Name: Nicole Lakusta
Twitter ID: @nlakusta
Class/School Website: www.psd70.ab.ca
Bio: I’m a Curriculum Educational Technology Facilitator with a school division in Alberta, Canada. Over the past 20 years, I’ve combined my knowledge and skills in technology integration with the implementation of curriculum, instruction and assessment. In my previous capacities as a teacher and an Assistant Principal, I facilitated and modeled the effective use of a variety of technologies to enhance learning and teaching. I sit on various provincial committees that support organizations, departments, and other school divisions in implementing the Learning and Technology Policy Framework in Alberta. Within the realm of Augmented Reality, I’ve played with and shown teachers how to use Aurasma, Star Walk, Spacecraft 3D, Quiver (especially The Dot), Word Lens and the formative assessment tool Plickers.
Favorite Quiver Resource: Celebrate Dot Day – I’m a huge fan of Peter H. Reynolds and the connection between The Dot and our student’s knowing themselves is a fantastic one to highlight.
Your Motto: Be Creative
What is your Favorite Teaching Moment? I have several, but I always love seeing students and teachers that I support get excited about how they can use something to make their learning better, more interesting or memorable.
Why do you use Augmented Reality in your classroom? It brings an interesting viewpoint. AR makes things come alive in front of students and teachers eyes. I love that AR allows for creation, manipulation and then presentation in an exciting way.
Why did you want to become a Quiver Ambassador? I’m interested in sharing more about AR, what Quiver can do to support students in their learning. One doesn’t need an expensive headset to get to experience AR in the classroom.
How do you share Quiver’s Resources with other educators? In person workshops, through my blog, on Twitter, via Periscope, PD with larger groups.
Where have you presented? Not just specific to Quiver, but it has been included from time to time over the past few years (even when Quiver used to be Colar). Workshops within my school division, teacher conferences in North Central Alberta, PD events in a Consortia.
Ambassador Spotlight Lesson:
Title of Lesson/Activity: Your Help Needed to Keep the Ocean Alive
Grade Level: 2nd – 7th Grade
Subject or Topic: Language Arts, Social Studies, Science
Duration of Lesson/Activity: Over 5 days with 45-60 mins. time allotted each day.
Objective of Lesson/Activity: Students will research how and why the ocean is dying and come up with a community-based solution.
Standards that the Lesson/Activity Meets:
- Alberta Language Arts Grades 2-7
- Students will listen, speak, read, write, view and represent to: explore thoughts, ideas, feelings and experiences comprehend and respond personally and critically to oral, print and other media texts manage ideas and information enhance the clarity and artistry of communication respect, support and collaborate with others.
- Alberta Social Studies
- Grade 2 Canada’s Dynamic Communities
- Grade 3 Global Citizenship
- Alberta Science
- Grade 3 Animal Life Cycles
- Grade 4 Waste & Our World
- Grade 5 Weather Watch
- Grade 7 Interactions and Ecosystems
- Common Core
- Reading: Literature
CCSS.ELA-LITERACY.RL.2.1, 3.1, 4.1, 5.1, 5.2, 6.1, 7.1
- Reading: Informational Text
CCSS.ELA-LITERACY.RI.2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3
- Speaking & Listening
CCSS.ELA-LITERACY.SL.2.1, 2.2., 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6….7.6
CCSS.ELA-LITERACY.W.2.1, 2.2, 2.5, 3.1, 3.2, 3.5, 3.7….7.7
- Reading: Literature
Materials Needed for Lesson/Activity:
- 11 x 17 Paper copy of Placemat 1 from https://goo.gl/KoH5bY (or 2 from http://www.myread.org/images/placemat.gif) with either three or four spaces and a middle section.
- Quivervision’s Enjoy Summer and Sea coloring pack – one pack per group – http://www.quivervision.com/coloring-packs/#summer-and-sea
- Oral Presentation Rubric from ReadWriteThink at https://goo.gl/10zg1 – one copy for each student
- Day 1
The headline in the local paper and online news blog seems impossible. The oceans of the world are dying. Oceanographers and coastal residents are commenting that we must act right now to stop this. Even though your community does not reside near an ocean or sea, you know that you must help. (10 mins.)
How is your community contributing to this problem?
How can your community change to support ocean life?
What local action do you think would be best?
Note: The teacher can create a “fake news article” using http://newspaper.jaguarpaw.co.uk/ to share this information or post on a Google doc or handout.
Have students do some online research in pairs. (Teacher can have a list of sites for students to go to or open-ended search. A collaborative Google document with some specific questions can guide the students searches.) (20 mins.)
Divide students into groups of 3-4. Give each group one Placemat where each will record their individual responses and ideas. (5 mins.) Then as a group they will decide what are the main ideas and write those in the middle of the Placemat. (10 mins.) Project on a large screen some questions like – which ocean is closest to our community? What is an ocean? What might you find there? List some problems facing oceans, etc.
Each group shares their main ideas and all group posters can be put on a classroom wall. (20 mins.)
- Day 2
Do some more research. Students will find out what are the problems facing oceans today, how are people contributing to the problem and how are they acting to change this? This could be continued online research and connecting with experts via Google Hangout/Skype or even email. Make some notes on a collaborative document like a Google Document, on Padlet, or TitanPad. (30 – 45 mins.)
- Day 3
As a group, students look at their research and decide on an action, that can be taken in their community to help save the oceans. (30 mins.) They can post this to the collaborative document or on a poster, all students will then do a “Gallery Walk” off each group’s work offering any feedback. (30 mins.)
- Day 4
Students then color the Enjoy Summer and Sea pages in the coloring pack as some of their visuals for the project. They will use an iPad/iPod with the Quiver iOS app to view their augmented pages. (30 mins.)
The group will create a poem, commercial, short story or song using their research and augmented Summer and Sea pages. Each member requires a part to orally share during the presentation. (30 – 45 mins.)
- Day 5
Teacher videos students reading the poem or short story, singing the song or creating the commercial while also showing the augmented pages. (30 – 45 mins.)
Key Vocabulary: Overarching vocabulary found at https://goo.gl/giDrfP. Depending on the grade level, teachers would adjust the amount of keywords students would be exposed to.
Assessment: Oral Presentation Rubric from ReadWriteThink – one copy for each student.
Notes, Suggestions, Tips, etc…
Watch the archived virtual field trip sponsored by Discovery Education – Of the People: Protecting Our Ocean. Participants are taken inside the State Department in Washington, D.C. to learn how international cooperation among nations, as well as everyday actions by students that can save our oceans.
Go to http://www.estuarylive.org where there are over 150 videos for teachers to make available for students who are studying tides, oceans, etc with also additional lesson plans.
Set up a live Google Hangout with scientists through http://www.exploringbytheseat.com. Their primary goal is to connect classrooms with guest speakers and virtual field trip experiences on science, adventure and conservation from around the world.