Friday, December 30, 2011
Happy Holidays !
I did not attend Professional Development Classes and did not post often this past fall. Also, I took two American Sign Language courses at a community college and was very busy. Look for more postings in the New Year.
Saturday, September 17, 2011
Webquest : Colonial America...
This page was published as an HTML post.Therefore, many of the features of a webquest are lost. To find a link to this webquest visit www.classwiki45.wikispaces.com.
Webquest : Colonial America...
Please click on the links below to navigate to that section of the Webquest.
• Introduction
• Task
• Process
• Evaluation
• Teachers:
A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us
Original webquest template design by Dan Schellenberg using valid XHTML and CSS.
Please leave this credit line in your webquest so that others can find the original template. Thanks!
Introduction
This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ?
Original webquest template design by Dan Schellenberg using valid XHTML and CS
Colonial America
Task
Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company.
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest.
Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link.
Process
Grouping Time:
The teacher will assign you to groups.
Assignment Time
In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time
Your group will present the information from your research to the class.
Evaluation
The students will be evaluated using the rubric below
Name: _____________________ Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Helping
The teacher observed the students offering assistance to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Listening
The teacher observed students working from each other's ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Participating:
The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Teachers:
The following standards were used during this lesson:
National History Standards: Standards in Historical Thinking
• Standard 2 : Historical Comprehension
• Standard 3 : Historical Analysis and Interpretation
SC Standards
4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator
4-2.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including Eastern Woodlands, Southeastern, Plains, Southwestern, and Pacific Northwestern.
Resources:
http://www.teachingushistory.org/index.html
http://www.knowitall.org/index.cfm
http://teacherweb.com/TX/OakHillElementary/ColonialAmericaWebquest/hf0.aspx
http://www.virtualjamestown.org/
http://webquest.org/index.php
http://questgarden.com/search/
Materials Needed
Internet Connection
Computers
SMART Board
Webquest : Colonial America...
Please click on the links below to navigate to that section of the Webquest.
• Introduction
• Task
• Process
• Evaluation
• Teachers:
A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us
Original webquest template design by Dan Schellenberg using valid XHTML and CSS.
Please leave this credit line in your webquest so that others can find the original template. Thanks!
Introduction
This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ?
Original webquest template design by Dan Schellenberg using valid XHTML and CS
Colonial America
Task
Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company.
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest.
Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link.
Process
Grouping Time:
The teacher will assign you to groups.
Assignment Time
In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time
Your group will present the information from your research to the class.
Evaluation
The students will be evaluated using the rubric below
Name: _____________________ Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Helping
The teacher observed the students offering assistance to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Listening
The teacher observed students working from each other's ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Participating:
The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Teachers:
The following standards were used during this lesson:
National History Standards: Standards in Historical Thinking
• Standard 2 : Historical Comprehension
• Standard 3 : Historical Analysis and Interpretation
SC Standards
4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator
4-2.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including Eastern Woodlands, Southeastern, Plains, Southwestern, and Pacific Northwestern.
Resources:
http://www.teachingushistory.org/index.html
http://www.knowitall.org/index.cfm
http://teacherweb.com/TX/OakHillElementary/ColonialAmericaWebquest/hf0.aspx
http://www.virtualjamestown.org/
http://webquest.org/index.php
http://questgarden.com/search/
Materials Needed
Internet Connection
Computers
SMART Board
24/7 Technology Workshop
Professional Development Session
Produced by SCET/ITV in ETV Streamline SC
24/7 - Best Practices and Resources, January 2009
Gabriella Robinson
Glogs in the Elementary Classroom
August 19, 2011
Introduction of the Lesson
This lesson has been written for the “24/7” SC ETV Streamline SC, Best Practices and Resources. In this lesson, the students will create an online virtual poster at http://edu.glogster.com/what-is-glogster-edu . The students will learn how to use multimedia and how to create an interactive by using Glogster. During this lesson, the students will research our Solar System. Their final projects will be a Glog based on their research on the Solar System.
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System.
SC Curriculum Standards for 4th Grade Science
4-1 Understanding of Scientific Inquiry-understands the nature of scientific knowledge.
4-2 The Universe and the Solar System, Earth and Space Science-Understands the composition and structure of the universe and the Earth’s place in it.
4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system.
4-3.1- Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2– Explain how the Sun affects Earth.
4-3.4-Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.5- Explain how the rotation of Earth results in day and night.
SC Technology Standards for 4th Grade
Basic operations and concepts (Students demonstrate a sound understanding of the nature and operations of technology systems).
Technology Research Tools (Students use technology to locate, evaluate and collect information from a variety of sources).
INSTRUCTION
Goals: The students will:
• Demonstrate an understanding of the Sun and the planets in our solar system.
• Develop an understanding of earth in the solar system.
• Identify the smaller celestial bodies found in space.
• Be able to describe in detail the characteristics of the planets, sun and stars of our solar system.
• Develop an understanding of the history, size and elements of the solar system.
Description: This is a lesson on the Solar System. Students will learn about the Solar System. Specifically, they will discuss what kinds of objects orbit the sun? What are the smaller celestial bodies found in space? In this lesspm, the students will learn the characteristics of each planet, the sun and stars. The students discuss the size, distance, and features of each planet .
Teacher Strategies:
The teacher will:
Visual Aids- The teacher will provide students with Posters, Wall Charts and Bulletin Boards , photos and images of our solar system.
The teacher will place a model of the solar system in the Learning Center for this unit.
Cooperative Groups- The teacher will have students work in groups of 4-5 to research materials online ,as well as in the school library, for this unit.
Class Discussion – The teacher will have the students to read an article from NASA and conduct a class discussion using the questions associated with the reading to clarify student understanding and expand on the information provided.
A Content Reading Selection- The teacher will discuss the meaning of unfamiliar vocabulary words prior to have students read this selection.
An Engagement Activity- The teacher will propose a question, such as ‘Why do you think scientist would want to send a spacecraft to Pluto?” The teacher will have students read the NASA article, “Pluto is No Longer A Planet”.
Online Activities- The teacher will have the students to engage in online activities and to will provide them with a list of websites to conduct their online research.
In addition, each student will create a virtual poster at http://edu.glogster.com/what-is-glogster-edu .
Materials:
Internet, Informational Books, NASA Handouts, Model of the Solar System, Charts, Posters, Graphs, Graphic Organizers, Video ( The Story of Our Solar System) Computer, Internet Access, Telescopes, NASA Images and Handouts, Evaluation Worksheets for Glogs, SMART Board.
The students will need to be aware of the materials available. Also, the class will need a planned trip to the media center. Students will also need to read books on their planet or other research topics.
Introduction of the Unit
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System. The children will participate in discussion activities. During this unit, the learners will then participate in small group activities in which they make virtual posters. At the conclusion of research activities, students will give a 5 minute presentation with their virtual posters to the rest of the class.
Research Activities
The students will work in groups: Group 1- Mercury, Group 2-Venus, Group 3- Mars, Group 4- Jupiter, Group 5 – Saturn, Group 6- Uranus, Group 7- Neptune and Group 8- Pluto (Dwarf Planet)
• The students will be assigned to groups to research planets. Some groups may chose to also research other celestial bodies.
• The students will find interesting facts about their planets and begin to work on their posters.
• The students will generate a list of questions to which they will like to find the answer. ( Scientific inquiry)
• The students will use encyclopedias, magazines, and astronomy texts to research this project.
• The students will also use these websites to research the project: www.nasa.gov
www.solarviews.com, www.planetary.org, , www.wikipedia.org, www.wikibooks.org., www.enchantedlearning.com/calendar/solarsystem, www.enchantedlearning.com/subjects/astronomy,
Online Activities- Class 6
Groups - 6,7, and 8 will complete these activities
Dur ing this class all groups will conduct activities on the computers.
Groups will rotate using the computers in 20 minutes intervals.
While other groups are using the computers students will read library books.
The students will view/listen to videos and podcasts , photo galleries at the following sites :
www.nasa.gov, www.pbs.org/wgbh/nova/sciencenow, www.amazing-soace.stsci.edu,
www.solarviews.com, www.librarythinkquest.com
The students will be encouraged to visit www.wikepdia.org, and www.wikibooks.org and to leave comments.(leaving comments is optional)
Glogs
Each student will complete his or her research activities. The students will then create virtual posters which use videos, images, drawings, text or other tools to create an interactive. The students will then evaluate their fellow students Glogs as they evaluate the Glogs of the students in their groups .
Below are examples of Glogs the students can use as models:
http://se97355.edu.glogster.com/neil-armstrong/
http://www.fourmilab.ch/earthview/
http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/Lunar_Nav.swf::Lunar%20Phases%20Interactive
http://karascience.edu.glogster.com/
These tutorials and videos will also be helpful to you:
http://www.schooltube.com/user/Glogster
http://www.schooltube.com/video/e37c13bfdcd233ce5169/Detailed-Tutorial-on-Glogster-EDU-Online-teaching-and-learning-tool
http://www.schooltube.com/video/2df0579837fc4b5da52a/Discovery-Education-recommends-Glogster-EDU
Suggested Books to Read:
The Star Witness
The Kingfisher Young People’s Book of Space
The Universe by Seymour Simon
Galaxies by Seymour Simon
Visual Dictionary of the Universe
The New York Public Library Amazing Space: A Book of Answers for Kids
Assessment:
The final assessment will be based on this criteria:
Students were highly engaged in class discussion; worked well in their research groups;
produced colorful and creative Glogs, viewed other Glogs.
Below a sample rubric for multimedia assessment can be found at http://www.4teachers.org/
http://www.ncsu.edu/midlink/rub.senst.htm
Multimedia Project Rubric
by Dan Senstock, Winner Multimedia Mania, Middle Grades Division
Evaluator: Project Name:
Students:
Preliminary Work Inc. Poor Avg. Good Excellent
Students completed storyboards prior to computer creation. 1 3 5 7 10
Students used primary and secondary research which included factual and interesting information. 1 3 5 7 10
Students included a minimum of _____ different resources. 1 3 5 7 10
Students created a running bibliography. 1 3 5 7 10
Students asked for permission of any copyrighted material. 1 3 5 7 10
Students focused topic into workable subtopics. 1 3 5 7 10
Design
Students showed evidence presentation synthesis. 1 3 5 7 10
Stack contains all elements. . .text, graphics, sound, video, animation 1 3 5 7 10
Stack contains all presentation elements. . .introduction body, conclusion. 1 3 5 7 10
Students show design elements. . .contrast between text and background, graphics, video are not obtrusive and enhance the presentation. 1 3 5 7 10
Multimedia elements are visible, adequate font choices, color schemes, sizes and styles are appropriate. 1 3 5 7 10
Navigation is easy and understandable. 1 3 5 7 10
Content
Information is relevant and interesting 1 3 5 7 10
Students have used creativity in the design. 1 3 5 7 10
Students have used correct punctuation, complete sentences, grammar and spelling. 1 3 5 7 10
Students showed complete understanding of presented material. 1 3 5 7 10
Students used knowledge of file size manipulation to control the size of the presentation. 1 3 5 7 10
Students have labeled necessary video, graphics, maps for further understanding. 1 3 5 7 10
Students have used a majority of original artwork, animations, video, graphics, sounds etc. 1 3 5 7 10
Presentation
The presentation is fluent from beginning to end. 1 3 5 7 10
Students understand presentation media such as LCD panels, projectors, sound equipment, video equipment, etc. 1 3 5 7 10
Students prepared and checked equipment prior to 1 3 5 7 10
Overall synthesis of the presentation. 1 3 5 7 10
Total: ________
• Back for More Rubrics and Handouts
Last Updated on 8/31/98
Produced by SCET/ITV in ETV Streamline SC
24/7 - Best Practices and Resources, January 2009
Gabriella Robinson
Glogs in the Elementary Classroom
August 19, 2011
Introduction of the Lesson
This lesson has been written for the “24/7” SC ETV Streamline SC, Best Practices and Resources. In this lesson, the students will create an online virtual poster at http://edu.glogster.com/what-is-glogster-edu . The students will learn how to use multimedia and how to create an interactive by using Glogster. During this lesson, the students will research our Solar System. Their final projects will be a Glog based on their research on the Solar System.
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System.
SC Curriculum Standards for 4th Grade Science
4-1 Understanding of Scientific Inquiry-understands the nature of scientific knowledge.
4-2 The Universe and the Solar System, Earth and Space Science-Understands the composition and structure of the universe and the Earth’s place in it.
4-3 The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system.
4-3.1- Recall that Earth is one of many planets in the solar system that orbit the Sun.
4-3.2– Explain how the Sun affects Earth.
4-3.4-Explain how the tilt of Earth’s axis and the revolution around the Sun results in the seasons of the year.
4-3.5- Explain how the rotation of Earth results in day and night.
SC Technology Standards for 4th Grade
Basic operations and concepts (Students demonstrate a sound understanding of the nature and operations of technology systems).
Technology Research Tools (Students use technology to locate, evaluate and collect information from a variety of sources).
INSTRUCTION
Goals: The students will:
• Demonstrate an understanding of the Sun and the planets in our solar system.
• Develop an understanding of earth in the solar system.
• Identify the smaller celestial bodies found in space.
• Be able to describe in detail the characteristics of the planets, sun and stars of our solar system.
• Develop an understanding of the history, size and elements of the solar system.
Description: This is a lesson on the Solar System. Students will learn about the Solar System. Specifically, they will discuss what kinds of objects orbit the sun? What are the smaller celestial bodies found in space? In this lesspm, the students will learn the characteristics of each planet, the sun and stars. The students discuss the size, distance, and features of each planet .
Teacher Strategies:
The teacher will:
Visual Aids- The teacher will provide students with Posters, Wall Charts and Bulletin Boards , photos and images of our solar system.
The teacher will place a model of the solar system in the Learning Center for this unit.
Cooperative Groups- The teacher will have students work in groups of 4-5 to research materials online ,as well as in the school library, for this unit.
Class Discussion – The teacher will have the students to read an article from NASA and conduct a class discussion using the questions associated with the reading to clarify student understanding and expand on the information provided.
A Content Reading Selection- The teacher will discuss the meaning of unfamiliar vocabulary words prior to have students read this selection.
An Engagement Activity- The teacher will propose a question, such as ‘Why do you think scientist would want to send a spacecraft to Pluto?” The teacher will have students read the NASA article, “Pluto is No Longer A Planet”.
Online Activities- The teacher will have the students to engage in online activities and to will provide them with a list of websites to conduct their online research.
In addition, each student will create a virtual poster at http://edu.glogster.com/what-is-glogster-edu .
Materials:
Internet, Informational Books, NASA Handouts, Model of the Solar System, Charts, Posters, Graphs, Graphic Organizers, Video ( The Story of Our Solar System) Computer, Internet Access, Telescopes, NASA Images and Handouts, Evaluation Worksheets for Glogs, SMART Board.
The students will need to be aware of the materials available. Also, the class will need a planned trip to the media center. Students will also need to read books on their planet or other research topics.
Introduction of the Unit
The Teacher will use NASA Images to introduce the students to the unit. The teacher will ask a series of questions to determine the student’s familiarity with the information to be covered in the unit. The teacher will then show the students the learning centers. The teacher will introduce the students to the books, videos, and posters that will help them to gather information about the planets. The teacher will also show the students the computer and a list of internet sites to visit to look for information.
The students will watch the DVD, The Story of the Solar System. The children will participate in discussion activities. During this unit, the learners will then participate in small group activities in which they make virtual posters. At the conclusion of research activities, students will give a 5 minute presentation with their virtual posters to the rest of the class.
Research Activities
The students will work in groups: Group 1- Mercury, Group 2-Venus, Group 3- Mars, Group 4- Jupiter, Group 5 – Saturn, Group 6- Uranus, Group 7- Neptune and Group 8- Pluto (Dwarf Planet)
• The students will be assigned to groups to research planets. Some groups may chose to also research other celestial bodies.
• The students will find interesting facts about their planets and begin to work on their posters.
• The students will generate a list of questions to which they will like to find the answer. ( Scientific inquiry)
• The students will use encyclopedias, magazines, and astronomy texts to research this project.
• The students will also use these websites to research the project: www.nasa.gov
www.solarviews.com, www.planetary.org, , www.wikipedia.org, www.wikibooks.org., www.enchantedlearning.com/calendar/solarsystem, www.enchantedlearning.com/subjects/astronomy,
Online Activities- Class 6
Groups - 6,7, and 8 will complete these activities
Dur ing this class all groups will conduct activities on the computers.
Groups will rotate using the computers in 20 minutes intervals.
While other groups are using the computers students will read library books.
The students will view/listen to videos and podcasts , photo galleries at the following sites :
www.nasa.gov, www.pbs.org/wgbh/nova/sciencenow, www.amazing-soace.stsci.edu,
www.solarviews.com, www.librarythinkquest.com
The students will be encouraged to visit www.wikepdia.org, and www.wikibooks.org and to leave comments.(leaving comments is optional)
Glogs
Each student will complete his or her research activities. The students will then create virtual posters which use videos, images, drawings, text or other tools to create an interactive. The students will then evaluate their fellow students Glogs as they evaluate the Glogs of the students in their groups .
Below are examples of Glogs the students can use as models:
http://se97355.edu.glogster.com/neil-armstrong/
http://www.fourmilab.ch/earthview/
http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/Lunar_Nav.swf::Lunar%20Phases%20Interactive
http://karascience.edu.glogster.com/
These tutorials and videos will also be helpful to you:
http://www.schooltube.com/user/Glogster
http://www.schooltube.com/video/e37c13bfdcd233ce5169/Detailed-Tutorial-on-Glogster-EDU-Online-teaching-and-learning-tool
http://www.schooltube.com/video/2df0579837fc4b5da52a/Discovery-Education-recommends-Glogster-EDU
Suggested Books to Read:
The Star Witness
The Kingfisher Young People’s Book of Space
The Universe by Seymour Simon
Galaxies by Seymour Simon
Visual Dictionary of the Universe
The New York Public Library Amazing Space: A Book of Answers for Kids
Assessment:
The final assessment will be based on this criteria:
Students were highly engaged in class discussion; worked well in their research groups;
produced colorful and creative Glogs, viewed other Glogs.
Below a sample rubric for multimedia assessment can be found at http://www.4teachers.org/
http://www.ncsu.edu/midlink/rub.senst.htm
Multimedia Project Rubric
by Dan Senstock, Winner Multimedia Mania, Middle Grades Division
Evaluator: Project Name:
Students:
Preliminary Work Inc. Poor Avg. Good Excellent
Students completed storyboards prior to computer creation. 1 3 5 7 10
Students used primary and secondary research which included factual and interesting information. 1 3 5 7 10
Students included a minimum of _____ different resources. 1 3 5 7 10
Students created a running bibliography. 1 3 5 7 10
Students asked for permission of any copyrighted material. 1 3 5 7 10
Students focused topic into workable subtopics. 1 3 5 7 10
Design
Students showed evidence presentation synthesis. 1 3 5 7 10
Stack contains all elements. . .text, graphics, sound, video, animation 1 3 5 7 10
Stack contains all presentation elements. . .introduction body, conclusion. 1 3 5 7 10
Students show design elements. . .contrast between text and background, graphics, video are not obtrusive and enhance the presentation. 1 3 5 7 10
Multimedia elements are visible, adequate font choices, color schemes, sizes and styles are appropriate. 1 3 5 7 10
Navigation is easy and understandable. 1 3 5 7 10
Content
Information is relevant and interesting 1 3 5 7 10
Students have used creativity in the design. 1 3 5 7 10
Students have used correct punctuation, complete sentences, grammar and spelling. 1 3 5 7 10
Students showed complete understanding of presented material. 1 3 5 7 10
Students used knowledge of file size manipulation to control the size of the presentation. 1 3 5 7 10
Students have labeled necessary video, graphics, maps for further understanding. 1 3 5 7 10
Students have used a majority of original artwork, animations, video, graphics, sounds etc. 1 3 5 7 10
Presentation
The presentation is fluent from beginning to end. 1 3 5 7 10
Students understand presentation media such as LCD panels, projectors, sound equipment, video equipment, etc. 1 3 5 7 10
Students prepared and checked equipment prior to 1 3 5 7 10
Overall synthesis of the presentation. 1 3 5 7 10
Total: ________
• Back for More Rubrics and Handouts
Last Updated on 8/31/98
Sunday, September 11, 2011
Webquest
This webquest can best utilized at idealjob-gabby.blogspot.com or classwiki45.wikispaces.comWebquest : Colonial America...
Please click on the links below to navigate to that section of the Webquest.
• Introduction
• Task
• Process
• Evaluation
• Teachers:
A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us
Original webquest template design by Dan Schellenberg using valid XHTML and CSS.
Please leave this credit line in your webquest so that others can find the original template. Thanks!
Introduction
This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ?
Original webquest template design by Dan Schellenberg using valid XHTML and CS
Colonial America
Task
Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company.
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest.
Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link.
Process
Grouping Time:
The teacher will assign you to groups.
Assignment Time
In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time
Your group will present the information from your research to the class.
Evaluation
The students will be evaluated using the rubric below
Name: _____________________ Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Helping
The teacher observed the students offering assistance to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Listening
The teacher observed students working from each other's ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Participating:
The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Teachers:
The following standards were used during this lesson:
National History Standards: Standards in Historical Thinking
• Standard 2 : Historical Comprehension
• Standard 3 : Historical Analysis and Interpretation
SC Standards
4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator
4-2.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including Eastern Woodlands, Southeastern, Plains, Southwestern, and Pacific Northwestern.
Resources:
http://www.teachingushistory.org/index.html
http://www.knowitall.org/index.cfm
http://teacherweb.com/TX/OakHillElementary/ColonialAmericaWebquest/hf0.aspx
http://www.virtualjamestown.org/
http://webquest.org/index.php
Materials Needed
Internet Connection
Computers
SMART Board
Please click on the links below to navigate to that section of the Webquest.
• Introduction
• Task
• Process
• Evaluation
• Teachers:
A WebQuest for 4th Grade Designed by {Gabriella Robinson}Email address: grobinson@greenville.k12.sc.us
Original webquest template design by Dan Schellenberg using valid XHTML and CSS.
Please leave this credit line in your webquest so that others can find the original template. Thanks!
Introduction
This webquest will allow you to take a virtual journey to the time of Colonial America. You will explore Jamestown, Virginia and Colonial South Carolina during this activity. Please read all of the directions carefully and work independently. You may consult with the other students in your group. But do not seek help from your teacher or students who are not working in your group. Your teacher will monitor your group and assist and evaluate your while you work on this activity. Good Luck!
Essential Questions to Answer During This Activity:
Compare your family to a family in Colonial America. How is your family the same? How is your family different ?
Original webquest template design by Dan Schellenberg using valid XHTML and CS
Colonial America
Task
Visit the website below and identify contemporary ideas about the New World and leadership.
http://www.virtualjamestown.org/
1. Identify origins, compositions and goals of the Virginia Company.
Visit the website
http://www.knowitall.org/index.cfm
Click on the link Colonial Dorchester Webquest.
Visit this link while you are at the site.
http://www.teachingushistory.org/lessons/pdfs_and_docs/documents/LessonPlanSoutheasternNativeAmericansLifestyles.html
Follow the directions at this link.
Process
Grouping Time:
The teacher will assign you to groups.
Assignment Time
In your new groups each member will have a topic to explore on the internet. The topics are
Family Life
School
Clothing
Games
Computer Time
Once you have your job –visit the two websites above to learn more about your topic.
Presentation Time
Your group will present the information from your research to the class.
Evaluation
The students will be evaluated using the rubric below
Name: _____________________ Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
1 2 3 4
Helping
The teacher observed the students offering assistance to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Listening
The teacher observed students working from each other's ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Participating:
The teacher observed each student contributing to the project. None of the Time Some of the Time Most of the Time All of the Time ____
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas. None of the Time Some of the Time Most of the Time All of the Time ____
Questioning:
The teacher observed the students interacting, discussing, and posing questions to all members of the team. None of the Time Some of the Time Most of the Time All of the Time ____
Respecting:
The teacher observed the students encouraging and supporting the ideas and efforts of others. None of the Time Some of the Time Most of the Time All of the Time ____
Sharing:
The teacher observed the students offering ideas and reporting their findings to each other. None of the Time Some of the Time Most of the Time All of the Time ____
Teachers:
The following standards were used during this lesson:
National History Standards: Standards in Historical Thinking
• Standard 2 : Historical Comprehension
• Standard 3 : Historical Analysis and Interpretation
SC Standards
4-2 The student will demonstrate an understanding of the settlement of North America by Native Americans, Europeans, and African Americans and the interactions among these peoples.
Indicator
4-2.2 Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including Eastern Woodlands, Southeastern, Plains, Southwestern, and Pacific Northwestern.
Resources:
http://www.teachingushistory.org/index.html
http://www.knowitall.org/index.cfm
http://teacherweb.com/TX/OakHillElementary/ColonialAmericaWebquest/hf0.aspx
http://www.virtualjamestown.org/
http://webquest.org/index.php
Materials Needed
Internet Connection
Computers
SMART Board
Saturday, August 20, 2011
Free Literacy Support and Study Aids
FREE LITERACY SUPPORT
AND STUDY AIDS
LESSON PLAN
SESSION THREE/ JULY 26, 2011
INSTRUCTOR : VALESKA GIOIA, Ed.S
SCETV TECHNOLOGY WORKSHOP
FREE LITERACY SUPPORT AND STUDY AIDS
Gabriella Robinson
August 12, 2011
Overview
In this lesson, the instructor will use two free study aids, graphics organizers (www.bubbl.us) and a screen highlighter (www.techsmith.com/jing/free) to facilitate learning . These supports and study aids can assist students with and without disabilities. The lesson begins with The Very Hungry Caterpillar video. The students will watch the video using a SMARTBoard and will recall the events of the story. Students will also count the number of fruits he eats each day, play a memorizing game and sequence the events of the life cycle of a butterfly. This lesson covers kindergarten and first grade subjects. The instructor must have a SMARTBoard and SMART Notebook Software for this lesson. The video can be accessed from the SMART Notebook software. If you do not have SMART Notebook Software , you may preview the lesson at this link http://exchange.smarttech.com/details.html?id=7e6ce05c-c134-4df1-96ad-22a6a8b05101 .(click the tab on the edge of the book) If you have a SMARTBoard and SMART Notebook Software, all the resources for the lesson will be free. This lesson was prepared using SC ELA Standards for first grade and SC Science Standards for the second grade.
Materials
SMART Notebook Software
SMARTBoard
Internet Connection
Vocabulary : caterpillar, butterfly, hungry
Strategies
Questioning
Making Predictions
SMARTBoard
Screen Highlighter (www.techsmith.com/jing/free )- Free
Graphic Organizer (www.bubbl.us )- Free
Learning Objectives
Making Predictions
Listen to identify main events in story
Respond appropriately to questions about the story
Retell main events of the story
Count objects and identify numbers 1-10
Identify and match the sequence of the life cycle of a butterfly
SC ELA STANDARDS
1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicators
1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
1-1.2 Use pictures and words to make and revise predictions about a given literary text.
SCIENCE STANDARDS
2-2 The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments.
Indicator
2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development).
TECHNOLOGY STANDARDS
NTK-12.6 Technology Problem-Solving and Decision –Making tools
INSTRUCTION
1. The students will watch the video of The Very Hungry Caterpillar . The teacher will ask students a question, “Have you ever watched a movie and started making ‘predictions’ as to what would happen next?” Discuss predictions ( What is a prediction? Why is it helpful to make them when reading or watching movies?)
2. Explain to students that making predictions helps you to recap the important events in the story (setting, character development, events).
3. Show the students the opening slide of the video, (the book cover). Ask for predictions based on the cover of the book.
The graphic organizer (below )will be presented on the Smart Board at www.bubbl.us .
Event/Information
Making a Prediction is like making an “educated guess” about what you think is going to happen next in a story. A good prediction is based on the important events and information in the story. These events are clues that a reader can use to determine what’s going to happen next! In the space below record the events/details from the story that helped you make your prediction.
EVENT/INFORMATION
Images will not publish
Event/Information My Prediction
Graphic Organizer Images will not publish
EVENT/INFORMATION
Images will not publish
Event/Information
1. Only show 5-7 minutes of the video. Stop and ask for a prediction of what will happen next. Focusing on important details, they must make predictions about what will happen next.
2. Distribute worksheets and have students work in partners. When the students have finished record their predictions on the SMARTBoard.
3. Use the screen highlighter from www.techsmith.com/jing/free to help students focus while viewing the SMARTBoard.
4. When you have completed the graphic organizer watch the remainder of the video.
Students will complete a slide on the lifecycle of a butterfly from the SMART Notebook Lesson using the SMARTBoard.
ASSESSMENT
Students will individually complete a graphic organizer with a partner while completing this activity. These graphic organizers will be turned in and evaluated by the instructor.
Related Links
http://smarttech.com/
http://www.starfall.com/
http://www.cast.org/index.html
https://bubbl.us/
http://www.techsmith.com/jing/free/
http://accessibar.mozdev.org/
http://www.bltt.org/switch/activities.htm
http://download.cnet.com/CAST-eReader/3000-2056_4-47828.html
http://www.cast.org/pd/resources/strategy.html
http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF
http://www.kurzweiledu.com/default.html
http://www.texthelp.com/
http://www.nsdc.org/library/publications/results/res2-01rich.cfm
http://www.nsdc.org/library/publications/jsd/murphy202.cfm
http://www.newhorizons.org/strategies/action_research/front_action.htm
Making Real-World Connections When Teaching Major Concepts in Inclusive Classrooms
Heartland Area Education Agency History Social Studies for K-12 Teachers
The Technology Education Lab.
What is a Thinking Curriculum?
The following links provide access to lesson plans in various content areas.
http://www.marcopolo-education.org/
http://www.daggett.com/strategic.html
http://www.smithsonianeducation.org/educators/index.html
http://www.mcrel.org/lesson-plans/
AND STUDY AIDS
LESSON PLAN
SESSION THREE/ JULY 26, 2011
INSTRUCTOR : VALESKA GIOIA, Ed.S
SCETV TECHNOLOGY WORKSHOP
FREE LITERACY SUPPORT AND STUDY AIDS
Gabriella Robinson
August 12, 2011
Overview
In this lesson, the instructor will use two free study aids, graphics organizers (www.bubbl.us) and a screen highlighter (www.techsmith.com/jing/free) to facilitate learning . These supports and study aids can assist students with and without disabilities. The lesson begins with The Very Hungry Caterpillar video. The students will watch the video using a SMARTBoard and will recall the events of the story. Students will also count the number of fruits he eats each day, play a memorizing game and sequence the events of the life cycle of a butterfly. This lesson covers kindergarten and first grade subjects. The instructor must have a SMARTBoard and SMART Notebook Software for this lesson. The video can be accessed from the SMART Notebook software. If you do not have SMART Notebook Software , you may preview the lesson at this link http://exchange.smarttech.com/details.html?id=7e6ce05c-c134-4df1-96ad-22a6a8b05101 .(click the tab on the edge of the book) If you have a SMARTBoard and SMART Notebook Software, all the resources for the lesson will be free. This lesson was prepared using SC ELA Standards for first grade and SC Science Standards for the second grade.
Materials
SMART Notebook Software
SMARTBoard
Internet Connection
Vocabulary : caterpillar, butterfly, hungry
Strategies
Questioning
Making Predictions
SMARTBoard
Screen Highlighter (www.techsmith.com/jing/free )- Free
Graphic Organizer (www.bubbl.us )- Free
Learning Objectives
Making Predictions
Listen to identify main events in story
Respond appropriately to questions about the story
Retell main events of the story
Count objects and identify numbers 1-10
Identify and match the sequence of the life cycle of a butterfly
SC ELA STANDARDS
1-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicators
1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.
1-1.2 Use pictures and words to make and revise predictions about a given literary text.
SCIENCE STANDARDS
2-2 The student will demonstrate an understanding of the needs and characteristics of animals as they interact in their own distinct environments.
Indicator
2-2.5 Illustrate the various life cycles of animals (including birth and the stages of development).
TECHNOLOGY STANDARDS
NTK-12.6 Technology Problem-Solving and Decision –Making tools
INSTRUCTION
1. The students will watch the video of The Very Hungry Caterpillar . The teacher will ask students a question, “Have you ever watched a movie and started making ‘predictions’ as to what would happen next?” Discuss predictions ( What is a prediction? Why is it helpful to make them when reading or watching movies?)
2. Explain to students that making predictions helps you to recap the important events in the story (setting, character development, events).
3. Show the students the opening slide of the video, (the book cover). Ask for predictions based on the cover of the book.
The graphic organizer (below )will be presented on the Smart Board at www.bubbl.us .
Event/Information
Making a Prediction is like making an “educated guess” about what you think is going to happen next in a story. A good prediction is based on the important events and information in the story. These events are clues that a reader can use to determine what’s going to happen next! In the space below record the events/details from the story that helped you make your prediction.
EVENT/INFORMATION
Images will not publish
Event/Information My Prediction
Graphic Organizer Images will not publish
EVENT/INFORMATION
Images will not publish
Event/Information
1. Only show 5-7 minutes of the video. Stop and ask for a prediction of what will happen next. Focusing on important details, they must make predictions about what will happen next.
2. Distribute worksheets and have students work in partners. When the students have finished record their predictions on the SMARTBoard.
3. Use the screen highlighter from www.techsmith.com/jing/free to help students focus while viewing the SMARTBoard.
4. When you have completed the graphic organizer watch the remainder of the video.
Students will complete a slide on the lifecycle of a butterfly from the SMART Notebook Lesson using the SMARTBoard.
ASSESSMENT
Students will individually complete a graphic organizer with a partner while completing this activity. These graphic organizers will be turned in and evaluated by the instructor.
Related Links
http://smarttech.com/
http://www.starfall.com/
http://www.cast.org/index.html
https://bubbl.us/
http://www.techsmith.com/jing/free/
http://accessibar.mozdev.org/
http://www.bltt.org/switch/activities.htm
http://download.cnet.com/CAST-eReader/3000-2056_4-47828.html
http://www.cast.org/pd/resources/strategy.html
http://www.jimwrightonline.com/pdfdocs/brouge/rdngManual.PDF
http://www.kurzweiledu.com/default.html
http://www.texthelp.com/
http://www.nsdc.org/library/publications/results/res2-01rich.cfm
http://www.nsdc.org/library/publications/jsd/murphy202.cfm
http://www.newhorizons.org/strategies/action_research/front_action.htm
Making Real-World Connections When Teaching Major Concepts in Inclusive Classrooms
Heartland Area Education Agency History Social Studies for K-12 Teachers
The Technology Education Lab.
What is a Thinking Curriculum?
The following links provide access to lesson plans in various content areas.
http://www.marcopolo-education.org/
http://www.daggett.com/strategic.html
http://www.smithsonianeducation.org/educators/index.html
http://www.mcrel.org/lesson-plans/
Friday, August 12, 2011
Session Two SC ETV Workshop
Session Two
SCETV Technology Workshop
12:15-1:45
July 26, 2011
Lesson Plan
Instructor: Valeska Gioia, Ed.S.
Interactive White Boards in Special Needs Classrooms
Gabriella Robinson
August 12, 2011
Overview
In this lesson, the instructor will use a SMARTBoard to facilitate the learning process in a first grade classroom. The SMARTBoard is an excellent selection for special needs students because it has a touch response feature which is excellent for these students. In this lesson, the students will use reading skills and strategies.
Strategies :
Retelling a Story
Sequencing
Interactive White Board (SMARTBoard).
Materials:
SmartBoard
Smart Notebook Software
Copies of Jack and the Beanstalk
Learning Objectives:
• Develop vocabulary skills
• Retell important facts from a story
• Group discussion
• Sequencing
• Plant Life Cycle
Vocabulary: beanstalk, life cycle, plants, story
INSTRUCTION
The lesson is a SMART Notebook lesson. (http://exchange.smarttech.com/search.html?subject=Special+Education#page=3) If you do not have SMART Notebook Software installed on your computer, you may preview the presentation by clicking on the Presentation button.
The students will tell or retell the story of Jack and the Beanstalk while viewing the story using a SmartBoard. The students will also sequence the events in the story, learn about the life cycle of plants and answer discussion questions. In order to teach this lesson, you will need a SMARTBoard and the SMART Notebook Software.
ACTIVITIES
1. View the story using the SMARTBoard.
2. Place the events from the story in chronological order.
3. Complete the life cycle of plants activity.
4. Answer discussion questions.
STANDARDS
Mc Rel Standards
LANGUAGE ARTS
• Relate new information to prior knowledge and experience.
SCIENCE
• Identify the ways in which an organism’s habitat provides for it’s basic needs (plant’s require air, water, nutrients, and light; animals require food, water, air and shelter).
SC ELA STANDARDS
Standard
1-3 The student will learn to read by applying appropriate skills and strategies.
Indicator
1-3.20
Use picture and words to construct meanings.
SC SCIENCE STANDARDS
Standard
1-2 The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments.
Indicator
1-2.4
Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds).
TECHNOLOGY STANDARDS
NTK-12.6 Technology Problem Solving and Decision Making Tools
RESOURCES FOR INTERACTIVE WHITE BOARDS in SPECIAL NEEDS CLASSROOMS
http://smarttech.com/
http://matnonline.pbworks.com/w/page/20569569/Interactive%20Whiteboards
http://matnonline.pbworks.com/w/page/20569570/IWBs%20for%20SpED%3A%20Early%20Learners
http://teacher.scholastic.com/activities/bll/
http://www.prometheanplanet.com/en/professional-development/best-practice/lesson-plans/
http://www.triptico.co.uk/
http://www.starfall.com/
http://www.cast.org/index.html
Assessment
The students will draw a scene from the story in their language arts journals. They will write two or three sentences which describe this event.
SCETV Technology Workshop
12:15-1:45
July 26, 2011
Lesson Plan
Instructor: Valeska Gioia, Ed.S.
Interactive White Boards in Special Needs Classrooms
Gabriella Robinson
August 12, 2011
Overview
In this lesson, the instructor will use a SMARTBoard to facilitate the learning process in a first grade classroom. The SMARTBoard is an excellent selection for special needs students because it has a touch response feature which is excellent for these students. In this lesson, the students will use reading skills and strategies.
Strategies :
Retelling a Story
Sequencing
Interactive White Board (SMARTBoard).
Materials:
SmartBoard
Smart Notebook Software
Copies of Jack and the Beanstalk
Learning Objectives:
• Develop vocabulary skills
• Retell important facts from a story
• Group discussion
• Sequencing
• Plant Life Cycle
Vocabulary: beanstalk, life cycle, plants, story
INSTRUCTION
The lesson is a SMART Notebook lesson. (http://exchange.smarttech.com/search.html?subject=Special+Education#page=3) If you do not have SMART Notebook Software installed on your computer, you may preview the presentation by clicking on the Presentation button.
The students will tell or retell the story of Jack and the Beanstalk while viewing the story using a SmartBoard. The students will also sequence the events in the story, learn about the life cycle of plants and answer discussion questions. In order to teach this lesson, you will need a SMARTBoard and the SMART Notebook Software.
ACTIVITIES
1. View the story using the SMARTBoard.
2. Place the events from the story in chronological order.
3. Complete the life cycle of plants activity.
4. Answer discussion questions.
STANDARDS
Mc Rel Standards
LANGUAGE ARTS
• Relate new information to prior knowledge and experience.
SCIENCE
• Identify the ways in which an organism’s habitat provides for it’s basic needs (plant’s require air, water, nutrients, and light; animals require food, water, air and shelter).
SC ELA STANDARDS
Standard
1-3 The student will learn to read by applying appropriate skills and strategies.
Indicator
1-3.20
Use picture and words to construct meanings.
SC SCIENCE STANDARDS
Standard
1-2 The student will demonstrate an understanding of the special characteristics and needs of plants that allow them to survive in their own distinct environments.
Indicator
1-2.4
Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds).
TECHNOLOGY STANDARDS
NTK-12.6 Technology Problem Solving and Decision Making Tools
RESOURCES FOR INTERACTIVE WHITE BOARDS in SPECIAL NEEDS CLASSROOMS
http://smarttech.com/
http://matnonline.pbworks.com/w/page/20569569/Interactive%20Whiteboards
http://matnonline.pbworks.com/w/page/20569570/IWBs%20for%20SpED%3A%20Early%20Learners
http://teacher.scholastic.com/activities/bll/
http://www.prometheanplanet.com/en/professional-development/best-practice/lesson-plans/
http://www.triptico.co.uk/
http://www.starfall.com/
http://www.cast.org/index.html
Assessment
The students will draw a scene from the story in their language arts journals. They will write two or three sentences which describe this event.
Monday, August 8, 2011
Google Docs
Google Docs
Lesson Plan
Morning Session/ Session One
July 26, 2011
Instructor – Tom Taylor
SCETV Technology Workshop
Google Docs
Once Upon A Time/Creating a Digital Fairy Tale
Gabriella Robinson
August 8, 2011
Overview
In this technology project, the students write a fairy tale. Using Google Docs, they learn how to format text and create illustrations to produce an original storybook. Through the use of Google Moderator and Google Docs students will create digital books. The students will work collaboratively in different locations ( school, home, another classroom etc). This collaboration provides the teacher the opportunity to differentiate learning for the students. The students will use sketching as a writing prompt to improve their literacy skills. This lesson will encourage the students to become active readers and writers. As a result, the students will be better able to understand the text. This lesson is a primary lesson and covers the national technology skills for grades k-3. I have used the South Carolina language arts standards for grade 2.
Materials
• Free Open Source Software ( Tux Paint) or another drawing paint program your school may have (Kid Pix Deluxe 4 etc)
• Google Docs
• Computer with Internet Access
• Google Accounts for all participating students
Strategies
Sketching
Digital Technology- Google Documents and Google Moderator, Google Presentation, Tux Paint or Kid Pix Deluxe 4
Collaboration with other students
Technology Skills
Word Processing, graphics/drawing, internet, presentation
Learning Objectives
• Open and close a document
• Open, close, save and print a file
• Locate keys on the keyboard
• Understand the function of the keyboard keys
• Gain fine motor skills to use the mouse
• Type, select and format type
• Draw and format shapes
• Create slides
Instruction
Create a Google Moderator Page for the technology project. Send the link for the moderator page to all students via email, post it in a place that is easy for students to access. ( For this activity the teacher may find it helpful to pair struggling readers with students who have very strong reading skills).
• Practice Sketching and Writing – Students practice sketching a drawing that is a setting for a fairy tale ( Once Upon A Time). The fairy tale will have a background that becomes the setting, along with characters and props that become part of the story.
• Illustrate the Fairy Tale – The students may use such software as Technokids Computer Curriculum or Kid Pix Deluxe 4 (if they are available at the school). The free software Tux Paint is also available for download. Another free resource is the Google Drawing App available in Google Docs. The drawing should have 1 or more characters, some clues about the setting and some props. The illustrations should be saved to a Common Folder.
• Write the fairy tale. The fairy tale should include characters, setting, and an event. The beginning of the fairy tale should include words related to the illustration. The reader should be able to predict the events in the fairy tale from the drawing.
• Proofread the Fairy Tale for spelling and grammar errors.
• Assembling the book.
• (Sample project: http://docs.google.com/Presentation?id=ajb8zckp5j87_13cncjtsgt ) The teacher shares the sample project ( books published by first grade students) with the students to provide a model for their technology project. The teacher starts the Google Presentation.
• The presentation should have 2 slides (Title Slide) and a blank slide ( or a slide with information about the author). (Login to the Google Presentation can also be done with each computer station being logged into the same username and password/classroom login).
• The students will insert 2 slides for each story. On slide 1 they insert digital picture /sketch from the Common folder. On the next slide they type their story.
PRINTING THE BOOK
Use the link below for access to the printing instructions in Google Documents
http://docs.google.com/support/bin/answer.py?hl=en&answer=69069
Books can be printed and displayed on bulletin boards.
EXTENSION ACTIVITY – Google Moderator
• Create a Google Document and share it with students using their Google account.
• Students will partner read for this activity. Before the students have read their partner’s fairy tale, ask them to make predictions about what will happen in the story based on their partner’s illustrations.
• Also students may answer these questions on the Google Moderator page: “Was your prediction correct?” “Why or Why not?”
• When they have finished reading their partner’s story, the student’s will write an evaluation of the story. If they wish they may also write an alternative ending for the fairy tale (optional).
Google Moderator allows the students to create and evaluate. Students may post positive suggestions for improvement to the fairy tales as well as ideas which they enjoyed in the fairy tales.
Related Links
http://www.tuxpaint.org/download/ - Download Tux Paint for Free (also include Stamps)
http://www.tuxpaint.org/videos/ - Tutorials for Tux Paint
http://www.kerpoof.com/teach - Online Paint Programs (Kerpoof)
http://docs.google.com/support/bin/topic.py?hl=en&topic=15116 - Google Docs- Presentation Tutorial
www.technokids.com
Video Tutorials
Google Docs Overview
How to create a new Google Presentation
How to add media to a Google Presentation
How to share a Google Doc
How to print a Google Presentation
National Standards
Technology Grades K-12
NT.K-12.5 Technology Research tools
NT.K-12.6 Technology Problem-Solving and Decision Making Tools
SC ELA Standards Grade 2
Standard 2-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicators
2-1.2 Analyze a given literary text to make, revise, and confirm predictions.
2-1.7 Create responses to literary texts through a variety of methods ( for example, writing, creative dramatics, and the visual and performing arts).
2-5.2- Create narratives ( for example, stories and journal entries) that follow a logical sequence of events.
ASSESSMENT
The students will be evaluated using the criteria in the evaluation rubric found at classwiki45.wikispaces.com on the professional development page. The evaluation rubric follows the lesson plan on that page.
Lesson Plan
Morning Session/ Session One
July 26, 2011
Instructor – Tom Taylor
SCETV Technology Workshop
Google Docs
Once Upon A Time/Creating a Digital Fairy Tale
Gabriella Robinson
August 8, 2011
Overview
In this technology project, the students write a fairy tale. Using Google Docs, they learn how to format text and create illustrations to produce an original storybook. Through the use of Google Moderator and Google Docs students will create digital books. The students will work collaboratively in different locations ( school, home, another classroom etc). This collaboration provides the teacher the opportunity to differentiate learning for the students. The students will use sketching as a writing prompt to improve their literacy skills. This lesson will encourage the students to become active readers and writers. As a result, the students will be better able to understand the text. This lesson is a primary lesson and covers the national technology skills for grades k-3. I have used the South Carolina language arts standards for grade 2.
Materials
• Free Open Source Software ( Tux Paint) or another drawing paint program your school may have (Kid Pix Deluxe 4 etc)
• Google Docs
• Computer with Internet Access
• Google Accounts for all participating students
Strategies
Sketching
Digital Technology- Google Documents and Google Moderator, Google Presentation, Tux Paint or Kid Pix Deluxe 4
Collaboration with other students
Technology Skills
Word Processing, graphics/drawing, internet, presentation
Learning Objectives
• Open and close a document
• Open, close, save and print a file
• Locate keys on the keyboard
• Understand the function of the keyboard keys
• Gain fine motor skills to use the mouse
• Type, select and format type
• Draw and format shapes
• Create slides
Instruction
Create a Google Moderator Page for the technology project. Send the link for the moderator page to all students via email, post it in a place that is easy for students to access. ( For this activity the teacher may find it helpful to pair struggling readers with students who have very strong reading skills).
• Practice Sketching and Writing – Students practice sketching a drawing that is a setting for a fairy tale ( Once Upon A Time). The fairy tale will have a background that becomes the setting, along with characters and props that become part of the story.
• Illustrate the Fairy Tale – The students may use such software as Technokids Computer Curriculum or Kid Pix Deluxe 4 (if they are available at the school). The free software Tux Paint is also available for download. Another free resource is the Google Drawing App available in Google Docs. The drawing should have 1 or more characters, some clues about the setting and some props. The illustrations should be saved to a Common Folder.
• Write the fairy tale. The fairy tale should include characters, setting, and an event. The beginning of the fairy tale should include words related to the illustration. The reader should be able to predict the events in the fairy tale from the drawing.
• Proofread the Fairy Tale for spelling and grammar errors.
• Assembling the book.
• (Sample project: http://docs.google.com/Presentation?id=ajb8zckp5j87_13cncjtsgt ) The teacher shares the sample project ( books published by first grade students) with the students to provide a model for their technology project. The teacher starts the Google Presentation.
• The presentation should have 2 slides (Title Slide) and a blank slide ( or a slide with information about the author). (Login to the Google Presentation can also be done with each computer station being logged into the same username and password/classroom login).
• The students will insert 2 slides for each story. On slide 1 they insert digital picture /sketch from the Common folder. On the next slide they type their story.
PRINTING THE BOOK
Use the link below for access to the printing instructions in Google Documents
http://docs.google.com/support/bin/answer.py?hl=en&answer=69069
Books can be printed and displayed on bulletin boards.
EXTENSION ACTIVITY – Google Moderator
• Create a Google Document and share it with students using their Google account.
• Students will partner read for this activity. Before the students have read their partner’s fairy tale, ask them to make predictions about what will happen in the story based on their partner’s illustrations.
• Also students may answer these questions on the Google Moderator page: “Was your prediction correct?” “Why or Why not?”
• When they have finished reading their partner’s story, the student’s will write an evaluation of the story. If they wish they may also write an alternative ending for the fairy tale (optional).
Google Moderator allows the students to create and evaluate. Students may post positive suggestions for improvement to the fairy tales as well as ideas which they enjoyed in the fairy tales.
Related Links
http://www.tuxpaint.org/download/ - Download Tux Paint for Free (also include Stamps)
http://www.tuxpaint.org/videos/ - Tutorials for Tux Paint
http://www.kerpoof.com/teach - Online Paint Programs (Kerpoof)
http://docs.google.com/support/bin/topic.py?hl=en&topic=15116 - Google Docs- Presentation Tutorial
www.technokids.com
Video Tutorials
Google Docs Overview
How to create a new Google Presentation
How to add media to a Google Presentation
How to share a Google Doc
How to print a Google Presentation
National Standards
Technology Grades K-12
NT.K-12.5 Technology Research tools
NT.K-12.6 Technology Problem-Solving and Decision Making Tools
SC ELA Standards Grade 2
Standard 2-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.
Indicators
2-1.2 Analyze a given literary text to make, revise, and confirm predictions.
2-1.7 Create responses to literary texts through a variety of methods ( for example, writing, creative dramatics, and the visual and performing arts).
2-5.2- Create narratives ( for example, stories and journal entries) that follow a logical sequence of events.
ASSESSMENT
The students will be evaluated using the criteria in the evaluation rubric found at classwiki45.wikispaces.com on the professional development page. The evaluation rubric follows the lesson plan on that page.
Saturday, July 23, 2011
Workshop # 3
Workshop # 3
Geometry : Castles and Shadows
The opening activity silhouettes showed the relationship between 3 dimensional objects and two dimensional objects . It is a great way to show the relationship between three dimensional objects (cylinders, cubes and pyramids) and two dimensional shapes. There are students who will refer to a cube as a square and a rectangular prism as a rectangle. This activity will certainly help students who are having difficulty with these concepts.
I did not use the exact activity for folding nets presented in this workshop; however, I have used nets in a geometry lesson. In the lesson, the students used nets to make the different shapes. The students selected the correct net for each shape and then made the shape. I feel the lesson in the workshop takes the concept a step further and encourages the students to use higher level thinking skills.
I have never used the activity Design Your Own Instruction. However, I was very impressed with the 5th grade students 3 D representation. He used a special type of grid which made 3 D objects appear more realistic. We were able to see his details more clearly, even on a television monitor. I would be interested to see his instructions for the toy. Obviously, this type of activity includes many NCTM standards and touches on many connections with other subjects. This is a great lesson for any intermediate teacher.
There were many important issues in Mr. Ramirez's classroom. I substitute in 3 schools which have large Hispanic populations. Greenville County has a significant Hispanic population. I have worked in several primary classroom where the instructor does not correct spelling errors . When this is done in language arts especially with writing journals I feel that it is appropriate. If I know that a teacher uses this technique, I follow it. Most of the kindergarten classrooms that I have worked in use this technique.
In Mr. Ramirez's classroom he spent a long time defining the word "side". When defining and describing geometric shapes such as the face (by this I mean the flat surfaces of solid figures or space figures), the students should be given clear definitions. I use visuals (smart boards/promethean boards), posters, geometric shapes, figures in textbooks, a shoe box, a ball ). And I provide very specific definitions before the activity begins. If a student needs extra guidance, I attempt to allow them to use inductive reasoning as well as assistance from their peers who may have solved the problem correctly. Sometimes, it is difficult for a substitute to prepare all of the necessary materials on short notice.
Finally, the drawing activity with the kindergarten students using shapes to make different objects is one I have used before. I have used activities where students use circles, rectangles, squares, triangles to make scarecrows, boys, boats etc. I feel that the activity which asks kindergarten students to draw three dimensional objects shows the difficulty which kindergarten students have with that type of visualization. It also helps us to think of age appropriate activities and how we can modify these activities for different age groups.
Activities That I Will Incorporate Into My Lessons
I will incorporate the concept of identifying shapes into my lessons. I will design a lesson for kindergarten students which allows them to explore shapes. The students will take a walk around the school, or school yard and look for objects identifying circles, triangles, squares or rectangles. When the students return to the classrooms the students will identify the object they saw and draw it using circles, triangles, squares or rectangles.
I will incorporate the concept of solid geometric figures into my lessons for a first grade class. The students will be shown the following forms: sphere, cone, cube and cylinder. I will show the students a mystery bag with objects inside which are shaped like the geometric solids. Students will take turns secretly selecting objects from the bag and then describing the objects to their classmates. "It is shaped like a cylinder." It can be made from plastic or paper. "What is it?" The answer is a cup.
Friday, July 15, 2011
Workshop #2 –Elementary Math Course
The second workshop ( Data: Posing Answers and Finding Questions) is very relevant to my daily experiences as a certified teacher substitute. When I receive "emergency calls" for a substitute, I have lessons and materials for grades K5-5. I need materials for all grade levels so this type of workshop is helpful for me. The discussion of age-appropriate activities for each grade levels is very helpful for me. I have found that in general k5 students are learning to represent quantities with symbols. Therefore, when I work with kindergarten students they are usually using pictographs or in some instances concrete graphs. Concrete graphing is important with kindergarten students because they compare concrete objects (real objects in the classroom) and are then able to move to abstract ideas and graphs. If this foundation is provided in kindergarten, the students will be able to understand more complex graphing ideas in the higher grades.
When I have worked as a substitute in kindergarten classrooms, I have used pictographs. I have found these pictographs to be helpful with this age level. Also, we constantly work with concrete objects in kindergarten classrooms. Some teachers use counters, others use shapes and other use base ten rods or other types of materials.
Often, when I substitute in the first or second grade classrooms, the children complete activities similar to the ladybug activities which we viewed in the video. The children observe data and then on a record sheet use pictures or numerals to record the data. The data used in first grade and second grade classrooms are seeds, plants, roots and flowers. I felt the lady bug activity was a great idea and I enjoyed the video. I am studying ASL presently. And during the past year, I was able to assist and observe in bilingual classrooms so I enjoyed that aspect of the video also.
Also, in second grade classrooms , the concepts of Venn Diagrams are also used to display data. A variety of topics can be represented with Venn diagrams. They are also used in language arts, social studies and math. It is a great way to use literature across the curriculum and integrate mathematics into a reading lesson or social studies lesson.
The intermediate classrooms use bar graphs, circle graphs and tally charts. I have also taught concepts such as mean, median and mode to 4th grade students. I have not taught the concept of box and whisker plots and it would seem that this concept would be taught in 7th grade. I do not substitute in the middle schools.
The strategies presented in this workshop were strategies that I have used as a regular classroom teacher and as a substitute. I often use cooperative groups and student presentations. These strategies allow students to become effective communicators of mathematical concepts.
I feel that my experiences and skills with mathematics have prepared me to teach data and statistics at an elementary level. I worked for several years with local governments and I used the census materials frequently. Also, as a graduate student , I took two statistics courses. Therefore, I am familiar with data collection and the presentation of data. The topic of data and statistics is one with which I am comfortable.
Activities That I Will Incorporate Into My Lessons
I will develop a second grade activity for graphing from this lesson. I will plan a lesson that will involve students creating a class graph. The children will be asked to identify either objects in the classroom or outside the school in the playground or nature trail. The students will identify living animals or living plants and will record it on a data sheet. The class will then make a graph showing the results.
Another second grade activity that I will design a lesson for is a class survey. The students will take a survey of the types of socks their group members are wearing and record the results on an Activity Sheet. The students will work cooperatively to complete the graph. The students will create a class graph.
Wednesday, July 13, 2011
What’s The Big Idea? -Elementary Math Recertification Course
Workshop # 1
Patterns and Functions: What Comes Next ?
I particularly enjoyed viewing the Patterns and Songs segment for preschool and kindergarten . The musical activities presented , Hokey Pokey and Old McDonald are excellent tools for introducing patterns and predictability to the students in preschool and kindergarten. I have used snap it cubes to introduce the concept of predictability and patterns. I have also used shapes and colors during Calendar Math activities to introduce the concepts in kindergarten. I currently work as a certified teacher substitute and often work in kindergarten and first grade. Also, the Guess My Rule Activity can be used by students in K-8 and can be modified for each grade level. I have never used this activity in a classroom. I enjoyed the activity of identifying the mathematical rules from the participating sites and I am sure that students will also enjoy this activity. It encourages problem solving skills and gives the students a break from paper and pencil activities.
Several good points were made regarding the use of small groups during math instruction. I have used cooperative learning as a classroom teacher and as a substitute teacher. I have found that cooperative learning groups can create a noise level which the teacher may not sometimes feel comfortable with. However, the benefits of cooperative learning make this strategy an important part of classroom instruction. The social skills and critical thinking skill associated with cooperative learning are valuable for primary classrooms.
Another effective strategy was provided by the middle school math teacher during the discussion of cooperative learning. He suggested that the teacher may want to allow students to work in pairs for activities. In addition, the teachers may wish to incorporate a time for interaction with each team of partners. I have also used teacher/student conferences as a classroom teacher and as a substitute teacher. I most often use this strategy in language arts and reading. I find that it is a very effective strategy, but involves planning enough time to conference with all students. Also, I plan other activities for students while I am conferencing with one students. However, with this activity the other pairs will be working on their math activity so planning an additional activity will not be necessary. Finally, I think the cooperative learning segment which we viewed demonstrated how to encourage creativity and higher level thinking.
I have used the activity of measuring the volume of a solid figure while teaching a math lesson in a fifth grade classroom. I used the formula l X w X h. I used a shoe box for my my visual aid because I was teaching the volume of a rectangular prism. It was a successful lesson as far as completing the goals and objectives of the lesson . However, I did not have base ten rods or Cuisenaire rods. The information from this workshop will be helpful in future lesson planning. Also, I did not include the surface area in the lesson that I taught , I only introduced the concept of volume . However, I think the strategy of teaching both volume and surface area is an excellent idea. The use of tables, graphs and rules to represent functional relationships was very effective. Cooperative Learning reinforced a variety of skills with the students.
I am a visual learner who also enjoys kinesthetic activities where I can receive hands on stimulation. I prefer to be given visuals with mathematical instructions to coincide with symbolic representations. I felt that this workshop provided materials for the different types of learning styles in a classroom and was comprehensive in the approach to this concept.
Activities that I will Incorporate in My Lessons
I will incorporate many concepts into my lessons. As a substitute teacher, I work with students in K-5. Therefore, I will be able to use many ideas from this workshop. I will develop an emergency substitute plan for K-1 which incorporates geometry , patterns and spatial sense. One lesson that I would like to develop for kindergarten is a lesson with animal patterns. I will also include in the lesson a section where the students use link cubes and form patterns such as red, blue, red, blue, or red, blue, red, red, blue. I would also like to use a lesson with a spider web pattern. Children would spin their own webs using string and paste and would make patterns using circles, line and repetition.
For the intermediate students, I would like to use the ideas of patterns and relationships in a lesson on measurements. I already have a substitute lesson for volume. It is based on the volume of a rectangular prism. It is for fifth grade students. However, I would like to add to this lesson an activity with surface area. The students will make observations and comparisons based on their measurements. They will also design a graph based on their observations.
Tuesday, July 12, 2011
Multiplication Squares-Math Lesson Plan
Final Course Project
Mathematics: What's The Big Idea ?
Grades K-8
Gabriella Robinson
July 23, 2011
The handouts for this lesson are posted on classwiki45.wikispaces.com on the
professional development page.
Bunches and Bunches of Bunnies
Multiplication Squares
4th Grade
Multiplication, Square Numbers
Lesson Overview
This lesson is for fourth grade students. The students will learn basic multiplication facts and will demonstrate an understanding of multiplication. The teacher will use the story Bunches and Bunches of
Bunnies to introduce the concept of square numbers. The students will listen to Bunches and Bunches of Bunnies as a shared reading activity. The teacher will then introduce two math activities to reinforce the concept of multiplication squares.
Summary : The students will create multiplication squares to help them understand the concept of square numbers. This activity will help students to understand multiplication's relationship to repeated addition.
SC Curriculum Standards-Math
4-2 Number and Operations
4-2.3 Apply an algorithm to multiply whole numbers fluently.
- Multiplication facts to 12 (D.1)
- Choose the multiples of a given number up to 12(D.2)
- Choose numbers with a particular product (D.11)
4-3 Algebra
4-3.4 Translate among letters, symbols, and words to represent quantities in simple mathematical expressions or equations.
- Write variable equations to represent word problems (G.5 )
Bunches and Bunches of Bunnies by Louise Matthews
Grid Paper
Scissors
Paste
Crayons
Construction Paper
Square Facts Worksheet
Counters
Activity Sheet 16
Cards
Calculators
Background for Teachers
A squared number is a number that is a result of multiplying an integer by itself. Any squared number can be represented in a square array. You can write each squared number as a product using an exponent.
42 =16
Intended Learning Outcomes
- Demonstrate a positive learning attitude toward mathematics.
- Become mathematical problem solvers.
- Reason mathematically.
- Communicate mathematically.
- Make mathematical connections.
- Represent mathematic situations.
Aunty Math (Grades K-5)
Synopsis: A visit to relatives can be a great time to learn math. Aunty Math, has great math challenges for students in K-5. The students will learn the use of multiple intelligences in problem solving. Students submit their solutions to the challenges, and teachers can explore the mathematics behind the challenges.
Manipulatives- counters, multiplication squares
Modeling
Shared reading
Calculators
Shared Reading
Read the book: Bunches and Bunches of Bunnies by Louise Matthews.
Say, "Which is easier to count the bunnies in large groups, or the bunnies by twos, threes and fours? Discuss their reasoning. Ask students to predict mutiplication sentences for the different groups. Next discuss the squares of numbers. Give children counters. Reread the story, write each multiplication sentence on chart paper and ask children to model it with their counters.
Multiplication Squares
Give pairs of children, Grid Paper. Also provide the students with scissors, paste, crayons and construction paper. Ask children to color and cut out a model for each multiplication sentence( this is the chart paper that was used during the Shared Reading activity, above ). Have children paste these models on construction paper and then write a corresponding multiplication sentence beneath it. The students should be able to describe the shape of each model ( each model forms a square). Examples of the models and multiplication sentences are provided in the handouts section of the lesson plan.
Modeling Multiplication Facts
Provide students with Activity Sheet 16 to make a booklet. The students will also need scissors and paper. Each pair should be assigned a multiplication table, such as the four table. Students will write a multiplication sentence on each page of the booklet, and cut and paste carrot bunches to illustrate the sentence. The students will staple the booklets together and share them with the class. ( An example, of the booklet is included in the handouts section).
Extending the Lesson
Discuss the squares of numbers. Ask the students to fold a sheet of paper. Ask them to half the paper again. Can you fold it into half eight more times? Show the math involved.
Additional Extensions
Students can color in the square numbers on a multiplication chart. Look for patterns in the chart. ( the square numbers will form a diagonal on the chart).
Predictions
Ask the students to predict if the product of any number multiplied by itself will form a square. Ask children to choose a number between 12 and 20 and multiply the number by itself. Then make a model of it on grid paper. Discuss why these numbers are called square numbers.
Calculator
Exploring Area with the TI -10
Activity – The teacher will provide each student with 49 cards.
Ask the students " How many cards cover the desktop?"
"How might your cards be arranged to count with your TI -10 (rows and columns)?"
The following instructions are given for TI-10 calculators. However, your students may use other calculators with this activity.
Press the on button.
Press AC to clear anything previously stored.
Press clear. The screen is blank and the memory is clear.
Press Opl to begin counting.
Press + 7 because you will be counting cards by rows of seven.
Press Opl to let the TI -10 know that you are ready to count.
Press 0 to begin counting at 0.
Press Opl to continue counting.
When you have counted seven rows the TI -10 displays
42 +7
7 49
Answer: Area is 7X7=49 or 72 =49
Pass out two centimeter grid paper.
Question to ask:
What might you say about the size of the squares on the grid paper?
(Answers should suggest they are all the same size)
How might you and your partner find the number of squares to cover the desktop with grid paper?
How might the TI-10 help?
( The two centimeter grid paper and an example for this activity is included in the Handouts section of the lesson plan. In the example in the handout sections I used seven rows and seven columns. However, the number of rows in columns will vary depending on the size of the desks in your classroom.)
Homework and Family Connections
After completing several activities in class, ask the students to complete the Square Facts sheet at home. Ask the students to have a family member complete the game with them. The family member can sign the activity sheet to indicate that they have worked together to enhance their mathematical understanding.
( The Square Facts sheet is included in the Handouts section of the lesson plan)
Encourage students to play any of the mathematics related board games at home to reinforce their math skills: Dominoes, Connect 4, Rummikub, Triple Yahtzee, Yahtzee, Backgammon, Chinese Checkers, Tower of Brahams, UNO.
Assessment Plan:
Journal Activity : Have students explain what square numbers are. Use pictures, words and numbers to explain what 52 is.
Differentiated Instruction
For Auditory and Kinesthetic Learners: Use a multiplication rap such as Hap Palmers' Multiplication Rap to reinforce multiplication facts. Students can listen to these raps at a learning center and learn the facts.
For Visual Learners: Students can complete math activities at file:///C:/Documents%20and%20Settings/Gabriella%20Robinson/My%20Documents/www.funbrain.com or mathworld/wolfram.com in the classroom computer center.
Sunday, June 19, 2011
Applying New Technology !
I recently attended a technology conference for educators. I learned about new things. Well, they are new for me. One new thing for me is google sites. I was not familiar with this google tool. So, visit my new web site thecyberrobins.
Friday, June 10, 2011
For Kids !- Being Bad Boys !
Being bad boys
Bob, Bill, Bert
bestfriends, babysitters,
brothers
broke Baby Ben's bassinet.
Bob, Bill, Bert
bestfriends, babysitters,
brothers
broke Baby Ben's bassinet.
Wednesday, June 8, 2011
For Kids !- Tongue Twister
Alligator Arithmetic
Alex, Amy, and Adam
are alligators.
And are addition alligators.
Alex, April, Adam
addition alligators
adding addends.
Arriving at answers.
Alligator Arithmetic!
Alex, Amy, and Adam
are alligators.
And are addition alligators.
Alex, April, Adam
addition alligators
adding addends.
Arriving at answers.
Alligator Arithmetic!
Tuesday, June 7, 2011
Friday, June 3, 2011
FOR KIDS
There was a young boy
who lived in a toy.
And his name was Roy.
For him life was a joy.
But Roy was not a joy
to the other boys and girls.
He got in the way
when he went out to play.
He would crawl under the feet
Of the people in the street.
The children would tease him,
stomp him,
and beat him everday.
One day
when he went out to play
He was crushed by
bread as it fell from
the sky.
(What was the little boy?) This is a riddle for preschool children.
who lived in a toy.
And his name was Roy.
For him life was a joy.
But Roy was not a joy
to the other boys and girls.
He got in the way
when he went out to play.
He would crawl under the feet
Of the people in the street.
The children would tease him,
stomp him,
and beat him everday.
One day
when he went out to play
He was crushed by
bread as it fell from
the sky.
(What was the little boy?) This is a riddle for preschool children.
Wednesday, June 1, 2011
Poems Should Rhyme
Poems should rhyme
Just as bells chime
just as shadows race through time
just as feet pat in time.
Poems should rhyme...
Just as bells chime
just as shadows race through time
just as feet pat in time.
Poems should rhyme...
Tuesday, May 31, 2011
WELCOME TO MY NEW PAGE !
I am a certified elementary teacher in South Carolina. I have an educational wiki at wikispaces. You may review the wiki at classwiki45.wikispaces.com. Of course it is summer and school is finished for the year. But I will post a new lesson plan over the summer and share it with you.
WELCOME TO MY NEW PAGE !
I am a substitute teacher in South Carolina. Recently, I have begun to take ASL Courses because I am interested in working with deaf students. Also, I enjoy writing short stories and poems when my time allows. I plan to add short stories to a blog soon. And expand from just writing just poems on the blog. Take care and I will add some new compositions soon!
Monday, May 30, 2011
I ADDED A NEW PAGE
As I mentioned, I am redesigning my blog and adding new features. I just added a new About Me Page ! I have not published anything on it but I will soon ! So check back to learn more !
Revisions to Blog!
I am presently redesigning my blog. Hopefully, I will have new additions in a couple of days. I would like to add pages and other information to make the blog more interesting. So stay tuned for updates !
Subscribe to:
Comments (Atom)