Curriculum Plan for Global Virtual Classroom Project—GVC06-13
EXPLORING OUR WATERS


The focus of our Curriculum Plan for the Global Virtual Classroom Project is three-fold:
1. Collaborate with students and staff from other schools and learn to work and succeed as a team.
2. Improve and expand computer and technology skills and competencies.
3. Communicate with students from other countries in a variety of ways that do not depend on language.


Our GVC classroom is one “without walls” as we partner with schools in other countries and collaborate to build a website with the common theme, “Exploring Our Waters.” Based on an assessment of student interests and the locations of the partner schools, the theme is both relevant and appropriate:
1. Doverwood Public School, Port Dover, Ontario, Canada, is on Lake Erie.
2. Da-Qiao Elementary School, Taipei, Taiwan, is near the East China Sea, Philippine Sea, South China Sea, and Taiwan Strait.
3. Epiphany Cathedral School, Venice, Florida, USA, is on the Gulf of Mexico


The following concept map displays the brainstormed and evaluated theme (circle), sub-themes (ovals), and topics to be explored (diamonds, squares, pentagons, ovals). Click on it to see and read our inspiration software created spider web concept.

 

The GVC staff aim to create a facilitating environment where all students are successful and active learners. Emphasis is on knowledge building and collaboration. Our theme and sub-themes allow connections to our communities with real life application of new knowledge and skills, especially computer and technology competencies.
Students in GVC06-13 are engaged with project based learning, using the ICA class site, the Internet, various multimedia tools, primary research (interviews, field trips, etc.), and traditional resources to apply and synthesize knowledge resulting in the production of a website.

Our Plan
The four phases of our Global Virtual Classroom project are presented with student goals and objectives that are aligned with a timeframe. This will be used as a planning and monitoring document to guide our work and collaborative activities.

Phase I, Getting Acquainted--September-October
Goal 1: Use technology tools as well as traditional means (snail mail, telephony) to build friendships and teamwork among students and staff from the three schools.
Student Objectives:
_____ 1. Post short “bio” that includes interests and favorite activities in ICA class site. Respond to at least two students’ postings from partner schools.
_____ 2. Introduce selves (staff as well as students) to peers from partner school using video conferencing technology (Yahoo).
_____ 3. Post links in the ICA class site to water games websites that students have evaluated and described in detail.
_____ 4. Build team spirit by participating in a scheduled luncheon that facilitates casual and friendly conversation and sharing.
_____ 5. Send postcards, photos, artwork and perhaps specimen from local water areas (shells, soil/sand, etc.)

Phase II, Website Planning—October-November
Goal 2: Determine theme, sub-themes and topics for the “Exploring Our Waters” website and timeline for implementing.


Student Objectives:
_____ 1. Exhibit ethical, safe and responsible behavior related to computer use (e.g., security, privacy, passwords, personal information, copyright infringement) and recognize possible consequences of misuse.
_____ 2. Brainstorm ideas that result in a common theme for GVC06-13 and sub-themes.
_____ 3. Sign up for sub-theme of interest and discuss possible products that can be included in the website.
_____ 4. Meet in groups according to sub-theme to brainstorm, discuss and determine topics that each student will explore.
_____ 5. Research and explore selected topics related to “Our Waters” on the Internet, on field trips, by interviewing appropriate people, and by using traditional media.

Phase II, Website Authoring—December-February
Goal 3: Design a website collaboratively with the central theme, “Exploring Our Waters.”


Student Objectives:
_____ 1. Use telecommunications and collaborative tools to investigate water issues and information, producing a variety of products to be incorporated into the class’ website.
_____ 2. Plan, design, and develop multimedia products using data (e.g., graphs, charts, PowerPoint presentations, etc.) to present information to include on our website.
_____ 3. Select and use appropriate tools and technology resources to construct website pages, some of which do not depend on a specific language such as artwork, music compositions, etc.
_____ 4. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning the real world.
_____ 5. Design, develop, publish and present products (e.g., Web pages, PowerPoint presentations, video tapes, drawings, pictures, creative writing using word processing software, etc.) using technology resources that demonstrate new knowledge and information about local waters to audiences who have Internet access.
_____ 6. Use a variety of collaborative tools to survey, collect, and summarize information to include on our website.


Phase II, Website Review—By February 21
Goal 3: Evaluate and re-tool the website with input from various audiences.


Student Objectives:
_____ 1. Present structure of the website to various audiences (parents, other students, administrators, etc.) for their input and suggestions.
_____ 2. Incorporate new ideas to revise the website.
_____ 3. Verify that hyperlinks work.
_____ 4. Submit website by February 26-27, 2007.