Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

Title: Grade 2 Water Cycle
SAMR LEVEL S Substitution Grade Level: Two Subject s! Science and Art "verall # S$eci%ic &'$ectations Cross Curricular! Science Overall: 2. Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment; Specific: 2.4 Investigate the stages of the water cycle including eva!oration condensation !reci!itation and collection 2." use a!!ro!riate science and technology vocabulary including solid li#uid va!our eva!oration condensation and !reci!itation in oral and written communication 2.$ use a variety of forms to communicate with different audiences and for a variety of !ur!oses Art - Visual Art Overall: %&. 'reating and (resenting) a!!ly the creative !rocess *see !ages &+22, to !roduce a variety of two- and three-dimensional art wor.s using elements !rinci!les and techni#ues of visual arts to communicate feelings ideas and understandings; Specific: %&.& create two- and three-dimensional wor.s of art that e/!ress !ersonal feelings and ideas ins!ired by the environment or that have the community as their sub0ect Technology resources needed e(ui$ment and so%t)are! 1. 'om!uter (rinter 2. Paint, Word Processor, Dragon Naturally Speaking *rie% +escri$tion o% Lesson,Procedure: Students will have the o!!ortunity to create a diagram of the water cycle using the com!uter !rogram 1(aint2. 3y com!iling a set of drawings or images the students will be able to use (aint to illustrate their understanding of each ste! in the water cycle. The !rogram offers students a variety of tools including

Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

!encil brush cut and !aste sha!es and colours to allow for a variety of ways to demonstrate and e/!ress their ideas. 4sing the 5ord (rocessor software the students will be able to ty!e out an e/!lanation for each ste! in the water cycle !rocess. The 5ord (rocessor !rogram allows students to chec. their s!elling change their font and use different colors to enhance their e/!lanations. -ssessment .ethod The students2 wor. will be loo.ed at through two different assessment models. 3efore the !ro0ect is given out the teacher and student will create success criteria. This will include e/!ectations such as) !ro0ect must have 4 images a!!ro!riate science and technology vocabulary must be used etc. In addition to teacher/student created success criteria the students will com!lete !eer and self-evaluations on theirs and others2 wor.. The !ro0ect will have students use a sim!lified rubric to !eer assess each other2s wor.. The success criteria will be read out with the class and can even be u!loaded onto the com!uter. This way the students are able to assess each other2s wor. without having to !rint anything out.
-ccommodations

Some students in the !rimary levels may not have the de/terity and fine motor s.ills to create images in !aint. In this case there may be a !ool of images that students may access in order to create their understanding. *6/. Images of clouds rain ocean water eva!oration air etc., . This way the student will not have to create an image using the mouse !ointer but will be able to have fulfilled the success criteria. Students who may have difficulty with writing may have the chance to use s!eech-to-te/t !rograms in order to e/!lain their diagram *i.e. %ragon 7aturally S!ea.ing,. The !rogram will transfer s!eech into a te/t format which can be then be added to the water cycle diagram.

Title: Grade 2 Water Cycle

SAMR LEVEL

Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

A - Augmentation Grade Level: Two Subject s! Science and Art "verall # S$eci%ic &'$ectations Cross Curricular! Science Overall: 2. Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment; Specific: 2.4 Investigate the stages of the water cycle including eva!oration condensation !reci!itation and collection 2." use a!!ro!riate science and technology vocabulary including solid li#uid va!our eva!oration condensation and !reci!itation in oral and written communication 2.$ use a variety of forms to communicate with different audiences and for a variety of !ur!oses Art - Visual Art Overall: %&. 'reating and (resenting) a!!ly the creative !rocess *see !ages &+22, to !roduce a variety of two- and three-dimensional art wor.s using elements !rinci!les and techni#ues of visual arts to communicate feelings ideas and understandings; Specific: %&.& create two- and three-dimensional wor.s of art that e/!ress !ersonal feelings and ideas ins!ired by the environment or that have the community as their sub0ect Technology resources needed e(ui$ment and so%t)are! 1. 'om!uter (rinter 2. Paint, Dragon Naturally Speaking *rie% +escri$tion o% Lesson,Procedure: This lesson will consist of ta.ing what the students already .now about the water cycle and !utting it into a format that allows them to communicate their understanding. Students will ta.e the four stages of the water cycle *eva!oration condensation !reci!itation and collection, and create a visual and auditory e/!lanation of each stage. Students will use the com!uter and two !rograms to create their dis!lay. 4sing the !rogram paint students will use the various colours brushes and tools available to draw what the various stages of the water cycle loo. li.e. 4sing a s!eech to te/t !rogram such as Dragon

Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

Naturally Speaking students will s!ea. their descri!tions of each stage of the water cycle into the com!uter. This will show u! as te/t on the screen and will be added in with the drawn images. -ssessment .ethod The students2 wor. will be loo.ed at through two different assessment models. 3efore the !ro0ect is given out the teacher and student will create success criteria. This will include e/!ectations such as) !ro0ect must have 4 images a!!ro!riate science and technology vocabulary must be used etc. In addition to teacher/student created success criteria the students will com!lete !eer and self-evaluations on theirs and others2 wor..
-ccommodations

This !ro0ect is very easily ada!ted to students with various e/ce!tionalities. If a student was 688 *had 6nglish as a learned language, and was not comfortable s!ea.ing into the com!uter2s micro!hone they could !artner with another student to hel! them read. Students having difficulty with drawing the images on the com!uter !rogram will have the o!tion of hand drawing their images and scanning them onto the com!uter or drawing the images and embellishing them using the com!uter software.

Title:
SAMR LEVEL
M - Modification

Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

Grade Level:
Grade Two

Subject s! Science and Art "verall &'$ectations Cross Curricular!

Science: !erall" #$ %n!esti&ate the characteristics of air and water and the !isible'in!isible effects of and chan&es to air and'or water in the en!iron(ent S)ecific" #$* in!esti&ate the sta&es of the water cycle, incl+din& e!a)oration, condensation, )reci)itation, collection #$, +se a))ro)riate science and technolo&y !ocab+lary, incl+din& solid, li-+id, !a)o+r, e!a)oration, condensation, and )reci)itation, in oral and written co((+nication #$. +se a !ariety of for(s to co((+nicate with different a+diences and for a !ariety of )+r)oses -rt: !erall" /0$ 1reatin& and 2resentin&" a))ly the creati!e )rocess to )rod+ce a !ariety of two and three di(ensional art wor3s, +sin& ele(ents, )rinci)les, and techni-+es of !is+al arts to co((+nicate feelin&s, ideas and +nderstandin&s S)ecific" /0$0 create two and three di(ensional wor3s of art that e4)ress feelin&s and ideas ins)ired by acti!ities in their co((+nity or obser!ations of nat+re

Technology resources needed e(ui$ment and so%t)are!

-i)ads -)ower)oint

*rie% +escri$tion o% Lesson,Procedure:

/0 5or3in& in )airs, st+dents will ta3e )ict+res with their i)ads of the water cycle in their co((+nity$ St+dents sho+ld ha!e one )ict+re for each sta&e of the water cycle$ 6E!a)oration, condensation, )reci)itation and collection7 8needs to be done on a rainy day, 9+st after the rain or within close )ro4i(ity to water so+rces for st+dents to co()lete: 20 St+dents will +)load their )ict+res to a new )ower)oint$ 10 St+dents sho+ld )lace their )ict+res in the correct order of the water cycle 20 ;sin& the a+dio feat+re of )ower)oint, st+dents will wor3 to&ether to layer in oral e4)lanation of each sta&e of the water cycle$ St+dents (+st correctly na(e the sta&e AN/ e4)lain how the water (o!es for( one sta&e to another 6st+dents need to refer to s+ccess criteria7

-ssessment .ethod

Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

A learnin& &oal and s+ccess criteria will be co()iled with the hel) of the st+dents )rior to be&innin& the lesson$ St+dents will be e!al+ated based on whether they ha!e (et the s+ccess criteria$ St+dents will co()lete a self-e!al+ation chec3list based on the s+ccess criteria$ -ccommodations As st+dents will be wor3in& in )airs, st+dents who (ay be +nco(fortable with recordin& their !oice can wor3 with their )artner to de!elo) the content while their )artner records the oral e4)lanations$ As this is a hi&hly !is+al )ro9ect re-+irin& st+dents to ta3e their own )ict+res, !ery little lan&+a&e hel) will be re-+ired to (eet the Arts c+rric+l+( e4)ectations$ St+dents who )refer not to'str+&&le to wor3 in &ro+)s will ha!e the o)tion of wor3in& inde)endently$

Title: Grade 2 Water Cycle SAMR LEVEL

Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

R < Rein!ention Grade Level: Two Subject s! Science and Art "verall # S$eci%ic &'$ectations Cross Curricular! Science "verall: 0$ Assess ways in which the actions of h+(ans ha!e an i()act on the -+ality of air and water, and ways in which the -+ality of air and water has an i()act on li!in& thin&s= #$ %n!esti&ate the characteristics of air and water and the !isible'in!isible effects of and chan&es to air and'or water in the en!iron(ent= S$eci%ic: 0$# assess )ersonal and fa(ily +ses of water as res)onsible'efficient or wastef+l, and create a )lan to red+ce the a(o+nt of water +sed, where )ossible #$* %n!esti&ate the sta&es of the water cycle, incl+din& e!a)oration, condensation, )reci)itation and collection #$, +se a))ro)riate science and technolo&y !ocab+lary, incl+din& solid, li-+id, !a)o+r, e!a)oration, condensation, and )reci)itation, in oral and written co((+nication #$. +se a !ariety of for(s to co((+nicate with different a+diences and for a !ariety of )+r)oses -rt 3 4isual -rt "verall: /0$ 1reatin& and 2resentin&" a))ly the creati!e )rocess 6see )a&es 0><##7 to )rod+ce a !ariety of two- and three-di(ensional art wor3s, +sin& ele(ents, )rinci)les, and techni-+es of !is+al arts to co((+nicate feelin&s, ideas, and +nderstandin&s= S$eci%ic: /0$0 create two- and three-di(ensional wor3s of art that e4)ress )ersonal feelin&s and ideas ins)ired by the en!iron(ent or that ha!e the co((+nity as their s+b9ect Technology resources needed e(ui$ment and so%t)are! /i&ital ca(eras 6)ro!ided by the school or fro( ho(e7 1o()+ter 6with (icro)hone ca)abilities7

Names: Rebecca Sadler, Rachel Gabrys, Kai Szeto, Andi Nolson

Technology Integration Lesson Plan

*rie% +escri$tion o% Lesson,Procedure: %n this lesson, st+dents are enco+ra&ed to reflect on their 3nowled&e of the 5ater 1ycle, and consider the ways in which they i()act it 6both )ositi!ely and ne&ati!ely7$ St+dents will s)end ti(e brainstor(in& the (any ways in which they 6or others in their school7 ha!e an i()act on the 5ater 1ycle$ They will then &o o+t into their school, ta3in& )hoto&ra)hs that re)resent their ideas 6ie$ % waste water when % lea!e the ta)s r+nnin&, The 9anitor )oll+tes water when he )o+rs che(icals down the drain, etc$7 St+dents will then create a VoiceThread that dis)lays their )hoto&ra)hs, and e4)lains the i()act to the en!iron(ent in each one$ St+dents will as3 critical -+estions in their VoiceThread to their fellow st+dents 6%e$ 5hat can we do instead of lea!in& the ta)s r+nnin&?7 -ssessment .ethod As in )re!io+s (odels, st+dents@ wor3 will be loo3ed at thro+&h two different assess(ent (odels$ Aefore the )ro9ect is &i!en o+t the teacher and st+dent will create s+ccess criteria$ This will incl+de e4)ectations s+ch as" )ro9ect (+st ha!e * i(a&es, a))ro)riate science and technolo&y !ocab+lary (+st be +sed, etc$ %n addition to teacher'st+dent created s+ccess criteria the st+dents will co()lete )eer and self-e!al+ations on theirs and others@ wor3$ The )ro9ect will ha!e st+dents +se a si()lified r+bric to )eer assess each other@s wor3$ The s+ccess criteria will be read o+t with the class and can e!en be +)loaded onto the co()+ter$ This way the st+dents are able to assess each other@s wor3 witho+t ha!in& to )rint anythin& o+t$ %n addtion, at this sta&e, st+dents will be as3ed to co((ent on their class(atesB VoiceThreads as another for( of )eer e!al+ation$ This e4)ectation will also be co((+nicated in the s+ccess criteria$ -ccommodations St+dents who are not co(fortable with written lan&+a&e can )ost their co((entary on their VoiceThreads as a+dio files, and can also do so when co((entin& on other st+dentsB )ro9ects, in order to co((+nicate their ideas clearly and confidently$ St+dents who do not ha!e the fine (otor s3ills necessary to +se a ca(era )ro)erly (ay choose to find a))ro)riate i(a&es online that co((+nicate their ideas$