Technology Activity
Title of Activity: Seasonal Changes
Reference Section:
Jansen-Gruber, M. (2010). Story Time For me. Retrieved Oct. 4, 2012, from http://storytimeforme.com/player/?id=fern17&fs=1
Search Strategies:
In order to search for this story I used Google. Specifically, search web tab on the side. I then typed in Stories about Seasons for kids. It was the fourth link on the list, called “Fern’s Seasons story time for me”. Clicking on the link it lead me to the option to play the story. This would allow one to play the story online an on the smart board.
Grade Level: 1
Subject: Science
Description of Activity:
Students will be read a story called Fern’s Seasons from the website http://storytimeforme.com/player/?id=fern17&fs=1. The teacher will use it to introduce the four seasons. Pausing at each portion of the book this allow for students to associate certain characteristics with each season. For instance, with the story the teacher will indicate that making a snowman is a part of the season winter. An activity that can follow the book is a matching game. Given a picture of each season, students will have to cut out the words summer, winter, spring and fall/autumn and glue it to the correct picture. For example, give them a picture of a snow man, a tree with no leaves and the sun hidden by the clouds. Having the sun hidden will address the specific learner outcome where students will understand that the there is less sunlight in the winter. They will then glue the word winter to where right hand corner of the winter picture.
General Learner Outcome: Describe seasonal changes, and interpret the effects of seasonal changes on living things
Specific Learner Outcomes: Describe the regular and predictable cycle of seasonal changes: changes in sunlight, changes in weather.
ICT Outcomes:
C.1.1.2 process information from more than one source to retell what has been discovered
C.4.1.4 Organize information from more than one source
C.7.1.3 draw conclusions from organized information
Rationale for Computer Integration:
Have the story play on the smart board will allow the teacher to pause at certain points and talk about the story. Each student will also be able to see the story from every angle which does not happen with traditional story telling. Furthermore, the story can be told with the use of the teacher or students on their own when working on the activity could go back to the smartboard and go back to specific scenes. In addition, certain the words on the story book can be clicked. This will reveal a pop up which has an illustration to describe the word. For instance, when clicking on the word summer, a picture is reviled of a smiley face world that appears to be hot. This could solidify the link that summer time has hot temperatures. Lastly, illustrations could be used to help those who are learning English as a second language since they may not know what the word “hot” is but by seeing the illustration they will understand its definition. Finally, since the story book is online children can re-read the story at home and with parents.
Reference Section:
Jansen-Gruber, M. (2010). Story Time For me. Retrieved Oct. 4, 2012, from http://storytimeforme.com/player/?id=fern17&fs=1
Search Strategies:
In order to search for this story I used Google. Specifically, search web tab on the side. I then typed in Stories about Seasons for kids. It was the fourth link on the list, called “Fern’s Seasons story time for me”. Clicking on the link it lead me to the option to play the story. This would allow one to play the story online an on the smart board.
Grade Level: 1
Subject: Science
Description of Activity:
Students will be read a story called Fern’s Seasons from the website http://storytimeforme.com/player/?id=fern17&fs=1. The teacher will use it to introduce the four seasons. Pausing at each portion of the book this allow for students to associate certain characteristics with each season. For instance, with the story the teacher will indicate that making a snowman is a part of the season winter. An activity that can follow the book is a matching game. Given a picture of each season, students will have to cut out the words summer, winter, spring and fall/autumn and glue it to the correct picture. For example, give them a picture of a snow man, a tree with no leaves and the sun hidden by the clouds. Having the sun hidden will address the specific learner outcome where students will understand that the there is less sunlight in the winter. They will then glue the word winter to where right hand corner of the winter picture.
General Learner Outcome: Describe seasonal changes, and interpret the effects of seasonal changes on living things
Specific Learner Outcomes: Describe the regular and predictable cycle of seasonal changes: changes in sunlight, changes in weather.
ICT Outcomes:
C.1.1.2 process information from more than one source to retell what has been discovered
C.4.1.4 Organize information from more than one source
C.7.1.3 draw conclusions from organized information
Rationale for Computer Integration:
Have the story play on the smart board will allow the teacher to pause at certain points and talk about the story. Each student will also be able to see the story from every angle which does not happen with traditional story telling. Furthermore, the story can be told with the use of the teacher or students on their own when working on the activity could go back to the smartboard and go back to specific scenes. In addition, certain the words on the story book can be clicked. This will reveal a pop up which has an illustration to describe the word. For instance, when clicking on the word summer, a picture is reviled of a smiley face world that appears to be hot. This could solidify the link that summer time has hot temperatures. Lastly, illustrations could be used to help those who are learning English as a second language since they may not know what the word “hot” is but by seeing the illustration they will understand its definition. Finally, since the story book is online children can re-read the story at home and with parents.