CULMINATING LEARNING EXPERIENCE

Iditarod Slide Show by Second Graders

Purpose

-to have students gather information by note taking

-to select and retell in their own words an interesting, factual information

-to use the computer to prepare a presentation

-to present to an audience

The standards used below are from the New York State-modified by the McRel Institute through Madison-Oneida BOCES.

Technology Standards

Standard 2: Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

2.1 Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

2.1.1 Know basic distinctions among computer software, such as word processors, special purpose programs, and games.

Standard 5: Technology

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.

5.2 Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.

5.3 Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.

5.3.3 Power up the computer and start a computer program (e.g. check that printer is switched on and on-line; reboot the computer when necessary, use many options and commands.

5.5 Use appropriate graphic and electronic tools and techniques to process information.

English/Language Arts Standards

Standard 1: Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply and transmit information.

1.1 Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

1.2 Select information appropriate to the purpose of their investigation and relate ideas from one text to another, use books to gather information for research topics.

1.3 Select and use strategies they have been taught for note-taking, organizing, and categorizing information.

1.5 Understand that print conveys meaning.

1.6 Summarize information found in texts (e.g. retells in own words).

1.2.2 Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another and presenting the information and interpretation clearly, concisely, and comprehensibly.

1.2.4 Use general, frequently used words to convey basic ideas.

1.2.6 Use pre-writing strategies to plan written work (e.g. discuss ideas with peers, draw pictures to generate ideas, write key thoughts and questions, rehearse ideas, record reactions and observations).

1.2.6 Use strategies to edit and publish work (e.g. proofread using a dictionary and other resources; edit for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; write legibly for final copy; incorporates illustrations or photos; share finished product).

1.2.7 Use conventions of spelling in written compositions (e.g. spell high frequency, commonly misspelled words from appropriate grade level list).

1.2.7 Use conventions of capitalization in written compositions (e.g. first and last names, first word of a sentence).

1.2.7 Use conventions of punctuation in written compositions (e.g. use periods after declarative sentences, use question marks after interrogative sentences, use commas in a series of words).

Standard 2: Language for Literary Response and Expression

Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

2.2 Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

2.3 Dictate or write detailed descriptions of familiar persons, places, objects or experiences.

Standard 3: Language for Critical Analysis and Evaluation

Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

3.1 Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

3.4 Use picture clues and picture captions to aid in comprehension and to make predictions about content.

Prerequisite Knowledge

Students need to know how to choose information when writing informative sentences.

Students must be familiar with the KidPix Software and Macintosh Computers.

Students must have experience reading factual information and be familiar with Iditarod terms.

Initiation Activity

Have children predict how a sled dog may be different from a pet dog they have at home.

Invite a local sled dog trainer to visit the class with his/her dog and sled. Talk about the differences and similarities the students observed.

Procedure

Students will read the book THE TRUE STORY OF BALTO by Natalie Standiford. The teacher will read to the class STONE FOX by John Reynolds Gardiner and RACING THE IDITAROD TRAIL by Ruth Crisman. The class will also visit the whacked web site http://www.Iditarod.com. Notes will be taken as a class activity for background information. Using this information, student will produce a KidPix slide show, of no less that 8 frames. The slide show will contain information and pictures on the Iditarod Sled Race. Children will be grouped heterogeneously, 2-3 students to a group before the activity begins.

At the start, students will be given a graphic organizer, which is found in the KidPix Manual, which depicts each frame in their slide show. Students will be given time to organize their pictures and information. Information and pictures to be used will be in a folder on the desk top of the computer or in their notes. All pictures will be in PICT form ready to be used in the KidPix software. Class notes will be shared by the students in their groups and the groups will decide on the text information to use in their presentation. Once the graphic organizer has been approved by the teacher, the students may begin working at the computer. The teacher will monitor and help the students as they work. When the slide shows are complete, students will present them in class using a computer and projector hooked up to the computer. The presentations will be used on library computers as well as classroom computers to teach other students about the Iditarod.

Instructional and Environmental Modifications

Instructional modification will be used for students classified in language and reading. A resource teacher may "push in" during the time this project is being done. The KidPix program will also be installed in the resource room to allow students extra time to work. Groups will be designed by the classroom teacher so they include a mix of above-average, average and below-average students.

The physical setting of the classroom in which this lessons takes place allows all students in a class to work during a time period. The classroom and library are adjoining rooms and have 9 stations with Power Macintosh 5500/225 or Power Macintosh G3s available, 3 color printers, a color scanner, and a computer projector.

Time Required

The time required for the planning and execution is estimated to be 8-10 hours, providing the students have previous experience in using KidPix and all information and pictures are in proper format for the software. The teacher will prepare the folder with scanned or downloaded graphics and text for the students to use. Other information will come from the student's notes taken when the class visited the Website for the Iditarod. This folder will be placed on each computer by using a Zip drive. If students want to gather additional resources, more time will be needed.

Materials/Supplies/Equipment

Equipment:

• KidPix Software from Broderbund (A multimedia tool where students can prepare animated reports and slide shows with special effects, sounds, and screen transitions.)
• Macintosh computers (Power Macs 5500/225 or Power Mac G3), color monitors
• Scanner and software
• Color printers
• Internet access
• Zip drive and discs
• Projector to be used with computer
• WebWhacker Software (Software that allows you to save Internet sites including text, graphics, and html links directly to your computer hard drive.)

Materials:

• KidPix graphic organizer
• Previous notes from BALTO and STONE FOX and RACING THE IDITAROD TRAIL
• Notes from the Iditarod Website

Assessment Tools and Techniques

Initial assessment will be done while students work on a graphic organizer. Approval of the organizer will be needed before moving on the computers. Students will be monitored while working on KidPix to assess their level of proficiency with the software.

A rubric will be developed by the students and the teacher, to assess the KidPix slide show for content, organization, use of photos and original art work, and capitalization, punctuation, and grammar.

Reflection

1. Students will be using the KidPix software in their computer lab class. The computer teacher will be consulted before the project is begun to make sure the majority of students know how to use the software. The groups formed by the classroom teacher will reflect the abilities of the students to use the software. This is a good project to reinforce what is being taught in another discipline.
2. The activity is used to build a continuum from KidPix to Hyperstudio, used in the upper elementary.
3. The students are practicing the new skill of note taking, organizing material and making choices.
4. Several different examples will be saved on disc portfolio, so future students will have guides to "exemplar" models and "to be improved models".