Johna

Thinkfinity Integration Plan

General Information Name: Johna Berg District/School or Organization: Crane School District/Rancho Viejo Elementary Subject Area/Topic: Science, Reading, Communication Grade Level(s): 3-6 Special Education

Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.

State or National Standards	Name of learning object(s) / URL(s) Alternate Listening & Speaking Standards S3 C1 PO4 – Associate cues, objects, pictures, and their meaning as symbols to represent activities in schedule/routine S3 C1 PO5 – Identify familiar objects and pictures S3 C3 PO1 – Describe personal experiences using gestures, pictures, words, drawings, or spoken words. S3 C5 PO2 – Initiate intentional communicative behavior to gain attention: protest; make choices, indicate wants; start, continue, restart, or end activity S3 C5 PO7 – Make comments appropriate to the activity S3 C5 PO9 – Initiate and respond to at least three different interrogative questions S3 C7 PO1 – Participate during ongoing social interaction	Students will initiate communication during classroom activities. http://www.readwritethink.org/lessons/lesson_view.asp?id=917

Part 2 – Determine instructional elements - Integration

A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ? Learning Object for Teacher Use 1 Online (requires a computer) 0 Offline (no computer required)

Learning Object for Student Use 0 Online (requires a computer) 1 Offline (no computer required) 1 Opening Motivational Activity 1 Central Focus of Lesson Plan 0 Research Tool for Students 0 Closure Activity 0 Assessment Tool 0 Remediation Tool 0 Enrichment Tool 1 Direct instruction 0 Indirect instruction 0 Experiential learning 0 Independent study 1 Interactive instruction 0 Other

Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.

Notes:

Part 3 – Plan for student success - Implementation

A. How will I configure my classroom for the learning activity? Classroom Configuration: 0 Computers not needed - printable resource 1 Whole group instruction, using a projector and / or interactive white board 0 Whole group activity, with small groups using mobile laptops simultaneously 0 Small group, using classroom computers or mobile laptops as rotating stations 0 One to one, using classroom computers or mobile laptops as rotating stations 0 One to one, in a computer lab setting 0 One to one, with individual student laptops 0 Other Notes:

B. How will I manage implementation? Classroom Management: 0 General computer rules / procedures 0 Specific directions for activity 0 Helping Hands 0 Other Notes:

C. What additional considerations will support successful implementation? 0 Software 0 Hardware 0 Supplemental Materials 0 Other Notes: Worms Pictures of worms Pictures of colors Texture cards (different types of textures students can compare to the worm) Pictures of where worms might live and not live

Part 4 – Develop the student learning activity

A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)? Students will learn to initiate communication by pointing to pictures to communicate their observations when learning about worms. The students will observe worms using their eyes and hand lenses.

B. Describe how the learning activity will address students’ individual needs – Differentiation Each of my students has special considerations that will affect their participation. Several things will be provided to support their success during the lesson. Picture cards will be provided for communication. My students can pick up or point to the different pictures to share what they are seeing. The teacher and support specialists will reinforce the vocabulary taught in the pictures and consistently refer to them in order to model the behavior that we want with our students.

C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity? I expect to see my students pointing to pictures (and with some students – experimenting with saying words from the study of worms)

Part 5 – Do a complete trial run of the learning activity you described in step 3D.

Reflect on the learning activity. Considerations: I wonder if the activity might be best done with one or two students at a time. It might be a benefit to take pictures of students participating in the activity so that we can continue to review the language and talk about what happened using words and pictures.

Part 6 – Consider the bigger picture

Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.

NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included. Providing engaging opportunities for students to talk about events and activities. We try to create situations in which our students might encounter in a classroom setting and how they can interact with others and use their communication tool.