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Congratulations to all of the 2011 Mini Technology Grant Winners.
Cara Emerson - English at Horizon Middle School
Angela Fischer - 1st Grade at Sunrise Elementary
Tania Schroeder / Lacey Olson - 1st Grade at Grimsrud Elementary
Gretchen Masset - 5th Grade at Will-Moore Elementary
Andrea Freidt - Kindergarden at Saxvik Elementary
Greta Delparte - 2nd Grade at Centennial Elementary
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Cara Emerson
Through the use of technology, students can work in new ways to master the benchmarks as set by the state. Here are some examples of the benchmarks that can be enhanced through the use of technology. During the research process, ActivExpressions will allow the narrowing of research topics (Standard 7.1.1, 7.1.4, 7.1.8, and 8.1.1), the evaluation of sources (8.1.3) and the development and writing of thesis statements. It will enhance student's reading processes as it will allow the development of characteristics of literature (7.2.1), the comparison and contrast of texts (8.2.1), aid in comprehension (7.2.2, 7.2.3, 8.2.2, 8.2.7), build vocabulary (7.2.11, 8.2.3, 8.2.9, 8.2.10), and identify and work with literary elements and techniques (7.2.8, 7.2.9, 8.2.5, 8.2.6, 8.2.7, and 8.2.8). The writing process will also be enhanced as ActivExpressions will allow us to brainstorm for various genres (8.3.1, 8.3.2, 8.3.3, and 8.3.4), revise and edit a piece of writing (7.3.4, 7.3.5, 7.3.7, 7.3.9, 8.3.9, 8.3.10, and 8.3.11). Student will be able to effectively look at and evaluated media messages 7.5.3, (8.4.5, 8.5.5). Students will also be able to become more skillful in the use of principles of language - conventions (7.6.1, 7.6.2, 7.6.3, 7.6.4, 8.6.1, 8.6.2, 8.6.3, 8.6.4, 8.6.5, 8.6.6, and 8.6.7). Formative assessment is quick and easy. A teacher can see answers immediately and students can make corrections and see their errors.
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Student Samples
Cara Emerson Noun (pdf document)
File Size: 16834.61 kb
Best Practice Example
Cara Emerson Sound Devices (pdf document)
File Size: 14025.61 kb
Best Practice Example
Angela Fischer
I do not see the Active Expressions as a "project" rather I see them as a tool to seamlessly and actively engage students across all curricular areas.
Using the Active Expression response tool allows me to support learning of students with diverse learning needs along with holding me accountable for the learning that should take place. This "project" would start on the first day of school and continue through the entire school year. It is my belief when impactful teaching practices are supported with technology, students will respond. They will engage and they will learn more.
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Angela Fisher Test (pdf document)
File Size: 18237.44 kb
Tania Schroeder & Lacey Olson
Instructional Design Map
*Big Idea: You were just hired to be the guide at a butterfly sanctuary. You will need to teach the people that come to the sanctuary about the life cycle of a butterfly and other interesting facts you know.
Standards/ Essential Outcomes
1.4.2 - Identify characteristics of living things (e.g., grow, sometimes reproduce, change, and die over time).
Key Vocabulary: life cycle, butterfly, caterpillar, chrysalis, pupa, eggs, butterfly sanctuary, milkweed, migrate, hibernate, insect
Materials and Resources: Discovery Ed., Promethean Planet, Photostory, books and videos from LMO and school library, web, netbooks, flipvideo
Timeline: 2 weeks
Fall _____
Winter____
Spring__X__
Knowledge: Identify how butterflies grow, change, make more of their kind, and die over time.
Reasoning: I can order the life cycle of a butterfly.
Skill: Students will orally present what they know about the characteristics of a living thing (life cycle) to their peers / learning club.
Product: Each student will create their own butterfly life cycle model. Next the students will research questions they have created or asked about the butterfly and its life cycle. They will include this in an "I Wonder" class book about butterflies. Last the students will put their research about the butterfly and its life cycle into a Photostory that will be shared with their peers, other students, and families.
I Can Statements: (Student Learning Targets)
I can identify how more things are made.
I can identify how things grow.
I can identify how things change.
I can identify how things die over time.
Formative--# 1
Students will complete a butterfly life cycle book with their peers as they learn about the different stages.
Formative--#2
Students will use ActivExpressions and flipcharts to show their learning throughout the project.
Formative-# 3
Students will share what they have learned, after each lesson, with a peer.
*Summative Assessment
The students will create an "I Wonder" class book about butterflies. They will put their butterfly research into a Photostory that will be shared with their peers, other students, and families. Students will use the ActivExpressions for an end of the unit assessment.
Reflections:
We will use technology throughout this project which includes Discovery Ed., Promethean Planet, ActivInspire, the Activboard, Photostory, and the web. We would really like see more technology integrated in our lesson through the use of ActivExpressions with our flipcharts. We are hoping to receive ActivExpressions through this grant. We have used the instructional design model in the past to teach essential learning for Social Studies and have found our kids are very engaged with product based learning. We feel our kids will be just as engaged while meeting this essential learning target.
Enrichments/Interventions
Needs Support
Students will receive extra support from the teacher to look at more resources that explain the butterfly cycle. They will use more resources to replicate and understand the life cycle.
Proficient
Students may investigate and learn about another animal's life cycle that interests them.
Needs Challenge
Students may investigate and learn about another animal's life cycle that interests them. They will then compare and contrast the various life cycles they have investigated.
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Greta Delparte
My project was called "Writers Spotlight." By creating this project, it will help me to integrate technology into my classroom as well as find something that my second grade students are able to use. Since I have seen them interact with the audio system before I feel that this Writers Spotlight project is a great way to introduce the idea of research topics to them in a fun and engaging way. My plan is to introduce the idea of a research topic to my kids and tell them that we have been asked to write in the newest encyclopedia for kids by kids on topics that we find interesting. The company wants to have both a written document for kids to read as well as a database that kids are able to use a search engine to locate information and instead of reading about it they can listen to another child tell them about a topic. Our class has been selected so we need many different topics to be covered. The kids will have to select a topic and fill out an age appropriate graphic organizer that includes at least five facts about a topic. Then they will have to write the research paper with a clear intent of informing someone about a topic. They must review their material to make sure it uses correct grammar, punctuation, and spacing that is age appropriate. Finally they must present the material to the class in both written and oral forms using the audio system as a tool to engage their audience. I have created a krsProduct Rubric Assessment that outlines benchmarks and I can statements that students will have to meet.
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Student Samples
TOPIC SHARKS
BY:KP
Today I tell you about some sharks! There are 370 different kinds of sharks. The huge great white shark weighs about 7,000 pounds. The whale shark has 3,000 teeth. The great white shark cannot pull water into. It must keep moving to breathe.
Some sharks lived in the dinosaurs days.
The whale shark can be as big as a camper.
Some sharks like the tiger shark and the great white eat crabs octopus and small bony fish. Some places that sharks live is in the salt and fresh water they live all around the world. There I hope you learned something about sharks!
Black Holes
By: SB
These are some facts about black holes. The closest black hole to earth is in the Sagittarius constellation. Anything thing that passes the event horizon can never get back out of the Black Hole.
Some black holes are 1,000 times more massive than our sun. Our sun is not massive enough to become a black hole. Black holes don't really have a hole in them. The only way scientists can find black holes is by watching the way stars and the objects in space move around the black hole. Four possible black holes have been detected in our galaxy. Now you know some facts about black holes.
Castles
By: TJ
I am going to give you some facts about castles!
Bows and deadly arrows were used by soldiers in most parts of the world. A samurai always had a bath before going into battle. Then, if he died he knew he would be clean and ready to go to heaven. There weren't shops selling ready-made cloths. Rich people paid tailors to make their cloths. Poor people made their own. Some French knights trying to escape from an enemy army had to cut the points off their shoes before the could run away! Spies and traitors were chained up in the castles dungeons. These were dark and damp and full of rats and spiders! One way to beat enemies who shut themselves up in a castle was to surround it-and wait! This was called a siege. When the castle ran out of food and water, the people inside had to give in. In the 1300s, people in Europe leaned how to make big guns called cannons. In time it became easier to blow up castles-if the guns went off properly! Now you know about castles!
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Encyclopedia by Kids Writing Presentation Greta Delparte (pdf document)
File Size: 85.67 kb
Andrea Freidt
The project my students completed required them to research with me information about Antarctica. The topic was picked in relation to a story, If You Could Go To Antarctica, from our Scott Foresman series.
Once our research was completed students were to write a non-fiction book showcasing three facts they learned about Antarctica. Once the books were written and illustrated the students picked one fact and one picture to help create a class photo story using Voice Thread.
Students will be sharing their work with their grade level peers, families and 4th grade reading buddies. Their reading buddies will be starting a story about Antarctica in a couple of weeks and my kindergarten students will be sharing their non-fiction books and photo story to help build background knowledge.
The standards and I can Statements that were targeted during this project were as follows
ELA-K.2.7 Identify and manipulate individual phonemes (sounds) in a one syllable word (distinguishing initial and final consonant sounds and vowel sounds) /h/-/a/-/t/
*I can pick out and change sounds to make a new word.
ELA-K.2.8 Blend individual phonemes to make a one syllable word
*I can put sounds together to make words.
ELA-K.3.4 Write from left to right
*I can write letters or words from left to right.
ELA-K.3.12 Share published work with peers, teachers, and family members
*I can write and share one sentence. (multi-word).
SCI-K.1.2 Identify things that can change (e.g., weather, people, water)
*I can Name things that can change e.g., weather, people, water
SST-K.1.1 Identify land and water on a map or globe
I can point to land and water on a map or globe.
The assessment piece is completed with their finished product which is a book to share with others that has three facts about Antarctica written in multi word sentences and a chosen fact about Antarctica to include in our photo story. The assessment is also in their ability recall what they have written and drawn and share that with others.
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Gretchen Masset
Math 5.4.6
Use formulas to calculate the perimeter and area of squares and rectangles
Math 5.5.2
Identify the rule for a pattern involving addition, subtraction, or multiplication
Math 5.5.3
Identify the rule for a pattern and then use the rule to solve a problem
Social Studies 5.2.8
Explain reasons for early colonization (e.g., search for hte Northwest passage, "gold,glory, and God," riches, trade)
Social Studies 5.2.9
Explain how conflict and cooperation between the Native Americans and Europeans (e.g., French and Indian Wars, trade) influenced colonial events
Social Studies 5.3.2
Explain the relationship between the scarcity and resources (e.g., home building materials, food, clothing, hunting)
English Language Arts 5.2.2
Analyze the elements of a fiction text; i.e., setting, characters, events, problems, resolution/solution, universal themes
English Language Arts 5.2.9
Demonstrate fluency, reading in meaningful phrases: clear, at an appropriate rate, with expression and accuracy
I can create a video to display to the technology department showing how our class benefits and learns standards and benchmarks through the use of the Voice Enhancement System.
I can use a formula to calculate the perimeter of a square or rectangle.
I can identify the rule to a problem by adding, subtracting, or multiplication.
I can idenify the rule for a problem and then solve the problem.
I can explain the reason for colonists to colonize the New World.
I can explain the conflict and cooperation that occurred between the Native Americans and Europeans.
I can explain the relationship between scarcity and resources.
I can identify the elements of a fiction text.
I can read fluently and with accuracy.
KRSP
Knowledge: Our teacher understands project based learning.
Our class learned all the standard listed above.
Reason: To persuade the technology department to allow us to win the Voice Enhancement System
Skills: Used the Voice Enhancement System to enhance the learning of the entire class.
Product: We created a video using Windows Movie Maker to show the technology department how our class benifits from the Voice Enhancement System
Assessment: Students were interviewed and asked questions on how the Voice Enhancement System helps them learn.
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Summer Czeczok
This was part of a social studies simulation called Heritage. Student groups worked together to plan a route from California to Maine, being sure to include at least 15 stops at major attractions around the United States. They were to keep a journal of their progress and what they encountered each day, depending on what that day's fate card read. Concluding the simulation, groups created a PowerPoint displaying information from attractions they visited along the way.
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Summer Czeczok (psx document)
File Size: 5215.46 kb
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