Tech-Team+Lesson+Plans

toc = ** Week 1: All About Me ** = __ Materials __ o [|www.flikr.com] o Images.google.com __ Objectives __ Ö Cover expectations for the summer. Ö Learn to login to the Bridge Wiki space and create a journal entry. __ Procedure __ 1. Have all students open Mavis Beacon and type for 10 minutes. Students should only practice the sdfg home keys. 2. Have all the students sit on the floor in a circle. 3. Explain to the students that they will all be working in the computer labs over the next eight weeks for at least an hour a day. 4. Ask the group what types of expectations they should have while they are in the computer labs? 5. Make sure that expectations are written in a positive way. For example, “Please keep all food and drinks outside the computer lab.” Not, “Do not bring food into the computer lab.” 6. Write their answers on a whiteboard. 7. Cover any expectations that the group may have missed. 8. Next, have the group go to their computers. 9. You are going to introduce the Bridge wiki space. Each student is to sign-up for a bridge wiki account and choose a favorite animal to represent their page. 10. Steps for setting up a wiki. o See below 1. Have the students write on the topic, “what they would like to do this summer.” __ Evaluation __ Ö At the closing of the day, you should have a completed poster with the expectations discussed by the class. Ö Each student should have a Bridge Wiki space that they will use throughout the summer, with an animal and first journal entry. __ Objectives Day 2-4 __ Ö To utilize windows movie maker as a multimedia tool. Ö Use online content and digital photos to interpret a poem relating to “self.” Ö Narrate a poem using WMM. 1. Have all students open Mavis Beacon and type for 10 minutes. Students should only practice the sdfg home keys. 2. Have the students open their wiki space and write about the days topic by selecting their animal. 3. Have all the students sit on the floor in a circle. 4. Group all the students together. Ask the students if they know what the term “community” means? Have the students list off what the term community means to them and write them on the whiteboard. 5. Next, tell the kids that over the next eight weeks, they will be working on projects that have to do with them and their community. 6. Tell them that in their first project, they will be making a video collage of a poem about themselves. 7. Demonstrate an example of the project they will be working on. 8. Tell them that their first step in making the project is to select a poem from the books that are provided that represents them. For younger students, you may want to help them write a shorter poem or select a very short poem. 9. Ask the students to sit at a computer and open Windows Movie Maker. 10. With Movie Maker open, students will select #2. Make Titles or Credits on the task pane on the left side of the screen. 11. Next select **add title on the selected clip** and input the first couple sentences of a poem. 12. You can change text type, size, animation and color by selecting those options under **more options**. 13. When you have inputted and formatted your text, select **done.** 14. Repeat this process until the entire poem is entered. 15. Give the students who have finished free time. 1. Have all students open Mavis Beacon and type for 10 minutes. Students should only practice the sdfg home keys. 2. Have the students open their wiki space and write about the days’ topic. 3. Have the students leave their computer and sit in a circle. 4. Explain that they will continue working on their video collage. Today they will take pictures of themselves plus add additional pictures from the web (flikr.com, google images) to their collage. 5. Help students explore various pictures they might include in their collage by reading a sample poem and brainstorming possible pictures they might include. a. For example, for the phrase 6. Students should return to a computer and open Internet Explorer. Help the students navigate to [|www.flikr.com] and show them how the can save pictures to their shared folder. 7. You may also want to take pictures of each of the students to include in the collage. 8. Once students have found enough pictures to fill their slide show, have them begin importing into their Movie Maker project. 9. Imported pictures can then be drag-and-dropped on the timeline. 1. Have all students open Mavis Beacon and type for 10 minutes. Students should only practice the sdfg home keys. 2. Have the students open their wiki space and write about the days’ topic. 3. Have the students open their Movie Maker projects and continue adding pictures to their timeline. 4. Once pictures, transitions, and text are complete, you can use a microphone to record the students reading/narrating their project. 5. With a microphone plugged in, go to **tools** and **narrate timeline**. Play the movie and have the student read the poem. 6. Export your saved movies to the share by going to **finish movie, save to my computer.** 7. Under the **movie setting** tab choose **more choices** then choose **other settings, dv-avi (ntsc)** and select **next.** 8. The movie is now saved and ready to be put on a DVD. 9. Lastly, remind students to bring their favorite CD’s to Bridge.
 * Digital Camera
 * Windows Movie Maker
 * I nternet Access
 * Day 1 **
 * Day 2 **
 * Day 3 **
 * Day 4 **

**am Special** (to the tune of "Frere Jacques") I am special, I am special, Look at me, You will see, Someone very special, Someone very special, It is me, It is me.
 * Example Poems**

Hundreds of birds in the sky, Hundreds of fish in the sea, Hundreds of flowers in the field But there's only one of me!
 * I am Special**

_ __is my hair,__ _ are my eyes. I'm _ __years old, I'm just the right size. My name is__ _ And as you can see, I'm very happy to be me!
 * I'm Very Happy to be Me**

See my eyes. See my nose. See my fingers. See my toes. See my lips. See my knee. Now you have seen all of me!
 * All of Me**

There's no one in This whole wide world Exactly just like me. I am me and You are you, We're special, Don't you see?
 * Me**

I have 10 little fingers And 10 little toes, 2 little arms, And 1 little nose. 1 little mouth, And 2 little ears, 2 little eyes For smiles and for tears. 1 little head And 2 little feet, 1 little chin - That's me! I'm complete.
 * Me**

Sometimes I wish I was someone else, but mostly I’m glad I’m ME! We all have our likes and differences as everyone can see. Some of us like to hurry, some like to take our time. Some spend all their money, some save each dime. Some are good at English; some are good at math. Some of us like showers some prefer the bath. Some of us are quiet; some of us are loud. Some of us like to be alone; some of us like a crowd. Some of us are tall; some of us are short. Some like to play an instrument, some like to play a sport. Some of us are black or brown, and some of us are white. Some of us leave the light on when we go to bed at night. All of us are special as everyone can see, You like you, and I like you, but also I like ME!
 * Glad to Be Me!**


 * Setting Up a Wiki**

= ** Week 2: Community Music Videos ** = __ Objectives __ Ö For kids to further explore the concept of community. Ö To utilize online resources to create multimedia presentations (animoto). __ Materials __ Ö Digital camera Ö Online access to animoto.com __ Procedure __ 1. Have the kids practice typing on Tux Type or they may choose to do Site Words with Sampson for 5-10 minutes. 2. Students will then write about the journal topic for the day for another 5 minutes. 3. Next have the students leave their computer and sit on the floor. 4. Remind the students about their discussion of “community.” Have the kids share what things they listed as being part of their community. 5. Let the students know that the definition of a community is a “group of people who live next to each other and share many things including, schools, stores, and may have the same values (religious, cultural, etc.). 6. Explain to your class that you will take a field trip around their neighborhood. Each of the kids will get a chance to take pictures of things they consider part of the community. 7. Take a digital camera and walk through your neighborhood with the students. Make sure you point out any parts of the neighborhood and community you feel are important. 8. Each student should have a chance to use the camera. 9. When you return to the computer labs, put all the pictures on the shared drive.
 * 1) Picking a Wiki Animal
 * Ask students to pick a wiki animal from the ones at YOUR SITE ONLY.
 * If there are some kids who want the same animal as someone else, please ask them to pick a different one.
 * If they are 100% sure that there are no animals left that they would like to be, please ask them to think of a new animal that we can find for them that no one else has. (We can find a picture for it later. Please send me the name of the animal by wikimail.)
 * Record all of the names and animals at your site on a piece of paper that will stay at your site for the remainder of the summer.
 * 1) Introduction to wiki editing
 * Formatting/Typing
 * Click the edit button and click where you want to start typing.
 * Press return to get to the next line that you need.
 * Putting horizontal lines between journal topic answers
 * Images (Please only introduce images to the students that you think are ready for it, and make sure that you understand fully how images work on the wiki before you start explaining it to the kids.)
 * 1) Ask the students to do their first journal writing about their wiki animal. Ask them questions like the following:
 * Why do you like your animal?
 * Why don't you like your animal?
 * What would you do if you were your animal?
 * What do you think your animal does every day?
 * Describe your animal.
 * 1) Tour the rest of the site
 * Web Sites for Kids (during "Free Time")
 * Ask the kids about any other web sites that they like to go to, and show them how easy it can be to edit the wiki.
 * Journal Writing Topics
 * The Other Bridge Sites with other wiki animals
 * 1) Let them explore some of the "Web Sites for Kids"
 * 2) After the class is over, post on the discussion tab for this page about how much you got through and any suggestions for what needs to happen tomorrow.
 * Day 1 **

__Procedure__ //Repeat steps 1 and 2 each day.// 1. Have the kids practice typing on Tux Type or they may choose to do Site Words with Sampson for 5-10 minutes. 2. Students will then write about the journal topic for the day for another 5 minutes.
 * Day 2 - 4**

3. Next have the students leave their computer and sit on the floor. 4. Explain that the students will be making music videos about their community. Before they make their videos, they will create word art that represents their thoughts about community. 5. Brainstorm words with the students that represent what they feel when they think about community. The following can be used as examples: neighbors, friends, school, friendly, parks, fun, support, values, family, green, etc… 6. Have students return to their computers. They will use Microsoft Paint to create word cards for at least two of the words you discussed. The word cards should include one word and any other art the student would like to include. (A picture with the word family might include stick figures holding hands.) 7. Once students have completed their art, they are ready to make music videos. Have each student go to the website animoto.com. 8. While there login using tech@binningfoundation.org and “bridge” as the login and password. 9. Click on “get started.” 10. In step 1, choose to make a full-length video. Then navigate each student to the share and look for photos you took on day 1. 11. Choose at least 15 photos and upload them. Click continue when done. 12. At the next step you can upload music for your video. Students may use their own music or they may use the built in music on animoto.com. 13. Click save and continue. 14. Add information about the music video. Have the students create a title and make sure you include the name of the student who created it. 15. Then click “create video.” 16. Students will then have to wait until their music video is created. This can take up to twenty minutes so you should have a backup activity planned while the students wait. 17. Last, you will need to return to the video and download it to the share.

=** Week 3-4: Healthy Eating **= __ Objective __ Ö Students will design their own nutritious meal using Windows Movie Maker (or Bubblr for younger students). The meal will be narrated by the students. __ Materials __ Windows Movie Maker Online access to http://www.pimpampum.net/bubblr Printer __ Procedure __ Day 1 Grains are measured out in ounce equivalents. What the heck are they? Ounce equivalents are just another way of showing a serving size. Here are ounce equivalents for common grain foods. An ounce equivalent equals: * 4- to 8-year-olds need 4–5 ounce equivalents each day. And one last thing about grains: Try make at least half of your grain servings whole grains, such as 100% whole-wheat bread, brown rice, and oatmeal.
 * 1) Have students do Sight Words with Sampson for 10 minutes.
 * 2) Have the students write in their journals for 10 minutes.
 * 3) Ask all students to sit on the floor in a circle.
 * 4) Next, you will brainstorm some of the things they have learned about eating healthy and exercising.
 * 5) Write the following words on the board. Have the students brainstorm examples of each.
 * 6) Meat, poultry, fish, nuts, eggs.
 * 7) Carbohydrates, Cereals, Grains
 * 8) Vegetables & Fruits
 * 9) Milk & Yogurt
 * 10) Fats & Sweets
 * 11) Talk about the following with the students.
 * Grains **
 * 1 slice of bread
 * ½ cup of cooked cereal, like oatmeal
 * ½ cup of rice or pasta
 * 1 cup of cold cereal
 * 9- to 13-year-old girls need 5 ounce equivalents each day.
 * 9- to 13-year-old boys need 6 ounce equivalents each day.

** Vegetables **
Of course, you need your vegetables, especially those dark green and orange ones. But how much is enough? Vegetable servings are measured in cups.
 * 4- to 8-year-olds need 1½ cups of veggies each day.


 * 9- to 13-year-old girls need 2 cups of veggies each day.
 * 9- to 13-year-old boys need 2½ cups of veggies each day.

** Fruits **
Sweet, juicy fruit is definitely part of a healthy diet because they contain many important vitamins. Here's how much you need:
 * 4- to 8-year-olds need 1–1½ cups of fruit each day.


 * 9- to 13-year-olds need 1½ cups of fruit each day.

** Milk and Other Calcium-Rich Foods **
Calcium builds strong bones to last a lifetime, so you need these foods in your diet.
 * 4- to 8-year-olds need 2 cups of milk (or another calcium-rich food) each day.

If you want something other than milk, you can substitute yogurt, cheese, or calcium-fortified orange juice — just to name a few.
 * 9- to 13-year-olds need 3 cups of milk (or another calcium-rich food) each day.

** Meats, Beans, Fish, and Nuts **
These foods contain [|iron] and lots of other important nutrients. Like grains, these foods are measured in ounce equivalents. An ounce equivalent of this group would be: * 4- to 8-year-olds need 3–4 ounce equivalents each day. = Week 5: Cultural Traditions = Objective: Ö Students will share different holidays that their culture celebrates. Ö Students will create a movie about their cultural tradition. Materials http://pbskids.org/arthur/games/connectworld/index.html // Where my name comes from… // http://wilderdom.com/games/descriptions/NameStory.html Windows Movie Maker Microphone
 * 1 ounce of meat, poultry, or fish
 * ¼ cup cooked dry beans
 * 1 egg
 * 1 tablespoon of peanut butter
 * ½ ounce (about a small handful) of nuts or seeds
 * 9- to 13-year-olds need 5 ounce equivalents each day.
 * 1) Ask your students some of the following questions:
 * 2) Which of the foods listed is the least healthy?
 * 3) Which of the foods should they eat the most?
 * 4) The least?
 * 5) Can you eat too many vegetables? Fruits?
 * 6) Next have your students go back to their computers, they will play the following game for the remainder of their time: http://kidshealth.org/kid/closet/games/mission_nutrition.html
 * 7) Students may then have free time.
 * Day 2 – 4 **
 * 1) Have students do Sight Words with Sampson for 10 minutes.
 * 2) Have the students write in their journals for 10 minutes.
 * 3) Ask the students to think about what their favorite healthy meal would be. They should apply the concepts learned during the previous session.
 * 4) Have the students search [|www.flickr.com] and google images to find pictures of their healthy meal.
 * 5) Save these images to the shared folder under their names.
 * 6) Next students will import their pictures into Windows Movie Maker.
 * 7) Students should have a title page and then at least 5 pictures of the food in their favorite meal.
 * 8) Have the students narrate their meal. When narrating their topic they can talk about the following:
 * 9) The type of food (carbohydrate, meat, etc.)
 * 10) Why it is healthy. Does it have vitamins, protein? Does it have a low amount of sugar?
 * 11) Anything else they would like to add.
 * 12) If you are working with younger students you might use bubblr instead of Windows Movie Maker. Students can just list pictures of healthy foods and they can use bubbles to describe why they chose each food.

1. Have the kids practice typing on Tux Type or they may choose to do Site Words with Sampson for 5-10 minutes. 2. Students will then write about the journal topic for the day for another 5 - 10 minutes. 3. Have your students sit on the floor. 4. Talk to your kids about this week’s theme, which is “cultural traditions.” 5. Ask the students if they know what a cultural tradition is. Record their responses on the board. 6. You may find this definition helpful to explain the concept of a cultural tradition:
 * Procedure (Day 1)**

“Culture can be defined as all the ways of life including [|arts], beliefs and institutions of a population that are passed down from generation to generation. Culture has been called "the way of life for an entire society."[|[6]] As such, it includes codes of [|manners], [|dress], [|language], [|religion], [|rituals], norms of behavior such as law and morality, and systems of belief as well as the art.”

Traditions are beliefs or customs taught by one generation to the next, often orally. For example, we can speak of the tradition of sending birth announcements. Traditions can also be a set of customs or practices. For example, we can speak of Christmas and Kwanzaa traditions.

7. Ask each student to think of a holiday (this can also be a game or something else related to their culture) that their family does that is a cultural tradition. You may also ask the students to ask their parent or guardian when they go home and return with a tradition. 8. Have the students return to their computers. Have them play any of the following games for the remainder of their time. a. Arthur Card game http://pbskids.org/arthur/games/connectworld/index.html b. Tolerance Website http://www.tolerance.org/pt/index.html c. Multicultural Dressup http://www.dressupgirl.net/dressup/377/Multicultural-Dressup.html 9. You may also research and use any game that would constitute teaching about various cultures and their traditions. Be creative!!!

1. Have the kids practice typing on Tux Type or they may choose to do Site Words with Sampson for 5-10 minutes. 2. Students will then write about the journal topic for the day for another 5 - 10 minutes. 3. Have the students search for pictures that represent the holiday or cultural tradition from day 1. 4. Have students place the pictures in a Windows Movie Maker project. Each project should contain at least 7 slides. 5. Lastly, have the students narrate their movies.
 * Day 2-4**

=** Week 6: Nature, Haiku, and Videos **= Objectives Ö Students will take guesses on what they might see when they visit the mountains this week. Ö Students will create a Haiku poem about what they think they’ll see and one about what they saw. Ö Students will visually interpret their Haiku in Windows Movie Maker Materials Ö Microsoft Word Ö Windows Movie Maker Ö Digital Cameras

Procedure ** Days 1 & 2 ** i. Sudden spring storm- a family of ducks paddles around the deserted lake. ii. Snow melts. Suddenly, the village is full of children. iii. Frog sunning on lily pad as dragonfly darts by. Thrapp! i. five syllables seven syllables five syllables Days 2-4
 * 1) Have the students practice typing and Site Words with Sampson for about 15 minutes.
 * 2) Students should then leave their computers and sit on the floor.
 * 3) Explain to the students that over the next week (check for specific dates with Site Managers) they will go on one wilderness trip to the mountains.
 * 4) Ask the students to brainstorm and guess what things they might see in the mountains. Write these on a whiteboard.
 * 5) Next, tell the students they will write Haiku poems about something that they think they will see in the mountains. They can also write a Haiku about something they see when they actually go on a trip.
 * 6) Explain the concept of a Haiku poem.
 * 7) Haiku poetry is a very short, centuries-old form of Japanese poetry. Unlike other poetry, Haiku is not as rhythmic or rhyming. Haiku is like a photo that capture what's happening in a scene, often connecting two seemingly unrelated things.
 * 8) Examples:
 * 1) Haiku usually takes the form:
 * 1) You can write a Haiku using any amounts of syllables you’d like. But try to stay close to this form.
 * 2) Write a sample Haiku poem with the kids.
 * 1) Please take a digital camera on your trip to the mountains. Help the students take pictures of plants, animals, their friends in a nature setting.
 * 2) You can also pull pictures from google images or Flickr to create collages of the students Haiku.
 * 3) Use the Movie Maker tool to create an illustrated Haiku poem. For the younger students you can use a program like Bubblr to create a short comic strip using the same Haiku poems and pictures.
 * 4) When you are finished, you should have a narrated Haiku poem that lasts at least 20 seconds. Feel free to add music to the slide show s.

= Week 7: **Family Stories (Digital Storytelling)** = Objective · Students will learn to tell a story using multimedia technologies. · Students will gather information and arrange the information in a story format.

Materials · Family Story questionnaire. · Storyboards (optional) · Windows Movie Maker · Gcast.com (optional) · Music __ Procedure __

Day 1 Days 2 - ???
 * 1) Each day have students practice Site Words with Sampson and typing for at approximately 10 minutes.
 * 2) Have students complete the journal topic for the day for about 10 minutes.
 * 3) Explain the next project for the week:
 * 4) This week Bridge is covering the concept of the Family Tree. A family tree is a type of diagram that shows your how your family is related to each other.
 * 5) As part of this activity, students will be recording one important story about their family.
 * 6) Give each of the kids a questionnaire to take home to their parents. Cover each of the questions listed. Please point out to your kids that they can bring pictures from home.
 * 7) Tell the kids that their information is due back the next day.
 * 8) Students may have free time.
 * 1) Have students sit on the floor and share their family stories. If the story is unclear, ask the students for more details.
 * 2) Next, you will want to work with the students and help them organize their family story into an understandable format (beginning, middle, end).
 * 3) Have students digitize any pictures or artifacts they brought from home if any.
 * 4) Have students gather pictures from the Internet that may help them in telling their story.
 * 5) Open Windows Movie Maker and begin adding pictures and text that you will use to tell the story.
 * 6) As an option for younger students, you may also use the podcasting at Gcast.com. You will have to create an account in order to upload a podcast.
 * 7) Do not use Bubblr.com to complete this project!!!

Dear Parent or Guardian:
 * Family Story Questionnaire **

This week’s lesson at the Bridge Project is “Family Tree.” As part of this lesson, we are asking your child to bring a story from home that they would want to record. This story can be anything that is meaningful to the family that you would want to be passed down to future generations. An example of this might be a story of a grandparent who fought in a war. Please help us complete the project by helping your son/daughter complete the following questions.

Once your child has their information, they will create a digital video using pictures and their voice to tell the story.
 * 1) Who is the story about?
 * 1) How is the person related to the Bridge student completing this questionnaire?
 * 1) Please describe the story in 5-6 sentences?


 * 1) Do you have any artifacts (trophies, medals, pictures, etc…) that your student can use as part of their storytelling project? If so, please send them to the Bridge Project.
 * 1) Do you have any music, video or anything additional that might help tell the story?


 * 1) Do you have any additional details you would like to add?

Student’s Name Date ___