Direct Lesson #2: Kidspiration
Seasons (Day 5)
My class has scheduled computer lab time each Monday for about an hour.
Standards/Benchmarks:
Atmosphere and Weather/Standard 3: All students will investigate and describe what makes up weather and how it changes from day to day, from season to season and over long periods of time; explain what causes different kinds of weather; and analyze the relationships between human activities and the atmosphere.
ISTE NETS*T Standard 3: Technology Productivity Tools: Students will use technology tools to enhance
learning, increase productivity, and promote creativity.
Objectives:
SWBAT recall the basic
characteristics of different seasons.
SWBAT identify pictures that coincide with an assigned season.
SWBAT create a simple concept map using Kidspiration.
Materials List:
Anticipatory Set
This
activity will be introduced before lunch so the children are ready to go to the
lab as soon as lunch is over. I will
remind them of the previous activity they did using Kidspiration
where they connected pictures of activities and items they liked to a picture
of a child who looked liked them. I will
review the four seasons and some of the information we have been learning about
them. I will explain that there is a
small piece of paper inside their log in card that tells them what season they
will use for this activity.
Clearly Sequenced Presentation
On the computer in our classroom, I will model what the children are to do for this activity. When we get to the lab, they will log in using their user name and password (most have already mastered doing this successfully). Then, they will look at the season that has been placed on the back of their log in card. The center of their concepts maps will be a circle with the name of their season written in it. The children can use the back of their card to make sure the season name is spelled correctly. I will model this process.
Next, I will show them how to put
their names on their work in Kidspiration by clicking
on the green person on the top right hand corner of the screen and putting in
their names. Then, they will scroll
through the many choices of pictures and find ones related to the season they
are working on. We will review how to
select and drag and drop them around the center circle of their concept maps.
Use of Instructional/Visual
Aides
In
our classroom, we have a monitor that displays the image on the computer screen
up where the children can see it clearly.
We can also zoom in and point to specific parts of the images so I will
use this technology to give the children directions about this activity.
Checking for Understanding
I will ask the children to repeat back to me what they will do when get to the lab:
Guided Practice Provided
When we get to the lab, I will peruse the room, answering questions and helping children to get started.
Closure/Summary of What Has Been
Learned
As the children
get started on this activity I will allow them to work more independently. I will take on more of an observer role as
they complete this project.
I have a parent helper scheduled to
be in the lab on the day of this activity.
Independent Practice
I will print out some work samples in color so they can be included in my COATT technology portfolio. Their work will also be displayed in our class book about seasons for families to look at while waiting for conferences to begin.
Assessment
After we are finished, I will examine the finished products and see what kind of examples the children found about different seasons.
Inclusion of Diverse Learners
Our
ADHD child may need some help during this activity, but he enjoys art and
creating projects. His aide will help
him if necessary.
A
few other children may have trouble focusing or understanding this
assignment. I will have other adults (as
well as myself) help these children in the lab.