Subtraction - Lesson Plan 5

Intern:  Virginia Garretson                                                         Grade Level: Kindergarten

                                                                                    Estimated Date:  May 1, 2009

Title:   How Hungry is Your Anteater?                                                                            

I.              Objectives

o   Students will construct, illustrate, and practice subtraction problems using 7 or less demonstrating that they understand the concept of taking away.

II.            Applicable SOL Standards

o   Math K.6  The student will add and subtract whole numbers, using up to 10 concrete items.

o   Computer/Technology C/T K-2.7:  The student will use a variety of media formats to communicate information and ideas effectively to multiple audiences

• Use technology tools for individual writing, communication, and publishing activities.

o   Computer/Technology C/T K-2.5:  The student will use technology to locate, evaluate, and collect information from a variety of sources.

• Identify information in various formats.

• Identify available sources of information.

III.           Materials for Learning Activities

q  Supplies: plastic ants as manipulatives.

q  Personal white board, expo markers, and erasors for the red center.

q  SmartBoard and laptop

q  Classroom computers opened to Anteater Subtraction Smartboard activity; Subtraction Math Ten and Underactivity

q  Rainforest Math – Subtraction Skinks at http://www.rainforestmaths.com/rainforest.asp?TransferID=%7B65567116-7862-439A-B360-C14389ECC2E1%7D

q  Count Hoot Addition and Subtraction Website http://www.bbc.co.uk/schools/laac/numbers/chi.shtml

q  SmartBoard Subtraction Activity

q  Pictures of Giant Anteaters, Anteater sound clip, Anteater Video clips: http://www.arkive.org/giant-anteater/myrmecophaga-tridactyla/video-11a.html

q  Wise, W. (1993). Ten Sly Piranhas. Puffin Books; New York, New York.

IV.          Assumptions

q  The students have been working with subtracting concrete manipulatives from 5 the previous week and from 7 earlier this week.  They have mastered the basic concept of taking at least one away from 7 or less.    

V.           Procedure (Total estimated time: 1hour and 15 minutes)

o   Whole Group Introduction: (5-10 minutes)

q  Start by reading Ten Sly Piranhas to get them in the mode of thinking about subtraction.  In math today, we are going to continue to work with subtracting things from a group of seven items.   

q  When you are at games today, you will have a choice of working on an Anteater Subtraction activity on the Classroom SmartBoard, which we will go over shortly, or the same activity on one of the four classroom computers, or an Apple Subtraction (Ten and under) SmartBoard activity on another of the classroom computers, or, on the using  the remaining two classroom computers.  (http://www.rainforestmaths.com/rainforest.asp?TransferID=%7B65567116-7862-439A-B360-C14389ECC2E1%7D) and finally there is the Rainforest Subtraction board game you can play, with up to two partners. 

q  When your group rotates to the red center, you will pretend to be a hungry Anteater ready to eat some ants.  (Show a couple of pictures of anteaters and play sound).  Using the little pile of black ants at your seat, you will practice subtracting different numbers from seven to see how many different answers you can get.  You will then write your subtraction equation on the small white board and hold up for me to see when you are done.  (Model activity at the center when I run it.)

q  When it’s time for you to rotate to the blue table center, you will pick one of your subtraction equations from the red center to illustrate/show in your Math Journal

q  As always, if you finish a center early, clean up your center and then pick a math book to read quietly to yourself.   

q  Now let’s take a look at the new Anteater Subtraction activity and the Apple Ten and Under Subtraction Game Center).  Go through each activity and suggest that all students start with the Anteater 7 and under game to see how they do.  If they find it too easy they can move on to the Apple version.  Two students will be able to play at the Smartboard.  Two – four can play on the computers and 2-3 can play the board game.  Children will buddy up or “truddy” up with different partners from the day before, as per our established routine, and then tap the shoulders of the next buddy when they finish an activity within games.

q   

o   Instructional Strategies (15 minute rotations):

q  (Game Center) This center was explained in the introduction.

q  (Red Center)  Students will be handed out 7 little plastic ants to use as manipulatives for this activity.  I will then have the students do a couple of subtraction problems using only 5 of the ants to start with.  Their hand will act as the Giant Anteater’s tongue to take away the ants from their colony.  I will walk then through a series of scenarios for them to solve.  I will start with, “One day, seven worker ants busily storing away food in their storehouse chamber, when to their horror, out of nowhere, a giant long sticky tongues grabs them, takes them all away, and with a slurp and a burp swallows them whole for breakfast.  Now how many worker ants are left in the food storage chamber?”  Hopefully, the answer will be zero especially as I will be acting out the part of the anteater’s tongue by grabbing up all the ants at once.  I will then have them record this problem on their personal size whiteboards.  The white boards will serve as a form of assessment.  Next, I will continue to say, “Well as we have learned ants are team players, and when they see something is missing or needs to be done, they get right to work doing it.  So, when the next ant that walked by the storehouse noticed that all the storehouse worker ants were gone and things were piling up, he called his other friends over and they got to work.  None of them wondered why, the other ants had disappeared.  When at about that time the Mr. Anteater decided he wanted a midmorning snack; but, he wondered if he’d find anymore ants in that chamber since he eaten them all for breakfast.  However, this was a wise old anteater, who had lots of experience with ants and knew they wouldn’t leave a job undone for long.  So, down when his long sticky tongue to see what it could catch for his morning snack.  And with a slurp and a burp he pulled out 3 more ants and swallowed them whole.  Now the other ants didn’t see the giant tongue take their sisters away but realized that they were missing a few.  So, they did a quick count and found that of the seven they started with three had disappeared/taken away by the anteater, and now there were too few of them left to finish the job.  How many were left if they stared with seven and three were taken away?” 4.  Of course, one of them called three more friends to come help, bringing their numbers back up to seven, and they all went back to work.“  I will then continue on with the story until all the possible equations have been figured out.

1.    (Blue Center)  At the blue center, the students will be illustrating one of their math problems from the red table in their Math Journals.

o   Summary: (5-10 minutes)

To summarize the lesson, I will review the meaning of the word take away again to reinforce the subtraction concept, use the Smartboard activity to   work a couple problems whole group, and select a couple of Math Journal stories to share with everyone.

o   Extensions

The extensions are the computer games (Rainforest Subtract the Skink and the Count Hoot subtraction games) as well as the Smartboard Apple Ten and Under Subtraction activity and the board game activities.

VI.          Assessment

q  The assessment includes the white boards and their Math Journal entry.  They will be assessed based on whether the written equation is correct and in the case of the Journal whether the picture elements match their equation.  In addition, anecdotal notes will be kept from when the students cycle through the red center to ascertain whether they comprehend the concept being taught and can perform it independently (e.g. mastered it), whether they are still developing an understanding and need to do the problems with support, or whether they have minimal to no understanding.

VII.         Differentiation

q  Those students that have English as a Second language or difficulties with the math concept will receive scaffolded help from myself and the IA as they come through our centers. 

q  The Smarboard activities are differentiated according to skill level.  For those students who have mastered 7 and under equations, they can move on to the Apple Subtraction Activity. 

q  Similarly the Rainforest Math site has several levels of subtraction.  While I started the class on the Kindergarten level, if I find that certain students are ready for it, I will have them move up to 1^st grade subtraction and even second grade if they need the challenge.  In addition, Count Hoot Addition and Subtraction website is also a challenge site for our more advanced mathmaticians.

q  Differentiation for learning styles is also included in this lesson.  For example, kinesthetic learners will benefit from working with the ant manipulatives and using the white boards and the SmartBoards .  Visual learners will benefit not only Math Journal entry but also from the SmartBoard and Computer activities.  Auditory learners will benefit from the short read aloud at the start of the lesson and from the instruction and storytelling that takes place at the red center.

Ants Are Awesome PhotoStory Project Lesson Plan 4

Intern:  Virginia Garretson                                                         Grade Level: Kindergarten

                                                                                    Estimated Date:  April 30, 2009

Title:   Awesome Ant Colony PhotoStory Part 4                                                                               

I.              Objectives

q  Students will learn that ants are social insects that live in colonies, comprising of multiple chambers, and that each ant has a specific job to do.

q  Students will learn to compile their PhotoStory into a wmv file they can play back on their computer.

II.            Applicable Standards

o   Computer/Technology C/T K-2.1:  The student will demonstrate knowledge of the nature and operation of technology systems.

• Indentify the computer as a machine that helps people at school, work, and play.

o   Computer/Technology C/T K-2.2:  The student will demonstrate proficiency in the use of technology..

• Demonstrate the use of mouse, keyboard, printer, multimedia devices, and earphones.

• Use multimedia resources such as interactive books and software with

 graphical interfaces.

o   Computer/Technology C/T K-2.7:  The student will use a variety of media formats to communicate information and ideas effectively to multiple audiences

• Use technology tools for individual writing, communication, and publishing activities.

o   Computer/Technology C/T K-2.5:  The student will use technology to locate, evaluate, and collect information from a variety of sources.

• Identify information in various formats.

• Identify available sources of information.

q  Visual Arts National Standard NA-VA.K-4.1:  Understanding and Applying Media Techniques, and Processes

q  Students use different media, techniques, and processes to communicate ideas, experiences, and stories

o   Students use materials and tools in a safe and responsible manner

q  Science K. 6:  The student will investigate and understand basic needs and life processes of plants and animals.  Key concepts include

b)    living things change as they grow, and they need food, water, and air to survive;

plants and animals live and die (go through a life cycle);

III.           Materials for Learning Activities

q  Mobile Lab Computers.

q  SmartBoard

q  For basic Ant info:  http://www.globio.org/glossopedia/article.aspx?art_id=10

q  For sample nest/colony structures:  http://harvardforest.fas.harvard.edu/personnel/web/aellison/antsofthenorthquabbin/NQAnts/the_ant_colony.htm

q  Lots of non-fiction books about ants.

q  Rainforest Math Website http://www.rainforestmaths.com/rainforest.asp?TransferID=%7B65567116-7862-439A-B360-C14389ECC2E1%7D

IV.          Assumptions

q  At this point students should be ready to wrap up their PhotoStory.  Those that were absent or missed a day will have a little extra time to make up what they have missed. 

V.           Procedure (Total estimated time: 30 minutes for each half of the class)

q  Whole Group Introduction: (2-3 minutes)  “Over the last few PhotoStory lessons we learned to create a PhotoStory file, import pictures and organize them, add background music using Audacity to record it, and added narration.  Today we are going to finish our PhotoStories and learn to turn them into a movie.  I will be modeling each step in the process up here on the SmartBoard in case you get lost or confused.

q  Instructional Section (20 min. ):  “Let’s begin by logging in.  If you don’t remember how to log in raise your hand and Mrs. Craig and I will come around and help you.   

o   “Next, click on the PhotoStory icon on your desktop.  It looks like a little picture of people with an arrow at the top.” (show them an enlarged view of it up on the SmartBoard.) 

o   Click on Edit Story and then on Next. 

o   Next, have them navigate to their personal folder in Room 11 and pull up My Awesome Ant Photostory.

o   Then have them click on Next until they reach the window that says Save Your Story.  Have them click on Save your story for playback on your computer.  Then have them click on Next to have their story compiled into a wmv movie file. 

o   When their stories are compiled, let them use the earphones to View their Stories.  Then they can exit PhotoStory.

Summary: (2-3 minutes) As a whole group back in the classroom, review what we have learned today about recording narration to their PhotoStory.

q  Extensions

The extensions for this lesson include the Ants Are Awesome booklet I made for them to add to their reading book bags, the numerous non-fiction books about ants I checked out of the library for them to read and/or look through and the Ant Colony Mural they are working on back in the classroom in small group pull outs.

Also, for those that done early, they can see if they can come up with a mini PhotoStory about the rainforest animals we have studied.

VI.          Assessment

q  The assessment for this lesson will both anecdotal and concrete in the form of the developing PhotoStory.  I will take mental notes as I work with the students to see if they can in fact retrieve their PhotoStory from their personal folder in Room 11. Later, I will check to see if they were able to compile their PhotoStories into a movie.

q  I will also note if the students are ESOL students that may not understand due to language issues.

VII.         Differentiation

q  Those students that have English as a Second language will benefit from having myself and the IA walk around the classroom to answer questions and provide additional scaffolding.  In addition, since they will be working in their morning heterogeneous groups, they will have at least one other student at their table capable of helping them out as welll

q  Differentiation for learning styles are also addressed in this lesson.  For example, kinesthetic learners will benefit from manipulating the mouse and getting up at the half hour point to go to lab or return to the classroom.  Visual learners will benefit from the pictures on the website and those they’ve imported into their PhotoStory and from the demo I do over the SmartBoard in the Computer lab.  Auditory learners will benefit from the step by step verbal instructions while I walk them through the process.

q  Since this is a Kindergarten class, we do not have any children officially assessed as having a learning disability.  Those that may have issues are also ESOL students and the cause may the language barrier, the others have late birthdays and their cause may simply be developmental delays.  Furthermore, their learning issues are not significant enough at this time to rule the language barriers or the late birthdays out.    

Ants Are Awesome PhotoStory Project Lesson Plan 3

Intern:  Virginia Garretson                                                         Grade Level: Kindergarten

                                                                                    Estimated Date:  April 23, 2009

Title:   Awesome Ant Colony PhotoStory Part 3                                                                               

I.              Objectives

q  Students will learn that ants are social insects that live in colonies, comprising of multiple chambers, and that each ant has a specific job to do.

q  Students will learn to record their own voices to narrate their class PhotoStory.

II.            Applicable Standards

o   Computer/Technology C/T K-2.1:  The student will demonstrate knowledge of the nature and operation of technology systems.

• Indentify the computer as a machine that helps people at school, work, and play..

o   Computer/Technology C/T K-2.2:  The student will demonstrate proficiency in the use of technology..

• Demonstrate the use of mouse, keyboard, printer, multimedia devices, and earphones.

• Use multimedia resources such as interactive books and software with

 graphical interfaces.

o   Computer/Technology C/T K-2.7:  The student will use a variety of media formats to communicate information and ideas effectively to multiple audiences

• Use technology tools for individual writing, communication, and publishing activities.

o   Computer/Technology C/T K-2.5:  The student will use technology to locate, evaluate, and collect information from a variety of sources.

• Identify information in various formats.

• Identify available sources of information.

q  Visual Arts National Standard NA-VA.K-4.1:  Understanding and Applying Media Techniques, and Processes

q  Students use different media, techniques, and processes to communicate ideas, experiences, and stories

o   Students use materials and tools in a safe and responsible manner

q  Science K. 6:  The student will investigate and understand basic needs and life processes of plants and animals.  Key concepts include

a)     living things change as they grow, and they need food, water, and air to survive;

b)   plants and animals live and die (go through a life cycle);

b)   Materials for Learning Activities

a.    Mobile Lab Computers.

b.    SmartBoard

c.    Microphones.

d.    For basic Ant info:  http://www.globio.org/glossopedia/article.aspx?art_id=10

e.    For sample nest/colony structures:  http://harvardforest.fas.harvard.edu/personnel/web/aellison/antsofthenorthquabbin/NQAnts/the_ant_colony.htm

f.     Lots of non-fiction books about ants.

g.    Rainforest Math Website http://www.rainforestmaths.com/rainforest.asp?TransferID=%7B65567116-7862-439A-B360-C14389ECC2E1%7D

c)    Assumptions

a.    At this point students will have had several lessons dealing with ants and should have a fairly solid background foundation on ants. 

b.    Also, students are familiar with the research process having done several research projects previously.  Students have already chosen their research/PhotoStory topic in previous lessons.

d)   Procedure (Total estimated time: 30 minutes for each half of the class)

q  Whole Group Introduction: (5 minutes)  “On Tuesday, we learned to add background music to our PhotoStory.  Today we are going to learn how to add narration to your PhotoStory.  Does anyone know what narration means?  (Select a few people that have raised their hands and rephrase their answers if need be.)  I will be modeling each step in the process up here on the SmartBoard in case you get lost or confused.

q   Instructional Section (20 min. ):  “Let’s begin by logging in.  If you don’t remember how to log in raise your hand and Mrs. Craig and I will come around and help you.   

o   “Next, click on the PhotoStory icon on your desktop.  It looks like a little picture of people with an arrow at the top.” (show them an enlarged view of it up on the SmartBoard.) 

o   Click on Edit Story and then on Next. 

o   Next, have them navigate to their personal folder in Room 11 and pull up My Awesome Ant Photostory.

o   Then click on Next again and then again so that the top of the PhotoStory window says Narrate Your Pictures and Customize Motion. 

o   Next, model the steps for recording their narration.

o   Have them try and record one line for each slide.

o   While they are waiting for their turn to use the microphones they can go to the Rainforest Math website and practice either the Kindergarten or First Grade level subtraction games.

Summary: (2-3 minutes) As a whole group back in the classroom, review what we have learned today about recording narration to their PhotoStory.

                                                                   i.    Extensions

The extensions for this lesson include the Ants Are Awesome booklet I made for them to add to their reading book bags, the numerous non-fiction books about ants I checked out of the library for them to read and/or look through and the Ant Colony Mural they are working on back in the classroom in small group pull outs.

Also, for those that are more computer savvy, can type, and are done early, I can show them how to add titles to their PhotoStories.

e)    Assessment

a.    The assessment for this lesson will both anecdotal and concrete in the form of the developing PhotoStory.  I will take mental notes as I work with the students to see if they can in fact retrieve their PhotoStory from their personal folder in Room 11. Later, I will check their PhotoStories to see if they were in fact able to add narration to their slides.

b.    I will also note if the students are ESOL students that may not understand due to language issues.

f)     Differentiation

a.    Those students that have English as a Second language will benefit from having myself and the IA walk around the classroom to answer questions and provide additional scaffolding.  In addition, since they will be working in their morning heterogeneous groups, they will have at least one other student at their table capable of helping them out as welll

b.    Differentiation for learning styles are also addressed in this lesson.  For example, kinesthetic learners will benefit from manipulating the mouse and getting up at the half hour point to go to lab or return to the classroom.  Visual learners will benefit from the pictures on the website and those they’ve imported into their PhotoStory and from the demo I do over the SmartBoard in the Computer lab.  Auditory learners will benefit from the step by step verbal instructions while I walk them through the process.

c.    Since this is a Kindergarten class, we do not have any children officially assessed as having a learning disability.  Those that may have issues are also ESOL students and the cause may the language barrier, the others have late birthdays and their cause may simply be developmental delays.  Furthermore, their learning issues are not significant enough at this time to rule the language barriers or the late birthdays out

Ants Are Awesome PhotoStory Project Lesson Plan 2

Intern:  Virginia Garretson                                                         Grade Level: Kindergarten

                                                                                    Estimated Date:  April 21, 2009

Title:   Awesome Ants PhotoStory Part 2                                                                                

I.              Objectives

q  Students will learn that ants are social insects that live in colonies, comprising of multiple chambers, and that each ant has a specific job to do.

q  Students will learn to record music off the internet with Audacity, save it as an mp3 file, and add it as background music to their class PhotoStory.

II.            Applicable Standards

o   Computer/Technology C/T K-2.1:  The student will demonstrate knowledge of the nature and operation of technology systems.

• Indentify the computer as a machine that helps people at school, work, and play.

o   Computer/Technology C/T K-2.2:  The student will demonstrate proficiency in the use of technology..

• Demonstrate the use of mouse, keyboard, printer, multimedia devices, and earphones.

• Use multimedia resources such as interactive books and software with

 graphical interfaces.

o   Computer/Technology C/T K-2.7:  The student will use a variety of media formats to communicate information and ideas effectively to multiple audiences

• Use technology tools for individual writing, communication, and publishing activities.

o   Computer/Technology C/T K-2.5:  The student will use technology to locate, evaluate, and collect information from a variety of sources.

• Identify information in various formats.

• Identify available sources of information.

q  Visual Arts National Standard NA-VA.K-4.1:  Understanding and Applying Media Techniques, and Processes

q  Students use different media, techniques, and processes to communicate ideas, experiences, and stories

o   Students use materials and tools in a safe and responsible manner

q  Science K. 6:  The student will investigate and understand basic needs and life processes of plants and animals.  Key concepts include

a)    iving things change as they grow, and they need food, water, and air to survive;

b)   plants and animals live and die (go through a life cycle);

b)   Materials for Learning Activities

a.    Computer Lab

b.    For music to The Ants Go Marching Song: http://kids.niehs.nih.gov/lyrics/antsgo.htm.

c.    For basic Ant info:  http://www.globio.org/glossopedia/article.aspx?art_id=10

d.    For sample nest/colony structures:  http://harvardforest.fas.harvard.edu/personnel/web/aellison/antsofthenorthquabbin/NQAnts/the_ant_colony.htm

e.    Rainforest Math Website http://www.rainforestmaths.com/rainforest.asp?TransferID=%7B65567116-7862-439A-B360-C14389ECC2E1%7D

c)    Assumptions

a.    This lesson follows the intro to ants lesson scheduled to have taken place the previous week.  That lesson covered basic facts (e.g., ants are insects, their body parts, and the three main categories of ants, workers, queen, and males/drones, and briefly the life cycle). 

b.    Also, students are familiar with the research process having done several research project previously.

c.    Students will be working on their part of their research project in their heterogeneous Morning Learning Center Groups.  For this research project, which group will be researching which part will be randomly selected out of a hat.  Research topics will be: 1) Types of Nests; 2) Types of jobs/workers; 3) Ant life cycle, 4) Food and 5) Leaf Cutter Ants from the Rainforest.

d.    I’ll be taking half the class to the computer lab while the remaining half stays with the IA continuing their morning center work.  Then I will switch groups and take the second half back to the computer lab.

d)   Procedure (Total estimated time: 30 minutes for each half of the class)

                                                                   i.    Half Group Introduction: (2 -4 minutes)

b.    “Last Thursday, we reviewed what a PhotoStory is and talked about the ones we did for our It’s Easy to be Green Museum.”  You then started looking through the Ants folder in Room 11 and learned to import the pictures you wanted for your class PhotoStory and practiced doing that on the laptops.  You also practice moving them around to figure out what was the best order to put the pictures in.  Today we are going to learn how to add background music.  You will practice going to the http://kids.niehs.nih.gov/lyrics/antsgo.htm. website and record the tune The Ants Go Marching One by One using a program called Audacity.

c.    However, as we will only have a couple of microphones, those of you not working on recording the music, will go to the Rainforest math website and practice subtraction with the Subtract Skinks in the Kindergarten Level.

d.    Since we will be recording, it will be very important that you work quietly without talking so that the sounds doesn’t get picked up by the microphone.

q  Small Group Setting (5-10min. per group of 5-6):  While modeling the steps on the SmartgBoard in the Computer Lab, have each child find the Audacity short cut on their laptop (the earphones with the orange and red sound waves between the ears). 

o   Have them open Audacity and immediately press save to create a file for their music recording. 

o   Next have them go to the website and listen to the Ants go Marching tune.  Have them play the music over the PC once.  Then show them were to insert the mike into the lap top and how to press the red button to record. 

o   Once they have mastered recording the tune, show them step by step how to save it as an mp3 and then insert it as background music in their PhotoStory.

o   Repeat process with remaining two groups.

Summary: (2-3 minutes) As a whole group back in the classroom, review what we have learned today about using Audacity and making mp3 music files for our background music in PhotoStory.

                                                                   i.    Extensions

The extensions for this lesson include the Ants Are Awesome booklet I made for them to add to their reading book bags, the numerous non-fiction books about ants I checked out of the library for them to read and/or look through and the Ant Colony Mural they are working on back in the classroom in small group pull outs.

e)    Assessment

a.    The assessment for this lesson will both anecdotal and concrete in the form of the developing PhotoStory.  I will take mental notes as I work with the students to see if they can in fact find the Audacity short cut on the PC, create a file, go to the Ants Go Marching website and record the tune in audacity and then export it as an mp3 file.  Finally, I will look to see if they were able to import it as background music to their PhotoStory.

b.    I will also note if the students are ESOL students that may not understand due to language issues.

f)     Differentiation

a.    Those students that have English as a Second language will benefit from the small group nature of the instruction.  Furthermore, I will have them sitting next to students that are comfortable with the PCs and have demonstrated in the past their willingness and ability to help their classmates while still getting their own work done. 

b.    Differentiation for learning styles are also addressed in this lesson.  For example, kinesthetic learners will benefit from manipulating the mouse and getting up at the half hour point to go to lab or return to the classroom.  Visual learners will benefit from the pictures on the website and those they’ve imported into their PhotoStory and from the demo I do over the SmartBoard in the Computer lab.  Auditory learners will benefit from the step by step verbal instructions while I walk them through the process and be stimulated by the tune.

c.    Since this is a Kindergarten class, we do not have any children officially assessed as having a learning disability.  Those that may have issues are also ESOL students and the cause may the language barrier, the others have late birthdays and their cause may simply be developmental delays.  Furthermore, their learning issues are not significant enough at this time to rule the language barriers or the late birthdays out. 

Ants Are Awesome PhotoStory Project Lesson Plan

Intern:  Virginia Garretson                         Grade Level: Kindergarten

                                                                        Estimated Date:  April 16, 2009

Title:   Awesome Ants PhotoStory Part 1                                                                                

I.              Objectives

q  Students will learn that ants are social insects that live in colonies, comprising of multiple chambers, and that each ant has a specific job to do.

q  Students will learn to add and organize their picture files into PhotoStory.

II.            Applicable Standards

o   Computer/Technology C/T K-2.1:  The student will demonstrate knowledge of the nature and operation of technology systems.

• Indentify the computer as a machine that helps people at school, work, and play..

o   Computer/Technology C/T K-2.2:  The student will demonstrate proficiency in the use of technology..

• Demonstrate the use of mouse, keyboard, printer, multimedia devices, and earphones.

• Use multimedia resources such as interactive books and software with

 graphical interfaces.

o   Computer/Technology C/T K-2.7:  The student will use a variety of media formats to communicate information and ideas effectively to multiple audiences

• Use technology tools for individual writing, communication, and publishing activities.

o   Computer/Technology C/T K-2.5:  The student will use technology to locate, evaluate, and collect information from a variety of sources.

• Identify information in various formats.

• Identify available sources of information.

q  Visual Arts National Standard NA-VA.K-4.1:  Understanding and Applying Media Techniques, and Processes

q  Students use different media, techniques, and processes to communicate ideas, experiences, and stories

o   Students use materials and tools in a safe and responsible manner

q  Science K. 6:  The student will investigate and understand basic needs and life processes of plants and animals.  Key concepts include

b)    living things change as they grow, and they need food, water, and air to survive;

plants and animals live and die (go through a life cycle);

III.           Materials for Learning Activities

q  Mobile Lab Computers.

q  SmartBoard

q  Book: Squire, A. (2003). Ants; New York, NY: Children’s Press – Scholastic, Inc., for read aloud.

q  For music to The Ants Go Marching Song: http://kids.niehs.nih.gov/lyrics/antsgo.htm.

q  For basic Ant info:  http://www.globio.org/glossopedia/article.aspx?art_id=10

q  For sample nest/colony structures:  http://harvardforest.fas.harvard.edu/personnel/web/aellison/antsofthenorthquabbin/NQAnts/the_ant_colony.htm

q  Lots of non-fiction books about ants.

q  Rainforest Math Website http://www.rainforestmaths.com/rainforest.asp?TransferID=%7B65567116-7862-439A-B360-C14389ECC2E1%7D

IV.          Assumptions

q  This lesson follows the intro to ants lesson scheduled to have taken place on Tuesday.  That lesson covered basic facts (e.g., ants are insects, their body parts, and the three main categories of ants, workers, queen, and males/drones, and briefly the life cycle). 

q  Also, students are familiar with the research process having done several research projects previously.

q  Also, students are familiar with the research process having done several research projects previously.  Research topics students can choose from will include 1) Types of Nests; 2) Types of jobs/workers; 3) Ant life cycle, 4) Food and 5) Leaf Cutter Ants from the Rainforest.

V.           Procedure (Total estimated time: 30 minutes)

q  Whole Group Introduction: (5 minutes)

q  “Raise your hand if you remember what a PhotoStory is,  Hopefully, some will remember making their frog, turtle or alligator one in our previous unit of study for the It’s Easy to be Green Museum.”  If not, give them some clues.  Then review what made up the elements of their last PhotoStory (pictures, narration, and occasionally a title).  Explain to them that we will be making a class PhotoStory on ants.  “Today, we will learn how to open PhotoStory, to import pictures from a folder I have already created in the Room 11 folder, into PhotoStory; organize those pictures in the order you want them, and then to save the file.  I will be modeling each step in the process up here on the SmartBoard in case you get lost or confused.

q   Instructional Section (20 min. ):  “Let’s begin by logging in.  If you don’t remember how to log in raise your hand and Mrs. Craig and I will come around and help you.   

o   “Next, click on the PhotoStory icon on your desktop.  It looks like a little picture of people with an arrow at the top.” (show them an enlarged view of it up on the SmartBoard.) 

o   Once everyone is logged in, and has brought up PhotoStory, have them immediately save the file to their personal folder in Room 11 and name it  My Awesome Ant Photostory.

o   Click on Begin a New Story and then on Next. 

o   Next have them click on Import Pictures and the show them how to navigate to the Ant Pictures folder in Room 11.   Have them change the view to Thumbnail if it did not default to that setting.  Then have them look through the pictures and pick out ones that go with their selected research topics on ants (e.g., lifecycle, jobs, types of nests, leaf cutter ants, etc.).  Show them how to import a picture and then repeat it again for those that might have had trouble following the first time.

o   Then tell them to import five pictures on their topic into the PhotoStory and then click on Save Project….

o   Time permitting have them practice reordering their pictures.

Summary: (2-3 minutes) As a whole group, review what we have learned today about importing pictures into PhotoStory and reorganizing them as needed.

q  Extensions

The extensions for this lesson include the Ants Are Awesome booklet I made for them to add to their reading book bags, the numerous non-fiction books about ants I checked out of the library for them to read and/or look through and the Ant Colony Mural they are working on concurrently in the classroom.

VI.          Assessment

q  The assessment for this lesson will be both anecdotal and concrete in the form of the developing PhotoStory.  I will look to see if they were able to import pictures into their PhotoStory.

q  I will also note if the students are ESOL students that may not understand due to language issues.

VII.         Differentiation

q  Those students that have English as a Second language will benefit from having myself and the IA walk around the classroom to answer questions and provide additional scaffolding.  In addition, since they will be working in their morning heterogeneous groups, they will have at least one other student at their table capable of helping them out as welll

q  Differentiation for learning styles are also addressed in this lesson.  For example, kinesthetic learners will benefit from manipulating the mouse and getting up at the half hour point to go to lab or return to the classroom.  Visual learners will benefit from the pictures on the website and those they’ve imported into their PhotoStory and from the demo I do over the SmartBoard in the Computer lab.  Auditory learners will benefit from the step by step verbal instructions while I walk them through the process.

q  Since this is a Kindergarten class, we do not have any children officially assessed as having a learning disability.  Those that may have issues are also ESOL students and the cause may the language barrier, the others have late birthdays and their cause may simply be developmental delays.  Furthermore, their learning issues are not significant enough at this time to rule the language barriers or the late birthdays out. 

Unit Theme:  Operation Save the Rain Forest

Basic Unit Overview: 

            This four week integrated unit is based on the theme, Operation Save the Rain Forest.  This theme will be the framework through which the following topics will be taught: ants, plants, rainforest layers and rainforest animals, Earth Day, reduce, reuse, recycle, the vanishing rainforest and endangered animals, time and subtraction.  The five integrated technology lesson plans included in this unit description primarily covers ants – their parts, social structure, colonies, and specialized jobs through the building of a PhotoStory.  There is also a lesson on Subtraction that uses two Smartboard activities I created to help students practice their subtraction facts.  One uses Giant Anteaters and leaf cutter ants, animals that live in the rainforest, and one uses apples and apple cores.  While the second one does not have a direct tie to the rainforest, I started working on it before I new my unit’s theme and I liked it too much to discard it and start over.  These lessons are only a part of the technology I tried to harness during this four week integrated unit.   Finally, different learning styles and multiple intelligences have been taken into account in the design of these lessons.

Curriculum and Standards:

Multiple Intelligences and Learning Styles Addressed:

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Reader_Responsiveness_2.0.aspx

This article highlighted the benefits of blogging in the context of getting students to think more deeply about their reading and then to talk about it.  While the authors found that journals, book clubs, focus lessons, interactive read alouds,  literature discussion groups, individual conferences, and readers/writers’ notebooks did in fact bring out high-quality responses from some students, none of these methods worked for all students.  There  were still many students that did not truly share their thoughts on a particular book.  However, when the authors implemented blogging as a means of sharing thoughts on books they found that students really opened up not only about their own thoughts but also were much more likely to respond to other’s thoughts and to contribute to a discussion raised in someone else’s blog.  Apparently, those that were shy about speaking up in front of others were much more likely to blog their thoughts.  They were also more likely to respond to other people’s thoughts/blogs then they would have in a classroom setting in front of others.  In addition, those that did not normally write much, or much of substance in journals and writer’s notebooks, were more likely to do so in the format of a blog.  The authors suggest that this maybe because the students see the blog as more relevant and that their voices or thought are heard by more people.  Instead of only the teacher seeing their entries in their journals and blogs, now their entire class could and even possibly the entire school.  Knowing they could get feedback from a number of other sources was very exciting to most of them.  The authors then found that the resulting online discussions/blogs were typically much deeper than the students use to have in class or in their journals.

Based on these findings, I would definitely like to try setting up a site like this for my students next year to blog about their reading.  I can well imagine that as a teacher, you may not always be able to respond to a journal entry or writer’s notebook comment immediately; but, with 25 other students reading the blogs a student will likely get feedback from someone fairly promptly.  Also, what a great way for a shy student to share their deepest thoughts on a book in a fairly low risk environment.  Furthermore, the sense of classroom community these blogs seem to generate are another wonderful benefit.  I can also see how students will get more and more excited about reading by reading each other’s blogs on various books.  I can see how reading someone else’s comments on a book might inspire me to read a book I might never have normally tried.  This would help students expand the genre of books and authors they read in the future.

When students simply wrote in their readers’ notebooks, their sole discussion partner was their teacher, and opportunities for broad discussions about texts were limited. Blogs allowed the conversation to expand, and this broader range allowed for dialogue that cultivated a variety of perspectives and a deeper level of thinking.

While Bill has been diagnosed with autism, he seems to function fairly well academically with some assistance.  On a social level, Bill still needs a great deal more support.  As was noted in my direct observation notes, instruction for Bill has been differentiated in a number of areas.  These areas include priority seating at the front of the classroom with minimal shared space and the use of an adapted rocking chair during whole group instruction to minimize the disruption his need for movement could cause and to help him stay focused on the lesson.  He is also allowed the use of markers to: facilitate his writing, minimize his tendency to get hung up on perfection, and to appeal to his visual learning style.  He also benefits from direct pull out for small group work.  Finally, he receives a great deal of one-on-one support in the classroom from the teacher, IA, or special education specialist.  They are available not only to answer questions but also to redirect him when he loses focus.

From a technological standpoint, according to Smith, G. E. (2007). Differentiating Instruction with Technology in K-5 Classrooms, drawing and painting software are good for those that have visual-spatial intelligence and are visual learners.  Based on this information, Bill will benefit from and enjoy using programs that tap into his visual nature.  Programs like Pixie, KidsPix, Kidspiration, etc. can be used to not only provide information in an visually interesting manner; but, they will also allow him the opportunity to express himself and his answers in ways that both appeal to him and tap into his strength.  Programs like Publisher and the online site noted in Smith’s book (Smith, 2007), MyPostCardMaker, are just two other systems that would allow Bill to report his comprehension of the curriculum taught using tools that are also likely to engage him in a fun way whether he uses them to make a postcard of the information learned or a newsletter, or a poster.   All of these tools also allow him to work alone if he chooses; however, once he becomes an expert in them, they will also give him skills to contribute to group work that he is proud of and will give him the confidence to participate more actively in a group setting.  This should also help to build his interpersonal skills, an area he is weak in at this time.  Therefore, I believe that in addition to the current differentiation in place for Bill noted above, his teacher may also want to take advantage of the benefits technology can provide Bill to further differentiate his learning and the manner in which he reports back his comprehension of the material learned.

Continuing from where I left off …

Next, the teacher explains that the students must color the ice cream scoops on a worksheet cone based on the color directions and the ordinal numbers.  The teacher then helped Bill with his worksheet.  After they finished their worksheet, they were suppose to pick up a math game to play.  Instead Bill picked up the white board again and made his hand man and wrote plllp again.  His teacher walked over and reminded him to write and solve math problems if he’s going to use the white boards.  So Bill erased his picture.  When she left he drew a squiggle line at the bottom.  I asked him what he was doing and he told me “We’re not suppose to draw.”  Then he quickly erased it.  I asked him if he could make me a math problem. 

He drew me  a square follwed by a + sign, another square followed by an  =  sign followed by one more blank square presumably for the sum/answer.  He then asks me, “What is it?”  I guessed 1+1=2.  He said no, it is 1+2=3.  Okay.  He then draws me another such blank equation asking me what it is.   This time I told him it must be 1 + 10 = 11.  “No” he said, then he fills in the squares as     1   + 12    =    13 .  Ok.  I repeat what he just told me, “So it’s 1   + 12    =    13.”  No, he informs me that it’s 1 + 2 =  3.  He either does not remember what he just told me the time before, or he’s already moved on to the next problem in his head and so my answer is not longer relevant.  In one short day’s observation, I couldn’t determine if that was in fact the case.

Another child comes up to sit next to him and uses another white board.  Bill wants to show him the problem he had with one of the blue expo markers.  It didn’t want to erase properly the first time and this child is using it.  However, the child doesn’t get it and tells him to use his own blue marker.  Bill starts to get very upset.  I asked the other child if he could lend that problem marker to Bill just for a minute so that Bill can show him the problem he had with it.  Unfortunately, when the child complies nicely, the marker no longer is causing the same problem as last time. 

Teacher announces that it’s snack time.  Bill cleans up and gets his snack out to eat (Goldfish and a drink).  The other child asks if he can have a piece of Bill’s snack.  Bill informs him quite sharply “Remember J there is no sharing of food.”  When the child moves on I ask Bill if he has a good snack.  He ignores me.  So, I catch up with my notes sitting two chairs down from me, when all of a sudden he gets up and walks over to me and asks me if I can show him how to draw a star.  I comply by drawing two types of starts a five pointer and a six pointer.    He tells me he draws them the 5 pointer way.  Then he sits down in the chair next to me and eats his snack and drinks his drink.  I ask him what he is drinking and he ignores me.  So, I ask him if he’s drinking water.  He ignores me.  Juice?  Ignores me.  Milk?  No.  Alligator juice?  No and smiles.  Bug Juice.  No and laughs.  That seemed to tickle his sense of humor.

Next, half the class lines up for computer lab and the other half remain in the classroom with the IA.  They will switch half way through.  Bill stays in the classroom with the IA for the first half of this time block, and the students there work in free centers.  He and three other boys went to the blocks.  He played long side of them while the three of them played together.  Bill did his own thing next to them.   At computer lab, Bill chose to do a complete the pattern type game and did well until he accidentally skiped over a pattern that he wanted to do.  There was no back button option and so he got very upset.  I offered to click on “new game” until it came back up but he never seemed to see it again.  He got very upset.  Finally the teacher convinced him to do another pattern.  When we finally returned to class, it was vacation time for what was left of the day.  As a result, Bill had free time to pursue whatever activity he would like to do.  He spent most of the time playing with the blocks again and again with few interactions with the other students. 

Continuing from where I left off …

When its time for lunch Bill is standing in line crying.  He said something about wanting to be with her; but, I wasn’t sure who he was referring to.  Apparently he had several melt downs in the cafeteria during lunch over spilling something on his shoe when he threw his trash out.

At recess, he mainly played by himself although occasionally he followed the autistic girl in his class he went to preschool with.  After recess, the teacher has them lay down for 5 minutes or so in the dark to give the autistic children a break while she sets up for her Whole Group math lesson on ordinal numbers.    Bill was laying down in the reading area alone with chairs pulled up on three sides of him; effectively blocking anyone from sideling up and joining him.

Next, the teacher used a SmartBoard lesson she created using different animal scenes (pond, dessert, deep sea, etc.) and the ordinal numbers 1^st – 5^th to order label animals based on the order that they arrived to the scene.  Bill watched but did not volunteer until the Deep Sea scene appeared.   Then he happily volunteered to go up and stayed focused while up there.  Later I find out from the teacher that Bill is fascinated by the Deep Sea, which was one of the reasons she included a slide using Deep Sea creatures.

To be continued …