Transcript
“K.I.N.D. (Kindle Interactive Notebook Discoveries)” ~ A Returning Developers ~
For further information contact…
Nicole Moreau & Kay Crews Zolfo Springs Elementary 3215 Schoolhouse Road Zolfo Springs, FL 33890 863-735-1221
[email protected] [email protected]
2013 - 2014 IDEA CATALOG OF EXCELLENCE
n PROGRAM OVERVIEW
n OVERALL VALUE
n MATERIALS
An old saying stated: Tell me and I forget, show me and I remember, involve me and I understand. Students who get involved retain the facts they have researched. These activities engage the student in active learning. Technology pays a large part in inquiring based learning. Students need to go beyond data and information accumulation and move toward the generation of useful and applicable knowledge. This process supports inquiry learning.
Ev e n w i t h t h e o n s l a u g h t o f technology today our students lack exposure to most of the electronics available. Through previous grants we have been able to provide Kindle Fire tablets for our students to use. Kindles provide a safe place to browse for information. Instruction on the proper care of the Kindle, strategies involved in inquiry learning, and the format for interactive science journals are taught prior to engaging the student in independent work. By allowing the students to have hands-on experiences they gain a sense of ownership of their own education. By providing visual, tactile, auditory, and written text and videos we can provide different means of acquiring knowledge.
Materials for each lesson are listed with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans.
Students utilize the Kindle Fire tablets to find information to questions presented by the teacher. By this experience, they are allowed to read books on the subject, make notes, look up definitions, and retain information to record in their interactive science journals. Course study is explained by the teacher and the students revolve through centers to gain information and make inquiries regarding the subjects. Students are assessed by the rubrics on their notebooks and on the projects that they complete. Both teacher and student use the rubrics to guide their assessments and collaborate on the meeting of expectations. Science benchmarks are another assessment tool used to provide additional data. These assessments are used as grades also.
Exposing students to additional avenues of information retrieval we feel that they gain lifelong skills. Allowing students to seek appropriate resolutions to questions and answers, we are building individuals that will continue the quest of knowledge throughout their lives.
n ABOUT THE DEVELOPERS Nicole Moreau graduated from Potsdam State University with a bachelor of science in psychology. She continued her education and received her master’s in education. She has been teaching for 8 years. She is a previous adapter and developer. She is currently teaching the 5th grade REACH class at Zolfo Springs Elementary. Kay Crews went to Jones College and received her bachelor of science in business administration and completed her education and varying exceptionalities degree at USF. She has been teaching for 25 years. She has received numerous awards, adapter and developer grants, and has been teacher of the year at her school three times. She is currently teaching ESE resource at Zolfo Springs Elementary.
n LESSON PLAN TITLES • Rocking with the Rock Cycle with my Interactive Science Notebook • Showing what you have learned with a Power Point Presentation
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“K.I.N.D.”
Nicole Moreau and Kay Crews
Lesson Plan No 1: Rocking with the Rock Cycle with my interactive science notebook n SUBJECTS COVERED Reading, Science, and Technology
n COMMOM CORE STATE STANDARDS ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
n GRADES Fifth
n OBJECTIVES Students will learn… … increase their oral reading rate, accuracy, and expression through repeated readings. … use inquiry learning in their interactive science notebooks, Kindle, and various technologies provided throughout the classroom. … read a National Geographic for Kids (on the Kindle) to build a stronger foundation in science. They will apply what they learned by creating a Power Point presentation.
n SUNSHINE STATE STANDARDS LA.5.1.6.3 – a student will use context clues to determine meanings of unfamiliar words LA.5.1.6.9 – the student will determine the correct meaning of words with multiple meanings in context LA 5.1.6.2 – the student will read and record information systematically evaluating the validity and reliability of information in text by examining several sources of information LA 5.6.1.1 – the student will read and interpret informational text and organize the information SC 4.E.6.2 – identify the physical properties of common earth forming minerals, including hardness, color, luster, cleavage, and streak color and recognize the role of minerals in the formation of rock
ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
learning page in their science interactive notebooks. (See attached for examples of the notebook.) The goal is to become familiar with the concepts of the rock cycle so that a power point presentation can be completed by the students.
SCHEDULE Day 1
ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
Day 2
n MATERIALS Kindle Fire and computer head phone headphone splitter preloaded Book *National Geographic Readers: Rocks and Minerals • websites on the rock cycle • spiral notebook
Teac her will review N ational Geographic for Kids article on the Kindle to the class. Students will use their science notebooks to take notes while reading it in groups. Teacher will circulate around the room and provide assistance to students as needed during rotating centers throughout the week. Students will share and discuss their notes with each other.
• • • •
Students will research the internet for information on the rock cycle. As a group they will discuss what each other has discovered about the rock cycle. Teacher can have lists of websites to help students navigate the internet.
Examples:
(http://www.learner.org/interactives/ rockcycle/types.html , http://www. c ot f.e d u /ete /m o d u l e s /m s e s e / earthsysflr/rock.html,
n DIRECTIONS
h t t p: // l i b r a r y. t h i n kq u e s t . o r g / J002289/cycle.html )
OVERVIEW
Day 3
Each group of students will read the National Geographic E-Book article on the rock cycle on the Kindle. They will practice this story in rotating centers. In each group they will use a headphone splitter to listen to the science article. Up to four students can listen to the article at one time. When the students have finished reading and understanding the rock cycle in the National Geographic they will then look up/research more information on the rock cycle using the Kindle. They will use their research of information and create a rock cycle
Students will use the information they have learned and create their own unique rock cycle page in their science interactive notebooks.
n EVALUATION/ ASSESSMENT
Students will be graded on their unique learning page of the rock cycle in their interactive science notebooks. Attached is the grading rubric.
2013 - 2014 IDEA CATALOG OF EXCELLENCE
HHH
“K.I.N.D.”
Nicole Moreau and Kay Crews
Lesson Plan No 2: Showing what you have learned with a Power Point presentation
Reading, Science, and Technology
n SUNSHINE STATE STANDARDS
n COMMOM CORE STATE STANDARDS
n GRADES
LA.5.1.6.3 – a student will use context clues to determine meanings of unfamiliar words
ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
n SUBJECTS COVERED
LA.5.1.6.9 – the student will determine the correct meaning of words with multiple meanings in context
Fifth
n OBJECTIVES Students will learn… … p r e p a r e a p o w e r p o i n t presentation from a National Geographic E-Reader science article. Students will … apply their science knowledge and present their knowledge on their science topic to the class. They will have four days to plan and organize their presentation. Friday - the students will present.
• computer or laptop • Kindle Fire • head phones • headphone splitter • preloaded Book *National Geographic Readers: Rocks and Minerals • spiral notebook • interactive white board • projector • pencils • flash drives • power point program
LA 5.6.1.1 – the student will read and interpret informational text and organize the information SC 4.E.6.2 – identify the physical properties of common earth forming minerals, including hardness, color, luster, cleavage, and streak color and recognize the role of minerals in the formation of rock L A .5.5.2.2-The student will make formal oral presentations for a variety of purposes and occasions, demonstrating appropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies
n MATERIALS
• websites on the rock cycle
LA 5.1.6.2 – the student will read and record information systematically evaluating the validity and reliability of information in text by examining several sources of information
LA.5.6.4.1-The student will select and use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, presentations) LA.5.6.4.2-The student will determine and use the appropriate digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) for publishing and presenting a topic.
ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. ELA-Literacy.SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)
• clip art online
2013 - 2014 IDEA CATALOG OF EXCELLENCE
“K.I.N.D.”
Nicole Moreau and Kay Crews
Lesson Plan No 2 (cont.) : Showing what you have learned with a Power Point presentation n DIRECTIONS
n EVALUATION/ ASSESSMENT
SCHEDULE Monday – Thursday
1. Teacher will use the interactive whiteboard to review with students how to use a power point program. 2. Teacher will review how to insert clipart or images, how to add text, how to change the color of the slides, and how to duplicate a slide.
The students will be assessed on their power point presentation using the attached rubric.
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3. Divide the students into their groups. 4. Each group will create a power point presentation about the National Geographic E-Reader. Give each group a flash drive. All work will be saved on the flash drive. 5. The groups will work on their projects first thing in the morning and during center time. Students may also refer back to their Kindle Fire E-book reader. 6. E xplaining this power point presentation will be a group effort and will show what they have mastered on the topic as well as their comprehension of the National Geographic E-Reader. Individual efforts will be judged through their interactive notebooks.
Friday
This is their big day to “show off” what they have learned and mastered and to present their National Geographic E-Reader power point presentation.
2013 - 2014 IDEA CATALOG OF EXCELLENCE
“K.I.N.D.”
Nicole Moreau and Kay Crews Program Pictures
2013 - 2014 IDEA CATALOG OF EXCELLENCE
“K.I.N.D.”
Nicole Moreau and Kay Crews Program Pictures
2013 - 2014 IDEA CATALOG OF EXCELLENCE
“K.I.N.D.”
Nicole Moreau and Kay Crews Program Pictures
2013 - 2014 IDEA CATALOG OF EXCELLENCE
“K.I.N.D.”
Nicole Moreau and Kay Crews
Lesson Plans Materials Budget
Materials Budget
SUPPLIER
ITEM # AND DESCRIPTION
COST
QUANTITY
TOTAL COST
Amazon.com Verbatim store’n Go 2 GB USB Flashdrives (3 pack) 14.36 1 14.36 ___________________________________________________________________________________________________________________________ Kindle Fire 7” LCD WiFi 8 GB 159.00 1 159.00 ___________________________________________________________________________________________________________________________ Wal-Mart Multi-purpose copy papper 4.74 2 9.48 ___________________________________________________________________________________________________________________________ Spiral Bound Notebooks .75 25 18.75 ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________
Subtotal $201.59 _______________________________________________
Nicole Moreau and Kay Crews Teacher__________________________________________ Zolfo Springs Elementary School___________________________________________
Tax if applicable _______________________________________________ Shipping if applicable Free/Amazon _______________________________________________
TOTAL BUDGET AMOUNT
2013 - 2014 IDEA CATALOG OF EXCELLENCE
$201.59
“K.I.N.D.”
Nicole Moreau and Kay Crews Rubric - 1
Interactive Science Notebook Scoring Rubric Score: 5 – You Rock! All required elements exceed expectations Notebook contents are complete, dates, labeled and organized Information on right-side and left-side topics are correct Notes are Cornell style with questions Displays superior understanding of content material Well-developed processing assignments that use color and effective diagrams In-depth reflection about work done Score: 4 – Awesome All requirements are evident Notebook contents are almost complete, dated, labeled, and organized Information on right-side and left-side topics is correct Notes are Cornell style with questions Displays good understanding of content material Satisfactory processing assignments that use color and effective diagrams Thorough reflection about work done Score: 3 – Good Job Most requirements are evident (one or two are missing) Notebook contents are almost complete, dates, labeled, and organized Notes are Cornell style with some questions Information on right-side and left-side topics is mostly correct Displays limited concept of understanding of content material Processing assignments incomplete or lack of use of color and effective diagrams Shows reflection about the work done Score: 2 – Keep trying Most requirements are evident Notebook contents are incomplete or not dated, labeled, or organized Notes are Cornell style with few or no questions Information on right-side and left-side topics is partially correct Displays superficial understanding of content material Processing assignments show minimal processing information Shows little reflection about the work done Score: 1 – Could be better Many requirements are not present Product is very poorly done and poorly organized Few or no processing assignments included 2013 - 2014 IDEA CATALOG OF EXCELLENCE
“K.I.N.D.”
Nicole Moreau and Kay Crews Rubric - 2
5th Grade Power Point Presentation Category 4
3
2
1
Number of Slides
Six Slides
Five Slides
Easy to Read
Very easy to read when projected in front of the room - large type, proper font color, and background, readable font.
Somewhat easy to read when projected in front of the room-large type, proper font, color, readable font.
Content
Information is clear and easy to understand.
Information is somewhat clear and easy to understand.
Information is confusing and difficult to understand.
Information is minimal, difficult to understand.
Special Effects
Multiple effects on several slides.
Multiple effects on one or more slides.
More than one effect per slide.
Only one effect per slide.
Clip Art
Colorful and appropriate use of illustrations that support the text and add to the overall presentation.
Colorful and appropriate use of illustrations that support the text.
Colorful and appropriate use of illustrations.
Clip art and/or illustrations that do not support the text appropriately.
Grammar
Correct use of spelling, grammar, and punctuation throughout.
Mostly correct use of spelling, grammar, and punctuation throughout.
Somewhat correct use of spelling, grammar, and punctuation throughout.
Many incorrect uses of grammar, incorrect spelling, and poor punctuation.
Four Slides
Three Sides or less
Difficult to read Very hard to read when projected when projected in in front of the front of the room room - type too type could be small font, color larger, proper font hard to see, color, readable font. unreadable font.
2013 - 2014 IDEA CATALOG OF EXCELLENCE
