Using Thinglink to create an interactive image
Lesson Idea 1
Students created an interactive map of Venice while reading the book 'The Thief Lord' by Cornelia Funke.
Students created an interactive map of Venice while reading the book 'The Thief Lord' by Cornelia Funke.
- During the reading of the novel, students listed place names that were mentioned in the book and the page number they appeared on.
- Students then researched whether the place mentioned was real and located it on Google maps and then marked it on a photocopied map of Venice.
- Once all the places had been located and mapped onto a hard copy map students then located a map image to use for their interactive image. The originally saved this image into their photo roll.
- Once logged into Thinglink students started their interactive map by importing their image into the app.
- Next they marked each of the locations on the map by placing markers in the appropriate places. They added the name and page number of the location to the icon marker.
- Once all the places had been marked on the map they then located images, websites and videos about each of the locations and added these to their interactive image.
Below are some Stage 3 work samples. See more on our class blog.
Lesson Idea 2
Use an image from a book to create a predictions pinboard.
Use an image from a book to create a predictions pinboard.
- Students saved an image from the title screen of the online digital text - Inanimate Alice
- Students then tag the image and record a prediction about the episode.
- As an extension, students were encouraged to also include the reasoning they used to determine their prediction.
- This was a quick and engaging way for students to record their predicitions and share them on their blog.
- As a follow up students will visit the blogs of other classmates and comment on their predictions after watching the new episode.
Below are some samples from Stage 3 students (See more on our class blog):
Lesson Idea 3
During our unit of work on Antarctica, students were asked to create their own website using Weebly. Students were given topics to research and include on their website but were given the opportunity to present their information in a wide variety of ways. You can check out the unit, including the program and assessment rubric at http://s3antarctica.weebly.com
One of the suggested tools that students could present with was Thinglink. Some students used the web tool / iPad app to create interactive images about an Antarctic animal, while others created food webs or timelines. Here are some examples:
During our unit of work on Antarctica, students were asked to create their own website using Weebly. Students were given topics to research and include on their website but were given the opportunity to present their information in a wide variety of ways. You can check out the unit, including the program and assessment rubric at http://s3antarctica.weebly.com
One of the suggested tools that students could present with was Thinglink. Some students used the web tool / iPad app to create interactive images about an Antarctic animal, while others created food webs or timelines. Here are some examples:
Food Webs
This first example was created using Biteslide, Paint and Thinglink. First the student created the poster using Biteslide. The poster was saved as an image and then imported into Paint, where the arrows were added. The final jpg was then imported into Thinglink where the interactive tags were added.
This first example was created using Biteslide, Paint and Thinglink. First the student created the poster using Biteslide. The poster was saved as an image and then imported into Paint, where the arrows were added. The final jpg was then imported into Thinglink where the interactive tags were added.
Interactive Images on Antarctic Animals
Students used different tag icons to indicate the type of information they were linking to. For example the letter 'i' icon was used to indicate facts, the play button used to indicate multimedia and the circle used to show hyperlinks.
Students used different tag icons to indicate the type of information they were linking to. For example the letter 'i' icon was used to indicate facts, the play button used to indicate multimedia and the circle used to show hyperlinks.
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Lesson Idea 4 -Thinglinks linked to a Thinglink!
For this lesson students created their own Thinglinks that detailed information about a particular site that was important during the early years of settlement at Sydney Cove. I wanted to be able to display them all on the blog but not as separate Thinglinks so I created a thinglink that linked to all the student's thinglinks. This connects all of their work to the one common theme also.
Here's our class example.
Here's our class example.
Lesson Idea 5
Since we've been using Thinglink in the classroom recently two of my students went a little Thinglink crazy and decided to use the tool as a way to practise and share their spelling words for the week - it certainly is a more engaging way than look, copy, write, check.
While one student found an online image to suit the theme and then made tags with each spelling word in them, the other went a little further and gave definitions for her spelling words. After sharing these examples this week in class I'm eager to see how other students innovate on these ideas and improve them even further. I'll be encouraging them to include links to websites about the word/concept as well as to appropriate multimedia. I'll keep posting more examples as the students come up with them.
Since we've been using Thinglink in the classroom recently two of my students went a little Thinglink crazy and decided to use the tool as a way to practise and share their spelling words for the week - it certainly is a more engaging way than look, copy, write, check.
While one student found an online image to suit the theme and then made tags with each spelling word in them, the other went a little further and gave definitions for her spelling words. After sharing these examples this week in class I'm eager to see how other students innovate on these ideas and improve them even further. I'll be encouraging them to include links to websites about the word/concept as well as to appropriate multimedia. I'll keep posting more examples as the students come up with them.
Feel free to visit Isla's blog and leave her a comment - http://islasblog.edublogs.org/2013/11/08/spelling-thinglink-t4-w5/
Zoe would love you to visit her blog and leave a comment - http://planetzoe.edublogs.org/2013/11/05/spelling-tuesday-week-5/