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Using Technology and Higher Order Thinking
Amazing Animals - Power Point Animal Report
Best Practices of Technology Integration
Title: Amazing Animals
**CLICK THE OWL TO GO TO THE ACTUAL PRINTABLE LESSON PLAN AND TO SEE THE STUDENT HANDOUTS AND RUBRICS THAT ARE INCLUDED.
Subject Areas: Science and Language Arts
Intended Grade Levels: 3rd and 5th Grades
Description:
This project focuses on the integration of the Internet and PowerPoint® into the fourth
grade science curriculum. The project consists of the development of a research report
and a Power Point presentation on an animal of the student’s choice. These projects were
designed to integrate district software with current science curricula.
Students will need to use higher-order thinking to synthesize, generalize, and explain the
information they find through research. Students will research using the Internet and
record information into a grid. They will then draft, edit, revise, and type their final draft
as a Microsoft Word document. They will also create a PowerPoint® presentation to
share with the class. It is hoped that students will learn important technological skills
while expanding their understanding of science.
Narrative:
The animal research project proved to be motivating as well as challenging for the
students. Students were able to use the Internet in a real- life way to find the needed
information about their animal. The project provided a meaningful way to practice the
organization of information necessary to present information to a group of peers.
Valuable note taking skills were used to keep research organized. It was also necessary
to utilize the outcomes we were studying in our science animal unit. Students
demonstrated mastery of disciplinary content as they shared the information with others.
Included in this lesson plan is the following: an overview of the entire animal project,
several instructional sheets, a research grid (which was enlarged on 11” by 14” paper for
ease of use), and rubrics to measure student performance on the projects.
Technology improved this lesson by giving students current information through the
Internet. It also increased student motivation as they used technology to create clean,
neat, and creative final products. The presentations were much more refined through the
use of Power Point.
The project required discipline, creativity, and elaborated written communication.
Students took pride in their work and used the writing cycle to create a good, solid report.
This project proved to be motivating and students were rewarded with polished final
projects they could be proud of.Curriculum Benchmarks:
MI.SCI.III.4.2-III.5.3
Investigate how animals meet their basic needs through body structure and behavior.
MI.SCI.III.2.1-III.2.2
Investigate the way living things can be classified according to their physical and
behavioral characteristics.
MI.ELA.11.LE.4
Using multiple media, develop and present a sort of presentation to communicate
conclusions based on the investigation of an issue or problem. Examples include charts,
posters, transparencies, audiotapes, videos, and diagrams.
Detailed Timeline :
It would take the teacher approximately five hours to prepare for and work on the project.
The specifics of the preparation are outlined under the Teacher Preparation section.
This project will take about eighteen (45-60 minute) class periods. It is up to the teacher
to determine the number of class periods he/she would like to devote to the project per
day. The time may be broken down the following way:
Part of project Amount of time Location
Introduction, modeling, and
Internet research.
3 class periods Computer lab
Putting information into
research grid.
3 class periods Classroom
Draft of the report.
2 class periods Classroom
Revision and editing of report. 1 class period Classroom
Publishing the report on
Microsoft Word.
2-3 class periods Computer lab
Creation of the Power Point
Presentation
3 class periods Computer lab
In-class presentations for peers. 3 class periods Classroom (using
proxima device)
Materials/Hardware/Software :
Access to the Internet – Yahooligans is the recommended search engine.
Microsoft™ PowerPoint® 2000
Microsoft™ Word® 2000
Draft books/pencils
Handouts for students (including the research grid)
Computer projector to give student presentations
Overhead projector to model process
Informational books about the animals
Teacher Preparation:
Teachers will need to do the following things to prepare for this project:
· Run off copies of the attached student handouts. (20 minutes)
· Make overheads of the research grid and Internet research. (5 minutes)
· Actually prepare his/her own report to model each step for the students. (1
hour)
· Ask the media specialist to find one informational book about each student’s
animal.
· Be ready to find extra time in the day to help students who may be falling
behind on the time schedule.
· Proofread each student’s draft and approve it for the final draft. (2 hours)
· Assess each project using the Rubrics. (2 hours)
Prerequisite Student Skills :
It is helpful if the students have had prior experience using Internet search engines. The
Yahooligans search engine is quite appropriate for this particular age group. Experience
with Microsoft™ PowerPoint® and Word® is also a necessity. This project is
encountered during a science unit on animals, which helps to tie the science outcomes
into the project.
Activities/Procedures:
Animal Research Report
Objective: The learner will research and write a report about an animal.
Rationale: Students need to learn to research a topic and efficiently organize that
information to communicate it in writing. Students will need to problem solve and be
self-directed along the way. One main goal is to us e technology to become a quality
producer.
Anticipatory Set: I will show them three examples of quality reports that students in
previous years have written. This will get them excited and give them a standard to shoot
for.
Input and Modeling: This will be done through several lessons. In the computer lab I
will show them how to access the Internet sites to find information. I will also model
how to organize information in my research grid. When my grid is complete, I will
model a draft as well as the proofreading stages. We will return to the computer lab to
publish on Microsoft™ Word®. Students need to see me think aloud each step so they
will clearly know what is expected.
Checking for Understanding: This will be done throughout the modeling stages
through questions to clarify student understanding.
Guided and Independent Practice: Students will have time after each lesson to work
on their reports. As time progresses, students will be at various stages in the process.
Many of them will need to use independent work times throughout the day to finish the
paper on time.
Closure: We will be sharing our reports through our PowerPoint® presentations. We
will also display our published reports in the hall to share them with others in the
building.
Animal PowerPoint Presentation
Objective: The learner will create a PowerPoint ® presentation of his/her animal report.
Rationale: Students need to be competent at communicating their ideas to peers.
Learning PowerPoint® will give them an impressive tool to use when they are in the
position to present ideas. They will learn how technology can help them through a real
life presentation situation.
Anticipatory Set: To get the students excited about using PowerPoint® to create their
animal presentation, I will use the Proxima to show the class my presentation.
Input and Modeling: After “dazzling” them with the presentation, we will review the
steps used to create a PowerPoint® presentation.
Checking for Understanding: This will be done throughout the modeling as I ask
questions to make sure students are in tune to our discussion.
Guided Practice: In our lab setting I am able to rove about the room and assist specific
students needing extra help. I will also determine which students have mastered the steps
enough to help peers during the Independent Practice.
Independent Practice : Students will be working on their presentations at various points
throughout the day as well as the lab time. We have a computer schedule mandating who
gets what computer at which time. During these blocks of time, students will be able to
work on their presentations.
Closure : We will set aside time for students to show their PowerPoint® Presentations to
the entire class using the Proxima to project the slides onto the big screen in front of the
classroom.
Assessment/Evaluation:
Attached are two rubrics used to evaluate students’ projects. Students will fill in the selfassessment portion for their research report before handing in the final draft. The rubrics
will be handed out at the beginning of the project so students are aware, at all times, what
is expected of them.
Follow-up Activities:
Another possible extension option is to have students create a poster to disseminate
information about their animal. Student presentations could be video taped and sent
home to share with parents. This would provide the students with an audience beyond
the school.
Submitted By:
Name: Joy Majzel
School District: West Ottawa Public Schools
School: Woodside
Address: 2591 North Division Avenue, Holland, Michigan 49424
Email: [email protected]
EEEK! A Spider
EEEK! A Spider!Best Practices of Technology Integration
Title: EEEK! A Spider!
To be completed within a week.
**CLICK THE SPIDERS TO GO TO THE ACTUAL PRINTABLE LESSON PLAN!
Subjects: English Language Arts, Science, Technology
Intended Grade Levels: 1st and 2nd
Description:
Learning the classic Mother Goose rhyme, Little Miss Muffet, is more than just
memorization! The lessons in this project are jam packed with activities to assist young
students in beginning research. The students make predictions about Miss Muffet, her
food and her visitor. They look for context clues in the rhyme, look for meanings of
words and search for and record data on spiders.
Narrative:
The students actively participate in this lesson. It is a “hands-on/ voice-on learning
activity. This lesson integrates many first grade curriculums with library and technology.
(We go between the library and the computer lab to get information for, and create this
project.) The children and teacher discuss their experiences with spiders and how they
feel about this invertebrate. A group discussion on spiders, body parts, habitats, diet, etc.
The students create a Spider Booklet using the information collected and recorded. When
they have finished their booklet, they should have a good understanding of spiders.
Curriculum Benchmarks:
MI.ELA.3.EE.6
Determine the meaning of unfamiliar words and concepts in oral, visual, and written texts
by using a variety of resources, such as prior knowledge, context, other people,
dictionaries, pictures, and electronic sources.
MI.SOC.III.2.EE.2
Describe vertebrates in terms of observable body parts and characteristics. (Key concepts:
Vertebrate characteristics-fur, scales, feathers, horns, claws, eyes, quills, beaks, teeth, skeleton,
muscles, and cells. Real-world contexts: Vertebrate and nonvertebrate animals, such as humans,
cow, sparrow, goldfish, spider, starfish, and animals listed above.)
MI.AE.II (Visual Arts) 19
Select and use subject matter, symbols and ideas to communicate meaning.
MI.TECH.II.EE.1
Input and retrieve information from a technological system(including the practice of
word processing skills).
Detailed Timeline:
6 – 30 minute periods:
1. 30 minutes: Library/Media Center - Introduction to the rhyme.
2. 30 minutes: Computer Lab –Type title of booklet in PowerPoint (attached)
Taste “curds and whey” and sit on a “tuffet”;
3. 30 minutes: Library/Media Center – Introduce Online Encyclopedia, scan
for key words and information. (Teacher led Discussion)
4. 30 minutes: Library/Media Center – Write out facts on sheet (attached)
5. 30 minutes: Computer Lab – Type facts into spider booklet
6. 30 minutes: Computer Lab – Finish Spider Books/ Evaluation Rubric
(attached)
Materials/Hardware/Software:
Mother Goose Book of Rhymes - Tomie dePaola’s Mother Goose has the rhyme in it.
Extraordinary Eyes – How Animals See the World by Sandra Sinclair
Random House Dictionary – one of the large reference types for teacher to hold and use
in front of group
White Board/dry erase markers (for printing the rhyme in large letters)
Computers with:
Proxima® or projection device ( to allow all children to see a large image)
PowerPoint®
Encarta® 99, (to search for keywords on Spiders and to watch a spider spinning a
web)
Spider books from Library (to collect data on spiders)
Pencils, crayons.
Prerequisite Student Skills:
Alphabet – letter recognition on keyboard, “home row”
Beginning to read common words.
Right hand/Left Hand knowledge
Opens and closes computer programs.
Lesson 1 In Library or Story Corner of Classroom
Teacher Preparation:
Have Mother Goose book (with Rhyme bookmarked)
Have Extraordinary Eyes (cover picture is great!)
Whiteboard in place with markers
EEEK! A Spider!
Activities and Procedures:
Read Little Miss Muffet to the whole group without showing any illustrations.
“Echo” recital of rhyme, so they learn it without seeing the words.
Little Miss Muffet sat on a tuffet,
Eating her curds and whey.
Along came a spider,
That sat down beside her,
And frightened Miss Muffet away!
Have the students instruct you as you write the rhyme on the whiteboard .
Discuss the ‘unknown’ words = ‘curds’ ‘whey’ ‘tuffet’
Have them suggest what they think the words mean
As a Group, the teacher looks in the main hardcover Dictionary for
“curds”, “whey”, and “tuffet”. (not all can be found in all dictionaries)
Discuss the meanings.
Look at the cover of Extraordinary Eyes. Ask if they would be frightened
away if a spider with eyes like this sat down beside them.
Discuss reasons the spider would have come down to sit by Miss Muffet
Lesson 2 – In Computer Lab and Library
Teacher Preparation:
Make an example of Miss Muffet’s Spider Book (example attached)
Whiteboard in the Lab from which the students can copy the title.
PowerPoint up and running
White paper in printer.
Have computers all logged in for students
Activities and Procedures:
(Use the first slide option in the PowerPoint program)
Teacher illustrates how to insert clipart.
Students type title “Miss Muffet’s Spider Book by” from the whiteboard and insert a
picture of a spider from clipart.
Save as “Miss Muffet” (that will be the default setting)
Walk into the library/classroom
Teacher Preparation:
The low seats that the students sit on in the library are “Tuffets”
Buy a carton of cottage cheese/little paper cups/plastic spoons.
Activities and Procedures:
Each student will have the opportunity to taste “curds and whey”
Lesson 3 – In Computer Lab
Teacher Preparation:
Preview Article on Spiders
On whiteboard list six keywords and question about each: legs, eyes, fangs, diet, babies,
silk –same grid as their Spider sheet) –(attached)
Be able to guide the students to the correct picture on the top (Spider spinning web)
Be able to guide students in a fact-finding lesson.
Have Proxima® or Projector set up for a GROUP discussion:
Activities and Procedures:
Teacher led group discussion – teacher projects Encarta® 99 on the screen and everyone
looks for keywords (above)
In the FIND field, type in spider (singular, not plural)
Locate the topic ‘spider’ in the list below the field and click on it.
On the main page, locate and click on the “Multi-Media” box .
This will open up with a rose colored background and have 9 titles
of multi-media. Choose “Spider Web” and click on the arrow to make the
animation start. Allow the students to watch the whole animation without
interruption. (This is such a cool animation.)
Scanning and Collecting data: SPIDER FACTS
The teacher and students will look at the pictures and scan the text and
captions for the keywords: legs, eyes, fangs, diet, babies, silk. They
should answer the following questions, which are written on the
whiteboard and read to them or with them by the teacher:
Teacher writes the answers on the whiteboard.
How many major body parts do spiders have? Answer = 2
The head/thorax and the abdomen.
1. Legs:
How many pairs of legs does a spider have?
How many legs would that be? Answer = 4 pair
Why don’t they just say 8 legs? (Each pair matches)
2. Eyes:
How many eyes does a spider have? Answer = 4 pair
How many more eyes do spiders have than humans? 8-2=6
Do all spiders have 4 pair of eyes? No
Who has larger eyes? Hunters or Spinners? Hunters.
Why do you think the Hunters have larger eyes?
The Better to see you with, my dear!
3. Fangs:
Do all spiders have fangs? Yes.
Are they all poisonous? Yes, all spiders are poisonous.
4. Diet:
What do they eat? Spiders are Carnivorous. (meaning)
They only eat live prey.
5 Babies: All spiders hatch from eggs that are protected in a cocoon.
What are baby spiders called? Hatchlings.
6 Silk: How do spiders make silk? From spinnerets on their abdomen.
What is the silk made out of? Protein. It is stronger than steel.
Lesson 4 – In the Library or Classroom
Teacher Preparation:
Make copies of a fact-finding sheet with all six keywords listed.
Have pencils available.
Activities and Procedures:
The students will review the six keywords, the questions and the answers about each:
legs, eyes, fangs, diet, babies, silk.
The students will record two facts beside each keyword.
Lesson 5 & 6 – In the Computer Lab
Teacher Preparation:
Computers should be turned on and students logged in.
Activities and Procedures:
The students will produce 7 more slides using PowerPoint.
One slide should say: Spiders are invertebrates. They have 3 major body parts.
Six slides should have a keyword and two facts.
Each slide should be illustrated.
Assessment/Evaluation:
BOOKLET The creation of a booklet with the correct data under the correct keywords
will be assessed. Words should be spelled correctly and numbers written
correctly. Their illustrations should reflect knowledge of the body parts.
RUBRIC The rubric will focus on the facts about spiders and how well the students
produced their booklet. This is a self-marking rubric. (Attached)
Follow-Up Activities:
The students could create a surprise-ending page with a folded pop out spider. The text
on the last page could say “EEEK! A Spider!
Scholastic has two terrific magazines about spiders with activities for students in grade
one. (Copies attached)
Submitted by
Name: Carolyn I. Gundrum
School: Waukazoo Elementary School