NV Integrated Technology Standards

First Grade

1.EL.B.1: With teacher guidance, create a non-digital personal learning network of peers who can provide support.

Standard Number

1.EL.B.1

Text of Standard

With teacher guidance, create a non-digital personal learning network of peers who can provide support.

Focus Area

Empowered Learner (EL)

Focus Area Text

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Indicator

Build networks and customize their learning environments in ways that support the learning process.

ELA Suggestion 1

ELA Standard(s)

SL.1.1, SL.1.1b

Lesson Synopsis

Teacher will model proper group discussions using a student to help facilitate the collaboration. Class will work together on class created anchor chart using large paper and markers to explicitly teach how learning networks should "look like" and "sound like."

Integrated Technology

Teacher will model proper group discussions using a student to help facilitate the collaboration. Teacher will model voice levels while working in a group, model discussing the given topic, model using kind words, model that students should be listening to each other. After the discussion, teacher will use the given Jamboard link and instead of creating anchor chart with paper and marker, teacher will share the Jamboard with students. Students will work independently on their Chromebooks and open up the Jamboard that was shared with them. Inside the Jamboard they will use the post it note feature to type what learning networks look like from the class discussion. Then students will choose another post it note on the Jamboard and type what learning networks sound like from the class discussion. After all students have created two post it notes, teacher will read through the student's responses on the digital anchor chart. To use the Jamboard that is linked, open the Jamboard click on the 3 dots above and make a copy that will be in your drive. https://jamboard.google.com/d/13I-v_QN3gqkiMs8vod7L0gcxYQVNmYrIlg5xYuW9hLI/edit?usp=sharing

ELA Suggestion 2

ELA Standard(s)

W.1.2

Lesson Synopsis

Teacher will check out non fiction books from library about various animals. Students will then choose an animal which will determine their personal learning environment. Using non fiction books students will write An All About book on their group's animal.

Integrated Technology

Students will choose an animal they are interested in to create an All About Book. Teacher will model getting on National Geographic for kids. Students will use their Chromebooks to follow the teacher's instructions to get to the website. Teacher will check to see if students have located the website. Then teacher will use the search bar to enter an animal that the teacher wants to research to model for the students. Students will then type their animal in the search bar. There will be a video about their animal along with facts about their animal. Using the website the students can create diagrams, research facts, and draw illustrations about their animal.

National Geographic For Kids - https://kids.nationalgeographic.com/

Other websites that teacher's can use to do the same lesson.

DK Find Out - https://www.dkfindout.com/us/

San Diego Zoo Kids - https://kids.sandiegozoo.org/animals

Ducksters - https://www.ducksters.com/

Animal Fact Guide - https://animalfactguide.com/

Kiddle - https://www.kiddle.co/

Math Suggestion 1

Math Standard(s)

1.NBT.B2

Lesson Synopsis

Teacher will model composing/decompose two digit numbers using ten rods (or other manipulatives such as cubes or straws) and one blocks. Students will use manipulatives to compose and decompose two digit numbers. In learning networks, one student at a time will pull a card with a given two digit number and each student in group shares how they composed that number. Or can break into pairs and use Kagan Strategy Rally Coach to complete the same activity.

Integrated Technology

Teacher will model composing/decomposing two digit numbers using ten rods and one blocks. Teacher will introduce students to the website. Students will follow teacher's directions on how to log into the website. Teacher will monitor to make sure students have gotten to the website successfully. Teacher will write a number and students will use the virtual manipulatives to compose the number in tens and ones. Teacher will repeat using various two digit numbers and students will continue to compose using virtual manipulatives. https://www.coolmath4kids.com/manipulatives/base-ten-blocks

Math Suggestion 2

Math Standard(s)

1.G.A.2

Lesson Synopsis

Using tangrams manipulatives teacher will model creating composite shapes. In learning networks, students will take turns choosing a tangram pattern and having peers share which shapes are needed and then build the pattern.

Integrated Technology

Teacher will introduce pattern blocks that make up a tangram. Teacher will model for students how you can use the tangrams to make new composite shapes. Teacher will model how to get to the website. Students will follow teacher's directions on how to log into the website using their Chromebooks. Teacher will monitor to make sure students have gotten to the website successfully. Teacher will model how students can choose a composite shape from the website and then slide their virtual tangrams over the shapes to create the new composite shape. Students will continue to compose composite shapes using virtual tangrams. https://mathigon.org/tangram

Science Suggestion 1

Science Standard(s)

1-LS1-2

Lesson Synopsis

Teacher will read How Animal Babies Stay Safe by Mary Ann Fraser, a nonfiction book. Class will create an anchor chart determining what animals need parents to survive and which animals do not. In a learning network, students will choose an animal that needs their parents to survive. Groups will create a picture of the chosen animal and a caption of how the parents behavior helps the offspring survive.

Integrated Technology

Teacher will read How Animal Babies Stay Safe by Mary Ann Fraser, a nonfiction book. Teacher will create an anchor chart using chart paper and markers. Students will give their answers determining what animals need parents to survive and which animals do not. Teacher will write the students responses on the anchor chart. In learning networks, students will choose an animal that needs their parents to survive. Teacher will send an assignment in Google Classroom for each student to have a copy of the class Google Slide it could be titled Animal Parents and their Babies. Teacher will model how to create a slide with a picture of the animal and then a caption typed up on how the parent helps the offspring survive. Each student in learning network will use their Chromebooks to create a slide of their animal and how the parents behavior helps their offspring survive. Teacher will copy and paste the student's slides into a new class Google Slide presentation. Teacher will show the slideshow after it is finished.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.11

Lesson Synopsis

Integrated Technology

Teacher will give some examples of problems that might occur in their learning networks while they are working together. Students will talk in their learning networks about how they would resolve some of the problems that the teacher discussed. Students will share their ideas in their learning networks and come up with one way to resolve the problem. Students will share with the teacher what resolution their group wrote down. The teacher will type the group's responses in a Jamboard. To use the Jamboard that is linked, open the Jamboard click on the 3 dots above and make a copy that will be in your drive. https://jamboard.google.com/d/1yzAoubMsF8ZNTnifLotML3KrQYcyo82WA7fVdee1PoY/edit?usp=sharing

Videos

How Animal Babies Stay Safe - Bedtime Stories - https://www.youtube.com/watch?v=nUl-W9Ltt_8 - This is the book that goes along with the science lesson.

The Ultimate Guide to Google Jamboard - https://www.youtube.com/watch?v=C-watrdDybY - This video will help you become more familiar with Jamboard and how to use it.

Informative Writing for Kids - https://www.youtube.com/watch?v=joUhMEur7z0 - This video helps explain the All About Books writing process.

Google Slides for Kids - https://www.youtube.com/watch?v=lfpneIqnXTE- This video will explain an easy way for teachers to learn about Google Slides before modeling with students.

Rally Coach - https://www.youtube.com/watch?v=av2_kRpRUxg - Quick video explaining how students participate in Kagan Rally Coach strategy.

Instructional Resources

The Teacher Bag - https://theteacherbag.com/creatinganchorchartsthatengagestudents/ - Explanation of how to create meaningful anchors and why.

Virtual Math Manipulatives - https://docs.google.com/presentation/d/1jadIg9nk64U9gWtj4QEbd-AEzVtCXQeH-y44LPXlF3M/present?slide=id.g27b693dca5_0_261 - This is an online resource with math tools.

Mathigon - https://mathigon.org/ - Online resource with math tools.

I Messages- https://selspace.ca/modules/effective-communication/effective-communication-primary/i-messages/- Online resource with example of I Messages and also videos on how students can use them.

Kiddle - https://www.kiddle.co/ - Safe search engine for kids.

Vocabulary

Personal Learning Network - An informal network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment.

1.EL.D.1: Locate and use letter, number, punctuation, and use of special function keys (e.g. shift, backspace, delete).

Standard Number

1.EL.D.1

Text of Standard

Locate and use letter, number, punctuation, and use of special function keys (e.g. shift, backspace, delete).

Focus Area

Empowered Learner (EL)

Focus Area Text

Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.

Indicator

Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, and are able to transfer their knowledge to explore emerging technologies.

Videos

Info to the Keyboard for Kids - https://www.youtube.com/watch?v=nlNn2Uw3FAg - This video give instructions on where to find keys on a keyboard and what the keys function is.

Computer Keyboard for kids - Class 1 and Class 2 Curriculum - https://www.youtube.com/watch?v=mA3OL1J91qc - This video gives a brief description of alphabet keys, number keys, special keys, and function keys.

Instructional Resources

Typing Club - https://www.typingclub.com/sportal/program-3.game - This website goes through the keyboard with the user and has interactive lessons.

Typing - https://www.typing.com/student/games - This website has different games that help students practice typing.

KidzType - https://www.kidztype.com/typing-web/browse-typing-practice.html - This website has different typing practice pages students can use.

Vocabulary

Operation - an action, resulting from a single instruction, that changes the state of data.

Troubleshooting - a systematic approach to problem solving that is often used to find and resolve a problem, error, or fault within software or a computing system.

1.DC.C.1: Articulate what is allowed and what is not allowed at school when using technology.

Standard Number

1.DC.C.1

Text of Standard

Articulate what is allowed and what is not allowed at school when using technology.

Focus Area

Digital Citizen (DC)

Focus Area Text

Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

Indicator

Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Videos

Super Digital Citizen - https://www.youtube.com/watch?v=LIuQyI2URwY - This video is a fun way for students to learn a few important computer rules.

Instructional Resources

10 Classroom Rules for Using Technology - http://blog.whooosreading.org/10-classroom-rules-for-using-technology/ - This website offers 10 rules and description for using technology at school.

Classroom Technology Rules - https://educatorpages.com/site/grouptwo/pages/classroom-technology-rules - This website provides rules and guidelines to use in classroom.

What Is Digital Citizenship & How Do You Teach It? - https://www.aeseducation.com/blog/what-is-digital-citizenship#:~:text=Digital%20citizenship%20refers%20to%20the,topic%20to%20teach%20today's%20students. - This website tells what a Digital CItizen is and how to teach it in your classroom.

Vocabulary

Digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to

generate, store, and process data.

Digital citizenship - the norms of appropriate, responsible behavior with regard to the use of

technology

1.KC.A.1: Collaborate with others using digital resources to learn about high interest topics.

Standard Number

1.KC.A.1

Text of Standard

Collaborate with others using digital resources to learn about high interest topics.

Focus Area

Knowledge Constructor (KC)

Focus Area Text

Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.

Indicator

Plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

ELA Suggestion 1

ELA Standard(s)

W.1.2

Lesson Synopsis

Integrated Technology

Students will choose an animal they are interested in to create an All About Book. Teacher will group students into their animal of interest. Teacher will model getting on National Geographic for kids. Students will use their Chromebooks to follow the teacher's instructions to get to the website. Teacher will check to see if students have located the website. Then teacher will use the search bar to enter an animal that the teacher wants to research to model for the students. Students will then type their animal in the search bar. There will be a video about their animal along with facts about their animal. Using the website the students can create diagrams, research facts, and draw illustrations about their animal while collaborating with one another. National Geographic For Kids - https://kids.nationalgeographic.com/

Other websites that teacher's can use to do the same lesson. DK Find Out - https://www.dkfindout.com/us/

San Diego Zoo Kids - https://kids.sandiegozoo.org/animals

Ducksters - https://www.ducksters.com/

Animal Fact Guide - https://animalfactguide.com/

Kiddle - https://www.kiddle.co/

ELA Suggestion 2

ELA Standard(s)

RL.1.2

Lesson Synopsis

Teacher will check out fictions books from library about various topics. Students will then choose which book interests them the most. Using fictions books student will be grouped based on the book that interested them the most. Students will then read the story in there group and work on retelling the story.

Integrated Technology

Students will choose the fiction book that they are interested in the most to retell. Teacher will group kids into the books of their interest. Teacher will model how to work together in their personal learning environment. If students are unfamiliar with the vocabulary beginning, middle, end, setting, problem and solution, go over it with students prior to lesson. Teacher will go over lesson on story elements with students before they begin. Teacher will tell students before they start retelling that they will need to read the story from beginning to end. Once they have read the story they will create a slide show presentation on their story. Teacher will model how to create a Google Slide presentation. Teacher will model how to add a text box, create another slide on Google Slides, and add images to their slides. Inform students they will need a total of six slides to show what happened in the beginning, middle, end, setting, problem, and solution.

Math Suggestion 1

Math Standard(s)

1.MD.C.4

Lesson Synopsis

Teacher will give students a question such as "What is your favorite animal?" and give three choices for students to pick from. Teacher will model how to record the choices by using tally marks. Then teacher will transfer the tally marks to a graph that class creates together. Discussing what a graph is and what it is used for and analyzing the results. In groups, students will come up with a question that they want to survey their classmates on. Students will walk around the classroom asking their question to other students recording the responses with tally marks and then turning the tally marks into a graph. Students will then analyze their data and present their findings to the class.

Integrated Technology

Teacher will model with students how to open up a Google Form that was sent in their emails. The google form that is sent can be a simple question such as, "What is your favorite animal?" and give three choices for students to pick from on the Google Form. Students will pick their answer and submit the form. Teacher will share the returned responses. Teacher will model how to record the choices by using tally marks. Then teacher will transfer the tally marks to a graph that class creates together in Jamboard. In a group students will create their own Google Form using a survey question that interests them; example what is your favorite sport? They will share the completed Google Form with the teacher and then teacher will send it out to student emails in the class. When surveys are complete teacher will share the results with the groups and they will analyze the data. They will interpret it using Jamboard and then will present to the class.

Math Suggestion 2

Math Standard(s)

1.OA.A.2

Lesson Synopsis

Teacher will discuss the standard with students. Teacher can read a book such as If You Were a Plus Sign by Trisha Speed Shaskan to show students how a word problem is written. Teacher will model how to create a word problem that has 3 whole numbers by writing a word problem. Then teacher will draw a picture to represent the problem and then solve. (My teacher had 3 red flowers, 2 pink flowers, and 4 yellow flowers. How many flowers does my teacher have all together?) Students will work in groups of 3 and create story problems with the sum of 9 like the teacher modeled for them on just plain white paper. They may use whatever objects that they want to represent their whole numbers. Groups will share their story problems with the class. Then groups will create their own story problems with any sum within 20 again using white paper. Then teacher will put the pages together to make a class book as an extension.

Integrated Technology

Teacher will discuss the standard with students. Teacher can read a book such as If You Were a Plus Sign by Trisha Speed Shaskan to show students how a word problem is written, represented, and solved. Teacher will model how to use Google Slides to create a word problem that has 3 whole numbers. Teacher will type the word problem on a Google Slide. The teacher will insert images on the slide to represent the problem and then solve. (My teacher had 3 red flowers, 2 pink flowers, and 4 yellow flowers. How many flowers does my teacher have all together?) Students will work in groups of 3 and create a word problem with the sum of 9 like the teacher modeled using Google Slides. Students can use any images they would like. One student will type the word problem, one student will add the images and the other student in the group will add the sum. Teacher could put all the slides together to create a class slide show as an extension.

Science Suggestion 1

Science Standard(s)

1-LS1-1

Lesson Synopsis

Teacher will group kids in their personal learning environment. Each groups will plant a seed and keep track of the seeds progress day to day in a written journal.

Integrated Technology

Teacher will group kids in their personal learning environment. Teacher will model how to plant their seeds. Each group will have one plant that they will work together to grow and observe. Once seeds are planted teacher will model how to use Google Slides with students. Inform students that they will be using Google Slides to track the progress of their plants. Teacher will go over how to create a slide, add a textbox, take a picture with their Chromebook, and add picture to their slideshow. Each day students will create a new slide add the date to it and work together to write down any changes that may have occurred with their plant and add a picture of their plant to the slide.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.12

Lesson Synopsis

Teacher will group kids in their personal learning environments. Students will work together to create a bubble map of similarities and differences within their cultures and thing that they eat at home.

Integrated Technology

Teacher will group kids in their personal learning environments. Teacher will discuss with their students that not everyone one is the same and that we have differences. Teacher will go on to explain that we can believe in different things and celebrate different holidays. We even have different traditional foods that we eat. Teacher will then explain that we are going to create a Google Slide of traditional foods that we eat that are the same and that are different. Teacher will model how to create a Google Slide and how to add a text box. Teacher will explain that each student will have their own slide of their traditional foods that they eat at home, which are their differences, and one slide at that end that shows their similarities, which are the foods that they all eat that they have in common. Students can then present their slides to their classmates. An extension for this activity is to create a digital cookbook filled with recipes that your student shared with you of their traditional foods that they eat that you can share with all their families.

Videos

How to Create Contact Groups in Gmail 2020 - https://www.youtube.com/watch?v=hzA7B1Vdx2A&t=20s - This video shows how to create contact groups in gmail to send out emails to a group.

How to Take a Picture on a Chromebook - https://www.youtube.com/watch?v=dyuKeZ4DZ1E - This video will show you how to take a picture on a Chromebook and how to upload picture to your document.

Google Slides for Kids - https://www.youtube.com/watch?v=lfpneIqnXTE - This video gives students a quick understanding of what Google Slides is all about.

Instructional Resources

If you Were a Plus Sign - https://www.youtube.com/watch?v=TJRKAd11MfI - A read aloud to help with modeling word problems.

Kiddle - https://www.kiddle.co/ - Safe search engine for kids.

Vocabulary

Artifact - anything created by a human (see computational artifact).

Computational artifact - anything created by a human using a computational thinking process and a computing device including but not limited to, a program, image, audio, video, presentation, or web page file.

Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

1.ID.C.1: Use a design process to develop ideas or creations, and they test their design and redesign if necessary.

Standard Number

1.ID.C.1

Text of Standard

Use a design process to develop ideas or creations, and they test their design and redesign if necessary.

Focus Area

Innovative Designer (ID)

Focus Area Text

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Indicator

Develop, test, and refine prototypes as part of a cyclical design process.

ELA Suggestion 1

ELA Standard(s)

RL.1.9

Lesson Synopsis

Teacher will read various versions of the Gingerbread Man to the students. Students will compare and contrast the versions. Identifying that one of the similarities is the character must get across the water. Students will plan and design a bridge on paper. Then students will build a bridge so that the problem of how the Gingerbread man crosses the water can be solved. Students can use materials such as straws, playdoh, and paper.

Integrated Technology

Teacher will choose two versions of the Gingerbread Man to read to students. Students will compare and contrast the two stories. Students will determine that a similarity in both is that the character needs to get across the water. Students will plan, design, and build a bridge so that the problem of how the Gingerbread man crosses the water can be solved. Instead of using paper and pencil, students will use JamBoard to design their bridge. If students haven't used Jamboards, teacher will model how to use the different pens and how to change the colors.

ELA Suggestion 2

ELA Standard(s)

RL1.2

Lesson Synopsis

Teacher will read Jamie O' Rourke and the Big Potato by Tomie dePaolo. Discuss the major events of the story. Especially the ending when the reader finds out that the Leprechaun tricked Jamie O'Rourke. Students will plan and design a leprechaun trap using paper and pencil so that he won't trick our main character again. Students will then build a leprechaun trap with partners using materials of their choice.

Integrated Technology

Teacher will read Jamie O' Rourke and the Big Potato by Tomie dePaolo. Discuss the major events of the story. Especially the ending when the reader finds out that the Leprechaun tricked Jamie O'Rourke. Students will plan and design a leprechaun trap on Jamboard so that he won't trick our main character again. If students haven't used Jamboards, teacher will model how to use the different pens and how to change the colors. Students will then build a leprechaun trap using the design they created on Jamboard. The leprechaun trap may be used with various materials.

Math Suggestion 1

Math Standard(s)

1.G.A.2

Lesson Synopsis

Students will make make two-dimensional and three-dimensional shapes with marshmallows or tape and toothpicks.

Integrated Technology

Using Jamboard students will sketch and design a two-dimensional and three-dimensional shapes using toothpicks and marshmallows or tape. Teacher will model how to use Jamboard and each function on Jamboard that student will need, like changing the pens, changing the colors, and creating a text box. Once students design their two-dimensional and three-dimensional shapes on Jamboard have them create it in person using the toothpicks and marshmallows or tape. If the design needs to be adjusted student will go back to their Jamboard and adjust their design.

Math Suggestion 2

Math Standard(s)

1.G.A.3

Lesson Synopsis

Student will use playdough to create different two dimensional shapes. They will then use plastic knife to cut the shapes into halves and fourths.

Integrated Technology

Using Jamboard students will sketch and design different two dimensional shapes and ways to cut them into halves and fourths with playdoh and a knife. Teacher will model how to use Jamboard and each function on Jamboard that student will need, like changing the pens, changing the colors, and creating a text box. Once students create their design on Jamboards have students create their shapes they made on their Jamboard in real life with the playdoh and have them cut it into halve and fourth. If they design doesn't cut equally have them go back to their Jamboards and adjust and redesign their shape and cuts.

Science Suggestion 1

Science Standard(s)

K-2-ETS1-2

Lesson Synopsis

Students will sketch and design a tower using popsicle sticks and tape. The goal is to create the tallest tower in the class.

Integrated Technology

Using Jamboard students will sketch and design a tower using popsicle sticks and tape. Teacher will model how to use Jamboard and each function on Jamboard that student will need, like changing the pens, changing the colors, and creating a text box. Once students create their design on Jamboards have students work in their tower. If tower isn't staying up have them go to back to their Jamboard and adjust their plan as needed.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.22

Lesson Synopsis

Integrated Technology

Activity is a two day shop. Half of the class are consumers who buys goods that their classmates make with fake money and other half are producer who make goods that their classmates buy. Students switch roles on second day. Student's can make pictures, sculptures with play doh, bracelets with string and bead, etc. Students will create an advertisement for what they are producing on Google Slides to make the other students excited/ want to buy their product. Teacher will model how to create a Google Slide and how to add a text box, change font style/size, and add images.

Videos

The Launch Cycle: A Design Thinking Framework For Education - https://youtu.be/LhQWrHQwYTk - This video explains a student friendly design thinking model called the Launch Cycle.

Building Shapes using Marshmallows and Toothpicks!!! - https://www.youtube.com/watch?v=DaNNIIRGvOk - This video shows how to create 3-D shapes using toothpicks and marshmallows.

Producers and Consumers | Social Studies for Kids | Kids Academy - https://www.youtube.com/watch?v=PAbBd0UjPzE - This video talks about producers and consumers.

Instructional Resources

Teachers Are Terrific - https://teachersareterrific.com - This website shares children's books and provides STEM projects to go along with the literature.

The Ultimate Guide to Google Jamboard - https://www.youtube.com/watch?v=C-watrdDybY - This video will help you become more familiar with Jamboard and how to use it.

Google Slides for Kids - https://www.youtube.com/watch?v=lfpneIqnXTE- This video will explain an easy way for teachers to learn about Google Slides before modeling with students.

Vocabulary

Cyclical - used to describe things that are regularly patterned or that occur in regular intervals.

Innovation Designer - a practitioner with a diverse toolkit of capabilities that enables them to support teams and organizations through the transition from where they are now to where they need to be tomorrow.

Process - a series of actions or steps taken to achieve a particular outcome.

Prototype - an early approximation of a final product or information system, often built for demonstration purposes.

1.ID.D.1: Demonstrate perseverance when working to complete a challenging task.

Standard Number

1.ID.D.1

Text of Standard

Demonstrate perseverance when working to complete a challenging task.

Focus Area

Innovative Designer (ID)

Focus Area Text

Students use a variety of technologies within a design process to identify and solve problems by creating new, useful, or imaginative solutions.

Indicator

Exhibit a tolerance for ambiguity, perseverance, and the capacity to work with open-ended problems.

ELA Suggestion 1

ELA Standard(s)

RL1.3

Lesson Synopsis

Integrated Technology

Teacher will read the story, Salt In His Shoes by Deloris Jordan. Students will describe the traits of the main character, Michael Jordan. Teaching students about not giving up and persevering. Students will type a text to self connection on a Google Slide about a time that they have shown perseverance. If students haven't used Google slides Teacher will model how to create a Google Slide and how to add a text box and type.

ELA Suggestion 2

ELA Standard(s)

W 1.7

Lesson Synopsis

Integrated Technology

Teacher will give definition of perseverance to students. (to not give up even when things get very hard) Share some examples of famous people that failed their first time at doing something but became famous for what they accomplished. Students will choose one famous American that showed perseverance and research about that famous American on https://www.kiddle.co/. They can type up their research in a Google Slide. If students haven't used Google slides Teacher will model how to create a Google Slide and how to add a text box and type.

Math Suggestion 1

Math Standard(s)

1.OA.A.1

Lesson Synopsis

Teacher will give students an open-ended question such as: The answer is 9. What is the problem? Students will then create a word problem with the answer being 9.

Integrated Technology

Teacher will give students an open-ended question such as: The answer is 9. What is the problem? Students will then create a word problem with the answer being 9 on Jamboards. Before students use Jamboard teacher will model how use each function on Jamboard that student will need, like changing the pens, changing the colors, and creating a text box.

Math Suggestion 2

Math Standard(s)

1.G.A.3

Lesson Synopsis

Integrated Technology

Teacher will give students the open-ended question like "In a fishbowl, half of the fish are blue. What might this look like." and "A fourth/quarter of flowers in the garden are red. What might this look like?" Student will then independently draw what it would look like on a Jamboard. Before students use Jamboard, teacher will model how use each function on Jamboard that student will need, like changing the pens, changing the colors, and creating a text box.

Science Suggestion 1

Science Standard(s)

K-2-ETS1-2

Lesson Synopsis

Students will sketch and design a tower using popsicle sticks and tape. The goal is to create the tallest tower in the class.

Integrated Technology

Using Jamboard students will sketch and design a tower using popsicle sticks and tape. Teacher will model how to use Jamboard and each function on Jamboard that student will need, like changing the pens, changing the colors, and creating a text box. Once students create their design on Jamboards have students work on their tower. If tower isn't staying up have them go to back to their Jamboard and adjust their plan as needed.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.10

Lesson Synopsis

As a class talk about perseverance and how it is a continued effort to do or achieve something despite difficulties, failure, or opposition. Teacher will give an example of ways to show perseverance. Teacher will then have students share a time they or someone they know persevered.

Integrated Technology

Videos

What is an Open Ended Question? How to help children think through problems on their own - https://www.youtube.com/watch?v=5C1XLiOT1UY - This video tell educators the importance of open- ended questions and how an educator can guide a students thoughts.

Instructional Resources

Play-dough to Plato - https://www.playdoughtoplato.com/how-to-teach-kids-perseverance/ - This website gives suggestions on how to teach students about persevering.

Imagination Soup- https://imaginationsoup.net/30-biographies-model-growth-mindset/ - This source has a list of kid friendly famous people and their biographies.

Open-Ended Questions - https://www.responsiveclassroom.org/open-ended-questions/ -

Vocabulary

Perseverance - continued effort to do or achieve something despite difficulties, failure, or opposition.

1.CT.A.1: With teacher guidance, use data to answer an authentic problem using digital tools.

Standard Number

1.CT.A.1

Text of Standard

With teacher guidance, use data to answer an authentic problem using digital tools.

Focus Area

Computational Thinker (CT)

Focus Area Text

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Indicator

Formulate problem definitions suited for technology- assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.

ELA Suggestion 1

ELA Standard(s)

SL.1.1b

Lesson Synopsis

Teacher will review classroom procedures step by step on poster to teach a new student the procedures. Example: What to do when you come into the class?

Integrated Technology

Teacher will review classroom procedures step by step on poster to teach a new student the procedures. Example: What to do when you come into the class? Student will then create a Google Slide and write the steps, creating a new slide for each step. If students have not created or used a Google Slide, teacher will model how to create a Google Slide and how to use it's different functions.

ELA Suggestion 2

ELA Standard(s)

W1.2

Lesson Synopsis

Teacher will ask how many students know how to make a peanut butter and jelly sandwich. Watch the YouTube video: Peanut butter and Jelly explicit directions

Integrated Technology

Teacher will ask how many students know how to make a peanut butter and jelly sandwich. Watch the YouTube video: Peanut butter and Jelly explicit directions

Discuss with students that it is so important to give explicit directions. Tell them that we need to follow detailed steps. Students will write a how to on making a peanut butter and jelly sandwich. Students will share their steps with their personal learning network. One student in the network with make the sandwich based on another student's directions. Students will edit and revise together in their personal learning network. When their group has their how to detailed then they will type the process step by step in a Google Slide and share with the class. If students haven't used Google Slides, teacher will model how the different functions on Google Slides work.

Math Suggestion 1

Math Standard(s)

1.OA.A.1

Lesson Synopsis

Teacher will go over the step by step process for solving word problem. Students will then break off into their personal learning networks with their own word problems. Students will help one another with solving their word problems while following the steps.

Integrated Technology

Teacher will go over the step by step process for solving word problem. Teacher will need premade Google Slides with word problems for each personal learning network. Each Google Slide should have enough word problems for each person in the person learning network. Teacher will need to share the Google Slides with their students. Students will then break off into their personal learning networks and go on the Google Slides that the teacher premade and shared with them. Students will help one another with solving their word problems while following the steps on the Google Slides. If students haven't used Google Slides, teacher will model how the different functions on Google Slides work.

Math Suggestion 2

Math Standard(s)

1.OA.B.3

Lesson Synopsis

Integrated Technology

Teacher will model how to solve problems using three or more addends step by step. Once students understand the process, teacher will then put three addend problems on the board for students to solve on Jamboards. Students will solve problems using the step by step process teacher modeled. If students haven't used Jamboard, teacher will model how to create a Jamboard and how to use it's different tools.

Science Suggestion 1

Science Standard(s)

1-LS1-1

Lesson Synopsis

Teacher will ask students how fish breathe underwater as the science question of the day. Remind students that animals use their body parts to help them survive. Tell students that today we are going to do a science experiment in our learning networks that will show us how fish gills work. We need to follow the directions so the experiment works out correctly. On student's group tables place 2 plastic cups, coffee filter, rubber band, coffee grounds, and water. Remind students about working carefully, respectfully, and responsibly. On an anchor chart have the directions for the experiment written out step by step so students can follow. Step 1: Fill the cup with water. Step 2: Pour in some coffee grounds. Step 3: Place the coffee filter on top of the cup like a lid. Use the rubber band to secure the coffee filter. Step 4: Pour the water out through the filter into the empty cup. Ask students what they notice about the coffee filters. Ask them what did they notice about the water they poured out. Explain to students that the coffee grounds are like oxygen and the filter is like the fish gills. The gills allow only the water to pass through, leaving the oxygen for the fish to breathe. Draw a diagram representing the fish gills is the filter and the coffee grounds is the oxygen.

Integrated Technology

Teacher will ask students how fish breathe underwater as the science question of the day. Remind students that animals use their body parts to help them survive. Tell students that today we are going to do a science experiment in our learning networks that will show us how fish gills work. We need to follow the directions so the experiment works out correctly. On students group table place 2 plastic cups, coffee filter, rubber band, coffee grounds, and water. Remind students about working carefully, respectfully, and responsibly. In Google Slides have the directions for the experiment written out step by step so students can follow. Step 1: Fill the cup with water. Step 2: Pour in some coffee grounds. Step 3: Place the coffee filter on top of the cup like a lid. Use the rubber band to secure the coffee filter. Step 4: Pour the water out through the filter into the empty cup. Ask students what they notice about the coffee filters. Ask them what did they notice about the water they poured out. Explain to students that the coffee grounds are like oxygen and the filter is like the fish gills. The gills allow only the water to pass through, leaving the oxygen for the fish to breathe. Draw a diagram representing the fish gills is the filter and the coffee grounds is the oxygen on large butcher paper. Student will recreate the diagram using Jamboard. If students haven't used Jamboard, teacher will model how to create a Jamboard and how to use its different tools.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.11

Lesson Synopsis

Integrated Technology

Discuss with students what conflict resolution looks like and how they might encounter it in their learning networks. Give examples of some problems that might occur in their learning networks. Role play various scenarios by choosing a card with a conflict on it and then use "I Message" and "The Clean Up" sentence starters to solve the conflicts. Teacher will need premade templates on Google Slides. One for The "I" Message: I feel... When People... I need... Will you please...? Leave space for kids to type in a response. The other premade template the teacher will need is The Clean Up: I know that I... I apologize. What can I do to make it right? Next time I will... Will you forgive me?. Again leaving space for students to type in their response. Teacher will share these premade templates with their students and have them create their own copy. Model how to make a copy if needed. Each student is going to get a scenario and have to fill in The "I" Message and The Clean Up for both perspectives. If students have not used Google Slides, teacher must model how to use Google Slides and it's various tools.

Videos

Computational Thinking for the Classroom - https://www.youtube.com/watch?v=II7tuwpifIM - this is a professional learning webinar to explain coding to classroom teachers.

Introduction to Coding - https://www.youtube.com/watch?v=y5bXW_gEJl8 - This is a student friendly video describing what coding is and how to use it.

How Do Fish Breathe-Animal Science for Kids- https://www.youtube.com/watch?v=zj5v3n6Nlm8 - A kid friendly video to explain how a fish adapts to its environment.

Instructional Resources

Scratch Jr. - https://www.scratchjr.org/ - An introductory programming language that enables young children (ages 5-7) to create their own interactive stories and games.

Scratch - https://scratch.mit.edu/ - Program your own interactive stories, games, and animations - and share your creations with others in the online community.

Vocabulary

Computational thinking - the human ability to formulate problems so that their solutions can be

represented as computational steps or algorithms to be executed by a computer.

1.CT.B.1: With teacher guidance, identify patterns and predict possibilities with classroom data using digital tools.

Standard Number

1.CT.B.1

Text of Standard

With teacher guidance, identify patterns and predict possibilities with classroom data using digital tools.

Focus Area

Computational Thinker (CT)

Focus Area Text

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Indicator

Formulate problem definitions suited for technology- assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.

ELA Suggestion 1

ELA Standard(s)

RF1.3a

Lesson Synopsis

Teacher will review the ch, sh, wh, th digraphs with students. Teacher will share various digraph picture cards and students will respond with correct digraph. Teacher will sort cards into pocket chart based on the digraph. Students will work independently on dry erase boards to write which digraph pattern they hear in another set of picture cards.

Integrated Technology

Teacher will review the ch, sh, wh, th digraphs with students. Teacher will share various digraph picture cards and students will respond with correct digraph. Teacher will sort cards into pocket chart based on the digraph. Using a Google Slide template, students will sort words with digraphs into the correct pattern. Teacher will model how to create a Google Slide and how to add a text box.

ELA Suggestion 2

ELA Standard(s)

RL1.9

Lesson Synopsis

Teacher will introduce and read a series of books with the same character in it. (example: Pete the Cat or Froggy) After reading several books, students will start identifying patterns that they see within the books. Using a Double Bubble or a Venn Diagram pick two of the books to compare and contrast. Students will choose two books from a series and create their own Double Bubble or Venn Diagram.

Integrated Technology

Teacher will introduce and read a series of books with the same character in it. (example: Pete the Cat or Froggy) After reading several books, students will start identifying patterns that they see within the books. Using a Jamboard template, students will choose two books from a series and create their own Double Bubble or Venn Diagram. Teacher will model how to use Jamboard pens, colors, text box and pot it notes.

Math Suggestion 1

Math Standard(s)

1.NBT.B.2b

Lesson Synopsis

Teacher will model how to decompose (break numbers up) into tens and ones using a number bond. Show students that one ten and four ones represents fourteen. Show students if you add a one to the ones place it is now fifteen. Model decomposing the number eighteen (one ten and eight ones). Then have students do the number 17 and 18 independently.

Integrated Technology

Teacher will model how to decompose (break numbers up) into tens and ones using a number bond on Jamboard. Teacher will have a number bond set as the background on Jamboards. Teacher will show students that one ten and four ones represents fourteen by writing a 10 in one circle and a 4 in the other. Add another one to the ones place to show students if you add a one to the ones place the tens will stay the same and the ones will change to 5 ones and now the sum is now fifteen. Teacher will the model decomposing the number eighteen (one ten and eight ones) on Jamboard. Teacher will then have students make their own copy of the Jamboards with the number bon and show students how to use the Jamboards pens and colors. Then have students do the number 17 and 18 independently on Jamboard.

Math Suggestion 2

Math Standard(s)

1.OA.C.6

Lesson Synopsis

Teacher will model how to make 10. On two ten frames teacher will model putting counters to represent the first number of the addition problem on the ten frame. Then teacher will model putting the second number on the second ten frame. Teacher will show students how to fill in the first ten frame to make a 10 by using counters from the second ten frame. (7+6+=13 and then 10 +3 =13). Students will practice using their own ten frames and counters. Teacher will give various addition problems and students will solve the problems by making a 10.

Integrated Technology

Teacher will model how to make 10. On two ten frames teacher will model putting counters to represent the first number of the addition problem on the ten frame. Then teacher will model putting the second number on the second ten frame. Teacher will show students how to fill in the first ten frame to make a 10 by using counters from the second ten frame. (7+6+=13 and then 10 +3 =13). Students will practice using Cool Math 4 Kids website to digitally build ten frames and solve the addition problem that the teacher asked them to solve. .

Science Suggestion 1

Science Standard(s)

1.ESS1-1

Lesson Synopsis

Integrated Technology

Teacher and students will go outside and observe the sun 3 times a day for a week (morning, lunch, and late afternoon). Students will record the sun's location in a science journal by drawing the sun's location. Teacher will discuss with students their findings. Students will begin to notice a pattern with the sun's location. Students can use a Google Slide template to create a weekly sun chart and illustrate on the Google Slide where the sun was located daily. Teacher will model how to create a Google Slide and how to add a text box.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.10

Lesson Synopsis

Integrated Technology

Teacher will read 4 different books, Monday through Thursday. Pick books that show honesty, courage, friendship, respect, and responsibility. Some examples would be Chrysanthemum, Wemberly Worried, How Full Is Your Bucket?, or Enemy Pie. After each book talk about the message that the book was teaching you. Have students create a Google Slide for each book and type the message the book was teaching. You can also have students add images. On Friday have student review all the slides they created for all of the books you have read throughout the week and notice what they all have in common. Have students create a 5th slide to write what all the books were teaching you. If teacher hasn't modeled how to use Google Slides, take some time before to show students how to create a Google Slide and how to add text boxes into it and type. If you want students to add images to their slides as well as typing make sure you also model that for your students.

Videos

Jack Hartman Digraphs/Phonics Song- https://youtu.be/NK8_Tvu6bJk - Song to engage and teach students about the digraph sound patterns.

How To Add Background Images To Google Jamboard - https://www.youtube.com/watch?v=IRJYdpJQY1Q - This video will show how to add background to your Jamboard.

Instructional Resources

PBS Learning Media - https://vegas.pbslearningmedia.org/resource/buac18-k2-sci-ess-patternssky-lp/sun-moon-and-star-patterns-in-the-sky/ - a detailed lesson for K-2 about the patterns of the Sun, Moon and Stars.

Cool Math 4 Kids - https://www.coolmath4kids.com/manipulatives/ten-frame - digital math tools

Number Talks Whole Number Computation- Sherry Parrish- purpose of the book is to help teachers begin or refine their use of number talks with whole numbers in the domain of number and operations.

Developing Number Concepts: Book 2 Addition and Subtraction- Kathy Richardson- this book has engaging hands-on activities to help develop addition and subtraction number concepts.

Teaching Student-Centered Mathematics- John A Van de Walle- this book focuses on specific grade bands and includes information on creating an effective classroom environment, aligning teaching to various standards and practices, such as the Common Core State Standards and NCTM’s teaching practices, and engaging families.

Vocabulary

Algorithm - a step-by-step process to complete a task.

Computational thinking - the human ability to formulate problems so that their solutions can be

represented as computational steps or algorithms to be executed by a computer.

Data - information that is collected and used for reference or analysis; digital or non digital information, including numbers, text, show of hands, images, sounds, or video.

1.CT.C.1: With teacher guidance, identify and describe simple hardware and software problems (e.g., headphones, keyboard, and/or mouse not plugged into the port, volume too soft/loud).

Standard Number

1.CT.C.1

Text of Standard

With teacher guidance, identify and describe simple hardware and software problems (e.g., headphones, keyboard, and/or mouse not plugged into the port, volume too soft/loud).

Focus Area

Computational Thinker (CT)

Focus Area Text

Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

Indicator

Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem- solving.

Videos

Good Computer Kids - https://youtu.be/HOMiRbeyGVM - This video shows how to troubleshoot a frozen computer.

Best of Digital Literacy + Computational Thinking for Children - https://www.youtube.com/watch?v=mUXo-S7gzds - This video breaks down what a computational thinker is.

Computational Thinking - https://www.youtube.com/watch?v=kVfGUdIaUvY - This is a quick video that describes what a computational thinker is.

Instructional Resources

NEA - https://www.nea.org/advocating-for-change/new-from-nea/your-computer-isnt-broken-quick-tech-fixes-students - A quick guide for fixing common computer problems in the classroom.

Kathleen Morris - http://www.kathleenamorris.com/2011/08/01/troubleshooting-computer-problems/ - Shares a troubleshooting posters for the classroom.

Teaching with Technology- http://usingeducationaltechnology.com/technology-troubleshooting-tips/ - Shares a troubleshooting poster and a quick description on how it is used in the classroom.

What is Computational Thinking? Why thinking like a computer builds skills for success - https://teachyourkidscode.com/what-is-computational-thinking/#:~:text=When%20children%20develop%20computational%20skills,others%20impact%20the%20given%20situation. -Website that goes over the meaning of computational thinkers and skills.

Callysto - https://www.callysto.ca/computational-thinking-tests/- This website breaks down computational thinking and shares an explicit poster of what computational thinking.

Vocabulary

Component - an element of a larger group; usually provides a particular service or group of

related services.

Computational Thinking - the human ability to formulate problems so that their solutions can be

represented as computational steps or algorithms to be executed by a computer.

Hardware - the physical components that make up a computing system, computer, or

computing device.

Software - programs that run on a computing system, computer, or other computing device.

Troubleshooting - a systematic approach to problem solving that is often used to find and resolve a problem, error, or fault within software or a computing system.

1.CC.A.1: With teacher guidance, choose different tools for creating something new or for communicating with others.

Standard Number

1.CC.A.1

Text of Standard

With teacher guidance, choose different tools for creating something new or for communicating with others.

Focus Area

Creative Communicator (CC)

Focus Area Text

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Indicator

Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

ELA Suggestion 1

ELA Standard(s)

W.1.3

Lesson Synopsis

Integrated Technology

Teacher will reach out to another school in the district. Teacher will then get in contact with another teacher in the district and create pen pals with a class at the other school. Teachers will work together to match kids up. Every friday student will write to their pen pals at least three things that they did throughout the week. Teachers can be CC'd on email to make sure discussions are school appropriate. If students have not sent an email before teacher will model how to create an email add the person to the email, type the email, and send the email.

ELA Suggestion 2

ELA Standard(s)

W.1.2

Lesson Synopsis

Teacher will check out non fiction books from library about various topics that may interest students. (animals, cars, countries, food, crafts) Students will then choose a topic that most interest them. Using non fiction books students will collect information on topic and write An All About book on their topic.

Integrated Technology

Students will pick a topic that interests student the most. Students will then use kiddle.co to search information. Students will use Google Docs, Google Slides or Jamboards to organize their information that they have found. Students will need at least three important facts about their topic. Once student finds their three facts they will then start to write their informational piece. Student will use Google Docs to type up their informational piece. If students have not used Google Docs, Google Slides, or Jamboards teacher will model how to create a Google Doc, Google Slide or Jamboard and how to use the different tools they offer.

Math Suggestion 1

Math Standard(s)

1.OA.A.1

Lesson Synopsis

Teacher will go over and solve a few word problems with students. Students will then create their own word problem that is adding or subtracting within 20.

Integrated Technology

Teacher will go over and solve a few word problems with students. Students will then create their own word problems that are adding or subtracting within 20. Students will create their word problem on a Google Slide. If students have not used Google Slides teacher will model how to create and use the various tools it offers. Once all students create their word problem teacher will then show students how to share their Google Slide with the teacher Once all word problems are shared with the teacher, the teacher will then create a class Google Slideshow of all the different word problems the students created.

Math Suggestion 2

Math Standard(s)

1.MD.C.4

Lesson Synopsis

Teacher will give students a question such as "What is your favorite animal?" and give three choices for students to pick from. Teacher will model how to record the choices by using tally marks. Then teacher will transfer the tally marks to a graph that class creates together. Discussing what a graph is and what it is used for and analyzing the results. Independently, students will come up with a question that they want to survey their classmates on. Students will walk around the classroom asking their question to other students recording the responses with tally marks and then turning the tally marks into a graph. Students will then analyze their data and present their findings to the class.

Integrated Technology

Teacher will model with students how to open up a Google Form that was sent in their emails. The google form that is sent can be a simple question such as, "What is your favorite animal?" and give three choices for students to pick from on the Google Form. Students will pick their answer and submit the form. Teacher will share the returned responses. Teacher will model how to record the choices by using tally marks. Then teacher will transfer the tally marks to a graph that class creates together in Jamboard. Independently, students will create their own Google Form using a survey question that interests them; example what is your favorite sport? They will share the completed Google Form with the teacher and then teacher will send it out to student emails in the class. When surveys are complete teacher will share the results with the students and they will analyze the data. They will interpret it using Jamboard and then will present to the class. If students are unfamiliar with Jamboard teacher will model how to create Jamboard and how to use its various tools.

Science Suggestion 1

Science Standard(s)

1-PS4-1

Lesson Synopsis

Teacher will make sounds with several different instruments. Teacher will discuss the vocabulary word, vibrations. Ask students to touch their throats with tips of their fingers and sing the alphabet. Ask if they can feel their throat vibrate. Explain that vibrations make the sound. Teacher will demonstrate sound vibrations by putting a ruler on the edge of a desk and push down on the part of the ruler that is off the desk. Have students notice the sound the ruler makes due to the vibrations. Using various materials, give students the opportunity to create their own instruments so that the class can hear and recognize the vibrations. (possible materials for instruments could be: straws, empty cans, balloons, sticks, empty boxes, plastic spoons, paper plates, rubber bands) Students will share their instruments with the class.

Integrated Technology

Teacher will make sounds with several different instruments. Teacher will discuss the vocabulary word, vibrations. Ask students to touch their throats with tips of their fingers and sing the alphabet. Ask if they can feel their throat vibrate. Explain that vibrations make the sound. Teacher will demonstrate sound vibrations by putting a ruler on edge of desk and push down on the part of the ruler that is off the desk. Have students notice the sound the vibrations of a ruler. Using various materials, give students the opportunity to create their own instruments so that the class can hear and recognize the vibrations. (materials could be: straws, empty cans, balloons, sticks, empty boxes, plastic spoons, paper plates, rubber bands) Students will use Jamboard to design their instrument before constructing it. If students have not used Jamboard, teacher will model the different tools to create their design. Students will share their instruments with the class.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.10

Lesson Synopsis

Integrated Technology

Teacher will read The Empty Pot by Demi. Teacher will discuss how the main character Ping was honest. Discuss the vocabulary word, honest. Give students various materials to create their own PIng character paper doll. Students will create a Google Slide with the summary of how PIng showed he was honest in the story and then create another slide to share how they can be honest daily. If students have not used Google Slides before, teacher will model how to use it's various tools.

Videos

Creative Communicator 6a: Customizing Platforms and Tools (ISTE Standards for Students) - https://www.youtube.com/watch?v=OoP_hvnXhlA&list=PL6aVN_9hcQEH6D0zMdylQbDkSrV-MNOwD&index=23 - This video goes into detail about creative communicators.

Creative Communicator 6b: Original and Remixed Works (ISTE Standards for Students) - https://www.youtube.com/watch?v=cQNj7Kf5_Ck&list=PL6aVN_9hcQEH6D0zMdylQbDkSrV-MNOwD&index=22 - This video goes into detail about creative communicators.

Vibration Science Video - https://youtu.be/VOnwW6TTTT4 - quick video with explanation about vibrations.

Storyline Online - https://storylineonline.net/books/the-empty-pot/ - read aloud of the book The Empty Pot to use with lessons on honesty.

Instructional Resources

The Best Childen's Books - https://www.the-best-childrens-books.org/teaching-honesty.html - a list and picture of children's literature to teach honesty.

Vocabulary

Creative Communicators - recognize and utilize the features and functions of a variety of creation or communication tools.

Digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to

generate, store, and process data.

1.CC.B.1: With teacher guidance, create an original work using a variety of digital tools as a means of personal or group expression.

Standard Number

1.CC.B.1

Text of Standard

With teacher guidance, create an original work using a variety of digital tools as a means of personal or group expression.

Focus Area

Creative Communicator (CC)

Focus Area Text

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Indicator

Create original works or responsibly repurpose or remix digital resources into new creations.

ELA Suggestion 1

ELA Standard(s)

RL.1.4

Lesson Synopsis

Teacher will read Martin's Big Words. While teachers is reading to the class, teacher will stop reading where it suggest feelings. Student will then draw a picture of how it made them feel when they heard that. Teacher will continue reading and stopping when teacher wants students to stop and draw how it made them feel.

Integrated Technology

Teacher will read Martin's Big Words. While teachers is reading to the class, teacher will stop reading where it suggest feelings. Student will then use Jamboards to draw a picture of how it made them feel when they heard that or they can use Google Slides to pull different images to show how it made them feel. If students have not used Jamboards or Google Slide, teacher will model how to create each a Jamboard or Google Slide and how to use its various tools. Teacher will continue reading and stopping when teacher wants students to stop and draw how it made them feel.

ELA Suggestion 2

ELA Standard(s)

RI1.3

Lesson Synopsis

Teacher will teach students about making connections in a non fiction text. Connections are when things are related. People or individuals can have connections when we read a nonfiction passage. We are looking for things that are alike and things that are different. Showing a picture of a teacher in a classroom and also a picture of a librarian in the library, create a class Bubble Map or Venn Diagram and list the connections that students come up with for the two individuals. Students will work in groups to create their own Bubble Map or Venn Diagram showing connections between a doctor and a fireman using markers and large butcher paper. Students will present their completed graphic organizer to the class.

Integrated Technology

Teacher will teach students about making connections in a non fiction text. Connections are when things are related. People or individuals can have connections when we read a nonfiction passage. We are looking for things that are alike and things that are different. Showing a picture of a teacher in a classroom and also a picture of a librarian in the library, create a class Bubble Map or Venn Diagram and list the connections that students come up for the two individuals. Students will work in groups to create their own Bubble Map or Venn Diagram showing connections between a doctor and a fireman using Jamboard. If students have not used Jamboard before, teacher will model how to use the various tools.

Math Suggestion 1

Math Standard(s)

1.OA.A.1

Lesson Synopsis

Teacher will go over and solve a few word problems with students. Students will then get into their personal learning network and create their own word problem that is adding or subtracting within 20.

Integrated Technology

Teacher will go over and solve a few word problems with students. Students will then get into their personal learning network and will then create their own word problems that are adding or subtracting within 20. Students will create their word problem on Google Slide. If students have not used Google Slides teacher must model how to create and use the various tools it offers. Once all students create their word problem teacher will then show students how to share their Google Slide with the teacher Once all word problems are shared with the teacher, the teacher will then create a class Google Slide of all the different word problems the students created.

Math Suggestion 2

Math Standard(s)

1.NBT.A.1

Lesson Synopsis

Teacher will show various materials/objects that represent 120. Teacher will model using those objects to create an original poster displaying the 120 objects. Teacher will emphasize how they can be placed into groups of 5's or groups of 10's. Give students time to think about how they want to display 120. Give groups of students 120 of an object along with a poster board. As a group, they have to make a representation of 120 and share with the class how they decided to organize their work.

Integrated Technology

Teacher will show various materials/objects that represent 120. Teacher will model using those objects to create an original poster displaying the 120 objects. Teacher will emphasize how they can be placed into groups of 5's or groups of 10's. Give students time to think about how they want to display 120. Give groups of students 120 of an object along with a poster board. As a group, students will use Google Slides and insert 10 preferred images into 12 slides to represent their 120. If students have not used Google Slides, teacher will model how to use the digital tools.

Science Suggestion 1

Science Standard(s)

K-2-ETS1-2

Lesson Synopsis

Students will sketch and design an object they are going to create with sticks and tape.

Integrated Technology

Using Jamboard students will sketch and design a design using popsicle sticks and tape. Teacher will model how to use Jamboard and each function on Jamboard that student will need, like changing the pens, changing the colors, and creating a text box. Once students create their design on Jamboards have students work on their design. If design isn't staying up have them go to back to their Jamboard and adjust their plan as needed.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.9

Lesson Synopsis

Teacher will check out books on life long ago and life today. Students will work in their personal learning network. As a group they will research on life long ago and life today creating a collage of pictures from life long ago and another on life today using catalog pictures where student can cut up and glue down onto paper.

Integrated Technology

Student will work in their personal learning network. As a group they will research on kiddle.co life long ago and life today. Student will the create a collage of pictures from life long ago and another on life today on Google slides. If students have not used Google Slide teacher will model how to create a Google Slide and how to copy and paste pictures from the internet to Google Slides.

Videos

Creative Communicator 6b: Original and Remixed Works (ISTE Standards for Students)

- https://www.youtube.com/watch?v=cQNj7Kf5_Ck - This video tells you what a creative communicator is.

Martin's Big Words: The Life of Martin Luther King Jr. - https://www.youtube.com/watch?v=Rc39Ka8ut6k - This is a read aloud of Martin's Big Words.

Instructional Resources

Creative Communicator: Unpacking ISTE Standard for Students #6 - https://techhelpful.blogspot.com/2019/06/creative-communicator-unpacking-iste.html - This website talks more about creative communicators.

Vocabulary

Creative Communicators - recognize and utilize the features and functions of a variety of creation or communication tools.

Digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to

generate, store, and process data.

Remix - the process of creating something new from something old, originally a process that involved music; creating a new version of a program by recombining and modifying parts of existing programs, and often adding new pieces, to form new solutions.

1.GC.A.1: With teacher guidance, use digital tools to work with friends and with people outside their neighborhood, city, and beyond.

Standard Number

1.GC.A.1

Text of Standard

With teacher guidance, use digital tools to work with friends and with people outside their neighborhood, city, and beyond.

Focus Area

Global Collaborator (GC)

Focus Area Text

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

Indicator

Use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

ELA Suggestion 1

ELA Standard(s)

W.1.3

Lesson Synopsis

Integrated Technology

Teacher will reach out to another school in the district. Teacher will then get in contact with another teacher in the district and create pen pals with a class at the other school. Teachers will work together to match kids up. Every Friday student will write to their pen pals at least three things that they did throughout the week. Teachers can be CC'd on email to make sure discussions are school appropriate. If students have not sent an email before teacher will model how to create an email, add the person to the email, type the email, and send the email.

ELA Suggestion 2

ELA Standard(s)

RL1.9

Lesson Synopsis

Teacher will read Goldilocks and the Three Bears. Now showing students a map, teacher will point out China. Teacher will read Goldy Luck and the Three Pandas, a Chinese American version of Goldilocks. Students will compare and contrast the similarities and differences between the two books using a class graphic organizer. Teacher will share video about student life in China. Everyday LIfe in China. Students will work in their learning networks to compare and contrast our life in a school day to the students in the video.

Integrated Technology

Teacher will read Goldilocks and the Three Bears. Now showing students a map, teacher will point out China. Teacher will read Goldy Luck and the Three Pandas, a Chinese American Goldilocks. Show students virtual field trip to China video China Field Trip Students will compare and contrast the similarities and differences between the two books using a class graphic organizer. Teacher will share video about student life in China. Everyday LIfe in China. Students will work in their learning networks to compare and contrast our life in a school day on a Venn Diagram or Double Bubble Map using Jamboards. If students have never used Jamboards teacher will model how to create one and its different tools.

Math Suggestion 1

Math Standard(s)

1.MD.B.3

Lesson Synopsis

Teacher will go over seconds, minutes, and hours with students. Teacher will explain that there is 60 seconds in one minute and 60 minutes in one hour. Teacher will talk about time to the hour. Example: 1:00, 2:00, 3:00, etc. Teacher will go over it on a digital clock and an analog clock. Teacher will go over the different hands on an analog clock. Teacher will model how the clock moves. Teacher will discuss if the time has an o'clock that means it is the start of a new hour. If it is o'clock then your minute hand will be pointing at the 12. Teacher will practice with students. Students will draw a clock on their whiteboards teacher will say a time with an o'clock, students will draw the hands. Teacher will give different examples such as: it is 10:00 it takes 1 hour to drive to the other side of town, what time would it be? Students will then draw the new time on the clock. Another example is: Michigan is 3 hours ahead of us, if it is 1:00 here what time would it be in Michigan? Student will draw the new hands on their clock.

Integrated Technology

Teacher will go over seconds, minutes, and hours with students. Teacher will explain that there is 60 seconds in one minute and 60 minutes in one hour. Teacher will talk about time to the hour. Example: 1:00, 2:00, 3:00, etc. Teacher will go over it on a digital clock and an analog clock. Teacher will go over the different hands on an analog clock. Teacher will model how the clock moves. Teacher will discuss if the time has an o'clock that means it is the start of a new hour. If it is o'clock then your minute hand will be pointing at the 12. Teacher will practice with students. Students will this website of a clock manipulative: https://www.roomrecess.com/Tools/InteractiveClock/play.html. Teacher will say a time with an o'clock, students will use the website to show the time the teacher mentioned. Teacher will give different examples such as: it is 10:00 it takes 1 hour to drive to the other side of town, what time would it be? Students will then use the website to show the new time. Another example is: Michigan is 3 hours ahead of us, if it is 1:00 here what time would it be in Michigan? Students will then use the website to show the new time.

Math Suggestion 2

Math Standard(s)

1.MD.C.4

Lesson Synopsis

Teacher will start off modeling how to collect data using tally marks and organize data in a bar graph. Teacher will ask students what month they were born in. Teacher will then take that information and model how to organize that information in a bar graph. Teacher and students will then work together to collect data of where student are from. Teacher will then show the data to students. Students will then take the data that was collected and and create a bar graph and organize their data on a graph.

Integrated Technology

Teacher will start off modeling how to collect data using tally marks and organize data in a bar graph. Teacher will ask students what month they were born in. Teacher will then model using this website: https://nces.ed.gov/nceskids/createagraph/default.aspx?ID=4d3d7a7963244c40a92c04e395decd91. Teacher will select bar graph under the design tab. Teacher will then go to data tab and show students how to name and label the graph. Teacher will then model how to input data to be graphed. To view the data that was inputted, teacher will hit the preview button where the class will be able to see the data organized in a bar graph. Teacher and student will then work together to collect data of where student are from. Students will then use the same website to graph the data that was just collected.

Science Suggestion 1

Science Standard(s)

1PS4-4

Lesson Synopsis

Teacher will explain that we will be using scientific knowledge to generate design solutions. Students describe a given problem involving people communicating over long distances. With guidance, students design and build a device that uses sound to solve the given problem. Students need to make sure the device is able to send or receive information over a given distance. Also, the device must use sound to communicate. Teacher will give students materials and students can only use the materials provided to build their device. Students will share their devices with another class in the school.

Integrated Technology

Teacher will explain that we will be using scientific knowledge to generate design solutions. Students describe a given problem involving people communicating over long distances. With guidance, students design and build a device that uses sound to solve the given problem using Jamboard. If students have never used Jamboards teacher will model how to create one and its different tools.Students need to make sure the device is able to send or receive information over a given distance. Also, the device must use sound to communicate. Teacher will give students materials and students can only use the materials provided to build their device. Students will share their devices with another class in the school.

Social Studies Suggestion 1

Social Studies Standard(s)

SS.1.20

Lesson Synopsis

Teacher will have students talk about where they currently live. They will talk about their environment: all things together that surround animals and humans in the natural world, including air, the water, and the soil. Students will then join their personal learning network and create a circle map about their environment together. Teacher will then have books checked out from their school library that talk about different parts of the world. Students will then pick one of the books as a group and create a circle map about its environment.

Integrated Technology

Teacher will have students talk about where they currently live. They will talk about their environment: all things together that surround animals and humans in the natural world, including air, the water, and the soil. Students will then create a circle map on Jamboards about their environment in their personal learning network. Students will then pick a different part of the world in their personal learning network and research it on https://www.kiddle.co/. Students will then create another circle map about its environment on Jamboard in their personal learning network. If students have never used Jamboards teacher will model how to create one and its different tools.

Videos

Global Collaborator 7a: Global Connections (ISTE Standards for Students) - https://www.youtube.com/watch?v=ah2_F4KmwZw - Video discusses more about Global Collaborators.

Instructional Resources

Global Collaborator - https://sites.google.com/site/istestandardsfall2017/iste-s/7-global-collaborator - Talks about Global Collaborators and why they are important.

Kiddle - https://www.kiddle.co/. - A safe search engine for students.

Five Ways to Use Technology and Digital Media for Global Learning - https://asiasociety.org/education/five-ways-use-technology-and-digital-media-global-learning - Different ways to use technology for global learning.

Vocabulary

Digital - a characteristic of electronic technology that uses discrete values, generally 0 and 1, to

generate, store, and process data.

Global Collaborator - someone who uses collaboration tools to explore complex ideas or problems from multiple viewpoints.