Chatting With Historical Figures

Subject(s)

Arts & Humanities

--Language Arts

Educational Technology

History

--U.S. History

--World History

--Holidays

Grade

Pre K K-2 3-5 6-8 9-12 Advanced (Adaptable for most grades)

Brief Description

Students test and check their knowledge of Abraham Lincoln by chatting with an AI (artificial intelligence) “chat bot." They then research another historical figure and use the information they discover to create their own chat bots.

Note: A chat bot is a simple web-based program that allows users to type in questions and get replies. See Abraham Lincoln.

Objectives

Students will

develop their abilities to do collaborative web research. develop their knowledge of historical figures. develop their critical thinking skills. learn how to take notes online.

Keywords

history, research, collaborative, research

Internet access the Web site Virsona some form of word processing program for note taking.

Lesson Plan

Note: This lesson also can be done as a short-term project, with some tasks being assigned as homework.

Stage 1: Interviewing Abraham Lincoln

Start the lesson by showing a picture of Abraham Lincoln. Try to elicit what students can remember about him.

Ask students to imagine that they are going to meet Lincoln. Arrange them in small groups and ask each group to think of 10 questions they would like to ask him. They might be serious questions about historical events, or personal, more light-hearted questions.

After students have written their questions, have them go to Lincoln’s page on the Virsona web site. Here they will see a chat bot programmed with information about Abraham Lincoln. If there are enough computers, have students work in pairs or small groups to type their questions and get the answers. They should keep a record of the answers. (If you’re working in a one-computer classroom, you might have students call out questions for you to type in.)

Bring the class back together and have students report what they found out about Lincoln.

Ask students if they know how the web site works and if they think a real person is answering the questions. Explain that Lincoln is an example of a “chat bot" programmed using Artificial Intelligence (AI). You also might explain a little about The Turing Test.

Stage 2: Research

Tell students they are now going to create their own chat bots. To do that, they will need to register on the Virsona site. (They will need an email address.)

First, they need to decide who their chat bot will represent. You might choose an historical figure or figures for them or let them decide on their own.

Next, have students research their historical figure on the web. To get them started, you might suggest Wikipedia or the BBC’s Historic Figures.

Make sure students record their information in a document of some kind, ideally a word processing document.

Stage 3: Creating a Chat Bot

When they’ve completed their research, have students go to Virsona and sign in.

They then create their chat bots by entering questions and answers based on the historical figure they have researched. They also might upload an image of the person to make it more realistic.

Note: You might show students a short clip on how to teach a chat bot.

Give students plenty of time to input the information to their chat bot. Encourage them to test their chat bots by asking questions and adding answers. Show students a short clip on how to test their chat bots.

When students have done as much as they can, encourage them to exchange URLs and test each other’s chat bots.

Assessment

Students’ grades should be based on their engagement in the activity and the quality of their final product. You might ask students to see how many questions they can ask each bot before it is unable to answers and give your own Turing award for the best bot.

I found this lesson at http://www.educationworld.com/a_tech/techlp/techlp063.shtml

It covers language arts, as well as History. The website states that it is adaptable for grades K-12, however, I think it would be best for upper elementary grades. Technology is used in this lesson through the use of the Internet to research historical figures, as well as using chat boxes to ask questions and “interview” these historical figures.

This lesson achieves the following NETS standards:

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Title - Assistive Technology in Schools

By - Sean Smith

Primary Subject - Computers / Internet

Grade Level - 9-12

Michigan Technology Benchmarks:

Understand the purpose, scope, and use of assistive technology.

Learning Resources and Materials:

Each student will be in groups and that group will need a digital camera and access to a computer. Students

will use knowledge gained from other classes and my pre-project lecture.

Assistive Technology commonly refers to "...products, devices or equipment, whether

acquired commercially, modified or customized, that are used to maintain, increase or

improve the functional capabilities of individuals with disabilities..."

Assistive Technology Act of 1998

Assistive technology is technology used by individuals with disabilities in order to perform

functions that might otherwise be difficult or impossible. Assistive technology can include

mobility devices such as walkers and wheelchairs, as well as hardware, software, and

peripherals that assist people with disabilities in accessing computers or other information

technologies. For example, people with limited hand function may use a keyboard with large

keys or a special mouse to operate a computer, people who are blind may use software that

reads text on the screen in a computer-generated voice, people with low vision may use

software that enlarges screen content, people who are deaf may use a TTY (text telephone),

or people with speech impairments may use a device that speaks out loud as they enter text

via a keyboard.

The National Center on Accessible Information Technology in Education.

Development of Lesson:

Introduction:

One of Michigan's technology standards deals with assistive technology. I wanted to incorporate a

fun lesson that had to do with technology, but also taught the students something new. By

teaching students about students with disabilities, I thought it would make students more tolerant

of others.

Methods/Procedures:

The first thing that students have to do is get a digital camera. We ask students not to bring

personal cameras. As a group we walk down to the technology lab and sign one out. Then, we

regroup as a class and talk about the assignment.

As a group of four, you are to find three forms of assistive technology and take a picture of

it. After you have found three forms, you go to the computer lab where you upload the

pictures. As a group, you then make a PowerPoint explaining the assistive devices and what

they are used for. After this is done, return the digital cameras.

Accommodations/Adaptations:

The only adaptations that will be made are for the deaf students. We will assign them to the same

group and have a sign language support teacher present.

Assessment/Evaluation:

Evaluation will be given after the assignment is complete. I have a grading rubric for the

assignment with everything ranging from types of pictures taken, to group teamwork. Grades will

not be given on an individual basis, but as a group.

Closure:

I really enjoy doing this assignment. It not only teaches students how to use a digital camera and

work with PowerPoint, but it engages students with classmates with disabilities. While some

wouldn't like this assignment, I don't see any problems with it. When children ask to take a picture

of a wheelchair, they are told to introduce themselves and tell the student in the wheelchair why

they are taking the picture. Amazingly, students meet new friends in the process of this

assignment.

This lesson plan was found at lessonplanspage.com

Its subjects are internet and computer and is focused on grades 9-12.

The technology involved in this lesson is the use of the computer to research different types of assistive

technologies. While it does not use advanced technologies, I believe that it is useful for students to

know what different types of assistive technologies are and how to use them.

The NETS standards achieved include:

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

Title - Language and Technology

By - Nicole

Primary Subject - Computers & Internet

Secondary Subjects - Language Arts

Grade Level - K-2

Content:

Students will learn to enhance their language using different types of technology. Also, children will learn

about everyday technology uses.

Benchmarks:

Students use spoken, written and visual language to accomplish their own purposes (learning, enjoyment,

persuasion and the exchange of information).

By the end of 2nd grade, students will understand that people use many types of technologies in their daily

lives (computers, cameras, audio/video players, phones, televisions).

Learning Resources and Materials:

computers

computer mouse

keyboard

stickers

cell phone

camera

radio

paper

pencil

Development of Lesson:

Introduction:

In order to prepare the students for the lesson, assign the children to go home and see how many

different forms of technology they have in their home (with parents' help). The next day take a

tally so the children can see exactly how many people really use the different forms of technology.

Methods/Procedures:

o In the computer lab, each child should have their own computer for the lesson to be most

effective. Start out with introducing the mouse in terms of left and right button. Mark the left

mouse button with a sticker so it's easy for the children to remember which is left and right.

o Next the children should become familiar with the keyboard. Depending on the grade level, ask

them to type their alphabet and different site words they are used to seeing.

o Also, introduce to them some new words and have them type them using sentences. I find this

keeps their interest because they're using a different learning method by using the computer.

o After the lesson, bring the children back to the classroom, group them in threes or fours, and have

them talk about their favorite part of the computer and their favorite new word they learned. If

you print their stuff out in the computer lab, they can also read each other the sentences they

used with the words.

Accommodations/Adaptations:

To accommodate children with different needs, pair students of different abilities in the computer

lab if necessary. Also, make sure to develop the words and sentences according to the needs of

the children.

Assessment/Evaluation:

Assess the children depending on their grade level. Give kindergarten and first grade students a

worksheet with pictures and fun stuff to keep their attention in order to test what they remember.

Second grade students should be given a short quiz.

Closure:

To close out the lesson as a class, discuss the other types of technologies the children found in

their home other than a computer.

I found this lesson as lessonplanspage.com, as well.

This lesson plan is a language arts lesson with a focus on the internet and technology.

It is for grades K-2.

This lesson uses technology such computers, cell phones, and digital cameras to introduce students to

different types of technology and how to use them.

The NETS standards in this lesson include:

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

podcasting and the News

Subjects

Arts & Humanities --Language Arts

Educational Technology

Social Studies --Civics --Current Events

Grade

6-8

9-12

Brief Description

Students listen to a news podcast and use a graphic organizer to record what they learn.

Objectives

Students will

Participate in a class discussion about podcasting.

Access a podcast and practice using such features as pause, rewind, and fast-forward.

Listen to a news podcast.

Complete a graphic organizer about what they have learned from the news report.

Keywords

podcast, news, current events, graphic organizer

Materials Needed

computer(s) or mp3 players, Finding the Facts graphic organizer or KWL Chart.

Lesson Plan

Begin by briefly introducing the term podcasts to students. (For background, see Podcasting Power for the People.)

Help students access a NewsHour podcast or a favorite podcast of your own to become familiar with

such features as pause, rewind, and fast-forward.

Provide each student with a Finding the Facts graphic organizer or KWL Chart.

Have students complete the graphic organizer as they listen to a podcast you have chosen.

As a follow-up activity, students might research the topic further and add information to their graphic

organizers.

Assessment

Students will be evaluated on the information in their graphic organizers and their understanding of

podcasting as evidence in class discussions.

This lesson was found at Education World

It is a language arts, educational tech, social studies lesson for grades 6-12.

This lesson involves technology through the use of computers and podcasts to research news.

The NETS standards achieved in this lesson are:

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.

Search for Ice and Snow

Subjects

Science --Physical Science ----Earth Science ----Environmental --Space Science

Social Studies --Geography

Grade

6-8

9-12

Brief Description

Using an Earth Image database (Space Shuttle images) and world map, students identify places on Earth where there

is ice and snow, and then create a table showing where they found the information, and the geographic location of

the snow and ice.

Objectives

Students will:

identify places in the world where there is ice or snow.

use world maps to mark places where they find snow and ice, putting in places names and/or coordinates where possible.

find and download images of Earth from the Web.

determine ways to distinguish areas of ice/snow from clouds or other white features on the images of Earth.

create a table showing where they found the information, the geographic location of the snow and ice, latitude, longitude, and any other pertinent information.

present the information to their teacher.

Keywords

Winter, snow ice, weather, climate, latitude, longitude, geography

Materials Needed

computer with Internet access

paper and pencils

a copy of the online world map for each student or group

a data table for each student (optional)

Lesson Plan

Find the entire lesson plan, including objectives, vocabulary, extension activities, homework activities,

and more at SEGway's Search for Ice and Snow.

Assessment

Students will be evaluated on their lists of snow/ice locations, with verification. To assess students'

understanding of what they have learned, have them locate an image showing an especially interesting

land feature, identify the image's coordinates, and name the land feature.

This lesson was also found at Education World.

It is a science and social studies lesson for grades 6-12.

This lesson uses technology in that it requires students to use an Earth image database,

such as Google Earth, to find places that have ice and snow.

This lesson achieves NETS Standards:

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

5. Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology.

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. understand and use technology systems.

b. select and use applications effectively and productively.

c. troubleshoot systems and applications.

d. transfer current knowledge to learning of new technologies.