Content, Content, ContentWhere Does the Technology Fit in the Elementary Classroom

1
Content, Content, ContentWhere Does the
Technology Fit in the Elementary Classroom?
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Weather Gr. K-1

• POS Students will observe weather conditions and
  record weather data over time, use weather data
  to describe weather conditions, communicate
  observations orally and with written words,
  charts, and diagrams
• SC-P-2.3.2 Students will observe weather, looking
  for patterns from day to day and over the
  seasons. Weather changes from day to day and
  over seasons. Weather can be described using
  observations and measurable quantities such as
  temperature and precipitation. Simple predictions
  can be made by analyzing collected data for
  patterns.

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Weather Gr. K-1

• Students will view the video segment The Weather
  is Different from Day to Day and from Place to
  Place, from Weather A First Look video from
  KET EncycloMedia.
• Teacher will model keeping a weekly log of daily
  weather conditions by using the Kidspiration
  template This Weeks Weather for the whole
  class.
• Students will assist the teacher by clicking and
  dragging on the appropriate weather picture for
  the day of the week.
• Students will use concrete manipulatives at their
  seats as the teacher models the steps.

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Weather Gr. K-1

• Students will use the digital camera to take a
  picture of the same scene each day to document
  the weather. (Student should point the camera
  directly at the sky, but have something on the
  horizon and part of the sky.)
• Teacher will discuss the three types of clouds
  (stratus, cirrus, and cumulus) using the
  Kidspiration template Clouds.
• Students will view the video segment Types of
  Clouds from Clouds, Weather, and Life video
  from KET EncycloMedia and listen to Clouds are
  Cool song from EncycloMedia.

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Measurement Gr. K

• POS 1 Students will explore standard units to
  measure length (inches and centimeters) and
  weight (pounds).
• POS 2. use nonstandard units to measure and
  compare the length and weight of familiar
  objects.
• POS 5 Students will sort/classify or compare
  and order objects by size.
• MA-P-2.1.1d Students will sort objects and
  compare attributes by size.

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Measurement Gr. K

• Students will view various video segments from
  Discovering Math Measurement from KET
  EncycloMedia.
• Students will take a picture of their partner
  with the digital camera. (Note just need a
  picture of their face/head)
• Students will each be measured to see how tall
  they are in inches and record the measurement for
  later use.
• The teacher will record (using Sound Recorder or
  other audio recording software like Audacity
  which is free) to have the students narrate the
  following the sentence My name is ______ and I
  am ____ inches tall. The teacher will save each
  audio file in the .wav format as the childs
  name.

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Measurement Gr. K

• Teacher will use the Height TimeLiner file with
  the class as a whole. Each student will come to
  the computer, type in their height and their name
  using the correct unit of measure.
• Next, the teacher will convert the file into a
  timeline. The teacher will discuss with the
  students how they are now in order on the
  timeline based on their height from shortest to
  tallest.
• Each student will come double-click on their
  flag, and with teacher assistance, import their
  digital picture and their audio recording.
• The class will view the resulting TimeLiner
  slideshow as a class.

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Money Gr. K

• POS 8 Students will identify coins (penny,
  nickel, dime, and quarter).
• MA-P-2.1.1 Students will apply standard units to
  measure
• Money (identify coins)

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Money Gr. K

• Students will view the video or video segments
  from Learning About Money and the video
  segments Counting Money Introduction and
  Counting Coins from the video titled
  Discovering Math Measurement (Grades K-2) from
  KET EncycloMedia.
• Teacher will use the Coins PowerPoint file with
  the class as a whole. Selected students will
  come to the computer and use the mouse to click
  on the coins or values requested by the file.
  Students at their desks will be using their paper
  manipulatives to answer the same questions.

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Patterns Gr. 1

• POS 2. reproduce and extend patterns using
  manipulatives
• POS 3. use pictures or words to create,
  reproduce, extend, and explain patterns of
  shapes, objects, movements, sounds, and numbers.
• MA-P-5.1.1 Students will extend simple patterns
  (e.g.,?? ??).

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Patterns Gr. 1

• Students will view the video segment Making
  Patterns Using Shapes from KET EncycloMedia.
• Teacher will model creating patterns of shapes
  using Kidspiration software for the whole class.
• Students will assist the teacher by clicking and
  dragging on the appropriate shape to continue the
  pattern.
• Teacher will model creating patterns using
  pictures using Kidspiration software. Students
  will use concrete manipulatives at their seats as
  the teacher models the steps.
• Students will assist the teacher by clicking and
  dragging on the appropriate picture to continue
  the pattern.

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Equations and Inequalities Gr. 2-3

• MA-EP-5.3.1 - Students will model real-world
  situations with simple number sentences
  (equations and inequalities) with a missing value
  (e.g., 2 7, lt6), and apply number
  sentences to solve real-world problems. DOK 2
• POS 4. Read and create story problems to
  represent mathematical sentences with missing
  values.

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Equations and Inequalities Gr. 2-3

• Use PowerPoint to create a story from an
  equation with a missing value.
• 2nd grade students would work in groups and/or be
  given more of the story to start with.
• 3rd grade students could work individually or in
  groups
• Use a class forum to allow students or groups to
  post written story problems and then solve those
  problems.
• https//edtech.fcps.net/forum/index.aspx
• Use a Kidspiration template to give students
  practice writing and solving story problems

14
Food Chains Gr. 2-3

• POS
• observe, illustrate, and explain basic
  relationships of plants and animals in an
  ecosystem (e.g., use simple food chains and webs
  to explain how plants and animals get food/energy
  to live and grow)
• almost all kinds of food that animals eat can be
  traced back to plants. Food chains are useful
  models of these relationships.

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Food Chains Gr. 2-3

• SC-EP-4.6.1 Students will describe basic
  relationships of plants and animals in an
  ecosystem (food chains).
• Plants make their own food. All animals depend on
  plants. Some animals eat plants for food. Other
  animals eat animals that eat the plants. Basic
  relationships and connections between organisms
  in food chains can be used to discover patterns
  within ecosystems. DOK 2

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Food Chains Gr. 2-3

• Students will view the Video Segment What is a
  Food Chain from You in the Food Web, a video
  from KET EncycloMedia. (This could be viewed as
  a whole class, or during center time.)
• Students will use knowledge of food chains to
  complete the Chain Reaction game from the
  Eco-Kids website (www.ecokidsonline.com)
• Students will create their own food chain using a
  template from Kidspiration or from scratch.
• Option 1 Use Food Web template in Kidspiration
• Option 2 Use teacher-created template (2) (3)
• Option 3 Have students start from scratch

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Fractions Gr. 2-3

• MA-P-1.1.1
• Students will
• Apply multiple representations (e.g., drawings,
  manipulatives, symbols) to describe fractions
  (halves, thirds, fourths) and
• Apply these fractions (halves, thirds, fourths)
  to represent real-world problems.

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Fractions Gr. 2-3

• Utilize a variety of websites with games and
  simulations to give students opportunities to
  practice concepts learned and to reinforce
  instruction.
• With a partner (2nd grade) or individually (3rd
  grade) complete the Create Your Own Flag
  PowerPoint (or sections of the PowerPoint) and
  then present the finished product to the class
  explaining each image.
• In groups, create real world representations of a
  whole, ½, 1/3, and ¼ and photograph each
  representation. Create a PhotoStory using the
  images and narrate to explain each image.
• Utilize the fractions number line in Timeliner to
  give students a point of reference of how
  fractions relate to each other.

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Poetry Gr. 3

• WR-EP-1.1.02 In Literary Writing,
• Students will apply characteristics of the
  selected form (e.g., short story, play/script,
  poem)
• WR-EP-2.3.02 In Literary Writing,
• Students will arrange poetic stanzas in a way
  that enhances the meaning through the use of
  white space, line breaks, and shape
• WR-EP-2.4.02 In Literary Writing,
• Students will arrange poetic language in a
  meaningful order
• Students will apply poetic line breaks effectively

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Poetry Gr. 3

• Acrostic Poetry Using examples from the web
  (http//www.holycross.edu/departments/socant/dhumm
  on/acrostics/acrostics.html) explain the
  structure of acrostic poems to students
• Practice creating acrostic poems as a class
• Pair students up and have them take a picture of
  each other using a digital camera
• Explain that students will be creating an
  acrostic poem about their partner using their
  first name. (template) Use the Acrostic Student
  Checklist as a guide, reminding students to be
  positive.
• If desired, have students use the Acrostic
  Interactive website to create their poem.
  (http//www.readwritethink.org/materials/acrostic/
  )
• Then have students add their photograph to a word
  document and type the poem below. OR Create a
  class PowerPoint with each students image and
  poem.

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Poetry Gr. 3

• Diamante Poetry teach students the basic
  structure of diamante poetry. Use the Diamante
  Guidelines if desired.
• Practice creating diamante poems as a class.
• Give students the opportunity to use the digital
  camera to take a picture of something they want
  to write a poem about.
• Using the picture for inspiration, have students
  write the poem. (Or have them write the poem and
  then take a picture to represent it.)
• Have students create their poem using the
  Diamante Interactive Website. (http//www.readwrit
  ethink.org/materials/diamante/)
• Then have students add their photo to a word
  document and type their poem, centered on the
  page, beneath the photo. OR Create a PhotoStory
  or MovieMaker project using each students photo
  and have them narrate their poem.

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3-D Geometry Gr. 4-5

• MA-05-3.1.1 - Students will describe and provide
  examples of basic geometric elements and terms
  (edges, faces, vertices), and will apply these
  elements to solve real-world problems. DOK 2 
• POS 4. Analyze attributes of basic
  three-dimensional objects (spheres, cones,
  cylinders, pyramids, cubes, triangular and
  rectangular prisms), and will apply these
  attributes to solve real-world problems.

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3-D Geometry Gr. 4-5

• Use the Illuminations activity to identify the
  number of edges, vertices and faces for specific
  polyhedrons.
• Use Illuminations website to compare and contrast
  attributes of 3-D polyhedrons. http//illuminatio
  ns.nctm.org/ActivityDetail.aspx?ID70
• Students use Google Sketchup to create 3-D
  polyhedrons to solve a problem and create a
  digital narrative in PhotoStory.

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Boston Massacre Gr. 5

• SS-05-2.3.1 Students will identify and describe
  various forms of interactions (compromise,
  cooperation, conflict) that occurred between
  individuals/groups throughout the history of the
  United States (e.g., Native Americans and
  European explorers Britain and its thirteen
  colonies). DOK 2
• SS-05-5.2.5 Students will describe significant
  historical events in each of the broad historical
  periods and eras in U.S. history (Land and People
  before Columbus, Age of Exploration,
  Colonization, War for Independence, the Young
  Republic, Westward Expansion, Industrial Era,
  Twentieth Century). DOK 2
• SS-05-5.1.1 Students will use a variety of tools
  (e.g., primary and secondary sources, artifacts,
  diaries, and timelines) to explain significant
  events in the history of the U.S. DOK 2

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Boston Massacre Gr. 5

• Students will view Encyclomedia Video clip on the
  Boston Massacre from Countdown to
  Independence Causes of the American Revolution.
• Students will navigate to http//bostonhistory.org
  /bostonmassacre/ and complete activity which
  compares different viewpoints on exactly what
  happened that day using art.
• Questions to answer are
• Do the images and eyewitnesses to the Boston
  Massacre tell the same story?
• Can you figure out for certain what happened that
  night?
• Was the Boston Massacre really even a massacre?
• After students receive the Vault, they will
  write a paragraph explaining 2 facts that they
  learned from the mission.

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U.S. Regions Gr. 4

• Grade 4 Enduring Knowledge Understandings
• Students will understand that the use of
  geographic tools (e.g., maps, globes, charts,
  graphs) and mental maps help interpret
  information, understand and analyze patterns,
  spatial data and geographic issues.
• Grade 4 Skills and Concepts
• Students will demonstrate an understanding of
  patterns on the Earths surface, using a variety
  of geographic tools (e.g., maps, globes, charts,
  graphs).
• Students will locate and describe major
  landforms, bodies of water and natural resources
  located in regions of the United States.

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U.S. Regions Gr. 4

• Use Google Earth to locate major landforms and
  bodies of water in the United States.
• Describe and discuss the visual from the map.
  Fly to Mount St. Helens (look inside the
  volcano), the Great Lakes, Death Valley, the
  Rocky Mountains, the Appalachian Mountains, the
  beach, etc. Include layers such as schools,
  parks, etc.
• Expand the discussion to include why some areas
  are more populated than others, why farms are
  located in the Midwest, even why schools are not
  placed close to the Mississippi River.

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Earth Materials Gr. 4

• SC-04-2.3.1 Students will classify earth
  materials by the ways that they are used
  explain how their properties make them useful for
  different purposes.
• Earth materials provide many of the resources
  humans use. The varied materials have different
  physical properties that can be used to describe,
  separate, sort, and classify them. Inferences
  about the unique properties of the earth
  materials yield ideas about their usefulness. For
  example, some are useful as building materials
  (e.g., stone, clay, marble), some as sources of
  fuel (e.g., petroleum, natural gas), or some for
  growing the plants we use as food.

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Earth Materials Gr. 4

• Using the Kidspiration activity called
  Classifying Earth Materials, the student will
  successfully click and drag items into the
  appropriate group. Students will click on Go to
  Writing and for each item, state a reason why it
  belongs in that group.