Topic/ Tittle of Lesson

Focused Domain

Goal: Students take a journey through sound exploring the sounds of the places they
visit. They then research some of the places they visit and write a fictional account of their journey. Objective: Students will learn about other countries. Create a narrative. Develop their abilities to create multimedia projects using a range of media sources. Procedure: Explain to students that they are going to go on a journey to another country --any country in the world -- and ask each student to choose a country he or she would like to visit. (For students who cant decide on a country, you might suggest a destination or have them close their eyes and point to spot on a map.) After students have selected their destinations, tell them they will stop at five places on their journey. Have them go to turbulence.org, Sound Transit, and follow the directions to enter their current location, their desired destination, and five stops along the way. The site then will offer them several possible trip variations. They should select one and click NEXT. The web site then will create an audio version of each students trip, which can be downloaded as an mp3 file. (This might take a few minutes) Ask students to download and save their audio files to a folder on their desktops. Let them listen to their files. They also will be able to see maps of their trips. Ask students to open a new window on their browsers and go to Flickr. Each student then should search for and download what he or she feels are the most appropriate images of the places visited. Have students listen to their sound files again, this time while looking at the images selected. Ask students to make notes about what they hear. Finally, ask them to use the images and their notes to write a story of their journey. They can do that using a word processor, a blog, or a web site.

Advanced Preparation: Students also might upload their images and record the story
of their journey using voice thread or PowerPoint. List Materials: Internet access, the Web site Sound Transit, hard-drive space to store media

Developmental Benefits: Social Studies, Children will take a virtual travel. Technology, Children learn operate and interact with a virtual program. Future Plans: Create guide visits to principal cities of different countries. Student Learning Outcomes: Students grades should be based on their engagement in
the activity and the quality of the final product.

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Topic/ Tittle of Lesson

On the Street Where You Live: Online Mapping

Focused Domain

Educational Technology

Goal: In this online activity, students use Google Maps to pinpoint their home address
and get directions to and from school. Objective: Students (on own or in whole group work) will: enter their home addresses in Google Maps. Write the directions from their house to school. Procedure: Explain to students that they are going to go on the computer and see a map of where they live. They might even get to see their own house! Open Google Maps, type your school's address into the search blank, and then click Search. Show students the map that appears, and then click Satellite (remember to check beforehand that pictures of your area are available) to see an aerial shot of your campus. Click the plus sign on the left several times to see a close-up of the school. Ask students to identify the buildings on your campus.

Advanced Preparation: List Materials: student access to the Internet, a projector/TV monitor to display the
teacher's computer

Developmental Benefits: Technology, children learn basic concepts at the website, Social Studies, Children adquire basic concepts of geography. Future Plans: Student Learning Outcomes: Students will be assessed on their ability to: enter their
address on a form. Write complete directions from one address to another.

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Topic/ Tittle of Lesson

computer.

Teaching Writing on a Computer

Focused Domain

Educational Technology

Goal: In this lesson plan, students will walk through the basics of typing and saving on a Objective: Students will:
Learn to create a simple Word document. Learn to save a file on a computer. Practice typing one space between words, and not hitting Enter/Return at the end of each line.

Procedure: Display your computer screen on a projector or TV monitor so all students

can see it. Explain to students that they are going to write their work on the computer. Read aloud each of the steps below, demonstrating each step as you go along: Double-click the big, blue W at the bottom of your screen. Type your first and last name. Hit the RETURN key on your keyboard. Type the words "summer was fun because I " and add your own ending. Click FILE at the top of the screen. Click SAVE. Click the word DESKTOP on the left. Type your first name, and then type the words "First Word" where it says "Save As: Click SAVE. Click WORD, and then click QUIT. Repeat the steps above, but this time, ask one student at a time to tell you what step comes next. You might say, for example, "Alex, I double-clicked the big blue W and now I have a new document. What do I do next?" After completing the activity the second time, students should be ready to work on their own. It's best to have a handout with screenshots available for students to refer to as they work. Students can complete this activity as a whole group in a lab or on laptops. The activity also works very well at a classroom computer center of 1-5 computers. Encourage pairs of students go to the computer(s) during independent seatwork time. Have one student read the instructions aloud while the other types. Explain to students that the reader is not allowed to touch the computer, but he or she can answer questions if the typist needs help. When the typist is finished, students switch roles. By pairing students, you reduce the number of questions you'll need to answer during computer time, giving you a chance to monitor and assist the rest of the class. In addition, students enjoy helping one another, and they can learn from what they see others do. Advanced Preparation: Create a folder on each student's computer desktop. Name the folder "Student Work. "Make sure your word processing program is easy to find: On Macs, make sure the Word (or AppleWorks) icon is located in the dock (OS X) or

launcher (OS 9 and earlier). To do that, Double-click the hard drive icon on your desktop; Open the Applications window; While holding down the Control (CTRL) key, click the Word or AppleWorks icon, and then click Make Alias; Drag the Alias (a copy of the original icon) to your dock (OS X). If in OS 9 or earlier, move the icon to the Desktop, then open your Hard Drive folder and drag the Alias into the Launcher folder.

List Materials: Student access to a word processing program, such as Microsoft Word
or AppleWorks. Ability to display to the class using a projector or TV monitor.

Developmental Benefits: Language, Children learn about one of the most used writing program Future Plans: Is possible make the same for Excel Student Learning Outcomes: Children enjoy using a new way to write, and practice they typing skills Transition Plan: ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Topic/ Tittle of Lesson

Write a Number Story

Focused Domain

Educational Technology -Arithmetic

Goal: Students use AppleWorks or Office to write and illustrate a number story. Objective: Each student's work is then added to a Keynote or PowerPoint show and
displayed for the class (or parents!) to see and share. Procedure: Students should identify that each number story contains two sets of objects -- balloons, cookies... -- and that something happens to the items in those two sets -they are added together or subtracted from each other. Tell students that they are going to write their own number stories. Follow the steps to help them create their stories: Have each student write an equation -- such as 3 + 4 = 7 -- on his or her paper. (Make sure the numbers they use are small enough that students can draw objects to represent those numbers.) Brainstorm with students ideas for stories that can include their equations. If an equation is 3 + 4 = 7, for example, the story might be, "Maria had 3 sugar cookies. She bought 4 oatmeal cookies from Mr. Johnson. She now has 7 cookies." Review each story to ensure that students understand what they are supposed to do. As each story is approved, have the student draw the story on his or her paper. (It's important to draw the story on paper before going to the computer.) Review and approve each picture. Invite each student to go to a computer loaded with AppleWorks (or Office), click Painting, and draw the picture on the computer. (Note: This part of the activity can be done on a single classroom computer, in a classroom computer center, or in the school's computer lab.) Have the student click the Text tool and type the story ABOVE the drawing. (Remind students to type "by" and their names after the story.) To save students' files, click File>Save As and choose JPG under File Format. The stories will be saved as a picture that easily can be inserted into Keynote or PowerPoint. When all the students are finished with their stories, use them to create a PowerPoint or Keynote show: Open whichever program you are using. (For help creating your first PowerPoint presentation, see the Education World tectorial creating a Class PowerPoint Presentation.) Create a title slide. Type "Number Stories," your name, the class, and the date. Open a new slide and insert the first student's picture.

 Repeat this step above for each student's picture. Save the show. You now can show the number stories to the entire class or to parents at Open House night or other event!

Advanced Preparation: List Materials: Student access to AppleWorks, Pencil and paper, Teacher access to
PowerPoint or Keynote.

Developmental Benefits: Children can uses a new way to communicate their thinking and mathematical knowledge. Future Plans: Is possible to make the same to multiplication chart. Student Learning Outcomes: Students will be evaluated on there: Ability to describe a
math problem using words in a number story. Ability to illustrate that math problem.

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Topic/ Tittle of Lesson

The Bear Necessities

Focused Domain

Educational TechnologyScience

Goal: With teacher guidance, students use a worksheet and one easy-to-read Web site
to record what they know, what they want to learn, and what they do learn about polar bears. Objective: Students will demonstrate understanding of basic facts of polar bears based on their completed worksheets. Demonstrate basic skill at scrolling on a Web page. Identify key points in text.

Procedure: Start the lesson by explaining to students that they are going to learn about
polar bears. Ask students to think about polar bears and write down what they already know about polar bears under the K on their KWL charts. Or display the chart on your monitor, click in the column under K, and type students' answers as they respond aloud. Ask students to write or say aloud what else they would like to know about polar bears: Where polar bears live and what they eat might be among the questions students have. Record that information in the section of the chart under the W. Go to Enchanted Learning's Polar Bear Printout . Show students where on the page to look for the answers to their questions. Be sure to demonstrate how to scroll up and down on the page. Have students read the page quietly to them, or read the text aloud to them. As students find information that is new to them or that answers their questions, have them write it (or record it yourself) in the section of the chart under L. If students work independently, have them share with the class what they've learned.

Advanced Preparation: Print a copy of the KWL chart for each student. Or, if you are
going to do this as a whole class activity, save a copy of the chart to your computer desktop. Students also should be able to identify key points in text, either by reading or by following along as you read.

List Materials: Student access to a computer. (Can be done with one teacher
computer and a projector/TV monitor) KWL Chart

Developmental Benefits: Cognitive, Children learn facts Polar Bear. Technology, children learn to move cursor in a webpage. Future Plans: Print a copy of the Enchanted Learning page for each student and
have students color the polar bear. Or, go to National Geographic's Creature Feature on polar bears and watch the video, hear what the bears sound like, or read more exciting facts, recording new information in the section of the chart under L.

Student Learning Outcomes: Students will be evaluated on

Understanding of basic polar bear facts, as shown on worksheet. Class participation. Ability to navigate the Web site.

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Polar Bear Ursus maritimus

Polar Bears are large, meat-eating bears that are well adapted for life in their frozen Arctic environment. They are powerful swimmers who hunt seals in the water. Polar bears can run in bursts up to 25 mph (40 kph). Anatomy: Polar Bears are up to 10 feet (3 m) long and weigh about 1,700 pounds (770 kg); males are bigger than females. Polar bears have a small head, powerful jaws, and a black nose and tongue. They have a strong sense of smell. They have 42 teeth; the tail is small and flat. They have wide front paws with slightly webbed toes that help them swim. These bears paddle with their front feet and steer with the hind feet. Fur and Skin: Polar Bears have two types of fur. They have thick, woolly fur close to the skin that keeps them warm. They also have hollow guard hairs that stick up and protect the bears from getting wet. These guard hairs are like drinking straws and are clear-colored (not white). The white-looking coat camouflages them well in the snow and ice. Under the fur, Polar Bears have black skin. They also have a thick layer of fat (up to 4 inches thick) under the skin that helps keep them warm. Habitat and Range: Polar Bears live in icy Arctic areas of Alaska, Canada, Greenland, Norway, and Russia. They spend much of their time swimming in frigid seas. Diet: Polar Bears are carnivores (meat-eaters) that frequently hunt and catch their prey in the water, often many miles from land. They are fierce predators who eat mostly seals (and some walruses and other marine mammals). A polar bear's stomach can hold up to 150 pounds. Polar bears don't drink water. Reproduction: When pregnant, females (called sows) build snow dens in which they spend the winter; they usually give birth to twin cubs. Male polar bears (called boars) are active all year. Classification: Kingdom Animalia (animals), Phylum Chordata, Class Mammalia (mammals), Order Carnivora, Family Ursidae (bears), Genus Ursus, species U. maritimus (meaning "sea bear").

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Topic/ Tittle of Lesson

Frog Life Cycle

Focused Domain

ScienceTechnology

Goal: Stages in the life cycle of a frog, Sequencing Objective: Be able to listen and participate in a discussion. Know that frogs exist and those they start from somewhere. Know how to cut and paste. Understand the concept of sequencing. Be able to use the mouse and follow directions for the use of technology. Know how to use the paint program for the final project. Procedure: The students participated in answering questions and discussing things about frogs for the Know and Want to know of a KWL. Using sequencing cards, we learned about the life cycle of a frog. Using picture charts, the students reviewed and discussed the stages of the life cycle of a frog. The students observed and discussed in partners the information in a book-marked site on the Internet. The students completed a cut and paste-sequencing page for review on the life cycle stages. For the final project, the students were required to draw the four stages of the life cycle of a frog in the paint program. Advanced Preparation: List Materials: Computers and printer, Internet and paint program on Window 95 Developmental Benefits: Science, Children develop the knowledge about life cycle. Future Plans: Is possible do the same with life cycle of plants. Student Learning Outcomes: The students were very motivated and eager to do the project. The computers are a great motivator for first graders. Transition Plan: ! !

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Topic/ Tittle of Lesson

What's Inside My Computer?

Focused Domain

Educational Technology

Goal: Students draw a picture of what they think a computer looks like inside. Then they
explore more! Objective: Students will Explore the inside of a computer. Learn the function of each part of a computer. Learn the definitions of unfamiliar computer terms. Complete a worksheet of definitions of computer parts.

Procedure: Invite students to draw a picture of what they think the inside of their
computer looks like. Encourage them to show what they think makes the computer work. Then have students explore the grade-level appropriate computer at Click-N-Learn. As they read, encourage students to make a list of any words or terms they do not understand. Have them to go to Whatis.com to look up the words on their lists. Note: The part of this lesson described above might be completed with students gathered around a single classroom computer, with a projected image of the Web site as the whole class explores it together, with students working at individual computers in a lab setting, or with students working individually at a learning center computer. Next, write a list of words on a board or chart and have students write a one-sentence definition for each word. You might use the words below, or create your own list of grade-appropriate terms: Motherboard Chipset BIOS Operating system Memory Then ask each student to create his or her own personal dictionary of computer terms. The five terms you provided for the activity can be the start of that dictionary. Encourage students to add to their lists of terms and definitions throughout the year as they learn more about computers and other technology.

Advanced Preparation: List Materials: Computer with Internet access

Click-N-Learn Web site Whatis.com Web site

Developmental Benefits: Technology, Children learn the principal components of a computer. Language, acquire specific lexicon of this topic. Future Plans: Is possible making the same with electro domestics. Student Learning Outcomes: Students will provide correct definitions for each of five

words in the activity. Answer Key: (Definitions from Whatis.com.) 1. A motherboard is the physical arrangement in a computer that contains the computer's basic circuitry and components. 2. A chipset is a group of microchips designed to work as a unit in performing one or more related functions. 3. BIOS (Basic Input/output System) are the program a computer's microprocessor uses to get the computer system started after its turned on. 4. An operating system (sometimes abbreviated as "OS") is the program that manages all the other programs in a computer. 5. Memory is the name for the electronic holding place for instructions and data that a computer's microprocessor can reach quickly.

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Topic/ Tittle of Lesson

Moussing Around

Focused Domain

TechnologyComputer Tools

Goal: Practice using a mouse and complete a "mouserobics" scavenger hunt. Objective: Students will explore how to use a mouse. Learn about some of the tools
used to move around and between computer windows. Complete a scavenger hunt about what they learn.

Procedure: Explain to students that a computer is both an input and an output device.
Some parts of the computer, such as the mouse and the keyboard, are used to put information into the computer. Other parts, such as the monitor and the speakers are used to get information from the computer. Point out that computer users need to put in information correctly in order to get out the information they need. Tell students they are going to learn how to use the mouse to input information by exploring the Mouserobics tutorial. Then provide them with the Mouserobics Scavenger Hunt to complete when they are done with the tutorial. Note: The part of this lesson described above might be completed with students gathered around a single classroom computer, with a projected image of the Web site as the whole class explores it together, with students working at individual computers in a lab setting, or with students working individually at a learning center computer

Advanced Preparation: List Materials: Mouserobics Web site Mouserobics Scavenger Hunt Developmental Benefits: Children learn how the mouse move, and click to get another window or insert to make operations or introduce data. Future Plans: Practice the mouse movement with digital puzzles. Student Learning Outcomes: Students will answer correctly at least 6 of the 8
questions on the Mouserobics Scavenger Hunt.

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Name: ____________________________

MOUSEROBICS!
Directions: What do you know about how your computer mouse works? Use the
information at the Web site provided below to complete the sentences on this page. Read each sentence. Write the missing word or words on each blank line.

Web Resources: Mouserobics

http://www.ckls.org/~crippel/computerlab/tutorials/mouse/ page1.html 1. If you see a word in blue type with a line under it, move the mouse until it is on top of the words. When you see the _________________________, click the button on the mouse. 2. To move to the bottom of a computer window, click the down arrow on the ______________ bar. 3. When you click the arrow on a ______________________ menu, a list of choices appears. 4. When a window pops up, read the message and click ___________________________________. 5. To make a capital letter, hold down the _____________ key on the keyboard and press the letter. 6. You can copy or cut a word by highlighting that a word and then clicking the word _____________________________ at the top of your computer window. ! ! ! ! ! ! ! ! ! ! !

Topic/ Tittle of Lesson

There's a Monster in My E-Mail!

Focused Domain

Educational Technology

Goal: Students participate in a collaborative e-mail project. Objective: Students will

Draw a picture of a monster. Describe the monster they have drawn in. E-mail their descriptions to other students. Submit their pictures to a Web site. Read other students descriptions of the monsters theyve drawn. Draw a picture of a monster from a written description

Procedure: In this lesson, students participate in a collaborative e-mail project in which

they draw and describe pictures of monsters for other students to recreate and then recreate monster drawings from other students written descriptions. For complete details about the project, including instructions on how to participate, visit the Monster Exchange. Read an Education World article about the Monster Exchange project: The Monster Exchange Project: Monsters Made to Order! "The dog is brown." Does this sound like your students' idea of a descriptive sentence? The Minds Eye Monster Exchange Project is ready to change all of that! A unique activity that has students writing descriptive paragraphs, this project is fast becoming an integral part of the language arts curriculum of many classrooms. What is the best part? Students get to use their imagination to design their very own monsters! Included: Comments from teachers across the grades who have seen the educational value in this well-thought-out online project.

Advanced Preparation: List Materials: computer with Internet access, e-mail account, the Monster Exchange
Web site.

Developmental Benefits: Technology, Children learn and participate in a virtual project. Social, children interact with unknown people in a good way. Future Plans: Student Learning Outcomes: Students will be evaluated on the quality of their written
description of the monster they draw and on their ability to correctly interpret the written directions for the monster they recreate.

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Topic/ Tittle of Lesson

Writing a Story with Focused Domain Storybook Weaver software

Language Arts, Computers

Goal: Children develop and visualize the procedure to make a book. Objective: To introduce to the computer and software Storybook Weaver To talk about what kind of story he would like to write To start writing our own book To have good behavior and earn a reward Procedure: Introduction: We are going to go over our schedule (see attached) and what this weeks reward is. (Pencil) We are going to talk about the rules for tutoring again We are going to learn how to use the software Storybook Weaver We are going to read and/or look through several predictable/repetitive books 2. Modeling: I am going to read through one of the books and talk with him about how we could rewrite it using our names or places around us or things that we like, etc. I am going to start writing a story about me 3. Guided Practice: We are going to write our story together over several sessions. 4. Independent Practice: I am going to have him write some ideas about what we could write about. (If he wont write I will let him dictate them to me) Closure/Summary: We are going to discuss what we will do next week (work more on the book) We are going to talk about how his behavior was today and if he has the required stickers then he will get his choice of pencil Advanced Preparation: List Materials: Books: If you Give a Moose a Muffin, If you Give a Pig a Pancake, and The Cat in the Hat Computer and Software: Storybook Weaver, Paper, Pencils/erasers, Rewards box, Notecards, Concentration cards, Schedule/Rules Guiding Questions: How could we rewrite this book? What would you like to write about? What kind of characters would you like in your story? Where would you like your story to take place? Developmental Benefits: Language, children visualize and develop the way to make your own books. Technology, children learn operate a new program. Future Plans: Is possible use the same procedure to express their feelings about determined book.

Student Learning Outcomes: Transition Plan:

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Topic/ Tittle of Lesson

Types of Transportation

Focused Domain

Computers & Internet, Social Studies

Goal: Introduce the moving transportation machines and kinds. Objective: Children will identify transportation machines and their technology types and uses in the community. Procedure: Talk about what Transportation means. Transportation is a way that people or things move around. Some means of transportation are: Trains, Bicycles, Motorcycles, Cars, Trucks, Boats, Airplanes, Tractors, Hot Air Balloons, Etc. Have the students draw a Transportation picture. Draw a train track across the bottom of the page. The track is under the pencil cup. Draw a road across the middle of the page and another one from the train track to the bottom of the page. The road is under the pencil cup. At the top of the page, draw a blue circle in one corner. This will be a lake for the boat. At the bottom of the page draw a brown triangle. This will be a dirt pile for the bulldozer. Now click on the blue stamper, and then click the present. Put a stop sign at the intersection. Stamp a bicycle and a motorcycle by the pond. These both have two wheels. Now stamp two cars on the road. Stamp three things that fly in the sky. Stamp a bulldozer by the brown triangle. The bulldozer doesnt have wheels. Stamp a boat in the lake. Stamp a train on the tracks. Save as transportation in the individual student folders. Advanced Preparation: List Materials: Flash cards about transportation machines, Crayons, Color pencils and paper. Developmental Benefits: Technology, children learn about the different technologies used by the different kinds of machine transportation. Language, children learn new words about this topic. Science, children learn how the machines functioning. Future Plans: Is possible uses each transport to teach new words and explain the functioning of machine. Student Learning Outcomes: Children express their previous knowledge of each transportation machine. Transition Plan: !

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! Topic/ Tittle of Lesson Technology At Work Focused Domain Science Technology

Goal: Children can develop the concept of technology. Objective: Students will understand the following: 1. Technology is defined as "any invention, including tools, machines, materials, techniques, and sources of power, that makes people's work easier." 2. The history of technology really begins in prehistoric times. Procedure: 1. Ask your students what they think of when they hear the word technology. Ask them when they think technology began. Their answers are likely to center on modern technology, especially computer-related technology. 2. Let students know that technology is defined as "any invention, including tools, machines, materials, and sources of power, that makes people's work easier." Then ask them to reconsider their ideas about when technology began. They should realize that technology began the first time a human, or even a pre-human, used a stick or a rock as a tool or a weapon. Such advances as the ability to make fire, the development of agriculture, and the use of simple machines such as the lever or the inclined plane count as technology, as do electricity, nuclear power, and the computer. 3. Divide your class into groups, and have each group meet to brainstorm a list of at least 10 technological advances they think should be included on a time line of the most important technological advances in human history. 4. Next, have students do research to find the dates for the technological advances they plan to include on their time lines. (Prehistoric technology can be dated simply by the word "prehistoric.") 5. Students can make their time lines on long strips of paper they cut out and tape together or on brown paper that comes in rolls. Time lines should include illustrations of the technological advances students wish to highlight. 6. When all groups have completed their time lines, display them around the classroom. Invite students to compare the time lines to see which technological advances were included on most of them. Advanced Preparation: List Materials: For this lesson, We need: Research materials on the history of technology Computer with Internet access Long strips of paper Developmental Benefits: Science, children learn facts about inventions. Technology, has been present in many eras of humanity. Future Plans: Have interested students work together to make models of the

technological advances they consider most important. If a group of students chooses something too complex for a model (e.g., a computer), the group members can produce a labeled diagram instead. Student Learning Outcomes: Science, children enjoy the history of inventions. Technology, how it can be used to help the humanity. Transition Plan: ! ! ! ! !

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! ! ! Topic/ Tittle of Lesson Technology At Work 2 Focused Domain Technology, Science, Environment

Goal: Children will develop the concept of technology like a tool that must help humanity. Objective: Students will understand the following: 1. Modern technology has benefited human beings by increasing production of goods and services, reducing the amount of labor needed to produce these goods and services, and providing higher living standards. 2. Technology has also had negative effects on societyenvironmental pollution, depletion of natural resources, unemployment, and the creation of ethical dilemmas, among others. Procedure: 1. Ask your students to consider advances in technology over the past several hundred years, and discuss with them ways in which these advances have benefited human beings. Examples you might start out with are the printing press, electricity, the telephone, the automobile and airplane, and of course, the computer. 2. Before continuing the discussion, begin a chart on the chalkboard with three column headings: "Increasing Production of Goods and Services, "Reducing Amount of Labor Needed to Produce Goods and Services," and "Providing Higher Living Standards." Tell students that as they continue discussing the benefits of technology, they will be classifying the benefits under these headings. If necessary, go over the meaning of each heading with the class before you continue. 3. As students discuss the benefits of technology, list them on the chart. For example, if students say that the telephone has made it easier to talk to friends, list "telephone" under "Providing Higher Living Standards." If they say that the dishwasher has made it easier to wash dishes, list "dishwasher" under "Reducing Amount of Labor Needed to Produce Goods and Services." Students may decide to include some technologies under more than one heading. 4. Next, ask students if they can think of any technological advances that have had negative effects on society. 5. Before they continue the discussion of harmful side effects of technology, begin a second chart on the chalkboard with the column headings "Causing Environmental Pollution," "Depleting Natural Resources," "Causing Unemployment," and "Posing Ethical Dilemmas." Make sure students understand the meaning of each heading by giving examples of each. Especially, make sure

they understand that the word ethical means, "having to do with right and wrong" and that the word dilemma means "a difficult decision." An ethical dilemma, therefore, is a difficult decision someone has to make about whether something is right or wrong. 6. As students continue to discuss harmful side effects of technology, record their ideas on the chart. For example, if students mention the automobile, list it under "Causing Environmental Pollution" and "Depleting Natural Resources." If they mention the computer, list it under "Causing Unemployment" and "Posing Ethical Dilemmas." (You might make it clear that computers have posed privacy issues and freedom-of-speech issues.) 7. At this point, focus students' attention on the column headed "Posing Ethical Dilemmas." Discuss the dilemmas in further detail. If there are only a few entries in the column, brainstorm more entries with the class. For example, you might want to add cloning, DNA testing, nuclear power plants, and genetic engineering. 8. Divide the class into two groups, and have them choose one of the entries on the second chart as a subject for debate. Have the groups debate whether the particular technology under consideration is more helpful to society or more harmful. 9. After the debate, have the class discuss possible ways the uses of the technology could be controlled to minimize negative effects. Advanced Preparation: List Materials: For this lesson, you will need: Research materials on the history of modern technology Computer with Internet access Developmental Benefits: Development, children can make a judgment of technology that tool that help the humanity. Science, Children know about principal tools that permit the develop of our society. Future Plans: Have students brainstorm in groups to come up with what they think may be the next technological advance. Will it be instant transportation ("beaming up, la Star Trek)? Time travel? Eternal youth? Encourage students to use their imaginations. Then hold a class discussion in which students talk about the ethical implications of their future technologies. Student Learning Outcomes: Children participate in discussion about inventions and stimulate their desire of investigate more about topics of their interest. Transition Plan: ! ! ! ! ! ! ! ! ! !

Topic/ Tittle of Lesson

Inventors

Focused Domain

Technology and Science

Goal: Knows that some objects occur in nature, whereas others have been designed and made by people to solve human problems. Objective: Students will understand the following: 1. Some inventions come about accidentally. 2. The story of an invention can be told in an interesting fashion. Procedure: In this activity, I will help students do research to find out how two indispensable tools of daily lifesticky notes and Velcrocame to be. As I introduce the subject of their investigations, I invite students to add to the list any other everyday objects they may be curious aboutfor example: Swiss army knives Book lights Hand warmers for winter sports enthusiasts

The students' end products will be written reports. Specify for students the questions you want them to answer about each everyday object they study: Why did the object first come about? Did someone set out to make it, or did an accident of sorts inspire the inventor? Through what stages did the object develop? What caused changes in the object over time? How did the everyday object in question affect the way people behave? What is the economic impact of the object? That is, how many are made each year, and how many people are involved in making it? Motivate students to show their inventiveness in figuring out where to look to get information about the discovery of sticky notes, Velcro, or another everyday product. Rather than relying on printed encyclopedias as students so often do for research, show them how to use alternative sources for this inquiry. Demonstrate for students how to look for information on the Web, in periodical indexes, and at corporate Web sitesfor example, the 3M Web site for Post-it Brand sticky notes. I tell students they should write their reports in the narrative mode, moving forward in chronological order: explaining where the inventor began, what happened when, and how events transpired once the inventor or someone else recognized the usefulness of the new product. Ask students to think about narrative techniques that create suspense or human interest

elements that would be appropriate to a narrative about an invention. In particular, encourage them to think and use quotationsfor example, statements by the inventor or by the marketerin writing about the development of the product. Conclude by asking students if they thought this project was more about science or more about writing. Help students see that it's just as important to write well on a science topic as it is when writing a book report about a novel. Advanced Preparation: List Materials: For this lesson, I will need: Computer with Internet access Printed index or online database of articles in periodicals Developmental Benefits: Technology, Children observe the computer like a tool in whole process of investigation and inform presentation. Language, Children follow a process to writing their inform coherently. Future Plans: Present children the use of scientific method like a procedure to make investigations with a proposit. Student Learning Outcomes: Children enjoy doing their own informs and observe the product of their work with satisfaction. Transition Plan: ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

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Topic/ Tittle of Lesson

Era of Inventions

Focused Domain

Science, Technology and Society

Goal: Children will compare actual life with life in past century. Objective: Students will Research significant transportation milestones during the past century; Determine the impact of these milestones on society, the economy, communication, travel, and their lives; and Design and present "decade in transportation" exhibits. Procedure: In December 1903, Wilbur and Orville Wright traveled from their home in Dayton, Ohio, to the sandy beaches of Kitty Hawk, North Carolina, to test their 1903 flyer. Have students plan their own trip from Dayton to Kitty Hawk. How many miles separate the cities? (760 miles) What transportation options exist? How long should the trip take with each option? (With a connection in Cleveland, the flight from Dayton to Norfolk, takes just under three hours. From Norfolk, the driving distance to Kitty Hawk is about 90 miles.) Students may use MapQuest, or another map planning web site to research other routes. Now have students imagine Wilbur and Orville Wright planning their trip in 1903. What transportation options existed then? About how long would the journey take? What challenges might they face? (A letter from Wilbur shows that he spent one full week traveling from Dayton to Kitty Hawk. The journey required two train rides one of which took 24 hours one boat ride, and one ferry ride). A copy of his letter is online at Nps.gov/web Advanced Preparation: List Materials: Print letter of Nps.gov/web Developmental Benefits: Technology, children use the web to investigate and learn about transcendental discoveries. Science, children can learn about aerodynamics. Society, this important discover change the world. Future Plans: In the same way is possible introduce, computers or windows or web. Student Learning Outcomes: Children shows satisfaction when understand the aerodynamics function. Transition Plan: ! ! !

Topic/ Tittle of Lesson

All About Computers

Focused Domain

TechnologyHistory

Goal: Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them. Objective: 1. The World Wide Web can be a helpful place to find information on certain topics. 2. Two ways to locate information on the Web are through the Internet Library and by using a search engine. 3. A Web site is a place where groups of people share information and resources on the Internet. 4. The address of a Web site is called a URL, which stands for uniform resource locator. (Universal resource locator is also used.) Procedure: Ask students to share what they know about using the Internet or the World Wide Web. Encourage them to talk about Web sites they have visited and what they learned from their visits. Make sure everyone in the class understands that (a) the Web can be a helpful place to find information on certain topics, including many topics studied in school, and (b) a Web site is a place where groups of people share information and resources on the Internet. Ask students how they would go about using the Web to find information on a topic. Share with the class three ways to begin: Ask your teacher or librarian for the addresses of one or more Web sites that offer information on your topic. Use the Internet Public Library, which features Web resources organized, as in an ordinary library, according to the Dewey Decimal System. The address for the Youth Division of the Internet Library is: www.ipl.org/youth/dewey. Use a search engine. The Classroom Connect Class Web Research Page provides links to numerous search engines for elementary school students. The address for this Web page is www.classroom.net Students should understand that all of the above methods provide the researcher with a Web address, or URL, which stands for uniform (or universal) resource locator. By going to that address, the researcher may find the needed information. If not, he or she should try other addresses. Ask students to contribute to a list of topics they might want to research on the Web, and record their topics on the chalkboard. You may add topics of your own to the list. Divide your class into groups, and give each group time to use a computer with Internet access to research a topic of its choice. (You might have groups submit their first-, second-, and third-choice topics to you so that you can avoid duplication of topics among

groups.) Encourage groups to visit at least three Web sites while researching their topics. Groups should use the information they have found on their topics to prepare oral or written presentations to share with the class. They should document their presentations with the addresses of the Web sites they used. Start a classroom library of URLs, listed by topic. The URL library might take the form of a card file, or be kept online for students to access. Advanced Preparation: Introduce younger students to the World Wide Web by asking them to name topics they would like to research, then guiding them through the use of a search engine to find Web sites that offer useful information on their topics. List Materials: For this lesson, you will need: Computer with Internet access Developmental Benefits: Understands the significance of the printing press, the computer, and electronic developments in communication and their impact on the spread of ideas. Future Plans: In the same way is possible present the creation of Facebook or Tweeter Student Learning Outcomes: Knows that people continue inventing new ways of doing things, solving problems and getting work done; these new ideas and inventions often affect other peoplesometimes the effects are good and sometimes they are bad Transition Plan: ! ! ! ! ! !

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Topic/ Tittle of Lesson

Inventors and inventions

Focused Domain

Science and Technology

Goal: Understands the nature of technological design. Objective: Students can conduct an experiment in which they change the size, weight, and wing structure of paper airplanes to see how each plane flies. Procedure: Students may enjoy participating in a paper airplane design contest. Elicit stories students may want to tell about prior experiences with flying paper planes. From an activities book or from your memory, demonstrate the construction of a basic paper airplane. Ask students to follow your example. Conduct a contest by dividing the class into groups and letting the groups compete. The winners from all the groups should then compete against each other. Let students participate in setting the starting line. When results are in, encourage students to account for the differences in speed and direction of their planes. Help students understand that an important variable is the way each student handled his or her plane. Explain that for the next competition, you will keep that variable constant by using only one "pilot." In the next competition, though, the pilot will fly many different styles of paper planes to see which design goes farthest or fastest. Discuss with the students in what ways they can vary their original plane design. They should suggest at a minimum making the paper planes larger or smaller, making them lighter (by cutting holes?), or bending or curving the wings in various ways. With one student attempting to use the same thrust for each plane he or she speeds on its way, note with the class how long each plane stays aloft and how far it travels. Proceed to discuss with students what they learned from this activityand what further work they would have to do before being sure of what accounts for speed, altitude, and distance. Advanced Preparation: List Materials: Paper for making paper planes. Developmental Benefits: Knows that some objects occur in nature, whereas others have been designed and made by people to solve human problems. Future Plans: Is possible make houses with different kinds of paper to measure resistance. Student Learning Outcomes: Knows that some objects occur in nature, whereas others have been designed and made by people to solve human problems. Transition Plan: !

Topic/ Tittle of Lesson

Color Hunt

Focused Domain

Language Arts, Technology.

Goal: Communication and Collaboration; Critical Thinking, Problem-solving, and Decision-making; Digital Citizenship; Technology Operations and Concepts Objective: Children will identify and photograph an assortment of classroom objects that are a specific color; use the digital camera with little or no help and download their pictures; and work together to accomplish a goal. Procedure: Like the cat in Cats Colors by Jane Cabrera, the children are becoming familiar with different colors. To support this learning, prepare half-sheets of different colors of heavy-weight paper. Put each piece of paper and a pencil in an envelope. Divide the children into pairs and let each pair select an envelope. Explain that they are to search for objects in the room that are the color of their paper. For example, if they have pink paper, they will look for pink objects; if they have orange paper, they will look for orange objects. Encourage the children to look around the room while they are still seated and list objects they see that fit their color criteria. As each pair completes their list, review it with them. Provide the children with a digital camera to take pictures of objects on their planning list. Each child should have the opportunity to take two or three pictures, resulting in four or six for each group. After the children have taken their pictures, they can download them into iPhoto or Kodak EasyShare software. Once the pictures are downloaded, the children can launch Kid Pix Deluxe 4 and begin a new project by selecting add a graphic. The childrens photos can be found in either the iPhoto or Kodak Pictures folder. The children can select their images and add them to a Kid Pix project. Encourage the children to add text and draw images to accompany their picture(s). The childrens work can be printed and bound or they can create a slide show from their images. If the class has access to one or two digital cameras, this activity works best with children divided into small groups with each taking turns using a camera. If more digital cameras are available, all groups can work at the same time. Children can create drawings using Kid Pix Deluxe 4 while waiting for an opportunity to use the digital camera. Advanced Preparation: List Materials : Software iphoto or Kodak Easy Share, Kidspiration 2 Developmental Benefits: Future Plans: Choose a color and ask the children to write on a piece of paper the food they think of when they hear that color. (If the color is red some may think of apples, tomatoes, or strawberries.) Use Graphers or The Graph Club to chart the results. Student Learning Outcomes: Children really enjoy this type or activities and socialize with their peers. Transition Plan: ! !

Topic/ Tittle of Lesson

Compliments

Focused Domain

Technology, Science, Language Arts

Goal: Children learn to use a photo program. Objective: Children will work in pairs using software to create a digital book that illustrates and describes positive qualities of others; and demonstrate knowledge and skills in the use of digital cameras and computers. Procedure: Children should have prior experience with using a computer and digital camera, using a photo management program to download pictures from the camera to the computer, and transferring the pictures into Kid Pix Deluxe 4. Divide children into pairs. Provide each pair with a digital camera and ask them to take a picture of their partner. Children can then download the pictures to a photo management program, such as iPhoto or Kodak EasyShare. They may need assistance with creating a new album or folder, naming it, and dragging the pictures into it. The photos in this folder can then be transferred into Kid Pix Deluxe 4 so that each child can make a page which will go into a book. Children can add text to the picture of their partner. They should write a compliment about their partner, naming some of the childs good qualities and going beyond, I like ____. When the pages are completed, they can be printed and combined into a small version of the book for each group member, with a large version printed for the classroom library. Advanced Preparation: List Materials: iPhoto or Kodak EasyShare, Kid Pix Deluxe 4 Developmental Benefits: Language Arts: Communication Skills; Communication Strategies, Visual Arts: Understanding and Applying Media, Techniques, and Processes; Using Knowledge of Structures and Functions Technology: Creativity and Innovation; Communication and Collaboration; Critical Thinking, Problem-Solving, and DecisionMaking; Digital Citizenship; Technology Operations and Concepts Future Plans: Students may draw pictures of their partners in Kid Pix Deluxe 4. They can use the backgrounds, stickers, and stamps to show what they know about their partner. Student Learning Outcomes: Language Arts: Communication Skills; Participating in Society Social Studies: Culture; Individual Development and Identity Science: Science as Inquiry; Science in Personal and Social Perspectives. Technology: Creativity and Innovation; Communication and Collaboration; Digital Citizenship Transition Plan: ! ! ! ! !

Topic/ Tittle of Lesson

Weather Maps

Focused Domain

Language Arts, Science, Technology

Goal: Children recognize the principal characteristics of weather, Objective: Children will document, discuss, and describe the weather for a specific period of time; then use software to create a mind map related to weather. Procedure: Many children are fascinated by different weather forces. They are often curious about cloud formations, concerned with dark skies, and excited when they see snowflakes. As a class project, record the weather experienced during a three-day period. Encourage the children to discuss their feelings related to the weather and how weather may affect the way they feel ( i.e., Do they feel different when it is sunny compared to when it is raining?). Create a template similar to the one shown below using Kidspiration 2. Ask the children to use the software and create a concept map showing the different kinds of weather. The children can expand their concept map with details related to the different forms of weather. Subtopics may include appropriate clothing and activities that correspond to various weather conditions. Advanced Preparation: List Materials: Kidspiration 2 Developmental Benefits: Relate appropriate clothing with outdoor activities. Language Arts: Communication Skills; Applying Knowledge Science: Science in Personal and Social Perspectives Social Studies: Culture; People, Places, and Environments Technology: Communication and Collaboration; Digital Citizenship; Technology Operations and Concepts Future Plans: Make a digital camera available so children can go outside and photograph different kinds of weather. Print photos of the various kinds of weather and post them near the area where large group activities are conducted (the photo collection will increase during the school year as the weather changes). As the various forms of weather are experienced, make a notation near the picture indicating that the weather occurred. The notation may be as simple as a tick mark or the date. Children will begin to recognize different types of weather on a single day. Student Learning Outcomes: Children enjoyed taking pictures of their friends and making the photo album. Transition Plan: ! !

Topic/ Tittle of Lesson

If its White is it snow

Focused Domain

Language Arts, Science, and Technology

Goal: Introduce the use of microscope to scientific investigation process. Objective: Children will investigate and examine the qualities of snow. They will use a digital microscope, such as the ProScope microscope, to closely examine snow. They will also use a digital camera to collect photos of the immediate area and of their classmates as they collect data using the digital microscope. Children will have the opportunity to work together to create a movie using digital images from the microscope(s) and the digital camera(s). Procedure: Choose a day when it is snowing or a day when snowfall has been recent. Divide children in a number of small groups, group size dependent on the availability of microscopes and digital cameras. Children should have previous experience using the microscopes and digital cameras. Connect the microscope to the computer, launch the microscope software, and go outside. Offer all children the opportunity to use the microscope to examine the snow and take magnified images. Provide access to the microscope(s) and the digital camera(s) for all the children. After they have an opportunity to use both devices, return inside and download the camera images to iPhoto or Kodak Easy Share. Import microscope images into the photo software application. If a class movie is planned and multiple computers, microscopes, and cameras were used, download all photos to one computer and transfer all microscope images that same computer. Launch iMovie and create a movie using the microscope and camera images. Include the children in the process, encouraging them to add images to the iMovie timeline, add subtitles and other text, transitions, and sound. The completed movie can be exported in QuickTime format, burned to CDs and shared with families, or exported in a format suitable for adding to the classs or schools website. Advanced Preparation: List Materials: ProScope Microscope, Digital Camera, ComputerIphoto or Kodak easyshare. Developmental Benefits: Understand that products vary among children. Language Arts: Communication Skills; Communication Strategies Social Studies: Time, Continuity, and Change; Individual Development and Identity Technology: Digital Citizenship; Technology Operations and Concepts Future Plans: Investigate the differences in snow that is dry and fluffy and snow that is heavy and wet. Record characteristics of each type of snow. Use the digital camera and the microscope to collect images for comparison. Publish findings in one of the methods suggested in the previous activity. Student Learning Outcomes: Understand that products vary among children.

Language Arts: Communication Skills; Communication Strategies Social Studies: Time, Continuity, and Change; Individual Development and Identity Technology: Digital Citizenship; Technology Operations and Concepts Transition Plan: !

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Topic/ Tittle of Lesson

Making Patterns with Music

Focused Domain

Math, Technology, Visual Arts

Goal: Expand the way to create patterns, using music. Objective: Children will gain experience in making mathematical patterns using music loops. Children will produce a series of repeating patterns and relate those musical patterns to ones created using other materials and symbols. Procedure: Children may work individually or in small groups to accomplish this activity. Children who are readers could follow simple written directions for using GarageBand. Other children should be guided through the process of launching the software, accessing the loop browser, listening to music loops, adding music loops to the music tracks, and creating a pattern of music. Note that with the creation of each new GarageBand episode the user is given the opportunity to name his/her product. If their work is to be saved, then the children should begin their work with a meaningful name. Allow time for children to experiment and become familiar with GarageBand. Ask them to use the music loops to create a specific pattern, such as an AB pattern. Suggest more complicated patterns. Encourage the children to share their musical patterns with their friends. The children could critique one anothers efforts to match the pattern and, if necessary, offer suggestions about ways to change the current pattern to better match the requested one. Children should be guided through the process of exporting their music to iTunes so that they can share the music with others. As the music is played, challenge the children to identify the pattern in the music sequence. Once exported to iTunes, ask each child to select a favorite musical pattern from those created. Collect those musical compositions and burn the classs favorites to CDs, producing one for each child. Advanced Preparation: List Materials: Garage Band App, itunes. Developmental Benefits: Experience a real-world use of mathematical patterns and sequences. Language Arts: Communication Skills Math: Algebra; Communication; Connections; Representation Technology: Creativity and Innovation; Communication and Collaboration; Critical Thinking, Problem-Solving, and Decision Making;Technology Operations and Concepts Future Plans: Is possible use piano apps to introduce this instrument. Student Learning Outcomes: Use music loops to create distinct patterns and sequences. Experience a real-world use of mathematical patterns and sequences. Transition Plan: ! ! ! ! !

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Topic/ Tittle of Lesson

Recycle

Focused Domain

Technology Science

Goal: Enhance the concept of recycling and provide methods to clean our environment. Objective: Children will: Work independently using the Internet to research recycling topics. Use software to create a map that showcases their ability to understand, recognize, and describe, recycling, and to make connections between real world recycling practices and what they can accomplish in the classroom. Demonstrate knowledge and skills in the use of computers. Procedure: This activity is intended to be used as part of a curriculum unit on recycling in which children learn about the importance of recycling and methods for accomplishing good recycling practices. Children should have prior experience using a computer, conducting an Internet search, and using Kidspiration software. A template, similar to the one shown at the end of this activity,can be created ahead of time. Children can also create their own concept map with a few simple directions. After researching the topics of recycling and environment on the Internet, children will open Kidspiration. On the starter screen, they will click More, then click Concept Map and OK. To begin the concept map, they will type Recycle in the Idea box, then fill in and add more linking boxes. The first series of linking boxes could contain types of recycled materials, methods of recycling, or environmental factors. The second series should be more specific examples. After completing the concept map, children may create drawings of some of the items in their concept map by using the Symbol Maker located in the top menu bar. In some cases they may be able to use stamps in the Symbol Maker, or pictures from the library located on the left side of the screen. Children can write about recycling by adding text related to the items on their page. When all children have completed a page, the pages can be combined into a booklet. A small version of the book can be printed for each group member, while a large size book can be printed for the classroom library. Advanced Preparation: List Materials: Sotware required kidspiration, Computer Developmental Benefits: Learn the importance of recycling and keeping our air clean. Understand that they can reuse materials and reduce the amount of waste that is produced. Understand properties of earth materials. Future Plans: Children can sort recycling items into different bins in the program. Student Learning Outcomes: Conduct research, and gather and relay information from a variety of media and technology resources. Language Arts: Communication Skills, Communication Strategies, Evaluation, Science: Science as Inquiry. Technology: Communication and Collaboration; Research and Information Fluency; Critical Thinking, Problem-Solving, and Decision-Making; Technology Operations and Concepts Visual Arts: Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Transition Plan: !

Topic/ Tittle of Lesson

Shape up with Geometry

Focused Domain

Technology, Language Arts, Math, Science, Visual Arts.

Goal: Expand knowledge about 3D Shapes. Objective: Children will work cooperatively in groups using software to create a multimedia presentation that showcases their ability to recognize, describe, name, draw, and extend space shapes; and demonstrate knowledge and skills in the use of computers and digital cameras. Procedure: Children will need access to a Space Shape Kit or other three- dimensional shapes that include squares, cylinders, cones, spheres, pyramids, rectangles, and cubes. Children should have prior experience using a computer and digital camera; downloading pictures from the camera to the computer; and transferring the pictures into a program, such as Photo Kit Jr. or Kid Pix Deluxe 4. Familiarity with space shapes will be helpful, but not necessary. Dividing children into small groups of 4 to 6 works best for this activity. Each group of children can examine the different space shapes. Provide a digital camera for the children and ask them to explore the school and take pictures of three-dimensional shapes they discover. Each child should take 2 or 3 pictures. They may take pictures of the shapes from the kit as well. Encourage them to help each other identify shapes. Additionally, make certain a picture is taken of the group creating shapes with their bodies or fingers or holding up the shapes from the kits. This will also be used as they create a book of space shapes. After all children in the group have taken pictures, they will download the pictures and transfer them into the photo management application. The children should create a new album or folder, name it, and drag the pictures into it. They can then import the photos from this folder into Photo Kit Jr. for use in their book. Ask each group to open Photo Kit Jr. and go into the Book Center. The children will then choose a book color, border graphic, and title for their book. They will determine the order of the pictures. Children can also add text, such as definitions related to the properties of each shape, to each page. Children can explain why their chosen object is a particular shape. When the books are completed, a small version of the book can be printed for each group member, along with a large version for the classroom library. Advanced Preparation: List Materials: Space Shape Kit, or other examples of several three-dimensional shapes; square, cylinder, cone, sphere, pyramid, rectangle, and cube. Developmental Benefits: Work cooperatively with peers, Math: Problem Solving, Science: Science in Personal and Social Perspectives Social Studies: Culture; People, Places and Environment Technology: Digital Citizenship, Recognize, describe, name, draw, and extend three dimensional shapes. Language Arts: Communication Strategies,

Math: Geometry, Science: Physical Science; Science and Technology Technology: Creativity and Innovation; Technology Operations and Concepts, Visual Arts.: Using Knowledge of Structures and Functions, Making Connections Between Visual Arts and Other Disciplines Future Plans: Discover Shapes in Nature. Our world is filled with many different shapes. Take your digital camera outside and take pictures of shapes in nature and in the city. How many shapes can you find? Can you find symmetry in nature? Create a PowerPoint presentation sharing your shapes. Create an online e-pal activity sharing photographs with another class over the Internet. Student Learning Outcomes: Use a variety of media and technology resources. Language Arts: Communication Skills, Communication Strategies, Technology: Creativity and Innovation; Communication and Collaboration; Technology Operations and Concepts Transition Plan: ! ! ! !

Topic/ Tittle of

Getting to know

Focused Domain

Science-

Lesson

your computer

Technology

Goal: Introduce parts computer. Objective: Children can point the parts computer. Procedure: Begin with a brief discussion about computers. Some children may have computers at home. Ask children to share what they know about computers. What kinds of things do they do with computers? Explain that a computer is a machine made of several parts that work together. Tell children that they are going to learn the names for the parts of a computer and how the parts go together. Distribute the computer diagram to children and read the words at the top. Tell children they can use these words to fill in the missing labels in the picture. Then point out each computer part in the diagram. As children label their diagrams, you might explain each part as follows. screen: This shows you the work you and the computer have done. computer: This is the most important part. It does most of the work. It follow your directions to solve problems or to create new work. keyboard: You use the keyboard to tell the computer what to do. mouse: The mouse is another tool you can use to tell the computer what to do. disk: The disk is like a book. It has information that the computer can read. You can use the computer to read what is on a disk or to put new information on a disk. CD-ROM: This is another kind of disk. It can store even more information than a regular disk, including pictures, sounds, and video. Now distribute the computer cutouts. Have each child cut out the pieces of the computer and paste them onto a piece of light-colored construction paper. Children can refer to their diagrams to make sure they assemble the computer correctly. Encourage children to draw a picture around the computer. They may want to draw a picture on the computer screen, as well. Remind them to draw wires to connect the keyboard to the computer and the mouse to the keyboard. Advanced Preparation: List Materials: Scissors, paste, light-colored construction paper, printed copies of a computer diagram, printed copies of computer cutouts Developmental Benefits: Children learn the computers parts, Adquire new vocabulary. Future Plans: The next lesson will include initial operations with the computer. Student Learning Outcomes: Children is fascinated with this activity and some knew how to turn on the computer. Transition Plan: ! ! !

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Topic/ Tittle of Lesson

Eyes on it

Focused Domain

Visual Arts Technology

Goal: Create a unique bulletin board that will challenge your students' powers of
observation. Objective: Students will learn to take photos and either (1) scan them into a computer or (2) crop sections of the photos. work with peers in a cooperative project.

Procedure: Challenge students' powers of observation by creating a unique bulletin

board. We can use a digital camera and printer to produce the required photos, Have students take photos of one another's faces. If a child wears glasses, the child should not wear the glasses for this photo. We need two photos of each child: A photo of each child's entire face will be posted on the bulletin board. The second photo will be rectangular in shape and show only the child's eyes (and the part of the nose that is between the eyes). Be sure to label the back of each eye-section photo with the student's name. If using a digital camera, use favorite photo-editing program to select a rectangle that contains only the eyes; print a copy of the whole face and another of the eye-section rectangle. Students scan the photos and then use a photo-shopping program to create an image of only the eyes. Create the Bulletin Board Divide the bulletin board area you will use into two sections. Attach the headshots (numbered 1, 2, 3, 4) of students on one side of the bulletin board and the eye sections (labeled a, b, c, d) on the other side. Challenge students to match each headshot to its eye photo. You might post an answer key on the bulletin board, hidden beneath a sheet of paper. If you teach younger students, you might brainstorm in advance a list of identifying characteristics they might look for -- for example, eye color, freckles or scars -- as they do the activity. Just for fun -- you might sprinkle in among the photos some photos of Groucho-type eyeglasses with noses or glittery eye masks

Advanced Preparation: List Materials: digital or film camera, printer and paper (if using a digital camera),
duplicate prints (if using a film camera)

Developmental Benefits: Technology, children take pictures and transfer to photo program to edit. Science, Children develop the observation ability to identify their peers. Future Plans: Is possible taking photos of specific topics to introduce new themes. Student Learning Outcomes: use of photography equipment. Interaction with peers.
Success with the matching activity.

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Topic/ Tittle of Lesson

Illustrating student writing

Focused Domain

Language Arts Education Technology

Goal: Type in Microsoft Word a descriptive paragraph about a person or other creature
they would most like to meet. They then draw in Microsoft Paint a picture of that person and/or of their meeting, and insert that image into the Word document. Objective: Depict story elements in a visual medium. Exhibit creativity through the completion of the drawn image. Practice computer skills. Procedure: o begins the lesson; discuss with the class the idea of meeting their favorite person in the world. You also might choose to include animals, aliens, and so on. If so, reading a book such as "I Met a Dinosaur" by Jan Wahl and Chris Sheban (Harcourt, 1997, ISBN 0152016449) might help spark ideas and discussion. After students have decided who (or what) they want to meet and what they would say or do at the meeting, have them go to a computer (as a class in the lab, or rotated on one or more classroom computers) and walk them through the following steps: Open Microsoft Word. Type at the top of the page their name, date, and any other information you want them to include. Hit Enter/Return. Click the Center Align icon and type the title, "If I Could Meet ____". (In the blank, have them add the person or other creature they want to meet.) Hit Enter/Return twice. Type 3-5 sentences that tell the reader who/what they want to meet, why they want to meet that person or creature, and what they would say and do when they met. Save their work as "StudentNameMeeting." Open Microsoft Paint on top of the document -- without closing Microsoft Word. Draw a picture of the meeting. Save the file as "StudentNameMeetingPic." Use the dotted rectangle tool at the top of the toolbar to draw a rectangle around the drawing. Click Edit>Copy. Minimize the Paint window. Click above or below the paragraph and then click Edit>Paste. Print.

Advanced Preparation: List Materials: computer access to Microsoft Word and Microsoft Paint (Note: this
lesson plan also can be completed with AppleWorks or other writing and drawing programs.)

Developmental Benefits: Children gain knowledge technology about Basic operations and concepts, technology productivity tools. Future Plans: In a future we can make a Autobiography, with pictures. Student Learning Outcomes: Understanding and communication of story elements through both text and picture. Completion of the assignment based upon their printed work Transition Plan: ! ! !

Topic/ Tittle of Lesson

Little, Medium, Big

Focused Domain

Educational technology

Goal: Students use the computer mouse to order sets of clip art in a Word document. Objective: Order different-sized objects from little to big. Click, drag, and hold objects using a computer mouse. Improve confidence with computer skills. Procedure: We can start following steps with the student, a small group of students, or the entire class, allowing students with advanced skills to help others. Then, Demonstrate how to double-click and open the file, and watch as students open the file (If students have very basic computer skills, I might open the file for them.) Remind students of classroom activities or discussions in which they learned about ordering objects from littlest to biggest. Demonstrate how to click, hold, and drag the smallest object in a set (such as the smallest top hat out of the three on the template), and watch them follow your instructions. Give students the opportunity to practice on the other three sets. If time permits, ask students to change the order from biggest to littlest. Advanced Preparation: Loaded either the Little, Medium, Big template provided onto students' computers or have created your own worksheet. Saving the file to your computer Desktop will make it easy to find. List Materials: Computer access, Little, Medium, Big worksheet template Developmental Benefits: MATHEMATICS: Measurement. Understand Measurable Attributes of Objects and the Units, Systems, and Processes of Measurement Apply Appropriate Techniques, Tools, and Formulas to Determine Measurements Future Plans: Modify the worksheet to include images for upcoming holidays, thematic units, and so on. Student Learning Outcomes: Have each student write his or her name on the worksheet (or write it for younger students), print the worksheets, and send them home. Students love to share work they've done on the computer! Transition Plan: !

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Topic/ Tittle of Lesson

Tasty Tech

Focused Domain

Educational Technology Mathematicsmeasurements skills

Goal: Introduce basic Excel skills to students in elementary school. Students rank their opinions of menu items from fast food restaurants, add their answers to the spreadsheet, and then create a simple graph of the results. Objective: Input data into spreadsheet cells. Understand basic spreadsheet terminology such as: cell, column, and row. Procedure: This lesson plans breaks down the basic skills of inputting data and adding graphs so even users with the most basic skills can quickly gain confidence and competence with Excel. The lesson is best taught as a whole class in a lab, cart, or one-toone setting, but can be modified for a classroom center of one to four computers. Begin by explaining to students that they will learn how to create colorful graphs by adding data to a computer program called Excel. Have each student watch you as you open the TastyTech template. Demonstrate to students the following three steps: Click cell A2, where the words "Teacher's Name" are and type your name instead. Explain that the box around your name is called a cell, and that the cell you used is called A2 because it's in column A, row 2. Ask students to name three of their favorite fast food items, such as a burger, milkshake, and chicken nuggets, and so on from a specific restaurant. Highlight the words "Fast Food Item #1," "Fast Food Item #2," and "Fast Food Item #3." Type instead the names of the foods they choose. Explain to students that you are going to rate the food 3, 2, or 1. A "3" means they love it; "2" means it's okay; and "1" means it's yukky! Demonstrate by putting scores in cells B2, C2, and D2 for each of the food items. (You should have a 3, 2, or 1 in each of those cells.) Have students open the TastyTech template on their own computers (Be sure to put the file on students' computers beforehand, or show them how to access it on the school's network if that's an option). Call on each student individually, and have students call out their evaluations (3, 2, or 1) for each food. The rest of the class then types each student's name and score for each food on their own worksheets. Walk around to make sure students are putting the information in the correct cells and that no student is behind. When the spreadsheets are complete, have students save and print their work. Next, walk students through the four easy steps of creating a graph of their work. Have them click Insert > Chart at the top of the screen and then For Step One: Make sure "Column" is selected under Chart type, and then click Next.

 For Step Two: Click Next. For Step Three: Under Chart Title, type "Student Name Fast Food Chart" (Replace Student Name with real students' names.) Under category (X) axis, type "Names." Under Value (Y) axis, type "Our Evaluations." Click Next. For Step Four: Click "As New Sheet" and then click Finish. Each student now should see a graph of the fast food survey results. Students can print the graphs for class work credit. Advanced Preparation: List Materials: Computer access Tasty Tech Activity template (provided), or have students make their own. Microsoft Excel (Note: With a few modifications, AppleWorks, Quattro, or other software programs also can be used.) Developmental Benefits: MATHEMATICS: Number and Operations, Measurement, Representation Future Plans: We can do the same to form a multiplication chart. Student Learning Outcomes: The data input into the spreadsheet cells. Their ability to follow directions based upon classroom observation and printed work. The accuracy of the printed graph. Transition Plan: !
Names Teacher's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Student's Name Fast Food Item #1 Fast Food Item #2 Fast Food Item #3

Topic/ Tittle of Lesson

Surveys and Graphing

Focused Domain

ScienceTechnology

Goal: Provide the process to take, organize and analyze data Objective: Open, Save, and print a file. Procedure: They will be working on completing hand-made graphs as well as computergenerated graphs. We will also be discussing how to analyze information from graphs by reading a series of graphs during our math times. Advanced Preparation: Prior to going out to survey, the first graders will be learning the concepts of surveying and sampling and will be practicing surveying and tallying within our class. They will also be working on the computers during center time to learn how to operate the program Graph Club by Tom Snyder. List Materials: Computer, internet access, program Graph Club Developmental Benefits: Technology, children learn operate diverse aplications. Science, children can interpret information obtained. Future Plans: Is possible use the scientific method to demonstrate with graphics the preferences of people. Student Learning Outcomes: Children shows surprise when obtain results different that they believe. Transition Plan: ! ! ! ! ! !

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Topic/ Tittle of Lesson

Thank You Letter

Focused Domain

LanguageTechnology.

Goal: Students will be able to complete both a friendly and thank you letter using correct punctuation, capitalization, spacing, and spelling. Objective: Initially, the students were taught the writing steps and format for a friendly letter. After that was mastered the students were taught how to write a thank you letter with the same format. Then we completed the process with teaching how to address an envelope. Procedure: After they were very comfortable handwriting letters and envelopes, they started using word processing skills. They practiced for two weeks during computer lab time. Teacher will monitored the students progress with the observation of their writing and typing of the letters and then graded their final products. Total 5 hours 2 weeks, Daily (approximate) ! hour Advanced Preparation: The students had to have prior knowledge of the friendly letter format, punctuation, and capitalization. They also had to have prior knowledge of keyboarding skills, mouse skills and the ability to change font type and size in Microsoft Word. List Materials: A computer and printer were the only pieces of hardware, Microsoft Word. Developmental Benefits: Students will be able to complete both a friendly and thank you letter using correct punctuation, capitalization, spacing, and spelling. Students will use word processing skills to complete both a friendly and thank you letter using correct punctuation, capitalizing, spacing, and spelling. Future Plans: Is possible making letters to family living in other cities or countries. Student Learning Outcomes: They enjoyed practicing their keyboarding skills working with a partner, and printing their product. Transition Plan: ! !