Lesson+Plans


 * Keyboarding**
 * Students logged onto the internet and went to [|www.sense-lang.org] to practice **keyboarding** skills.
 * Students logged on the internet and went to [|www.puzzlemaker.com] Students created a word search puzzle using their **spelling** words. Teacher frequently reinforced and encouraged proper **keyboarding** skills including homerow keys and correct posture. Students printed their puzzle and took it with them. (This website was sent home with students in the last 9 weeks as an additional homework option with their Spelling Contract).


 * SMART Notebook**
 * Students were each given a paper book (couple sheets of paper folded and stapled together) and a crayon. Using the SMART Notebook software the piggy bank picture (from Gallery>Essential for Teachers>Mathematics>General Resources>Currency) was on the screen. One student was the teacher and would come to the SmartBoard, drag over coins to the piggy bank and when done the rest of the group would write down in their paper book the amount they saw. Students were using technology while reinforcing **Math-Money**. Then the "teacher" would use the Smart markers to help the students count and check their work. See video below.
 * [[file:April19 1147.avi]]
 * Students came up to the SMARTboard and worked on the **Summative Math Assessment** practice. The teachers were given the files on a CD. They pulled up the pdf files and had students use the SMARTboard markers to fill out the worksheets.
 * The teacher used [|www.fossweb.com] to introduce the students to **insects** as they continued their **science** unit on **living organisms**. The students will begin putting their **ant farms** together the following day. Before identifying insects on the website, students were taught a song to help them remember the characteristics of an insect. "Head, thorax, abdomen-abdomen, head, thorax, abdomen-abdomen; 123456 legs, head, thorax, abdomen-abdomen."
 * Students have been learning about **fish**, in their **living organism** unit. The teacher used the touch tank on [|www.ncaquariums.com] along with the SMARTboard, allowing students to come up and touch a fish withing the touch tank and view the video telling about that specific fish. This was wonderful reinforcement after the students had made **aquariums** in the classroom from the **science** kits.
 * Students used the SMARTboard and SMART Notebook to create a **bubble map** to list their prior knowledge about **ants**. They also pulled an ant from the SMART Notebook gallery, to give a visual of an ant. The teacher showed an illustration of an ant on [|www.zoomschool.com], which also listed several facts about ants below the illustration. The teacher then printed off the illustration, so students could identify the parts later. They will then create their ant farm and begin **journaling** about what is happening in the farm.
 * Students reviewed **2 digit addition** using the SMARTboard and SMART Notebook. The teacher had created a Notebook file with examples to review 2 digit addition and sample problems. Students were allowed to come up to the board and practice.
 * Students reviewed **compound words** by watching an **interactive video** on [|www.getreadytoread.org]. The video prompted students to choose the correct compound word, by showing pictures. The teacher created a lesson in SMART Notebook and had students to come up and draw a line to connect the compound words. They also picked up the words and pulled them together, as well as separating compound words to their root words.


 * Multimedia**
 * Students used MS Paint with the **Art** teacher. This program is on every computer in your school. Students were introduced to the tools on the left side of screen and the paint colors at the bottom. This program reinforced mouse skills and kids loved being able to draw something creative.


 * Internet Research**
 * Students used the website [|www.enchantedlearning.com] to conduct research on **ants** (**Science**). This site is great for introducing a new subject to your students.


 * Math**
 * Classroom computers were set up to **Harcourt Math**. Students worked in centers (either at their seat or at computers) on **calendars**. Students at their seats were given instruction to complete their calendar worksheet and then work on Accelerated Math until it was their groups' turn to come to the computer station for Harcourt. Students completed the assessment and then worked on the assignment.
 * A couple of teachers worked together to create a **Math Jeopardy Review for 4th Quarter.** The classes were combined and each class had teams of 3-4 students that competed against each other in Jeopardy. A projector was used to display the game board. Students used small white boards/markers to work problems out and then had to agree upon their answer before responding.
 * A **Math lesson on Patterns** was reviewed with students using a video clip from **United Streaming**. A couple of teachers let their students watch the video clip together, they discussed and then students went back to their rooms to follow up with a worksheet on Patterns. The teachers used the laptop and projector that belongs to their grade level. They downloaded the video clip to the computer instead of streaming which is always a good idea.
 * The class morning work consists of centers. Two classroom computers were set up for Accelerated Reader, three for **Harcourt Math**. Students worked on Accelerated Math, Accelerated Reader, or Harcourt Math. The teacher introduced a **doubles** lesson to the entire class, then five were sent to the computers to work on an assignment in Harcourt Math. The rest of the class worked on a doubles worksheet, moving to AM or AR when finished.
 * Students worked as a group to practice their **math lesson** (**time**). The teacher used [|www.apples4theteacher.com] for an interactive game on telling time. Students had to match the time on an **analog clock** from choice of **digital clocks**.
 * Students reviewed **math** goals- **greater than, less than; largest to smallest; smallest to largest**. Students came to the SMARTboard and wrote the numbers from largest to smallest, then smallest to largest. The teacher imported the worksheet from word into SMART Notebook, allowing students to fill it out using the markers.