ALEX Learning Activity

  

Where in the World Are You? A Mystery Skype

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Mollie Bounds
System:Madison City
School:Madison City Board Of Education
  General Activity Information  
Activity ID: 1847
Title:
Where in the World Are You? A Mystery Skype
Digital Tool/Resource:
 
Web Address – URL:
Not Applicable
Overview:

Students will participate in a collaborative guessing game with another classroom from a "mystery place" somewhere on the globe through a video conference. This game helps students learn about geography, culture, and the similarities and differences of how children live all over the world. Students are to prepare questions ahead of time to help them pinpoint their location. These questions are not only focused on geography but culture as well. While honing their questioning and conversation skills each class takes turns answering questions about each other until their location has been pinpointed.

This activity was created as a result of the DLCS COS Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]

English Language Arts
ELA2015 (2015)
Grade: 2
31 ) Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.31- Ask or answer questions about information presented orally.


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
6 ) Identify states, continents, oceans, and the equator using maps, globes, and technology.

•  Identifying map elements, including title, legend, compass rose, and scale
•  Identifying the intermediate directions of northeast, southeast, northwest, and southwest
•  Recognizing technological resources such as a virtual globe, satellite images, and radar
•  Locating points on a grid
Unpacked Content
Strand: Geography
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify states, continents, oceans, the equator and other geographic features on maps, globes, and technology resources.
  • Students use map elements to locate and describe features on maps, globes, and technology resources.
  • Students use appropriate terminology, including directions and intermediate directions, to describe locations on maps, globes and technology resources.
Teacher Vocabulary:
  • states
  • continents
  • oceans
  • equator
  • intermediate directions
  • recognize
  • virtual globe
  • satellite images
  • radar
  • locate
  • points on a grid
Knowledge:
Students know:
  • Differences among the ways maps, globes, and technological resources represent Earth and portions of the Earth.
  • Location of states, continents, oceans, equator, and other physical and man-made geographic features. Intermediate directions.
  • Vocabulary: states, continents, oceans, equator, map, globe, title, legend, compass rose, scale, virtual globe, satellite image, radar, northeast, southeast, northwest, southwest
Skills:
Students are able to:
  • Use maps, globes, and technological resources.
  • Locate states, continents, oceans, the equator, and other geographic features.
  • Locate map elements and use them effectively.
  • Use intermediate directions to describe location.
  • Locate points on a grid.
Understanding:
Students understand that:
  • Maps, globes, and geographic technology resources are representations of a variety of geographic features.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.6- Identify Alabama and surrounding states on a map; demonstrate an understanding of map elements including title, legend, scale, compass rose, and intermediate directions recognizing technological resources such as a virtual globe, satellite images, and radar.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will demonstrate responsible uses of devices independently.
  • will demonstrate responsible uses of software independently.
  • will explain what is personal information and what pieces of personal information should or should not be shared with others online.
  • will explain the importance of following internet safety when using computing devices online.
Knowledge:
Students know:
  • use devices responsibly.
  • use software responsibly.
  • explain internet safety rules.
Skills:
Students are able to:
  • demonstrate responsible uses of devices, on their own such as keeping them clean, correct methods for use.
  • demonstrate responsible uses of software on their own.
  • explain why safety is important when using computing devices and the internet.
Understanding:
Students understand that:
  • they have a responsibity to use devices correctly and care for them.
  • they should only use software that an adult has approved.
  • computing devices can be very helpful but it is important to follow safety rules.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
6) Demonstrate appropriate behaviors for communicating in a digital environment.

Example: netiquette.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will be kind in a digital environment.
  • will take turns in a digital environment.
  • will respect other's work in a digital environment.
Teacher Vocabulary:
  • netiquette
  • respect
Knowledge:
Students know:
  • how to take turns in a digital environment.
  • that respectful behavior in a digital environment means acting kindly and respectfully and respecting other's work.
Skills:
Students are able to:
  • transfer their knowledge of polite behavior to the digital environment.
  • take turns, speak/type respectfully, respect others work.
Understanding:
Students understand that:
  • being kind and respectful online is just as important as it is offline.
  • their online behavior is recorded.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
9) Use a variety of digital tools to connect with other learners.

Examples: Online conferences, blogs, collaborative documents.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • will connect with other students using digital tools.
Teacher Vocabulary:
  • video
  • audio
  • image
  • text
Knowledge:
Students know:
  • they can connect with others using different digital tools.
  • digital tools that connect people can be video, audio, text, or image based.
Skills:
Students are able to:
  • connect with others using multiple digital tools such as collaborative documents, protected blogs, and video/audio conferences with other learners.
  • use the most appropriate tool for the task.
Understanding:
Students understand that:
  • there are many ways to connect with other learners digitally.
  • some ways to connect may work better in certain environments or for certain tasks.
Learning Objectives:

Students will utilize maps, globes, and previous knowledge of geography to locate a place.

Students will ask and answer appropriate questions to uncover the location of a place.

Students will participate in a collaborative conversation that has agreed-upon rules for discussion. 

Students will speak one at a time, ask for clarification, and link ideas spoken by others about a specific topic.

Students will use a digital device to communicate and connect with others.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

This activity is geared for the end of a Social Studies unit focused on standard LWT2 (2) 6: Identify states, continents, oceans, and the equator using maps, globes, and technology.

•  Identifying map elements, including title, legend, compass rose, and scale

•  Identifying the intermediate directions of northeast, southeast, northwest, and southwest

•  Recognizing technological resources such as a virtual globe, satellite images, and radar

•  Locating points on a grid

The students will design questions based off of the knowledge and skills learned in the unit and participate in a video conference to locate another class from anywhere on the globe.

The point of the game is to use skills and strategies taught through the unit to be the first to figure out where the other class is from.

Instructions:

The teacher will find a classroom to connect with from anywhere in the world and designate a day and time for the session. The Google Plus community Connected Classrooms is a great place to find a teacher/class. Mystery Skype is also a great place to find classroom matches.

Students should be assigned roles for the video conference prior to beginning the activity. These roles could be (but are not limited to):

  • Greeter -1 student – They greet the class, introduce their class, and also say the farewell. They become part of the Think Tank when they are not being the greeter. 
  • Questioner – 1 or 2 students – These are the students that ask the questions to the other class. They should be students that are also capable of coming up with more questions on the fly if needed.
  • Filter – 2 students or more – These kids act as a filter between the runners and the questioners assessing the questions that are coming their way. They have to pay close attention to what answers have been given and what has already been asked as the Think Tank often misses an answer.  They can then use their common sense to filter the best questions to the questioners.
  • Answerer – 1 student – This student answers the "yes" or "no" and should have a good understanding of geography.
  • Runners – 3 students – These students are the only ones moving in the classroom. They run between the filters and the Think Tank Lead Thinker in order to relay information needed to answer and ask questions. 
  • Think Tank
    • Google Mappers – 2 students – Use Google Maps to answer questions and propose questions to ask.
    • Wall map & atlas mappers – any number of students – they are using all sorts of map tools to answer and come up with more questions.
    • Lead thinker – the boss of the think tank – They run the Think Tank. This student needs to be a good thought leader who is kind and patient.
    • Notetaker – 1 or 2 students – Writes down all the answers to questions so they can be accessible for clarifications.

Students are to design questions ahead of time that they believe will get them to the location of the other class. These questions should be able to have "yes" or "no" answers and are focused on geographic and political boundary locations as well as cultural questions about daily life.

Students are to practice their roles and set the norms for expectations of these roles.

On Video Conference Day:

Make sure there is nothing in view of the camera that gives away your location, including shirts of students and items on the wall.

Once connected, the "Questioner" then interfaces with the other class as the two classes take turns asking their questions until one of the classes finds the exact location of the opponent.

It is recommended that students practice their roles before their very first video conference.

Assessment Strategies:

Teacher observation during question development. 

Teacher observation during the video conference session.

Class debrief and reflection after the video conference to discuss what went well and what went wrong. Students are to come up with adjustments to make the process better for next time.

Mystery Skype rubric

Mystery Skype

 

Student Name: ____________________________________   Date: _______________

 

Master (4)

Journeyman (3)

Apprentice (2)

Novice (1)

Participation/ Attitude

The student always provides useful ideas and questions when participating in the group and in classroom discussion

 

The student provides useful ideas and questions when participating in the group and in classroom discussion

The student sometimes participates in the group and in classroom discussion

The student does not participate in the group or in classroom discussion

Collaboration

The student works with partners or small groups, shares the responsibility for the work to be done, helps to make important decisions, and values team members.

 

The student works with partners or small groups, shares the responsibility for the work to be done, as well as helping to make important decisions.

The student works with partners or small groups and does their share of work

The student has difficulty cooperating and having conversations with others and primarily works alone

Resourceful

The student communicates well with their group members.  The student always selects and uses the right tools or technologies to find information and locations.

The student often communicates with group members and has little difficulty using the right tools and/or technologies to locate information.

The student sometimes communicates with group members and sometimes has difficulty using the right tools and/or technologies to locate information

The student rarely communicates with group members and has difficulty using the right tools and/or technologies to locate information.

Content Knowledge

(Maps)

The student always correctly utilizes the content of maps and map elements to find and/or describe a location.

The student often correctly utilizes the content of maps and map elements to find and/or describe a location.

The student sometimes correctly utilizes the content of maps and map elements to find and/or describe a location.

The student rarely correctly utilizes the content of maps and map elements to find and/or describe a location.

Totals:

       /16

 

Comments:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

 


Advanced Preparation:

Complete this in advance: 

Find a classroom to connect with. The Google Plus community Connected Classrooms is a great place to find a teacher/class. Mystery Skype is also a great place to find classroom matches.

Do a run-through with the technology several days before and the day of the intended Skype/Hangout session to test the sound, video, and bandwidth quality.

Make sure there is nothing in view of the camera that gives away your location, including shirts of students and items on the wall.

Students are to design questions ahead of time that they believe will get them to the location of the other class. These questions should be able to have "yes" or "no" answers and are focused on geographic and political boundary locations as well as cultural questions about daily life.

It is recommended that students practice their roles before their very first video conference.

Variation Tips (optional):
 
Notes or Recommendations (optional):

There are a lot of variations and resources out there for Mystery Skype. Research the many different ways and find one that works for you and your students. 

  Keywords and Search Tags  
Keywords and Search Tags: