Artifacts


 * Artifact #1

Lesson Plan Analysis - Multiple Intelligences**

My partner (Dorothy Thomas) and I went through the Learning activity list that was given to us in class. We reviewed a few and decided to select A-Hunting We Will Go. We were familiar with the song and both believed it had most of the multiple intelligences that young children could relate to. After we reviewed the objectives and instuctional plan that was given to us by the web site we begin to analyze the activities. Using the Multiple Intelligence tool from blackboard we began pulling out some of the multiple intelligences that we thought were addressed. We also included and gave examples of some intelligences that could have been addressed through extended activities. As I typed all the information on my wikispace, Learning Activity page, Dorothy had a chance to review and input any information that she felt we may have left out. We briefly went over the final draft in class for presentation.

[] Analysis Assignment Teaching Rhyming Through Musical Verse Lesson Plan: A Hunting We Will Go

Rhyme, sounds of letters, building new vocabulary, and telling a short story. e.g. Language and early literacy development is built through reciting rhymes, songs and familiar text. Teacher starts by teaching the song "A Hunting We Will Go". Explores one to one correspondence. e.g. Something specific is happening to each animal (snake in a lake, cat on a mat, fish in a dish). In additional to starting off by saying "We'll take", children would probably get ready for the next rhyme. Rhythm: fast actions rhymes/develop and appreciate music while rhyming/recognize how to develop simple songs, melodies. e.g. You can practically feel and hear when the rhythm changes. Oh, a---hunting we will go, a-hunting we will go __We'll take a frog and put it on a log.__ Children have opportunity to work collaboratively in small groups on a computer. Peers have opportunity to help one another and discuss any mistakes as a group with the teacher. e.g. Children access the Construct-a-Word interactive tool, that allows them to create words for their Word Bank.
 * Intelligences that were addressed**
 * Linguistic (Word Smart)
 * Logical (Mathematical)
 * Musical (Music Smart)
 * Interpersonal (People Smart)

Children could respond to songs using body parts. e.g. Creative play through movement as well as role playing of the animals could help the learner show an awareness of tempo, rhythm and pitch. Children are expressing themselves through movement. e.g. They are developing a concept of these animals and what they are experiencing. Emotional reactions can be different, happy, sad, fearful, "hug a bear if you dare". Independent work, by developing their own interpretation of the animals and their actions. Recognizing animals and their environments. e.g. Snake/Frog-introduction to animals environment, cat on a mat, frog on a log, snake in a lake.
 * Intelligences that were not addressed**
 * Body-Kinesthetic (Body Smart)
 * Intra personal (Self)
 * Naturalist

The use of a listening center group table-studies show that children younger than preschool develop knowledge about literacy and the use of literacy tools as they explore books and engage in storybook reading activities. (The National Research Council 1998) They begin to imitate adult tones, reading styles and recite phrases from favorite books.
 * Activities that could integrate the use of technology**
 * Technology as a Scaffold for Emergent Literacy

Technology can engage, entertain, and delight young children with disabilities. They could become more independent, participate in games and other activities with peers, and communicate preferences.

I learned and enjoyed how easier it is to work with a partner from home or work using wikispace. I also had the opportunity to begin searching for activities that focused on multiple intelligences. This is a tool that was long over due at my childcare facility. I have decided to begin training and informing my employees how the internet could make our job (goals) much easier to accomplish.
 * Reflection:**


 * Artifact #2**
 * Digital Storytelling**

One morning I walked into the center and my oldest student asked if we were going to the movies. I asked how would he like to go, and his reply was on a bus. Another child said, "No we can go on the train". And I said lets go outside and see how many things can take us places. And of course everyone was in agreement. My goal was to observe to find out if my children understood what was transportation and who creates it for us. And at that time I hoped that this field trip could turn into a digital story.



I used power point to create my digital story. After reviewing power point techniques in class, I believe this would be a tool I may feel comfortable with. Power point was not complicated at all once I followed the instructions and learned how to use the tools that were attached to power point. I could not stop trying all types of things. Such as colors, sounds, pictures, sizes and shapes and how pictures could present themselves during a slide show. If I had time to do anything different, it would be sound. Transportation sounds like music. And incorporating those sounds with my children's voices would have been great. I learned not to be afaid to touch a button and how to create a small movie. I would like to create a digital story that consist of an entire day of childcare at our facility. Contexts, such as speech development. A couple of my parents could see what we do to help enhance speech deficiency. Hopefully this would help the parent and teacher work together on the same page. I would like to learn more about music viedo. Our children would love to see themselves dance and play together. I believe power point and digital story telling will be a great tool to help parents visualize and appreciate how much we vaule and what and why it is important to have goals in childcare. The only challenge I envision at this time is purchasing more technology equipment and allowing time for training.
 * Reflection/Personal Experience:**
 * Learning Environment/Classroom Application:**



This activity was based around using lines for creative expression and representation.
 * Learning Activity that Integrates Technology**

Our gold was to develop a concept of line, improve social interaction, develop curiosity as well as intergrating technology as part of our learning tool. Personal Experience: I learned that children understand and accept learning when it is given in a way of their understanding. Showing them how Kids Pix (CD ROM) had an activity that they loved that used only line activities. And once we took the time to feed their inquiry minds, the excitment began. In addition including the technology helped the children understand the concept of line and how it connects and builds.They seem to understand it better when they watched a line become creative. And all the time they were creating themselves. I would have used more cool colors and experiment with texture included with line painting. The groups would have been split into groups of five. This may help with the anticipation the children expressed.
 * Reflection**

Sonia Saunders Line Painting
 * EDM 300 Learning Activity Assignment **

** Golds: ** · To improve sensory and visual skills · To improve fine motor skills · To develop curiosity · To develop a concept of line · To improve social interaction · To develop discovery
 * PLANNING: **

· Children will use a variety of art tools that create lines · Children will use a variety of paint effectively · Children will develop curiosity
 * Objectives: **

· Standard AL 1: Demonstrate Initiative and Curiosity · Standard AL 5: Demonstrate Imagination, Creativity and Invention · Standard CA 9.1: Use a variety of Visual Art Forms for Creative Expression and Representation · Standard L 1.1: Develop and Expand Awareness of Concept of Print · Standard PS 3.1: Develop Self Concept · Standard PS 3.3: Develop Social Interactions
 * PA Standards: **

· Story <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Printed I’s on construction paper <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Ten Styrofoam plates <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Orange, Blue Turo, Red, Magenta, and Yellow tempera paints <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Arts tools: cars, string, wooden tongue depressors, plastic claws, plastic toothpicks <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· 11 x 12 white construction paper <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Paint Smocks <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Children are given opportunity to work independent <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Paper towels <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Hand Washing after activity <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Kids Pix CD ROM
 * IMPLEMENTATION: **
 * Management Concerns ( materials/resources): **

<span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Teacher introduces Kids Pix CD Rom (morning meeting, visual) <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Story, “The Boy Who Followed A Line To School” by Sonia Saunders <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Discussion about Lines <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Creating Lines in the air with our fingers <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Children put on paint smocks <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Children sit around art table <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Demonstration of line painting <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Children are given opportunity to paint <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Children assist teacher with clean up <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">·  Children wash hands before removing smock <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Rap Up (end of day) meeting – children have opportunity to discuss their paintings <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Children will have opportunity to sign their name on the large line paper that is located on the wall next to the computer station. (to use Kids Pix)
 * Procedures: **

<span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Our pre-k class responded well and enjoyed the line painting activity. Although it was messy, our children seem to have fun during the process and pleased with the end result. <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Next time I may use a visual painting to create a specific image that focuses on the variety of ways lines may be used to create a piece of art. <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Maybe I should have split the class in two groups. A computer group and an art group. This may have help with the anticipation the children expressed. <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Maybe this would broaden skills in creative expression and representation.
 * EVALUATION/REFLECTION: **

<span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Use more cool colors <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Experiment with texture line painting <span style="font-size: 12pt; font-family: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· Create a project approach using technology art verses hands on.
 * EXTENSION/VARIATION **

Online Resources
 * Artifact #3

Educator Resources:**

[] [|http://wwwteachertidbytes.com] http://channels.microsoft.com/education http://teachingtoday.glencoe.com/weblinkography
 * K-3 TEACHERS CAN USE THE INTERNETT TOO: This web site is a resource that provides many different sites that integrate technology into activities. Activities such as animals, literacy, math and science are available to review and/or access.
 * TEACHER TID BYTES: Teachers and Child Care providers are provided with teacher web resources, web integrated lesson plans and student helper web sites. In addition a collection of educational power points are organized by specific curriculums.
 * MICROSOFT EDUCATION: This site gives ideas to teachers on how to integrate technology into curriculum. It provides lesson plans, as well as resources. Teachers will be able to search by grade level, theme, product and/or learning area. There are also tutorials.
 * TEACHING TODAY: Lesson plans, forums, teaching materials and worksheets are provided on this website. Resources are also available on how to integrate technology int the classroom curriculum.


 * Student Resources**

http://kids.aol.com/KOL/1KOLJr http://www.bbc.co.uk/schools//aac/menu.shtml http://www.kidsgames.org/ http://pbskids.org/eekoworld
 * KOL JR: (focuses on literacy and math) Discovery and Imagination are prevalent throughout this hands on game site. There is a character named Pilars that provide eleven sites that allows children to focus on interactive games that assist in building math, literacy and cognitive skills. Games such as sorting, shapes and sizes, letters and stories are easy to access and comprehend for early learners.
 * Little Animals, Acitivity Center: (focuses on Literacy, Math, Games, Phonemic Awareness) This web site provides games and activities for children ages three through nine years of age. Navigation as well as design should assist beginners with becoming familiar and comfortable engaging with activities on this web site.
 * Up to Ten: (focuses on critical thinking, art, science) This site provides interactive free on line games and activities for children up to ten years of age. Each game has a category, its popularity, and what skills a child could enhance. It also gives the age that is appropriate for each game.
 * eekOworld: (focuses on critical thinking, literacy, and science) Elementary age (6-9) children could benefit from this site. It informs children about how important the earth is and how they can play a part in conserving it. Children are giving opportunities to explore, collaborate and learn about the importance of conservation and the environment. Lesson plans are also available for K-4 classrooms.