Creepy, Crawly Insect Web Quest

The Mindtool that I have designed for use by my students is an insect Web Quest. The Web Quest is to be completed by a kindergarten student and a fourth grade buddy. The primary responsibility of the kindergarten student is to participate in the investigative research and complete all tasks as outlined, while the buddy is responsible for reading and explaining the directions of the quest. The buddy is also responsible for typing documents and importing pictures. The Web Quest was designed using Microsoft Power Point and includes links to self-made web pages, Microsoft Word and Excel documents, Kidspiration concept maps, and Internet resources.

MI Lesson Plan

MULTIPLE INTELLIGENCES LESSON TEMPLATE

Lesson Title: Bowling with Subtraction Teacher: Kelly Kunsch
Grade Level: Kindergarten
Subject(s): Math Time: Approx. 2 weeks
Objective(s):
SW learn that the term subtraction means to “take away.” SW manipulate objects to solve simple subtraction problems. SW solve subtraction problems through the “act it out” strategy. SW develop a pictorial subtraction problem using the computer software Kidspiration.


Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Technologies:
Computer Software: Kidspiration
NETS for Students:
3. Technology Productivity Tools – Students use technology tools to enhance learning, increase productivity, and promote creativity
Materials:
Mini bowling set (5 pins and 1 ball)
Paper bowling pins (5 for each child)
List of subtraction problems (with the difference no greater than 4)
Kidspiration computer software

Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Procedure:
Introduction
Begin by explaining that the term subtraction means to “take away.” You begin with a certain number of objects, take some away, and are left with less that you started with. Using the bowling set as an example, set up five pins. Ask the children to count the number of pins standing. After rolling the ball (and knocking some of the pins over), ask the students to identify how many pins were knocked down. Then have the students identify the number of pins that remain standing. Illustrate the problem in subtraction form (i.e. 5 – 3 = 2; 5 is the # of pins started with, 3 is the # of pins knocked down, 2 is the # of pins left standing). Repeat a few more times, attempting to know down a different number of pins each time. Repeat the same procedure listed above, but this time, have the students act as models for the problem. Allow five students to stand as “pins” and allow another student to roll a ball. Instruct a certain number of the “pins” to fall to the ground and discuss the subtraction problem.
Activity
After the students are comfortable with the term subtraction, give them a list of subtraction problems (at this point, the difference should be no greater than 4). Give each child 5 paper bowling pin manipulatives. Model how to use the pins to represent the subtraction problem. Over the next week or so, continue to practice subtraction through the use of visuals, manipulatives, and the “acting it out” strategy. Bringing it Together
Once students are proficient with solving subtraction problems and stories, they can complete the next part of this lesson. Using a pre-made graphic organizer in Kidspiration, the students will develop a pictorial subtraction problem. Not only should the students illustrate a subtraction problem with pictures, they should be able to input the numbers as well. For students that are not as computer proficient or who may be struggling with the concept of subtraction, allow them to pair up with a student who is more familiar with the program.

Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Assessment:
Assessment will be ongoing through teacher observation during whole group and individual instruction. The final project developed using Kidspiration will be assessed based on accuracy of the subtraction fact (are the correct number of pictures represented for each part of the problem) and creativity (were the students able to come up with different pictures other than the ones used as an example by me). No formal grade will be given for this assignment, because mastery of subtraction facts is not required in kindergarten.

Intelligences:
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Logical-Mathematical
Visual-Spatial
Reflection:
How did the technologies used accommodate the intelligences you identified?
Using Kidspiration will be beneficial for students who are primarily visual/spatial. Using this concept mapping program will allow students to have a visual representation of a subtraction problem.
If the technologies used were not effective, what can you recommend as an alternate application to use with this lesson the next time it is taught?

How did the intelligences identified improve student mastery of the objective(s)?
Did you observe other intelligences come into play during the lesson? What were they and how did they aid in student learning?
What other intelligences could be included in this lesson?

©2002 International Society for Technology in Education

Technology 101

This class has been a real eye-opener for me. When I initially registered to take this course, I thought I was going to learn how to implement technology into my classroom through the use of teacher-made materials. I guess it was sheer ignorance on my part that I didn't consider technology could be incorporated into my daily teachings and push my students to higher levels of thinking at the same time. My use of technology in the classroom has always been focused on playing educational computer games. I have discovered excellent educational websites where the students can play games that compliment the content of instruction in my classroom. It wasn't until I became familiar with the term "Mindtools" that I realized playing games isn't doing much to push my students to higher levels of thinking. Playing computer games is similar to the drill-and-practice worksheets that many teachers use to instruct their students within the classroom. The necessary content is being introduced and maintained through the use of worksheets but is not leaving room for the students to construct their own knowledge. When I have my students play a computer game that mirrors a concept I am teaching in the classroom, I am simply having them maintain a previously learned concept. I am not providing them with an opportunity to apply previously learned concepts to construct their own knowledge.
I am definitely going to make a conscious effort to implement technology in a more meaningful way than I am doing now. I do not consider myself to be a teacher that relies on worksheets to teach and maintain concepts, so there is no reason I should be using the computer as a maintenance tool. If I have managed to push my students to higher levels of thinking within the classroom in other areas , I am confident that I can do the same using technology as a learning tool.

Presentation Tools

I am currently developing my Mintool project idea, which is going to incorporate the use of Power Point as a presentation tool. I plan to develop a web quest using Power Point. It is going to be the backbone for the directions, links, etc. that are a part of the web quest. Since this is something new for me and my students, I'm not exactly sure how it is going to change my teaching and their learning. I'm hoping that it will allow my students to become more engaged in the topic that they are learning about and that it will allow for me to present topics more clearly. I am anxious to see how it works. If all goes well, my teaching practices are likely to become more-technology centered than they are now.

Cyber Bullies and Digital Citizenship

I found a blog post on http://anne.teachesme.com/ that relates to what we were discussing in class tonight about digital citizenship. The author of this blog wrote about cyber bullies that inappropriately use blogs to harass and harm other people. One particular case was cited about a woman named Kathy Sierra (her blog can be accessed at http://headrush.typepad.com/creating_passionate_users/). In response to Kathy's horrific incident with blogging, the author of http://anne.teachesme.com/ argued that we need to teach students about appropriate and responsible behavior on the Internet. These teachings need to begin at a young age so that children understand the expectations when using the various tools offered on the Internet. Just as we teach right and wrong within the classroom, we need to teach write and wrong on the web.
Thanks to Scott McLeod for the graphic.

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