Learning IT @ CISM

Tag Archives: social studies

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For 500 Points

Gr. 4 students played a Jeopardy kind of  game out of the different topics covered in their classes. What made the game special was that it was student-created and student-facilitated.  The excitement and engagement that happened during the game was contagious. The other groups cannot wait for their turn to “host” the game.

Google Docs was  used to have students simultaneously collaborate and work on their categories and questions. Then after questions have been reviewed, they used jeopardylabs.com to encode their content. Here is the link to the first group’s game: https://jeopardylabs.com/play/social-studies4500

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Augmenting the Reality of History

Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data (Mashable.com). The augmented content is viewed through a digital device that supplies information simultaneously as the device looks on to the real object. Google has already released its Google Glasses, eyeglasses that provide augmented content to anything it can see. For example, one can see a recorded video invite of a popular rock band when the eyeglasses view a concert poster. It’s almost ready information, anytime, anywhere.

So how does it apply in the classroom?

For their 1st Semester’s final alternative assessment project for Social Studies and Technology, 8th graders put up an exhibit of the Renaissance period. The class was divided into several groups to talk about art, music, and politics. The printed art works, portraits of popular figures and  images of historical places, however, were put up on exhibit without any accompanying captions or labels. To understand what the exhibit was all about, viewers would have to use an iPad with the Aurasma Lite app installed.

The task entailed students to search and gather relevant images and information about their assigned topics. The groups needed to fill out this worksheet. Groups were asked to submit all content to me so I can upload them to the school’s Aurasma channel. After uploading and matching all trigger images and overlays, “auras” were created to finalize the process.

It took some time for students to understand the purpose of what they were doing because they did not really see the output right away. However, when the physical exhibit was set up and they were given the iPads to view what’s behind a portrait of Jean-Jacques Rousseau (for example), the oohs and aahs were audible across the 3rd floor.

This Rubric was used to assess the project.

I have posted the students’ works here so others would be able to experience augmented reality. Here are the instructions to make sure you are able to view “more”:

  1. On an iPhone or iPad, search and download Aurasma Lite from the App store.
  2. Tap the i button, then go to Search. Type cismanila then search.
  3. If you do not have an existing Aurasma account, you need to register.
  4. Create an account with username and password. Email address is optional. Then click Create Account.
  5. Then click the Subscribe button. Then click Done.
  6. You may now use your iPad’s camera to view the exhibit.

Here are the links to the Gr. 8′s Renaissance AR Exhibit:


Bill of Rights

Jean Jacques Rousseau


US Declaration of Independence



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Tourin’ Ancient Egypt with Gr. 6

6th Graders, for their final assessment, was tasked to create virtual tours of Ancient Egypt using Google Earth. It involved choosing locations, setting views, linking images and videos, and recording of the tour.

The task aimed to achieve the following ISTE Standards for Students:

Creativity & Innovation – create an original project (e.g., presentation, web page, newsletter, information brochure) using a variety of media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an audience

Communication & Collaboration – use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Schoology, Edmodo) to collaborate with peers, experts, and other audiences

Research & Information Fluency – use a variety of digital resources to locate information

Digital Citizenship – provide accurate citations when referencing information sources

Here is the rubric used to rate the finished works: Google Earth Rubric

Here are the submitted recordings:

Religion by Grace & Regina

Pharaohs by Ashley & Jeremy

Lifestyle by Radha & Marcus

Geography by Jia & Seth

Contributions by Sabine & Paola

Social Structure by Vince & Gina


  • http://www.deped.gov.ph/