Technology Lesson PlanDianne Pawlowski

Grade SubjectSubject Date

1 Literacy – Compound WordsLiteracy – Compound Words 3/23/09

Objective& Anticipatory

Set

O – Students will learn to use the search/keywords feature in Print Shop graphics in order to illustrate given compound words

AS – Show finished example ( see photo )

O – Students will learn to use the search/keywords feature in Print Shop graphics in order to illustrate given compound words

AS – Show finished example ( see photo )

O – Students will learn to use the search/keywords feature in Print Shop graphics in order to illustrate given compound words

AS – Show finished example ( see photo )

Tech StandardsHighlight if applicable

1. Creativity & Innovation 4. Critical Thinking, Problem-solving, and Decision-Making4. Critical Thinking, Problem-solving, and Decision-Making

Tech StandardsHighlight if applicable 2. Communication and Collaboration 5. Digital Citizenship5. Digital Citizenship

Tech StandardsHighlight if applicable

3. Research and Information Fluency 6. Technology Operations & Concepts6. Technology Operations & Concepts

Procedure

1. Pass out compound words (see Excel file)2. Students open Print Shop and get a blank tall page.3. Demonstrate how to use search/keywords and make a big plus sign in Headlines4. Students find pictures for each part of their word and place them in the top half of the page.5. They make a big plus sign in Headlines, push it in from the side to make it normal, and move it between the 2 pictures.6. They find a picture of the compound word and place it in the bottom half of the page.7. They use a text block (The Best) to type the compound word either below the picture or beside it.8. Print. Cut page in half. Fold an 81/2 X11 piece of construction paper in half. Staple the picture + picture clue to the outside and staple the compound word to the inside.9. If time, students may do a second one.

1. Pass out compound words (see Excel file)2. Students open Print Shop and get a blank tall page.3. Demonstrate how to use search/keywords and make a big plus sign in Headlines4. Students find pictures for each part of their word and place them in the top half of the page.5. They make a big plus sign in Headlines, push it in from the side to make it normal, and move it between the 2 pictures.6. They find a picture of the compound word and place it in the bottom half of the page.7. They use a text block (The Best) to type the compound word either below the picture or beside it.8. Print. Cut page in half. Fold an 81/2 X11 piece of construction paper in half. Staple the picture + picture clue to the outside and staple the compound word to the inside.9. If time, students may do a second one.

1. Pass out compound words (see Excel file)2. Students open Print Shop and get a blank tall page.3. Demonstrate how to use search/keywords and make a big plus sign in Headlines4. Students find pictures for each part of their word and place them in the top half of the page.5. They make a big plus sign in Headlines, push it in from the side to make it normal, and move it between the 2 pictures.6. They find a picture of the compound word and place it in the bottom half of the page.7. They use a text block (The Best) to type the compound word either below the picture or beside it.8. Print. Cut page in half. Fold an 81/2 X11 piece of construction paper in half. Staple the picture + picture clue to the outside and staple the compound word to the inside.9. If time, students may do a second one.

Check for Understanding

Foldables, noticing nonverbal clues, accountable talkFoldables, noticing nonverbal clues, accountable talkFoldables, noticing nonverbal clues, accountable talk

eyelid fingernail starfish cowboy skyscraper lighthouse

lipstick headphone hedgehog homework horseshoe houseboat

firecracker firefly cupcake seahorse ladybug bulldog

snowman dishwasher doughnut jellyfish keyboard fishbowl

bagpipe butterfly dustpan earring pineapple pinwheel

football rainbow handshake notebook pancake hammerhead

outside

inside

Technology Lesson Plan

Grade Subject Date

1 Social Studies – Community Helpers 11/11/09

Objective& Anticipatory

Set

To review and reinforce classroom lessons on community helpers

Ask students to name some community helpers. Tell them they may meet some new ones through the Internet and the Activeboard.

To review and reinforce classroom lessons on community helpers

Ask students to name some community helpers. Tell them they may meet some new ones through the Internet and the Activeboard.

Tech Benchmarks

Highlight if applicable

1. Illustrate and communicate original ideas using digital tools and media-rich resources2. Identify, research, and collect data using digital resources3. Engage in activities with other learners outside the classroom/school through web resources4. In collaborative groups, use a variety of technologies to produce a digital presentation/product5. Find and collect historical information using digital resources 6. Use simulations and graphical organizers to explore and depict patterns7. Demonstrate the safe and cooperative use of technology8. Independently apply digital resources to address a variety of tasks and problems 9. Communicate about technology using developmentally appropriate and accurate terminology10.Demonstrate the ability to navigate in virtual environments such as . . .

1. Illustrate and communicate original ideas using digital tools and media-rich resources2. Identify, research, and collect data using digital resources3. Engage in activities with other learners outside the classroom/school through web resources4. In collaborative groups, use a variety of technologies to produce a digital presentation/product5. Find and collect historical information using digital resources 6. Use simulations and graphical organizers to explore and depict patterns7. Demonstrate the safe and cooperative use of technology8. Independently apply digital resources to address a variety of tasks and problems 9. Communicate about technology using developmentally appropriate and accurate terminology10.Demonstrate the ability to navigate in virtual environments such as . . .

Procedure

Input, Modeling, Guided and Independent

Practice

1. Students log on and navigate to Palmer/Sites/First Grade/Social Studies/Community Club

2. Demonstrate how to use this site. Click on one community helper, click on all the speakers to hear their story, take the quiz, get one wrong, go back and fix it, show the

badge you can earn. Show how to click on the link at the bottom, Community Club in order to get back to do the other helpers.

3. Students learn about all 8 helpers and take all 8 quizzes. This takes at least ! hour.

4. When most students report that they have finished, have them log out and shut down laptops.

5. Use the flipchart Community Helpers to review what they learned and add a few more helpers. Before using this flipchart, replace the picture on slide 10 with the

students’ classroom teacher picture or your own.6. Students use activotes to answer questions about the helpers.

1. Students log on and navigate to Palmer/Sites/First Grade/Social Studies/Community Club

2. Demonstrate how to use this site. Click on one community helper, click on all the speakers to hear their story, take the quiz, get one wrong, go back and fix it, show the

badge you can earn. Show how to click on the link at the bottom, Community Club in order to get back to do the other helpers.

3. Students learn about all 8 helpers and take all 8 quizzes. This takes at least ! hour.

4. When most students report that they have finished, have them log out and shut down laptops.

5. Use the flipchart Community Helpers to review what they learned and add a few more helpers. Before using this flipchart, replace the picture on slide 10 with the

students’ classroom teacher picture or your own.6. Students use activotes to answer questions about the helpers.

AssessmentReflection

Students’ activote responses should show that the majority learned the information provided.Students’ activote responses should show that the majority learned the information provided.

Dianne Pawlowski

Technology Lesson PlanDianne Pawlowski

Grade SubjectSubject Date

1 Science - DinosaursScience - Dinosaurs 3/11/09

Objective&

Anticipatory Set

O - Students will use computer skills and deductive reasoning to find and reassemble dinosaur bones as a preview or review of the story Mr. Bones.

AS – How do we know that dinosaurs once lived? What does a Palentologist do and what kinds of tools does s/he use?

O - Students will use computer skills and deductive reasoning to find and reassemble dinosaur bones as a preview or review of the story Mr. Bones.

AS – How do we know that dinosaurs once lived? What does a Palentologist do and what kinds of tools does s/he use?

O - Students will use computer skills and deductive reasoning to find and reassemble dinosaur bones as a preview or review of the story Mr. Bones.

AS – How do we know that dinosaurs once lived? What does a Palentologist do and what kinds of tools does s/he use?

Tech StandardsHighlight if applicable

1. Creativity & Innovation 4. Critical Thinking, Problem-solving, and Decision-Making4. Critical Thinking, Problem-solving, and Decision-Making

Tech StandardsHighlight if applicable 2. Communication and Collaboration 5. Digital Citizenship5. Digital Citizenship

Tech StandardsHighlight if applicable

3. Research and Information Fluency 6. Technology Operations & Concepts6. Technology Operations & Concepts

Procedure

Direct students to these links: EASD/Schools/Palmer/Sites/First Grade Science/Dinosaur Web Site and Dino Dig

Demonstrate the following activities from the Dinosaur Web Site:1. Build a Beast2. Build a Dinosaur3. Dinosaur Concentration

Demonstrate Dino DigWhen students have finished all 5 digs in Dino Dig, they may go to the three activities above.

Direct students to these links: EASD/Schools/Palmer/Sites/First Grade Science/Dinosaur Web Site and Dino Dig

Demonstrate the following activities from the Dinosaur Web Site:1. Build a Beast2. Build a Dinosaur3. Dinosaur Concentration

Demonstrate Dino DigWhen students have finished all 5 digs in Dino Dig, they may go to the three activities above.

Direct students to these links: EASD/Schools/Palmer/Sites/First Grade Science/Dinosaur Web Site and Dino Dig

Demonstrate the following activities from the Dinosaur Web Site:1. Build a Beast2. Build a Dinosaur3. Dinosaur Concentration

Demonstrate Dino DigWhen students have finished all 5 digs in Dino Dig, they may go to the three activities above.

Check for Understanding

As students are doing the activities, walk around the room observing their progress and comfort level with the technology.As students are doing the activities, walk around the room observing their progress and comfort level with the technology.As students are doing the activities, walk around the room observing their progress and comfort level with the technology.

3/12/09 11:50 AMeasd - Language Arts (Print)

Page 1 of 1http://easd.dabbledb.com/entry/easd/8038

Language Arts

Technology Integration Lesson

Subject Area Language Arts

Grade First Grade

Title - Objective Dr. Seuss - One Fish, Two Fish, Red Fish, Blue Fish -Students will create a poster to celebrate Dr. Seuss'sBirthday based on the story One Fish. Two Fish. Red Fish,Blue Fish. It will include the Title (typed correctly usingcapital letters), author, 5 fish and the student's name.

NETS Creativity and Innovation

Anticipatory Set Read the Dr. Seuss Story One Fish, Two Fish, Red Fish, BlueFish.

Procedure Open Forks Website - select Activities and download theDr. Seuss Template. Double Click to open. Next, add onefish from the clipart folder (use search "fish") Copy andPaste 5 total fish on the paper. Finally, use the camera iconin the effects palette and select color adjustment from themenu. The first fish remains "normal" color. The secondtwo fish turn green. Then followed by a red fish and a bluefish.

Links www.eastonsd.org

Additional Materials The book One Fish, Two Fish, Red Fish, Blue Fish by Dr.Seuss

Created by Amy McGraw

Technology Lesson Plan

Grade Subject Date

1 Math – Fact Families 3/2/10

Objective& Anticipatory

Set

O – To graphically depict a fact family in order to see the relationshipsAS – Show the sutdents my completed familyO – To graphically depict a fact family in order to see the relationshipsAS – Show the sutdents my completed family

Tech Benchmarks

Highlight if applicable

1. Illustrate and communicate original ideas using digital tools and media-rich resources2. Identify, research, and collect data using digital resources3. Engage in activities with other learners outside the classroom/school through web resources4. In collaborative groups, use a variety of technologies to produce a digital presentation/product5. Find and collect historical information using digital resources 6. Use simulations and graphical organizers to explore and depict patterns7. Demonstrate the safe and cooperative use of technology8. Independently apply digital resources to address a variety of tasks and problems 9. Communicate about technology using developmentally appropriate and accurate terminology10.Demonstrate the ability to navigate in virtual environments such as . . .

1. Illustrate and communicate original ideas using digital tools and media-rich resources2. Identify, research, and collect data using digital resources3. Engage in activities with other learners outside the classroom/school through web resources4. In collaborative groups, use a variety of technologies to produce a digital presentation/product5. Find and collect historical information using digital resources 6. Use simulations and graphical organizers to explore and depict patterns7. Demonstrate the safe and cooperative use of technology8. Independently apply digital resources to address a variety of tasks and problems 9. Communicate about technology using developmentally appropriate and accurate terminology10.Demonstrate the ability to navigate in virtual environments such as . . .

Procedure

Input, Modeling, Guided and Independent

Practice

1. Students download template from Palmer templates page

2. Each student receives a fact card3. Students double-click on My Fact Family.kia

4. Together click on the star in the top toolbar and type student names. Click OK5. Explain how to do the + – and = symbols with shift and no shift

6. Explain how to put a space between all the symbols7. Students type each problem and it’s solution in one of the rectangles

8. In the house, they type the three factors9. When the facts are correctly in place, students can choose the members of the

family to drag over to the rectangles.10. Save and Print

1. Students download template from Palmer templates page

2. Each student receives a fact card3. Students double-click on My Fact Family.kia

4. Together click on the star in the top toolbar and type student names. Click OK5. Explain how to do the + – and = symbols with shift and no shift

6. Explain how to put a space between all the symbols7. Students type each problem and it’s solution in one of the rectangles

8. In the house, they type the three factors9. When the facts are correctly in place, students can choose the members of the

family to drag over to the rectangles.10. Save and Print

AssessmentReflection

The correct completion of this project will demonstrate student knowledge and ability to follow directions.The correct completion of this project will demonstrate student knowledge and ability to follow directions.

Dianne Pawlowski

5 + 3 = 3 + 5 =8 – 3 =8 – 5 =

2 + 3 =3 + 2 =5 – 3 =5 – 2 =

4 + 2 =2 + 4 =6 – 2 =6 – 4 =

5 + 1 =1 + 5 =6 – 1 =6 – 5 =

6 + 2 =2 + 6 =8 – 2 =8 – 6 =

6 + 1 =1 + 6 =7 – 1 =7 – 6 =

5 + 2 =2 + 5 =7 – 2 =7 – 5 =

3 + 1 =1 + 3 =4 – 1 =4 – 3 =

4 + 3 = 3 + 4 =7 – 3 =7 – 4 =

7 + 1 =1 + 7 =8 – 1 =8 – 1 =

8 + 2 =2 + 8 =10 – 2 =10 – 8 =

9 + 1 =1 + 9 =10 – 1 =10 – 9 =

6 + 4 =4 + 6 =10 – 6 =10 – 4 =

4 + 5 =5 + 4 =9 – 4 =9 – 5 =

6 + 3 =3 + 6 =9 – 6 =9 – 3 =

7 + 2 =2 + 7=9 – 2 =9 – 7 =

7 + 3 =3 + 7 =10 – 3 =10 – 7 =

2 + 1 =1 + 2 =3 – 1 =3 – 2 =

3 + 8 =8 + 3 =11 – 3 =11 – 8 =

4 + 7 =7 + 4 =11 – 4 =11 – 7 =

5 + 6 =6 + 5 =11 – 5 =11 – 6 =

3 + 9 =9 + 3 =12 – 3 =12 – 9 =

4 + 8 =8 + 4 =12 – 4 =12 – 8 =

5 + 7 =7 + 5 =12 – 5 =12 – 7 =

My Fact Family

Geometric Shapes Lesson PlanDianne Pawlowski, CTC

NETS Standards 1. Creativity and Innovation, 4. Critical Thinking, Problem-Solving and Decision-Making, 6. Technology Operations and Concepts

Math Standards 2.9 A Identify and label two and three dimensional shapes. 2.9.C Draw two dimensional geometric shapes

Objective: Students will use either PrintShop or Kidspiration * to create “I Spy” pictures from learned geometric shapes. They will then write an “I Spy” sentence listing the numbers and kinds of shapes hidden in their picture.

Procedure: 1. State objective. Show example of final product.

2. Students get laptops, turn on, and login.

3. CTC models opening correct application, choosing correct options, creating picture, writing “I Spy” text. Here are the two Application differences:

PrintShop: • Show the chart of acceptable shapes and how to spell them• Show how to change size and color (and maybe texture)• Demonstrate the Arrange menu options that allow shapes to be flipped, rotated,

and layered. Kidspiration

• Show how to delete the Main Idea bubble that pops up automatically• Emphasize that before choosing another shape, you must click off of the current

shape.• Show how to change size and color

Print Shop Kidspiration

Assessment: Students have followed directions and understood the lesson if their adding sentences are correct and correctly done. If they can reproduce this activity at centers using the same tools but different numbers, then they have really grasped the concepts.

* Kidspiration includes 3-D shapes, but the shapes are harder to manipulate. Print Shop has only 2-D shapes, but is easier to use. I have left the choice to the classroom teacher.

3/17/09 9:29 AMeasd - Social Studies (Print)

Page 1 of 1http://easd.dabbledb.com/entry/easd/7289

Social Studies

Technology Integration Lesson

Subject Area Social Studies

Grade First Grade

Title - Objective Abe Lincoln's Hat - After hearing the story Abe Lincoln'sHat, students will take a picture of themselves, place a haton their head with a brass braid, and notes under the hatjust like Abe.

NETS Communication and Collaboration

Anticipatory Set Read the story Abe Lincoln's Hat by Martha Brenner.

Procedure Using Photo Booth students will take their picture. Discusswhat makes a good picture. Drag the picture into The PrintShop to print as an 8x10 landscape. Cut out the given Abehat and the four strips of paper that list notes Abe wouldhave had in his hat. Attach the hat and notes to thestudents picture using a brass braid.

Links

Additional Materials Abe Lincoln's Hat by Martha Brenner, print outs of Abe'shat, print outs of the four notes, brass braids

Created by Amy McGraw

free the slaves

unite the country

fight for fair laws

school is important

free the slaves

unite the country

fight for fair laws

school is important

free the slaves

unite the country

fight for fair laws

school is important

3/10/09 10:45 AMeasd - Math (Print)

Page 1 of 1http://easd.dabbledb.com/entry/easd/69

Math

Technology Integration Lesson

Subject Area Math

Grade First Grade

Title - Objective Symmetry - Students will demonstrate their knowledge ofsymmetry by constructing a symmetrical monkey face.

NETS Creativity and Innovation

Anticipatory Set Read/choral read the story "Five Little Monkeys" to gainstudent interest. Talk about what a monkey looks like -features, characteristics of the face. These features aresymmetrical

Procedure Using the application the Print Shop, students will use theshapes tool to add a series of circles that they will stretch,color, collapse, and arrange in a symmetrical pattern finallyconstructing a symmetrical animal.

Links

Additional Materials Book - Five Little Monkeys

Created by Amy McGraw

3/16/09 1:44 PMeasd - Language Arts (Print)

Page 1 of 1http://easd.dabbledb.com/entry/easd/8434

Language Arts

Technology Integration Lesson

Subject Area Language Arts

Grade First Grade

Title - Objective Grammar Practice - Making a Sentence - Students will beable to arrange the at least five words to make a sentence,they will select the correct end mark for a sentence, andfinally they will select an adjective to make the sentencemore interesting.

NETS Research and Information Fluency

Anticipatory Set Scramble the sentence - The raccoon had a birthday party.= party the had birthday a raccoon - continue to repeatthis jumbled sentence until student might comprehendwhat the sentence was supposed to say. Stress theimportance of word order in a sentence to gain meaning.Followed by what end mark should this sentence get?Finally, how can we make it more interesting? - addadjectives!

Procedure Using the Firefox browser, students will open theBookmark Catalog and search the keyword "Starship."Students will then click the Antarctica planet. They willpractice the skills listed - Make a Sentence, Which mark?and Make it Interesting.

Links www.bbc.co.uk

Additional Materials

Created by Amy McGraw

Technology Lesson PlanDianne Pawlowski

Title: Snowman Subtraction Grade: 1 Medium: Computer Curriculum Integration: Math Time: 1 hr

Goals and Objectives:• To learn how subtraction works• To illustrate a subtraction story• To write a subtraction story• To write the math sentence that

goes with the story• To use technology to demonstrate

knowledge of subtraction principles

Lesson Introduction: Talk about what happens to snowmen when the sun comes out. Stress that when snowmen melt, a little pile usually remains. Show example of finished product – snowmen

Lesson Procedures: Demonstration of all steps will take place at the beginning of each step

1. Log in and open KidPix2. Select Rubber Stamper, on page 03 of Ad Lib, find Sun. Choose medium size and put it top right corner of page.3. Change Rubber stamp menu to Teeny, change the page to 07 and click on the snowman. 4. Make a row of snowmen (4-12)5. Click on the eraser. Choose the pencil top eraser.6. Erase only the top part of any number of the snowmen.7. Choose the text tool (T). Stretch out the box and change the font to 24.8. Write a story to go with the picture. Ex. There were 8 snowmen. 3 melted. Now there are 5. Then write a number sentence. Ex. 8 – 3 = 5 and your first name.9. Click on either the lips below or the green arrow above to hear your sentence read.10. Print out your story, making sure it goes to the right room.

Technology Standards:1- Creativity and Innovation4- Critical thinking, problem solving & decision-Making5- Technology operations and Concepts

Technology Performance Indicators:1. Illustrate and communicate original ideas and

stories using digital tools and media rich resources.2. Independently apply digital tools and resources to

address a variety of tasks and problems3. Communicate about technology using

developmentally appropriate terminology.

Vocabulary: there, were, melted, now, snowmen

Materials & Resources: computers, projector, KidPix, printer, paper

Technology Lesson PlanDianne Pawlowski

Grade SubjectSubject Date

1 Math – Tens and OnesMath – Tens and Ones 2/18/09

ObjectiveStudents will learn and practice showing numbers with ones and tens blocks. Students will learn and practice showing numbers with ones and tens blocks. Students will learn and practice showing numbers with ones and tens blocks.

Tech StandardsHighlight if applicable

1. Creativity & Innovation 4. Critical Thinking, Problem-solving, and Decision-Making4. Critical Thinking, Problem-solving, and Decision-Making

Tech StandardsHighlight if applicable 2. Communication and Collaboration 5. Digital Citizenship5. Digital Citizenship

Tech StandardsHighlight if applicable

3. Research and Information Fluency 6. Technology Operations & Concepts6. Technology Operations & Concepts

Procedure

1. Direct students to eTools.2. Demonstrate how to use the place value blocks and tools.3. On their laptops, students show the number given with the blocks.4. Show students how to use the Promethean board5. Taking turns, students show the given amounts on the board. With thumbs up/down, classmates agree or disagree with their solutions.6. Direct students to navigate to tens and ones sites at Palmer7. Demonstrate Place the Penguins and edbydesign games.8. Students practice with games

1. Direct students to eTools.2. Demonstrate how to use the place value blocks and tools.3. On their laptops, students show the number given with the blocks.4. Show students how to use the Promethean board5. Taking turns, students show the given amounts on the board. With thumbs up/down, classmates agree or disagree with their solutions.6. Direct students to navigate to tens and ones sites at Palmer7. Demonstrate Place the Penguins and edbydesign games.8. Students practice with games

1. Direct students to eTools.2. Demonstrate how to use the place value blocks and tools.3. On their laptops, students show the number given with the blocks.4. Show students how to use the Promethean board5. Taking turns, students show the given amounts on the board. With thumbs up/down, classmates agree or disagree with their solutions.6. Direct students to navigate to tens and ones sites at Palmer7. Demonstrate Place the Penguins and edbydesign games.8. Students practice with games

Check for Understanding

Walk around and observe students’ laptop screens to see if they are following directions and getting the correct amounts.Walk around and observe students’ laptop screens to see if they are following directions and getting the correct amounts.Walk around and observe students’ laptop screens to see if they are following directions and getting the correct amounts.

3/20/09 3:05 PMeasd - Science (Print)

Page 1 of 1http://easd.dabbledb.com/entry/easd/10098

Science

Technology Integration Lesson

Subject Area Science

Grade First Grade

Title - Objective I am a Meteorologist - Given a camera, students will take afocused picture of a classmate posing as a weather person.They will then cut and paste this picture to a 5 day weathermap and finish it off with construction paper to look like aTV. Finally, students will write a descriptive paragraphabout the weather as if they were an actual live TVreporter.

NETS Communication and Collaboration

Anticipatory Set Student will be given no instruction about the camera. Theywill be given three minutes to "explore play" with it.(working in pairs)

Procedure Following the "explore play" time, show student how to 1. trash a picture2. turn flash on 3. take a focused picture4. download the picture to IPhoto5. print as a 4x6Next, students can begin their descriptive writing. Placevocabulary words on the chalkboard that students maywant to use in their writing. Students will write at least 7sentences describing the five day forecast they have beengiven.Finally the project can be assembled using blackconstruction paper to make the TV.

Links

Additional Materials class pack of cameras - charged!, black construction paper,writing paper

Created by Amy McGraw