testing and modifying.
  • Describe design in terms of both form and function - use Alessi products as examples of this.
  • At end of unit, photograph concept drawings and the finished product and have students write a reflection on the process including:  how things changed from concept to creation and why, the challenges they faced and how they met them.

  • Have students build in the note section before putting a single thing on the slide.
  • One slide per point/idea

  • students reflecting on the process is very important.  Initially they may not reflect at a deep level, so stimulate their thinking with what? How?  Why?  questions

  • It's important for teachers to realize that the design process is messy and chaotic - students will pass through this stage as they refine their ideas.  Stay with the process

Resources Needed:

Associated Web Links:

Time Involved: (specific lessons - not including support in class following a lesson)
  • 1 hour:  Marketing Your Product 
  • 1 hour:  Alessifying Your Product
  • 1 Hour: Appeals
  • 1 hour:  Presentation Skills

Contact Information:

Monday, 23 November 2015

Science Forces and Motion Videos

Teachers Involved:      
Molly DeBoer, Leila Webb, Shannon Manion, Brad Thies (ES 4th Grade Team
Sarah Carpenter, Alan Hoskin, Nathan Walker, JJ Akin    (DLC Team)

Grade/Year level: Grade 4

SAMR: Modification

Students make a video illustrating one of the forces and motion science concepts that they have been studying.  They need to explain the concept and illustrate it with both an experiment and a demonstration.

The Science Bros - Inertia from Seoul Foreign School on Vimeo.

Tips and Tricks:
It is important to ensure that students have  enough time to thoroughly cover the science concepts in class and have a clear understanding of their concept.  

Storyboard, storyboard storyboard!!! (see next section)

When filming, immediately delete footage that you don't want.  It makes it easy in the editing stage as you are not having to sift through a lot of unnecessary footage.

Use cross dissolves as the basic transitions.

It is important to storyboard clearly with students.  Time spent at this stage saves a lot of time in filming and editing.  You can check out storyboarding tricks and tips here.

If students use a script and they don't know it well, it becomes a barrier to efficient filming.  However, not having thought through the key points of what they want to say also is a barrier to efficient filming.  We would recommend students bulletpoint their key points for each frame of their storyboard and practice the delivery.

Resources needed:
  • storyboarding presentation (Pear Deck File - see DLCs)
  • Zaption storyboarding (see DLCs for link)
  • storyboarding sheet
  • science resources for experiment demonstrations
  • iPod touch or iPad for each group (approximately 3 - 4 students per group)

Associated Web Links:

Time involved
  • story boarding lesson - 1 hour + homework on zaption
  • Storyboard creating - 2 - 3 lessons (45m - hour each)
  • filming -  1 hour (students must be well planned)
  • editing -  1 - 2 hours (be aware green screening is a longer editing process)

Contact information

Thursday, 21 May 2015

Matching Game using Smartboard

by Eugenia Chan (Year 1, British School) Alan Hoskin (DLC, British School)

Grade/Year level: Year 1

SAMR: Modification


As part of a Plant unit in Spring, Year 1 students explored the school environment for different types of plants. They repeat the exercise a few weeks later to identify changes.
Previously, students drew what they saw on a worksheet. This was developed, where students took iPads and photographed the plants to help them remember what they saw.

This idea has been taken one step further where the photos taken by the students were embedded in a Smart Notebook file to become a matching game.
This allowed the class to play the game and talk about the differences they saw in the plants that did not match as well as the changes in the plants over Spring.
The activity also allows for students to go back and review using the game.

Students taking photos consistently and then matching them up in the document.
The logistics of taking the photos off the iPads and embedding them relatively straight forward. It would be recommended to down size the images because they were over one Mb in size.

Although the activity was great to have in a Smart Notebook file, the teacher would have liked it to be available on the iPad for more than one child to use independently. After playing around with HTML5 and Java options, it was found that using an existing app was the best option.
Started exploring an app called Stick Around, which has real potential throughout the school for self checking review (K - 12).

Resources needed
Smart Notebook

Time involved
Nature walk to take photos with the iPad  30 - 40 minutes
Creating the Smartboard activity 30 minutes

Contact information