Group interaction at the interactive whiteboard - Food Chains
Duration: 2 mins 42 secs
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About this item
| Description: | This excerpt shows three children from a Year 5 class (ages 9-10) engaged in dialogue about which animals and plants can be placed together in a food chain. Unusually, they are working at the interactive whiteboard (IWB) in the absence of the teacher but the IWB environment has been structured in advance by the teacher to provide some screen elements that move and others that do not, plus hyperlinks to information about each organism. |
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| Created: | 2013-01-18 17:59 |
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| Collection: | Supporting classroom dialogue using interactive whiteboard technology: professional development resources |
| Publisher: | University of Cambridge |
| Copyright: | Paul Warwick |
| Language: | eng (English) |
| Distribution: |
World
(downloadable)
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| Keywords: | dialogue; interactive whiteboard; science; primary school; groupwork; |
| Categories: |
iTunes - Teaching & Learning |
| Explicit content: | No |
| Aspect Ratio: | 4:3 |
| Screencast: | Yes |
| Bumper: | UCS Default |
| Trailer: | UCS Default |
| Abstract: | This excerpt shows three children from a Year 5 class (ages 9-10) engaged in dialogue about which animals and plants can be placed together in a food chain. Unusually, they are working at the interactive whiteboard (IWB) in the absence of the teacher but the IWB environment has been structured in advance by the teacher to provide some screen elements that move and others that do not, plus hyperlinks to information about each organism.
The video comes from data collected by the IWBs and Collaborative Pupil Learning in Primary Science project (RES-000-22-2556) funded by ESRC between 2007-09 and carried out at Faculty of Education, University of Cambridge. More information is available at http://iwbcollaboration.educ.cam.ac.uk/. The research team included Paul Warwick, Neil Mercer, Ruth Kershner and Judith Kleine Staarman. The staff and children came from a Cambridgeshire primary school. |
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Transcript
Transcript:
S2: What do you think would eat the tree?
S3: Um, maybe the caterpillar might eat the tree?
S2: Not eat the whole tree.
S1: Well eat the plants.
S3: Yeah it'll eat the leaves.
S1: Wait lets just think about this. Lets see, that could go in there, and um then that, but that could be.
S3: Maybe the Mayfly could eat the leaves off the?
S2: I don't think (inaudible).
S1: No, no, no actually. Put this in there.
(One student removes the oak tree and replaces it with the algae)
S2: Algae.
S1: Then Mayfly, oh no back. Then maybe that could go on there yeah?
S3: Yeah.
S2: Oh what about the frog?
S3: But the frog could eat the Mayfly.
S1: Yeah eat that, and then the. What could be, what could the frog eat?
S3: No what could eat the frog? Maybe the owl could eat the frog?
S1: No, no.
S2: If a hedgehog was on there, that.
S1: Maybe.
S2: Unless if we could take that off, and put um, and put. Oh I know caterpillar.
S1: Yeah but that, the caterpillar wouldn't really eat that.
S2: Oh yeah no.
S1: That's in the water. Well so, we, why do you think that that could eat that?
S3: Because, and it lives in a habitat near the water.
S1: Ok.
S3: For the foods that it’s got is that is the best one.
S1: I think that could eat that, the fly because um. Mayfly because um.
S2: Because frogs can eat fly, frogs can eat flies.
S1: Because they both have the same.
S3: Why don't we write our answers on the board?
S1: Well actually; no, no, no, no. What about if we put that there, that could.
(Students click and drag the suggested answers into the boxes on the IWB)
S1: That could be eaten like that.
S2: Oh yeah.
S1: Because they, they basically all have the same habitat and so do they. But the water spider can probably eat that, and then.
S3: Maybe we could swap it round.
S1: No that's.
S2: Why was the spider (inaudible)?
S1: So do you all agree with that?
S3: Do you agree with that yeah?
S2: Yeah.
S3: Um, maybe the caterpillar might eat the tree?
S2: Not eat the whole tree.
S1: Well eat the plants.
S3: Yeah it'll eat the leaves.
S1: Wait lets just think about this. Lets see, that could go in there, and um then that, but that could be.
S3: Maybe the Mayfly could eat the leaves off the?
S2: I don't think (inaudible).
S1: No, no, no actually. Put this in there.
(One student removes the oak tree and replaces it with the algae)
S2: Algae.
S1: Then Mayfly, oh no back. Then maybe that could go on there yeah?
S3: Yeah.
S2: Oh what about the frog?
S3: But the frog could eat the Mayfly.
S1: Yeah eat that, and then the. What could be, what could the frog eat?
S3: No what could eat the frog? Maybe the owl could eat the frog?
S1: No, no.
S2: If a hedgehog was on there, that.
S1: Maybe.
S2: Unless if we could take that off, and put um, and put. Oh I know caterpillar.
S1: Yeah but that, the caterpillar wouldn't really eat that.
S2: Oh yeah no.
S1: That's in the water. Well so, we, why do you think that that could eat that?
S3: Because, and it lives in a habitat near the water.
S1: Ok.
S3: For the foods that it’s got is that is the best one.
S1: I think that could eat that, the fly because um. Mayfly because um.
S2: Because frogs can eat fly, frogs can eat flies.
S1: Because they both have the same.
S3: Why don't we write our answers on the board?
S1: Well actually; no, no, no, no. What about if we put that there, that could.
(Students click and drag the suggested answers into the boxes on the IWB)
S1: That could be eaten like that.
S2: Oh yeah.
S1: Because they, they basically all have the same habitat and so do they. But the water spider can probably eat that, and then.
S3: Maybe we could swap it round.
S1: No that's.
S2: Why was the spider (inaudible)?
S1: So do you all agree with that?
S3: Do you agree with that yeah?
S2: Yeah.