89 Lighthouse Technology Grant Recipients for 2001-2002
The purpose of this grant program is to identify, enhance, and disseminate existing curriculum projects that have been implemented by classroom teachers. These projects will demonstrate effective models of teaching that incorporate new technology to motivate and support students in their learning the content of the district's curriculum guidelines and the state's learning standards. The teachers who originally implemented these projects will serve as mentors to their colleagues and new teachers, and the projects should become models for other classrooms in the school, other schools within the districts, and/or other districts in the state.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
|
Perry Verge
781-246-6460 |
Project Title: I Spy a Pen Pal
Project Overview:
Third grade elementary and senior high school psychology students correspond throughout the year and plan visits to meet during the school year. The psychology course curriculum includes a study of both childhood and adolescent development and this Buddy Program lends itself naturally to the study of both areas. The third grade writing curriculum is enhanced by opportunities for authentic assessment and process writing that will support the state Curriculum Frameworks. More frequent interaction between the elementary school and high school buddies will be helpful in building positive relationships and in exploring firsthand childhood behavior and cognitive development. Innovative technology will help to improve writing skills. Computers, software, Alpha Smarts, and Eyeballs will promote better technology use.
|
|
Cynthia Hardaker-Blouin
413-323-4983 |
Project Title: What's Down? What's Up?
Project Overview:
In meeting the State Frameworks for Science and Technology, students will be engaged in an interdisciplinary unit on earth and space science. It integrates science content information with art, literature, and writing to positively impact student learning and content acquisition. The students explore the earth from the "inside out" learning about the forces that change the contours and structure of the earth. Students explore the ways in which rocks, fossils, ice cores, and tree rings record events of Earth's history as they create a timeline of the evolution of the earth. Students also explore plate tectonics through maps and charts; they recreate volcanic eruptions and note the impact on the surrounding land and atmosphere. Students explore the layers of the earth and make simulated fossils. Each class participates in the creation of a large mural depicting the layers of the earth on an entire classroom wall (there are three science groups). Students integrate previous knowledge of weather and the water cycle to understand how these impact the geology and geography of the earth. They write stories about the adventures of inner-planetary creatures making sure they understand the special adaptations that such a creature would need to have to successfully live in a hostile environment.
|
|
Lynn Sykes
508-291-3510 x 253 |
Project Title: Multimedia: An Approach to English Language Arts Introduction
Project Overview:
Using the Internet and library resources, students will research the literary, historical, cultural, and social influences of To Kill a Mockingbird and Romeo and Juliet, using various critical lenses. Students will work in cooperative groups to plan, design, and produce multimedia projects, including digital video, for each literary work and author. They will learn to critically evaluate information and sources, organize it to present a consistently focused message, plan a media presentation, and collaborate with each other both in person and over the Internet. They will write with a goal and with their audience in mind. Students will use MovieWorks, HyperStudio, Adobe Photoshop, and digital video editing software to create their projects.
Finally, students will express their acquired knowledge of each literary work, author, and literary techniques into a compelling multimedia presentation with Web and CD outputs.
|
|
Denise Quinn
413-572-6418 |
Project Title: Dining out
Project Overview:
Mr. Wheeler's 5th grade class took on the role of entrepreneurs as they embarked on a two-week interdisciplinary unit that included Math, Language, Social Studies and Art. Students were given the job of opening a new restaurant. Using a web interface on their classroom computers they worked their way through fourteen activities. Students drew floor plans using geometric models to represent and solve problems. They wrote news articles, created menus and argued sides in the smoking debate. Prospective restaurateurs learned about local government regulations regarding the safe operation of restaurants, and designed logos to represent their eateries. Students worked alone or groups as they saw fit. The project not only included many learning standards but succeeded in making the students aware of the connections between school and work. The fifth graders came to realize that the skills they were learning did have a direct correlation to the real world. There was an opportunity for different learning styles to be accommodated as each child chose their own path toward completing their job. Bilingual students benefited from this project as it gave them a look at the American system of private enterprise. The project-based unit created an atmosphere of challenge; excitement and personal satisfaction as students came to work each day.
|
|
Joanne Hentnick
413-572-6360 |
Project Title: Westfield: A Nice Place To Live, Work, And Play
Project Overview:
A multimedia community project titled "Westfield: A Nice Place to Live, Work, and Play" was designed to blend many of Moseley Elementary School's values (community, family, and diversity) into our 3rd grade students' educational experience. Students were divided into pairs and were assigned a different point of interest in Westfield to investigate. During three weeks, students used Macintosh computers for project research and development. Students were given the URL of a site related to their community topic to use in collecting data, and a graphic organizer provided by the teacher to use as a guide. Later, a community contact person, along with the appropriate e-mail address, was given to students. The excitement could barely be contained as students discovered many new facts using the Internet and received both e-mail and postal replies from contacts such as the Mayor of Westfield. Students compiled all of the resulting information into a descriptive paragraph to be used in a class book and multimedia slide show. Student drawings of city landmarks, done in Kid Pix, along with digital photos, were copied to a class slide show, and narration was added by recording students' voices reading their paragraphs. The result was an impressive multimedia slideshow presentation. All students became significantly more motivated in their learning, demonstrated a greater level of understanding in using technology, and connected with their community.
|
|
Stephanie Gosselin
Barbara Joki
978-692-5591 |
Project Title: Amazing Animal Art
Project Overview:
This fourth grade interdisciplinary art project links the Visual Arts, Science, English/Language Arts and Instructional Technology standards of the Massachusetts curriculum frameworks. It extends from the classroom where students research an animal, to the art room where they collaboratively view, analyze animal portrayals by many artists via the World Wide Web, books, prints and CD-ROMS. Students are introduced to contemporary graphic art using a graphic tablet, create their own artwork and display their piece in a multimedia presentation. This traditional animal art lesson has been transformed from an instructional to an investigative project resulting in enthusiastic learning and greater exposure of many styles of art.
|
|
Diane Walters
Peri Palmer
978-692-5582 |
Project Title: Ubiquitous Life Project
Project Overview:
Ubiquitous Life Project is an inquiry based, hands-on seventh grade science research tool designed so students can explore local and global wetlands. The students study the interrelationship of living things within these habitats using a wide range of equipment. The extension of the Ubiquitous Life project will incorporate the use of the new technology purchased through this grant. Students will be using computers, probes, digital cameras, microscopes, and cameras for microscopes to observe, collect and collate data from our local wetland. Students will compile data throughout the entire year. Based upon this data, they will draw conclusions about the local wetland, as well as, the organisms that live there. As the culminating activity, they will use claris slide show, powerpoint, or hyperstudio, to present their findings to their peers.
|
|
Julie Barker
781-326-7500 ext. 504 |
Project Title: Journeys West Project
Project Overview:
The Journeys West project is a fifth grade social studies unit through which students will explore the theme of westward expansion by studying such topics as the Trail of Tears, the Louisiana Purchase, the Lewis and Clark Expedition, the California Gold Rush and Oregon Trail. Students will acquire information literacy skills, develop an understanding for the time period, collaborate and interact with multiple resources. By utilizing a variety of software such as Inspiration, Power Point, Mapmaker's Toolkit and Timeliner, students will organize research data and information. To enhance their understanding of viewpoints and personal experiences presented in primary sources, students will receive direct instruction on effective search strategies of the American Memory Collection. Students will demonstrate their understanding and interpretation of the research by documenting a mock journey westward from a particular viewpoint through a journal, map, timeline and a broadside.
|
|
Andy Stenson
413-268-8421 |
Project Title: From Lego Bricks to Computer Chips - Using Programmable Lego Robotics to Meet
Project Overview:
Robotics is an emerging and evolving technology that students often find engaging when designing their own technology projects. Our Lego robotics project, now in its 3rd year, involved 6th grade students in the design and engineering process through the use of Lego and Lego Dacta's programmable brick technology. In this inquiry-based project, students built Lego based devices to solve specific design challenges. Computer programs were written to automate processes and designs were tested and modified as the need arose. Student teams built individual elements of a simulated amusement park, which were then combined and shared in a demonstration open to the school community. The project was highly engaging, offers opportunities for success for all learners and provided a context for the kinds of real world, project oriented, problem centered activities that are crucial elements of effective science education. As stated in the guiding principles of the Science and Technology/Engineering framework, "Significant learning in science and technology/engineering arises from students observations, curiosity and prior knowledge" Our programmable Lego design project captured the spirit of this guiding principle and is highly effective in addressing the following learning standards:
|
|
Charles Campbell
508-799-3415
John S. Kania Ed.D
508-799-3525 |
Project Title: Science Investigations at your Fingertips
Project Overview:
In phase one, the Science Program at the immediate level (grades 4-6) of Heard Street Discovery Academy will be enhanced by the increased ability of students to collect and analyze environmental data. A major focus of the project will be to increase the expertise of teachers and students in data collection, analysis and presentation through technology using the existing five-pronged approach to teaching science already successfully implemented at Heard Street. Through the addition of handheld devices with scientific sensors, students will collect, analyze, interpret, and share data anywhere. Wireless laptops and projection devices will enhance our instructional delivery and presentations. Training in the use of the technology to enhance science programs in five dissemination sites will occur in the second phase of the project. This multi-faceted approach to teaching science is aligned to the MA Curriculum Frameworks standards in Physical, Life, and Earth Science. The project is also aligned to the National Educational Technology Standards (ISTE) and addresses current goals in the Worcester Public Schools Technology Plan / Competency Matrix.
|
|
Charles Campbell
508 799 3415
Kathy Peloquin
508 799 3655 |
Project Title: Building On Line Learning Environments
Project Overview:
Worcester Public Schools (WPS) has created a teacher and K-12 Student Technology Competency Matrix (Appendix A) as part of the their 6 year technology plan. This matrix was developed using the ISTE National Educational Technology Standards, for Teachers and for Students. They will be revised to also address the new Massachusetts Technology Frameworks once they have been adopted. One major focus of this project will be to provide online courses to allow teachers the ability to move through this matrix. The facilitation of this process will directly impact all K-12 students in every curricula area, as students will be introduced to new online learning environments. Teachers will be using Virtual Education Space (VES) Tools and the Curriculum Library Aligning Sharing Project (CLASP) model to develop lessons aligned to the State Frameworks and WPS District Curriculum. There are four distinct goals of this project 1) The creation of online courses for professional development and the high school classroom. 2) CLASP lessons developed by teachers with the addition of student project samples. 3) Utilization of the Student Competency Matrix within the CLASP lessons. 4) Continuance of providing content-ready online professional development courses for teachers
|
|
Mary Morse
508-799-3420 |
Project Title: The Interactive Blackboard": An Interdisciplinary Approach to Social Studies/Language Arts Using Technology
Project Overview:
The "Interactive Blackboard" is an interdisciplinary teaching and learning approach to curriculum joining middle school eighth grade social studies and language arts frameworks to current computer technology. Using a team of social studies, language arts, and technology lessons, students' work with the library media specialist and classroom teachers to develop units in civics, history, and economics. Heterogeneous groups of students work with framed questions to collect, to evaluate, and to develop their hypothesis. Research of both primary and secondary resources is completed primarily in the library media center utilizing technology. Groups of students create power point presentations to present their research findings. Final evaluations by the students' peers and teachers are completed using predetermined rubrics.
|
|
Charles Campbell
508-799-3415
Patricia Wood
508-799-3482 |
Project Title: P.O.T.L.U.C.K. Providing Opportunities for Technology to Unlock Children's Knowledge
Project Overview:
P.O.T.L.U.C.K. (Providing Opportunities for Technology Learning to Unlock Children's Knowledge) enables children in grades preschool-sixth to publish their work on the school-based Web site. Since people who "hit" our site never know just what to expect, we decided on the name P.O.T.L.U.C.K.! P.O.T.L.U.C.K. is an interdisciplinary, multimedia project that consists of a literacy program that integrates language arts, science, social studies, art and technology. This project provides inner city, special needs, and bilingual elementary students with a meaningful context in which they will develop critical reading, writing, thinking, and visual literacy skills as they use a variety of software applications as well as the Internet to conduct research, write and publish for an intended audience. The foundation of all learning activities is the Massachusetts Curriculum Frameworks. P.O.T.L.U.C.K. encompasses virtually every "Language", "Literature", "Composition", and "Media" standard of the Massachusetts English Language Arts Frameworks. Furthermore, the "Interdisciplinary Connections" standard of the Massachusetts Arts Curriculum Frameworks that students apply their knowledge of the arts to the study of other disciplines is met. Moreover, many of the student activities correlate to ISTE's National Educational Technology Standard's for Students (NETS)
|
|
Charles Campbell
508-799-3415
Suzanne Deedy
508-799-3584 |
Project Title: It's A Small, Small World; Exploring Microscopic Structures Through Technology
Project Overview:
This project would support and expand the existing Science curriculum in grades 4,5, and 6 and provide students with hands-on, real life experiences in the areas of Life Science (study of cells as the basic unit of life, observation and classification of single and multicellular organisms, plants, animals and fungi) as well as Earth Science (explore the composition of soil) and Physical Science (observe physical and chemical changes of substances). This project would specifically address the Science Framework Strand 1: Inquiry - "Note and describe relevant details, patterns, and relationships." "Use more complex tools to make observations e.g. microscopes." Strand 2: Domains of Science - "Observe properties of matter." Strand 3: Technology - "Understanding and using technology safely." The project would add microscope interfaced with the computer in order to increase students understanding of concepts through experiential hands-on Science activities. Research has shown that these types of real life experiences/lessons result in greater student motivation and learning.
|
Previous
last updated: January 1, 2002
|
State Government · State Services 
