Internet Introduction
The internet brings us breaking news almost instantaneously. It is a great source of news, entertainment, music, networking and photography.
The U.S. government and military began working on an internet format back in the 1950s and 1960s. But it wasn't until the late 1980s when regular folks got to give it a try. How many of you use AOL as your internet provider at home? Well, AOL was one of the first to bring the World Wide Web to a computer near you. In the beginning, it was used for news, of course. Newspapers and other media outlets started putting their news online. Then EVERYONE started putting material online -- businesses, musicians, schools, stores -- you name it!
On September 11, 2001, a very sad and tragic thing happened. Terrorists highjacked four airplanes and brough them crashing to the ground. Two hit the World Trade Center buildings in New York City. One flew into the Pentagon in Washington, DC. And one was brought down by brave passengers who refused to stand by and let terrorists take over without a fight. This plane crashed into a field in Shanksville, Pennsylvania. This day, while a horrible tragedy, was an important day in journalism history. People who were on the scene of these events began taking photos and sending them to friends. They sold their photos to newspapers, magazines and television news channels. People were also writing on blogs (web logs) about what they saw. What is now known as 9/11 was the beginning of "Do It Yourself Journalism" or "citizen journalism.r" Regular ol' people began participating in the news gathering and disseminating process.
CNN.com has since begun a whole section on its website called iReport, for people who want to send in their own news stories, videos and photos. Cool, huh?!
The U.S. government and military began working on an internet format back in the 1950s and 1960s. But it wasn't until the late 1980s when regular folks got to give it a try. How many of you use AOL as your internet provider at home? Well, AOL was one of the first to bring the World Wide Web to a computer near you. In the beginning, it was used for news, of course. Newspapers and other media outlets started putting their news online. Then EVERYONE started putting material online -- businesses, musicians, schools, stores -- you name it!
On September 11, 2001, a very sad and tragic thing happened. Terrorists highjacked four airplanes and brough them crashing to the ground. Two hit the World Trade Center buildings in New York City. One flew into the Pentagon in Washington, DC. And one was brought down by brave passengers who refused to stand by and let terrorists take over without a fight. This plane crashed into a field in Shanksville, Pennsylvania. This day, while a horrible tragedy, was an important day in journalism history. People who were on the scene of these events began taking photos and sending them to friends. They sold their photos to newspapers, magazines and television news channels. People were also writing on blogs (web logs) about what they saw. What is now known as 9/11 was the beginning of "Do It Yourself Journalism" or "citizen journalism.r" Regular ol' people began participating in the news gathering and disseminating process.
CNN.com has since begun a whole section on its website called iReport, for people who want to send in their own news stories, videos and photos. Cool, huh?!
Beware
While the internet is an exciting news and entertainment source, there are some dangers. Remember, never give out your real name, address and phone number over the internet. On networking sites, make sure you REALLY know all the people who are your "friends." When creating your blog, do NOT use your real name -- create a fake user name instead. Beware of bullies, and do NOT bully anyone either. It is against the law and you can get caught! And be careful when using a credit card online.
Check out these teen safety tips.
Check out these teen safety tips.
Endangered species
Click on the following link and do the assignment below:
CNN - Endangered Species
IN A PARAGRAPH, EXPLAIN:
1. What is the problem?
2. Why is it a problem?
3. What is being done about it?
Writing About Endangered Species:
A Web Scavenger Hunt
GRADE LEVEL
Grades 3 to 6
CURRICULUM
Science, Language Arts, Journalism, Computer Technology
OVERVIEW OF LESSON PLAN
Students explore wildlife conservation by investigating species that are near extinction. Students conduct a web scavenger hunt to locate information on these species. Once enough information is gathered, students create an informational poster as well as a one-paragraph presentation on their selected species and why they are endangered.
OBJECTIVES
One week (from one Friday to the next)
-->
ACTIVITIES/PROCEDURES
1. As a class, discuss the issue of endangered species in Canada. Focus the discussion on the following questions:
2. Distribute to students a copy of Kimberley B.’s article, then divide students into pairs or groups of three. Allow each group to select an animal species that is nearing extinction. Students must find 2 different sites on the Internet talking about their species while providing photographs of it. Students should get a clean sheet of paper, write down the following questions and then write the answer down next to the question
3. The amount of information collected and the length of the article will depend on the age group of the class.
4. WRAP UP/HOMEWORK:
Part 1 - Each student is to write a news or feature article that profiles his chosen species and why it is in danger. They must cite the Web address (or book, magazine, etc) where they found the information.
Part 2 - As a class, students will design several posters about endangered species - photos, titles and one sentence or short paragraph about a species.
EVALUATION/ASSESSMENT:
Students will be evaluated based on written journal information, correct citation of Web addresses, participation in classroom discussions, their poster and profile about a chosen endangered species.
CNN - Endangered Species
IN A PARAGRAPH, EXPLAIN:
1. What is the problem?
2. Why is it a problem?
3. What is being done about it?
Writing About Endangered Species:
A Web Scavenger Hunt
GRADE LEVEL
Grades 3 to 6
CURRICULUM
Science, Language Arts, Journalism, Computer Technology
OVERVIEW OF LESSON PLAN
Students explore wildlife conservation by investigating species that are near extinction. Students conduct a web scavenger hunt to locate information on these species. Once enough information is gathered, students create an informational poster as well as a one-paragraph presentation on their selected species and why they are endangered.
OBJECTIVES
- Students will create a news broadcast which includes a variety of different segments. The amount of work and writing done will depend on the age group of the students.
- To write a report that clear and understandable.
- To use correct grammar and correct spelling.
- To speak clearly and in a manner that is understandable.
- To incorporate the five W's of news: who, what, when, where and why. See SNN Writing Guide.
- SNN Writing Guide (for reference) -->
- Partial list of endangered species in Canada
- Article by SNN reporter
- Computers with access to the Internet
- Books on the various endagered species of Canada
One week (from one Friday to the next)
-->
ACTIVITIES/PROCEDURES
1. As a class, discuss the issue of endangered species in Canada. Focus the discussion on the following questions:
- What do humans do to endanger natural habitats of other living creatures?
- How do activities such as mining, pollution, agriculture, and recreation impact the natural habitats of various species?
2. Distribute to students a copy of Kimberley B.’s article, then divide students into pairs or groups of three. Allow each group to select an animal species that is nearing extinction. Students must find 2 different sites on the Internet talking about their species while providing photographs of it. Students should get a clean sheet of paper, write down the following questions and then write the answer down next to the question
- The name of the species and a photo
- Where can this species’ habitat be found?
- What are the causes of this species's endangerment?
- Why have these activities endagered the species?
- What actions have been taken towards the conservation of this species?
3. The amount of information collected and the length of the article will depend on the age group of the class.
4. WRAP UP/HOMEWORK:
Part 1 - Each student is to write a news or feature article that profiles his chosen species and why it is in danger. They must cite the Web address (or book, magazine, etc) where they found the information.
Part 2 - As a class, students will design several posters about endangered species - photos, titles and one sentence or short paragraph about a species.
EVALUATION/ASSESSMENT:
Students will be evaluated based on written journal information, correct citation of Web addresses, participation in classroom discussions, their poster and profile about a chosen endangered species.
Travel to other countries online
Adventures at home and abroad
Note: We recommend that you print this page for offline reference.
Your students can use geography class as home base as they explore the world around them.
One of the best ways to learn about new places is to make them real for yourself - either by researching them, visiting them or making personal contact with someone who lives there.
Here are several activities that your students can do to learn about a city, town, region or country.
They can write stories and share what they've learned with a broader audience.
TravelogueEncourages your students to write a travel story that profiles a city, province, town, region or country that they have visited or lived in. Find out about the climate, the geology, the vegetation, the population, the waterways and the history of the settlement in the area. Then, they can give their readers a guided tour of the area through their story. Some key elements of the travel story include an exploration of the senses - sight, sound, smell, taste, and touch as well as interviews with people who know the terrain well.
Create a travel brochure
Note: We recommend that you print this page for offline reference.
Your students can use geography class as home base as they explore the world around them.
One of the best ways to learn about new places is to make them real for yourself - either by researching them, visiting them or making personal contact with someone who lives there.
Here are several activities that your students can do to learn about a city, town, region or country.
They can write stories and share what they've learned with a broader audience.
TravelogueEncourages your students to write a travel story that profiles a city, province, town, region or country that they have visited or lived in. Find out about the climate, the geology, the vegetation, the population, the waterways and the history of the settlement in the area. Then, they can give their readers a guided tour of the area through their story. Some key elements of the travel story include an exploration of the senses - sight, sound, smell, taste, and touch as well as interviews with people who know the terrain well.
Create a travel brochure
Learning about Space: Web Scavenger Hunt
OVERVIEW OF LESSON PLAN
In this lesson, students explore the July 1999 space shuttle mission. Students will first discuss an article about this mission's goals and historic importance. Students then participate in a Web "scavenger hunt" to find related Web sites and write an article about the Columbia space mission, current space endeavours and Canada's involvement in Space.
Use SchoolNet News Network (SNN)'s website: http://www.snn-rdr.ca/snn/ to assist you with journalism skills, interaction with other student/teachers throughout Canada and as a safe, structured publishing environment for your students writing.
MATERIALS AND PREPARATION
1. Read and discuss ‘Fuel leak wasn't shuttle's only flaw'. Focus on the following questions:
2. Web Scavenger Hunt: The scavenger hunt will focus on aspects of the space program as well as Canada's involvement. Students must not use the NASA website as a resource. Each student will be asked to find and cite one website on a specific topic.
3. Allow each pair of students to sit at a computer that is displaying an Internet search engine, such as Yahoo! (http://www.yahoo.com) or AltaVista (http://www.altavista.com). Explain scavenger hunt assignment: First, ask students to try to find the first item (a picture of the crew members from the July 1999 space shuttle mission) and write a Web citation for it. The teacher may need to help students find information once they have found appropriate web pages. Most information will be found on the first page of Web site. When a student has written the citation for the first item, he or she should raise his or her hand to notify the teacher, and the teacher should check the citation and correct it as necessary. Students should only be allowed to continue with the scavenger hunt/Web citation activity after the teacher has reviewed the first item.
4. Students should research the plans for future space shuttle missions and find two Web sites with information on these missions. Students should then cite each website.
5.WRAP-UP/ HOMEWORK: Writing a news or feature article on an aspect of the Columbia space mission and the information they found on the websites.
Their article should answer the 5 W's: Who, What, When, Where, Why (and sometimes How). Use the inverted pyramid which means that articles should be written with the most important information first and the least important last. Use the SNN Writing Guide to show students how to write an article.
EVALUATION/ASSESSMENT:
Students will be evaluated based on written journal entry, participation in class discussions, accurate completion of the worksheet and their written article.
RELATED WEBSITES
OVERVIEW OF LESSON PLAN
In this lesson, students explore the July 1999 space shuttle mission. Students will first discuss an article about this mission's goals and historic importance. Students then participate in a Web "scavenger hunt" to find related Web sites and write an article about the Columbia space mission, current space endeavours and Canada's involvement in Space.
Use SchoolNet News Network (SNN)'s website: http://www.snn-rdr.ca/snn/ to assist you with journalism skills, interaction with other student/teachers throughout Canada and as a safe, structured publishing environment for your students writing.
MATERIALS AND PREPARATION
- SNN Writing Guide (for reference)
- Article - Fuel leak wasn't shuttle's only flaw
- Computers with access to the Internet
1. Read and discuss ‘Fuel leak wasn't shuttle's only flaw'. Focus on the following questions:
- What prevented the space shuttle from launching on July 20nd and July 22, 1999?
- What women other than Col. Collins are mentioned in this article, and in what ways are these women significant figures in history?
- What is the goal of this shuttle mission?
2. Web Scavenger Hunt: The scavenger hunt will focus on aspects of the space program as well as Canada's involvement. Students must not use the NASA website as a resource. Each student will be asked to find and cite one website on a specific topic.
- Photo of crew of the Columbia STS-93, their names, responsibilities on the flight
- Detailed Description of the Chandra X-ray Observatory with photo
- Biography of Col. Eileen Collins and photo
- S. Chandrasekhar, Nobel Prize Winner: Who is he? What did he win the Nobel Prize for? Get Photo.
- The Columbia was carrying the Chandra X-ray Observatory as well as other items. Find websites describing each of these and provide a photo of each:
- SAREX-II (Shuttle Amateur Radio Experiment)
- EarthKam, PGIM (Plant Growth Investigations in Microgravity)
- CGBA (Commercial Generic Bioprocessing Apparatus)
- MEMS (Micro-electric Mechanical System)
- BRIC (Biological Research in Canisters)
- SWUIS (the Southwest Ultraviolet Imaging System)
- GOSAMR (the Gelation of Sols: Applied Microgravity Research experiment)
- On what date was the Columbia STS-93 mission completed. Provide photo.
- The first fully Russian contribution to the International Space Station will serve as the early cornerstone for the first human habitation of the station. Find a description and photo of this module.
- What Canadian women have been involved in space flights? Provide their names, biography and what flights they were on?
- Next year a Canadian astronaut will be the first Canadian to float freely in space. Who is he and what Canadian system will he be installing.
- The International Space Station is one of the key focuses of NASA. When will the station's first crew arrive and who are they. Provide photos.
- NASA's plans include further human missions to the Moon & Mars. When is their next scheduled mission - Moon or Mars. Find statistics on either planet.
- The Canadarm is one of the Canadian Space Agency's greatest achievements in the space program. What company(s) designed and constructed the Canadarm?
3. Allow each pair of students to sit at a computer that is displaying an Internet search engine, such as Yahoo! (http://www.yahoo.com) or AltaVista (http://www.altavista.com). Explain scavenger hunt assignment: First, ask students to try to find the first item (a picture of the crew members from the July 1999 space shuttle mission) and write a Web citation for it. The teacher may need to help students find information once they have found appropriate web pages. Most information will be found on the first page of Web site. When a student has written the citation for the first item, he or she should raise his or her hand to notify the teacher, and the teacher should check the citation and correct it as necessary. Students should only be allowed to continue with the scavenger hunt/Web citation activity after the teacher has reviewed the first item.
4. Students should research the plans for future space shuttle missions and find two Web sites with information on these missions. Students should then cite each website.
5.WRAP-UP/ HOMEWORK: Writing a news or feature article on an aspect of the Columbia space mission and the information they found on the websites.
Their article should answer the 5 W's: Who, What, When, Where, Why (and sometimes How). Use the inverted pyramid which means that articles should be written with the most important information first and the least important last. Use the SNN Writing Guide to show students how to write an article.
EVALUATION/ASSESSMENT:
Students will be evaluated based on written journal entry, participation in class discussions, accurate completion of the worksheet and their written article.
RELATED WEBSITES
- NASA Space Shuttle http://www.nasa.gov
- Canadian Space Agency http//:www.space.gc.ca/home/index.asp
- Rocketry Ring http://www.rocketry.com/mwade/craft/columbia.htm
- Lt. Col. Eileen M. Collins http://quest.arc.nasa.gov/space/frontiers/collins.html
- CNN Space Exploration Gallery http://www.cnn.com/TECH/space/shuttle.html
- Discovery Channel http://www.exn.ca
Extreme weather is always news
Activity # 14
Examining geographic phenomenon
The natural world is full of the unexpected -- phenonomen that can be amazing and beautiful or wild and dangerous. These dramatic situations can make for fascinating stories and images and writing about them can help your students understand the complexities of nature and its impact on the world we live in.
Extreme weather When was the last time your community or province was hit by a tornado, a hurricane, a major blizzard, a flood or an avalanche? Visit the library and check out old newspapers for accounts of the incident. What impact did it have on the people and the land? Has the landscape been changed forever by this weather phenomenon? What do the experts say about the extreme weather? Is there a pattern or was this a complete surprise? Interview people in your community about what it was like to live through the last big weather event.
Rumbling earthImagine living in a place where the earth can shift and tremble without warning, where your home could be demolished and your life put at risk in a matter of seconds. That's the reality for people who live in earthquake zones around the world -- places like Southern California, southeastern Hawaii, Turkey, Taiwan, Iceland and the India-China border. But it's also a possibility that people in other parts of the world must consider -- even here in Canada, where places have been hit with small earthquakes.
Find out the story behind an earthquake. What causes the earth to move in such dramatic ways? Pick a region in the world and find out about its earthquake history. What are the scientists saying about the potential for future quakes in that area? How have the quakes shaped the land and its people? Try to find a e-mail pen pal in the region to get some first-person accounts of life in the earthquake zone.
Unearthing the pastWhat does the land we live on today tell us about the past? That's what archaeologists are trying to find out when they dig and sift through the soil. Archaeology is the study of the artifacts that were left behind by previous generations of people. By studying these ancient and more recent items, scientists can piece together clues and figure out who inhabited the land and how they used it. Meanwhile, scientists have also discovered clues to our country's pre-history that were left behind by nature -- in the form of fossils and dinosaur bones. What has been dug up in your part of Canada? Your students could visit a site and bring back their own eye-witness account of the site, complete with interviews with the people who made these discoveries.
Examining geographic phenomenon
The natural world is full of the unexpected -- phenonomen that can be amazing and beautiful or wild and dangerous. These dramatic situations can make for fascinating stories and images and writing about them can help your students understand the complexities of nature and its impact on the world we live in.
Extreme weather When was the last time your community or province was hit by a tornado, a hurricane, a major blizzard, a flood or an avalanche? Visit the library and check out old newspapers for accounts of the incident. What impact did it have on the people and the land? Has the landscape been changed forever by this weather phenomenon? What do the experts say about the extreme weather? Is there a pattern or was this a complete surprise? Interview people in your community about what it was like to live through the last big weather event.
Rumbling earthImagine living in a place where the earth can shift and tremble without warning, where your home could be demolished and your life put at risk in a matter of seconds. That's the reality for people who live in earthquake zones around the world -- places like Southern California, southeastern Hawaii, Turkey, Taiwan, Iceland and the India-China border. But it's also a possibility that people in other parts of the world must consider -- even here in Canada, where places have been hit with small earthquakes.
Find out the story behind an earthquake. What causes the earth to move in such dramatic ways? Pick a region in the world and find out about its earthquake history. What are the scientists saying about the potential for future quakes in that area? How have the quakes shaped the land and its people? Try to find a e-mail pen pal in the region to get some first-person accounts of life in the earthquake zone.
Unearthing the pastWhat does the land we live on today tell us about the past? That's what archaeologists are trying to find out when they dig and sift through the soil. Archaeology is the study of the artifacts that were left behind by previous generations of people. By studying these ancient and more recent items, scientists can piece together clues and figure out who inhabited the land and how they used it. Meanwhile, scientists have also discovered clues to our country's pre-history that were left behind by nature -- in the form of fossils and dinosaur bones. What has been dug up in your part of Canada? Your students could visit a site and bring back their own eye-witness account of the site, complete with interviews with the people who made these discoveries.