Welcome to a global collaborative videoconferencing community! This wiki is a collection of educator-created templates and projects for collaborative videoconferences. Start by browsing the projects. Then follow these instructions to add your own projects! You may also use the lessontemplate and the sampleagendas.
See also the Collaborative Projects Workshop resources.
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Kid2Kid Videoconference Connections Feb-March 2008
Sandbox For anyone wanting to start writing up a project...
Past Classes
Planning Interactive Curriculum Connections: January-February 2008
Kid2Kid Videoconference Connections Feb-March 2008
Kid2Kid Videoconference Connections Fall 2007
Planning Interactive Curriculum Connections April-May 2007
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What Am I? New!
What Does a Barrel Mean to You? (economics) New!
Other Projects on the Web
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Gross Olympics New!
Innovative Science Exchange New!
Life Cycle Exchange
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# The Alamo: Heroes or Villains? It's All in Your Perspective New!
Are You Part of This World?
Around the World in 60 Minutes New!
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What Does a Barrel Mean to You? (economics) New!
Other Projects on the Web
Cooperative Jeopardy
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A Journey Across Texas New!
Caldecott Decades
Going on a Wolf Hunt New!
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Space Cadets: Michitex and the Mars Mishap New!
Sports Day New!
Tree Exchange New!
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Seasons, a Multidisciplinary Approach New!
Simply Kids Simple Machines
Space: Create a Rocket New!
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Where Am I? New!
Who Are We? New!
Who Wants to be President? New!
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Presidents: Past and Present and Future and the Electoral Process New!
Schools Without Borders New!
Teach Me About Your Government
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Innovative Science Exchange New!
Life Cycle Exchange
Light and Shadow New!
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Science Inventions New!
Science Pioneer MysteryQuest New!
The Science Safety Exchange
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# What Am I Jeopardy? New!
Who Wants to Be A Millionaire?- 5th Grade Science Edition
Other Projects on the Web
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# Prez Quiz New!
Schools Without Borders New!
Teach Me About Your Government
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Teach Me About Your Government
Teddy's Travels New!
Traveling the Underground Railroad
Unemployment
Using A to Z, where can we be?
What You Eat is Where You Are
Walk Across America
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Texas MysteryQuest New!
This Land is Your Land (Regions of the USA) New!
Traveling the Underground Railroad
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Going on a Wolf Hunt New!
How Do You Slop Up the Gravy in Your House? "The Tortilla Factory"
Literature Exchange
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Hide and Seek New!
Jeopardy Math
Math Mania
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Endangered Species New!
Evidence and Investigation Plan
Experimenting With The Scientific Method
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Teddy Bear Exchange New!
Other Projects on the Web
APMixers
Share-an-Author Grades 2-8
TallTaleStoryElementsChallenge Grades 3-8
Book
Who'sYourAuthor? Grades 5-8
The "Write"Monster Grades 1-5
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Early American and British Settlers New!
From Our School to Yours An activity to prepare to participate in MysteryQuest.
Get a Clue!
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Building Bridges New!
Detective Goof Forensics
DNA Extraction
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MysteryQuest vs. Monster Match: Planets New!
Natural Disasters and Kids
Preservation of Environments
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This Land is Your Land (Regions of the USA) New!
Traveling the Underground Railroad
Unemployment
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Who Wants to be President? New!
Other Projects on the Web
AllAboutDetroit
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Space: Create a Rocket New!
Sports Day New!
Tree Exchange New!
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# The Film Club New!
Video and Theatre Alive!
Other Projects on the Web
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Teddy Bears Picnic New!
Other Projects on the Web
DiversityCookingClass
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National Emblems New!
One If By Land...
Our City News Report
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Sports Day New!
Tree Exchange New!
Vertebrates, Adaptations and Traits O' My
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Who Are We? New!
Other Projects on the Web
AllAboutDetroit
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Do You Measure Up? New!
Fantasy Football
Jeopardy Math
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Other Projects on the Web
DiversityCookingClass
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Making Memories New!
Middle School Madness
Monster Match
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African American Inventors of the Past
Are You Part of This World?
Around the World in 60 Minutes New!
Breaking News.... This Just In.... City vs. Country in Vote 2008 New!
Comparison/Contrast of Famous Missourians/Texans
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Tree Exchange New!
Vertebrates, Adaptations and Traits O' My
Who Wants to Be A Millionaire?- 5th Grade Science Edition
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Shopping New!
Story Book Math
Other Projects on the Web
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Art and Emotion New!
The Arts and the Underground Railroad
A Musical Exchange
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Teddy's Travels New!
Traveling the Underground Railroad
Unemployment
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Science Pioneer MysteryQuest New!
The Science Safety Exchange
Simply Kids Simple Machines
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of
Story Book Math
Other Projects on the Web
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One If By Land...
Our City News Report
Teach Me About Your Government
Traveling the Underground Railroad
Unemployment
What You Eat is Where You Are
Walk Across America
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Shared Writing Project New!
Start Spreading the News - Journalism
Other Projects on the Web
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Animation New!
Hidden Careers in Art and Technology New!
Other Projects on the Web
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Hidden Careers in Art and Technology New!
Note Reading Challenge
Video and Theatre Alive!
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Other Projects on the Web
SolvingCommonProblemsinMacromediaFlash
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Light and Shadow New!
Natural Disasters and Kids
Preservation of Environments
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Animal Treasure Hunt New!
Detective Goof Forensics
DNA Extraction
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Mystery Math: Sums of 7, Shapes, Differences of 7 New!
Story Book Math
Other Projects on the Web
Cooperative
MathMarvels
MathMentor
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Breaking News.... This Just In.... City vs. Country in Vote 2008 New!
Comparison/Contrast of Famous Missourians/Texans
Conflict in the Middle East: Causes, Effects and Solutions
Debating New!
Difference Between a Rural and Urban Lives
From Our School to Yours An activity to prepare to participate in MysteryQuest.
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2008 Presidential Race: the History of African American and Women Voters New!
Are You Part of This World?
African American Inventors of the Past
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Wolf
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Browse the following educator created projects to inspire your own projects. Feel free to use these ideas. Use the resources on the right to find a partner for your videoconference project. When you are ready, contribute your own projects to this wiki using these instructions.
Wiki Projects
Other Projects on the Web
BullyFree-That'sMe!
videoconference International Wolf Center.pptx
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Browse the following educator created projects to inspire your own projects. Feel free to use these ideas. Use the resources on the right to find a partner for your videoconference project. When you are ready, contribute your own projects to this wiki using these instructions.
Wiki Projects
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Responsibilities:
Students need to have their assigned parts ready and prepared.
The teacher needs to make the arrangements for connection; teacher or technology coordinator.
The teacher needs to make sure 15 minutes ahead of time that the connection works.
What will students do? What will teachers do?
Agenda: 2-3 minutes Meet and Greet
Share location, state, county and address
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10 minutes share literature book
Read book to connected class.
3 minutes
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Agenda:
Share location, state, county and address
10 share literature book
Read book to connected class.
3 minutes
Flow chart of how wool is processed.
10 minutes Reader's Theatre
Perform skit and read reader's theatre for the mouse.
5 minutes Question and answer time
Chat about VC and discuss program.
Who will do each part? Which site? What visuals will be used for each portion? You can copy some sample agendas from here.
Credit: Credit for the Reader's Theatre goes to Paula Donner and Sharon Noland for writing it for a reading project.
Feel free to include additional information required for state, national, or district lesson planning requirements.
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Day 8 - video conference
How to sign up
This project is open to one classroom at a time.I will be willing to make future connections with other interested classrooms. Sign up is through the ad on CILC. Contact me by e-mail at pdonner@remc11.k12.mi.us. Deadline is May 1, 2008.
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Day 1 and Day 2 (25 minutes each day) Read and discuss book.
Day 3- Make flow chart for processing wool
Day4 - perform reader's theatre for the mouse version.
Day 5 - choose parts for students
Day 6 and Day 7 - Practice presentation.
How to sign up
This project is open to one classroom at a time.I will be willing to make future connections with other interested classrooms. Sign up is through the ad on CILC. Contact me by e-mail at pdonner@remc11.k12.mi.us. Deadline is May 1, 2008.
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Credit:
Feel free to include additional information required for state, national, or district lesson planning requirements.
This project was written in the class PlanningInteractiveCurriculumConnections.
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Students will practice skills for flowcharts, performing and speaking skills, and using technology tools to
Methods and Activities
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
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5 Copies of Charlie Needs a New Cloak The Mouse's Version Reader's Theatre.
Props for the skit.
Templates for the sheep flowchart.
Copy of Charlies Needs a New Cloak by Tomi DePala
What audio/visual aids, handouts, etc. will you use?
Videoconference Details.
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How to sign up
This project is open to one classroom at a time.I will be willing to make future connections with other interested classrooms. Sign up is through the ad on CILC. Contact me by e-mail at pdonner@remc11.k12.mi.us. Deadline is May 1, 2008.
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a
IP or ISDN?
IP/H.323 schools
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Write
To do a reader's theatre, short skit and make a flow chart for how wool is processed.
Project time frame
How to sign up
IP or ISDN?
Learner Outcomes
What state and/or national standards are you addressing? What are the curriculum benchmarks? What do you expect your learners to accomplish?
What audio/visual aids, handouts, etc. will you use?
Videoconference Details.
Time:
Responsibilities: What will students do? What will teachers do?
Agenda: Who will do each part? Which site? What visuals will be used for each portion? You can copy some sample agendas from here.
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Write
Project
Write
Time Frame:
Winter/Spring 2008
The penpals will communicate througout the
How
Sign Up/Contact Information
Sign up
If
Technology/Equipment Requirements
Our equipment is
IP
Tell
Learner Outcomes
What state and/or national standards are you addressing? What are the curriculum benchmarks? What do you expect your learners to accomplish?
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
Videoconference
Time:
Introduction
This videoconference will
Responsibilities:
Pre-Conference Preparation
Each class will prepare a short five to ten minute presentation of something they have been learning in their classroom. The first graders at my school have just finished a musical performance for their parents and they may want to share some of their songs. Maybe the class would like to think of several mathematical story problems to share with the other class. The possibilities are endless. Each student must also write down three things they have learned about their penpal through written correspondence on a piece of paper.
Conference Procedures
The teachers
Agenda:
Credit:
After the introductions have been completed, each class will take five to
Feel
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Write Your Project Title Here
Write a Brief Description here.
Project time frame
Write the time frame of your project here.
How to sign up
If this project is open for others to participate in, include how to sign up. Include registration deadlines. Include also the number of classes that can participate (i.e. will you take the first person who responds? or can more than one school participate?)
IP or ISDN?
Tell us about the type of connection (i.e. is it open only to ISDN/H.320 schools or only IP/H.323 schools?).
Learner Outcomes
What state and/or national standards are you addressing? What are the curriculum benchmarks? What do you expect your learners to accomplish?
Methods and Activities
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
What audio/visual aids, handouts, etc. will you use?
Videoconference Details.
Time: About how much time will it take? It's probably best to keep this close to one class period.
Responsibilities: What will students do? What will teachers do?
Agenda: Who will do each part? Which site? What visuals will be used for each portion? You can copy some sample agendas from here.
Credit: Is credit due to another educator for some of the ideas for your project? It's good to mention this as well.
Feel free to include additional information required for state, national, or district lesson planning requirements.
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Write Your Project Title Here
Write a Brief Description here.
Project time frame
Write the time frame of your project here.
How to sign up
If this project is open for others to participate in, include how to sign up. Include registration deadlines. Include also the number of classes that can participate (i.e. will you take the first person who responds? or can more than one school participate?)
IP or ISDN?
Tell us about the type of connection (i.e. is it open only to ISDN/H.320 schools or only IP/H.323 schools?).
Learner Outcomes
What state and/or national standards are you addressing? What are the curriculum benchmarks? What do you expect your learners to accomplish?
Methods and Activities
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
What audio/visual aids, handouts, etc. will you use?
Videoconference Details.
Time: About how much time will it take? It's probably best to keep this close to one class period.
Responsibilities: What will students do? What will teachers do?
Agenda: Who will do each part? Which site? What visuals will be used for each portion? You can copy some sample agendas from here.
Credit: Is credit due to another educator for some of the ideas for your project? It's good to mention this as well.
Feel free to include additional information required for state, national, or district lesson planning requirements.
]]>
Write Your Project Title Here
Write a Brief Description here.
]]>
Write Your Project Title Here
Write a Brief Description here.
Project time frame
Write the time frame of your project here.
How to sign up
If this project is open for others to participate in, include how to sign up. Include registration deadlines. Include also the number of classes that can participate (i.e. will you take the first person who responds? or can more than one school participate?)
IP or ISDN?
Tell us about the type of connection (i.e. is it open only to ISDN/H.320 schools or only IP/H.323 schools?).
Learner Outcomes
What state and/or national standards are you addressing? What are the curriculum benchmarks? What do you expect your learners to accomplish?
Methods and Activities
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
What audio/visual aids, handouts, etc. will you use?
Videoconference Details.
Time: About how much time will it take? It's probably best to keep this close to one class period.
Responsibilities: What will students do? What will teachers do?
Agenda: Who will do each part? Which site? What visuals will be used for each portion? You can copy some sample agendas from here.
Credit: Is credit due to another educator for some of the ideas for your project? It's good to mention this as well.
Feel free to include additional information required for state, national, or district lesson planning requirements.
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Kid2Kid Videoconference Connections Feb-March 2008
Sandbox For anyone wanting to start writing up a project...
Past Classes
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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.
6. Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
d. transfer current knowledge to learning of new technologies.
Michigan Social Studies High School Content Expectations: Contemporary Global Issues
Global
Define
Economic interdependence of the world’s countries and world trade patterns
The exchanges of scientific, technological, and medical innovations.
Document camera for presenting any artifacts.
Several templates of graphic organizers will be sent to the distance location ahead of time to determine which style best fitsthis comparison and contrast activity.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
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digital
and
b.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
6. Technology Operations and Concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
d. transfer current knowledge to learning of new technologies.
Michigan Social Studies High School Content Expectations: Contemporary Global Issues
Global
Define the process of globalization and evaluate the merit of this concept to describe the contemporary world by analyzing:
trade
The exchanges of scientific, technological, and medical innovations.
Cultural diffusion and the different ways cultures/societies respond to “new” cultural ideas and patterns.
Comparative economic advantages and disadvantages of regions, regarding cost of labor, natural resources, location, and tradition.
Methods and Activities
Pre-Conference:
2-3 days prior to connection, students will work in teams to gather information, photos, and artifactson one topic of their own culture. Student should go into their community, homes, etc. and be encouraged to take photos and gather authentic items representing that topic. Students will then create a visual presentation of that particular topic.
Cultural topics to select from include:
Language
Food
Important historical events
Annual celebrations and events
Climate and current weather
Geography, enviromental specifics (city, suburban, rural area)
Local places of importance
School structure
Family life
Popular hobbies and activities
Current teen trends
Challenges young people face
During the video
Student teams at each location presenting the same cultural topic will alternate giving their
Include
Agenda:
10 min. Welcome and introductions
40-60 min. By topic, each student team gives their presentation, and both locations particpate in a group discussion. facilitated by teachers,of the similiarities and differences of the topic just presented.
10-20 min. Both classes examine the comparisons completed and discuss the overall similarities and differences of the two cultures.
Post-Conference:
Student teams pair up with the other location's team with the same topic and exchage email address. Teachers can foster students to gain more cultural information from these connections, such as personal likes and dislikes, hobbies, activities, etc. and to share a personal experience of daily life in that culture.
Materials
Videoconference
Time:
Responsibilities:
Agenda:
Digital cameras for
Credit:
Document camera for
Several templates of
Feel
Time: Approx. 60-90 minutes
b. communicate information
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Technology
2.
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.
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.
d. transfer current knowledge to learning of new technologies.
Michigan Social Studies High School Content Expectations: Contemporary Global Issues
CG3 Patterns of Global Interactions
Define the process of globalization and evaluate the merit of this concept to describe the contemporary world by analyzing:
Economic interdependence of the world’s countries and world trade patterns.
The exchanges of scientific, technological, and medical innovations.
Cultural diffusion and the different ways cultures/societies respond to “new” cultural ideas and patterns.
Comparative economic advantages and disadvantages of regions, regarding cost of labor, natural resources, location, and tradition.
Methods and Activities
For the video connection, student teams at each location presenting the
Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
What audio/visual aids, handouts, etc. will you use?
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Write
Students will exchange information about their culture, each presenting facts, photos, artifacts, etc. about daily living in their home country and will chart similarities and differences betweeb the two.
Project time frame
How to sign up
IP
Tell
Connection
IP/H.323 schools
Learner Outcomes
ISTE National Educational Technology Standards
2.
Methods and Activities
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
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This project is created as an assignment in Planning Interactive Curriculum Connections an online class offered by BCISD.
OBJECTIVES:
The Visiting Learner Will:
- answer profile questions from information researched about AFrican American Inventors from the Past.
- share points of interest from their researched questions forwarded from Calvin Britain Elementary School
- Sing along, if desired, with student from the Calvin Britain Elementary School the National Anthem and the Black National Anthem
ACTIVITIES:
- Visiting students will research profile questions ahead of time in order to answer questions during VC.
- Calvin Britain students will prepare information regarding inventors of the past.
- Calvin Britain students will give information regarding the Black National Anthem
- Calvin Britain students will give information regarding "why the need for Black History Month" in America
- Calvin Britain STudents will prepare props, costumes, back drop, placards, etc.
TIME:
1. Profile questions e-mailed to participating school Feb. 21
2. Website for partifipating students to hear the Black National Anthem using earphones e-mailed Feb. 21.
3. Follow-up letters to shared between all participants. Teachers mail student names by March 5 amongst participating schools. Letter should be written and forwarded by all students by March 15, 2008.
WHO MAY PARTICIPATE:
Students in grades 2-5
INQUIRIES:
]]>African American Inventors of the Past
Comparison/Contrast of Famous Missourians/Texans
Conflict in the Middle East: Causes, Effects and Solutions
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Small
Other Projects on the Web
APMixers
]]>
Write Your Project Title Here
Write a Brief Description here.
Project time frame
Write the time frame of your project here.
How to sign up
If this project is open for others to participate in, include how to sign up. Include registration deadlines. Include also the number of classes that can participate (i.e. will you take the first person who responds? or can more than one school participate?)
IP or ISDN?
Tell us about the type of connection (i.e. is it open only to ISDN/H.320 schools or only IP/H.323 schools?).
Learner Outcomes
What state and/or national standards are you addressing? What are the curriculum benchmarks? What do you expect your learners to accomplish?
Methods and Activities
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
What audio/visual aids, handouts, etc. will you use?
Videoconference Details.
Time: About how much time will it take? It's probably best to keep this close to one class period.
Responsibilities: What will students do? What will teachers do?
Agenda: Who will do each part? Which site? What visuals will be used for each portion? You can copy some sample agendas from here.
Credit: Is credit due to another educator for some of the ideas for your project? It's good to mention this as well.
Feel free to include additional information required for state, national, or district lesson planning requirements.
]]>
Small School...Bigtime Education
Other Projects on the Web
APMixers
]]>
S
graph of seismic wave arrival
map of the
earthquake risk map
drawing compass with pencil
*will be sent via email upon VC confirmation
Videoconference Details.
Time:90 minutes
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to
How to sign up
Contact Tonya Kimmerly at tkimmerl@remc11.k12.mi.us for information on how to sign up.
Methods and Activities
Prior vocabulary knowledge (plate, plate tectonics, fault, earthquake, epicenter, P wave, S wave, seismograph)
Computer with internet access
Earthquake Epicenter and Magnitudeby Virtual Courseware or copy and paste URL into browser www.sciencecourseware.org/eec/Earthquake/EpicenterMagnitude/
Hands-on activiity:
Find the difference in arrival time on the y-axis of the graph. To find the distance to the epicenter, read down from this point to the x-axis of the graph. Enter this distance in the data table.
Draw a circle with the radius determined in the previous step, with the city as the center point.
Repeat these steps for the other two cities.
up
Materials
data table of difference in arrival time of P and S waves
earthquake risk map
drawing compass with pencil
Computer with internet access
Earthquake Epicenter and Magnitudeby Virtual Courseware
or www.sciencecourseware.org/eec/Earthquake/EpicenterMagnitude/
Videoconference Details.
Responsibilities:
Agenda:
Credit:
5 min. Welcome and introductions. Each class shares their location and brief information about their school.
15 min. Earthquake simulation and seismograms shown.
20-30 min. Silence on the
Feel
20 min. Answers and discussion. Each class presents their solution and discusses the answer with the other class. Students can ask the expert questions regarding the problem solving process and content.
Credit: Virtual Courseware by U.S. National Science Foundation and California State University
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or
Computer with internet access
Earthquake Epicenter and Magnitudeby Virtual Courseware
or www.sciencecourseware.org/eec/Earthquake/EpicenterMagnitude/
Videoconference Details.
Time: 1 hour
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vocabulary
Practice activity epicenter activity
Hands-on activiity:
Find the difference in arrival time on the y-axis of the graph. To find the distance to the epicenter, read down from this point to the x-axis of the graph. Enter this distance in the data table.
Repeat these steps for the other two cities.
Follow up questions
Materials
data table of difference in arrival time of P and S waves
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Project time frame
Approximatelythree- to five- 50minute class periods to prepare.
draw a conclusion about the location of the earthquake's epicenter
Methods and Activities
Prior vocabulary knowledge
Hands-on activiity:
Find the difference in arrival time on the y-axis of the graph. To find the distance to the epicenter, read down from this point to the x-axis of the graph. Enter this distance in the data table.
Set your compass at a radius equal to the distance from the city to the earthquake epicenter.
Draw a circle with the radius determined in the previous step, with the city as the center point.
Repeat these steps for the other two cities.
Follow up questions
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
data table of difference in arrival time of P and S waves
graph of seismic wave arrival times
map of the U.S.
earthquake risk map
drawing compass with pencil
Materials
What audio/visual aids, handouts, etc. will you use?
Videoconference Details.
Time:
Responsibilities: What will students do? What will teachers do?
Agenda: Who will do each part? Which site? What visuals will be used for each portion? You can copy some sample agendas from here.
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graph of seismic wave arrival
map of the
drawing compass with pencil
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
Materials
What audio/visual aids, handouts, etc. will you use?
]]>
Project time frame
Approximatelythree- to five- 50minute class periods to prepare.
draw a conclusion about the location of the earthquake's epicenter
Methods and Activities
Materials
What audio/visual aids, handouts, etc. will you use?
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How to sign up
sign
IP or ISDN?
Learner Outcomes
S.IA.06.11 Analyze information from data tables and graphs to answer scientific questions.
S.RS.06.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
E.SE.06.52 Demonstrate how major geological events (earthquakes, volcanic eruptions, mountain building) result from these plate motions.
Students will be able to:
interpret data to determine the distances of three seiemographs from an earthquake's epicenter
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Project time frame
How to sign up
IP or ISDN?
Tell us about the type of connection (i.e. is it open only to ISDN/H.320 schools or only IP/H.323 schools?).
Learner Outcomes
benchmarks?
Students will be able to:
interpret data to
draw a conclusion about the location of the earthquake's epicenter
Methods and Activities
Describe the methods and activities for the project. Include pre and post conference activities. How will you convey the topic (lecture, discussion, hands on activity)?
]]>
Write
Students will determine the location of anearthquake's epicenter and get a
Project time frame
Write the time frame of your project here.
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Write Your Project Title Here
Write a Brief Description here.
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