Free Web space and hosting from teach-nology.com
Search the Web

Teacher Helper

Welcome Technology Facilitator Teacher Helper Parent  Corner Student Pages Guest Book

Mobile Lab Lesson Plans

Here are some sample KidPix, KidWorks Deluxe, The Graph Club, and Powerpoint Lessons that may be used with the mobile lab in your classrooms.

KidPix

Stephanie’s Ponytail 

General Description:

Provide an opportunity for children to respond to a favorite story.

 Grade Levels:

K – 3

 Curricular Areas:

Reading, Language Arts, Art, Social Skills

 Objectives:
  • TLW listen for details in the story.
  • TLW predict outcomes.
  • TLW illustrate personal observation through Drawing/Painting
 Class Organization:

Full Class :      30 minute lesson for grades K, 1

                        60 minute lesson for grades 2, 3

 Materials/Preparation:
  • Copy of Stephanie’s Ponytail by Robert Munsch
  • Kid Pix Software
  • Elmo projector/TV/Averkey/Laptop
  • Hard copy of drawing pictures for each student
 Procedure
  1. Using the ELMO  projector and TV to share pictures with the class, read the story Stephanie’s Ponytail.  Discuss the social aspects and predict what will come next in the story.
  2. Using the ELMO as a computer projector pull up the software KIDPIX so that students will be able to view the project in a step by step fashion.
  3. Using the template, “How I look” (Found in the first background section of KIDPIX) TTW will create a self portrait and save it to published at a later time.
  4. TTW describe each tool used in KIDPIX as the self portrait is designed.
 Measurement/Follow up

1.      TSW recall and state the different styles of ponytails from the story.

2.      TSW create a self portrait on their hard copy of the “How I look” template.

 Closure

TSW recall the story and the order of styles of Stephanie’s Ponytails.  TSW discuss the social aspects of the story and how to be a good friend.

 Extensions
  1. Break the children up into singles or pairs.  Have the students create their own self portraits in Kid Pix Paint Zone and stamp their faces.
  2. Create a class slide show of the pictures and have students “guess” whom each picture represents.

Digital Camera and Powerpoint

Cool   Using the digital camera in your classroom can be highly successful.  The following powerpoint will explain the HP Photosmart R717. 

Sample Work

Graph Club

The Graph Club 

Title:  Roll the Dice

Subject:  Math
Grade Level:  K - 3
Overview:
The students are going to create a series of graphs using The Graph Club.  Students will work together to gather data and then input that data into a graph.  The students will work with their partner to think, pair and share their graphs.  The class will discuss their graphs and work together to create a class graph. The class presentation will also be printed out and put in a technology portfolio for the class.
Approximate Duration:  1 class periods
Content Standards:
  • Standard 1
         Students read, comprehend, and respond to a range of materials, using a variety of strategies for different purposes.
  • Standard 2
         Students write competently for a variety of purposes and audiences.
Benchmarks:
  • ELA-1-E1
         gaining meaning from print and building vocabulary using a full range of strategies (e.g., self-monitoring and correcting, searching, cross-checking), evidenced by reading behaviors while using the cuing systems (e.g, phonics, sentence structure, meaning);
  • ELA-1-E2
         using the conventions of print (e.g., left-to-right directionality, top-to-bottom, one-to-one matching);
  • ELA-1-E5
         reading, comprehending, and responding to written, spoken, and visual texts in extended passages;
  • ELA-1-E6
         interpreting texts to generate connections to real-life situations;
Grade-Level Expectations (GLEs):
  • Grade K
4. Recognize and understand words found in environmental print (ELA-1-E1) 5. Read books with predictable, repetitive text and simple illustrations (ELA-1-E1) 11. Describe the connections between life experiences and texts (ELA-1-E6) 21. Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience (ELA-2-E2) 32. Write simple stories or life experiences using developmental/inventive spelling that shows knowledge of letter/sound correspondences (ELA-3-E5) 36. Relate an experience or creative story in a logical sequence (ELA-4-E3)
  • Grade 1
27. Use specific action and descriptive words when writing a story, description, or narration (e.g., stomped instead of walked and magnificent instead of big) for a specific purpose and/or audience (ELA-2-E2) 29. Independently write a variety of grade-appropriate compositions, including: ·    simple letters, notes, and stories ·    simple informational descriptions ·    simple rhymes and poems (ELA-2-E4) 33. Use standard English punctuation, including: ·    correctly writing common contractions such as isn't, we’ll and I'd ·    periods, exclamation points, and question marks at the end of sentences ·    commas to separate words in a series (ELA-3-E2) 37. Distinguish between a complete and an incomplete sentence (ELA-3-E3)
  • Grades 2 and 3
22. Use a greater variety of action and descriptive words when writing for a specific purpose and/or audience (ELA-2-E2) 24. Develop grade-appropriate compositions, for example: ·    friendly letters ·    poems ·    stories ·    informational descriptions with some detail (ELA-2-E4) 28. Use standard English punctuation, including: ·    commas in the greeting and closure of a letter, between a city and a state, and in dates ·    apostrophes in contractions ·    periods in abbreviations (ELA-3-E2)
Interdisciplinary Connections:  
  • Arts : Creative Expression
         Students develop creative expression through the application of knowledge, ideas, communication skills, organization abilities and imagination.
  • Marketing Education : Communication and Interpersonal Skills 2.1
         Demonstrate the ability to apply the fundamentals of communication.
Educational Technology Standards:  
  • Identify, explain, and effectively use input, output and storage devices of computers and other technologies (e.g., keyboard, mouse, scanner, adaptive devices, monitor, printer floppy disk, hard drive).
  • Use accurate and developmentally appropriate terminology (e.g., cursor, software, hardware, pull down menu, window, disk drive, hard drive, CD-ROM, laser disc) when referring to technology.
  • Use a variety of developmentally appropriate resources and productivity tools (e.g., logical thinking programs, writing and graphic tools, digital cameras, graphing software) for communication, presentation, and illustration of thoughts, ideas, and stories.
  • Use technology tools (e.g., publishing, multimedia tools, and word processing software) for individual and for simple collaborative writing, communication, and publishing activities for a variety of audiences.
Objectives:
1.The students will use Graph Club to create a graph.

2.The students will create 1 to 3 sentences that are spelled and punctuated correctly.

3. The students will create a class presentation consisting of individual pages.

Lesson Materials and Resources:
1.Dice/Number cubes
2.Hard copy of Die tally sheet
3.pencil, crayons, markers

Technology Tools and Materials:Hardware:
Lap Top computers, printer, Averkey, Television and Elmo projector

Software:
The Graph Club

Background Information:
Students need to be introduced to or understand how to use The Graph Club.  
Lesson Procedures:
1.Using the Elmo projector, Averkey and the television, the teacher will demonstrate the die tally sheet and the appropriate way to roll and record the information gathered. 
2.The teacher will explain the various types of graphs the students will be using.
3.The teacher will display the software The Graph Club on the television via the computer and Averkey.  The teacher will explain the tool bars and templates to the class by modeling the software.
4.The students will be given a hard copy of the tally sheet and instructed to record the numbers of 30 rolls of the die.
5.The students will then use The Graph Club program to create individual graphs.  The teacher will assist students as they work on their graphs.
6. Students will write 3 sentences describing/analyzing their graphs and share them with the class.
Assessment Procedures:
1.Student created graphs

2.“Graph Analysis" sheet

3.Student participation in class discussions and activities
Accommodations/Modifications:
Teacher must follow special needs student’s IEP or 504 Modification Plan.

Non Reader
(Below Grade-Level Reader/Writer)
1.Pair poor readers/writer with fluent reader/writer
2.Utilize oral responses to assignments

 

Kid Works Deluxe

Kid’s Works Deluxe

General Description:

Provide an opportunity for children to respond to a favorite story and to use word processing skills.

 Grade Levels:

K – 3

 Curricular Areas:

Reading, Language Arts, Art, Social Skills

 Objectives:
  • TLW listen for details in the story.
  • TLW identify items from Louisiana.
  • TLW illustrate personal observation through Drawing/Painting
 Class Organization:

Full Class :      30 minute lesson for grades K, 1

                        60 minute lesson for grades 2, 3

 Materials/Preparation:
  • Copy of  P is for Pelican by Anita Prieto
  • Kids Works Deluxe Software
  • Elmo projector/TV/Averkey/Laptop/ Classroom computers
  • Hard copy of the writing/illustration page for each student
 Procedure
  1. Using the ELMO  projector and TV to share pictures with the class, read the story P is for Pelican.  Discuss the Louisiana objects and predict what will come next in the story.
  2. Using the ELMO as a computer projector pull up the software KIDS WORKS DELUXE so that students will be able to view the project in a step by step fashion.
  3. Using the template, “New Book” (Found in the first page after the sign in sheet of Kids Works Deluxe.) TTW will create a self descriptive book and save it to published at a later time.
  4. TTW describe each tool used in KIDS WORKS DELUXE as the self descriptive book  is designed.
 Measurement/Follow up

1.      TSW recall and state the different styles of rhyme from the story.

2.      TSW create a 1 to 3 sentence description of themselves using the hard copy sample.

 Closure

TSW share their stories and discuss how they are similar/different from the story P is for Pelican.

Extensions
  1. Break the children up into singles or pairs.  Have the students create their own self descriptions  in Kids Works Deluxe  and use the  stamp  to illustrate their story.
  2. Create a class book including each student’s self description page.