Deployment Team/Resources/GuideXOGabon

Moon Activity

Activity Summary

The task of the learner would be to observe the object that appears on the screen of the activity Moon of the XO. The learner has access to a wealth of information on the Moon, by real time. Note that this activity can be used to better understand several concepts related to the planet Earth. The learner can do activities on the image manipulation in the XO as a metaphor for earth, and to make multiple uses. It may use a grid with coordinates.

Through this activity, learners can learn and build an active understanding of several concepts such as "of the spherical Earth," the location from one point to the Earth's surface and the rotation of the Earth and its consequences daily (including the succession of day and night). The activity has a strong Moon capacity suggestive action that teachers can use in the course of Enlightenment. This metaphor of the Earth is extremely relevant and original and could be further substantiated in the educational applications outside of those we propose here. Among other things, it allows the learner to observe phenomena that he often described in abstract and theoretical and thus the testing of a theoretical knowledge learned. It allows many other learning and discoveries including scientific information about the behavior of the Moon. These regularly updated information are clearly shown in the legend of margin to the left of the metaphor.

Affordances of the activity

• The student has access to real-time information on the Moon (phases, visibility

the surface, the next lunar eclipse, the next solar eclipse)

• The activity can also be used as course material in different ways

"Earth" because it can be used to learning about the concept of "spherical of the earth. "

• Students can also use this medium to a teaching on the learning

"Locating a point on the surface of the Earth using the grid coordinates geography.

• The student can change the face of the moon and then be led to understand the concept

rotation of the Moon and Earth.

Social Affordances:

It could bring together learners each to his XO in case the neighborhood grid would be impossible as we have just seen. In this case, interactivity happen in the form of an exchange (driven by a possible questionnaire) between learners using the XO as eBook.

Degree of centrality of the activity

The integration of the Moon with the curriculum is perfect, and meshes well with the content description and location point on the surface of the Earth as it appears in the curricula Enlightenment for the 4th year of primary education and basic Gabon (the disciplinary field 2: the study of mid-location of Gabon). This activity can be adapted to other educational situations involving different levels of primary and the needs and capacities of teachers, each according to the realities of context of work.

The earth, a planet round

Level (s): 4th grade of primary

Knowledge: The spherical Earth

Savoirfaire: Explaining his comments by the shape of the Earth.

History:

Using the representation of the moon in the activity, the teacher invites students to comments. The face is illuminated which is the side of the sun, the face is shaded that is not exposed to direct sunlight. By turning the world on this successively the different faces of the earth to the sun: the succession of day and the night.

Based on the questionnaire, learners observe the educational support

Questions to guide the observation of the shape of the object:

What is the shape of this item?

What does this object mean to you?

What can you conclude about the shape of the planet Earth?

The teacher then asked students to make a co-production written in phrases simple by using the Write XO (say what is the shape of the Earth).

The movements of the Earth and Moon

Level (s): 4th grade of primary

Knowledge: The movement of rotation of the Earth and its consequences.

Savoirfaire: Define the movement and present its main consequence.

History:

Activity of the learner

• Free observation of the object of the Moon XO.
• XO-handling: pointer on the icon Change hemisphere and click

left (X)

Questions to guide the observation:

How does the earth every time we click on the button (movement)?

What changes the aspect of the world whenever it is rotated? (The displacement of the shadow accompanies the rotational movement of the Earth)

What you see on the gray area and the clear zone whenever the Earth running?

What does each of you for clear and shaded areas? (The day and night).

How to locate?

Level (s): Grade 5

Knowledge: Geographic coordinates, latitude, longitude and the cardinal points.

Savoirfaire: Locate a point and give guidance to help coordinate geographical areas of latitude and longitude points (N-S-E-O).

History:

Activity of the learner:

Using the grid in the Class Moon makes an observation tour of the grid questions.

What information appearing on the top and bottom of the globe and which names t give it to these points?

How many types of lines you see on the globe and what each of them?

With the help of document grid, tell what the following terms:

Move longitude?

Move in latitude?

Activity final synthesis: Design of collaborative writing based on the different responses during the exchange or sharing. These students say what used to locate a point in space as well as for travel.

User Guide of the Moon

Go on-screen list of the activities of XO to the Home view, locate the Moon represented by an icon of the moon. Point the cursor on this icon gently rolling the finger on the touch pad corresponding to the rectangle of the environment. Launch activity clicking with the left button (X), the tab Start to start the Moon. <image Home view>

A representation of the Moon will appear as well as several real-time information. <image Moon>

By clicking on the View tab, two icons appear, one sign of a grid and the other that of a globe with an arrow. To change the order, ie of affordance, it Simply click on one of the icons. <image View tab>

The grid view shows the parallels and meridians (benchmarks map) necessary to locate a point on the surface of the Earth. <image Moon with grid>

To rotate the globe (rotation), simply click on the icon of the Moon Change Hemisphere view, above view, as many times as you want to rotate the globe. <image Moon southern hemisphere view>

To leave one of the two views (the grid or rotating globe), click on the icon and successive elements appear then disappear.

Activity Implode

Activity Summary

Implode activity is a game of logic supports the community of learners in which brings the child to destroy a structure of blocks by grouping them by color and making them explode or disappear from the screen.

With this activity the teacher will nurture the spirit of logic of students in situations problems. Students will not use color pencils but recognize colors easily. Affordances of the activity

• The student can move the blocks to match the colors according to the

destroy

• The student can control the level of play, the recovery after a failure or a first

new configuration.

• The Game tab provides more information on the game and its level: New, Undo,

Redo, Easy, Medium and Difficult.

• The activity can be done individually, in dyads or triads and share with

the neighborhood. Students can share the activity. They will train for become resource persons (those who are doing very well in the game), for help others in difficulty depending on the level of play Students and develop the spirit of the community instead of the competitive spirit in vogue in attitude of Gabonese student.

Degree of centrality of the activity

Implode activity can be placed at level 5, because it is an easy to integrate in the mathematics curriculum the first year to train and represent sets according to various criteria: nature, shapes and colors and build collections Objects from 1 to 3 elements.

Application pédagogique 1

Blend colors and introduction to the operations of addition and subtraction in first year with the easy level. Level (s): 1st year of primary

Knowledge: The overall concept, the addition and subtraction

Savoirfaire: Train sets by color

History:

The teacher may ask students to identify different colors on the screen by example green, yellow, red, blue and orange. Then it will ask students to click on a set from three small squares of the same color. Students seen the disappearance of the tiles after clicking on the whole. The teacher Ask students what happened. Students will notice that the group tile was removed from the screen. Thus, the teacher may illustrate the operations of addition and subtraction through this activity. For example, 1 and 2 is red join is add or add. A set of red disappears from the screen is removed, delete or remove.

Application pédagogique 2

Level (s): From 2nd to 5th grade of primary

Knowledge: The overall concept, the addition and subtraction

Savoirfaire: Cultivating a taste for effort among students with medium and difficult levels.

History:

Indeed, at each level of play, the student can be led to it. The fun of the activity will encourage it to start again until he wins. If the teacher asks students to consider the activity as a problem to solve, depending on the level of the learner and the game, they can say, for example, to subtract only the color orange. The student who succeeds in doing so solved the problem. Otherwise, it repeat the activity to obtain the desired result. The teacher can transpose the effort during the game to solve problems in mathematics for example.

NB: This application is not included in the curriculum. However, it has educational benefits that teachers and students could take into account all fields (and french enlightenment) to resolve the problems.

User Guide for the Implode

To access the Implode activity in the XO, after opening, with a view Welcome, place the cursor on the icon represented by small green squares. <image Home view>

Three options appear: Run, Remove the favorite, and Delete. Click Start by pressing the left button (represented by X) of the touch pad to enter activity. To go faster, click on the icon to enter the business. <image Game>

Click on the tab for the main Game commands The star of the game is to start a new game, the two triangles pointing left can again at the very beginning, the arrow pointing left to return a stroke back, while the arrow pointing to the right restored the coup canceled. The three gates shown in this menu allow you to change the level of play from left to right, the levels are easier to more difficult. <image Game toolbar>

To play, click groups of three or more blocks of the same color. In positioning your cursor on them, they will highlight.

Activity Mini-Tam Tam

Activity Summary

The student can make or play music in a fun way. It is a simple starting point for the child to learn through exploration of the key songs, some sounds musical instruments, the cries of certain animals and the noise that some objects when they fall or bump against another object. The learner can become familiar with the role of percussion, the beats per measure, the complexity of the beat, the tempo and volume.

This activity allows the child to differentiate or to standardize the sounds in order to build a musical sequence.

Affordances of the activity

• The student can identify the sounds
• The student can distinguish the sounds of musical instruments,

Animals, humans and objects (doors, trash ...)

• The student can control the tempo
• It may increase or decrease the speed of the tempo
• Students can measure the beat sounds and the possibility of the complex.
• It can combine sounds to get the rhythms he wants
• Students can recognize and imitate the sounds of the living environment
• The student may, with this activity, communicate or announce to the sound of a tam-tam

new.

Degree of centrality of the activity

Indeed, TamTam Mini is not fully integrated into the primary school curriculum, but it remains a formal instrument used by all learners. Therefore, it is not only as an instrument of music, but also as a means of communication. It becomes an educational activity to enable the student to establish itself sounds and share them with other students in her community or by the way.

Application pédagogique 1

====TamTam Mini or the art of playing music==== Level (s): From the 1st to the 5th grade of primary

Knowledge: The instruments of music, the beat, tempo and percussion

Savoirfaire': Combine different musical instruments

History:

The teacher invites students to explore sounds and instruments available in the grid right of the activity. They can combine the sounds of some instruments to a rhythm chant. Students are then asked to explore the concepts surrounding the percussion and pace. The controls to the left of the screen can be used for teacher demonstrate the concept of beat per measure of complexity of the beats and tempo.

Application pédagogique 2

====TamTam Mini and wakefulness==== Level (s): From the 1st to 3rd grade of primary

Knowledge: The Man, animals, objects, sounds

Savoirfaire: Distinguish the different sounds, objects and animals

History:

As part of an activity of exploration and enlightenment, the teacher may ask students to discover the sounds produced by animals and instruments. Thus, students distinguish the cries of animals, the sounds of musical instruments.

The teacher can go through questions:

What cry shall deliver the cow or sheep?

What sounds can we give the strings of a guitar?

User Guide of the Tam-Tam Mini

This activity TamTam Mini is the prospect Home. To access, click on on the icon TamTam Mini (represented by an icon with two drum sticks) with the left button (X) of the touchpad. <image Home view>

After clicking on this icon, the most musical instruments appear in and out of a grid with pictures (of humans, animals and other objects used in the living environment). <image gallery of sound instruments>

The choice of instruments is possible. To access, click on the left button (X) to activate the sound or instrument that we want to play. For play different sounds (the letters J and H, for example), you have to press the keys keyboard. It is possible to start a rate increase or decrease the speed of the tempo, why you should click on the Play button (represented by a green triangle) and move up or down four controls (beats per minute, complexity beat, Tempo and Volume). This activity leaves the possibility for the teacher to use the sounds or create new sounds. Thus, the sharing or exchange of our creations with our friends as possible is our ability to play the music between friends.

Activity Tam Tam Jam

Activity Summary

This activity enables students to assemble the pieces of music and sounds. It can several sequences with different rhythms and sounds, like a concert.

With this activity the instruments will not be mandatory, because the XO has a bank of instruments and sounds. The teacher could diversify the teachings on musical instruments.

Affordances of the activity

• It can use several instruments and rhythms at once.
• The student can control the tempo.
• The student can control the volume and order of passage.
• It can also compose and record his own music.

Degree of centrality of the activity

This course meets the curriculum of basic education, such as the 4th grade curriculum in Éveil (arts education and sports) to create and implement decorative arts with a desire to produce a rhythm by using a tool music and the 5th years namely to make complex projects in activities art (drawing, singing, handwork, music). It is therefore easy to integrate with curricula.

Recognition of different musical instruments and their categories

Level (s): 4th grade of primary

Knowledge: Instruments, percussion, wind instruments, stringed instruments.

Savoirfaire: Create and implement a concern with objects of art, to produce a rate using a musical instrument Regouper instruments by category within an orchestra.

History:

Students may create groups of harmonious sounds from the range that is presented. The teacher may ask students to choose a musical instrument, a sound, cry or prerecorded voice in the directory tab that appears at the bottom of the screen. Then the teacher asked to choose a rhythm in the tab Loops of associate it with sounds and instruments selected above and click to hear composition made. Through this variety the student has the opportunity to perform, create to record and listen to his music by clicking on the numbers and signs chosen to identify the instruments and sounds selected. At this point, students will be aware of his spirit of creativity in curricula sought in Enlightenment.

Mobilization capacity in the creation

Level (s): Grade 5

Knowledge: The singing, composition

Savoirfaire: Carry out complex projects in artistic activities. Ability to coordinate and harmonize the instruments, sounds and singing.

History:

According to the teacher, students can combine sounds to offices different and achieve the creation of a virtual orchestra. The teacher will ask the students to form a choir and with the XO, to compose music that can accompany. Students who succeed in producing a smooth and rhythmic music demonstrate their capacity for coordination and harmonization or engineering into sound. Instead of the traditional method of vocalization, the possibility is offered to students to use instruments and sounds like a DJ on a track.

User guide of the Tam-Tam Jam

To access the TamTam Jam in the XO, after opening, with a view Home, place the cursor on the icon represented by a drum associated with a trumpet and a guitar. Three options appear: Run, Remove the favorite, and Remove. Click on start pressing the left mouse button (represented by X) touch pad to enter the business. Or to go faster, click directly on the icon to return to the activity. <image Home view> This activity has several tabs. The tab includes options Jam Control Volume and Tempo. The 3rd tab Playback will stop the loop, to mute and a display (metronome) and a control beat. The Desktop tab is as a memory card that holds all the compositions made in different environments of the composition. The Save tab allows you to record new sounds using the microphone. <image toolbar> At the bottom of the screen there are drum kits (set of batteries and tam-tam), Loops (bank musical sequences), All (all types of sounds), Concrete (sound among objects excerpts from the environment), Animals (animal cries), Keyboard (keyboards), My sounds (my sons), People (the prerecorded voice of a child), Strings (instruments strings), Winds (wind instruments) and percussion. <image Drum kits> To form the orchestra, the student need only drag and drop to assemble instruments, sounds and musical sequences (loops). Click the right button (M) under the touchpad to access new options (control of reverberation, edition of the sequence of the beat to control the instrument, designated keyboard button to activate the instrument, etc.).. <image Loops><image Loops panel> The activity can be shared with neighbors and to dyads or triads. Students to discuss their different compositions, make suggestions, innovations from the draft class (for example, be a melody for Christmas or New Year). The ability to interact is developed and even Central in this activity. It develops the spirit of cooperation and creativity.

Activity Tam-Tam Edit

Activity Summary

The student can compose or play music alone or with other learners using sound effects, instruments or sounds. The XO is of promote the skills, ie to develop the ability to select a instrument sounds to choose and make melodies.

The educational benefits from the operation of the activity Tamtam Edit for teachers are that it has all the possible instruments: piano, clarinet, banjo, xylophone, etc.. more different sounds and different possibilities of adjustment, coordination, symbiosis and thus creating unlimited it can share with the whole group class.

Affordances of the activity

• The learner is able to compose a melody using a variety instruments such as guitar, piano, flute, xylophone, clarinet ...
• The learner is able to improve his compositions, incorporating other sounds of children, cries of animals (chickens, horses, frogs ...).
• You can compose music and record instantly.
• Can select for its creation or mimic the sounds generated by the XO.
• It can save not only his keyboard, but also bring its music to ogg ie ready for export.
• It can select the tools to mark the difference in notes music and frequency sounds (using the paint tool).
• The computer offers green design tools for the preparation of notes music.
• The learner can modify the volume of the tempo at will.
• The XO offers modern music that the student can recognize or discover while having tones. It also includes animals and their cries respectifs.
• Students can share all its activities both with the teacher with his neighborhood is composed of peers connected to the grid.
• You may submit work to the teacher.
• It may also involve his peers in his compositions, the latter can make their changes, their additions, etc..

Degree of centrality of the activity

In referring to the curriculum of 4th and 5th years and the 1st year's event TamTam Edit fits under Enlightenment. In 4th and 5th years eg

• First-level 4 at the 22nd week, students will perform a song.
• Then at level 5, the 29th week the knowledge of learners are built around

instruments.

• Two types of instruments are used: the percussion instruments (tamtam, drum)

and wind instruments (flute, trumpet, harmonica ...).

• At the end of learning, students will be able to use a percussion instrument

or wind.

As a justification to integrate the curriculum, we can explain that the activity TamTam Edit the learner can compose music that accompany a song. The learner can also create his own music with instruments required by the curriculum, but it can enrich many other opportunities available to him including the XO to add sounds like the cries animals (bird, dog, etc..) or human voices. It may also share composition of music with others.

Compose a melody

Level (s): 4th grade of primary

Knowledge: The traditional songs and / or modern

Savoirfaire: Run a traditional song and / or modern.

History:

Students will create their own melody to the presentation of a ballet. As illustration, the First Symphony dyad Brigitte / Solange. The student selects the section Dial, then it makes the choice of instruments music (frog, dog, rooster, balafon), then the sheet of paper, he shall record the sequences of musical notes to get the music you want. Similarly, students in Grade 1 may be required to perform the anthem Group National (the Concorde).

Composition of a musical repertoire

Level (s): 4th grade of primary

Knowledge: Awareness of the value of traditional local songs and / or modern.

Savoirfaire: Enhance the original music (example: Elon, Ikokou, etc). Perform traditional songs and modern within a moderate band at the cultural day of school at the end of the year.

History:

Placed in groups of five, students will select musical instruments of XO, recognize those who are part of traditional culture (it should be noted that Gabon includes fifty ethnic groups), call or mimic melodies so that all together constitute a musical repertoire for the festival season.

User Guide of the Tam-Tam Edit

On the home page, place the cursor on the icon TamTam Edit, a window opens, click on the Run option, a page is opened. It presents the extreme left, a panoply of instruments (guitar, piano, tam-tam, etc.).. To change the instrument, click on their image. Click on the symbol of addition (+) to add a new instrument to the list. The bar tab of activity we offer three choices: Student Activities, Composer and Generate The Components tab displays a bar with three compartments. Left: a button Play / Pause, Stop another then a third keyboard Save and a final ogg to record sound to ogg format subsequently converted to MP3 or CD. In the center there is a selection tool to move the clips, a pencil and a brush, which allows us to edit the clips of the instruments. At right, a Copy button that makes a copy of the sequence. Finally a button Volume / Tempo that leave our slider to access the controls. To compose a melody, click on the Compose tab, then select the instruments required. Then click on the pencil to draw lines in front of the chosen instrument and points at the bottom of the page (which will be the sequence to play the instrument). At the bottom of the screen lists the different sequences that make up your song. The composition can be heard by clicking the Play button. To mark a stop to make an improvement, click the Pause button and insert arrangements desired. We can improve the composition by adding the sounds of animals, the cries of birds or of children. For the computer generates a sound or a sequence according to your settings, first click on the Generation tab. The top bar to change option buttons Play / Pause and Stop are still, then added three more: generating a sound, then Property Generation. Leaving the cursor on the icon property, the latter lets you select the level of individual elements (a division of the grid, page color, transposition, pan, volume, etc.). Then, click, a window opens, it sets the pace, height, duration, scale and pattern of the melody generated. Finally, it is possible to save your publication in the Journal of the XO retain for future use (use the Store procedure described on page 15 of Getting Started in XO and the Sugar environment V.8.2), or the record format ogg to export. Conclusion Ultimately, this chapter has attempted a description of the capabilities of XO in primary school Gabon. Far from being exhaustive, we accept that many activities can be exploited with the XO in school from primary school so unique. Similarly, it is possible to combine activities in the context of educational applications. Adapting to Gabon password, among other things, integration of XO in conformity with the curricula. To go further, we can still consider a Operating XO: pedagogy of the project.

Chapter 3

Introduction

This chapter suggests, by way of example, four projects that could be achieved by combining certain activities (or affordances) of the XO. These are projects on deforestation, disease, cultural heritage and national languages. As you see, these projects cover various fields of study. Each project is presented according to a style, because it seemed more important to reflect a certain variety of possible actions to unify the presentation of projects. However, each proposed project follows the methodology suggested by Gregory and Laferrière (1998):

Project 1: The Herbarium at school

School project: "The herbarium at school. "

PROJECT DESCRIPTION

This project was designed to be completed in the fourth and / or fifth grade primary education system in Gabon.

FIRST PHASE: PREPARATION OF A DRAFT

Discussion of the feasibility of this project with two teachers, and Valentine Béranger, of Elementary School Application of the École Normale Supérieure. Both teachers found it very exciting and very timely especially as Valentine had already piloted a agriculture project with a third class of primary school. The "to the herbarium school "seemed feasible.

1 / CHOOSE THE THEME:

The choice of the theme is left to the discretion of the teacher or the teacher, through a discussion with the target class, the great movement of logging in the city of Libreville.

Learning Objectives:

• Identify, photograph, name and recognition of certain plants in the environment

closest to the student, here it is the courtyard of the school.

• Identify some uses of plants.
• Define the term "deforestation".
• Identify some of the consequences of deforestation.
• Raise awareness of the importance of plants in the environment of the student.
• Planting trees in the school.
• Develop a herbarium of 10 pages.

Skills and attitudes developed by students through the project:

• Recognize, name awareness, planting trees, using the XO.

2 / TRACKING RESOURCE REQUIREMENTS:

Students will have access to resources in the library of the XO. They consult appropriate documents on the Internet, as well as software using the XO.

Obtaining the teacher of a student to leave school able to go to the National Herbarium in Libreville, and the herbarium of the University of Libreville.

3 / ORGANIZATION OF WORK:

The student must take ownership of the project, and the teacher play a role facilitator or resource person in the organization and execution of the project.

The teacher organizes the class into triads. Each triad is working on a plant. She photography plant using the XO, names using the information collected in the Bookstore XO, or exit at the National Herbarium and identifies some of the utilities plant. It makes this plant for a page and a page traditional electronic Herbarium.

Triads interchangent regularly each triad results and this in turn role its results to the class.

SECOND PHASE: IMPLEMENTATION OF THE PROJECT

The project may take the entire school year, one hour per week during the course of awakening. (It may take less time, about 6 months, if the teacher or the teacher decides to put the project to the time allotted to manual labor, 30 minutes per day in the Gabonese education system).

The teacher ensures that students respect the time and the interactions students help build a community of learners.

The teacher encourages frequent communication between learners, encourages, stimulates, corrects shooting, helping students to make regular updates on the development of their work.

4 / PROGRESSIVE DEVELOPMENT OF THOUGHT AND DOCUMENTS:

Progressive development within each triad, a thought of a living environment for humans, the presence of plants, and its responsibility for its balance.

Progressive development, by any group class of a herbarium of plants from electronic School classified through the bookstore or log XO.

Progressive development, by any group class, a traditional plant, consisting of 10 pages. Each page representing a plant by its leaves and / or dried flower, with its common name and scientific name, and some utilities to be its specificity.

Progressive development of a botanical garden, students will plant trees or few plants in the schoolyard.

5 / COORDINATION AND SUMMARY OF CONTRIBUTIONS:

Presentation to the whole class of tasks of each triad, questions and comments to enrich and enhance the collective production of the class.

The teacher spoke in front of the class to say what is positive compared to the project and improve deficiencies while encouraging and challenging.

6 / BACK ON THE PROJECT:

Once completed, the project should be allowed to teach the class group that Plants are essential to the human environment, as they provide oxygen, of food, shade etc ... Man must protect the plant from its environment and maintain such replanting.

7 / THE AFTERMATH OF THE PROJECT:

Development of a botanical garden, the primary school level. Students will plant some trees in the courtyard.

Exhibition of project results with other classes of the school and education other classes in respect of the environment including plants.

Sharing the results of the project with other schools in the city, rural or other countries through the Internet XO.

Project 2: Fight against unhealthy

The project will be implemented in three phases: design-implementation-evaluation.

Design

Note that to start the project includes all primary students, regardless of level. The difference will be simply at the level of involvement that can be associated with age, but the level of students.

The project may take place in three months from the school, which takes place in Gabon by me in October, ie in the first quarter. This schedule will have the advantage of seeing actions that can be achieved in the short medium and long term success.

The success of the project therefore involves the consideration of certain prior the teacher. In practice this means the teacher of around the question to identify a problem, so students should know what it is, identify information sources and the problem, then bring their reflections and proposals on possible solutions to this problem. In the case of the fight against unhealthy in Libreville, which is our example, we can make the following suggestions.

Define in simple terms and concepts appropriate to the statement taking into account the level of language study and students. Cleanliness, hygiene dirt would be in this optical concepts appropriate at all levels of primary education, ie the first to fourth year.

With the class, and from these definitions, a general view of the situation of the city Libreville identifying all sales areas without distinction. This concerns school in the neighborhood streets, etc..

To acquaint students with the origins and causes of this situation.

Awareness about the dangers of such a situation by referring to disease or even epidemics.

In practice this amounts to the unhealthy relationship between the city and work school. This will be to introduce students to the direct consequences of unhealthy academic performance. For example, show children that mosquitoes transmit malaria to humans, live not only in the high high grass around our schools and our homes, but also in wastewater ponds, gutters not priests populous neighborhoods of the capital of Gabon.

The project will then aim to make children aware of their rights and obligations to overcome this phenomenon. In this case, we will discuss ways human material and financial resources. The search, involving students in the design of this project through discussions in class to make them aware of problems in their environment and have a real impact on their lives. It is also to foster a spirit of civic involvement, foster cooperation, complementarity and solidarity.

Outturn

The executive phase of the project will be crucial to the extent it contains actions concrete that students faced in the field. These are the actions that materialize the child labor.

The teacher can organize such a tour of the class in a business of gathering and collecting garbage.

After this step, the integration of XO to the project is fundamental. It will use the little green computer as a tool for the class develops its thinking on the fight against unhealthy in Libreville.

The activities of XO, such as compute, discuss distance, scratch, draw, write, navigate, video interview will be widely used to carry out the project, even if others can also be requested. It may for example rely on the Géraldine contribution to illustrate the contribution of XO in this struggle that will lead students. In addition, for example, the design can be made to the prospectus on good reflexes such do not throw garbage anywhere, and other shows where the cast. Contrary to the view Jean Paulin's remarks are very relevant, I support activities that calculate distance and fit perfectly to the project. As illustration, we will say that the context itself offers this opportunity:

• Those who know Libreville realize that very often the garbage bins are

prepared to enter schools and colleges, high schools, the smell of waste indispose regular students, the same is being done in neighborhoods with latrines that are built anarchic.

• It can also be observed in Libreville that the bins are inadequate insofar as

willing are often overwhelmed and fill an hour after the passage of Trucking, the company responsible for the collection and garbage disposal!

For this reason one can measure the distance of the bins with the school or latrines with houses, calculate the volume of the garbage bin, the amount of waste produced by a individual, and also the number of inhabitants in the district to understand why overflowing garbage bins and draw conclusions.

On the other hand, the actions may be to formulate requests for aid to NGOs to redo the paint for example. Similarly, Parents can contribute to repair toilets in schools that most Gabon institutions do not work or are to be built.

Assessment

From the knowledge gained from the project ask students to make proposals to remedy as far as possible the situation.

The information gathered will be used by the teacher in his teaching to the curriculum and materials of the class. In level of civic education, he or she can educate students about the behavior the management of individual waste to the extent that very often people throw garbage in prohibited places, sometimes we can see that some are on the ground even when there is a garbage bin or trash can next to it. Students are also champions of this attitude, since very little throw their garbage in the garbage.

The evaluation will be done by observing the behavior of students, changes occurring in their environment, and attention that will give them the authority Municipal and especially parents about the need to clean up their environment.

Project 3: The bars and I

Introduction

The education system is marked by the last few years of reforms aimed to make it more effective. The most significant realization of what we may agree to call a mini revolution is the introduction of a competency-based approach (SBA) primary school. This means going beyond the mere mastery of objectives by providing atomic students the opportunity to mobilize resources to deal with situations - problems complex.

In the following contribution, we propose an enrichment of the APC The approach (or pedagogy) project. The precursors of this approach are the Americans and Dewey Kilpatrick, Ukrainian Makarenko and french Freinet.

We see this as an educational framework for students to go even further in the mobilization of resources acquired in school. Indeed, working on projects that affect their daily lives, students can make the expertise developed in the classroom. The project approach offers, in Moreover, the possibility to collaborate with their peers and with other resource persons to through the tool. The use of a computer network is really the element most striking of a learning project. With the help and support from their teacher or their teacher, children will activate around a project which they assumed responsibility. They will be able to "learn together and develop a community of learners "(Laferrière, 2005) which can go well beyond their class, their city and their own countries.

How to operationalize the project pedagogy in the context if a particular gabonaise school?

The purpose of the discussion that follows is to outline an answer to this important issue. In Indeed, our schools are too often problems such as lack of equipment didactic or overstaffing. We show how the project approach can be implemented taking into account these peculiarities.

The example presented here is a project whose theme could be "the bars and I 'to Students of a class of 5th grade. We will highlight the different steps for the realization of such a project: preparation, execution and exploitation pédagogique.

Why this theme?

Pierre Monsard, academic gabonais died a few years ago, said not without reason that forty years of independence in Gabon, it was "constructed over pubs and bars and libraries. " This statement, knowing that anyone can Gabon reasonably challenging, well the problem of the proliferation of bars in our country. In the environment of the student, the bars are everywhere be it in the vicinity from home or near the school with their attendant nuisances. Among these disturbances on include the diurnal and nocturnal disturbance, alcoholism, smoking, etc..

In many families, the child is introduced very early in this universe. Indeed, it is not uncommon for young boys and girls of barely a decade are sent by their parents to buy beer or cigarettes at the nearest bar. And total violation of the law, the owners of these structures to sell alcohol and tobacco these minors. Thus, when a child buys a bottle of wine for example, there is no way to be sure it is not him - even eat.

No risk - so we not make alcoholics and smokers tomorrow?

The proliferation of bars in our cities is therefore to the fight against these scourges threaten our society.

Furthermore, bars are unique gabonais Walnut neighborhood in a real deluge of decibels at night and day. This course, once again, in contradiction with the Gabonese law prohibits noise. Sometimes the bars are so close to homes or schools, it is harder for children to work or simply to sleep because of the deafening sound of music. Thus, bars may negatively affect school performance.

It was just a few illustrations of the importance for students to reflect on the bars problem and propose possible solutions to minimize the effects negatively on their environment. However, experience shows that "for an approach project to succeed it must be close to his theme of life or centers of interest students "(Munro).

Featured Resources

• Science courses (as of alcohol and tobacco on health is on the agenda

5th grade);

• Courses in mathematics (calculation of expenditures caused by alcohol and tobacco,

Students may produce statements of problems on the basis of questions asked of those who attend bars and solve these problems by mobilizing resources acquired class issues recorded by the camera XO);

• French course (Preparation of a brochure, posters, ...);
• NGO (Action for Gabon or UNESCO, WHO, ...);
• Collaboration with other schools in the same city, Gabon or outside of Gabon

for such comparisons;

• Geography and drawing (Making a map of the neighborhood bars and their proximity to

school)

• Measurement of sound intensity in the bars with the XO;

→ Action Plan:

• Duration: 10 weeks, a half - day per week which does not seem

excessive because of the high level of core activities;

• Create groups of five students each with specific tasks;
• Entertainment in bars under the supervision of the teacher or the teacher for

interviews, videos, photos with the XO;

• Invitation to an NGO to explain the social consequences (destruction of the cell

family), a doctor to explain the impact of alcohol, tobacco and pollution sound man.

II - The project

Progressive development of thought and documents

As that project activities are carried out, students must take aware of the adverse effects on them - and on their environment the existence of so many bars. It is the emergence of individuals who alcohol, smoking and noise are problems that require social find a solution. Indeed, in what is going on, these scourges have too tend to be trivialized. The bars are there, they exist in our living environment without s'émeuve no effect if their destructive for our country. It is not uncommon to Libreville, for example, to meet a person lying on the floor or on the sidewalk on the road, intoxicated causing death as passers hilarity.

→ One or more production

This awareness must lead to the realization of actions aimed at reducing adverse consequences in the life of students. This can be achieved by production of posters, leaflets, files, etc.. for their peers, to parents and the whole neighborhood. To fight against noise pollution for example, we can very well lead students to send a letter to the mayor of the commune in which located their neighborhood, to seek enforcement.

III - Educational Farms

Under this project, students were encouraged to make the contribution knowledge to solve a social problem that affects their lives. For example, competence in writing and speaking is put to to conduct interviews, prepare posters or leaflets.

From these interviews, children can collect data on expenditure daily to an individual bar. Then it may be useful to calculate the amount that individual spends monthly. This information can be used to produce statements of mathematical problems that will lead them to mobilize their knowledge in computing. Here, what is interesting is that the mathematical problem is not imposed on students, but it is them - themselves, from a social fact to them, go and ask the solve. The solution of the problem is simply an object of contemplation, but one more for the file and which will serve to convince.

Project 4: The national languages

Project Goal: Develop a glossary

Choose project:

The idea for a fact: the loss of national languages. Children speak up least in their languages. Hence the development of a glossary in order to practice local languages.

Resources:

• Using the XO to save;
• Adult speakers of each language listed;
• The teacher as facilitator, coach learners to the development of

glossary;

• The activity will take place during the course of awakening, in 4th grade. The time spent for

activity will depend on the organization of the teacher or the teacher. Organization of work:

• Identify the languages in the class to leave the groups in different languages;
• Training groups. The groups will consist of speakers of the learners

language. Those who find themselves alone integrate groups. The idea is that to learn another language, you should first speak their language;

• Make a list of expressions and words in french, which will be contained in the

glossary;

• Collect data using the XO. Learners will record the voices of those

resources and pronunciation of words and phrases will be maintained through the activity Save XO.

Coordination and synthesis of contributions:

• Processing of data by class group. During this examination, the

learners could share the different emotions that occurred during the harvest data with other groups through the activity of XO Talk;

• Summary of groups and preparation of the glossary.

Note that this project will be for one quarter. The teacher's role would be to guide, guide learners suggestions, guidelines and attitudes to adopt for group work. Children will learn the polite phrases (hello, thank you, etc..), know the names of animals, trees, pets and will be encouraged to converse in local languages.

Continuation of the project:

• Awareness campaign with games: For example, present an object (even

photo) and ask other students to comment on the institution named in a local language. After the response, the group will bring the necessary correction, if need. Students could make a learning experience. Jurisdiction to develop, be able to translate a word or phrase local language.

• New training group in class with people who did not work

together (you can have two or three people from the same group) in the but to make them work in another language which is not necessarily theirs. The goal here is to encourage children to communicate in other langueslocales by exchanging other linguistic groups;

Development of another glossary.

• Sharing a project in interaction with other institutions.

General Conclusion

Like many African countries, Gabon in recent years embarked on a profound overhaul of its education system, through a revision of curricula in primary education generally (1st, 2nd, 3rd, 4th and 5th years).

To do this, the integration of ICT and particularly the XO to school gabonaise, under the international context and further prospects of UNESCO and OECD, which are aimed at development goals of the educational world, is a privilege granted to the activities of learner and teacher training and the teacher.

As such, this study guide refers to a dual purpose: the effective introduction of ICT including the XO in school gabonais and its feasibility, if not its relevance. To do this, the guidelines outlined in this guide are attempts authentic and on the applicability of this project is to reduce the crucible of digital divide. The XO is therefore as a teaching tool that gives the opportunity to learn not only to perform a specific task or solve problem situations effectively, but mostly it can not work only with other players in his immediate environment (through the network mesh), but apply via the Internet of people belonging to more distant universe.

According socioconstructiviste prospects, the changes in education are linked to a political objective is to increase the capacity of learners to apply school knowledge to real world problems. In this perspective, this study guide has the ambition among others, to revisit the status of the teacher and the teacher. Indeed, now the teacher will become the guide and manager of the learning environment. Students are engaged in training activities or broad collaboration, cooperation and negotiation leitmotivs are allowing them to transcend the framework of the class and their provide the opportunity to engage effectively in the society of his time. This guide could then be used to support knowledge creation. Because the XO is a tool educational program which goes beyond the knowledge of school problems, it clearly includes the twenty-first century skills needed to create a new knowledge and engage in learning throughout life. After all, this guide is consistent with projects of international agencies educational leaders who put a singular emphasis on poverty reduction and improving the quality of life.

This guide is built into a triptych: technological literacy, deepening of knowledge and knowledge creation. Such are the terms that have contributed positively to the update of this study guide of XO.

Glossary

Activity Measure

Base frequency: Start of an action or an event that happens several times

Base time: Beginning of a period, a time

Probes based sensors that can measure its different elements

Sounds: Sound

Activity Speak

Requirements: Form a general or all elements of a tool computer

Connect network to link multiple computers (interconnection)

Crochet: Crochet

Dyad: Couple of two persons

Face: Face

Frequency: Frequency

Game: Thursday

Glasses: Glasses, glasses

Icon: Graphic symbol displayed on a screen and corresponding, in a software, executing a specific task

Ripple: light and regular movement of a sound that rises and lowers alternately

Tabs: Open where you can insert additional information

Oscillation: Change, change and alternative irregular

Round: Round

Speak: Speak (in french)

Triad: A group of three people

Voice: Voice

Wave form: A form of wave

TamTam Edit activity

Mode: Each of the specific provision of the range characterized by the provision of intervals (tones and semitones)

Drone and jump: Bourdon and jump

Ivre: Exalté

Loop segment: Part of a ring

Property: What is proper, the particular quality

Filter cutoff: Interrupt

Reverberation: The persistence of sound in an enclosed or semi-closed after interruption of the sound source

Pan: Part of a musical instrument

Generated: Create or produce Generation Action to generate, generate, stage of technological progress in a certain domain

Tempo: Movement runs in which a musical work

Track properties: Property of a piece of music

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