Back to Ashford School

K • What Animal Am I?


Note: Lesson Plan in MS Word format can be downloaded below.

Created by: Michelle Bibeault
Grade Level: Kindergarten
Subject Multidisciplinary: Science and Technology

Introduction: The theme is Animals All Around. Students have listened to stories, played matching games, acted out behaviors and participated in songs/movement focusing on animals and their characteristics. During the lessons children have discussed prior knowledge and shared new understandings regarding how adults and their offspring have similar and different behaviors and appearances. Students will use the KidPix software to create an animal and write sentence clues. Students will share the clues and peers will guess the identify of the animal based on the clues about it’s characteristics.

The Lesson / Unit: 
What Animal Am I?: Using Technology to Support Science and Literacy

Student Objectives
Skills:  Students will:
• Create a picture of an animal using KidPix.
• Write sentences as clues to describe the animal.
• Share their clues and illustrations.

Knowledge:  Students will be able to demonstrate:
• Knowledge of animal characteristics.
• Understanding of how to use Kidpix tools.
• Apply their knowledge of capital letters, spaces and punctuation to their writing.

Attitudes:  Students will demonstrate: 
• Confidence of writing independently.
• Excitement in using technology to share knowledge with peers.

Instructional Plan
1. Materials and Preparation:
• Students need to have prior understanding about living and nonliving things having characteristics.

2. Estimated Time:
• 5 minutes pre lesson
• 25 minutes computer time
• 5 minutes pre lesson writing
• 30 minutes writing time
• 65 minutes total

3. Instruction and Activities

Pre-Work:  Students have had many opportunities to become familiar with using the tools in KidPix.

Directions for Lesson:
• As a whole group review using the tools in KidPix.
• Demonstrate drawing an animal that the students are familiar with.
• Remind students to change colors as needed, use the ABC icon to write their names, use the shift key to make a capital.
• As students work the teacher moves around the room to assist students as needed.
• Students can print out their work when finished.
• At writing time students write sentences that describe the characteristics of the animal they drew.
• Students who need to be challenged will then type in their sentences into their KidPix picture.
• Students will share clues and illustrations with peers.

Adaptations for Special Needs Students:
Any students could need adaptations, not just special needs students. For instance extra time, one direction at a time, one-to-one help from a teacher or a staff member, dictation, copying, visual directions, big icons on the screen, letter sound chart, or a buddy to work with. 

Assessment:
I will know my students have gained the necessary knowledge, skills, and attitudes by using a variety of assessment tools, including:
• Observing students during computer time to evaluate how they applied computer skills and used letter sound knowledge
• Reviewing the end project

Teacher Notes: 
Being prepared and making sure the students have prior knowledge to build upon will be important when delivering this lesson. Students will be more confident in writing clues if given the appropriate scaffolding.

Extensions:
Having students act out their animal’s characteristics and having peers guess the animal. Using sounds to guess an animal.

Material Resources:
KidsPix software


CT Curriculum Frameworks:
Connecticut Computer Technology Competency Standards for Students
Competency Standard 1: BASIC OPERATIONS AND CONCEPTS
Grade Level: Educational experiences in Grades Pre-K-4 will assure that students:
• Performance Standard: Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer)
• Performance Standard: Communicate about technology using developmentally appropriate and accurate terminology
• Performance Standard: Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, etc.)

Competency Standard 3: TECHNOLOGY PRODUCTIVITY TOOLS
Grade Level: Educational experiences in Grades Pre-K-4 will assure that students:
• Performance Standard: Use a variety of media and technology resources for directed and independent learning activities
• Performance Standard: Create developmentally appropriate multimedia products with support from teachers, family members, or ...
• Performance Standard: Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, ...
• Performance Standard: Use appropriate software (writing tools, hypermedia, drawing tools, etc.) to organize and present ideas
           

PreK-8 English Language Arts Curriculum Standards – (2008)
 Standard 4: Applying English Language Conventions      
Grade-Specific Performance Indicator with Example: K-4: Students apply the conventions of standard English in oral, written and visual communication.
How do we use the English language appropriately to speak and write?

Standard 4.2  Students speak and write using standard language structures and diction appropriate to audience and task.   
• Kindergarten Performance Standard: use sentence patterns typical of spoken and written language to produce text.
     
Standard 4.3 Demonstrate use of capitalization, punctuation and proper spelling of familiar sight words.
• Kindergarten Performance Standard: demonstrate use of capitalization, punctuation and proper spelling of familiar sight words.

2004 Science Framework
Grades PreK-2 Core Scientific Inquiry, Literacy and Numeracy
How is scientific knowledge created and communicated?

SCIENTIFIC LITERACY    
Scientific literacy includes speaking, listening, presenting, interpreting, reading and writing about science.
    A INQ.4 Read, write, listen and speak about observations of the natural world.
    A INQ.6 Present information in words and drawings.
Heredity and Evolution – What processes are responsible for life’s unity and diversity?

Standard K.2 - Many different kinds of living things inhabit the Earth.
• Living things have certain characteristics that distinguish them from nonliving things, including growth, movement, reproduction and response to stimuli.

National Educational Technology Standards and Performance Indicators

1.  Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
          a. promote, support, and model creative and innovative thinking and inventiveness
          b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
          c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
          d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2.  Design and Develop Digital-Age Learning Experiences and Assessments
 Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
          a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
          b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
          c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
          d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching



Č
ĉ
ď
Marji Roy,
Jun 24, 2009, 10:02 AM