Natalie+WIlliams

Hello!

Avatar Name: LadyNate Website: https://sites.google.com/site/firstgradesolarresources/

=**Gadget Report**= Individual Scoring Guide 1. About My Gadget (research 20 pts) I chose to research the Smart Board. A Smart Board is an interactive whiteboard which operates on touch technology. This device has been around for about 20 years. It is used in both the business and education fields. Smart Notebook is software developed to create interactive, engaging lessons. There is a wealth of resources available online for lesson ideas. Research Website [| www.smarttech.com]

2. Learning Plan (5 pts)

Research online how to use a Smart Board. Experiment with how to use the pens and erasers, and calibrating the board. Ask a more those more knowledgeable than I for assistance in using the board (Media Specialist, First Grade Teacher) Research an activity appropriate for first grade math. Manipulate the Smart Board and the graphing activity prior to teaching the lesson.
 * 3. Lesson Plan**

5. Presentation media type="custom" key="14056192"

Natalie Williams Northeast Elementary School First Grade

NETS: Students Standard 2 **Communication and Collaboration** Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats Maryland Common Core Standard: 1.MD.4 The student will represent and interpret data by organizing, representing, and interpreting data with up to three categories; ask how many in each category, and how many more or less are in one category than in another. Materials: LCD projector, Smart Board, laptop Motivational Activity: Students will take one shoe off. As a class, sort shoes by characteristics such as, shoestrings, Velcro, sandals, boots. Ask students, “Now that we have sorted this information how can we share it with others? Lesson Closure: Each group will share their graph with the class. Groups will discuss their data as compared to the rest of the class. Evaluation:
 * 1) Define graph. Explain that we use many different types of graphs each day. (lunch graph, attendance graph)
 * 2) Using classroom examples, discuss the parts of the graph. (title, categories, etc)
 * 3) Create a graph using the information collected earlier about their shoes. Using the blank graph grid found on Smart Exchange, create a graph with students. Explain the parts of the graph and the significance of each part.
 * 4) Once the graph is complete, interpret the data collected. Ask questions, such as how many more boots than sandals, or how many less shoestrings than Velcro. Ask students how they are able to determine the information.
 * 5) Create another graph of favorite colors using the Favorite Colors Graph Template found on Smart Exchange.
 * 6) Students will record their information using the Smart Board Pens. Once the graph is complete, interpret the graph.
 * 7) During small group time, students will create a graph of their Favorite Vegetables. Students will work as a small group to construct the graph and record their data on the Smart Board template.

Students will be assessed on the ability to use the Smart Board to create a graph in which they have to record data.

4. Evidence =**Video**= media type="youtube" key="qo-t5HpV4Qs" height="315" width="560" Assignment 2: Desktop Publishing media type="custom" key="14475708" I changed the original flyer by using imagery that powerfully conveys a point, using minimal text with meaningful visuals, applying symmetrical balance, adjusting the proportions so that the most meaningful text was the largest, using positive and negative space, adding Adobe RBF colors, adjusting the hue, saturation, and value of the the colors, allowing for white space, and applying the Kerning technique.

Assignment 4
__ Solar System Unit Plan __ Overview of Unit Plan: This is a First Grade science unit on the Solar System. After completing this unit, students will be able to discuss the function of the sun, identify the planets, and list characteristics of at least 5 of the planets. Students will participate in technology-embedded activities. Organization of Unit Plan: The Solar System Unit is a 5 day unit composed of 5 lessons, daily journaling, and a final assessment. Overview of Activities: Day 1 Introduce Solar System. Focus on the sun. Read The Sun by Melanie Chrismer. Complete Explore Activity 1. Watch You Tube Video Our World: The Sun a Real Star. Read __The Sun__ by Melanie Chrismer. Day 2 Complete Explore Activity 2. Discuss vocabulary of the solar system. View PowerPoint: The Solar System Watch You Tube Video: The Solar System Song. Day 3 Review Solar system vocabulary. View the website: [] Read __The Solar System__ by Kenneth Walsh. Solve the Planetary Riddles. Day 4 Watch YouTube video Phases of the Moon. Read __The Moon__ by Gail Gibbons. Complete The Moon lesson. Day 5 Review solar system vocabulary. Watch YouTube video Planet Earth. Complete assessment.

** The Technology Integration Planning Checklist **

Assessment of Lessons and Courses

** Phase I: Determining Relative Advantage--Why Use Technology? **  ◦ Yes, First Graders are fascinated by the Solar System. Our textbook is limited in the amount of information about the planets and other space objects. In implementing the Common Core Standards, I want to provide my students with access to appropriate challenging material. ◦ The topic is a good match for a technology-based solution. There are numerous videos, apps, informational websites and educational games for first grade students. ◦ I found several interesting videos on the NASA website. Students can view actually shuttle launches, view images of the planets, comets, and other space objects from the Hubble Telescope. Also, there are websites that present information from other space organizations around the world. ◦ Yes, by creating this Integrated Unit my students will have access to information, which will contribute to their mastering the Earth and Space Science Standard for First Grade.
 * Do I have topics, curriculum objectives, or insights I have difficulty teaching?
 * Are any of the above a good match for a technology-based solution?
 * What is the relative advantage of the technology-based solution?
 * Is the relative advantage sufficient to justify the effort and expense of using these solutions?

** Phase 2: Deciding on Objectives and Assessments--How Will I Know Students Have Learned? **  ◦ Outcomes: ▪ 90% if my students will be able to name the planets of the Solar System in order. ▪ 90% of my students will be able to recognize that the sun is a star and its purpose is to give heat and light to the Earth. ▪ 90% of my students will be able to identify tools used in space exploration. ◦ My students will be assessed through journal responses and selected response quizzes. ◦ I will develop the selected response quiz. Journal topics will be developed based upon the information covered each day.
 * What outcomes do I expect of students after the instruction to show me they have learned?
 * What is the best way for me to assess students' learning (e.g., written tests, products)?
 * Do the assessment instruments (e.g., tests, rubrics) exist or do I have to develop them?

** Phase 3: Designing Integration Strategies--What Teaching Strategies Will Work Best? **  ◦ This unit is about the Solar System. Reading, writing, and math lessons are integrated throughout the unit. ◦ Students will work in small groups of 4 to 5 students. Students will complete their Explore Activities as a group. We will meet as a class to discuss the explore activities. ◦ Most of the Explore Activities will be students driven. Discussions prior and at the conclusion of the activities will be teacher directed. ◦ Through NASA’s website I plan to focus on astronauts such as Sally Ride, Mae Jemison, as well as exploring the space programs in Europe. ◦ I will do a whole group introduction. Then a brief overview of the explore activity. I will then release students to complete their explore activities in their small groups. The lesson will be concluded with a whole group discussion of the activity. ◦ Most of my students know the basics of turning on the laptops, using the mouse, and navigating to the internet. An adult will be responsible for providing assistance to 2 groups. ◦ I will use my laptop and projector to demonstrate what they need to do prior to the beginning of the Explore Activities.
 * Will the instruction be single subject or interdisciplinary?
 * Will students work as individuals, pairs, small or large groups, whole class, a combination?
 * Should activities be directed, constructivist, or a combination of these?
 * What strategies should I use to encourage female and minority student involvement?
 * What sequence of activities should I teach?
 * Will students have enough time to learn the technologies before I begin grading?
 * Do I have demonstrations of equipment and the software skills student will need?

** Phase 4: Preparing the Instructional Environment--Are the Essential Conditions in Place to Support Technology Integration? **  ◦ I need 2 laptops per each group of 4 students. We will need internet access. ◦ I have access to the laptop cart. It has 20 laptops. ◦ This unit will be taught over a 2 week time period. ◦ No, I will not need to schedule a time in a lab or media center. I have all the resources right in my classroom. ◦ No, I have a laptop and projector in my classroom. ◦ I do not need any other materials. ◦ Yes, I am using only resources from the internet which are available for educational purposes. ◦ Yes, I have viewed the sites and the school system blocks any inappropriate materials.
 * How many computers and copies of software do I need to carry out the activities?
 * How many computers and copies of software are available?
 * Over what time period and for how long will technology resources be needed?
 * Do I need to schedule time in a lab or media center?
 * Do I need to schedule projection devices or large-screen monitors for demos?
 * What other equipment, software, media, and resources will I need?
 * Are the uses I am planning legal according to copyright laws?
 * Have I provided for students' privacy and safety?

◦ Yes, I have a student with a reading disability. An instructional assistant will provide assistance as necessary. ◦ I am familiar with troubleshooting procedures for the hardware. If a problem arises which I cannot resolve, I can contact the Media-Specialist. ◦ I will test run the equipment during my planning time the day prior to my lesson and the morning of my lesson. ◦ My students will save their files to the school server. We are still learning this process. My instructional assistance and I will guide students through the process. ◦ I have the videos saved to my pen drive. Also, I have down loaded hard copies of most of the information.
 * Have I made all necessary access provisions for students with physical disabilities?
 * Am I familiar with troubleshooting procedures specific to the hardware or software?
 * Have I built in time to test-run an equipment setup before the students arrive?
 * Have I built in time to back up important files? Have I trained students to back up theirs?
 * Do I have a backup plan if I cannot use the resources as I had planned?


 * Assignment 5: Second Life Explorations **


 * Avatar Name: LadyNate **

The trampoline project was challenging, but fun! I read the instructions repeatedly. After a few attempts I figured out how to enter the data to create the object. I wish I understood more about programming. I felt that I was “lucky” to have been able to figure the direction out. I honestly didn’t understand how the information I was entering was creating the object.
 * Trampoline Project **


 * Second Life Movie **

I didn’t get to see the movie. I had a difficult time the first time trying to get in. The following class, my laptop crashed, so I missed the experience. Overall, I enjoyed Second Life. I can see how it would be useful to high school and college students. I hope to explore more. I especially want to learn more about programming.