Ice Breaker Activities - Western Sydney
Ice Breaker ActivitiesThese Ice breaker activities can be used within fully online courses to stimulate debate in forums, onlinelectures, social media or using a variety of supported learning technologies.ActivityExample20 QuestionsIn a discussion forum students have twenty yes/no attempts toguess the concept/term/object.A to Z gameAsk students to write down as many key/related words for thecurrent topic area and each word can’t repeat the starting letter.AbstractThinkingIn a vUWS discussion forum ask students to jot down responsesto such questions as: Activity TypeWhat shape is grief?What is the colour of emptiness?What is the texture of a rainbow?Art and lifeUse a relevant poem, piece of art, sculpture etc. to inspirestudents thinking/empathising about the topic. Use responses todraw out themes. This can be done as a starter for a Collaboratesession, or in a vUWS discussion forum.Big PictureAsk students to reflect on what the bigger picture is – in relationto education, the particular subject, the current topic or in themedia. Draw this out and present it in a vUWS discussion forumor create a blog post at the end of the unit.BingoSheetsAsk students to create a bingo sheet with key words/phrasesfrom the topic discussed the previous week or create your ownand read out definitions during a Collaborate session. The winnerclicks on the ‘hand’ icon when their sheet is complete.Compareand ContrastPut trigger images in a PowerPoint Presentation during aCollaborate session and ask students to respond in a chatwindow about differences and similarities.Concept MapGive students a list of words related to your chosen concept in avUWS discussion. They must then turn these into a ‘map’, whereeach connection can be explained and justified and an imageuploaded for discussion.Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleActivity TypeConnectionsStart by writing a word in a discussion forum related to a topic.Ask a student to suggest a related word.(For example: if the word is ‘football’ you might say ‘goal’). Thenext student says a word connected with the previous word. (Forexample: ‘goal’, ‘net’ and so on.) Students take turns.They are allowed thinking time, but can be challenged by anyother student to explain the connection between their word andthe previous word.CreativeInfluenceIn a Collaborate session or discussion forum, use random wordsto see how students might influence each other in some way.Explain the influence.CreativeWritingAllocate students ten minutes in a vUWS blog post to writecreatively about the topic. What they write must include at leastthree key terms from the unit.DefinitionMatchIn a vUWS Quiz, ask students to complete a match-the-word tothe definition quiz. E.g.NetworkAIInternetDifferentshoesAsk students to put themselves in the position of another in aforum using a vUWS discussion forum, blog or even aCollaborate session. E.g. DissonanceComputers trying to think.A connected global networkConnected group of objectsYou are an oil executiveYou are a member of the Greens partyYou are a consumerTry to encourage students to experience dissonance in theirthinking using a vUWS discussion forum, blog or Twitter. E.g. Imagine a square egg.Why does school exist?Addition, Subtraction, Multiplication and Division – whyisn’t there another one?This could be used to disrupt or question habitual ways ofthinking. It can also challenge reasoning or encourage studentsto reason more deeply and carefully.Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleDraw me theanswerA) Show me what democracy looks like.B) Draw fairness.C) What does change look like?These drawings are then posted in a vUWS discussion forum, orvia Twitter using a unit hashtagEmpathybuilderUsing a vUWS discussion forum create a big question such as‘Taxes for the rich will be scrapped tomorrow and replaced withvoluntary philanthropy’. Then stir debate by asking: Activity TypeHow might a millionaire feel about this?A person on average income?Someone receiving government benefits?Fact orOpinion?Ask students to share newspaper article and ask them tohighlight facts or opinions in a vUWS discussion forum.Flow ChartDraw a flowchart, take a photo and post in a vUWS discussionforum to stimulate a discussion.FreezeFrameFor projects that require creativity, either individually, in pairs orgroup students and ask them to produce a freeze frame showinga scene using a digital camera, and to upload it to a unit Twitterhashtag, vUWS discussion forum or blog and annotate it using140 characters or less.Get InCharacterSet a few questions ready for a Collaborate webinar.As students come in, allocate them characters such as apolitician, comedian, celebrity, doctor or sportsperson and askthem to answer the forum debate in character.HomeImprovementUsing a vUWS discussions open a forum about change. How can be improved? Why would your changes be an improvement? Who for? How long would they last?Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleInside theOctagon8 way thinking comes from Howard Gardner’s multipleintelligences. The simplified octet is –Activity TypeNumbers: How many?Words:Where does the word come from?People: Who?Feelings: What emotions?Nature: How does the environment affect?Actions: What do people do?Sounds: What songs have been written about it?Sights: What images represent?(from http://www.independentthinking.co.uk/Cool Stuff/8Way Thinking/default.aspx)Two ideas:1. Ask students to come up with questions around atopic/key word from each angle.2. Use the octet to frame their own questions and post themin a vUWS discussion forum, blog or social mediaplatform.InstructionsAsk students, in a vUWS discussion forum or blog, to write andshare intricate instructions for a specific task. Can be peerreviewed or commented on a vUWS discussion.List -O-ManiaIn a Collaborate session or discussion forum, ask students to listas many rights/responsibilities/policy areas/taxes/items as theycan.List todefinitionUsing a vUWS discussion forum, ask students to:1) List all the words you associate with climate change2) Then join these words together to make a definition for globalwarming.MysteryGuestUse Collaborate to stimulate debate by inviting a mystery guestto inspire and enthuse. Encourage students to ask questionsrequiring a yes/no response to ascertain who the mystery guestmay be.Name thattunePlay students a mp3 file and then initiate a discussion aboutmedia, expression, identity, politics, language etc.NewInventionsDevise a new invention that relates to what is being studied or acurrent issue. Ask students to share using a vUWS discussionforum.Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleNoisesPlay a noise/sound in Collaborate and ask students to respond toit or work out its relevance to the lesson/unit.Odd One OutPose a question to students in a vUWS discussion forum, e.g.Which is the odd one out; Tourist, Interpreter, Refugee or AsylumSeeker?Odd One Out– PicturesOnlyShow pictures to break the ice at the beginning of a Collaboratesession.PeerAssessmentStudents swap their response to a question and peer assessusing the vUWS Self and Peer Assessment tool.PictionaryGive students concepts/ideas/things to draw whilst others have toguess what they are. They can use their iPads to draw theirpicture and submit it to a discussion topic in vUWS or share onCollaborate.Picture intimeIn a vUWS discussion forum or at the start of a Collaboratesession, share an image and pose the following questions: PoliticalPowerActivity TypeWhat might have happened before the photo was taken?What might be happening now?What may happen after?In a vUWS discussion thread give students some key words:SpecialSupportActiveDeathEmpireStudents then have to use these words to increase the politicalpower of a party, or turn them into policies or slogans. They mustalso explain their rationale behind their policy statement orslogan.Questions totheAcademicAt the start of a unit set up a vUWS discussion forum with the aprompt such as:In this unit we will begin studying fuel sources. Write down anyquestions you would like answered.Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleRapidQuestionsPose a series of questions in a vUWS discussion forum orCollaborate session. E.g.Activity Type1) What does consumer mean?2) Are you a consumer?3) Why?4) What rights do consumers have?5) Who protects them?RidiculousArgumentsTeach the language of argument by getting students to justify aridiculous statement during a Collaborate session or vUWSdiscussion forum.Say whatyou seePlace a thought-provoking image on a PowerPoint slide whilewaiting for students to enter a Collaborate session.ScenarioSet students a scenario that relates to their unit of study and askthem to respond in a vUWS discussion, survey, blog or socialmedia platform. E.g. The Australian Government has suspended Humanrights. Politicians have given party members license to judgewhat is right and what is wrong. How would this make you feel? What would you do?Show me theanswer!Using Nearpod, Collaborate, GoSoapbox, or Slide Idea, askstudents to post answers to a series of topical questions.SlogansUsing vUWS discussions, ask students to create slogans for animage, concepts from their previous lesson or a specific part of atopic.StimulusBegin by placing a mashup of stimulus material on a PowerPointslide at the beginning of a Collaborate session for students toreview. The stimulus material could take on the form of – poems,articles, images, experiment results etc.Then instigate synchronous discussion using the stimulus as ameans to initiate thinking about the topic.Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleStudent as ateacherOne (or more?) students take on the role of teacher and arerequired to summarise a textbook chapter or partial unit summaryto produce a case study to their peers.Activity TypeThis can be in Collaborate or via a vUWS blog.SummaryAsk students to provide a summary of what they learnt lastsession or across the unit as a blog post or as a discussionthread in vUWS. Develop this by asking for the outcome indifferent formats i.e. a newspaper report, movie, 60-secondnews-flash.TabooIn a Collaborate session or forum, ask students to describe a keyword without using that word (it is taboo!).Tell me threethings In a discussion forum or Collaborate session ask students toshare three things about: the topic they are studying what they learnt last lesson/session how to explain inflation how refugees might feel the most important things about citizenship what they would like to change in the world.ThunksUse vUWS discussions to ask: Can you teach creativity? Are computers more intelligent than humans? If you turn off an AI system is that murder?Time/PlaceLapseStudents select a role or character and write a narrativetransporting them to a different time or place. This‘lapse’ then becomes a means to think about a topic, idea etc.and the role it plays in our (everyday) lives. Ensure you signpostthe fact that the time or place you have been transported to doesnot have whatever it is you want the students to think about.Top RankingUsing a vUWS forum or the chat facility within Collaborate askstudents to rank a series of issues in order of importance. Letstudents know they will be expected to justify their answer.Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleTreemendousUse the outline of a tree – given or drawn by students – to orderinformation or learning and provoke questions in vUWSdiscussion forums.Activity TypeThe tree can be split in half with the right hand side showingbasic concepts of the topic at the bottom, then more specificinformation along the trunk and branches followed by questionsstudents would like answered on the leaves. On the left handside of the tree would be statements about what students havelearned so far and list topics they would like to know more about.True or FalseUsing Collaborate or other polling/quiz tool, ask students torespond to a statement. The statement could be about materialstudents have already covered, or are about to cover.VennDiagramAsk students to create a Venn diagram about a unit topic. Theycan post the diagrams on Twitter or a vUWS discussion forum.What do youknow?Ask students to collect and post information about what theyknow about the unit topic to a vUWS discussion form, blog orwiki.What if?Set up a discussion topic with a thought provoking question suchas: What if no one was responsible? What if there were no laws? What if everyone stopped paying taxes? What if all journalists were anonymous? What if citizenship didn’t exist? What if school only opened at night? What if you were invisible for a day?What's thetopic?In a discussion forum or using Collaborate, ask students whattopic they may be studying next week?What’s beingsaid? OrWhat’s beingthought?As a starter to a Collaborate session or choose a picture asstimulus and ask students what they think may be being said orthought.What’s TheQuestion?If this is the answer, then what’s the question? Put this in avUWS discussion forum or on a fun hashtag on Twitter.Developed by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
Ice Breaker ActivitiesActivityExampleWhat’s theStory?Give students cards with words or pictures on and ask them tosequence this to tell a story using iMovie or vUWS discussionforumWhat’s This?Use an image: What do you think this is?What’s youropinion?Ask students to post to a vUWS blog, discussion forum, journal orwiki explaining their opinion about a topic.What’s YourReply?Use a controversial statement as a starter in a vUWS discussionforum and ask students to come up with a reply.Activity TypeFor example:“Education should not be compulsory.”Who am I?For a Collaborate session, display an image in full or in part, andask students to note down whom or what the picture is of. If youdon’t have a picture use clues, such as: I am a politicianI was the first female to be elected to governmentI am an important AustralianDeveloped by the Blended Learning Team, Learning and Teaching Unit www.uws.edu.au/qiltOctober 2014
news-flash. Taboo In a Collaborate session or forum, ask students to describe a key word without using that word (it is taboo!). Tell me three things share three things In a discussion forum or Collaborate session ask students to about: the topic they are studying what they learnt last lesson/session how to explain inflation
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Present ICE Analysis in Environmental Document 54 Scoping Activities 55 ICE Analysis Analysis 56 ICE Analysis Conclusions 57 . Presenting the ICE Analysis 59 The ICE Analysis Presentation (Other Information) 60 Typical ICE Analysis Outline 61 ICE Analysis for Categorical Exclusions (CE) 62 STAGE III: Mitigation ICE Analysis Mitigation 47 .
The ice-storage box is the destination point where the ice will accummulate via the ice-delivery hose. An ice-level sensor installed in the storage box halts ice production when the box is full. The ice-storage box should be able to hold water and have at least 2" (51mm) of insulation to keep the ice frozen as long as
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