First+Grade+2011

toc =First Grade Plans=

**Apr 9-13**
- useful for students who finish early as needed!
 * 1) Show BrainPop, Jr. video – Reduce, Reuse, Recycle here: []
 * 2) Discuss the ways students can reduce the amount of trash produced in their homes.
 * 3) Have students navigate to the Hand-Out folder and drag the Pixie file: You Can Recycle.pxi to their desktops and open. Ask students to drag the recyclable objects into the bin. Local recycling policies differ so watch out for differences between answers here.
 * 4) Circulate and check for progress – consider allowing students who finish early to label non-recyclables with compost, trash, donate, etc.
 * 5) Ask all students to save their work to their desktops AND to change the file name to “firstname recycles” and to quit Pixie. Check for one or two for color printing.
 * 6) After all students have saved & quit, ask the class to drag their new file to their network folder – the one labeled with their user name. Demonstrate the process and how to check.
 * 7) Direct students to the Hand-Out folder and follow the hyperlink to Free the Beach where students find recyclable materials and clean up the beach for its inhabitants. Ladybug Breakdown and Michael, Michael are both popular follow-ups for the end of class - the environmental message can get lost
 * 8) Have students log out, line up, and select two outstanding students for recognition.

**Apr 16-20**
[|It's a Frog's Life - Full Lesson on eguides]
 * //__Motivation:__// Distribute cards, one per student, from the "It's a Frog's Life (Motivation)" document. [[file:ItsaFrogsLife-Motivation.comicdoc]]Using the [|"Mix and Match" instructional strategy] have students move around the classroom, switching off their cards so that they don’t have the same one for very long. Students continue to mix and trade cards until “freeze" is called. When "freeze" is called, students stop switching cards. Then call “match,” and students walk about the room looking for a student with a matching card. Students should match a word card to a picture card. When they find each other students should stand together at the side of the classroom. You may have students hold up their cards so you can check that they have found the correct match. After all students have found their perfect matches, call “mix,” and the process begins again. Repeat the process several times to expose students to different parts of the life cycle. To conclude the activity, elicit from students how all the cards relate to one another.**

1. Have students login to the computer and go to the Hand Out Folder. 2. Drag the It's a Frog's Life Folder to their Desktop. It includes an Images Folder and The Comic Life Template. 3. **Display the "It's a Frog's Life" //PowerPoint// which includes information about a frog's life cycle and the Discovery Education video segments from "Animal Lifecycles".** 4. **Model the procedures for dragging and dropping the life cycle images into the students //iPhoto// and instruct in properly creating an //iPhoto// library while inserting their images.**

Motivation: [|Sing A Long at Ribbit Park]
 * Apr 23-27**
 * This site allows students to hear frog sounds and follow a pattern to repeat the sounds.**

1. Have students login and open their It's a Frog Life Folder and then open the Comic Life Template.
 * 2. Model the procedures for using //Comic Life// focusing on inserting images from either //iPhoto// or the desktop and inserting a headline.**
 * 3. Model how to complete the "It's a Frog's Life " //Comic Life// activity by inserting the images of the frog's life cycle in the correct order as well as adding a headline and labels for each of the stages (see the included key). [[file:ItsaFrogsLife-key.comicdoc]]**
 * 4. Allow students time to complete their //Comic Life// "It's a Frog's Life" cycle document.**
 * 5. Model the procedures for saving and printing their completed activity for evaluation.**

**Apr 30-May 4**
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. [|Show BrainPopJr. Video on Adjectives]. Only show the first 2min 30 seconds of it. The second half of the video is about Adverbs. When the video is over Review with students that an adjective is a descriptive word about something. 3. Open Inspiration. Ask them to share adjectives that describe their mom. Use Rapid Fire to record their responses on the Inspiration file. 3. Save the Inspiration for use when students are working on their artwork. Have students download the Mother's Day Pixie file to their desktop. 4. Open the Pixie File. Have students add their name to the file. 5. Review with students how to double click and add text. Put the word Mom in the center of the flower. Then add 1 adjective to each petal. Project the Inspiration Rapid Fire from earlier for students to use for ideas. 6. Once all the text is added students can use their fill bucket to decorate their flower. 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. mom1Hctrudden (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. 11. Choose a SpecTECHular Student. Take photo. 12. Award a letter on chart toward SpecTECHular Students.

**May 7-11**

 * Finish Mother's Day Cards**
 * Start Father's Day Cards - Pixie Template**

__Quarter 3 Lessons__
Jan 24-27 Finish their cover and diagram and hand in to hand in folder.

1. Have students come in and login to their computers. 2. Display the website [|"National Geographic Kids - Creature Feature"] on the LCD projector. Prompt students to find and open the link to the website in the Hand-Out folder. Model the procedures of how to choose an animal to research. Model how to view the different tabs on the web page "Facts and Photos", "Videos and Sound", and "Map". Discuss with students that they should not send an "E-Card" or "Print this Creature". Allow students time to explore different animals. Display the Adelie Penguin page from the website "National Geographic Kids - Creature Feature" using the LCD projector. Inform students that the focus for today's lesson will be the Adelie Penguin. 3. Have students Think-Pair-Share information they already know about penguins. Discuss and record additional information they would like to know about Adelie Penguins. Record Responses on worksheet. You can use the Word Document for Pencil/Paper or the Kidspiration Document on the computer. 4. Project the "Adelie Penguin.ppt" //PowerPoint// presentation for the students to see using the LCD projector. Ask student volunteers to read the slides aloud to the class. 5. Inform students that they will be creating an book about Adelie Penguins. 6. Prompt the students to select the Adelie Penguin on the website "National Geographic Kids - Creature Feature" to complete the research. If necessary, pair students heterogeneously by reading levels to read text on the web page. 7. Monitor student activity as they research information on the website "National Geographic Kids - Adelie Penguin". Have students add three items they learned to their worksheet or Kidspiration. 8. Print or Collect Worksheet. 9. Have students logout and put away their laptop. 10.Choose a SpecTECHular Student. Take photo. 11. Award a letter on chart toward SpecTECHular Students.
 * Jan 30-Feb 3**

1. Have students come in and login to their computers. 2. Review the website [|"National Geographic Kids - Creature Feature"] - Adelie Penguins while projecting onto the screen with an LCD projector. Take students through the text, photos, and web video again as a class. 3. Model for students how to retrieve the Penguins folder from the Teacher's Hand-Out folder. Have them drag the folder to their desktop or documents folder. 4. Open the Penguins folder in //Pixie// so that each template opens on a separate tab. Demonstrate how to complete each one. For time purposes, only demonstrate the templates that will be complete during that particular instructional period. 5. Allow students to work independently on the //Pixie// templates. Circulate around the room to assist students as they work. 6. Instruct students to save each //Pixie// template at the end of each instructional time. They should save and replace the empty template with the completed student document. Optional: Have the students record their information on each page using the record feature. 7. Demonstrate for students how to print the pages as a book using the "Share" button on the tool bar. 8. Model for students how to change the name of the Penguins folder to include their names (e.g. PenguinsGeorgeKim). 9. Monitor students while they drag the folder into the teacher's Hand-In folder. 10. Have students logout and put away their laptop. 11.Choose a SpecTECHular Student. Take photo. 12. Award a letter on chart toward SpecTECHular Students.
 * Feb 6-10**
 * Penguin Lesson - Carrie**

1. Have students come in and login on their computers. 2. Model for students how to open their entire Penguins ebook by launching Pixie and using the Open File Choose Folder options. 3. Once students have all of their slides open, tell them that today they are going to finish any slides that are incomplete and then narrate their slides. 4. Pass out USB headsets to students. 5. Show all students how to plug them in and set their preferences for Sounds in System preferences. Both Input and Output need to be set to the headsets. 6. Model for students how to record and playback their narration. 7. Remind students that as they finish a slide they should SAVE and then use the red dot on the TAB to close that page until they have finished each slide. 8. If they finish all of their slides they can practice typing on [|Super Hyper Spider Typer.] 9. Have students SAVE all their work at the end of class if they haven't already done so. 10. Call tables to logout and put away their laptops. 11. Choose a SpecTECHular Student. Take Photo. 12. Award a letter on the chart toward SpecTECHular Students.
 * Feb 13-17**


 * Feb 20-24**
 * Penguin Recordings Cont.**


 * Feb 27-Mar 2**
 * Penguin Recordings Cont.**


 * Mar 5-9**


 * Mar 12-16**


 * Mar 19-23**

1. Have students come in and log in to their computers. Once they are logged in invite them to the front carpet to watch a review video on [|Brain Pop Jr on Fossils]. 2. After the video ask students what they know about dinosaurs. Try to elicit information about what they look like, what they eat, how they move, what type of protection they have on their bodies, etc. Then show and discuss Dinosaurs PPT. 3. Dismiss students to go back to their seats. Have them open a blank Pixie Document. Demonstrate how to add a text box and write: By: First&Last Name. Remind students about proper capitalization. 4. Model for students how to create their own dinosaur using the different drawing tools. Remind students the different things they can think about when creating their dinosaurs, size, body features, how they move, etc. 5. When students finish drawing they should give their dinosaurs a name. They should use a Text box to type the name of their dinosaur and add to their illustration. Sample: 6. Have students save their work. Demonstrate how to go to File > Save As. They can save their file as Dino to their Desktop. 7. When students finish the steps above, have them Duplicate their picture. Go to File >Duplicate Picture. This will create a second illustration. Have students use the eraser tool to erase their illustration. Then model for students how to use the paint bucket to fill in the background the color of dirt and use the black or white paint brush to draw the fossil remains for their dinosaur. Sample: 8. Have students save their work. Demonstrate how to go to File > Save As. They can save their file as Fossil to their desktop. 9. With both files still open. Have students click the share button. Make sure the Dino picture is first, then the Fossil picture. Have students print their work. File > Print. Several print options will come up. Have students print their work as a Greeting Card. 10. Save Files and Quit out of Pixie. 11. Call tables to logout and put away their laptops. 12. Choose a SpecTECHular Student. Take Photo. 13. Award a letter on the chart toward SpecTECHular Students.
 * Mar 26-30**
 * Dinosaurs**

__Quarter 2 Lessons__
Finish Emotions Lesson Cougar Day Activities As time permits, allow students to follow the hyperlinks for related games: []
 * Nov 14-18**
 * Nov 21-22**
 * Nov 28-Dec 2**
 * Internet Safety**
 * 1) Ask all students to log in to the computers and sit ‘on the rug’ when finished.
 * 2) Ask students if they ever use the Internet and ask what it is that they find there and like.
 * 3) Using Inspiration and the Main Idea diagram and the RapidFire feature, enter the students’ responses.
 * 4) Consider including things that they don’t like as well – change the colors or rearrange the diagram to separate the good & bad things.
 * 5) Show pictures of a few major U.S. cities and ask if the students ever visit the city and what do they find there that they like and/or don’t like.
 * 6) Discuss the similarities of the Web and a city and remind the students of some basic safety rules to follow – be wary of strangers, get to your destination w/o shortcuts, etc.
 * 7) Show a video about Internet Safety [] The first is more detailed and specific, the second video is simple and has three basic rules for Internet use. It's called "My Online Neighbor-hood".
 * 8) Using the PDF file, Privacy_Pirates_Backgrounder, discuss a few basic safety rules which work everywhere, real and virtual.
 * 9) Ask students to follow a hyperlink from the Hand-Out folder to the Webkinz Web site and have them try to find how they can play the games and what, if any, personal info is required to play. Allow them to call out answers as they find ‘em if possible or raise their hands and record their responses.
 * 10) Have students copy the Kidspiration file, Internet safety sort, to their desktops and double-click to open. Demonstrate the Listen feature in Kidspiration to assist with comprehension – click on a speech bubble and then click on the Listen icon (the ear). Remind students to adjust the computer volume using F11 & F12 as needed.
 * 11) Discuss the results of the sorting activity and review, making sure that they get the statements in the correct locations. Consider finding one or two to print for display.

[]

Internet Safety #2
 * 1) Review three basic rules from last class & video: Always ask before using the computer, Only talk to people whom you know on the computer, Use Web sites which are just right for you.
 * 2) Show BrainPop, Jr. vid:[] and pause the video where necessary top add to the rules.
 * 3) Review the expanded list of Internet Safety rules and have the students open the Internet Safety Sort #2 file from the Hand-Out folder. Demonstrate the first one and highlight that the statements may be about negative things but are good statements of they're true!
 * 4) Remind students fo the Listening tool in Kidspiration and have them sort the new rules - 4 good statements, 3 bad ones.
 * 5) Visit www.webkinz.com and try to play games - allow the kids to suggest ways of navigating to the games - eventually reaching the conclusion that playing games on that site requires a previous purchase!
 * 6) Now visit National Geographic Kids site with games: http://kids.nationalgeographic.com/kids/games/
 * 7) Demonstrate the puzzle options, review the site's purpose and role and let 'em play!

Internet Safety cont'd - Lesson 2 Review Internet Saefty Rules from last class - My Online Neighborhood video from Common Sense Media __**Motivation:**__ Tell students that today they are going to be astronauts. Show them the image of Neil Armstrong on the moon. **** Ask students where this picture was taken and if they want to travel there themselves? Turn off the lights and have students close their eyes. Tell them to imagine themselves putting on their space suit. Remind them to put on their gloves and helmet too! Then pretend they are walking to their space ship and strapping themselves safely into their chair. Remember to buckle up! Then begin to play the sound file of the shuttle taking off.media type="file" key="SpaceMotivationGr1.m4a" width="300" height="50" Then it will sound like they are flying in space and finally landing on the moon. When they land on the moon ask them to look around. Remember what they see because today they are going to draw a picture of themselves in space.
 * Dec 5- 9**
 * Dec 12-16**
 * Dec 19-23**
 * Jan 2-6**

1. Have students get their laptops and return to their seat. 2. Model how to drag the SpacePicture.pxi file to their tech folder. 3. Have students open the file. 4. Create a text box and add the Title for their Book - All About Space. Then have students color their title with a bright color that will stand out on a black background. Then add another text book with their Author - By: First Last Name 5. Model for students how to create their elements for their space picture. They will need to think about proportions. Pictures should show them in space and should include the Earth, Moon, Stars, and Sun. You can use stickers for earth, moon, and the sun or students can draw with their paint brush. Stars can be drawn with the shape tool. For relative sizes of planets, visit: http://sciencenetlinks.com/interactives/messenger/psc/PlanetSize.html 6. Have students save their work. 7. When they are finished they should print their work on the color printer and given to their teachers for their Space Books. 8. Have students logout and put their laptop away. 9. Choose a SpecTECHular Student. Take photo. 10. Award a letter on chart toward SpecTECHular Students.


 * Jan 9-13**
 * 1) Finish Space Picture from previous week.
 * 2) Continue with the second part of the project - the diagram comparing the sizes of the Earth and the Moon.
 * 3) Copy Pixie file from Hand-Out folder to desktop & open. [[file:earthmoonsizes.pxi]]
 * 4) Demonstrate the placement and resizing of the earth and the moon and allow time for students to complete. Resize until the sphere almost topuches all four sides of the square.
 * 5) Display the Planet Size Comparison Web site for exact numbers to compare and discuss the size relationship. The Earth is 3.7 times larger than the moon.
 * 6) Have the students select the eraser tool and erase the grey boxes that guided the sizes.
 * 7) Ask students to complete the sentence by filling in the blanks and save the final copies.
 * 8) Print all students' diagrams for their teacher and to be included in their 'Space' books.
 * 9) As an extension, consider having the students select the shapes tool, then the star, reduce the line thickness to the minimum, using the slider. Select any color from the top row of the color picker (light colors) and draw as many tiny stars as possible. The stars will be hard to see given the lack of contrast between the white background and the top row of colors - that's a good thing! When finished with stars, use the fill bucket to fill the page with dark grey or black and the stars will appear beautifully - and they should not be all the same since the night sky is filled with different sizes and brightnesses of stars! One could also teach copy & paste
 * 1) As an extension, consider having the students select the shapes tool, then the star, reduce the line thickness to the minimum, using the slider. Select any color from the top row of the color picker (light colors) and draw as many tiny stars as possible. The stars will be hard to see given the lack of contrast between the white background and the top row of colors - that's a good thing! When finished with stars, use the fill bucket to fill the page with dark grey or black and the stars will appear beautifully - and they should not be all the same since the night sky is filled with different sizes and brightnesses of stars! One could also teach copy & paste


 * Jan 16-20**

__Quarter 1 Lessons__
Aug 29-Sept. 2 1. Have students come in and find their assigned seats. 2. Go over today's objective for the class, found on the back board. Tell students that each week what they will be learning will be posted here along with application icons that they will be using during class. 3. Go over Procedures PPT - pause for any discussion with students.

4. Talk with students about new logins this year. They were created using the convention - first initial + last name (up to 5 letters) + 4 digits of their student ID number +1 number (if there is more than one person in HCPSS with exact same login). They will also have a Password that they will keep secret. Only their teachers, parents, and themselves should know their password. 5. Call tables to get laptops (if on cart) Review the new trackpad and how it works.

6. Pass out login cards to students and allow them time to login to the computer. 7. Have students login and out. Then have students login again a second time and wait for directions. 8. Download the Tech 2011-2012 folder to their network folder. Review procedures for adding files to their network folder and how to get to their teacher's handout folder. 9. IF TIME: Set Firefox as default browser. Login to Safari, click preferences, set default to firefox and then quit out of Safari. 10. Have students logout, and call tables to put their computers away. (if on cart). 11. Choose a SpecTECHular Student. Take photo. 12. Award a letter on chart toward SpecTECHular Students.

Sept. 6-9 [|All About Me lesson from eGuides] 1. Have students go to their assigned seats. 2. **Have students look at a person sitting next to them. Have each student share one thing about themselves with their neighbor. Use Think-Pair-Share to identify commonalities in home, at school, and among things the students like. Read the story //I Like Me// by Nancy Carlson.** 13. Have students logout, and call tables to put their computers away. (if on cart). 14. Choose a SpecTECHular Student. Take photo. 15. Award a letter on chart toward SpecTECHular Students.
 * 3. Demonstrate for students how to locate and open the teachers Hand-out folder.**
 * 4. Demonstrate for students how to move (click and drag) the document from the Hand-out folder to the students desktop. When students open the Kidspiration Document they will need to drag it onto the Kidspiration Icon on their dock to force it to open once it is on their desktop. [[file:200AllAboutMe.kid]] **
 * 5. Model inserting a student name using the student name icon in the toolbar.**
 * 6. Model how to drag and drop images from the symbol library into the Super Grouper shape that represents students at home. In addition, model how to use the undo and redo icons in the event of a student dragging and dropping the wrong image, or placing the image incorrectly.**
 * 7. Model how to drag and drop images from the symbol library into the Super Grouper shape that represents what they like about school. In addition, model how to use the undo and redo icons in the event of a student dragging and dropping the wrong image, or placing the image incorrectly.**
 * 8. Model how to drag and drop images from the symbol library into the Super Grouper shape that represents their favorites. In addition, model how to use the undo and redo icons in the event of a student dragging and dropping the wrong image, or placing the image incorrectly.**
 * 9. Model how to use the menu file and save the template onto the student's desktop.**
 * 10. Model how to print.**
 * 11. Quit Kidspiration and drag it to the student's TECH folder in their network folder.**
 * 12. Move the //Kidspiration// document to the trash after printing or to the Documents folder after saving.**

Sept 12-16 Pick up and finish lesson where left off previous week. Print a copy from each class on the color printer to put up on the board in the hallway.

Sept 19-23 1. Have students get out their laptop and login. 9. Have students logout, and call tables to put their computers away. (if on cart). 10. Choose a SpecTECHular Student. Take photo. 11. Award a letter on chart toward SpecTECHular Students.
 * 2. Lead a class discussion about what makes a classroom a fun place to learn. What makes a classroom a difficult place to learn? You may even want to safely try and role play several rules scenarios. Record student ideas for students to refer to throughout the lesson.**
 * 3. Instruct students to drag the "LA Rules Poster" template from the Hand-Out folder to the desktop.**
 * 4. Open the template and have students do the same.**
 * 5. Model for the students the print/text features including bold, font size/type, colored print, italics, caps lock, and adding a border with the teacher-created template. [[file:223LA_SSWordResource.doc]]**
 * 6. Model the step-by-step directions on the //Microsoft Word// resource document to add features to the teacher created template.**
 * 7. Instruct students to complete the template.**
 * 8. Model the steps for saving and printing this document where appropriate.**

Sept 26-30 Continue lesson from previous week.

Oct 3-7 Finish Poster from Previous week. __**Student Resources for the Hand Out folder on Emotions:**__ __**Motivation**__: Share with students the Which Emotions inspiration file to begin students discussing emotions and feelings.

1. Have students get out their laptops and login. 2. Tell students that today they are going to take some photographs of themselves showing different emotions. Demonstrate how to open PhotoBooth, either by going to the Application Folder or the Spotlight. Briefly review how to take photographs and view their photographs when they are finished. Tell students that for today's activity they are going to use the Normal effect unless the teacher states otherwise. 3. Read each scenario. Allow students time to take their photograph, view neighbors photos and discuss emotions/feelings that students felt in response to the scenario. Web Emotions on the FeelingsWeb Inspiration. 4. Next tell students that you want to see how well they can identify different emotions. Have students go to the [|Tikkabilla Emotions Theater] from the link in your hand-out folder. Allow students time to complete the activity. 5. Students will now complete a slide show about emotions that they feel. Give Emotions Sentences copies to their homeroom teacher to have students complete prior to the next class period. 6. Have students Open the Emotions Slide folder in Pixie. Open Pixie then select File > Open. Have students click Desktop to find their Emotions Slides Folder. Click the Folder one time and choose Open Folder option so that all slides will open in 1 Pixie document. 7. Have students add a photo for each slide and copy their text from the Emotions Sentences they completed in their classroom. 8. Students can select a solid color background for each slide to reflect their emotion/feeling for that slide. 9. When the slides are complete have a few students at a time use the Recording Feature and the Headsets to record themselves reading each sentence with emotion. 10. Then use the Making Movie in Pixie Directions to demonstrate for students how to create a movie out of their slides. Save the file as a new name. 11. Have students turn in their finished movie to the Hand In Folder. Student work will be assessed using a Rubric. 12. Have students logout, and call tables to put their computers away. (if on cart). 13. Choose a SpecTECHular Student. Take photo. 14. Award a letter on chart toward SpecTECHular Students.

Oct 10-14

__**Science: Moon**__

__**Vocabulary:**__
 * template: a file partially created by the teacher for students to complete

1. The students will watch a movie about the moon and discover more "Moon Facts" in the video [|Junior Space Scientist: Voyage to the Moon.] 2. The students will use Kidspiration to complete a Moon exploration activity and write a sentence about what a person cannot do on the moon. Space Sort.isf 3.The students will visit the website Earth, Sun, and Moon to explore Outer Space and learn more "Moon Facts." [] 4. Closing: The students will share a new "Moon Fact" to their table mates. 5. Have students logout, and call tables to put their computers away. (if on cart). 6. Choose a SpecTECHular Student. Take photo. 7. Award a letter on chart toward SpecTECHular Students.
 * Motivation:** Show students a picture of the moon and have them share with the class "Moon Facts." Picture_1.png

__**Vocabulary:**__
 * digital art - art created on the computer in digital form

__**Motivation:**__ Tell students that today they are going to be astronauts. Show them the image of Neil Armstrong on the moon. Ask students where this picture was taken and if they want to travel there themselves? Turn off the lights and have students close their eyes. Tell them to imagine themselves putting on their space suit. Remind them to put on their gloves and helmet too! Then pretend they are walking to their space ship and strapping themselves safely into their chair. Remember to buckle up! Then begin to play the sound file of the shuttle taking off. Then it will sound like they are flying in space and finally landing on the moon. When they land on the moon ask them to look around. Remember what they see because today they are going to draw a picture of themselves in space. 1. Have students get their laptops and return to their seat. 2. Model how to drag the SpacePicture.pxi file to their tech folder. 3. Have students open the file. 4. Model how to use the camera feature in Stickers to take their picture. They should use the circle template and make sure that only their face is in the circle. Have them pair up so that one student will click to take the picture while the other student poses and looks at the green light. 5. Model how to resize the picture so that it will fit on the astronaut. 6. Tell students to draw what they saw in space during the motivation. Tell them they can use any of the drawing tools on the left sidebar but they can not use stickers. Tell them that the very best drawings will be entered in a digital art contest. Remind them to include features that of space that they talked about in their homerooms. 7. Have students save their work and quit out of Pixie. 8. Students who finish their picture early can go to [|NASA Kids Club]. 9. Model backing up student work to their Network file 10. Have students logout, and call tables to put their computers away. (if on cart). 11. Choose a SpecTECHular Student. Take photo. 12. Award a letter on chart toward SpecTECHular Students.

SpacePicture.pxi SpacePictureSample.pxi The_American_flag_on_the_moon_s_surface___large(2).jpg SpaceMotivationGr1.m4a


 * Fossils - Types**
 * 1) Students collect laptops and log in.
 * 2) Direct students to the Hand-out folder where they should copy/drag the folder "fossil slides" to their desktops.
 * 3) Show the first slide for navigation - make sure speakers are on and show the steps and colored buttons to proceed.
 * 4) Explain that each group will examine one slide and fossil and observe some of its characteristics.
 * 5) Arrange groups of 2-3 if possible (there are 8 slides) and whisper to each a slide number to examine and ask them to begin
 * 6) Allow for a few minutes - circulate to gauge how quickly they're moving
 * 7) Have groups share their observations and display each slide as they present.
 * 8) Show the DE Streaming video - http://player.discoveryeducation.com/index.cfm?guidAssetId=B5AE6400-5F97-4751-9B9A-BFDE93613287
 * 9) Pause the video to discuss the fossils seen in their slides.
 * 10) Direct the students back to the hand-out folder to find the Kidspiration activity - fossils
 * 11) Have students copy/drag the file to their desktops and then drag it to the Kidspiration icon in the dock to open it.
 * 12) As a group, define the body fossil and the trace fossil in the grey text boxes and have students copy the definitions.
 * 13) Next, ask students to classify each fossil by dragging them to the appropriate column.
 * 14) Remind students to save their files with the Save as command - changing the file name and location.
 * 15) Show students how to print their files, once finished, and ask 2-3 to leave theirs open for color printing & posting.
 * 16) Ask students to quit their applications - Command+Q and log out.
 * 17) Look for outstanding students as they return the laptops and line up.
 * 18) Take photos of selected students as teacher picks up the class.