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Morphie’s GREAT WATER RIDE Adventure Meet Morphie, a raindrop who travels, magically changes shape and form (hence his name), and shows us how many things water can do as he “rides” the water cycle. Use the story of Morphie’s adventures as: • A downloadable, read-aloud poem, to make young children aware of the wonders of water in our lives • An illustrated, interactive on-line water adventure for classroom computer use Morphie’s rhyming story is a complement to science learning, and an invitation to investigate more about the properties, uses, vocabulary and responsible care of fresh water. Ways to use Morphie’s Great Water Ride Adventure as a teaching aid: • As a whole narrative, to introduce and/or sum up water concepts presented in Grade 2 science • In parts, to illustrate the many different aspects of water in our lives and in the natural environment (through science, art, language) • On a computer for children (in the classroom, or at home to read with parents) • As a theme for related cross-curricular activities, demonstrations and extensions (see below)

C-1.1 I show and explain the plan I followed, the information I gathered, or the work I created. (examples: text, images, sound, multimedia presentations, email, tables, spreadsheets, animation, web pages...) sa1.1 logs on and off ICT devices sa1.2 opens applications and files (examples: using Start menu, My Computer, desktop icons...) sa1.5 navigates within an application (examples: using icons, menus, keyboard shortcuts...) sa2.2 manages electronic files and folders sb1.2 recognizes and presses keys on the keyboard (examples: uses one finger, uses both hands, hunts and pecks, uses correct hand position while watching the screen, demonstrates speed and accuracy...) sb2.1 selects and uses peripherals to find / record / manipulate / save / print / display information (examples: microphones, digital cameras, video cameras, electronic whiteboards, digital microscopes, joysticks, touch screens, storage devices, compact flash memory, data projectors, TVs, printers...) C-2.1 I discuss my work with others at a distance by using electronic communication tools. (examples: email, Internet, threaded discussions, videoconferences, chats, instant messages, camera phones, blogs, podcasts, online whiteboards...) sa1.11 sends and receives text messages and electronic files using rules of etiquette (examples: not typing in all capital letters, filling in subject line…) C-3.1 I communicate with a wide audience and collect feedback to improve my work.

The students were thinking about who would be likely to help them complete their questions, which ultimately helped them identify their own Personal Learning Networks.  Which is helpful for them establishing who they could contact for help in the future.

The students were able to use SMS to collectively gather responses from a wide range of people from outside the school community. As a result the broad range of views enabled a more diverse range of discussions to take place

The follow up discussion was much more richer than what had taken place in the past as I believe each of them was able to bring some sort of vested interest into the conversation

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