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 (https://360player.io) 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:

michelle.penn@seoulforeign.org

alan.hoskin@seoulforeign.org

Resources:

Ricoh Theta 360 camera

mobile device with the Ricoh 360 app (free download)

Google Street View (free)

iPads

online 360player site (free account)

Time:

Taking photos (60 minutes)

Uploading to Street View (10 minutes)

Uploading to 360 Player (20 minutes including setting up an account)

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

Description:

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.

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

Challenges:

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
sarah.carpenter@seoulforeign.org

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

Description:
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.


Curriculum:
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.

Presentations

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

Reflections

• 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

Challenges:

• 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:

• Invention Convention Google Slides For Design/Presentation/Appeals lessons
• The Design Process/Cycle of Inquiry
• Stanford Design Model

Associated Web Links:

• Ellen Show Kid Inventors - Bathroom inventions
• Ellen Show Kid Inventors - 3 Kid inventions and a baby (high chair one particularly good)
• Kid Inventions Turned Into Reality

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:  sarah.carpenter@seoulforeign.org