NAU ETC 447 Weblog

1) It’d be really fun to play a version of Pictionary or Taboo with the kids using paint. The technology could be the buzzer and paint.
2) In the fourth grade we did a product/company/stock market simulation. The class was supposed to create a product and the best product was the one that the other students bought “stock” in. Our group won (we had a globe that could be taken apart and show the layers of the earth and on the surface show the continents) but if a teacher did that now they could actually have students make a business model on power point.
3) Create a journal mimicking a point in time (oceanic travel to America from Europe, Manifest Destiny covered wagon, Anne Frank esque journal from WWII era, etc). Instead of writing it have it be a personal blog.

Scenario 1:
Students review for class using a game show style game. When the teacher asks the questions the students answer it via computer or polleverywhere.com. This way the teacher sees how many students got the answers right and how many still need to review. Because of the confidentiality of the answers, it eliminates the embarrassment for students that get the answers wrong.
Scenario2:
For a current event assignment the students can write about their articles on a class blog so that other students can learn about their articles and comment on them.
Scenario 3:
After reading a Shakespearean play the students show their comprehension through news broadcasts. Each group will be assigned an act or a series of scenes. After reading them they will use a video camera to record a news program that covers what happened in the part of the play that they read. The class will then watch the news broadcasts when they have finished reading the play.

1.) If I was planning a lesson on marine life, I could tell the kids that they were all ocean scientits, on an expedition to discover what kind of life they could find in an ocean. Before doing this, I would demonstrate what an oceanographer’s job is, which will give students an idea of what they’re going to do. After this brief presentation, I would tell the students that they should create a journal to keep a record of what they see on their journey. Of course, students won’t actually be going to an ocean, they’ll go on their journey by using a computer program that takes them on a virtual tour of the ocean.
2.) Using Math as a template, students would informed that they were know the owners of a computer business, and that they would need to make an X amount of money during the activity. Students would record all the money that they made on pieces of paper, then report them to me so that I can enter the date into a Microsoft Excell spreadsheet. When the activity’s over, I would show the graph to the students, so that they can get a visual representation of their work.
3.) A third scenario would be to put students in charge of an advertising company. This activity will require students to use their descriptive linguistic skills, and also would expose them to prgrams like Power Point, since they’re going to need to put together an advertisement for someone.

1:
I would set up a scenario where the students are lawmakers in the constitutional convention. They are trying to make a new constitution. The students would then have to come up with new laws that they think should be in the constitution now, that past lawmakers didn’t foresee a need for. I would have one of the students typing the ideas, the students come up with, into the computer and then have those ideas projected onto the smart board.

2:
With a PowerPoint presentation I would describe how the students would take a scenario where they must pretend they are a scientist reporting on a specific animal in the Amazon rainforest. So the student would then be asked to research on the web and report on an animal of their choice.

3:
At the end of a famous painter lesson I would ask the kids to pretend like they are a famous artist and they must come up with something for their next art show. On Paint I would ask them to create something they would want hung in their gallery.

1) During a unit about transportation, on the playground we imagine that we are all traveling someplace using tricycles. Kiddos can pretend they are using whatever vehicle they want and pick a destination. We can use cones for stop signs, or to set up an obstacle course/road system.
2) After learning about dinosaurs, we set up a mock archaelogical dig outside in the big sand box. We could grid the sand box using yarn and children can use shovels to uncover “dinosaur bones” (rocks or sticks)
3) Reflecting on the book “The Great Kopak Tree,” children use puppets in the loft area, which is currently set up as a jungle, to act out their favorite characters in the book.

1. While teaching students about the four different seasons, I would divide them up into four groups. Each group will be in charge of a season and are weather men (and women) and will discuss the “current” weather conditions in their given season. They will then use Power Point or Movie Maker to do their weather reports.
2. Once a unit on money has been given, a scenario will be given that we have opened up a classroom store. Each child will go home and ask their parents for items to be sold. On the day of our sale, each child will have pretend money to spend. We will take turns being a shopper and a cashier. The students who are cashiers will use an Excel Template to show their math and make a receipt.
3. I will give a unit on desert wildlife and take the students on a field trip to the Desert Wildlife Museum. After we have gone to the museum, I will instruct the students that we are Rangers looking to warn people about the dangers of the wildlife they may come across in Arizona. Each student will construct a pamphlet (on the computer) on at least five dangerous animals and what to do if someone comes in contact with one.

1) The first scenario I would have my 7th grade class do a lesson on banking. Using a check book as well as using Excel as part of the register for this lesson. I would pass out to each student a different scenario as far as their bank lesson. In each they will be assigned a beginning balance, and a list of bills. I would also might though in financial emergencies.

2) The second scenario I would have my 8th grade class do a lesson in shopping. I would give each student a budget, tell them we are “going to the mall” shopping for clothes. I would have the student using the wed do research. I would them plan a field trip for my class to go to the mall. I would have the student then take their research and do window shopping and document “their purchases”. I would collect all their papers. In our next class we would then compare how they did.

3) The third scenario I would have my 3rd grade class do a lesson on the cost of necklace making. I would make this as group projects. I would write information on the board, such as cost of beads in bulk, fish wire in spool, advertising. I would have student figure out how many they want to make with the budget they have that I had given them. I would also have the student have some form of advertisement for their company, which they will name.

Scenario #1
For a history unit I would have the students divided into groups (countries) and through blogs and instant messaging they would have to negotiate treaties to try to create alliances in public and secret to attain certain goals which I assign to each group.
Scenario #2
Each group in the class would be given an assignment to document and divide the growth cycles of a bean plant and create a Powerpoint to chronicle their observation and rationale for their divisions. All Powerpoints would be shown to the assembled class for evaulation and assessment.
Scenario #3
For a unit on Modern Art I would have the students take a picture of themselves and use Paint to mimic the style of Andy Warhol or try to create a Jackson Pollack-like work using Paint.

Scenario I (How can I have a whole class
participating with technology?)
I have a multicultural class and I want to create an early literacy classroom that uses the various children’s cultures and families as a tool for the class to meet itself. I will read stories about families, friends, neighborhoods and different cultures. I appreciate hearing stories about the students’ families and learning personal things that assist me to understand my students better.
After listen to stories I will incorporate the use of the computer- you only need one computer to get this going. On the computer I will create a page with a few short sentences, to share with my students, that tells a few simple things about my family. Then I will have my students take turns on the computer creating a few short and simple sentences about their families. After everyone tells their story I will help the students, one at a time, to print their story.
As a class we will create a book about our families. On the pages printed out, the students will be asked to create an illustration to describe their short stories. I will staple the pages together to create a “Class Meet Yourself” picture book. Later everyone can take turns reading and showing their stories to each other privately or in a group, which ever they are most comfortable with. Through other lessons I will continue to give the students more opportunities to become familiar with technology.

Scenario II (How can I use technology as a
support system for ELL students?)
I am teaching a group of bright students that include English Language Learners, ELL. Some students need extended help to annunciation English letters. Making sense of letters and words in books is difficult. Many children get restless with a traditional method of teaching and during a read aloud, directly related to a lesson, they find it hard to sit and listen. I need to teach a lesson on phonetics while keeping the children engaged.

Books have pictures, but often there is little physical interaction with the students. Here I could possibly pull the kids into the books by letting them all partake in reading short parts, or by using an animated voice. However, the students will benefit from experiencing virtual learning websites that are “younger” user friendly. Many websites, such as Starfall, can be utilized as an individual and group activity. In the click of an icon students are able to see a letter or word and hear how it is sounded out and corrected used. The letters are associated to graphics and music to stimulate the students and to help them know when they are on task. .
I will have my ELL students spend extended time on the computer in order to learn the English alphabet at their self pace, while animations and interaction activities keep their attention.
Through repetitive use, that is fun more like a game, students can learn. Student can partake in what interest them as well as follow what is assigned to them as a task, but with this computer virtual learning site they must interact and learning is easier through interaction.

Scenario III (How can I use technology to keep
students personally involved in a
lesson.)
The students seating has been changed. Since then two boys in the back seats have been off task because they are frequently talking. They are usually good students. I switch from writing on the board to an over head projector- this is a poor school and can not afford a smart board. Using an over head makes the “visibility” easier and I can make the lesson more interesting and colorful with a wipe of a rag, a mark of a pen or switching a film lessons can be changed fast and easily.
In stead of just modeling a math lesson on the board on the process of counting to 10; using sets of 10 called add-ins of 10, with some first grade students that are fluent with simple equations 1+ ___ = 10
2 +___ = 10
3 +___ = 10 and onto 9 + ___= 10.
I include manipulative counting cubes and the students note how many more blocks had to be added to a particular amount of cubes to equal a total count of 10 cubes.
I call on the “little talkers” and other students to come up and illustrate using the over head projector to create colorful examples of sets of ten using shapes, strikes, dots, circles, Xs, or whatever is simple and fun to draw in any combination. Examples: **** + ****** 4 + 6 = 10
+ 7 + 3 = 10.

1. It would be fun to have students use Microsoft word to have students be a journalist for a day and write an article. I would give them different subjects and for a group project have them compile a newspaper or magazine. This would involve using different layouts to type out their assignment as well as becoming familiar with word.
2. I would like to have a poll (www.polleverywhere.com), science related, and have students pick which environment they would like to live in (desert, mountains, lake, valley, etc.)
3. In middle school, have the students do a powerpopint presentation on their destination for summer vacation. If the students do not have a vacation planned, they could come up with an imaginary destination. This will not only involve the technology use of PowerPoint, but also geography, science and English.