Technology Standards

4T-E3. Collaboratively use telecommunications and online resources
1T-E2. Demonstrate increasingly sophisticated operation of technology components.
2T-E2. Exhibit legal and ethical behaviors when using technology and information and discuss consequences of misuse.
3T-E3. Publish and present information using technology tools
6T-E1. Determine when technology is useful and select and use the appropriate tools and technology resources to solve problems.

R-E2.Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author’s purpose and perspective to comprehend written selections
W-E1.Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks
3SS-E4. Demonstrate understanding of the characteristics, purposes, and use of geographic tools to locate and analyze information about people, places, and environments, with emphasis on:

Academic

By developing a relationship with email pals through reading and writing, students will extend the knowledge gained in the classroom while comparing, contrasting and judging what life in another location is like.

By developing a wall of Where Is My Bear, students will demonstrate their ability to guide their own learning, completing a timeline of where their bear went as well as keeping up with the daily technology requirements.

Materials
Computer with scanner, Internet and email capabilities, digital camera, US and world maps, printer, stuffed animal for each student, letter to parents and letter in a small notebook to accompany the bear on his journeys.

Accommodations for Special Needs
Students who are more computer literate can help those experiencing difficulties.
Gifted learners can extend their learning through further exploration of the places their bear is visiting.  Some students’ bears may not make any progress in their travels – pair these students up with other students who have had success with their bears.

Procedures

1. Anticipatory set –(Day 1, 15 minutes) - Ask students where they would go if they could go anywhere in the world.  Have them imagine being able to sit in the classroom participating in every lesson and all at the same time, take a scenic drive along the east coast in the fall, watching the leaves change color.  This can happen through the eyes of a stuffed animal. Explain to the students that you would like them to bring in a stuffed animal that will be sent on a journey around the world.  (This is a lot like a Flat Stanley project) Send the parent letter home with your students.  It asks them to bring their bear, small notebook, and an address in to class by a certain date.  (Choose a date that fits your schedule.) Then, the bear, it’s notebook, and the cover letter will be sent off to addresses that students bring.
2. Day 2 – Using a word processor, have students write a letter to accompany their bear on its journey.  They should write about where their bear is coming from, what they wish their bear could do, as well as a bit about themselves.  Please do not allow students to use their last names!  To evoke higher levels of thinking on this task, ask students to work especially hard on their word choice, voice, and ideas as these traits will make their letter more appealing and in turn, the responses more detailed. (Teachers should write short cover letter for the bears including a return address and email for your classroom.) (See bear tag.)
3. Day 3 – attach the notebooks, letters and cover letter to each student’s bear using a strong plastic or rope (plastic ties are great!).  Ask students to mail their bears, or bring in $3.20 for postage.  If you live near a freeway, you could take the bears to a truck stop and ask travelers to allow a bear to hitchhike.  It is best that students send their bears to a person who they know will participate in the activity. A grandparent, who will then send the bear to a friend and so on will ensure that the bear is safe and returned home in due time.  A stranger who receives the bear may not participate.
4. Once the bears are mailed, students need to answer the emails that come in for their bear as well as writing thank you notes to the people who send photos etc. to the class.  It is a great idea to share The story for sharing with your class so they can be informed about safety on the Internet. http://www.amphi.com/~psteffen/inetsafety.html This site goes through a list of safety tips for using the Internet – you may want to pick and choose what you think your students need.
5. Consider scanning pictures of the students in their environment to send with your bear recipients.  (Make sure you have parent permission.)  The students can bring in bears that can act as siblings to the bears they sent out.  Photos can be taken of the bears on a field trip, in the classroom, near some landmarks…etc.
6. This project can last as long as you want.  It reaps valuable rewards too – students really learn a lot about the world they live in and the ever-changing news will bring about new topics to discuss.  I take all of the responses and arrange them on a bulletin board (I call this the bear board or wall) for all to see and read.  I set aside time each day where students can answer letters, do emails, scan photos, and read our bear board.  Every week we look at maps and mark where our bears have been.  I make sure that I check all emails before they are sent.  I look for evidence of the six traits of writing, connections to learning, and for safety’s sake, that no names are used.
7. Keep one wall in your classroom dedicated to this project.  As mail comes in, place a copy on the wall so that all students can share the letters.  Ask individuals to keep a log of where their bear has been and when.  As students reply to emails and letters, they can share some history of their bear’s travels – this will give kids a better grasp of time lines.  Students can learn to keep their timelines in an excel document, update them, and then send them to different people.

Assessment
In this ongoing lesson, I am looking for a progression of technology skills.  By the end of the year, I expect that students can use the email, create attachments of both photos and documents.  In writing, I will see them practice and improve on skills needed.  The class-discussions will lend themselves to many compare and contrast activities as well as judge what life in another location is like.  I will see that students learn some etiquette in writing with email.  Connections to classroom learning are evident and ever changing as the year goes on.

Teacher Name: Niki Tilicki
Site: Wilson
Date Submitted: October 24, 2001