Grade+2

toc =Grade 2=

April 4-8
Interactions Review - Using the Spotlight Tool in eInstruction Workspace have students guess each image. Then identify whether they are physical or chemical changes. Technology Incentive Time

April 11-15
1. Read the story What Does it Mean to be Green? 2. Use Inspiration to Rapid Fire some "Green" examples. Encourage students to come up with examples from the story as well as their own. 3. Have students download the Earth Day Folder from the Hand Out Folder to their Desktop. 4.Complete the Being Green in Pixie using some of the ideas from the inspiration or their own. Students should include at least 1 text box, and an illustration. Discourage Sticker use so that we could possibly use it for the computer contest next year. 5. With time remaining students can play [|Michael Michael Go Recycle] or another earth day activity on Fun School.
 * Earth Day**

Show The Lorax DVD. Discuss conservation and protecting our environment. Have students complete the New Lorax template.
 * Alternate Activity:**

April 26-29
1. Tell students that today we are going to be making a special digital image for our Mom's Review and discuss the definition of Digital Images. 2. Tell students that part of their image will include a friendly letter to their mom. Review the elements of a friendly letter. Write a sample friendly letter using the Kidspiration organizer. 3. Save the Kidspiration for use when students are working on their letter. Have students download the Mother's Day Pixie file to their desktop. 4. Open the Pixie File. Have student enter their name and work on writing their friendly letter. Put up the Kidspiration organizer from earlier for students to use to help them with their writing. 5. Allow students time to write their letter. 6. Once all the text is added students can use their fill bucket to decorate their flower and background. Remind them to use the Undo Button instead of the Eraser tool. 7. Save periodically. 8. Discuss the vocabulary Export. Have students click the Export button on the Pixie Toolbar. Make sure that it is saving as a JPG and the Quality is High. These are the defaults so no changes should need to be made. Click Export. Save the exported file to their desktop. Name is so that it can be handed in. Ex. mom2Mctrudden (mom gradelevel teachercode firstinitial lastname) Click Save. The file will export and create a .jpg file on the students desktop. 9. Close Pixie when they are finished. 10. Hand in their picture to the Hand In folder. Keep for emailing to Mom's.
 * Mother's Day**

May 2-6

 * Mother's Day - Continue with the previous lesson**

May 9-12
Science: Plants Motivation: The students will explore the parts of a plant and learn about scientist that study plants. http://player.discoveryeducation.com/index.cfm?guidAssetId=2FE67CFF-3368-4D1A-96EF-E5B7059952DB&blnFromSearch=1&productcode=DSCE 1. Review the vocabulary of plant parts http://www.mbgnet.net/bioplants/parts.html 2. Then, the student will play an interactive "Growing Plants."http://www.hyperstaffs.info/work/biology/Sear/index2.html [|Plant Parts 1.pxi] 3. Have the students explore an interactive website on plants and habitat. http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env.shtml 4. Next, Have the students group plants together. [|Plant Parts.pxi] 5. Have the students save and print their work.

May 16-20
Science: Studying Plants Motivation: The students will explore this website and visit the different types of flowers and plants. http://urbanext.illinois.edu/firstgarden/planning/index.cfm 1. Before Class: Please print this document and give each student a copy so they can write down their answers using the website above.[|PlantInformation.docx] 2. The students will use this website to complete the Pixie Activity on types of plants.The students will draw a picture of their plant using the Drawing Tools, Paint Can, and Stickers. Then, the students will use their Word Document party to write 3-5 sentences about their flower. Please remind the students to write an opening and closing sentence. [|Plants & Flowers.pxi] Student Work Sample and sentence starters: [|ExamplePlants&Flowers.pxi] 3. The students will save and print their work.

May 23-27
1. Have students log on to their computer. 2. Ask students drag the Father's Day Folder to their Desktops. 3. Open the Father's Day Comic Life Template. 4. Show students how to use the Capture tool and take 3 photos of themselves for their comic. 5. Show students how to add speech bubbles. Tell them to add at least 2 speech bubbles to their images. 6. Show students how to change the style on the title Happy Father's Day. 7. Show student show to change the background on their comic. 8. Have students save their work. 9. Have student export their work as an image. 10. Have students save it as a JPEG in the highest quality. 11. Tell students to put their image in your hand in folder and save to email to dad's. 12. Have students log out and put their computers away.
 * Father's Day Cards**

__Quarter 3 Lessons__
Motivation: Display the KWS chart using the eInstruction Workspace Software. Ask students what they already know about scientists. Record responses in the K column. Question students about what they might like to learn about scientists and record responses in the W column. Then ask students where some good sources may be to find this information. Elict responses such as books, magazines, online encyclopedias, newspapers, etc and record in the S column. Save this file when you are finished with student responses for our grant.
 * January 24-28**

Lesson:
 * 1) Have students login to their machine and visit the teacher Hand Out folder. Drag the Scientist Folder to their desktop. [[file:Real Scientists.zip]]
 * 2) Tell students that today they are going to have the unique experience to meet a very special scientist and see how they use science in their day to day life in their profession.
 * 3) Using the smart board have students come up one at a time and pull the[| fruit picker] to be assigned a different scientist to learn more about each scientists. Pass out card with scientist name on it to the student so they don't forget. (I will print and laminate these this morning for you)
 * 4) When all students have a scientist, pass out notes sheet and pencils and discuss what types of information the students are going to be looking for about their scientist.
 * 5) Guide students in opening the [|Dragonfly TV-PBS Kids Go!] website and instructing students to find their scientist in the list. Scientists are listed in ABC order by the scientists first name.
 * 6) Allow students time to open and view the short video and complete the notes sheet.[[file:Scientists.docx]]
 * 7) With remaining time, students may watch videos about other Real Scientists.

January 31-February 4

February 7-February 11

February 14-February 18

February 21-February 25

February 28-March 4

March 7-March 11

March 14-March 18 1. Show students Matter Introductory Video from [|Discovery Streaming]. 2. Using the Smart Board go through the Physical and Chemical Changes Activity through [|Discovery streaming - Elementary Science]. 3. Ask students if they have conducted any experiments in their classroom with matter and interactions. Share different experiments that they may have completed. 4. Have students login on their computers and drag the Interactions folder to their desktop. Then have students open the folder. Have them go to one game at a time. Give the group time to complete the experiment and then discuss what they learned. Repeat for all four games. 5. Have students log off and put their computers away.

March 21-March 25

March 28-April 1

__Quarter 2 Lessons__

November 8-12 Objectives:
 * Discuss the importance of having access to current, accurate information

Vocabulary:

Motivation: Students will explore screen shots of different communities taken from Google Earth. They will discuss the different types of items you may find in each of the communities.

1. Show video about different communities from [|Discovery Streaming]. As the video is playing, stop it periodically and use the smart board pens to circle items that are specific to that type of community. 2. Review the types of communities discussed in the video. 3. Ask students to identify what type of community they live in. 4. Have students get out their laptops and complete the Kidspiration Sort Activity. 5. Students should save and print their work. 6. Then have students create their own community using one of the following websites: 7. Take a screen shot and print your image. 8. Select a SpecTechular student.
 * [|PBS Mister Rogers Neighborhood]
 * [|City Creator]

November 15-19

November 22-23

November 29-December 3

December 6-10 1. Ask students what they already know about their soil. Have them share some organisms that may be found in the soil. Do different things live at different depths of the soil? 2. Download the Soil Folder to their Tech Folder. 3. Have students open the Inspiration File. 4. Read the directions together as a class. 5. Give students time to watch the videos provided. 6. Label the soil layers and add images for each layer. 7. Print page. 8. Students will then click on the soil safari link and take a soil safari. 9. Extension: Show Arthur video on Composting and have students complete the Composting online activity.

December 13-17

December 20-23

January 3-7 __Science: Soil__ Students will complete the Pixie activity making the soil layers.

Students who finish early can explore the New Year Games! http://www.primarygames.com/holidays/new_years/games.htm

January 10-14 Objectives: Vocabulary: Motivation: Open Inspiration Workspace Money2.gwb document. Click the Selection Tool in the Toolbar. Then Maximize the Layer controls by clicking the two squares in the bottom left corner. Click on Layer 2 so that it is bolded. This will enable you to drag out the coins and bills hidden behind the stars in layer 1. Call on students to come up to the smart board and drag and item out from behind the cash register. There are items hidden behind each star. Once the item is dragged out ask the student to identify it's worth. Use the Freehand Text Tool to record how much each item is worth. Click the Toolbox and then select Freehand Text.

Lesson: 1. Show students [|Learning About Money Video] to review Money. 2. Have students get out their laptops and login. 3. Drag Money Folder from the HandOut Folder to selected location. 4. Open up Kidspiration Making Change Activity. 5. Review the directions and then give students time to complete the activity. Students should save and print their work when they finish. 6. If time: Students can complete the Web-based activity - [|Mad Money] 7. Additional Game if needed - [|US Mint - HIP Pocket Change Games] January 17-21 __**Objective:**__ __**Vocabulary:**__ __**Motivation:**__ Use the Interwrite Workspace template provided. Start by using the spotlight tool and ask students if they know what this is a picture of. The spotlight Tool is the flashlight icon found in the toolbox. Navigate to the second page in the IW template. Ask the students what they already know about Martin Luther King and how would they describe him. Use the freehand text tool with the smart board to record adjectives to describe Martin Luther King.Then show the movie [|Martin's Big Words]. After the movie is finished, go back to the template and see if students have new descriptive words to add that would describe Martin Luther King Jr. 1. Have students get their laptops off the cart. Wait for the green light and log on. 2. Drag today's work from the Hand Out Folder to their desktop and open the Pixie File 3. Direct students to add their name to the title. 4. Model for students how to take a photograph and then to resize the photograph so that it fits in the box provided. The yellow box should make a frame for the image taken. 5. Ask student to think about words that would describe them and their aspirations. 6. Type words into the text boxes provided. 7. Save and print student work. 8. Have students Quit out of Pixie. 9. Drag work to Network Folder at end of class if time. 10. Have students Log out. 11. Pick a SpecTECHular student.
 * Martin Luther King**
 * Edit work created using concept mapping, word processing, or presentation software
 * digital image
 * __Lesson:__**

__Quarter 2 Objectives__

 * G2b1 || Demonstrate social and ethical behaviors when using technology (such as appropriate copying and pasting, legal downloading, intellectual property recognition, and obeying copyright laws) ||
 * G2b2 || Discuss the importance of having access to current, accurate information ||
 * G2b3 || Discuss the importance of respecting the rights of others regarding their work ||
 * G2b4 || Practice strategies for avoiding plagiarism ||
 * G2b5 || Cite sources of text and digital information used (such as URL, author, title, date, and publisher when available) ||
 * G2c1 || Discuss safety and privacy issues related to use of the Internet ||
 * G2c2 || Use safe and correct security procedures when working online (such as not disclosing personal information and protecting passwords) ||
 * G2c3 || Describe procedures for exiting an inappropriate site (such as clicking the home, turning off monitor, notifying an adult) ||
 * G2c4 || Recognize and understand the purpose of technology protection measures including filtering systems ||
 * G2a1 || Recognize that technologies (such as computers, calculators, television, cameras, PDAs, CD-ROM, and DVD) have influenced daily life, past and present ||
 * G2a2 || Identify examples of how technology affects the environment past and present ||
 * G2a3 || Identify how technology tools have been and are used to meet people's needs ||
 * G3a1 || Describe ways the selected technology tools are being used to support learning goals and accomplish tasks ||
 * G3a3 || Collect data using technology such as online surveys and digital technology * ||
 * G3a4 || Analyze, and display data and information using tools, such as calculators, spreadsheets and graphing programs * ||
 * G3a5 || Use various electronic retrieval sources to obtain information on a topic * ||
 * G5a1 || Select relevant information from appropriate technology resources (such as databases, library catalogs, and electronic reference materials) * ||
 * G5a2 || Explain evaluation strategies when using electronic resources (such as publication date, fact vs. fiction, author, ease of use) ||
 * G5a3 || Collect data using technology * ||

__Quarter 1 Lessons__
Week 1: August 30 - September 3 __**Rules and Procedures**__ 1. Invite students in and direct them to find their assigned seat. 2. Using the CESProcedures.ppt show students the first two slides. Ask them to make predictions about their technology teacher for the year. What will she be like? Read the story __The Computer Teacher from the Black Lagoon__ by Mike Thaler. 3. Continue with the .ppt - the teacher will share information about themselves on Slide 3. 4. Play the Share Game: Who likes: pizza, hotdogs, tacos, and etc. Stand up from chair if you like that food. Use three examples that correlate with teacher shared items so that students can see similarities and differences. 5. Continue with the .ppt and go through rules and procedures for class. You may use the notes that are provided to assist in providing additional details for students. 6. Share with students your expectations to earn SpotLight for SpecTechular student each week. Have students generate their ideas on the excel document. Teacher will write down students thoughts. 7. Take student photos in PhotoBooth to use on the SpotLight for SpecTECHular student bulletin Board. 8. If Time - Take a field trip to show students where the nearest girls and boys restrooms are to our classroom. 9. Select a SpecTechular Student. 10. Have students clean up by flipping their name tag to the next index card. Call tables to line up.

Week 2: September 6 - 10 __**Getting to Know your Laptop**__ __**Objectives:**__ __**Vocabulary:**__ 1. Motivation: Play hangman with laptop parts. Use the words - keyboard, screen, trackpad, microphone, camera, monitor, speakers, & printer [|Hangman Activity in Quia] 2. Brain Pop Video on computer parts - Natalie? 3. Review with students SpecTECHular student behaviors created during the previous lesson. 4. Call tables one at a time to practice getting laptops off the cart and to their seat. Students should not open or turn on their laptop. 5. Tell students to turn the computers on by pressing the power button and then practice logging on. 6. Practice exploring places that students will use during technology. Documents Folder, Teachers Folder (Hand-In & Hand-Out), Network Home Folder, Applications Folder, Dock, Spotlight, Black Apple, and Log Out. 7. Have students click on the Documents Folder. It should open directly up. If it stacks, they should click the White Arrow at the top of the stack. 8. Model the creation of a TECH folder in their Documents Folder. 9. Model dragging today's template from the Hand-Out Folder to the TECH folder. 10. Check work together as a class. Model Saving work and Quitting out of Pixie. 11. Model how to Back Up their Tech Folder (if Time), Log Out, and then Shut down the computer for the next class. 12. Select a SpecTechular Student. 13. Have students clean up by flipping their name tag to the next index card and then calling tables to put their computers away and line up.
 * Recognize and identify the function of the major hardware components in a computer system
 * Use templates, provided by the teacher, or create new documents to complete learning assignments
 * hardware - The physical parts of a computer

Week 3: September 13 - 17 __**All About Me - Pixie Trading Cards**__ __**Objectives:**__ __**Vocabulary:**__
 * Identify and use functions represented by symbols and icons commonly found in applications
 * Use templates, provided by the teacher, or create new documents to complete learning assignments
 * template: a file partially created by the teacher for students to complete

1. Motivation: All About Me! :) Each of us is unique and special because of our special talents and gifts. What are some activities that you enjoy that makes you special either in school or out of school? 2. Have students get laptops off the cart and return to their seat. 3. Discuss vocabulary word for the day - template. 4. Have students drag the Pixie Tools and All About Me Trading Card to their TECH folder. 5. Students should open the Pixie Tools activity and review the different tools available to them in Pixie. 6. Have them save their work and close Pixie. Then open the All About Me Trading Card. 7. Go over with students that they will be creating a trading card to share with the class using Pixie. 8. Allow time for students to complete the template. Remind them to save their work. If students finish early they can create their own illustration in Pixie independently while their classmates finish their work. 9. Since students will be turning in their work to the teacher's hand in folder they will need to rename the file. Model how to go to File>Save As. They should name their work Me2firstinitiallastname ex: Me2ctrudden Their work should be saved to their TECH folder. 10. Model for students how to turn in their work to the Hand-In Folder. 11. Model how to Back Up their Tech Folder (if Time), and Log Out. 12. Select a SpecTechular Student. 13. Have students clean up by flipping their name tag to the next index card and then calling tables to put their computers away and line up.

__**Teacher Directions:**__ Place all student files into a folder and open them up at the same time in Pixie. Then Print the files. You will get several options for printing the multiple pages. You want to print them as Trading Cards. Then you can print a set for each student or a set for the class and use it to play Guess Who at the start of class periods.

Week 4: September 20 - 24 All About Me - Pixie Trading Cards - Cont.

Week 5: September 27 - October 1 All About Me-Pixie Trading Cards - Cont.

Week 6: October 4 - 8

__**Science - The Moon**__

__**Objectives:**__ __**Vocabulary:**__
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Practice responsible use of technology systems
 * word processor application - Allows the user to create a document, store it electronically, display it on a screen, modify it, and print it. For example: Microsoft Word

1. The teacher will introduce the "The Moon" to the students using a Power Point. [|Space Kids.ppt] 2. The students will visit Moon Face Challenge to explore the phases of the Moon. http://www.sciencenetlinks.com/interactives/moon/moon_challenge/moon_challenge.html 3. The student will use Microsoft Word to complete a Moon Phase document. The students will need to click and drag the Moon Vocabulary Words to the correct pictures. Here is a picture for the students to check their work. [|Check_your_Moon_Phase_work_here!.png] Moon Phase Document: [|Moon Phase Match.doc] 4. Have the students save and print their work. 5. Students who finish early can visit the "Moon Challenge" to test their Moon Knowledge. http://www.wonderville.ca/v1/activities/phases/phases.html 6. The teacher will select the SpecTechular Student.

Week 7: October 11 - 15 __**Science - The Moon continued**__

Week 8: October 18 - 22 __**Science - The Moon continued**__

Week 9: October 25 - 29 __**Objectives:**__ Motivation: Show [|Halloween Facts and Fun Video] from Discovery Streaming 1. Have students get their laptops off the cart. 2. Have students download from the Hand Out Folder the Halloween Suduku activity to their TECH folder. 3. Go over the rules to complete the puzzle. 4. Give students time to work. 5. Have students print and save their work. 6. Give students time to explore [|Halloween and Pumpkin websites]. 7. Have students log out and put their laptops away. 8. Select the SpecTechular student.
 * Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding
 * Practice responsible use of technology systems

November 1 - 5

__Quarter 1 Objectives__

 * G1a1 || Recognize and identify the function of the major hardware components in a computer system ||
 * G1a2 || Understand that there are correct sitting, hand, arm, and fingering positions when keyboarding ||
 * G1a3 || Identify and use functions represented by symbols and icons commonly found in applications ||
 * G2a1 || Understand and follow the acceptable use policy ||
 * G2a2 || Work cooperatively and collaboratively with others when using technology in the classroom ||
 * G2a3 || Practice responsible use of technology systems ||
 * G2a4 || Demonstrate proper care of equipment (such as following lab rules, handling equipment with care) ||
 * G2a5 || Recognize the potential harm of intrusive applications (such as viruses, pop-up windows, etc.) ||
 * G2a6 || Use safe and correct security procedures (such as protecting password and user ID) ||
 * G3a2 || Use templates, provided by the teacher, or create new documents to complete learning assignments ||