Grade_2

=Grade 2 Technology Curriculum=

Lesson Plans are suggested activities. http://www.homeworking.com/library/posture.htm Posture at Work
 * **Standard 1: Basic Operations and Concepts** ||
 * **State Objectives:** ||
 * **Skills:** ||
 * 1. Demonstrate optimal posture position at the computer workstation. ||
 * //Students will demonstrate the following behaviors introduced in K and 1 : eyes level with the text on the monitor, shoulders down and arms relaxed, elbows level with keyboard, feet and lower back supported, fingers curved, and wrists slightly elevated.// ||
 * **Websites:**
 * //Students will demonstrate the following behaviors introduced in K and 1 : eyes level with the text on the monitor, shoulders down and arms relaxed, elbows level with keyboard, feet and lower back supported, fingers curved, and wrists slightly elevated.// ||
 * **Websites:**
 * **Websites:**
 * http://orosha.org/cergos/** Computer Ergonomics for Elementary School Students

http://alex.state.al.us/lesson_view.php?id=7505**Title:**[|Keyboard Position & Techniques]**Overview :**In this lesson students will learn the correct position and posture at a computer keyboard. They will see how to divide the keyboard into two parts for efficient use. Students will identify keys that are typed with the right hand and the left hand. http://alex.state.al.us/lesson_view.php?id=13048**Title:** [|Fifty States Project]**Overview:** Students will follow simple research steps in the school media center and on the Internet to complete a poster on an assigned state by identifying the state's symbols and agricultural products.
 * Lesson Plans:**


 * http://www.readwritethink.org/lessons/lesson_view.asp?id=173Title:** [|Between the Lions: Exploring Short-Vowel Sounds] [|Add Bookmark] **Description:** In this ReadWriteThink lesson, early readers are introduced to the "Between the Lions" television program and Web site. Students review short-vowel sounds and practice their skills using a variety of innovative video clips, games, and activities on the "Between the Lions" Web site. Students should have prior knowledge of short-vowel sounds before participating in these lesson activities. This lesson enhances students' skills in identifying short-vowel sounds and words that contain a short-vowel sound.

=Activity: Role Play= **Subject Area:** Technology**Procedure:** Review appropriate and inappropriate computer techniques listed in state objective 1. Have children role-play different positions. Allow the class to determine if the students are using appropriate techniques and show their decision using thumbs up or thumbs down.
 * Software:** n/a
 * Assessment:** Teacher observation

Students will correctly use the following additional terms: Insert picture
 * Other Resources:** Keyboarding Software Type to Learn Jr., Type to Learn 3, Keybo -Using any learning software, students can be reminded about optimal posture position at the computer workstation. ||
 * 2. Communicate about technology using developmentally appropriate and accurate terminology. ||
 * //Students will correctly use the following terms introduced in K and 1:// //“press” not “hit” the keys, open file, save, log on, log off, shut down (program), exit/quit are synonymous with log-off (programs), font, double click, icon, click/drag, cursor, hourglass/busy, print, maximize/minimize, right click (open/close), scrolling//
 * //Students will correctly use the following terms introduced in K and 1:// //“press” not “hit” the keys, open file, save, log on, log off, shut down (program), exit/quit are synonymous with log-off (programs), font, double click, icon, click/drag, cursor, hourglass/busy, print, maximize/minimize, right click (open/close), scrolling//

· Resize/format picture · Highlight · Network · File/open · Desktop · Format font · Cut/Copy/Paste · Save/save as · Insert Clipart || http://www.tekmom.com/buzzwords/ - TekMom’s Technology Buzzwords for Students http://www.computerlab.kids.new.net/dictionary.htm -Computer Lab Dictionary http://www.kidsdomain.com/brain/computer/surfing/internet_glossary.html?trnstl=1 –Kaboose Family Network Internet Glossary http://www.bpl.org/kids/Glossary.htm Boston Public Library-Internet Dictionary for Kids
 * **Websites:**
 * http://www.clipsahoy.com/howto.htm** Insert clipart
 * http://www.clipsahoy.com/howto.htm** Insert clipart

http://www.kidsdomain.com/brain/computer/lesson/comp_les2.html -Kaboose Family Network Computer Terminology Lesson *complete with worksheets
 * Lesson Plans:**
 * http://alex.state.al.us/lesson_view.php?id=5776Title:** [|Animal Cracker Sorting]**Overview:** In this lesson students will be given the opportunity to practice using mathematical vocabulary to describe a set of data. Following data collection students will also create a graph using Microsoft Excel
 * http://alex.state.al.us/lesson_view.php?id=15208 Title:** [|Geometric Shapes]**Overview:** During this lesson, students will explore shapes and become aware of shapes all around them. They will search for shapes in a variety of places and explore shapes on the Internet.
 * http://alex.state.al.us/lesson_view.php?id=13026Title:** [|Mixing Colors to Make Orange and Green]**Overview:** This is a hands-on lesson using paints to mix colors. This lesson could be used when teaching a unit on color recognition and would follow lessons where the three primary colors had already been introduced. It utilizes an interactive website about colors.

.**
 * Activity:** Ed’s Piggy Bank
 * Subject Area:** Technology/ Math
 * Procedure:** Students access this web site to play a game that combines the development of mouse skills with practice identifying coin values. Students click and drag moving coins to Ed’s piggy bank for 60 seconds. The money students are able to put in Ed’s piggy bank can then be used by students to go shopping.
 * Website:** http://www.practicalmoneyskills.com/english/pop/games/p_ed_bank.html**Assessment: **Teacher observation, teacher developed checklist

Other Resources: http://www.kidsdomain.com/brain/computer/lesson/comp_les1.html Kids Domain Computer Connections http://www.kids-online.net/learn/click/table.html Click-N-Learn http://www.kids-online.net/learn/c_n_l.html What's inside a computer**?
 * __Tomorrow’s Alphabet__-Read a traditional alphabet book to the students then Read George Shannon’s //Tomorrow’s Alphabet//. After reading both, elicit discussion with questions such as: Which book did you like best? Why? Which book do you think was the most fun to write? Why? Assign a letter to each student, Each student will create their own page for the class book using Microsoft Word, Students will create a class book for their own //Tomorrow’s Alphabet.//** ||
 * 3. Identify the basic parts of a computer. ||
 * //Students will identify the following components introduced in K and 1: keyboard, monitor, mouse, printer, CPU/hard drive, speaker(s), headphones, and CD-Rom// ||
 * Websites:
 * http://www.intel.com/education/journey/ -The Journey Inside a Computer
 * Websites:
 * http://www.intel.com/education/journey/ -The Journey Inside a Computer

Lesson Plans: http://www.eduplace.com/rdg/gen_act/g_start/computer.html -Education Center Activity: Getting to Know Your Computer (complete with worksheet links) http://alex.state.al.us/lesson_view.php?id=7267**Title: **[|Getting to Know the Computer]**Overview: **Kindergarten, first, and second grade students will view a teacher-made multimedia presentation introducing the basic parts of a computer. The kindergarten and first grade students will then identify the parts verbally. The second grade students will identify the parts by clicking on the correct answer provided in the presentation.** Activity: **Learning the Computer Parts** Subject Area: **Technology/Language Arts** State Objective: **3** Procedure: **Review the basic parts of a computer with reference to the equipment in the classroom. You may want to label each part with a different color of paper before the review session. Each student will label a diagram of the classroom computer using terms provided in an answer box or word list. Tour the school to examine the same computer parts in different configurations. Allow the students to use the labels to identify the equipment.** Software: **None** Assessment: **Prepare self-stick notes by labeling them with basic computer parts: keyboard, monitor, mouse, printer, CPU/hard drive, speaker(s), CD-Rom and headphones. The student labels the parts of the classroom computer by sticking the notes on them. Determine the number of parts correctly identified out of the total number given.**
 * http://alex.state.al.us/lesson_view.php?id=7888**Title** [|Fishing for Computer Parts]**Overview:** Young students will learn the basic parts of a computer and their care. They will then practice identifying the parts with a game of "Go Fish”.

Other Resources**:** || · //Input devices- mouse and remote control// · //Output devices- monitor, printer, speakers and headphones// · Floppy diskette || http://teachmecomputers.tripod.com/lesson_2.htm **Teach Me Computers** http://www.madison.k12.al.us/TECOS/Kindergarten/K.4.htm **Using input/output Devices [|http://www.wam.umd.edu/~toh/image/DigitalCameraUses.htm] -Using Digital Cameras in the Classroom http://coekate.murraystate.edu/camera/ideas.htm -Ideas for Using Digital Cameras in Your Classroom http://www.alienteacher.com/digital_cameras.htm -Digital Cameras http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=9998/9933&pq-locale=en_US Project Ideas from Kodak**
 * 4. Use input, output, and storage devices to successfully operate computers, video and audio equipment, and other technologies. ||
 * //Students will use the following devices introduced in K and 1://
 * //Students will use the following devices introduced in K and 1://
 * Websites:
 * Websites:

Lesson Plans: http://www.sciencenetlinks.com/lessons.cfm?DocID=399 Title: **[|My Computer Folder] [|Add Bookmark]** Description: **In this Science NetLinks, the second of a two-part series about organization and information retrieval, students learn that computers store information that can later be retrieved. Students practice storing information in a computer file and learn how to create folders for storing their files.** http://alex.state.al.us/lesson_view.php?id=4851 Title: **[|Sounds: What We Hear!]**Overview: **Students will create a descriptive writing about the sounds they hear in a favorite place. This is a good follow-up to a science unit on sound.** Activity: **Class Diary of the Life Cycle of the Butterfly (Any subject in science or social studies can be used to journal observations/facts)** Subject Area: **Technology/Language Arts/Science** State Objectives: **5 and 6** Procedure: **While studying butterflies in science, have students take turns making entries into a class journal. Each student will open the journal, type his/her name and date as well as observations made regarding the butterfly. Have students save the document.** Software: **Notepad, Microsoft Word** Assessment: **Student product**

Other Resources: //Left hand for left side keys, right hand for right side keys, special keys – space bar,// //enter/return, backspace, esc, shift, delete//, //punctuation marks, caps lock, arrow keys// Students will use additional techniques: · Tab key || http://www.bbc.co.uk/schools/typing/flash/stage1.shtml - BBC Schools Dance Mat Typing Lessons (4 levels) http://www.typingpal.com/Practice/ -Typing Pal Online http://www.sense-lang.org/typing/ -Touch Typing Practice http://www.typeonline.co.uk/lesson1.html -Free Typing Practice [|http://webinstituteforteachers.org/~gammakeys/Lesson/Lesson1.htm] - Krazy Keyboarding for Kids http://www.blackdog4kids.com/games/word/meister/index.html - BlackDog’s WordMeister Typing Game http://www.computerlab.kids.new.net/keyboarding.htm -Assorted Keyboarding Sites** Lesson Plans:
 * __Rhyming Race__ In this activity, students word as a class to race the clock, trying to think of as many words as possible to rhyme with given words, such as cat and man. The number of words they rhyme for each given word is entered in an Excel worksheet. The data is displayed as both a bar chart and a column chart, so students can see which given words they can rhyme with the most.** ||
 * 5. Use developmentally appropriate keyboard techniques. ||
 * //Students will use the following techniques introduced in K and 1://
 * //Students will use the following techniques introduced in K and 1://
 * Websites:
 * http://www.teachnet.com/powertools/neattools/keyboard/ -Practice finger key placement
 * http://www.teachnet.com/powertools/neattools/keyboard/ -Practice finger key placement

http://alex.state.al.us/lesson_view.php?id=7505Title: **[|Keyboard Position & Techniques]**Overview: **In this lesson, students will learn the correct position and posture at a computer keyboard. They will see how to divide the keyboard into two parts for efficient use. Students will identify keys that are typed with the right hand and the left hand.**

Activity: **Making Puzzles** Subject Area: **Technology and any other curriculum area** Procedure: **Students enter spelling words, vocabulary words, or other relevant terms to make word search puzzles with [|www.discoveryschool.com/puzzlemaker].** Website: **__[|www.discoveryschool.com/puzzlemaker]__** Assessment: **Student Product**

Activity: **Letter Writing** Subject Area: **Technology and Language** Procedure: **In this lesson, students will create a letter on any topic. They will learn how to use the tab key for the heading, body, closing, and signature** Software: **Microsoft Word, Notepad** Assessment: **Student Product

__Spelling Word Synonyms__ - Students will work on spelling by using the week's spelling words and will increase their vocabulary. Young computer users will improve computer skills. · Provide a list of the week's spelling words for each student. · Type in each spelling word using the word processor. · Tab over and create a sentence using the same spelling word. · Highlight the spelling word in the sentence and then chooses: __Tools__, __Language__, and __Thesaurus__. · Replace the spelling word with another choice (sometimes verb tense will need to be modified). Compare the original word to your new word choice. __Save__. · Edit and expand the sentence by adding adjectives, adverbs, etc.**

Other Resources/Software: //Double click to open, exit program using software-specific techniques// Students will correctly use additional techniques: · Save As ||
 * Type to Learn Jr., Type to Learn 3, Keybo** ||
 * 6. Demonstrate correct procedures for opening, closing, and saving files using menu options and commands in grade-appropriate software. ||
 * //Students will use the following techniques introduced in K and 1://
 * //Students will use the following techniques introduced in K and 1://

· //Working with clean hands, treating peripherals (any external device that connects to the computer such as a printer or a scanner) carefully, maintaining a clean work area, keeping computers or computer station free of magnets, treating microphones, headphones and cords with care, properly handling/loading/removing CDs, removing printed material from printers.// || http://www.lethsd.ab.ca/mmh/technology/grade1tech/takingcare.htm **Caring for Computers** http://www.cybergardenkids.com/lessons.php **Cyber Garden Kids** http://library.thinkquest.org/5862/ **Computers for Kids**
 * Standard 2: Social, Ethical, and Human Issues ||
 * State Objectives: ||
 * Skills: ||
 * 7. Demonstrate proper care of equipment and media. ||
 * Students will care and protect computer hardware and software by:
 * 7. Demonstrate proper care of equipment and media. ||
 * Students will care and protect computer hardware and software by:
 * Websites:
 * Websites:

Lesson Plans:
 * http://alex.state.al.us/lesson_view.php?id=7303 –Taking Care of Classroom Computers- This lesson will orient students as to the proper procedures for use of computers, equipment, and media. Students will be given a list of procedures to follow and the teacher will demonstrate the proper procedures.**

Other Resources: · //Use a consistent personal login for specific programs// · //Maintain software settings (ex: taskbar/icons)// || http://www.fbi.gov/kids/k5th/safety2.htm FBI’s Internet Safety Tips http://www.cybersmartcurriculum.org/lesson_plans/23_03.asp CyberSmart =//[|http://www.safekids.com/kidsrules.htm SafeKids.com]//: Kids' Rules for Online Safety=** Lesson Plans: Netiquette Students discuss good manners in the face-to-face world and learn some dos and don'ts for using E-mail in cyberspace http://www.cybersmartcurriculum.org/lesson_plans/23_05.asp** Privacy Students learn that many Web sites have enticing offers in exchange for information and discuss how to responsibly handle such offers. http://www.cybersmartcurriculum.org/lesson_plans/23_05.asp**
 * __We take care of our computers__. The students will create a rule about using computers/lab with the software Microsoft word, add clip art, and print their rule to create a class bulletin board.** ||
 * 8. Practice responsible use of technology systems and software. ||
 * //As introduced in K and 1, students// //will://
 * //As introduced in K and 1, students// //will://
 * Websites:
 * http://www.lubbockisd.org/sfirenza/safety/index.htm (Lists other websites to use to teach Internet Safety)
 * http://www.lubbockisd.org/sfirenza/safety/index.htm (Lists other websites to use to teach Internet Safety)
 * [|Good Manners Everywhere]
 * [|Filling Out a Form - Ask First]

Other Resources: = = ||
 * 9. Demonstrate respect for work of others. ||
 * //As introduced in K and 1, students should not attempt to access, modify, or delete any work that is not their own (student folders, student game files, student disks).// ||
 * Cross Objective Lesson Plans ||
 * Websites:
 * http://www.cybersmartcurriculum.org/lesson_plans/k1_02.asp Cybersmart Curriculum**
 * http://www.cybersmartcurriculum.org/lesson_plans/k1_02.asp Cybersmart Curriculum**

Lesson Plans: Activity: **Kids Computer Contract** State Objectives: **1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 10a, 11 and 13** Subject Area: **Technology/Character Education** Procedure: **Review respecting other’s property (school property). Students generate list of appropriate rules for proper care and use of classroom computer equipment. Use digital camera to take pictures of students using computer equipment appropriately. Publish pictures with caption of appropriate use. Mount published pictures in computer lab for all to see.** Software: **Word, Publisher** Assessment: **Student product** Other Resources:
 * __Respect the Work of Others__ In this project, students will create a class poster using Microsoft Publisher to tell reasons why they should respect the work others.** ||

· //Word processing software programs// · //Graphics/paint software programs// · //Audio cassette players// Students will demonstrate use of: · Software toolbar shortcuts (open, print, new document, spell check, center, etc.) · Font formatting (type, color, size) · Spell check · Tab key (indenting) || http://www.tripforteachers.org/Webquests/WQ.htmTRIP for Teachers: WebQuests [|http://www.emunix.emich.edu/~krause/Tips/word.html] Word Processing Ideas http://www.kidsdomain.com/down/pc/wpforkidspc.html Word Processing for Children http://www.collectiblejewels.com/kids/draw.html Drawing Pad**
 * Standard 3: Technology Productivity Tools ||
 * State Objectives: ||
 * Skills: ||
 * 10. Use a variety of media and technology resources for directed and independent learning activities across the curriculum. ||
 * //As introduced in K and 1, students will appropriately use://
 * 10. Use a variety of media and technology resources for directed and independent learning activities across the curriculum. ||
 * //As introduced in K and 1, students will appropriately use://
 * Websites:
 * http://www.internet4classrooms.com/on-line2.htm#wd Technology Tutorials found on the Web
 * http://www.internet4classrooms.com/on-line2.htm#wd Technology Tutorials found on the Web

Lesson Plans:

Activity: **Poetry #1** State Objectives: **10, 10a and 11** Subject Area: **Technology/Language Arts** Procedure: **Choose one type of poetry to study. (Examples: haiku, cinquains, rhymed pairs or limericks) Teacher and students can go to [|www.yahooligans.com] and click on School Bell and Language Arts and Poetry and choose a type of poetry to read. Study the rhyming patterns and meter. The teacher can choose one poem to type and show the students how to use Microsoft Word software to label the meter and/or rhyme scheme with Word formatting features such as text color and text style. Students can create their own poems and type them in Microsoft Word, choosing text formatting and color and inserting clip art to go with the poem.** Software: **Microsoft Word** Websites: **[|www.yahooligans.com] and [|www.poetryzone.indirect.co.uk/index2.htm]** Assessment: **Student product**

Other Resources:
 * __Haiku Word Art__-In this project, students will write and present a haiku poem using Word Art within Microsoft Word. Teachers should model and guide students in writing a haiku, using a planning sheet. (First line-5 syllables, second line-7 syllables, third line-five syllables). Then teachers should model and guide students in using the WordArt feature within Microsoft Word to create and print their haiku poems.

__My Five Senses Poem__ In this activity, the students will choose their favorite foods and write poems that include each of the five senses.** || · A word processing program for creating, editing, and printing a project · A graphics/paint program, such as Paint, PowerPoint or Microsoft Word, to create a simple illustration || http://www.crayola.com/educators/index.cfm?mt=Tab_educators Crayola for Teachers = = =Lesson Plans:= http://alex.state.al.us/lesson_view.php?id=3722Title: **[|Introduction to PowerPoint]**Overview: **Second grade students will view a teacher-made digital slideshow. The teacher will then walk the students through the process of opening PowerPoint or other presentation software, picking a slide format and adding text.http://alex.state.al.us/lesson_view.php?id=12128**Title:** [|//I Am// Poems]**Overview:** Students will write and illustrate //I Am// poems. An //I Am// poem is an 18-line, three-stanza poem which students write about themselves, or a real or fictitious character. When all students have presented their poems to their classmates, the poems will be compiled in a booklet and shared with others.
 * 11. Produce developmentally appropriate multimedia products. ||
 * Students will use:
 * Students will use:
 * =Websites:= http://www.avl.lib.al.us/ Alabama Virtual Library – Britannica Online School Edition-Learning Zone for K-2http://www.collectiblejewels.com/kids/draw.html Drawing Pad
 * =Websites:= http://www.avl.lib.al.us/ Alabama Virtual Library – Britannica Online School Edition-Learning Zone for K-2http://www.collectiblejewels.com/kids/draw.html Drawing Pad

=Name of Assignment: Creative Writing Collaboration= **Subject Areas:** Technology/Language arts**State Objectives:** 1, 4, 6, 7, 8, 9 and 13 Read aloud __Arthur Writes a Story__. Pair students together to write a story aided by pictures. The second grade student types the dictated story using the word processor, saves the document to disk, and prints it. The document may be edited or revised at a later date.
 * Materials/Resources Needed:** Microsoft Word or other word processing software
 * Book List:** __Arthur Writes a Story__ by Marc Brown
 * Procedures:**
 * Assessment:** Teacher observation of process and product

__What’s in a Face?__ In this project, students will look at pictures of their classmates’ faces and write descriptive words or sentences to describe them. Students will gain experience inserting pictures into documents and practice keyboarding skills.
 * Other Resources:**

__Plot That Web!__ In this project, students will create story webs based on either books they have read or a book that has been read to them.

__WordArt Acrostic Name Poems__ The students will write an acrostic poem using their names. They will use the WordArt feature of Microsoft Word to give more personality and meaning to their poems than if they only used a regular font. || · //(library automation system) and multimedia dictionaries, as introduced in K and 1// Students will also demonstrate familiarity with: · Alabama Virtual Library (AVL) · Encyclopedias || http://www.efieldtrips.org/ Virtual Field Trips: cross-curricular field trips.
 * 12. Use electronic resources to access and retrieve information. ||
 * //Students will demonstrate familiarity with://
 * //Students will demonstrate familiarity with://
 * **Websites:**
 * **Websites:**

http://www.lauriefowler.com/esheet eLessonPlans
==http://www.ipl.org/div/kidspace/ Internet Public Library== http://www.kidsolr.com/reference/ Reference: Dictionaries, Encyclopedias, and Thesaurihttp://www.poetry4kids.com/rhymes Poetry for Kids http://www.wordcentral.com/ Merriam Webster Dictionary Word Central http://www.refdesk.com/kids.html Kids’ Stuff Reference Desk http://academickids.com/ Academic Kids Encyclopedia http://www.worldalmanacforkids.com/ World Almanac For Kids http://news.nationalgeographic.com/kids/ National Geographic for Kids http://www.ivyjoy.com/rayne/kidssearch.html Ivy's Search Engine Resources//

//Lesson Plans://
//http://alex.state.al.us/lesson_view.php?id=2014**Title////: **[|Yummy Apples!]**Overview: **Students will identify, explore and graph characteristics of several different types of apples. http://alex.state.al.us/lesson_view.php?id=1523**Title:** [|Weather Detectives]**Overview:** This is an introductory lesson to a second grade weather unit. The students will be observing the weather each day for one week and recording their observations in a chart. The students will be integrating information from the Internet as well as what they learn in English by using adjectives in their descriptions. After the students have collected data for a week, in cooperative groups, they will predict the weather for the next week. The teacher will show the students guides or weather reports from past years for that particular week in order to guide them in the direction of an accurate prediction. The students will go to a technology lab to look up and record the weather from a teacher-selected web site.//

//Maps Activity 2: Animal Riddles//
//**State Objectives:** 10 and 12**Subject Area:** Technology/Language Arts/Science Assessment: Student product
 * Procedure:** Discuss some cold weather animals such as polar bears, penguins, etc. Each student can choose a cold weather animal to research. Go to the Alabama Virtual Library’s resource page for elementary schools: [|www.avl.lib.al.us/databases/elem.html]. Click on the link for Encyclopedia of Animals. In the Find box, the student can type the name of his/her cold weather animal and click on the Search button. When the window opens for that animal, the student can find some interesting facts about his/her cold weather animal. The student can use Notepad, Microsoft Word software to type a riddle about his/her cold weather animals using some of the facts from his/her research. If clip art is available for their animals, clip art can be inserted.
 * Software:** Notepad, Microsoft Word
 * Websites:** [|www.avl.lib.al.us/databases/elem.html] or [|www.yahooligans.com]

__Tracking Temperature Today__ Students will track the temperature throughout the day. The data collected throughout the day will be recorded on a class excel sheet. The change in temperature data can be displayed in a line chart, a column chart, and a bar chart.// ||
 * Other Resources:**

http://www.ciese.org/currichome.html The Center for Innovation inn Engineering and Science Education http://www.mediaworkshop.org/lifesciences/ls_workshops/webbased.html Web-Based Curriculum Projects: Examples http://www.ct4me.net/math_projects.htm Math Projects http://www.nasa.gov/ NASA
 * ==Standard 4: Technology Communications Tools== ||
 * # Use telecommunications and other media to collaborate and interact with peers and other audiences, following appropriate laws and regulations. ||
 * As introduced in K and 1, students may use email programs with teacher assistance and close teacher supervision. (optional) ||
 * **Websites:**
 * **Websites:**


 * Lesson Plans:**
 * http://alex.state.al.us/lesson_view.php?id=7087 Title:** [|Habitats]**Overview:** What is a habitat? In this lesson, students will identify that a habitat has four elements, food, water, shelter, and space. Students will identify their own habitat and create a brochure describing the habitat in terms of food, water, shelter, and space. They will work in cooperative groups to create a multimedia presentation describing the food, water, shelter, and space needs of one animal.
 * http://alex.state.al.us/lesson_view.php?id=12852 Title:** [|What Is Your "Bat"itude?]**Overview:** This lesson is for use at the beginning of a unit on bats to help determine students' previous knowledge about bats as well as their bat attitudes. Students will begin by drawing an illustration describing their feelings about bats. Students will then discuss what they know about bats. Finally, students will view factual information and interact with the Cleveland Metroparks Zoo through a virtual field trip, "Boo! I'm a Bat".
 * http://alex.state.al.us/lesson_view.php?id=9841 Title:** [|We All Scream For Ice Cream!]**Overview:** Students will learn the value of coins and a one dollar bill and to count coin combinations. This activity will provide them with a real world experience in which to practice these skills.


 * Other Resources**: ||

//Students will use the following: · Drop down Internet address menu · Internet links// || http://www.lauriefowler.com/elfpage.html The Electronic E.L.F. http://www.rcls.org/ksearch.htm Kid's Search Tools http://www.wxdude.com/kidres.html Weather Resources for Students http://www.ala.org/gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/default.cfm Great Web Sites for Kids http://alex.state.al.us/lesson_view.php?id=4942 **Title:** [|"Batty" About Bats!! (Writing)]**Overview:** As a part of a week-long unit about bats, the students will identify the characteristics of a bat and write an essay about bats. Student understanding will be enhanced through the use of books, poems, lectures, discussions, individual “flip books”, an art project, and the Internet. http://alex.state.al.us/lesson_view.php?id=14496**Title: **[|Johnny Appleseed]**Overview: **During this lesson, students will learn about Johnny Appleseed through a variety of sources. From the information, students will distinguish between fact and fiction. Students will use the writing process to create their own stories about Johnny Appleseed. They will have the opportunity to publish their work and share it with the class.**
 * **Standard 5: Technology Research Tools** ||
 * # Identify the Internet as a resource for information. ||
 * As introduced in K and 1, students will use Internet icon (the big blue “e”) with teacher assistance. Navigation buttons (back/forward/stop), scroll bar, keyword search boxes (in appropriate search engines) as introduced in K and 1
 * As introduced in K and 1, students will use Internet icon (the big blue “e”) with teacher assistance. Navigation buttons (back/forward/stop), scroll bar, keyword search boxes (in appropriate search engines) as introduced in K and 1
 * **Websites:**
 * **Websites:**
 * Lesson Plans:**

Activity: **Learning About Jobs** Subject Area: **Technology/Social Studies/Language Arts** State Objectives: **10, 11, 13, 14, and 15a** Procedure: **Access the web site http://teacher.scholastic.com/commclub/index.htm to learn about different jobs. Use Microsoft Word/wordpad to write a report about a parent’s job or another community job.** Software: **Microsoft Word/ wordpad** Website: **http://teacher.scholastic.com/commclub/index.htm** Assessment: **Student product**

Activity: **Writing Letters** Subject Area: **Technology/Language Arts** State Objectives: **1, 4, 7, 8, 14 and 15** Procedure: **Students use Microsoft Word or Notepad to write a letter to a favorite children’s author or a thank you note to a school/class visitor. Print and mail the letter. Use the Internet to search for authors’ addresses.** Software: **Microsoft Word, Notepad** Website: **[|http://www.ucalgary.ca/~dkbrown/authors.html]** Assessment: **Student product

Other Resources:** ||
 * # Utilize information from a locally approved Internet web site. ||
 * As introduced in K and 1, students will research self-generated topics with teacher assistance individually, in small groups, and large groups//.// ||
 * Websites:
 * [|**http://www.tripforteachers.org/Webquests/WQ.htm**]** -WebQuests Sorted by Grade Level and Subject Area
 * [|**http://trackstar.4teachers.org/trackstar/index.jsp**]** TRACKSTAR
 * [|**http://ikeepbookmarks.com/**]** Keep and Manage your bookmarks online Using iKeepBookmarks
 * [|**http://trackstar.4teachers.org/trackstar/index.jsp**]** TRACKSTAR
 * [|**http://ikeepbookmarks.com/**]** Keep and Manage your bookmarks online Using iKeepBookmarks

Lesson Plans:

http://alex.state.al.us/lesson_view.php?id=16960**Title: **[|Flutter By, Butterfly!]**Overview: **This technology-based lesson will teach students the basic characteristics of different types of butterflies. It should be presented after a unit about the life cycle and habitat of butterflies. Students will use approved Internet sites to locate illustrations and facts about various species of butterflies. Students will work together and with teacher assistance to create a slideshow presentation that combines all of the species of butterflies the students locate. http://alex.state.al.us/lesson_view.php?id=17247**Title:** [|Reptile Adventure]**Overview:** During this lesson, students work with small groups and partners on reptile research. They will have the opportunity to use books and the Internet for research. They will also go on a reptile adventure searching for new information about reptiles
 * http://alex.state.al.us/lesson_view.php?id=14509**Title:** [|Teeth]**Overview:** During this lesson, students will be taught the importance of good oral hygiene. They will learn about life-long care of teeth. They will also learn about common tooth problems. Students will have the opportunity to view important tooth facts on the Internet


 * Name of Assignment:** ABC Animals of the Ocean
 * Subject Area:** Technology/Science/Language Arts
 * State Objectives:** 14 and 15
 * Materials/Resources:** Internet Explorer, Kid’s Media Magic, colored paper (cardstock, construction paper), book binding combs
 * Websites:** [|www.yahooligans.com]


 * Book List:** __The Ocean Alphabet Book__ by Jerry Pallotta
 * Procedures:** The student will go to [|www.yahooligans.com] and click on the button for “Animals”. He/she will then click on “Mammals” or “Fishes”. Student will locate a mammal or fish from the ocean to discover more information. Each student will find and write down three facts about that ocean mammal or fish. The student will then open Kid’s Media Magic software. Once open, go to the drawing program and draw a picture of the mammal or fish. The student will then go to the writing program, which will not have the picture. The student will type the name of the mammal or fish under the picture and type three facts learned about each mammal or fish. The student will print the animal pages. The teacher may then compile all pages into a class ABC Animals of the Ocean book. The students will design a cover for the class book.
 * Assessment:** Teacher observation, teacher developed checklist of student process and product ||

//·// solve puzzles //·// practice logical thinking programs //·// create solutions for a class-defined problem// || http://thekidzpage.com/ Online puzzles http://www.eduplace.com/kids/mhm/index.html?x=88&y=38 Houghton Mifflin Mathematics http://www.playkidsgames.com/problem_solveGames.htm More Puzzles http://www.iknowthat.com/com?COOK Multi-curriculum Website
 * **Standard 6: Technology Problem-Solving and Decision-Making tools** ||
 * **State Objectives:** ||
 * **Skills:** ||
 * # Use technology resources for problem solving. ||
 * As introduced in K and 1, students will use technology to:
 * # Use technology resources for problem solving. ||
 * As introduced in K and 1, students will use technology to:
 * **Websites:**
 * **Websites:**


 * Lesson Plans**


 * Name of Assignment:** Sink and Float
 * Subject Area:** Technology/Science
 * State Objectives:** 1, 4, 5, 7, 10, 12, 14, 15 and 16
 * Materials/Resources Needed:** Objects that will sink and float and water such as coins, pencils, pens, and golf balls
 * Web Sites:** [|www.ipfw.edu/educ/e328jn/wplesson/start.html]
 * Book List:** __Magic School Bus Sink or Float__ by Joanna Cole
 * Procedures:** Students predict whether each object will sink or float when placed in the water. After making predictions, student will go to the web site [|www.ipfw.edu/educ/e328jn/wplesson/start.html] to view “Momma’s Sink or Float” activity. Students will complete on-line activity to determine if predictions are correct. Conducting the floating and sinking tests in the classroom can extend this lesson.
 * Assessment:** Teacher observation, teacher developed checklist

http://alex.state.al.us/lesson_view.php?id=12990 T**itle:** [|Tell Time to the Hour and Minute] **Overview:** This lesson will teach students how to tell time by allowing them to use manipulative clocks and navigating the Internet. The students will even create their own clock to take home and demonstrate what they learned to their parents. http://alex.state.al.us/lesson_view.php?id=12695**Title: **[|Producers and Consumers]**Overview: **This lesson will teach the difference between producers and consumers. It provides an interactive way for students to get involved and actually become producers and consumers.**

Other Resources:** ||