OLPC Canada Educator Guide

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Educator Guide

Prepared by: Teachers Andrew Pitoulis, Carinna Pellet and Rachel White

Jennifer Martino, Director, OLPC Canada

Amanda Stokes, OLPC Canada Program Assistant


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Message to Educators

One Laptop per Child (OLPC) Canada, a core program of the Belinda Stronach Foundation(TBSF), aims to empower Aboriginal youth to play an active role in their own education byenhancing access to learning centered technology. TBSF has partnered with Vale, the Bank of

Montreal and the Government of Ontario to provide 3600 laptops to children 6-12 years of age inrural, remote and urban communities. OLPC Canada is currently active in 14 schools located in 7provinces and 2 territories.

TBSF has chosen the 1:1 computing model globally implemented by One Laptop per Child to helpaddress the identified educational gap between Aboriginal and non-Aboriginal youth.1 Studentswho participate in 1:1 computing initiatives are found to have higher academic achievement andincreased engagement.2 By implementing a 1:1 computing model in schools across the country,OLPC Canada seeks to contribute toward the national goal tocreate an educational climate thatwill encourage Aboriginal youth to take an interest in learning and build on the proficiency of

Aboriginal youth in new technologies.3

The role of the teacher is recognized as a critical factor in the success of 1:1 computingprograms.Additional factors critical to student success across 1:1 technology settings include:

Having a strong commitment from school leadership Developing consistent and supportive administrative policies Creating professional development opportunities for teachers, particularly the sharing of

best practices4

The Belinda Stronach Foundation appreciates the vital role of educators and community leadersin furthering access to technology among Aboriginal youth. We would like to thank you forparticipating in the OLPC Canada program and for providing opportunities for students to use theXO laptop at school and at home. It is our hope that this Educator Guide will serve to facilitateintegration of the laptop as a tool to further learning and student engagement.

Thank you for all that you do!

Jennifer Martino, Director, OLPC Canada Tiffani Steer, Executive Director

The Belinda Stronach Foundation The Belinda Stronach Foundation

1 John Richards & Megan Scott (2009, December). Aboriginal Education: Strengthening the Foundations. CPRN.2 Various Authors (January 2010). Special Edition: Educational Outcomes & Research from 1:1 Computing Settings. The Journal of2 Various Authors (January 2010). Special Edition: Educational Outcomes & Research from 1:1 Computing Settings. The Journal ofTechnology, Learning and Assessment (9:1).3Government of Canada (2008, March). Hope or Heartbreak: Aboriginal Youth and Canadas Future. Policy Research Initiative.4 Boston College (2010, January). A computer per student leads to higher performance than traditional classroom settings.Science Daily.


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Table of Contents

Message to Educators ............................................................................................................................................................. 1

The Belinda Stronach Foundation ...................................................................................................................................... 4

OLPC Canada ............................................................................................................................................................................... 4

Partners ........................................................................................................................................................................................ 5

Pilot Sites ..................................................................................................................................................................................... 6

British Columbia ................................................................................................................................................................... 6

Alberta ...................................................................................................................................................................................... 6

Saskatchewan ........................................................................................................................................................................ 7

Manitoba .................................................................................................................................................................................. 7

Northwest Territories ........................................................................................................................................................ 7

Nunavut ................................................................................................................................................................................... 7

Ontario ..................................................................................................................................................................................... 8

Quebec ...................................................................................................................................................................................... 9

Newfoundland and Labrador ....................................................................................................................................... 10

Lesson Plans ............................................................................................................................................................................ 11

Classifying Instruments .................................................................................................................................................. 12

Handout: Instrument Families ................................................................................................................................ 14

Self-Evaluation .............................................................................................................................................................. 15

Music Exploration and Creation .................................................................................................................................. 16

Play a song with the XO laptop ............................................................................................................................... 17

Marking Scheme: Musical Composition............................................................................................................... 19

Creating Geometrical Shapes........................................................................................................................................ 20

Worksheet- Creating Geometrical Shapes in Turtle Art ............................................................................... 25

Answer Key - Creating Geometrical Shapes in Turtle Art ............................................................................ 26

Equal Fractions .................................................................................................................................................................. 27

Assessment: Rubric ..................................................................................................................................................... 43

Monthly Budget ................................................................................................................................................................. 44

Example: Monthly Budget ......................................................................................................................................... 48

Assessment ..................................................................................................................................................................... 49

P.o.e.t.r.y. .............................................................................................................................................................................. 50

Dramatic Reading ............................................................................................................................................................. 51

Dramatic Reading Rubric .......................................................................................................................................... 53

Story Prediction ................................................................................................................................................................. 54

Story Prediction Rubric ............................................................................................................................................. 57

Word Families .................................................................................................................................................................... 58


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Self-Assessment Procedure, Part 1........................................................................................................................ 64

Assessment, Part 2 ....................................................................................................................................................... 66

Task Card ......................................................................................................................................................................... 67

Anecdotal Observations Sheet ................................................................................................................................ 68

Heat Energy Cycle ............................................................................................................................................................. 69

Rubric: Heat Energy Cycle ........................................................................................................................................ 72

Types of Energy ................................................................................................................................................................. 73

Patterns of Settlement Slideshow ............................................................................................................................... 76

Slideshow Rubric .......................................................................................................................................................... 79

Community .......................................................................................................................................................................... 80

Student Challenge ........................................................................................................................................................ 86

Student Homework Challenge................................................................................................................................. 87

XO Task Cards ......................................................................................................................................................................... 89


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The Belinda Stronach Foundation

OLPC Canada is a core program of The Belinda Stronach Foundation (TBSF), an organizationcommitted to advancing human potential and achievement through individual empowerment andsocial change. The Foundation builds partnerships with individuals, non-governmentalorganizations, businesses large and small, as well as other foundations who work in Canada andaround the world to confront global challenges with innovative solutions. For more information

about TBSF please visit www.tbsf.ca.

OLPC Canada

Aboriginal youth are the fastest growing population in Canada, but many do not have access tothe tools they need to realize their full potential and explore opportunities. Together withmembers of Aboriginal communities, corporate Canada and various governments, TBSF hasbrought the internationally-successful program, One Laptop per Child (OLPC), to Canada. TBSFhas distributed 3,600 laptops to children aged six to twelve in Aboriginal communities acrossCanada. With support from Vale, BMO Financial Group and the Government of Ontario, OLPC

Canada leverages leading-edge technology combined with culturally relevant programming todeliver a unique platform of learning tools to Aboriginal children. For more information aboutOLPC Canada, please visit www.olpccanada.com.

The global OLPC initiative has roots at the Massachusetts Institute of Technology (MIT) MediaLab in Boston, where the XO laptop was designed. Branded A real world laptop for real worldchange, the XO laptop was designed considering everything from extreme environmentalconditions to technological issues such as local language support. As a result, the XO laptop is anextremely durable, functional, energy-efficient, responsive, tool designed for joyful, self-empowered learning. For more information about OLPC, please visit www.laptop.org.
http://www.tbsf.ca/http://f/www.olpccanada.comhttp://f/www.laptop.orghttp://f/www.laptop.orghttp://f/www.olpccanada.comhttp://www.tbsf.ca/


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Partners

Various partners have also contributed significantly to the program through thedevelopment of Custom Content and Gifts in Kind.

OLPC Canada is a testament to the strength of partnerships and the important rolethe private sector, government and NGOs can play in strengthening communitiesand strategically investing in Canadian children. The program has been generouslysupported by Vale, BMO and the Government of Ontario.

Actor and Motivational Speaker Dakota House acts as an OLPC CanadaAmbassador, as an extension of his work with the organization Going Miles.


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Pilot Sites

British Columbia

Maaqtusiis School, Ahousaht First Nation, Ahousaht

Ahousaht is located in a small bay on Vancouver Island's west coast. With approximately half ofthe 2000 members reside on reserve, it is the most populated reserve in the area. It is also thelargest of the Nuu-chah-nulth nations. The reserve sites are only accessible by boat or floatplane. The school has a population of 130 students and 8 teachers.

Alberta

Gift Lake School, Mtis Settlement, Gift Lake

The Gift Lake Mtis Settlement is in Northern Alberta, approximately 200 km northeast of GrandePrairie within the municipal district of Big Lakes. The community consists of approximately 1000members, and the school has a population of 179 students, 14 teachers, 15 Teaching assistantsand 2 literacy workers.


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Saskatchewan

Kakisiwew SchoolOchapowace First Nation, Whitewood

Ochapowace is one of four reserves that make up the Crooked Lakes reserve. There are 1380

band members, with 560 living on reserve. Band members are Muskego, of Northern Obijwedecent. The school has a population of 96 students, 10 teachers and 4 teaching assistants.

Manitoba

Otetiskiwin Kiskinwamahtowekamik (O.K. School)Nisichawayasihk Cree Nation, Nelson House

The Nisichawayasihk Cree Nation has over 4,600 members, 60% of which are between 13 and30 years old. The community success of their youth and this is reflected in the programs and

development they work so hard on. The nation is also always working on maintaining their age-old traditions, spiritual beliefs and their language Cree- which is the most widely spokenaboriginal language across Canada. Of course, specifically in Nelson House, a separate dialect ofCree has evolved.

Although growing and developing like most first nations territories in Canada, manyNisichawayasihk, especially older individuals, still follow traditional lifestyles by fishing, hunting,and gathering.

Northwest Territories

Weledeh Catholic School, Yellowknife

Weledeh Catholic School is situated in an urban area of Yellowknife, with a population of 386students, 29 teachers and 12 assistants. The school is tri-lingual, with most students speakingEnglish, French and Tlicho (formerly known as Dogrib). Many of Weledeh's students are of theTlicho First Nation, a branch of the Dene Aboriginals in NWT.

Nunavut

Simon Alaittuq School, Rankin Inlet

Rankin Inlet is a fly in Inuit community on the Kudlulik Peninsula in Nunavut, Canada. Next to theCapital city, Iqaluit, Rankin Inlet is the next most populous community in Nunavut withapproximately 3000 inhabitants. Simon Alattuq School is a middle school with a population of 107students, 7 teachers and 4 teaching assistants.


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Ontario

John C. Yesno Education CentreEabametoong First Nation, Eabamet Lake

Eabametoong, also known as Fort Hope, is only accessible by airplane or by boat. However,during the winter months a winter/ice road is available. Just on the shore of the Eabamet Lake,

Eabametoong is only about 300 Km North East of Thunder Bay, Ontario. The two majorlanguages in Eabametoong are Ojibwe (mainly used by adults and in the home by families) andEnglish (becoming predominant among youth and in schools).

John C. Yesno Education Centre, runs from grades 1-9 and has a population of 199 students and12 teachers. However, being a smaller community, there is no high school in Fort Hope, meaningstudents who wish to pursue further education must relocate to larger areas such as ThunderBay.

J.R. Nakogee SchoolAttawapiskat First Nation, Attawapiskat

Attawapiskat, in the local language Cree, means People of the Parting of the rocks as it islocated at the mouth of the Attawapiskat River, at James Bay, Ontario. Attawapiskat has grownfrom initial basic community of tents and teepees in the 1950s to a thriving small town withpermanent buildings, built in the late 1960s and 70s. Being a community that is quite isolated,many who moved onto the territory at that time are still living a traditional lifestyle followingoriginal ways of life and thinking. Goose hunts in the spring and fall are still a popular tradition,as is making a living out of the land outside of the community. The school has a population of360 students, 18 teachers and 18 Teaching assistants.

Peetabeck Academy, Fort Albany

Also near James Bay, is Fort Albany: A community situated along the southern shore of the theAlbany River. This region is the oldest, and was once one of the most important, of the HudsonsBay Company posts. The only road into Fort Albany is the winter road, generally open fromJanuary- March. Otherwise, the only access into the community is by air or water. Transportationwithin the area includes small motor boats and canoes during the summer (for hunting, fishingand short-distance travelling) and during the winter people travel by skidoos.

Within the region, the majority of the population speaks Mushkegowuk Cree, a dialect of Creespoken by particular groups of Cree First Nation members. Many of the younger men and womenare bilingual in both English and Cree, as children are taught both Cree and English at schools.The community as a whole speaks a variety of different languages including English, French,Cree, Ojibwe and Oji-Cree.


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Shawanosowe SchoolWhitefish River First Nation, Birch Island

Whitefish River First Nation is an Ojibway nation located along both Lake Huron and GeorgianBay, just North of manitoulin Island, Ontario. The people in this region are collectively known as

Anishinabek consisting of the Ojibwe, Odawa and Pottawatomi people. There are 1200members of the WRFN, with 440 living in the community while the rest move to more urbanlocations to work and live. The school has a population of 58 students and 8 teachers.

Kawenni:io Elementary SchoolSix Nations of the Grand River, Hagersville

Six Nations of the Grand River is the most populated reserve in Canada. It is a united groupmade up of six initially-separate nations: Mohawk, Oneida, Cayuga, Seneca, Tuscarora andOnondaga, who have all joined together under the Great Tree of Peace. Our partner schoolKawenni:io.Gaweni:yo is tri-lingual, speaking Mohawk, Cayuga and English. The school has apopulation of 90 students and 8 teachers.

Lloyd S. King ElementaryMississaugas of the New Credit First Nation, Hagersville

Lloyd S. King Elementary is located on the Mississaugas of the New Credit First Nation Territory.The community consists of about 1785 members with approximately half of its members living onthe reserve. The community has is equipped with a school, social and health services, achildren's centre, church, commercial plaza and recreation complex.Lloyd S. King has a population of 104 students, 11 teachers and 4 teaching assistants. Studentsat the school speak both English and Anishinaabe (an Ojibwe language).

Quebec

Ulluriaq SchoolInuit community of Kangiqsualujjuaq, Nunavik

Nunavik, is a vast area, making up about a third of all of Quebec (bigger than the state ofCalifornia). In the local dialect of Inuktitut, Kangiqsualujjuaq" means "the very large bay" and

Nunavik, being a large community, means "place to live". While the first language for themajority of the population is Inuktitut, many Inuit also speak English and French as second and

third languages. The Inuit inhabitants of Nunavik call themselves Nunavimmiut. Ulluriaq schoolhas a population of 140 students, 13 teachers and 5 resource assistants.


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Newfoundland and Labrador

Jens Haven Memorial SchoolInuit community of Nain, Labrador

In 2005, Nain became the administrative capital of Nunatsiavut, an autonomous area claimedand named by the Inuit people of Labrador. Within this area there are five Inuit CommunityGovernments: Hopedale, Postville, Makkovik, Rigolet and Nain. The Inuit people of these regions

call themselves Nunatsiavummiut. The goal of this collective group is to protect and preserve theInuit culture and language. In Inuttut, a Nunatsiavummiut dialect of the Inuit language,Nunatsiavut means: Our Beautiful Land. The school has a population of 125 students, 8teachers and 4 assistants.


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Lesson Plans


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Classifying InstrumentsGoals:

Students will classify instruments according to instrument families and explore sounds. Students will use TamTam Mini to create a variety of sounds.

Grade: 5,6,7 Subject: Music Lesson Plan Scope: StandardTeachers Role:Teacher Facilitates Students direction towards

goal.

AssessmentSelf Evaluation

Resources:HandoutLaptop Keyboard/ Piano Keyboard Guide

Activities: TamTam Mini

Introduction:Students will explore sounds using TamTam Mini and classify instruments according toinstrument families.Set Up:The teacher will explain the 4 main classifications of instruments (wind, string, brass andpercussion) as well as how sound is made for each.

Students will work in pairs, either chosen by teacher or by students.

Students Will:

1. From Homeview, choose TamTam Mini.2. Students can explore the different sounds by clicking on each sound image and by using

the keyboard.

3. Once they have explored, students will click on the first family of instruments: Strings.Using the handout as a guide, they will try to identify each instrument, and play its sound.

Using a checkmark, they keep track of all the instruments they find.

4. They will work through each family of instruments, identifying each one.5. Students will then return to the full view of instruments. One student will name an

instrument from the handout at random and the other student will try to find it from the

pictures. Students can take turns naming and identifying.

Extensions 1) Students and teachers can play a game together. The teacher names aninstrument, and the students have to find it in the main view and play a

sound. Speed could be a factor in this game.2) Students can play "Guess Who." One student will describe an instrument,such as: This is a string instrument. It has more than 3 strings. Thesound is made with a bow. And students guess the answer: Violin.Or, This is a wind instrument. The sound is made by blowing air through

it. There are air holes for the fingers. Answer: flute


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Example Activity: Connect each subcategory to the main category.

Example Activity 2: Add further descriptions to each category.


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Handout: Instrument Families

How sound is made:

Brass By hitting or shaking somethingBy buzzing the lipsBy strumming or plucking the stringBy hitting a keyBy blowing air into it

Wind

String

Percussion

Keyboards

Find each of these instruments:

STRINGS Checkmark

Extension:Describe what it looks like or sounds like.

Acoustic GuitarBanjoCelloDistorted Guitar

Electric Bass GuitarElectric GuitarFolk GuitarGrand PianoGuitarHarpLuteSitarChinese GuitarSuper Electric Guitar

Violin

PERCUSSION Checkmark


Wind ChimeAfrican Finger DrumBellChinese MarimbaFinger CymbalsMarimba

Triangle

KEYBOARDSCheckmark


Alien!!Electric OrganFlower?Organ


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PianoSynthesizer

BRASS Checkmark


TubaFlugelhorn

WIND INSTRUMENTS Checkmark Extension:Describe what it looks like or sounds like.

OcarinaHarmonicaDidgeridooWooden FluteWIND INSTRUMENTS(REEDS)

Checkmark


ClarinetSoprano Saxophone

Alto SaxophoneOboe

Self-Evaluation

1 (correct very few times) ----------- 5 (correct all the time)Identifying how sound ismade in each instrument

family

1 2 3 4 5

Identifying StringInstruments

1 2 3 4 5

Identifying PercussionInstruments

1 2 3 4 5

Identifying KeyboardInstruments

1 2 3 4 5

Identifying BrassInstruments

1 2 3 4 5

Identifying WindInstruments

1 2 3 4 5

Classifying Instrumentsinto their families

1 2 3 4 5

OVERALL _________/ 35


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Music Exploration and CreationGoals:

Students will perform a melody with accompaniment. Students will explore the various sounds and accompaniments in Tamtam Mini

Grade: 6,7 or 8 Subject:Music Lesson Plan Scope: ComprehensiveTeachers Role:Teacher guides students discovery

Assessment:Marking Scheme included

Resources:Piano keyboard printoutsEarphones or earbuds for each student, ifpossible

Activities:TamTamMini

Modifications and Adaptations: Students use all notes on the keyboard to create a composition. Teacher demonstrates and uses a playback technique to teach the musical tune.

Introduction:Teacher performs a song on the XO using the accompaniment. Students can use their musicsheets to sing and follow along.Set Up:The teacher sings the melody and teaches the students through rote, using the words only. Theteacher then introduces the piano keyboard printout and shows the students how to play themelody on their XO's. Students and teacher sing and play the melody together.

Students Will:

1. From Homeview, choose TamTamMini.2.

Students can click on the images to explore sounds. Each image corresponds to a differentsound.

3. Students can perform the melodies from the sounds that they choose.4. To add drumming to the background, click on one of the drum sets on the left of the

screen. Set the beats per bar (suggestion: less than 8 bpb)

5. Set the complexity of the beat (suggestion: start with low complexity).6. Set the Tempo (suggestion: slower tempo to start).7. Set the volume accordingly.8. Press the arrow to start the drumming accompaniment. Students can play along.

Extension Use a variety of different sounds in performing a melody. Create variations by changing the drumbeat, complexity, or tempo. Perform a piece with a friend by playing the tune together on two XO's,

following the same drum beat. Find a way to make the two melodies worktogether using complimentary sounds.


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Screenshot: TamTamMini

Play a song with the XO laptop

MARY HAD A LITTLE LAMB (with piano keys)Mary had a little lamb little lamb little lambE D C D E E E D D D E E EMary had a little lamb Its fleece was white as snow.E D C D E E E E D D E D C

MARY HAD A LITTLE LAMB (With XO keys)Mary had a little lamb little lamb little lamb

E D C D E E E D D D E E EMary had a little lamb Its fleece was white as snowE D C D E E E E D D E D C


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TWINKLE TWINKLE LITTLE STAR (With piano keys)Twinkle twinkle little star how I wonder what you areC C G G A A G F F E E D D CUp above the world so high, like a diamond in the skyG G F F E E D G G F F E E D

Twinkle twinkle little star how I wonder what you areC C G G A A G F F E E D D C

TWINKLE TWINKLE LITTLE STAR (with XO keys)Twinkle twinkle little star how I wonder what you areC C G G A A G F F E E D D C

Up above the world so high, like a diamond in the skyG G F F E E D G G F F E E D

Twinkle twinkle little star how I wonder what you areC C G G A A G F F E E D D C


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Marking Scheme: Musical Composition

Student Name: ______________________________

Melody

Student performs the melody with correct notes ___ /5

Student performs the melody with correct timing ___ /5

Accompaniment

Student uses an appropriate tempo, dynamic and ___ /5

Student uses appropriate drumming andcomplexity

___ /5

All elements come together to make acomprehensive performance. ___ /5

TOTAL ___ /25


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Creating Geometrical ShapesGoal: Students will explore geometrical shapes and learn about angles of shapes.

Introduce Turtle Art and discover the uses of geometrical shapes using the XO program.Grade: 2-5 Subject:MathematicsTeachers Role:

Teacher guides Students discoveryTeacher facilitates Students free exploration

Assessment:

Student Worksheet

Resources:Any lesson material on shapes.

Activities: Turtle Art

Introduction:Teacher will guide students and introduce how to make geometrical shapes in the Turtle Art

activity. Students will then self direct their learning to explore making different shapes.Set Up:Students have XO laptops and a copy of the work sheet.

Teacher Will 1: Introduce activity with a brief classroom discussion on geometric shapes in

everyday life.

Some questions that can be raised to the students are:

1. What do you call a three-sided shape?2. What are angles and how are they measured?3. What do you call a four-sided shape?4. What do you call a five-sided shape?

Teacher Will 2:

Guide students through the steps to create a triangle in Turtle Art. (See attached screenshots with steps for programming in Turtle at end of lesson plan.)

Teacher may want to guide students to come up with the qualities for a particular shapeby asking questions such as:

-What number do you think we need to put in the repeat command? (for # ofsides)

- If a triangle was three, what do you think a square might be?

Students Will 1:

Follow along with teacher in creating shapes on the XO and then explore Turtle Art by

typing in different values (for angles, number of sides, number of corners, etc.) to create

different shapes.


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Steps for drawing in Turtle Art:

Step One-Move pointer to Turtle Art and left click to open the activity.

Step Two-Clear screen if necessary. Click on the yellow double-arrow buttonto open commands on left side of screen.


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Step Three-Drag the repeat command from left side panel and place on blank screen.

Step Four-Drag forward command and attach to repeat command.


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StepFive-Drag right command and attach under forward command.


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Step Six-Change the numbers (degrees) attached to the right command to 120. (You maydrag the turtle to anywhere on the screen to make more shapes.)

Step Seven-Click on the rabbit at top of screen to have turtle draw the commands.

*Repeat these steps using different numbers and turtle will draw different shapes!


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Worksheet- Creating Geometrical Shapes in Turtle Art

Name:______________________________ Date:_______________________

Fill in the blanks on the chart below by either drawing the shape you have created or the values

(numbers) you have input on your XO.

Turtle Commands Shape Created


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Answer Key - Creating Geometrical Shapes in Turtle Art

Name:ANSWER KEY Date:_______________________

Fill in the blanks on the chart below by either drawing the shape you have created or the values

(numbers) you have input on your XO.

Turtle Commands Shape Created

Answers will vary as students create their

own.


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Equal FractionsGoals:

Students will demonstrate and represent the concept of equivalent fractions. Students will create their own matching game on their XO demonstrating knowledge and

understanding of equivalent fractions in numbers and representations. When complete, students will exchange with partners to play the Matching Game they

have created, practicing knowledge and recognition.Grade: 5 Subject:Math Lesson Plan Scope:

ComprehensiveTeachers Role:

Teacher directs students actions Teacher facilitates students direction

towards goal

Assessment: Rubric Task Completion

Resources:Fraction circles, Cuisenaire rods, number lines,and student created representations offractions

Activities:Memorize Paint Record

Modifications and Adaptations: Modification: The content, equivalent fractions, may be modified to matching

representations of whole numbers. E.g. the number 6 matching a representation of sixtrees

Adaptations: The Challenge of creating a memorize game may be adapted to wholeclass, small group, and individual work. The screenshots can be shared with students toprovide support when needed.

Introduction:In whole class or group instruction, students will begin by following steps in creating their first 3

sets of matched pairs: 1 set of equivalent fractions entered with numbers 1 set of equivalent fraction representations by inserting images created in the Paint

activity 1 set of equivalent fraction representations by inserting images created in the Record

activityStudents will begin to add matching pairs independently. Students will play, and share theircreated gamesSet Up:Give a brief lesson/activity/chalkboard talk reviewing equivalent fractions.Introduce Challenge: To make a Memorize game that matches equivalent fractions (or paint

activity representation of fractions).Introduce Rubric, Review Criteria Stated and ask for student input into specify goals.Extension

The process of creating a memorize game is an ideal performance task. As part of alarger unit, and paired with a rubric, this process can assess higher level thinking skills ofapplication, analysis, synthesis, and evaluation.

This lesson can be modified to any curriculum content such as: Matching pairs of Paintrepresentations of landscape and geographical features with places and habitat terms.


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Procedure:Students Will, Part 1:Create a Memorize game, and add text pairs

1. From Homeview, open Memorize activity by clicking on the Memorizeicon

2. In Memorize click on Create.3. Give your game a title by entering students name into the Game Name (Students shoulduse a Unique Game Name for sharing their games, for example Fractions [STUDENT NAME].(The game is named Fractions in the screen shot)


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4. We will now make our first set of Equivalent Fractions by entering 1/5 in the first text box.

5. In the second text box enter 5/25.6. Click the Add icon.7. Students who finish early can continue adding matched text pairs of equivalent fractions.


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Students Will, Part 2: Open Paint activity, createa picture of fraction

representations and returnto Memorize to insert a picture.

1. Return to the Homeview by accessing the Frame and clicking the Home View icon, orpressing the Home key on the keyboard.

2. Once in Homeview, open Paint by hovering over or right-clicking the Paint activity icon,and then clicking Start in the drop down menu.

3. In Paint, click the Shapes tab

4. Right-click the Ellipse shape and select Fill, Size : 2, and Keep Aspect. Now clickthe Ellipse icon to select it.


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5. Right-clickon the Fill Color icon and select yellow. Right click the Stroke Color andselect black.

6. From the top, left corner of Paints workspace, hold down the left (x) track pad button anddrag towards the bottom right corner until the desired circle size is created.

7. Right-click (o) on the Line icon. Select Size: 2 and Keep Aspect. Now click the Lineicon to select it.

8. From just outside the circle, bring the cursor to the furthest left part of the circle (or the 9oclock position, still on the circle).

9. Hold down the left (x) track pad button and drag it right until the line has exited the circleat the furthest right side (or the 3 oclock position).


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10.Your screen should have a yellow circle with a black outline and a black horizontal linedividing the circle into two halves

11.Select the Tools tab and click the Bucket icon.12.Right-click on the Stroke Color and select Blue.13.Using your track pad, position the cursor (which is now a Bucket) over the top half of

the yellow circle and click tofill that area with the color blue. You have now created arepresentation of 1/2.

14.Click on the Activity taband name your image by erasing Paint Activity and typing1/2.

15.Click the Keep icon to save it to your journal.


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16.Using Frame, click or hover on the Memorize icon and click Resume to return to yourcreate Memorize game screen.

17.Time to add the first of our matching representations.18.Click on the Insert Picture icon under the left text box.

19.A pop-up window of your Journal will appear, select the Paint activity titled 1/2.


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Students Will, Part 3:Return to Paint activity, edit and rename a picture of a

fraction representation, and return to Memorize to insert a picture:

1. Using Frame, click on the Paint icon to return to the Paint activity.

2. Select the Tools tab, and then select the Line tool.

3. From just outside the circle at the top (or the 12 oclock position), hold down the left

(x) track pad button, and drag down until the line has exited the circle at the bottom (or

the 6 oclock position).

4. You now have a representation of 2/4, we will alter this to create a representation of

4/8 by drawing our line from the centre outward to the edge of the circle. (By clicking

Keep Aspect under the Line tool, we are only able to draw lines vertical, horizontal, or

at a 45 degree angle).


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5. Place you cursor at the centre (where the lines intersect), hold down the left (x)

track pad button, and drag toward the top right corner (Half way between the end points

of the horizontal and vertical lines you have already drawn) until the line exits the circle,

let go of the (x) key.

6. Repeat this process drawing a line from centre to outside the circle in order to split

each quarter of the circle in have, creating eighths.

7. Select the Tools tab and click the Bucket icon again.


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8. Right-click the Stroke Color icon and select Red.

9. Using your track pad, position the cursor, which is now a Bucket over the one of the four

Blue eighths parts of the top half of the circle and click to fill it with red. Repeat for the

remainingeighths unitl you have 4 of the 8 (the top half) filled in with red.

10.You have now created a representation of 4/8.

11. Click on the Activity tab, and name your image by erasing Paint Activity and typing 4/8.

12. Click the Keep icon, in the top right corner, to save it to your journal.

13.Using Frame, click on the Memorize icon, or hover and click Resume to return to your

create Memorize game screen.


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14. Time to add the second of our matching Representations. Click on the Insert Picture icon

under the right text box.

15. A pop-up window of your Journal will appear, select the Paint activity titled 4/8.

16. Click the Add icon. You have now made 2 matching pairs of Equivalent Fractions. This isa good time to save your work. Click on the Save Game icon.

17. Students may now continue to add matching pairs of Equivalent Fractions on their own by

using the steps above. Remind students to Save Game after changes are made.


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Students Will, Part 4: Open Record activity, capture two pictures of afraction

representation and returnto Memorize to insert a picture.

1. Have a matching set of fraction representations created and ready to be photographed.2. Return to the Home View by accessing the Frame and clicking the Home View icon,

or pressing the Home key on the keyboard.

3. Once in Home View, open Record by hovering over or right-clicking the Recordactivity icon and then clicking Start in the drop down menu.

4. Select the Photo tab and adjust camera to capture first representation of fraction on thescreen. Click the shutter icon to capture the image. The shutter icon is directly beneath

the cameras displayed image and is a white outlined circle with a small white circle inside.

The circle or button above the Power button located outside the lower right corner

of the screen is also a shutter button. The photo will be displayed underneath the

cameras display.

5.Adjust camera to capture second representation of fraction on the screen. Click theshutter icon to capture the image.


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6. Click on the first representation. The image will replace the cameras display on thescreen. Rename the Title. In this example, the image has been renamed 6/8.

7. Click on the second representation. The image will replace the cameras display on thescreen. Rename the Title. In this example, the image has been renamed 12/16.

8. Using Frame, click or hover on the Memorize icon and click Resume to return to yourcreate Memorize game screen.


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9. Time to add the first of our matching Representations created in Record. Click on theInsert Picture icon under the left text box.

10.A pop-up window of your Journal will appear, select the Record activity with the titleyou want. In this example, it is 6/9.

11.Time to add the second of our matching Representations created in Record. Click on theInsert Picture icon under the right text box.

12.A pop-up window of your Journal will appear, select the Record activity with the titleyou want. In this example, it is 12/16.

13.Click the Add icon.14.You have now made 3 matching pairs of Equivalent Fractions. This is a good time to save

your work. Click on the Save Game icon.

15.Students may now continue to add matching pairs of Equivalent Fractions on their own.Remind students to Save Game after changes are made.


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Students Will: Share the Memorize game with the XO Neighborhood.

1. Go to Play in Memorize.

2. Click the Load Game icon.3. Choose the Fraction Memorize activity from drop-down menu. The game will be loaded.

4. Go to Activity in Memorize and change the Share with setting fromPrivate to MyNeighborhood.

5. Click on the Keep icon to save changes.6. From the Frame view click the Neighborhood icon.


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7. Ensure all students are connected to the same network, for example: Ad-hoc Network 1.

8. Have students join a game by clicking on the icon of the game they want to join. Forexample: Fraction [Student name].

Congrats! Youve completed the Equal Fractions Activity


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Assessment: RubricStudent Name:

___________________________

Date:

___________________________

1

Needs more work

Student needs to

continue working to

complete this

challenge

2

Complete

Student has met the

requirements of this

challenge

3

Excellence

Student has completed the

requirements of this challenge

and enriched the challenge by

going above expectations.

Self Assessment Cooperation ~ I

need to ask for, and

give help as needed

Engagement ~ I

need to focus on

what is to be done

Cooperation ~ I asked

for and gave help readily

Engagement ~ I

focused on the tasks to

complete them in a

timely manner

Cooperation ~ I helped

others complete the challenge

and/or reach excellence

Engagement ~ I focused on

the tasks to complete them in a

timely manner, and found ways

to enrich my work

Memorize Activity I need a total of

____ matched

equivalent fraction

pairs

My Memorize game

has 9 or more total

matched equivalent

fraction pairs

My Memorize game has 13

or more total matched

equivalent fraction pairs

Paint Activity I need ____

matched

representations of

equivalent fraction

pairs created in

Paint

My Memorize game

has 3 or more matched

representations of


created in Paint

My Memorize game has 1 or

more matched equivalent

fraction pair, which matches

numeric fractions to fraction

representations created in

Paint



fraction pairs, which matches


Paint with representations

created in RecordRecord Activity I need ____

matched

representations of

equivalent fraction

pairs created in

Record

My Memorize game

has 3 or more matched

representations of


created in Record



fraction pair, which matches

numeric fractions to fraction


Record



fraction pairs, which matches


Paint with representations

created in Record


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Monthly Budget

Goals: Create a monthly budget, to be used to prepare a weekly grocery list. Use charts and graphs to manage data. Understand and utilize 'debits' and 'credits' in the Finance program.

Grade: 7 Subject:Math Lesson Plan Scope: ComprehensiveTeachers Role:Teacher guides Students discovery

Assessment:Checklist Task CompletionReflection Questions

Resources:Budget listGrocery flyer (online or in paper), grocery list

Activities: Finance

Introduction:Teacher completes a lesson or review of graphs and tables in mathematics.

Set Up: Teacher will discuss the concept of a budget, and how it can be used to manage finances. Students will use the Monthly Budget worksheet to determine their own monthly budget.

Students Will Part 1: Create a budget.

8. From Homeview, choose Finance.9. Click on Period and on the right side of the screen set the period to Month.10.Click on Transaction.11.Choose New credit and under the Description write monthly salary. Under Amount,

type in $2500.

12.Under Category, write salary.13.Click on Add a new debit. Students now choose from the 10 available items to balance

their budget. For each item chosen, type in its' description/amount and assign it to a

category.

14.Click on View. Choose Chart (the circle icon on the top of the frame). You will view thedebits in a circle chart form.

Students Will Part 2: Create a weekly grocery list.

9. In View, click on Register. Then click on Period. Click on the top right-pointing arrowand choose the following week. Now click on Transaction.

10.Click on Credit and add the amount spent on food from the monthly budget. For


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category, write food budget.

11.From an online flyer or store flyer students will choose items to add to their grocery list.For each item, include the category from the Canada Food Guide: milk/dairy, meat &

alternatives, fruits & vegetables, grains & starches, condiments, drinks, or snacks.

12.Once all the items have been chosen and entered, note whether the total amount wasunder budget, on budget, or over budget. Adjust accordingly by adding or removing items.

13.In View, click on the circle to see the graph. Take note of which food categories are theleast and most expensive in one month.

14.Click on the triangle to see the budget.15.At the top of the screen, click Stop to save your work.

Students Will Part 3: Reflect on budgeting.

1. From Homeview, click on Words.2. 'Copy' the 4 Reflection questions (on pg. 39) and 'paste' them into a Words document.

Answer the questions to reflect on the process of budgeting.

Extension Students can create shopping lists for other aspects of life, such asclothing, entertainment, house hold items, etc.

**See screenshots on the following pages.


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Screenshot 1: Enter each amount in Transaction view.

Screenshot 2: Create a budget by entering each category and division, as well as the amount.


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Screenshot 3: In View, choose Budget view to see the specifics for each category.

Screenshot 4: Use Chart view to see the relative values of each category.


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Example: Monthly Budget

TYPE OF EXPENSE Range YOUR CHOICE

Rent House $900-$1200Apartment $700-$890

Hydro $150- $200

Phone and internet $50- $75

TV $50

Clothing $0-$250

Food $0-$400

Gas or transportation $0-$100

Entertainment $0-$250

Savings $0-$400

Other any

TOTAL

Salary $2500


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Assessment Student Name: ______________________________

Reflection Questions

1. Were there items that you couldn't include in your list because they cost too much?

2. What types of food were the most expensive? Least Expensive?

3. After making your grocery list, how would you change the monthly budget list?4. In your monthly budget, which items took up the largest amount of money? The smallest?5. Are there any benefits to budgeting? What are they and why?

Checklist

Monthly Budget Worksheet

Complete ___ /5

Balances with the Salary ___ /5

Monthly Budget Transaction Overview

Correct Entries ___ /5

Correct Categories ___ /5

Grocery List

Includes items from all 4 Food Categories ___ /5

All entries include categories and prices ___ /5

Reflection

Answers all questions with complete sentences ___ /5

Answers are complete ___ /5

TOTAL ___ /40


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P.o.e.t.r.y.Goals:

Students will be able to discuss a sample poem to identify its parts. Students will record the poem in their own voice and capture an image associated with

the poem. Use these as stimulus to begin to add their own lines to an existing poem.

Grade: Junior Subject:Language Arts(speaking, writing, reading)

Lesson Plan Scope:Comprehensive

Teachers Role:

Teacher directs students actions Teacher facilitates students direction

towards goal

Assessment:Teachers discretion

Resources:- Short Poem selected to interest of studentsand their school environment (so a relevantphoto can be taken).

Activities:Record Story Builder Speak

s

Lesson One: Teacher finds a short poem (approx. 4 lines), makes paper copies or shares with students viaXO Neighbourhood Students discuss - What makes it a poem? What are the parts of a poem?

What is it describing? Does the title match the subject? How does the poem sound out loud?

Lesson Two: Students open Record and use the audio tab to record themselves reading the poem. They then use Image in Record to capture an image that matches what they decided thepoem was describing.

Adaptations and Extensions: The capabilities of XO-type devices means that introducing poetry to students can become

a much more interactive and connected activity, thus offering constructivist andcollaborative opportunities for student learning that are not otherwise possible.

Teachers can extend this activity for many types of artistic expression, introducing longerpoems, typing out the poems in creative ways, using song lyrics and making music videos,telling stories and acting them out (creating movie clips). Be creative!


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Dramatic Reading

Goals:

Students will work in pairs to perform a dramatic reading of a short childrens book, poem,or chapter from a novel.

Students will explore the various sounds and accompaniment in Tamtam Mini.Grade: 6,7 or 8 Subject:Language Lesson Plan Scope: ComprehensiveTeachers Role:Teacher guides Students discovery

Assessment:Rubric

Resources:Piano keyboard printoutsEarphones or earbuds for each student, ifpossible

Activities:TamTamMini

Modifications and Adaptations:

Students will choose a short paragraph rather than a whole story. Students will work with teacher, performing the sounds as the teacher reads the story.

Introduction:Teacher performs a dramatic reading of a short story, poem or chapter from a novel.

Set Up:

Students work in pairs to choose their reading piece (about 5 minutes in reading length). Students will read their chosen paragraph/story/poem and identify spots where possible

sound effects could be added. Consider adding 'voice' sounds as well as environmentalsounds.

Students Will: Create and then perform a dramatic reading using sound effects from the XO

laptops.

16.From Homeview choose TamTamMini program.17.In 'TamTamMini' students can click on the images to explore the range of sounds

available. Each image corresponds to a different sound (see screenshot below). Use the

full keyboard to see the full range of sounds for each image.

18.Read through the story and explore by adding different sound effects to your reading.19.Once the sounds are determined, practice reading through the story, with one person

reading and the other performing the sound effects on the XO.

20.Perform completed project for a friend, teacher or the class.Extension Students perform their works for the class, another class, or in a

performance. Mix up student groups to see how one group's sound effects sound on

another group's story


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Screenshot: TamTamMini Sound Effect Images


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Dramatic Reading Rubric

Student Name:___________________

Name of Story/Book/Poem:__________________

Level 1 Level 2 Level 3 Level 4Variety ofSounds

Uses a limitedamount of sounds

Uses somesounds

Uses manysounds

Uses a greatvariety of sounds

Usage of Sounds Sounds are not incoordination withideas in the story

Uses sounds incoordination withideas in the story

Uses sounds incoordination withideas in the story,adding gooddramatic effect

Uses sounds incoordination withideas in the storywith excellentdramatization

Story

Comprehension

Shows a limited

understanding ofideas in the story

Shows a basic


Shows a strong


Shows an

excellentunderstanding ofideas in the story

Creativity Uses a limitedamount ofcreativity in theperformance

Uses somecreativity in theperformance

Uses creativity inthe performance

Uses outstandingcreativity in theperformance

OVERALL LEVEL


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Story PredictionGoals:

Students will predict what will come next in a chapter or section of a book, poem orshort story.

Students will use Scratch to create characters and have them act out a scene orinteraction.

Grade: 7,8 Subject:Language Lesson Plan Scope: ComprehensiveTeachers Role:Teacher guides Students discovery.

AssessmentRubric

Resources:Chosen book, poem or short story.

Activities:

ScratchModifications and Adaptations:

Students can create a Sprite, changing costumes and sounds. Teacher can model the creation of a Sprite, adding actions.

Introduction:Teacher or students finish reading a section of a book, poem or short story. Brainstormdifferent ideas of what could happen next.Students should have an understanding of how to plot points on a coordinate grid.Set Up:Introduce the XO activity by presenting an example of a scene using Scratch.Students Will a).

6. From Homeview, choose Scratch.7. On the bottom right-hand corner of the screen, press "Get surprise sprite" to choose one

or two characters.

8. Click on one Sprite to start adding actions. In the middle section on the screen, add incommands from the menus (on the left) to control the movements and interactions of

the Sprite. *See menu details below.

9. In the middle column, you have three submenus- Scripts to control movements andactions, Costumes to determine and create costumes, and Sounds to add sounds.

10.When project is complete students will share their scenes with teacher and classmates.Extension Students can create future Scenes, continuing the actions and

interactions from their initial scene. Students can create more dialogue using the Write program. Students can create a written script of the scene they created.


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*MENUS:

Motion Menu: Your sprite can: move forward, turn, point in a direction, or glide.Use "go to x,y (filling in coordinates) to have the sprite move to a specific position.

Looks Menu: You can have your Sprite: Say or think words (which will appear in speech

bubbles).

Sound Menu: You can add Drum sounds, chosen sounds, specific notes, and adjust the volumeand tempo.Pen Menu

You can use the pen to draw in objects and backgrounds.

Control MenuContains more controls for overall actions.

Example:Enter the commands in the script view.


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Example 2:

Use the costume and sound tabs to adjust and add sound and images.


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Story Prediction Rubric

Student Name:_____________________ Name of Story/Book/Poem:__________________Level 1 Level 2 Level 3 Level 4

Integrates Ideas Integrates alimited amount ofideas from the

story

Integrates someideas from thestory

Integrates manyideas from thestory

Integratesideas from thestory perfectly.

Understanding ofCharacters

Demonstrates alimitedunderstanding ofcharacters fromthe story

Demonstrates asatisfactoryunderstanding ofcharacters fromthe story

Demonstrates astrongunderstanding ofcharacters fromthe story

Demonstrates anextensiveunderstanding ofcharacters fromthe story

Use of elementsfor costume,sound &movement toexpresscharacters/ideas

Uses fewelements ofcostume, sound& movement toexpresscharacters/ideas

Uses someelements ofcostume, sound& movement toexpresscharacters/ideas

Uses manyelements ofcostume, sound& movement toexpresscharacters/ideas

Integrateselements ofcostume, sound& movement tofully expresscharacters/ ideas

OVERALL LEVEL


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Word FamiliesGoals:

Students will use graphophonic and phonic knowledge to differentiate between real andnonsense words and write their own sentences

Students will use Speak activity to write, listen, evaluate, and share their workGrade:1-3 Subject:Language Arts Scope:Standard

Teachers Role: Teacher Facilitating Students directiontowards goal

Teacher guides Students discoveryAssessment: Task Card, Teacher and Self assessment

Teacher Observation ChecklistResources:- Stopwatch (or any timer), headphones(optional), and Word Family Words (e.g. look,book, cook, nook, brook). Words can bewritten on board, or in card format.

Activities:Speak

Modifications and Adaptations: Provide students with 'Word Family Words' at their level. Use of punctuation, grammar,

and writing elements (word choice) may be incorporated into checklist or task card. In a station situation. Word Family Words can be sets of cards and words used for this

lesson can be selected from a set of previously introduced wordsIntroduction:With whole class, at stations, or in small groups:

1. Students will use the Speak activity on their XOs to write, read, and listen to the WordFamily Words, and to add as many other words, real or nonsense, which belong to thatword family.

2. Students will create a list of 5 real words, and a list of 5 nonsense words (of same family).3. Students will write 5 sentences, one for each word on their real words list.4.

Students will assess and revise their work.5. Students will share in the teachers assessment and feedback of their work.

Set Up:This lesson can be used after first introducing Word Family Words or as a literacy station.Students should have opportunity to decode words, with support, for the word family beforebeginning this lesson.Students' challenge: To use the Speak activity to make 3 different lists, and 5 sentences for theword family. The speak activity will use a task card with 8 tasks to complete.*See Procedure and screenshots below for How to run this lesson.Extension

Use Speak as an independent reading tool to assist reading unfamiliar words Use Speak as a writing tool to assist with determining and correcting spelling Use the sharing of teacher assessment to make student directed reading development

goals Discuss and share in the planning of timeframe, strategies, experiences, andactivities to meet those goals

Add criteria for sentence writing to the Task Chart from your writing programs (6+1 traits,blended structure and style) or which provide developmental writing experiences(requiring and identifying grammar elements such as verbs, adjectives, and adverbs;practicing writing strategies such as word choice)


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Procedure:

Students Will, Part 1:1. Create a list of Word Family Words at their desks (or together on the board).2. Students will be given a copy of the Task Card (included below) and will write in their

name, the date, and the word family. The Word Family Words (look, book, cook, nook,

brook) will be presented on board or through cue cards.

3. From Homeview, open Speak activity.

4. Select the ABC tab at the top left of the screen.


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5. Students type first word from the word family into the text box, followed by a

comma. *Note: Commas are not necessary, though, their use will slow down the Speak

output to enhance differentiation between words. Use of commas is strongly

recommended for this lesson.

6. * Students can press the enter key at any time to check that their word is spokensmoothly. Students may adjust the pitch, rate, mouth, and eyes from the drop down

menus.


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Students continue to add the remaining words, separated by commas.

7. When the all words have been put into the text box, press the enter key and listen tothe Speak program for words that need corrections.

8. Students start timer and begin to add more real and nonsense words to their lists, asmany as possible, until time runs out.

9. Students can share their lists with neighbours or other students at their station bypressing the enter key and listening. Students can help each other by suggesting and

correcting any words that are misspelled, do not conform to the Word Family, or are not

the proper spelling for that word. Encourage discussion about what new words are real or

nonsense, and what words sound like real words but are spelled differently.


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E.g.

Students Will, Part 2: Create a list of nonsense words and a list of real words.

1. Student will clear the text box by pressing the up arrow key (pg up) to select the text (thetext will become highlighted), and then pressing the erase key.

2. Students will enter a list of their 5 favourite or funniest nonsense words from the WordFamily into the text box, separated by commas.

3. Students can share their lists with neighbours or other students at their station bypressing on the enter key and listening. Students can help each other to ensure all

words conform to the Word Family.

4. Student will clear the text box by pressing the up arrow key (pg up) to select the text, andthen pressing the erase key

5. Students will enter a list of their 5 favourite real words, from the Word Family, into the


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text box, separated by commas.

6. Students can share their lists with neighbours or other students at their station bypressing on the enter key and listening. Students can help each other by suggesting

and correcting any words that are misspelled, do not conform to the Word Family, or are

not the proper spelling for that word.

E.g.

Students Will, Part 3:

1. Write 5 sentences, one for each word from their list of 5 real words.2. Students will clear the text box again and enter their first sentence.3. Students can share their sentence with neighbours or other students at their station by

pressing the enter key and listening. Students can help each other suggest and correct

any misspelled words

4. Repeat steps 1 through 3 of this section until all 5 words have been used in sentences.


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E.g.

Self-Assessment Procedure, Part 1

1.

Complete a self-assessment by checking their work to make sure they have all taskscomplete and filling out the task card (below). *Note: Once introduced to this practice,

Students may choose to assess and revise their work throughout the activity.

2. Students will click the down-arrow to the right of the text box to review past inputs into

Speak activity.3.A pop up list of the past entries will appear above the text box. Once an entry is selected,

students may add, erase, or change all or parts of the entry.4. With task card, students will locate an entry from the speak activity, which meets a task

on the task card, and select it by clicking on the entry. Students will read the entry to see

if it Looks Right and listen to the entry to hear if it Sounds Right.


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E.g.

Assessment, Part 2Students will have their work assessed, and feedback provided by their teacher.

1. Student will present their XO and task card to the teacher.2. The teacher will press the down-arrow to the right of the text box to review past inputs

into Speak activity.

3. Teacher will locate the entry for the first task and checkmark the box for Needs Work,Word Family words spelled correctly, or All words spelled correctly(see below).

4. Teacher will show and explain the assessment of work to the student and point out how itmatches up with the looks right and sounds right self-assessment.

5. Record any misconceptions, miscues, or any other speech to print relationship issues ontothe Teacher Observation Checklist, especially persistent ones. Point these out to student.

6. Repeat steps 1 through 5 until the student side of the task card is complete.


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Task Card

Name: Date:Word Family:

___________________________________________

_Looks

Right

Sounds

Right

NeedsWork

WFWspelled

correctly

All wordsspelled

correctly

Word Family Word List

Nonsense Word List

Real Word List

Sentence 1:_______________

Sentence 2:_______________

Sentence 3:_______________

Sentence 4:_______________ Sentence 5:_______________

___/8 ___/8 ___/8

Name: Example Date: Oct. 3 2012Word Family:

ook LooksRight

Sounds

Right

Needs Work WFW spelledcorrectly

All wordsspelled

correctly

Word Family Word List

Nonsense Word List

Real Word List

Sentence 1: brook

Sentence 2: nook

Sentence 3: cook

Sentence 4: look

Sentence 5: book

___/8 ___/8 ___/8


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Anecdotal Observations Sheet

Teacher Anecdotal Observations Sheet: Word Family Words

Student: Date:Word

Family Totals Notes

Example 10/10/12 ookWFW: 2/8 AW: 6/8

Misspelled with - wif

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8

WFW: __/8 AW: __/8


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Heat Energy CycleGoals:

Describe the heat energy cycle using words and pictures. Use Paint to create an image.

Grade: 7 Subject:Science, Geography Lesson Plan Scope: ComprehensiveTeachers Role:

Teacher facilitates students direction

Assessment:

RubricResources:

Geography textbook or notes

Activities: Paint

Introduction:Students will create diagrams to show the cycle of heat energy between the Sun and the Earth.Set Up:Teacher completes a lesson, describing the cycle of heat energy.Students Will:

Part 1. Create an image about the daytime heat cycle.

21.Select Paint from Homeview.22.Use the pencil and brushfrom the Tools menu, as well as various shapes from the

Shapes menu, to create a diagram of land, sea and sun.

23.Use red (for hot) and blue (for cool) arrows to show the heat cycle.24.From the Text menu, click Type to add text. Click on the screen to add a description of

your picture.

25.From the activity menu, add a name to your image, and clickkeep.26.To clear the screen, click on the Edit menu and press clear.

Part 2. Create an image about the heat cycle in the night.

Repeat instructions 1 through 6 from above, drawing the moon in place of the sun.

Extension Students can make a slideshow in Scratch to display theimages they create.

Students can create diagrams of other heat energy cycles.


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Example Part 1: Daytime Heat Energy Cycle


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Example Part 2: Nighttime Heat Energy Cycle


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Rubric: Heat Energy Cycle

Student Name:________________________________

Level 1 Level 2 Level 3 Level 4Ideas Diagram explainsthe heat energycycle in a limitedway

Diagram explainssome of the heatenergy cycle

Diagram explainsthe heat energycycle

Diagram fullyexplains the heatenergy cycle

Images and text Uses a limitedamount of textand images

Uses a smallvariety of textand images

Uses a variety oftext and images

Uses a widevariety of textand images

Creativity Uses a limitedamount ofcreativity

Uses somecreativity

Uses creativity Uses outstandingcreativity

OVERALL LEVEL


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Types of Energy

Goals:

Students will identify and describe the types of energy. Students will use Browse to find pictures and Labyrinth to create a mind-map.

Grade: 7 Subject:Science Lesson Plan Scope: Standard, ComprehensiveTeacher's Role:Teacher facilitates students direction towardsgoal.

Assessment:RubricChecklist Task Completion

Resources:

Textbook or resource with list of types ofenergy.

Activities:Browse Record Labyrinth

Modifications and Adaptations: Students create a mind-map with pictures rather than words. Provide a blank mind-map, to be filled in.

Introduction:Students will explore the types of energy by creating a mind-map.Set Up:Give a lesson describing the types of energy and what they are used for. Show students howmake a mind-map that describes each type of energy in images. Introduce Rubric, ReviewCriteria Stated and ask for student input into specifying goals.

Students Will 1: Create the initial mind-map.

3. From Homeview, open Labyrinth.4. In Labyrinth click on Edit.5. Select text mode from the top menu. Click in the middle of the page, then drag cursor

to draw a rectangle. Click in the middle of the rectangle to type the title Energy.

6.Add 7 other labels surrounding the word Energy: sound, light, heat, mechanical,electrical, chemical, nuclear.

7. Click on Activity on the top menu. Write a title in the textbook. Click on keep (the greenbook icon) to save the project with its title.


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Students Will 2: Find images using Browse.

1. Click on the Homeview button on the keyboard to return to Homeview.2. Select Browse.3. Students can search for images using the browser.4. To save an image, first select the image using the Left click; then choose download

image. It is now saved in your journal.

When all pictures have been selected and saved, click stop from the top menu to close

the browser.

Students Will 3:Add pictures to their Labyrinth.

27.From Homeview, open Labyrinth.28.Select image add mode from the top menu. Click on the screen where you want to put

the first image. The journal of images will appear. Click on the image you want. Adjust

the size of the image by dragging the contours of the picture.

29.After all pictures have been added, connect a picture to its corresponding type of energyby holding down shift while clicking on both selections. Select link two selected

thoughts and a line will be drawn between the two. Repeat for each image.

30.If more space is needed, clickview and zoom in or out as needed. To return to the editscreen, select edit.

Students Will 4: Share the Labyrinth mind-map with their neighborhood.

15.Go to Activity in Labyrinth, and change the Share with setting from Private to MyNeighborhood.

16.Click on the Keep icon to save changes.17.From the Frame view click the Neighborhood icon.18.Ensure all XOs are connected to the same network, for example: Ad-hoc Network 1.19.Have students click on the icon of the game they want to join. For example: Energy

[Student Name].


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Extension Students can add descriptions for each picture, showing how it relates tothe specific type of energy. Use the label mode.

The process of creating a mind-map is a useful way to apply onesknowledge of how topics can be described with images. This lesson canbe modified to any curriculum content such as:

o Sources of heat energy.o Types of mixtureso Types of bridges


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Patterns of Settlement SlideshowGoals:

Apply knowledge of patterns of settlement Use scratch to create a slideshow

Grade: 8 Subject: Geography Lesson Plan Scope: ComprehensiveTeachers Role:

Teacher facilitates students direction towardsgoal.

Assessment:

Rubric

Resources:Handouts or textbooks with diagrams andexplanations of human settlement patterns

Activities:

Paint and ScratchModifications and Adaptations:

Students can create the pictures or drawings only. Teacher presents the slideshow process step by step, on an overhead projector.

Introduction:Students will create drawings to represent different patterns of human settlement and then

present them in a slideshow for their peers.Set Up:Teacher reviews patterns of human settlement.Teacher provides an example of a slideshow, then showing the appropriate code in Scratch.Students Will A:

11.From Homeview click on Paint.12.Using the tools, create a sketch of the first pattern of settlement.13.Click on activity to name and save the file.14.Continue creating sketches of patterns of settlement, saving under different names.

Students Will B:

1. From Homeview click on Scratch.2. In the Scripts menu, drag the codes (provided below) into the scripts area.3. Click on the Costumes tab and import each image from Paint that you created. Delete

any that you dont want to include.

4. Click on the Sounds tab and either import a sound from the library or record one.5. Back in the Scripts menu, the first block indicates that when the Green Flag is pressed,

the Script starts switching to the first costume (the first image you imported). This is

expressed in the example below.

6. The second block indicates that when it receives the next object, it should repeat 10times and change pixelate effect by 10 (maximizing by 10, making it a bigger block size).

7. The script should move on to the next costume (your second chosen image).


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8. Repeat 10 times, changing pixelate effect by -10, playing the pop sound simultaneously.9. Finally, it clears the graphic effect.10.Click on Save As and type in a file name.

Extra: You can add a new object, by clicking on the paintbrush icon.

Paint Editor will appear and you will proceed to create your new object. Then click on

OK. Change the Sprite Name to NEXT. Add the following code: when NEXT clicked

and broadcast next.

Extension Students can add in descriptions to the images that they createin Paint.

Students can add new sounds, new pictures, and adjust thepixelate and/or other effects.

CODE

In the Scripts menu, drag the following codes into the scripts area.


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You can add a new object by clicking on the paintbrush icon.

Paint Editor will appear and you will proceed to create your new object. Then click on OK.Change the Sprite Name to NEXT.

Add the following code: `when NEXT clicked`and ``broadcast next.`


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Slideshow Rubric

Student Name:________________________________

Level 1 Level 2 Level 3 Level 4Diagrams orDrawings

Diagrams showfew details of thepatterns ofsettlement

Diagrams showsome details ofthe patterns ofsettlement

Diagrams showsufficient detailsof the patterns ofsettlement

Diagrams showextensive detailsof the patterns ofsettlement

Slideshow The slideshowincludes fewimages, soundsand transitions

The slideshowincludes someimages, soundsand transitions

The slideshowincludes sufficientimages, soundsand transitions

The slideshowincludes allimages, soundsand transitions

Creativity Uses a limitedamount ofcreativity in theslideshow

Uses somecreativity in theslideshow

Uses creativity inthe slideshow

Uses outstandingcreativity in theslideshow

OVERALL LEVEL


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CommunityGoals:

Students will identify members of our community and the role they are partaking in. Students will us the Record activity to capture images and video of community membersengaging in jobs, chores, or participating in community events.

Grade: k-3 Subject:SocialStudies,Health

Lesson Plan Scope: Standard

Teachers Role:

Teacher directs students actions Teacher facilitating students direction

towards goal

Assessment:

Rubric

Resources:

XO

Activities:Record

Modifications and Adaptations:

Modification:o The challenge in this lesson was prepared for grade 2/3, however, with small

adjustments to the rubric, students at kindergarten and grade 1 levels can beaccommodated.

o The procedures learned in this lesson can be modified for any number ofsubjects and contents (such as recording a student talking through a mathoperation, or recording a song while practicing for a concert).

Adaptations:o Students who do not have access to an XO may: Draw and label pictures, act it

out the scene, or write and take notes about the activity in the community.

Introduction:This lesson will take place in 3 parts:

Guided discovery: Students will be introduced to the Record activity and given anopportunity to record pictures, video, and audio of themselves and classmates.

Direct instruction: Teacher will lead students in capturing and titling a picture, an audioclip, and a video of a community member doing a job, chore, or activity using the title and

tagging functions of the Record activity (e.g. Title: a teacher teaching; Tags: school,teacher, jobs, careers).

Students Challenge: Students will take their XOs home (or around the school) tocapture and title 5 videos, pictures, or audio clips of community members doing a job,chore, or activity.


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Set Up:This lesson can be used immediately after the above steps, or as a way to reinforceunderstanding about roles, relationships, community, and jobs. The task in this lesson is openendedintroducing, recalling, and brainstorming as many possible recordable and namabletypes of people, roles, jobs, activities, and chores will be ideal.

Guided discovery challenge: Students will open Record, and be asked: What canyoudo with this activity? Teacher will guide students actions with prompts, suggestions, andtroubleshootingIt is recommended that teachers complete the Direct Instructionportion of the lesson independently first, and use skills and understandings presented in itto inform their guiding of students actions

Direct instruction: Students are directed to follow step-by-step instructions forrecording, titling, and tagging a video. Students will then work independently, withteacher support, in capturing, titling, and tagging a picture and an audio clip.

Students Challenge: Students will take their XOs home (or around the school) tocapture, title, and tag 5 videos, pictures, or audio clips of community members doing a

job, chore, or activity.

Guided Discovery

Students Will: Open the Record activity and experiment with different ways to record pictures,

video, and audio.

1. In Homeview, open the Record activity by clicking on the Record icon.


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Record will look like this:

2. Students will be asked: What can you do with this activity?3.Allow time for students to experiment with making videos, taking pictures, and recording

audio clips (Audio recordings are accompanied by pictures).

4.After students have had a chance to experiment, have students take one video, onepicture, and one audio clip that represents something they like.

5. Use this time to discuss with students individually, in small groups, or as a class theimportance of recording something with meaning. Some questions to start the discussion:

a. Do some pictures, videos, or audio clips show more than others?b. Can a picture, video, or audio clip help explain something, or remember it?c. How can we take a picture, video, or audio clip that show, remember, or explain

more?

d. What makes a picture, video, or audio clip good?

6. Wrap up the lesson by sharing

OLPC Canada Educator Guide

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Transcript of OLPC Canada Educator Guide