This is a link to a webquest that I thought would provide practice for students to gather, evaluate and apply tools on the web. It is for much older students than the ones I teach, but I thought it would be a lot of fun and useful for that grade level.
http://www.zunal.com/webquest.php?w=29295
Sunday, November 14, 2010
CSE 624 Web Resources (revised)
Kathleen Shumway
CSE 624
October 17, 2010
Unit 1 Annotated Web Resource List
It took me a rather long time to find an evaluation tool I liked. Some are very wordy and others just seem useless. The website evaluation tool I chose is linked here:
http://www.bloomington.k12.mn.us/indschool/WB/documents/WebEvalPrimary_001.pdf
I chose this tool because it is brief enough for young children to use frequently, yet asks questions that first graders would find relevant--- “is it easy to read?” and “is it helpful?”. Kids would easily be able to see how a website scored when they were done marking, thanks to the thumbs up/thumbs down at the end. It requires little writing, and although it would probably need to be read to them the first several times, after awhile the students would know what each question is asking---because it isn’t too long.
My web resource list is as follows:
http://webenglishteacher.com/childlit1.html
This site offers printable lesson plans and book study activities. I like that it includes picture books, but I wish it was easier to navigate. You have to know which author or book you are looking for, rather than being able to easily scroll through and see options of books with units available that you might not otherwise have chosen to use in class. I thought the colors may be a problem for some. I didn’t notice and flickering. There were no non-text options that I noticed.
http://www.mce.k12tn.net/units/units_with_books.htm
Unlike the previous site, this site is much easier to navigate. It does focus more on chapter books, but the user can easily scroll through and look at cover art from the books available to make choices. This site offers pictures of book covers as well as titles. But there are moving animations that won’t hold still.
http://www.hubbardscupboard.org/printable_booklets.html#WordFamilyBooklets I love this site and I currently use it weekly for word family activities and books. There are endless activities to choose from, but what I like best is the printable word family books. There are usually two different books for each family and when they print you don’t have to do any complicated folding or reprinting to make them into books. You just cut in half and staple---and then you have two!
http://www.eduplace.com/graphicorganizer/
Marcia Tate is a favorite of mine at workshops and conferences. She talks about brain compatible strategies, one of which is using graphic organizers. This site gives multiple graphic organizer options for different ages to use. This site would be more accessible if a picture of the graphic organizer appeared next to the link.
http://www.ictgames.com/save_the_whale_v4.html
This particular game is one that I find very beneficial for first graders to play, although the site itself has many great math games to choose from. This game is perfect for practicing number bonds and fact families---a grade 1 Singapore math standard in my district. This site is fairly accessible but it would benefit from audio directions.
http://www.woodlands-junior.kent.sch.uk/maths/numberskills.html
This site is a worksheet generator. Although I do make an effort to stay away from worksheets as much as possible, I believe using a pencil and paper is a skill in itself and must be taught in order for it to be learned. Written assessments are also often necessary. This site allows me to create worksheets for nearly all of the first grade math standards. Considering what I have learned, I think the colors on this page offer poor contrast. There are no audio or visual components aside from words.
http://www.themathpage.com/arith/elementary.htm#less This site is most useful as a whole class activity with a document camera and projector. Students can take a turn using the teacher’s mouse. I think an audio component would improve this site, but I like how easily the mouse can make the sum appear.
http://www.counton.org/magnet/minus3/sumtox/index.html
Practicing addition facts by counting on is a necessary strategy. This is a fun way to practice. I like that a number line is readily available if needed. This site makes good use of graphics. I wish it had and audio component.
http://www.createdbyteachers.com/sightfreemain.html I use the Dolch word lists for sight word practice with my first graders. All the Dolch lists are available to print as word cards (which I put on rings for each student) at this site. The font on this site is probably too small. It doesn’t have an flickering but is also doesn’t have an audio or visual. It would be nice to have the words read to the user.
http://www.kidsclick.org/This is a search engine created for kids by librarians. Searching on this site is similar to searching on a computer in my school’s library. I think the similarity would render the site easy to use by kids. I like the way the search is broken up into categories. I only wish the icon next to each category had more to do with the actual category. I still really like this search engine, but the graphics don’t necessarily have anything to do with the topics.
http://www.usmint.gov/kids/games/This site allows teachers to combine social studies, history and math. Kids can learn about the U.S. mint and increase money counting skills. I was expecting more from a government site. It is average in accessibility. No audio and no visual.
http://www.reading.org/General/Default.aspx
The IRA’s website not only has wonderful information available (especially to members), but links to other helpful sites. This site is on my favorites list. This site is busy with words. There is no flickering but there is also no audio or visual.
http://www.ode.state.or.us/teachlearn/real/standards/ I love the standards by design feature on the ODE website. Standards-based teaching is the basic building block for everything I do in my classroom. I like being able to pick just the things I need/want to see about the standards and print them. It is so much better than getting a whole newspaper full of things you don’t need and trying to sift through it. And unlike that newspaper, I never lose this site. This site actually allows you to select visual preferences! Woo hoo! The BEST site on my list.
http://www.montereybayaquarium.org/ Although this site takes a bit longer to load than most, it is well worth the wait. There are games and teacher resources as well as videos and web cams to watch. I visit this site often with my students during our habitats unit. This site is visually stimulating but that is its biggest down fall. The pictures move and they can’t be stopped. Further into the site there are really nice text to graphic groupings though.
CSE 624 Three Lesson Mini Unit, Part 3 and Assessment (with reflection)
Lesson 3 Objective: As a result of this lesson, first graders will be able to count like groupings of pennies, nickels and dimes.
Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:The list of coin features and color photos created in lesson 1.
Money song written on chart paper from lesson 2.
10-12 each of gray crayons and brown crayons (paper removed).
Two class sets of 8.5x5.5 white copy paper.
Dozens of plastic coins (penny, nickel, dime).
Document camera, projection screen, internet access.
Computer lab with internet access.
Money song written on chart paper from lesson 2.
In the classroom (40-45 minutes):Begin the lesson on the carpet area. Have students do a think, pair, share about what they remember about coin names and values. Revisit the features chart and sing the money song two or three times. Tell students that tomorrow they will pretend to shop for items in a store. And that today they will make price tags for the items.
Model how to make a coin rubbing on the white paper (just like a leaf rubbing). Rubbings must be like groupings of no more than 5 coins. Students should make two different rubbings. Each rubbing should also have the total value of the coins written on it (the price). Remind them to include heads and tails in their rubbings.
Circulate the room, helping to troubleshoot and asking guiding questions about coin features, value and total value of the rubbing.
As students are wrapping up the rubbings portion of the lesson, gather them back at carpet to watch the new game on the screen that they will play in the lab next. Show:
http://www.primarygames.com/Spending%20Spree/start.htm
Play the game together for a few minutes and then head to the lab.
In the computer lab (10-15 minutes):After the students are logged in and playing the game, circulate the room helping to troubleshoot and asking guiding questions, such as “what is the name of that coin?” and “how much is a ______ worth?” and “how much money is in that box?”
In the classroom (5-10 minutes):Meet back at carpet and discuss coin features and values again. End by singing the money song and previewing the price tags for tomorrow’s shopping activity.
Assessment options:Informal observation.By watching students during think pair, share and during lab time, determine which students have a firm grasp of the objectives ( to identify a penny, nickel, and dime; to identify the value of a penny, nickel, and dime; to count like groupings of pennies, nickels and dimes), and which need intervention.
One-on-one meeting. If more data is needed to determine whether a few students did in fact meet the objectives of the lesson, pull them individually for an oral assessment using plastic coins.
Ask the student to identify the name and value of each coin (penny, nickel, dime) and then ask him or her to count like grouping of coins.
Reflection:In the past I have taught using all of the items in the lessons (except the websites). Students always seem to like seeing real life photos of coins and using the plastic coin manipulatives. They also love doing the coin rubbings.
I was happy to have 2 weeks to complete this assignment, because I did in fact teach these lessons in my room. I have taught these standards for first grade several times now, but never with these websites. I do not have hard data from past years to prove it (and of course all classes are different) but I do FEEL like my students mastered these standards quicker and more easily than in past years. They also had a blast in the computer lab.
I taught this mini unit much earlier in the year than I typically would, but it still went quite well. I feel that having another tool (websites and computers) at their disposal gave the learners in my room another opportunity to explore and master the standards.
I used the informal observation assessment method and then pulled two kids for a verbal assessment. However, I will not be running intervention groups with these students yet. My whole team will be teaching money standards in the spring. My kids will have a head start!
Copyright, acceptable use and accessibility reflection:
I feel comfortable with my mini unit in the areas of copyright, acceptable use and accessibility. I have made sure I am only using the technology in the ways in which it was intended. Because I know my student population I know that the lessons are accessible to my learners. As it is a mini unit designed by me, I can easily adjust the components for accessibility when needed in future years.
Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:The list of coin features and color photos created in lesson 1.
Money song written on chart paper from lesson 2.
10-12 each of gray crayons and brown crayons (paper removed).
Two class sets of 8.5x5.5 white copy paper.
Dozens of plastic coins (penny, nickel, dime).
Document camera, projection screen, internet access.
Computer lab with internet access.
Money song written on chart paper from lesson 2.
In the classroom (40-45 minutes):Begin the lesson on the carpet area. Have students do a think, pair, share about what they remember about coin names and values. Revisit the features chart and sing the money song two or three times. Tell students that tomorrow they will pretend to shop for items in a store. And that today they will make price tags for the items.
Model how to make a coin rubbing on the white paper (just like a leaf rubbing). Rubbings must be like groupings of no more than 5 coins. Students should make two different rubbings. Each rubbing should also have the total value of the coins written on it (the price). Remind them to include heads and tails in their rubbings.
Circulate the room, helping to troubleshoot and asking guiding questions about coin features, value and total value of the rubbing.
As students are wrapping up the rubbings portion of the lesson, gather them back at carpet to watch the new game on the screen that they will play in the lab next. Show:
http://www.primarygames.com/Spending%20Spree/start.htm
Play the game together for a few minutes and then head to the lab.
In the computer lab (10-15 minutes):After the students are logged in and playing the game, circulate the room helping to troubleshoot and asking guiding questions, such as “what is the name of that coin?” and “how much is a ______ worth?” and “how much money is in that box?”
In the classroom (5-10 minutes):Meet back at carpet and discuss coin features and values again. End by singing the money song and previewing the price tags for tomorrow’s shopping activity.
Assessment options:Informal observation.By watching students during think pair, share and during lab time, determine which students have a firm grasp of the objectives ( to identify a penny, nickel, and dime; to identify the value of a penny, nickel, and dime; to count like groupings of pennies, nickels and dimes), and which need intervention.
One-on-one meeting. If more data is needed to determine whether a few students did in fact meet the objectives of the lesson, pull them individually for an oral assessment using plastic coins.
Ask the student to identify the name and value of each coin (penny, nickel, dime) and then ask him or her to count like grouping of coins.
Reflection:In the past I have taught using all of the items in the lessons (except the websites). Students always seem to like seeing real life photos of coins and using the plastic coin manipulatives. They also love doing the coin rubbings.
I was happy to have 2 weeks to complete this assignment, because I did in fact teach these lessons in my room. I have taught these standards for first grade several times now, but never with these websites. I do not have hard data from past years to prove it (and of course all classes are different) but I do FEEL like my students mastered these standards quicker and more easily than in past years. They also had a blast in the computer lab.
I taught this mini unit much earlier in the year than I typically would, but it still went quite well. I feel that having another tool (websites and computers) at their disposal gave the learners in my room another opportunity to explore and master the standards.
I used the informal observation assessment method and then pulled two kids for a verbal assessment. However, I will not be running intervention groups with these students yet. My whole team will be teaching money standards in the spring. My kids will have a head start!
Copyright, acceptable use and accessibility reflection:
I feel comfortable with my mini unit in the areas of copyright, acceptable use and accessibility. I have made sure I am only using the technology in the ways in which it was intended. Because I know my student population I know that the lessons are accessible to my learners. As it is a mini unit designed by me, I can easily adjust the components for accessibility when needed in future years.
CSE 624 Three Lesson Mini Unit, Lessons 1 and 2
CSE 624
Fall 2010
Kathleen Shumway
3Lesson Mini Unit
Lesson 1Objective: As a result of this lesson, first graders will be able to identify a penny, nickel, and dime. Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:Large color photos of the tails and heads side of each of the following coins: penny, nickel, dime, quarter, one dollar coin, 50 cent piece and some state quarters.
A carpet area to sit on with access to a whiteboard and tray.
Whiteboard markers.
Chart paper and markers.
Tape.
Document camera and projector linked to a computer with internet access.
Computer lab with internet access.
In the classroom (20-25 minutes):With students seated on the carpet area, begin by asking what students know about coins. Do a think, pair, share to build background knowledge and discuss any misconceptions.
Display the large color photos of coin heads (penny, nickel dime only at first) one at a time, asking for the name of each coin. Set the pictures on the white board tray and label on the white board as students identify the names of the coins.
Repeat this process with the tails pictures. Ask students for their help in matching the head picture to the tail picture. Spend some time discussing the different features of each of the three coins.
Tell students that United States money consists of more than these three coins, but that these are the ones they must recognize as first graders. The students will see quarters (state quarters as well), 50 cent pieces and one dollar coins later in the lesson, so pictures of each should be shown as well.
Go back to the focus on the penny, nickel, and dime. Tell the students you want to show them how to play a game in the computer lab today. Ask them to turn and face the projection screen.
Using the document camera, show the game:
http://www.usmint.gov/kids/games/coinMemoryGame/
Explain how to make matches and verbalize what you are looking for in each coin as you determine whether or not you have a match. Allow volunteers to come to the computer to try to make matches.
In the computer lab (15-20 minutes):Once the students are in the computer lab and logged into the teacher’s folder, have them begin matching coins. Circulate the room helping to troubleshoot and asking guiding questions, such as “what are you looking for in a match to that coin?”, “why are those two not a match?”, and “what is the name of that coin?”
In the classroom (5-10 minutes):Back on the carpet, ask the students about the names and features of each of the three coins of focus---penny, nickel, and dime. Make a list together to keep up in the room that highlights features of each coin. Tape the pictures of the heads and nickels of each of the three coins next to the features of each on the list.
Revisit this list in lesson two.
Lesson 2Objective: As a result of this lesson, first graders will be able to identify the value of a penny, nickel, and dime.
Oregon State Math Standards:1.1 Develop an understanding of whole number relationships, including grouping in tens and ones.
1.1.5 Determine the value of like groupings of pennies, nickels and dimes.
Oregon Technology Common Curriculum Goal:ET.6 Technology Operations and Concepts: students utilize technology concepts and tools to learn.
Materials for the lesson:The list of coin features and color photos created in lesson 1.
Document camera, projection screen, internet access.
Computer lab with internet access.
Money song written on chart paper.
Color photos of a quarter (head and tail) from lesson 1----not on features list.
Additional color pictures of a penny, nickel, and dime (heads and tails) to add to the song chart.
Markers.
Tape.
In the classroom (15-20 minutes):*Ahead of time, write the following song on chart paper to display during the lesson:A penny is one,
A nickel is five,
A dime is ten,
And a quarter 25
(Sung to the tune of “The Farmer in the Dell)
At the carpet area, direct students’ attention to the features list created yesterday. Do a think, pair, share about what they remember about each coin. Spend some time discussing answers and misconceptions.
Tell students that today they will learn the value of each coin on the list. Ask, “what does the word ‘value’ mean?” After discussion tell the students you would like to teach them a song to help them remember coin values.
Display the song chart and sing the song for the kids one time. Have students sing with you. Sing the song again, this time stopping to underline the name of the coin and its value on each line. Sing the song again, this time asking for help from a student to tape up the heads pictures of each coin. Sing the song again, this time asking for help from a student to tape the tails pictures of each coin. Sing the song one more time.
Tell the students you want to show them how to play a game in the computer lab today. Ask them to turn and face the projection screen.
Using the document camera, show the game at:
http://www.beaconlearningcenter.com/WebLessons/CoinsForCandy/money0131.htm
Play the game together as a group.
In the computer lab (10-15 minutes):After the students are logged in and playing the game, circulate the room helping to troubleshoot and asking guiding questions, such as “what is the name of that coin?” and “how much is a ______ worth?”
In the classroom (5-10 minutes):Ask students to think, pair, share about the values of a penny, nickel and dime. Revisit the song chart one more time.
Save the features chart and song chart for use in lesson three.
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