Project Follow Up Excel Template by eyg45416


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									Integrating Technology into the Curriculum Summer 2004 Culminating/Follow-Up Activity

      Consider the technology you have been exposed to this week.
      Either develop a project that involves technology that can be incorporated into your
       curriculum or create a detailed lesson plan to integrate various technologies into a lesson
       you teach in a traditional way.
      Include Sunshine State Standards that the lesson/unit addresses and assessment to show
       that students have mastered the Standards.
      Create the lesson plan or project description in Word. Teach this lesson to or use the
       project with your students.
      Submit on paper and electronically the lesson plan or project materials as your
       Inservice Follow-Up. Include all materials required so that other teachers may use
       the project/lesson with their own students. Selected lesson plans or projects may be
       published on the Santa Rosa County website.
      You may use the template below or follow a design of your choosing.

                             LESSON PLAN/PROJECT

Title of this lesson/project:
Getting Along With Others (K-2)

Your name:
Joyce Hendricks

Your Email address:

Complete school name:
Jay Elementary

Sunshine State Standards to be addressed and assessed (Cross check your GLE's to
verify if you are aligned):
 The student knows the skills needed to be a responsible friend and family member (eg.,
communication and sharing).

 The student knows nonviolent, positive behaviors for resolving conflict (eg., peer
 The student knows various ways to communicate care, consideration, and acceptance of
self and others (eg., by cooperating).
 The student exhibits attentive listening skills to enhance interpersonal communication
 The student knows the difference between negative and positive behaviors used in
conflict situations (eg., talking vs. hitting, passivity vs. action).

Short description of lesson/project (255 character limit):
This lesson will help students explore different ways to resolve conflicts. Through
interactive stories (which are read to the students), the students will learn the best ways to
handle conflict situations.

Materials Needed (If you are using copyrighted materials, you must include title, author,
date, city, and publisher.)
Computers with headphones and Internet access
Writing paper, journals, etc.
Drawing paper
Crayons, markers, colored pencils, etc.
LCD projector and screen (if possible)

Procedures (Enter the step-by-step procedures. These steps should provide enough
information for the activity or project to be replicated in another classroom with the
same/similar results. Remember to use active voice.):
Best Practice for lesson plans should detail how you:
       Gain attention
       Present objectives
       Relate to present knowledge
       Engage students in learning
       Provide for practice

       Provide feedback

Gain Attention

Read a short story to the students in which the characters show strong emotion or have
some sort of conflict. Some examples are Lily’s Purple Plastic Purse, Me, First, A
Weekend With Wendall.

Present objectives
Relate to present knowledge
Engage students in learning

Discuss with students the emotions of the characters in the story you read. Have the
students give examples of times and situations where they have experienced these
emotions. Ask the students to list and describe other emotions. Guide the students to a
short discussion of situations in which conflicts (problems) arose. Ask the students to
share how they handled the situations and whether or not the conflicts were resolved
satisfactorily for everyone involved. Tell the students they will be doing activities which
will help them learn the best ways to bring conflicts to a peaceful and acceptable
resolution for all. Remember to put all this in “kid” language.

Describe to the students the website they will be going to and the activities they will be
doing. If you have an LCD projector and screen, you can show the entire class the
website and various links. If an LCD is not available, you can visit the site with small
groups of children.

Important Information!

The student E-sheet is where all the stories and activities for the students are located.
When you go to What Can I Do? , there will be a link to the first story- Out on a Limb.
When students get to the end of this story, it will automatically lead in to the next
activity. Please be aware that at any time in the stories and activities, you can scroll to
the bottom of the screen and there is a picture listing of all the different stories and
activities. You can stop at the end of an activity and go back at a later time to wherever
you left off.

Provide for practice

Work with three- four students at a time. For students this age (K-2), I would get them to
the web site myself or guide them to it. You will need to lead them through the lesson
until they get the story they read by themselves- Out on a Limb. Be sure to show the
students how to get out once the story ends.

Provide Feedback

When all the students have listened to the story, discuss what the conflict was, what
emotions the characters exhibited, and how the conflict was resolved. Ask the students
their opinion on which way(s) are best to resolve conflicts so that everyone involved is

Note: You can use any or all of the other stories and activities to further explore feelings
and conflict resolution.

Activity Length:
The length of this activity can be from one day to a week, depending on how much
material you want to cover and how in depth you want to go.

Teacher Preparation—What Must Be Done in Advance of Teaching the Lesson or
Using the Project. (Sequential steps that are numbered in list form):
   1. Go to the Science NetLinks site and carefully read the lesson.
   2. Go to each link the students are to use and go through the stories, scenarios, etc.
   3. Decide which stories and activities you want the students to do.
   4. Break up the stories and activities into small, manageable lessons which will fit
       your time schedule and the attention span of your students.
   5. Make sure you have needed materials ready and available.

Assessment (How will you know that students have learned? What do performance
levels look like? This section should contain a description of the assessment, and the
criteria for achievement, and performance levels. The criteria should directly align to
selected standards and instruction. Cross check your GLE's to pinpoint the specific
criteria to be mastered.):

After completing the stories and activities, have the students to write and illustrate a story
about a conflict they have been involved in or a conflict they have observed. The
students need to include what the conflict was, what the feelings of the people involved
were, and how (or if) the conflict was resolved. Kindergarten /early first grade students
may need to draw a picture and dictate a story or write short words and phrases.

Web links (Optional) (List the name of the Web site and the complete URL):
This first link takes you to the site of the lesson.
This link is inside the actual lesson and is where the interactive stories and scenarios will
be found.

This is another link, inside the lesson, which the students will be using.

There are other links within the lesson which will be used.

File (Include paper copies and electronic files that support instruction or assessment as
presented in this lesson or project. Include files such as teacher presentation materials
and spreadsheets, student activity sheets, or samples of student work.):

Description of the file to be attached. List type of document and type of file. (e.g.,
The attached document is a chart to help with assessment of the project. It is an Excel
spreadsheet.) No copyrighted materials!


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