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Procedures for Teachers is divided into two sections:
Prep -- Preparing for the Lesson.
Steps -- Conducting the Lesson.
Read through the entire lesson. Plan to implement the project according to your time and technological availability. For example, if you have a limited number of classroom computers, but your students go to a computer lab, you might want to involve the lab teacher in the project.
Bookmarks:
Bookmark the following sites:
National Geographic
http://www.nationalgeographic.com/media/books/grandcanyon/facts/index.html
The ultimate online magazine for the study of geography. Includes a fact book on the Grand Canyon.
Ask-A-Geologist
http://walrus.wr.usgs.gov/docs/ask-a-ge.html
This site provides an opportunity to ask questions of a professional geologist.
U.C. Berkeley-Geology and Geologic Time
http://www.ucmp.berkeley.edu/exhibit/geology.html
This scientific site is designed for sophisticated geologic inquiry.
Northern Arizona University Cline Library
http://www.nau.edu/~cline/speccoll/imagedb.html
This online library offers a special collections exhibit of historic photos, journal entries, and text.
The Grand Canyon Explorer
http://Kaibab.ORG/geology/gc_geol.htm
This site offers extensive detailed information about the Grand Canyon, from its geologic formation and human history, to its native animals and river trips.
National Park Service
http://www.nps.gov/
This site is the official site for America's national parks. Research American history and culture, explore natural resources in the parks, and learn more about the National Park Service.
Materials and Equipment:
 Computer workstation(s) with Internet access, a 28.8 modem or above, Web browser.
-- Macintosh: System 7.0 or higher, 16MB RAM, CD-ROM player recommended.
-- Windows: 386 processor or higher, 16MB RAM, CD-ROM player recommended. 256 color monitor required for Windows.
HyperStudio
Reference Materials
-- Library Resources (print, Internet, CD-ROMs etc.)
Digital Camera (if photos are to be incorporated)
Standard Camera
Scanner
Large Monitor (Optional)
Large map of the United States
There are five classroom lessons in "Ain't it Grand?":
 Lesson I: Introducing the Project.
Lesson II: Learning to use HyperStudio.
Lesson III: Preparing the Storyboard.
Lesson IV: Producing the Project.
Lesson V: Presenting the Project.
Lesson I: Introduce the project and familiarize students with the location of and environment around the Grand Canyon (1 class period).
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Introduce the project and familiarize students with the Grand Canyon. If possible, connect a computer with Internet access to a large monitor and take your students on A Trip Through the Grand Canyon (http://www.azstarnet.com/grandcanyonriver/GCrt.html).
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Explain to the class that they will be studying the geology of the Grand Canyon, the Anasazi Indians who first inhabited the Canyon, the erosional forces of the Colorado River and its role in forming the canyon, plate tectonics, and modern development's impact on the Canyon (i.e. tourism and the Glen Canyon Dam).
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Divide students into groups according to these areas of study. Students will use online resources, CD-ROMs, books, magazines, encyclopedias, and videos from the library to conduct their research. Students should work from the Assignment Sheet and Study Guide included in this lesson.
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Homework: Students should begin their research. Have students gather research materials from the library and bring them into class.
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Lesson II: Learning to use HyperStudio (2 class periods).
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Use the HyperStudio Tutorial when giving a complete overview of how HyperStudio works. Students should be taught to:
Use the drawing and painting tool.
Create a button and designate actions such as adding sound and animation.
Create a text field.
Add a graphic.
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Give an overview of HyperStudio stack structures. If possible, provide the class with examples of good stack design. Samples are provided in the HyperStudio CD-ROM.
Present the following options to your class:
With linear stacks, users move from card to card in a straight line. Navigational buttons allow the user to move forward or backward throughout the stack.
In a hub structure, all cards are linked to a central card. The user can move through the stacks according to their personal preference. A hub structure is like a bicycle wheel where all of the spokes come together at the center.
A branching structure often begins at a central card but then "branches" off into subtopics. This is the most likely choice when assigning a cooperative class stack.
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Lesson III: Preparing a storyboard (1 class period).
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A storyboard serves as a blueprint for the stack. The storyboard provides a workspace where the team can plan the structure of their stack as well as the images and text for each card. Copy and distribute the storyboard to your students.
Using the storyboard, have students decide the:
Structure of the stack (linear, hub, or branching).
Images, digitized and/or drawn, for each card.
Text for each card.
Names and placement of buttons throughout the stack.
For management purposes, have each group and/or subgroup create their own storyboard and then meld them into one class product. Each sub-group or group's stack should be able to stand on its own as well. Before sending each group off to plan, design, and execute their project, decide as a class some basic elements that will remain standard throughout the project. For instance, placing the forward and backward navigational buttons in the same place on each card and using the same icon for these functions can help the user navigate with less frustration. A font that is large enough and easy to read should be chosen by the class and used uniformly throughout the entire stack.
Require each group to complete a storyboard before moving into production.
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Lesson IV: Producing the project (4 class periods).
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Before students begin creating their stacks, have them review their storyboard as a class for the following:
A title card.
A table of contents.
A minimum of five cards per stack.
Navigational buttons leading to the correct card.
A Reference Card listing at least two sources.
Clear and readable text.
Correct spelling and punctuation.
Purposeful cards that point to the content.
Graphics and animations that support content, not override it.
Have the class work to streamline the project, eliminating repetitious cards and filling in missing information.
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Have students create stacks.
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Lesson V: Presenting the project (2 class periods).
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Each group will be responsible for presenting their work to the class. Time should be budgeted for questions and answers about both the scientific content and the technological aspects of the project.
If possible, connect the computer that will be used for presentation to a television for a larger display.
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Submit a Comment: We invite your comments and suggestions based on how you used the lesson in your classroom.
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