Author: Sydney Potter
 Date Created: 2/8/2006 4:14:00 PM EDT
 
The five senses
VITAL INFORMATION
Subject(s):
Elementary, Life Skills, Science, Technology

Topic or Unit of Study:
The five senses

Grade/Level:
Kindergarten

Objective:
Students will research about the five senses using a hot list

Students will use kids pixs to create their own video show with pictures and words about how they use their five sentences

Students will present their video show to the class and teacher

Summary:
Students will use hot list to research for information and create a kid pix movie.

IMPLEMENTATION
Learning Context:
The first lesson in a unit about the human body. Next lesson will be about the bones.

Procedure:
Day one:
Read a book about the five senses and introduce to students what each one is. Give examples to the students of what the five senses are. Allow the student's to ask questions and have a discussion.

Day two:
Recap what the five senses are. Make sure the student's are familiar with each sense. Bring in material such as things you can smell, touch, hear, taste and see for the students to experience. Blind fold them so they can really understand what sense they are using.

Day three:
take students to computer lab where the media specialist will show them how to use the hot list

take students back to classroom

Day four:
hand out floppy disks
take students to computer lab where they will find information about the five senses
take students back to classroom and discuss what they found.

Day five:
Have student's return to the computer lab to start their kids pix movie.

Day six:
Have student's present their kids pix movie to the class.

Differentiated Instruction:
The computer lab is set up for students who have disabilities for students who need assisstance

Their will be a classroom aid for any student will disabilities

Sample Student Products:
This lesson has not been taught yet, so there are no student samples

Collaboration:
Students will work collaboratively & individually. Students will work in groups of 3.

Time Allotment:
3 class periods. 45 Min. per class.

Author's Comments & Reflections:
Remember to reserve computer lab and make appt with computer specialist

MATERIALS AND RESOURCES
Instructional Materials:
HOT LIST

Attachments:
 1.  http://file.taskstream.com/file/bpmst4Ukn1jbdHx0dlgdM5n1eabMyyneabWvl8srdYcv2l2cM4lo1ldRidurycN50gnlcOts6mgcFhg7bqbW4jhk3cDd2it0cLrtfqmdA8ivg2cY6h0q0R3t0g3Zrjc21Zy/www.5senses.doc
 2.  edt.htm

Resources:
  • reserve lab and make appt with media specialist
  • The number of computers required is 1.
  • Technology resources:
    Kid Pix
  • Materials and resources:
    the book about the five senses
    floppy disks
  • Students Familiarity with Software Tool:
    Student's already know how to use kid pix and how to save on their floppy disk.

STANDARDS & ASSESSMENT
Standards:
USA- American Assc. of School Librarians: Info. Literacy Standards for Student Learning
• Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.
 Standard 1: The student who is information literate accesses information efficiently and effectively.
 Standard 2: The student who is information literate evaluates information critically and competently
 Standard 3: The student who is information literate uses information accurately and creatively

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)
• Grade : Grades PreK-2

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

 Performance Objective 1: Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)
 Performance Objective 2: Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
 Performance Objective 3: Communicate about technology using developmentally appropriate and accurate terminology. (1)
 Performance Objective 4: Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)
 Performance Objective 5: Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
 Performance Objective 6: Demonstrate positive social and ethical behaviors when using technology. (2)
 Performance Objective 7: Practice responsible use of technology systems and software. (2)
 Performance Objective 8: Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
 Performance Objective 9: Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
 Performance Objective 10: Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

MI- Michigan Curriculum Frameworks
• Subject: Science
• Strand III: Using Scientific Knowledge in Life Science
Scientifically literate students and adults can use their knowledge to understand the world around them and to guide their actions. Important types of activities that use scientific knowledge include description and explanation of real-world objects, systems, or events; prediction of future events or observations; and the design of systems or courses of action that enable people to adapt to and modify the world around them. In the life sciences, real-world contexts in which scientifically literate people use knowledge are often described in terms of systems and subsystems, such as cells, organisms, and ecosystems.
• Standard III.2 : The Organization of Living Things
All students will use classification systems to describe groups of living things; compare and contrast differences in the life cycles of living things; investigate and explain how living things obtain and use energy; and analyze how parts of living things are adapted to carry out specific functions. Organization of living things occurs both across species (as in taxonomic organizations) and within organisms (their structures and processes).
• Grade E - Elementary
 Performance Benchmark 3: Describe life cycles of familiar organisms. ( Key concepts: Life cycle stages-egg, young, adult, seed, flower, fruit. Real-world contexts: Common plants and animals such as beans, apples, butterflies, grasshoppers frogs, birds.)


Assessment/Rubrics:
Rubrics:
The five senses