Technology+in+the+classroom

SCIENCE Kindergarten
 * As I begin to work with and understand these new technological ideas, devices, and web services, I have tried to incorporate some aspects in as many activities as I can. I have recently worked with www.linoit.com and Glogster. Here are some of the things we have been doing. The lesson plans are written in SIOP form; however, I am in no way claiming that I am a pro at writing them yet! The www.Glogster.com pages are basically discussion starters with links to www.linoit.com and other things. **

NCSCOS Objectives:MATH:
 * ~ COMPETENCY GOAL 4: ||~ The learner will collect, organize, and display data. ||
 * [[image:tumblr_lqlm6iihRZ1qzbalr.gif width="164" height="118"]] || **4.01** Collect and organize data as a group activity.

__** SCIENCE: **__ __**Competency Goal 2**__: The learner will make observations and build an understanding of weather concepts. **Objectives** 2.01 Observe and report daily weather changes throughout the year. 2.02 Identify different weather features including: 2.03 Identify types of precipitation, changes in wind, force, direction and sky conditions. 2.04 Observe and determine the effects of weather on human activities. 2.05 Use common tools to measure weather. __**Social Studies:**__ __** Technology: **__
 * 4.02** Display and describe data with concrete and pictorial graphs as a group activity. ||
 * Precipitation.
 * Wind.
 * Temperature.
 * Cloud cover.
 * ~ Competency Goal 5 ||~ The learner will express basic geographic concepts in real life situations. ||
 * || **5.04** Recognize and explain seasonal changes of the environment. ||
 * K.SI.1.2 ** Identify the relevant sources of information for a given task.
 * K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. **
 * K.TT.1.1 ** Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.).
 * K.TT.1.2 ** Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.).
 * K.TT .1.3 ** Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.).

EQ: What are the types of weather? Weather Glogster Page



EQ:What is the daily weather? How do we graph the weather and read a graph? Glogster Weekly weather graph and discussion sticky note link<-- printable weather graph and corresponding questions

EQ: How do people respond to types of weather? Glogster How do people respond to weather?

EQ: What is precipitation, cloud cover, temperature, and wind? Glogster Weather Vocabulary EQ: What tools do I use to measure weather? Glogster Weather Measurement Tools As I worked today, I noticed how excited and how "cool" my students thought it all was. They loved how their own name appeared on the site with the comment they made. Some were able to come up and add their own, but due to time restraints we couldn't let everyone do it. They did a great job!

SOCIAL STUDIES Kindergarten

Competency Goal 7 ||~ The learner will recognize how technology is used at home, school, and the community. || Here I have attached my lesson Plan for you to see. Printable worksheets Here is a link to my www.glogster.com page that I created to go along with the transportation objective. On this page are links to Youtube videos that discuss or sing about transportation, use vocabulary (i.e. bus, train) that translates into Spanish, or just provide themed background music. My favorite, being the Victrola tune that demonstrates technology and music from the past compared to the music video representing today's music and technology. Overall a good discussion starter I think.
 * ~ Social Studies
 * [[image:joanbug.gif width="91" height="93"]] || **Objectives**
 * 7.02** Explore modes of transportation at home and around the world. ||

The Glogster link has a www.linoit.com link attached to it for discussion notes. There is a KWL word document on www.linoit.com and a discussion board which students add to each day at appropriate times during lessons. I typed most of the responses that the children gave during the class discussions, but students were also given the opportunity to type sentences about transportation when they came into the class in the morning. Linoit is also used as part of my informal assessment.

Here is an online interactive book about transportation: I also used the link above to work on some //__**math**__// objectives such as comparing and contrasting, and measurement (shorter, longer, taller, shorter, heavier, lighter...). **__ Late for School __  (www.FollettShelf.com) **is a book about a teacher who is late and has to find different ways to get to school. This is a good book for //**cause and effect**,// //**inference, sequence of events, rhyming words**//, and other language arts objectives as well.
 * @http://www.wegivebooks.org/books/lets-look-things-that-go **

Other books I will be reading are listed below:  __**An Adaptation of the Traditional Song The Wheels on the Bus**__, by Maryann Kovalski This goes along with our reading first program and fits nicely in with transportation.  __**The School Bus Driver from the Black Lagoon**__, by Mike Thaler We read this book as a read-aloud during story time and discussed the types of transportation shown, safety issues, and other topics as they arose.

Here is a link to the QR code page that shows some examples of an activity I did with this topic. The students were in groups of 2 or more, each group had an iPod, and each student had their own data collection/comparison sheet. They were asked to scan the QR codes and identify the examples and non-examples of transportation and to write the words that represent the picture in the corresponding side of the chart. They had to be able to explain and defend their choices. Then, we got back together as a class and held a discussion about their findings. Example of students' group discussion after scanning a code: **Student A**: //"That's a picture of a goat. It's not transportation."// **Student B**: //"You can hook a cart to it."//

As an added bonus my students know and understand the terms "example" and "non-example" now.

<span style="color: #eb1212; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 20px; text-align: center;">SCIENCE <span style="color: #eb1212; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 20px; text-align: center;">Kindergarten

Competency Goal 1: The learner will make observations and build an understanding of similarities and differences in animals.
 * OBJECTIVES:**

1.01 Observe and describe the similarities and differences among animals including:


 * Structure.
 * Growth.
 * Changes.
 * Movement.

1.02 Observe how animals interact with their surroundings.

1.03 Observe the behaviors of several common animals.

1.04 Demonstrate how to care for a variety of animals.

1.05 Observe the similarities of humans to other animals including:


 * Basic needs.
 * Growth and change.
 * Movement.

<span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 20px; text-align: left;">Lesson Plan  <span style="color: #000000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 20px; text-align: left;">Glogster: All About Animals Glogster: Animals Linoit: Discussion Link

Above are links that go along with our animals science lesson for the week. There is even global awareness built into this lesson. Take a look at the Glogster page. Here are some pictures of an activity that the students did after the lessons. There were four small groups and they sorted the same set of animal pictures four different ways.