Google Docs
I was intrigued by the idea that some of the Web 2.0 programs include online word processors. We have been having a number of issues with our current word processor, and I was surprised to find that we had other options without purchasing a whole new program.
Google Docs is an online word processor that lets you do basically all of the same things as Microsoft Word or Works, with many enhanced features. Besides basic word processing, Google Docs allows you to edit your files online, and to allow others to have access to them as well (by invitation). In this way, students working in groups could all easily access their work and edit it online, without all the hassle of attaching files in emails, saving them to each individual computer, and sometimes having them get lost in the process. I know, in the past, I have had a lot of frustration when I tried to send a file I had been working on at school to my computer at home, only to find that when I got home, my file had somehow not arrived. Google docs eliminates this frustration, because it is online, and thus accessible anywhere. You can also upload your own Word documents to this program and then have them available online. One feature that I thought was really neat was that Google Docs saves all revisions of a document, so if you make changes to a document, and then decide that you want your original document, you can go back and access it at any point.
The best part about Google Docs is that it is FREE! Many people are currently running on outdated versions of Microsoft Word (I know I am), because they do not want to keep purchasing updated versions. With Google Docs, you do not have to worry about the cost at all. This will also help families who may not have access to expensive programs at home. In general, Google Docs will help students to stay organized, because they do not have to worry about emailing documents, or presentations to school, they can simply access them by logging on to Google Docs. Also, people who cannot afford expensive word processing software can have FREE access to this online. As well, students can benefit by being able to work on group projects online, with everyone in the group able to edit a single document.
In general, Google Docs could be used all of the time in place of Microsoft Word. Once I became more familiar with the program, I would encourage my students to complete most of their assignments using this tool. More specifically, however, I would have students use Google Docs as a tool for Writer's Workshop in a Grade 8 English Language Arts Classroom. Students would have the opportunity to type out their rough drafts of writing pieces on Google Docs, and would then be able to have other students or the teacher edit their piece online. This would allow students to get opinions and advice from other students, even when they are not at school (for example, if they are working on a piece for homework, they can still get feedback from peers). In addition, students would type out their final drafts on Google Docs, which could act as a way of publishing student work. Students could invite the parents of themselves and their classmates to view the work they have been doing, thus creating a greater sense of purpose for writing as there is going to be an audience. Students will definetly benefit from the collaborative and interactive nature of Google Docs.
Curriculum Connections:
Grade 8: English Language Arts: Writing
Monday, February 18, 2008
Tuesday, February 12, 2008
Wacky Web Tales
Mad Libs!! Everyone loves mad libs!
I would use Wacky Web Tales in a Grade 8 Language Arts Class as a "mini-lesson" for Writer's Workshop. This "mini-lesson" would be a review of nouns, verbs, adjectives, adverbs, etc. Students would review what each of these things are and then create their own "wacky web tale" online. Students could print off a copy of their web tale and keep it in their writing portfolio to remind them of the importance of using strong adjectives/adverbs, etc. in their writing.
I would use this website to reinforce the idea that students should think carefully about their word choices in order to make their writing interesting. A challenge activity for some students could be that when creating their wacky web tale, they could ONLY use words that related to a current writing piece that they are developing. Another challenge would be to have students use only words that relate to say, Valentine's Day. This would give them a place to start when thinking of effective word choice.
Students will benefit from this website because it is a fun and interactive way to review a sometimes boring topic (grammar). While a lot of students find grammar boring, it is still important to learn, and this website can help to spice it up a little bit! In addition, this website can help students with their writing skills as they learn about effective word choice and share their interesting stories with others!
Curriculum Connections:
Grade 8 Language Arts: Writing
I would use Wacky Web Tales in a Grade 8 Language Arts Class as a "mini-lesson" for Writer's Workshop. This "mini-lesson" would be a review of nouns, verbs, adjectives, adverbs, etc. Students would review what each of these things are and then create their own "wacky web tale" online. Students could print off a copy of their web tale and keep it in their writing portfolio to remind them of the importance of using strong adjectives/adverbs, etc. in their writing.
I would use this website to reinforce the idea that students should think carefully about their word choices in order to make their writing interesting. A challenge activity for some students could be that when creating their wacky web tale, they could ONLY use words that related to a current writing piece that they are developing. Another challenge would be to have students use only words that relate to say, Valentine's Day. This would give them a place to start when thinking of effective word choice.
Students will benefit from this website because it is a fun and interactive way to review a sometimes boring topic (grammar). While a lot of students find grammar boring, it is still important to learn, and this website can help to spice it up a little bit! In addition, this website can help students with their writing skills as they learn about effective word choice and share their interesting stories with others!
Curriculum Connections:
Grade 8 Language Arts: Writing
Cool Math 4 Kids
I would use Cool Math 4 Kids in a Grade 7 Math Class when learning about FRACTIONS. From my experiences in the classroom, a lot of students struggle with the concept of fractions. This website breaks it down and provides a lot of visuals for students who need some extra practice.
I would use this website as a tool to review before an exam. I would divide students up into different groups and assign each group a different section of the Fractions Activity. For example, one group would be responsible for "What are Fractions", another would be "Mixed Fractions", etc. Within their groups, students would have time to review their particular topic and would then have to (re)teach this concept to the rest of the students. By teaching the concept, students would learn and understand better themselves. After the brief lessons, students would be allowed to choose the areas that they need more practice at, and complete the different activities under that particular section. A great review tool!
Students will benefit from this website because it allows them to review topics that they have learned in class. It will help students as they study, because they can choose the individual areas that they need more practice at, and they can even use the website at home to study. Many students often get home and find they have questions that they can't answer, and yet there is a test tomorrow! This website might help students when they are having difficulties at home. This website is also beneficial because it provides clear descriptions, explanations, examples, and visuals.
Curriculum Connections:
Grade 7 Math: Number Strand
I would use this website as a tool to review before an exam. I would divide students up into different groups and assign each group a different section of the Fractions Activity. For example, one group would be responsible for "What are Fractions", another would be "Mixed Fractions", etc. Within their groups, students would have time to review their particular topic and would then have to (re)teach this concept to the rest of the students. By teaching the concept, students would learn and understand better themselves. After the brief lessons, students would be allowed to choose the areas that they need more practice at, and complete the different activities under that particular section. A great review tool!
Students will benefit from this website because it allows them to review topics that they have learned in class. It will help students as they study, because they can choose the individual areas that they need more practice at, and they can even use the website at home to study. Many students often get home and find they have questions that they can't answer, and yet there is a test tomorrow! This website might help students when they are having difficulties at home. This website is also beneficial because it provides clear descriptions, explanations, examples, and visuals.
Curriculum Connections:
Grade 7 Math: Number Strand
Inside Art
I would use Inside Art in a Middle Years art class. This website would benefit students because it provides a neat simulation activity which helps students learn how to view art in new ways. Students can explore different artists, paintings, styles, etc. Students also learn how to examine the reasons that the artist created the work, and thus, become critical viewers.
I would use this website as an introduction (set) into viewing and creating artwork. After completing the simulation, students would participate in an activity in which they used different colours and lines to express emotions. The teacher would give each student a piece of paper and some paint, and tell them to use colour and line to express the emotion or word that she said. For example, what do you think about when you hear the word friend? What colour is it? Is it a straight, rigid line, or a curvy, flexible one? Students would draw a variety of words/emotions and would then compare their interpretations with other students to determine how colour/line can be used to express oneself.
Finally, I would have students create their own works of art by painting a particular landscape that is important to them. Students would have to consider the use of colour, line, brushstrokes, etc. within their artwork.
Students will benefit from this website because it is a fun, interactive way to look at some different examples of artwork, and to learn more about different styles and techniques. In my middle school art class, I remember copying boards and boards of notes about these topics, but this website provides a WAY more interesting alternative, and will hopefully also get students inspired to create their own works of art!
Curriculum Connections: Grade 7 Arts Education: Visual Art
I would use this website as an introduction (set) into viewing and creating artwork. After completing the simulation, students would participate in an activity in which they used different colours and lines to express emotions. The teacher would give each student a piece of paper and some paint, and tell them to use colour and line to express the emotion or word that she said. For example, what do you think about when you hear the word friend? What colour is it? Is it a straight, rigid line, or a curvy, flexible one? Students would draw a variety of words/emotions and would then compare their interpretations with other students to determine how colour/line can be used to express oneself.
Finally, I would have students create their own works of art by painting a particular landscape that is important to them. Students would have to consider the use of colour, line, brushstrokes, etc. within their artwork.
Students will benefit from this website because it is a fun, interactive way to look at some different examples of artwork, and to learn more about different styles and techniques. In my middle school art class, I remember copying boards and boards of notes about these topics, but this website provides a WAY more interesting alternative, and will hopefully also get students inspired to create their own works of art!
Curriculum Connections: Grade 7 Arts Education: Visual Art
The Underground Railroad
This is a website on the Underground Railroad that I would use in a Grade 7 classroom to supplement a novel study on "Underground to Canada". This fits into the Grade 7 English Language Arts Curriculum Unit: Finding the Courage.
I would use this website to introduce slavery and the underground railroad, before actually beginning the novel. Students would first write a "quick-write" about what they already know about slavery and the underground railroad. Students would then have a chance to use the website to participate in a simulation of the underground railroad - they would have the opportunity to imagine themselves as a slave trying to escape to freedom. Through this simulation, students would be faced with difficult choices that slaves had to make, such as whether to risk their lives for freedom. While obviously it is artificial, I still think students would benefit. After students had finished the simulation activity, I would have students write a brief journal entry about how the activity made them feel. Following this journal entry, students would break off into small groups and discuss whether they feel they would have helped people to escape from slavery. By doing this, students will have to "put themselves in someone else's shoes" and realize what the people of the underground railroad risked to help others. Students will then share times when they found the courage to help others, even when it was not easy.
Students would then begin reading the novel. Following the completion of the novel, students would come back and repeat the same simulation activity and see if their thoughts/feelings changed since they would now know more about the underground railroad.
Students will benefit from this website because the simulation activity allows them to get a glimpse into what life might have been like for a runaway slave. It is a great supplement to the novel "Underground to Canada" and allows students to view some very powerful images, as well as to read about the influential people involved in the underground railroad. It is written at an appropriate age level for middle years students and provides an interesting introduction to a very important and interesting topic. I definitely think it will get students talking and thinking about freedom, equality, courage, and history.
I would use this website to introduce slavery and the underground railroad, before actually beginning the novel. Students would first write a "quick-write" about what they already know about slavery and the underground railroad. Students would then have a chance to use the website to participate in a simulation of the underground railroad - they would have the opportunity to imagine themselves as a slave trying to escape to freedom. Through this simulation, students would be faced with difficult choices that slaves had to make, such as whether to risk their lives for freedom. While obviously it is artificial, I still think students would benefit. After students had finished the simulation activity, I would have students write a brief journal entry about how the activity made them feel. Following this journal entry, students would break off into small groups and discuss whether they feel they would have helped people to escape from slavery. By doing this, students will have to "put themselves in someone else's shoes" and realize what the people of the underground railroad risked to help others. Students will then share times when they found the courage to help others, even when it was not easy.
Students would then begin reading the novel. Following the completion of the novel, students would come back and repeat the same simulation activity and see if their thoughts/feelings changed since they would now know more about the underground railroad.
Students will benefit from this website because the simulation activity allows them to get a glimpse into what life might have been like for a runaway slave. It is a great supplement to the novel "Underground to Canada" and allows students to view some very powerful images, as well as to read about the influential people involved in the underground railroad. It is written at an appropriate age level for middle years students and provides an interesting introduction to a very important and interesting topic. I definitely think it will get students talking and thinking about freedom, equality, courage, and history.
Sunday, February 10, 2008
Holocaust Education
Virtual Tour of Auschwitz-Birkenau Concentration Camp
This website offers pictures of the Auschwitz-Birkenau Concentration Camp that served as a forced labour/death camp during the Holocaust (WWII). The website provides you with a virtual tour of how the camp looks today. It is a difficult and emotional website to view, but it provides a lot of information and allows students to see visual images of the places that they read and hear about.
The Holocaust can be taught at a variety of grade levels, but I would suggest using this website with older students, probably from grades 10-12.
Specifically, I would use this website to supplement a novel study on "Night" by Elie Wiesel in a Grade 10 English Language Arts class. As the students read through the novel, they will have the chance to see visuals of what the places they are reading about actually look like. I know when I was learning about the Holocaust, I always wanted to visit Germany and see the concentration camps to get a better understanding of what they were actually like. This website would allow students to make these connections. I would use this website as a whole-class viewing activity because I think these issues are very important to talk about with others. As the students completed reading the novel, we would all view the pictures on the websites and then students would write a "quick write" about how the images made them feel and engage in classroom discussion.
Students will benefit from this website because they will get to see some of the images that they are reading about in "Night". For many visual learners, as well as 'struggling' readers, this will help bring meaning to the novel and to the Holocaust as a whole. Students will actually be able to see these historic places, without having to make a trip to Germany, which is not very probable. The website allows students to travel across the ocean with the click of a mouse. In addition, the website makes the comparison between what the concentration camps looked like in the past, compared to what they look like now.
Curriculum Connections:
English Language Arts B10: Equality: Pain and Pride
This website offers pictures of the Auschwitz-Birkenau Concentration Camp that served as a forced labour/death camp during the Holocaust (WWII). The website provides you with a virtual tour of how the camp looks today. It is a difficult and emotional website to view, but it provides a lot of information and allows students to see visual images of the places that they read and hear about.
The Holocaust can be taught at a variety of grade levels, but I would suggest using this website with older students, probably from grades 10-12.
Specifically, I would use this website to supplement a novel study on "Night" by Elie Wiesel in a Grade 10 English Language Arts class. As the students read through the novel, they will have the chance to see visuals of what the places they are reading about actually look like. I know when I was learning about the Holocaust, I always wanted to visit Germany and see the concentration camps to get a better understanding of what they were actually like. This website would allow students to make these connections. I would use this website as a whole-class viewing activity because I think these issues are very important to talk about with others. As the students completed reading the novel, we would all view the pictures on the websites and then students would write a "quick write" about how the images made them feel and engage in classroom discussion.
Students will benefit from this website because they will get to see some of the images that they are reading about in "Night". For many visual learners, as well as 'struggling' readers, this will help bring meaning to the novel and to the Holocaust as a whole. Students will actually be able to see these historic places, without having to make a trip to Germany, which is not very probable. The website allows students to travel across the ocean with the click of a mouse. In addition, the website makes the comparison between what the concentration camps looked like in the past, compared to what they look like now.
Curriculum Connections:
English Language Arts B10: Equality: Pain and Pride
Scholastic Online
There are tons of ideas on the Scholastic Website. In particular, I was looking for ideas for Language Arts for Middle Years students. I came across a lot of neat stuff.
I would use this website in conjunction with a "Writer's Workshop" in my Language Arts classroom. During Writer's Workshop, teachers begin by doing a "status of the class". During this time, the teacher asks what each student is going to be working on during that particular time period. Students can be working on first drafts, second drafts, final drafts, proof-reading and editing, peer editing, teacher conferencing, etc. I would use this website as one option for what students could work on during writer's workshop. Students could log on to the website and get ideas for topics to write about (since writer's workshop is about giving students choice in their work), or to practice different writing skills, such as developing topic sentences, creating setting or mood, creating strong characters, or even grammar and spelling. Students could assess their own needs (based on peer and teacher conferencing) and could then work on them within this website. Students would need to keep records (in their writing folder) of what they had worked on and what they had learned from the website, and how this will help them with their writing. In addition, students would have to rotate through turns using this website (they also need to spend time on writing, editing, etc., not just browsing the website!)
Students will benefit from this website because they can work independently on their writing skills. It will give students ownership to improve their writing, and make them responsible for determining the areas that they need to work on. In addition, the website will help to give students ideas for creative writing pieces and enhancing the effectiveness of these pieces.
Curriculum Links:
English Language Arts : Writing
I would use this website in conjunction with a "Writer's Workshop" in my Language Arts classroom. During Writer's Workshop, teachers begin by doing a "status of the class". During this time, the teacher asks what each student is going to be working on during that particular time period. Students can be working on first drafts, second drafts, final drafts, proof-reading and editing, peer editing, teacher conferencing, etc. I would use this website as one option for what students could work on during writer's workshop. Students could log on to the website and get ideas for topics to write about (since writer's workshop is about giving students choice in their work), or to practice different writing skills, such as developing topic sentences, creating setting or mood, creating strong characters, or even grammar and spelling. Students could assess their own needs (based on peer and teacher conferencing) and could then work on them within this website. Students would need to keep records (in their writing folder) of what they had worked on and what they had learned from the website, and how this will help them with their writing. In addition, students would have to rotate through turns using this website (they also need to spend time on writing, editing, etc., not just browsing the website!)
Students will benefit from this website because they can work independently on their writing skills. It will give students ownership to improve their writing, and make them responsible for determining the areas that they need to work on. In addition, the website will help to give students ideas for creative writing pieces and enhancing the effectiveness of these pieces.
Curriculum Links:
English Language Arts : Writing
Wednesday, February 6, 2008
Oxfam Education - Water For All
I would use the "Oxfam: Water for All" website in a Grade 7 Social Studies classroom, while looking at the unit on Resources.
To begin with, I would have students look at the "Online Slide Show" which shows pictures of water resources (or lack thereof) around the world. One stunning image in particular is the 'lock' on the water tap in a village in Kenya. I would ask students to look through the pictures (in small groups). With each picture, there is either a question or an explanation. Students would need to answer the questions with their group members as they viewed the pictures. After students had viewed the slide show, I would give them 4-5 minutes to write down their thoughts.
Next, I would ask students to think of all of the things that they use water for in a day. In what ways would their lives change if they had limited access to water (like the village in Kenya). How can we conserve our water supply? (These questions would be the basis for a classroom discussion).
The next activity I would have students complete is the online quiz about reasons for water shortage. Following the quiz, each group will choose ONE case study on the website to read and learn more about, and will present this case study to the rest of their classmates in a brief (5 min) presentation (problem and solutions as identified on the website).
Finally, I would use the video "Ryan's Well" (not on website) which tells the story of a little boy whose dream was to build a well in Africa. This would help students to realize that there ARE solutions, and that they too can help!
I think students will benefit from this website because of some of the amazing images. Students can look into the lives of others who do not have access to resources like we do, making the study of 'Resources' more real for them. By putting faces to the problem of water shortage, it will help build empathy in students (hopefully). I think this website is a great tool to allow students to see what life is like for people around the world and also to realize that we take our water supply for granted - but it is not something that everyone has access to.
Curriculum Connections:
Grade 7 Social Studies
- Resources
If you are interested in talking about water resources with your students, a good video to supplement this website is:
"Ryan's Well"
The Oxfam Education website is an awesome one to look for activities and lesson ideas. Check it out.
To begin with, I would have students look at the "Online Slide Show" which shows pictures of water resources (or lack thereof) around the world. One stunning image in particular is the 'lock' on the water tap in a village in Kenya. I would ask students to look through the pictures (in small groups). With each picture, there is either a question or an explanation. Students would need to answer the questions with their group members as they viewed the pictures. After students had viewed the slide show, I would give them 4-5 minutes to write down their thoughts.
Next, I would ask students to think of all of the things that they use water for in a day. In what ways would their lives change if they had limited access to water (like the village in Kenya). How can we conserve our water supply? (These questions would be the basis for a classroom discussion).
The next activity I would have students complete is the online quiz about reasons for water shortage. Following the quiz, each group will choose ONE case study on the website to read and learn more about, and will present this case study to the rest of their classmates in a brief (5 min) presentation (problem and solutions as identified on the website).
Finally, I would use the video "Ryan's Well" (not on website) which tells the story of a little boy whose dream was to build a well in Africa. This would help students to realize that there ARE solutions, and that they too can help!
I think students will benefit from this website because of some of the amazing images. Students can look into the lives of others who do not have access to resources like we do, making the study of 'Resources' more real for them. By putting faces to the problem of water shortage, it will help build empathy in students (hopefully). I think this website is a great tool to allow students to see what life is like for people around the world and also to realize that we take our water supply for granted - but it is not something that everyone has access to.
Curriculum Connections:
Grade 7 Social Studies
- Resources
If you are interested in talking about water resources with your students, a good video to supplement this website is:
"Ryan's Well"
The Oxfam Education website is an awesome one to look for activities and lesson ideas. Check it out.
Friday, February 1, 2008
Campaign For Real Beauty
One website that I love is the Dove: Campaign for Real Beauty. Being in the middle year's program, my students will be facing tons of pressures to look a certain way and will probably be dealing with a lot of self-esteem issues. I think that this website is an excellent resource for students. This website IS geared more towards females than males but I think it can also be used with males in your classrooms. Teachers need to address the fact that males also face pressures to look a certain way and may also have body image issues. This website has some neat quizzes, and of course, some awesome video clips.
Specifically, I would use this website in a Grade 6 Health Class, within the unit Body Image and Nutrition. I would use this site to discuss health body image and to get students talking about body image, peer pressure, media representation of males/females, etc.
To begin with, I would have students simply do a google search of a certain celebrity that they idolize or like. Then, I would have students share which celebrity they chose, and what they like about him/her. This would lead into a discussion about how the media represents males and females. We are bombarded with images in the media of super skinny females, and muscular, toned males. How does this affect students' feelings about themselves? Does it put pressure on them to look a certain way? Does it make them unhappy with the way they look? These questions would all be the basis for a classroom discussion.
After some discussion, students will participate in a quickwrite activity in which they brainstorm what they think the word "beauty" means. What does it mean to be beautiful and what characteristics in others do they find beautiful or attractive? Is it all about looking a certain way?
Following the quickwrite, students will begin working with the Dove: Campaign for Real Beauty website. In pairs, students will view the "Evolution" video and will write a joint journal entry in which they discuss their feelings about the film. Students will then complete the "Are You Media Smart" quiz. This activity goes through a variety of different images from the media (such as billboard ads, weight loss drugs, etc. After viewing the images, students talk with their partner about how it makes them feel (possible answers are found on the quiz followed by brief explanations). Finally, students would complete the activity entitled "My Body: Facts and Fiction" which discusses how everyone is unique and should celebrate the way they look. Being beautiful is about being healthy - we are all different and are never going to look the same, so just enjoy being healthy and being YOU. It definitely gets across an important message.
Next class: Students will complete the "Image Manipulation" section on this website. This shows how images in the media (movies, t.v., magazines) are not what they seem. They have been manipulated to achieve a sort of "perfection" that does not exist, and yet, these are the images that people compare themselves to everyday. Students will complete this activity, and will then be given time to work on their final assignment. This assignment is a sort of collage in which students outline the difference between "Real Beauty" and "Fake Beauty". Students will divide their large paper into these two sections and will use different images found in magazines, taken by cameras, etc. to illustrate these two different concepts of beauty. Students will also use different words or phrases that help to illustrate their point. In addition, students will complete a 1/2 page write-up in which they explain the difference between "real" and "fake" beauty.
I think this website will benefit students because it has a lot of powerful images and videos (such as the "Evolution" film that has become quite popular). This website also has a lot of interactive quizzes and activities in which students can learn about body image and the media. I think this website is an excellent tool for talking about and hopefully enhancing students' self esteem. It will help to get students conversing about this topic and to realize that they are not the only one who is dealing with pressure to look a certain way. I think this topic is so important, especially for middle years students, and this website can help students to talk about how they are feeling with one another. It can help students learn to be "media literate" and learn to not trust everything that they see in the media.
Curriculum Connections:
Grade 6 Health: Body Image and Nutrition
Specifically, I would use this website in a Grade 6 Health Class, within the unit Body Image and Nutrition. I would use this site to discuss health body image and to get students talking about body image, peer pressure, media representation of males/females, etc.
To begin with, I would have students simply do a google search of a certain celebrity that they idolize or like. Then, I would have students share which celebrity they chose, and what they like about him/her. This would lead into a discussion about how the media represents males and females. We are bombarded with images in the media of super skinny females, and muscular, toned males. How does this affect students' feelings about themselves? Does it put pressure on them to look a certain way? Does it make them unhappy with the way they look? These questions would all be the basis for a classroom discussion.
After some discussion, students will participate in a quickwrite activity in which they brainstorm what they think the word "beauty" means. What does it mean to be beautiful and what characteristics in others do they find beautiful or attractive? Is it all about looking a certain way?
Following the quickwrite, students will begin working with the Dove: Campaign for Real Beauty website. In pairs, students will view the "Evolution" video and will write a joint journal entry in which they discuss their feelings about the film. Students will then complete the "Are You Media Smart" quiz. This activity goes through a variety of different images from the media (such as billboard ads, weight loss drugs, etc. After viewing the images, students talk with their partner about how it makes them feel (possible answers are found on the quiz followed by brief explanations). Finally, students would complete the activity entitled "My Body: Facts and Fiction" which discusses how everyone is unique and should celebrate the way they look. Being beautiful is about being healthy - we are all different and are never going to look the same, so just enjoy being healthy and being YOU. It definitely gets across an important message.
Next class: Students will complete the "Image Manipulation" section on this website. This shows how images in the media (movies, t.v., magazines) are not what they seem. They have been manipulated to achieve a sort of "perfection" that does not exist, and yet, these are the images that people compare themselves to everyday. Students will complete this activity, and will then be given time to work on their final assignment. This assignment is a sort of collage in which students outline the difference between "Real Beauty" and "Fake Beauty". Students will divide their large paper into these two sections and will use different images found in magazines, taken by cameras, etc. to illustrate these two different concepts of beauty. Students will also use different words or phrases that help to illustrate their point. In addition, students will complete a 1/2 page write-up in which they explain the difference between "real" and "fake" beauty.
I think this website will benefit students because it has a lot of powerful images and videos (such as the "Evolution" film that has become quite popular). This website also has a lot of interactive quizzes and activities in which students can learn about body image and the media. I think this website is an excellent tool for talking about and hopefully enhancing students' self esteem. It will help to get students conversing about this topic and to realize that they are not the only one who is dealing with pressure to look a certain way. I think this topic is so important, especially for middle years students, and this website can help students to talk about how they are feeling with one another. It can help students learn to be "media literate" and learn to not trust everything that they see in the media.
Curriculum Connections:
Grade 6 Health: Body Image and Nutrition
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