8/3/2019 Penguins, Penguins, Penguins Digital Storytelling Lesson Plan

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Penguins, Penguins, Penguins Lesson Plan

Mr. Hernan - 2011

Grade Level:

1st Grade

Curriculum Area:

Science, Language Arts, and Art

Related NETS-S Standards:

1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processesb. create original works as a means of personal or group expression

2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively,

including at a distance, to support individual learning and contribute to the learning of

others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety ofdigital environments and media

b. communicate information and ideas effectively to multiple audiences using a varietyof media and formats

3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiryb. locate, organize, analyze, evaluate, synthesize, and ethically use information from a

variety of sources and media

c. evaluate and select information sources and digital tools based on the appropriatenessto specific tasks

d. process data and report results4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve

problems, and make informed decisions using appropriate digital tools and resources.

Students:

a. plan and manage activities to develop a solution or complete a project

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5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and

practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technologyb. exhibit a positive attitude toward using technology that supports collaboration,

learning, and productivity

6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and

operations. Students:

a. understand and use technology systemsb. select and use applications effectively and productivelyc. troubleshoot systems and applicationsd. transfer current knowledge to learning of new technologies

Sunshine State Standards:

LA.1.1.1.2: The student will distinguish informational text from entertaining text.

LA.1.1.6.2: The student will listen to, read, and discuss both familiar and conceptually

challenging text.

LA.1.1.6.4: The student will categorize key vocabulary and identify salient features.

LA.1.1.6.5: The student will relate new vocabulary to prior knowledge.

LA.1.1.6.10: The student will determine meanings of unfamiliar words by using a beginning

dictionary, illustrations, and digital tools.

LA.1.1.7.2: The student will use background knowledge and supporting details from text to

verify the accuracy of information presented in reading selections.LA.1.1.7.3: The student will retell the main idea or essential message.

LA.1.2.2.1: The student will locate specific information by using organizational features in

informational text.

LA.1.2.2.3: The student will organize information found in nonfiction text through charting,

listing, mapping, or summarizing.

LA.1.3.1.1: The student will prewrite by generating ideas from multiple sources.

LA.1.3.1.2: The student will prewrite by discussing the purpose for a writing piece.

LA.1.3.1.3: The student will prewrite by organizing ideas using simple webs, maps, or lists.

LA.1.3.2.1: The student will draft writing by maintaining focus on a single idea using

supporting details.

LA.1.3.3.1: The student will revise by evaluating the draft for logical thinking and marking out

repetitive text.

LA.1.3.3.2: The student will revise by creating clarity by marking out repetitive text, adding

additional details by using a caret and replacing general words with specific

words.

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LA.1.3.4.1: The student will edit for correct use of common spelling patterns and conventional

spelling of high frequency words.

LA.1.3.4.6: The student will edit for correct use of end punctuation for sentences, including

periods, question marks, and exclamation points.

LA.1.3.5.1: The student will produce, illustrate, and share a variety of compositions.

LA.1.4.2.2: The student will participate in recording information from informational/expository

text.

LA.1.4.2.3: The student will write an informational/expository paragraph that contains a topic

sentence and at least three details.

LA.1.4.3.1: The student will draw a picture and use simple text to explain why this item is

important to them.

LA.1.6.1.1: The student will locate specific information by using words in organizational

features in informational text.

LA.1.6.2.1: The student will formulate questions and gather information using simple reference

materials.LA.1.6.2.3: The student will write a simple report with a title and three facts, using informational

sources.

LA.1.6.3.2: The student will identify types of mass communication.

LA.1.6.4.1: The student will use appropriate available technology resources to present thoughts,

ideas, and stories.

SC.1.N.1.1: The student will raise questions about the natural world, investigate them in teams

through free exploration, and generate appropriate explanations based on those

explorations.

SC.1.L.14.1: The student will make observations of living things and their environment using the

five senses.SC.1.L.16.1: The student will observations that plants and animals closely resemble their

parents, but variations exist among individuals within a population.

SC.1.L.17.1: Through observation, the student will recognize that all plants and animals,

including humans, need the basic necessities of air, water, food, and space.

Lesson Description:

As part of a first grade science unit on Life Science, the students will research and create a

digital storytelling project on a penguin. There are 17 different kinds of penguins. Therefore,

each student will be assigned one type of penguin.

The teacher will introduce the curriculum page associated with this digital storytelling project.

The penguin resources (web pages, videos, and nonfiction books) will be reviewed with the class

and how to find the necessary details for their penguins. Next, the teacher will show the students

the teacher-created digital storytelling example. Finally, the project rubric will be reviewed so

that the students are aware of the grading for this project.

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Once the project has been reviewed with the class, the students will be given a penguin project

packet that includes the name of their penguin, space to record where the penguin lives, what the

penguin eats, the enemies of that particular penguin, and three interesting fact about the penguin.

The class will be provided with the web address for the curriculum page that contains the

resources and necessary information.

In order to save time on this project, the students will complete the reference portion of this

project at home. The students are first graders so their parents can assist them with the

information gathering part. There is a deadline for the students to return the project packet to

class.

In cooperation with the art teacher, the students will be given time during art class to draw and

illustrate a picture of their particular penguin. The students will have a picture of their penguin to

use as a guide for their own picture. This illustration will be included in their presentation. The

teacher will be responsible for scanning the students pictures and importing them into thestudents digital storytelling projects.

After the students return their packets, they will begin one-on-one sessions with the teacher.

During class time and computer lab time, the teacher will review the digital storytelling example

and explain the steps that the student is going to take during his or her project. The student is

responsible for the information typed into each section of the presentation. Also, the student

needs to edit each section to assure proper capitalization and punctuation. The teacher will assist

the student in setting up the layout and design of the presentation. For example, the student will

select the frame designs, font colors, particular place for each section, and the path for each

element of the presentation. Then, the teacher will help the student with each task. The studentneeds to review the presentation and be prepared to present it in front of the class.

As the students complete their digital storytelling penguin projects, they will be given class time

to present their final products. The evaluation rubric will be used in grading each presentation.

Technology Integration:

Technology will be integrated into the teaching and learning experiences in this project. The

classroom Activboard will be used to show the class the curriculum page, Prezi presentation

example, and evaluation rubric. The students will research their penguins using a teacher-created

curriculum page that links to several helpful web pages. Therefore, the students will learn to

navigate a curriculum page and how to click on different links. The students will use the Internet

to locate details on their penguins. The students will learn to find information on various web

pages. After finishing their research, the class will learn to layout and create a Prezi presentation.

The students will learn to navigate Prezi by selecting font colors, design frames, placing

information sections in the presentation, importing an illustration, and setting up the path of the

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