Day 1/ Day 2/ Day 3/ Day 4/ Day 5/ Day 6/ Day 7/ Day 8/ Day 9/ Day 10/ QCC's
Day 1/ Day 2/ Day 3/ Day 4/ Day 5/ Day 6/ Day 7/ Day 8/ Day 9/ Day 10/ QCC's
Note: I usually rotate my lab time between morning and afternoon so some lesson plans will show the technology connection first and others last. These lessons reflects my class schedule. You would need to fit the lessons to your normal schedule. I teach Math as usual and have not incorporated it into the unit. Links are green.
Objectives : The student will learn about insects through research on the Internet. The student will apply the research to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing:
Technology Connection: Internet - Computer Lab ( 1 hour)
#1 Yucky Bug World
The Yuckiest Insect
http://www.yucky.com
Spelling: Word list #1
Cursive: Insect Poem
English: Haiku
Reading/Science:
Objective : The student will learn about the body parts and the different stages of an insect. The student will identify the parts and stages on a worksheet. The student will apply the research to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing: If you could visit an ant at home what you find?
Reading/Science:
Spelling:
Cursive: Insect Poem
English:
Technology Connection: Internet - computer lab - 1 hour
#2 Insect Anatomy
http://www1.bos.nl/~bijlmakers/entomology/begin.htm
Haiku Project: Student Writing Center; Printshop; or some other desktop publishing program.
Objective : The student will learn facts about insects and mosquitos. The student will apply the research to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing:
Technology Connection: Insect Facts -Computer Lab (1 hour)
#3 Bugfun
Spelling:
Cursive: Insect Poem
English:
Reading/Science:
Objective :The student will learn about harmful and helpful insects . The student will apply the research to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing:
(www.uky.edu/Agriculture/Entomology/ythfacts/bugfun/riddles.htm)
Reading/Science:
Spelling:
Cursive:
English:
Technology Connection: Most Wanted Insects-Computer Lab -(1 hour)
Objective : The student will learn about bees. The student will apply the research to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing:
Technology Connection: Bees - Computer Lab (1 Hour)
Spelling:
Cursive:
English:
Reading/Science:
Objective :The student will be able to identify the life cycle of a butterfly . The student will be able to identify the differences between a butterfly and a moth. The student will apply the research to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing: The Very Busy Bee
Technology Connection: Lesson:Butterflies and Moths (Computer lab-1 hour)
Spelling:
Cursive:
English:
Reading/Science:
The first 6 days of this unit involved research to learn about insects. Now we will use the information to complete projects using computer programs.
Objective : The student will identify insects on the nature trail. The student will use graphing skills to complete a tally sheet and then make a graph. The student will apply what has been learned about insects to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing:
Reading/Science:
Spelling:
Cursive:
English:
Technology Connection: Lesson:Graphing - Computer lab (1 hour)
Objective : The student will research an insect and create a powerpoint slide. The student will apply what has been learned about insects to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Reading/Science:
Spelling:
Cursive:
English:
Technology Connection: Powerpoint Slide (computer lab-1 hour)
Objective :The student will create a newsletter about the insect unit using Student Writing Center. The student will apply what has been learned about insects to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing: List 4 topics for the newsletter. Create a rough draft using worksheet.
Technology Connection: Student Writing Center - Computer Lab - 1 hour
Save
Spelling:
Cursive:
English:
Reading/Science:
Objective :The student will complete the newsletter assignment.The student will apply what has been learned about insects to complete classroom assignments in Spelling, English, Writing, Science and Cursive.
Writing: Sample #2 - What I know about insects
Reading/Science:
Spelling:
Cursive:
English:
Technology Connection: Computer lab-1 hour
Additional Ideas for Technology Projects
Inspiration: Compare and contrast Moths and Butterflies
Kidworks Deluxe: Write an imaginary story about a Magic Insect (or title of your choice). Draw a Kidworks picture.
Science:
15 Topic: The Living World: Animals
Standard: Recognizes and describes a variety of animal and plant life cycles. Illustrates the life cycles of butterfly ........ and grasshopper.
Language Arts:
6 Topic: Listening/Speaking
Standard: Responds appropriately to various types of questions on orally presented material.
7 Topic: Listening/Speaking
Standard: Increases vocabulary to reflect a growing range of interests and knowledge.
14 Topic: Reading
Standard: Increases vocabulary to reflect a growing range of interests and knowledge.
16 Topic: Reading
Standard: Follows written directions.
17 Topic: Reading
Standard: Reads a variety of materials for information and pleasure
36 Topic: Writing
Standard: Uses correct spelling for frequently used sight vocabulary .
39 Topic: Writing
Standard: Writes a short paragraph about a topic
42 Topic: Writing
Standard: Applies correct principles of grammar, parts of speech, and usage and mechanics:
-Writes complete sentences;
-Uses correct capitalization and punctuation;
-Uses correct word structure;
-Identifies types of sentences according to purpose: declarative, interrogative, imperative, exclamatory
-Identifies the parts of a sentence in various sentence patterns (Simple subject and predicate);
-Forms singular, plural, and possessive nouns; -Applies standard conventions of American English in subject-verb agreement;
-Demonstrates knowledge of nouns, pronouns, verbs, and adjectives in writing simple sentences.
Grade 3 Technology Integration (DRAFT)
Strand: Basic Skills
1 Topic: Basic Skills
Standard: Identifies basic technology tools.
1.1 Uses appropriate and accurate terminology when communicating about basic technology components encountered in any learning environment. (Examples might include CPU, monitor, mouse, keyboard, diskette, disk drive, CD-ROM, printer, headphones, remote control, barcode reader, cables, electrical outlets, projection device, VCR, other emerging technologies.)
1.2 Uses appropriate and accurate terminology when communicating about telecommunication tools encountered in any learning environment. (Examples might include e-mail, Internet, satellite, video-conferencing, telephone.)
2 Topic: Basic Skills
Standard: Demonstrates understanding of basic technology and telecommunication tools.
2.1 Selects and uses the appropriate tool to perform a specific task encountered in any learning environment. (Examples might include, using e-mail for communication, using a keyboard to type, using a camera to take a picture, using the printer to produce printed text, using a scanner to make a copy of a picture.)
2.2 Recognizes the functions of a variety of telecommunication tools that are available in a learning environment. (Examples might include e-mail for text communication, video conferencing for voice and picture communication, telephone for voice communication, fax for text communication.)
2.3 Recognizes and defines the functions of telecommunication resources as they pertain to the acquisition of information. (Examples might include the Internet, multimedia CD, television, radio broadcast.(11)
3 Topic: Basic Skills
Standard: Demonstrates an understanding of the uses of technology and communication tools at home and in the community.
3.1 Describes the uses of technology at home. (Examples might include telephone, e-mail, VCR, digital camera, microwave oven, answering machine, etc.)
3.2 Describes the uses of technology in the community. (Examples might include ATM, barcode scanners in stores, Internet access in public library, automated library catalog, etc.)
4 Topic: Basic Skills
Standard: Follows established rules for the care and use of technology tools.
4.1 Explain the reasons for established rules.
4.2 Introduce basic troubleshooting. (Examples might include checking connections and on-off switches.
5 Topic: Basic Skills
Standard: Operates basic technology tools and applications.
5.1 Performs basic hardware operating functions. (Examples might include turn on/off, uses mouse and keyboard, insert CD-ROMs, cassettes, and videotapes.)
5.2 Performs basic software functions. (Examples might include printing, opening and exiting programs and files, saving files.)
5.3 Uses navigational software to access information from telecommunication resources with teacher guidance. (Examples might include teacher-selected Web sites on the Internet and age-appropriate search engines.)
5.4 Demonstrates a basic understanding of standard keyboarding techniques and correct fingering techniques. (Examples might include using home keys, basic keys, function keys.)
Strand: Productivity
6 Topic: Productivity
Standard: Utilizes technology tools to facilitate the writing process.
6.1 Uses computer-drawing programs to create stories.
6.2 Creates and prints a simple word processing document with inserted images.
6.3 Uses desktop publishing tools to create simple documents. (Examples might include flyers, calendars, cards.)
7 Topic: Productivity
Standard: Uses technology tools to create charts and graphs with teacher guidance.
7.1 Collects, organizes, and displays information in charts and graphs.
7.2 Examines information from charts and graphs.
7.3 Draws conclusions from information displayed in charts and graphs.
7.4 Predicts expected outcomes from information displayed in charts and graphs.
7.5 Selects and adds information to an existing chart or graph.
8 Topic: Productivity
Standard: Uses multimedia tools to express ideas.
8.1 Recognizes the characteristics of multimedia (graphics, sound, and video).
8.2 Identifies and selects multimedia tools appropriate to tasks (digital cameras, scanners, video editing, audio files, microphone, headphones, speakers, and other emerging technologies).
8.3 Analyzes the use of visual elements, sound, and words to communicate concepts in multimedia projects.
8.4 Plans and creates simple multimedia projects collaboratively which combine visual elements, sound, and words to communicate concepts with guidance.
9 Topic: Productivity
Standard: Uses brainstorming/webbing software in planning, organizing, and prewriting.
Strand: Communication
10 Topic: Communication
Standard: Uses technology to gather information, communicate with others, and express ideas.
10.1 Participates in information gathering. (Examples might include e-mailing questions to an expert, using designated Web sites.)
10.2 Participates in communication with others. (An example might include using e-mail or Web site to express an opinion or response.)
Strand: Societal and Ethical Issues
11 Topic: Societal and Ethical Issues
Standard: Recognizes the appropriate use of information and information technology.
11.1 Demonstrates an understanding of the fundamental concept of intellectual property and copyright. (An example might include knowing that most images are owned by someone and cannot be used without permission.)
11.2 Demonstrates an understanding of safety precautions concerning sharing personal information about themselves and others.
11.3 Discusses the implications of technology in society. (An example might include how communication has changed through the use of e-mail or a cell phone.)
11.4 Cites sources when using the intellectual property of others. (An example might include citing the URLs of sites that information has been acquired from.)
Strand: Research
12 Topic: Research
Standard: Uses basic research techniques with teacher guidance.
12.1 Recognizes and uses technology and telecommunication tools to locate information.
12.2 Assesses, with teacher guidance, the validity of published information at an introductory level. (An example might include information on a Web site that may be based on opinion, not fact.)
12.3 Uses technology to find answers to basic how and why questions. (An example might include student use of teacher chosen Web sites or the use of a networked encyclopedia.)
12.4 Organizes information using brainstorming/webbing software with teacher guidance.
12.5 Selects from a choice of technology and non-technology resources for a specific research task with teacher guidance.
Strand: Problem solving/Decision Making
13 Topic: Problem Solving/Decision Making
Standard: This standard will be encountered in the implementation of the standards from the other five strands as students use technology (puzzles, logical thinking programs, writing tools, drawing tools) for problem solving, communication, and illustration of thoughts and stories.