Background Information:

  Prior to this activity, the children had a brainstorming session about what they thought a triops was.  Their ideas were written on a flip chart and later turned into a web using Kidspiration software.  This web was printed on a transparency and shared using an overhead projector.

Group Size:  Approx. 20 children

Children's Objectives:

• To promote communication skills by sharing ideas and talking in front of the group.
• To enhance memory skills by recalling previous ideas.
• To develop reading abilities by associating oral language with the printed word.

Content Standard #3:
     All students will apply appropriate technologies to critical thinking, creative expression, and decision making.

• Benchmark 2:  Use a variety of technologies to express ideas
• Benchmark 4:  Use technologies to organize thoughts in a logical process.

Computer, Kidspiration (software), Color Printer, Kidspiration Idea Web on Transparency, Overhead Projector

Implementation of Lesson:

• Gather children in a circle for whole group instruction.
• Place the transparency on the overhead projector.
• Ask children, "What do you think this is?  Tell me about what you see?"  Children's responses, "Lizard, tadpole, birds, etc...".
• Ask children, "Does anyone remember talking about these before?  What were we trying to decide while we were discussing these?"  Child's response, "What a triops is".
• Tell children, "We wrote down your ideas and put them on the computer.  Does anyone know what this is called?"  No one was familiar with the web.
• "This is called a web.  Why do you think we call it that?"  Child's response:  "It looks like a spider web."
• "Your right, it does look like a spider web."  Explain to children, "This web shows us the question that was asked and what your answers were."
• Have children review ideas.  This could be done visually by identifying the pictures on the screen or by decoding the printed words.
• Ask, "Who had that idea?  What is on the screen that could help us?" Drawing their attention to the names under the pictures.  "Whose name starts with that sound?"
• The lesson was completed once all the ideas were reviewed.

Background Information:  Shortly following the previous activity, the children used the images from Kidspiration in a language arts activity.  Using the pictures from our idea map made the lesson more meaningful to the children than just randomly selected photos.

Time Block:  Center Activities

Group Size:  4 - 6 children

Children's Objectives:

• To promote one-to-one correspondence by matching the picture with the printed word.
• To enhance letter-sound association by using initial consonants to decode the word in print
• To encourage cooperation by asking children to help each other (peer mentoring).

Standard I:  Basic Operations and Concepts
Standard 3:  Technology and Productivity Tools

• Performance Indicator 2:  Use a variety of media and technology resources for directed and independent learning activities.

Image cards with pictures from Kidspiration, pocket chart, word cards

Implementation of Lesson:

• Place picture and word cards throughout lines on the pocket chart.
• Have children sit in front of the pocket chart.
• Ask a child to select a picture card.
• Say to child, "You picked the bird.  Can you find the word bird on the chart?"
• Give assistance if needed.  "What sound do you hear first when you say bird?  Are there any words on the cards that start with that letter?"
• Encourage children to help one another.  "Do you need some help?  Ask a friend to help you."
• As children locate the words for the pictures they've selected, have them place the matches together on the chart.
• Review the matches that were made.
• Teacher assistance can be adjusted based on the developmental levels of children within each group. Children working at higher levels can do this lesson independently. 

Background Information:

     After doing some research on the triops, we discovered that they have existed since prehistoric times.  The children were fascinated by this fact since many are interested in dinosaurs.  They began to hypothesize the reasons for dinosaurs' extinction and the triops' survival.  After listening to some of their ideas, we decided to plan a lesson exploring the extinction theories.  Pictures representing the theories were downloaded from the Internet and placed in Microsoft Power Point to share with the children.

Time Block:  Group Time

Group Size:  Approximately 20 children

Children's Objectives:

• To promote higher level thinking (cognitive abilities) by reviewing differing hypothesis.
• To develop an understanding of cause and effect by correlating an event with the extinction of the dinosaurs.
• To enhance social skills by taking turns in a group conversation.

Standard I:  Basic Operations and Concepts
Standard III:  Technology and Productivity Tools
Standard IV:  Technology Communication Tools

• Indicator 1:  Use input devices (mouse, keyboard, remote control) and output devices (monitor, printer) to successfully operate computers, VCRs, audio tapes, and other technologies.
• Indicator 9:  Use technology resources for problem solving, communication, illustration of thoughts, ideas, and stories.
• Indicator 10:  Gather information and communicate with others using telecommunications with support from teachers, family members, or student partners.

Computer, Microsoft Office (Power Point), Internet Photos, Video Camera, Video Capture Card

Implementation of Lesson:

• Gather children around the computer.
• Remind them of previous discussions pertaining to the extinction of dinosaurs.
• Say to the children, "Scientists have many different theories or ideas about why the dinosaurs died.  I found pictures on the Internet of some of their theories.  Let me share them with you."
• Show each picture representing a theory individually on the computer screen.  The following images might be used:  volcano, asteroid, cold weather, etc...
• As each image is displayed, have children brainstorm how this could have caused the dinosaurs to die.
• Record their discussion using a video camera.
• Review ideas to assist in future lesson planning (researching misconceptions, answering any questions that were posed, and looking for more information.)

Background Information:

     The children's interest in dinosaurs prompted us to look for software in order to further their knowledge and understanding.  Over the course of the semester (14 weeks), several different CD-ROMS were introduced to the children.  These were:

• Prehistoric Animals:  A History of Life on Earth (Zoology Guides)
• Prehistoria:  Who's Who of Prehistoric Life (Grolier)
• Dinosaur Hunter (Eyewitness Virtual Reality)
• Dinosaur Hunter Deluxe (DK Interactive Learning)
• Magic School Bus in the Time of the Dinosaurs (Microsoft Kids)

Time Block:  Center Activities

Group Size:  2 children (groups are rotated every 10 - 15 minutes)

Children's Objectives:

• To develop fine motor skills by manipulating the mouse and pressing keys on the keyboard.
• To enhance vocabulary by learning the names of dinosaurs, time periods, etc...
• To extend cognitive abilities by listening to and learning new data on prehistoric times.

Content Standard #1:  All students will use and transfer technological knowledge and skills for life roles (family member, citizen, worker, consumer, lifelong learner).

• Benchmark 2:  Identify technological sources of information.
• Benchmark 4:  Evaluate information received through technologies.

Standard 1:  Basic Operations and Concepts
Standard II:  Social, Ethical, and Human Issues
Standard III:  Technology Productivity Tools

• Indicator 1:  Use input devices and output devices to successfully operate computers, VCRs, audio tapes, and other technologies.
• Indicator 2:  Use a variety of media and technology resources for directed and independent learning activities.
• Indicator 4:  Use developmentally appropriate multimedia resources to support learning.
• Indicator 5:  Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.
• Indicator 7:  Practice responsible use of technology systems and software.

Children's Software and Computer

Implementation of Lesson:

• Preview software before use with the children.
• Select an activity from the software that supports what children are learning about in the classroom.
• As children come over to the computer area, tell them the name of the software being viewed.  Show them how to get to the section that will be used (Ex.:  clicking the mouse on a specific spot or opening files).
• Model or explain how the software is used.
• Read them any data on the screen.  If applicable, show them how to activate the audio or video in software to learn information independently.
• To make the activity meaningful, discuss how this program is helping us gain knowledge or apply skills about topics focused on in the classroom.
• Compare data learned using the software with other resources previously used (library books, Internet sites, etc...)

Background Information:

     Because the children were so interested in dinosaurs, we wanted to take them to a museum to see some.  However, at the CDC we are unable to take class field trips due to a lack of transportation (no public school buses).  The teachers would have to arrange for transportation and be personally liable for any injuries or damages that may occur.  Instead, I visited the museum with my family and took pictures of what we saw.  The pictures were then scanned and turned into overheads so they could be shared with the children.  Although the children didn't physically go to the museum, they were able to take a pictorial field trip. 

Time Block:  Group Time

Group Size:  Approx. 20 children

Children's Objectives:

• To enhance communications skills by discussing the items found in a museum.
• To develop higher level thinking skills by recognizing how the computer and Internet can be used to learn about places without having to go there (viewing the computer as a learning tool).

     Content Standard #1:  All students will use and transfer technological knowledge and skills for life roles (family member, citizen, worker, consumer, lifelong learner).

• Benchmark 4:  Recognize and explore technological systems in your community.

Photographs from museum trip, Scanner, Color Printer, Transparency Sheets, Overhead Projector

Implementation of Lesson:

• Gather children around screen for whole group instruction.
• Show scanned images (photographs) from my trip to the Natural History Museum in Ann Arbor.
• Have children discuss what they see in the images.
• Compare information in the photographs to what we have previously learned about prehistoric life (software, books, etc...).
• Tell children, "There are other museums we could go to without leaving the classroom."  Ask them if they've ever used the Internet before.  If they have, ask them to describe how they used it.
• Explain to children that today we will use the Internet to view other museums with dinosaurs and fossils.

• http://www.amnh.org (The American Museum of Natural History)
• http://www.wmnh.com/wmvd0000.htm (Dinosaur Galleries)
• http://www.carnegiemuseums.org  (Carnegie Museum of Natural History)
• http://nature.ca  (Canadian Museum of Science)

Background Information:

Time Block:  Center Activities

Group Size:  Pairs of Children (at the computer)

Children's Objectives:

• To develop fine motor skills by manipulating the mouse and clicking on art tools.
• To promote letter recognition by finding individual letters on the keyboard.
• To enhance representation abilities by expressing ideas through art media.

Standard 2:  Social, Ethical, and Human Issues
Standard 3:  Technology Productivity Tools
Standard 4:  Technology Communication Tools
Standard 5:  Technology Research Tools
Standard 6:  Technology Problem-Solving and Decision-Making Tools

• Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.
• Practice responsible use of technology systems and software.
• Use technology resources for problem-solving, communication, and illustration of thoughts, ideas, and stories.

• Have children work in pairs at the computer station.
• Remind them (revisit) of some of the prior activities with dinosaurs and prehistoric life.
• If possible, show them some of the photographs stored on the computer of the above activities.
• Ask them to make a picture about something they learned about prehistoric life.
• Open the Kid Pix software.
• Briefly review the various tool options available to them.
• Offer support as needed.

• "Tell me about what you learned."
• "What color will you need to start with?"
• "What shape is the _______?"
• "Which tool could help you make that shape?"
• "What part of the ____ could you make next?"
• "Did the ____ live on land or in water?  Could you add those?"