Integrating Technology in Integrating Technology in Social Studies in the Social Studies in the

Elementary ClassroomElementary Classroom

Melanie DolifkaMelanie Dolifka and Jamie Whiteand Jamie White

www.fesot.pbwiki.comwww.fesot.pbwiki.com

Falcon Elementary School of TechnologyFalcon Elementary School of Technology

Falcon, ColoradoFalcon, Colorado

Identifying Similarities and Identifying Similarities and DifferencesDifferences

comparing, classifying, creating metaphors, comparing, classifying, creating metaphors, and creating analogiesand creating analogies.  . 

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: give students a model for the process give students a model for the process use familiar content to teach students the steps use familiar content to teach students the steps give students graphic organizers give students graphic organizers guide students as needed guide students as needed

Technology Integration Ideas:Technology Integration Ideas:44thth Grade – Vertebrates & Invertebrates Grade – Vertebrates & Invertebrates

Plant GraphPlant GraphUses of the BuffaloUses of the Buffalo

Summarizing and Note-TakingSummarizing and Note-Taking Students need to be able to synthesize material, Students need to be able to synthesize material,

prioritize pieces of data, restate some information and prioritize pieces of data, restate some information and organize some concepts, topics and details. organize some concepts, topics and details. 

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: teaching students the rule-based summarizing strategy teaching students the rule-based summarizing strategy teaching students a variety of note-taking formats teaching students a variety of note-taking formats

(informal outline, web, combination notes) (informal outline, web, combination notes) giving students teacher prepared notes giving students teacher prepared notes reminding students to review their notes reminding students to review their notes

Technology Integration Projects:Technology Integration Projects:33rdrd Grade – Black History Biography Notes Grade – Black History Biography Notes

44thth Grade – Two Column Notes Grade – Two Column Notes 55thth Grade – State Report Grade – State Report

Reinforcing Effort and Providing Reinforcing Effort and Providing RecognitionRecognition

Marzano states, "Students who believe the amount of effort Marzano states, "Students who believe the amount of effort they put into a task increases their achievement actually do they put into a task increases their achievement actually do better."    better."   

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: explicitly teach students that effort can improve achievement explicitly teach students that effort can improve achievement ask students to chart effort and achievement ask students to chart effort and achievement establish a rationale for recognition establish a rationale for recognition use recognition tokens use recognition tokens use the pause, prompt, and praise technique use the pause, prompt, and praise technique Technology Integration Ideas:Technology Integration Ideas:

66thth Grade – Grade – Golf GameGolf Game55thth Grade – Award Grade – Award 44thth Grade – SRI Lexile Graph Grade – SRI Lexile Graph

Increasing Value in Homework Increasing Value in Homework and Practiceand Practice  

Homework and practice give students opportunities to Homework and practice give students opportunities to practice, review and apply knowledge.    practice, review and apply knowledge.   

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: establishing and communicating a homework policy establishing and communicating a homework policy clarifying the purpose of homework clarifying the purpose of homework asking students to use homework assignment sheets asking students to use homework assignment sheets commenting on homework commenting on homework determining which skills are worth practicing determining which skills are worth practicing

Technology Integration Ideas:Technology Integration Ideas:Mrs. Mrs. Dolifka’sDolifka’s Website Website HomeworkopolyHomeworkopoly

Jellybean PageJellybean Page

Using Non-Linguistic Using Non-Linguistic RepresentationsRepresentations

The non-linguistic form is the imagery mode of representation; The non-linguistic form is the imagery mode of representation; primarily mental pictures and physical sensations. Using non-primarily mental pictures and physical sensations. Using non-linguistic representations will help students increase knowledge with linguistic representations will help students increase knowledge with mental images.mental images.

Marzano's recommendations for classroom practice include: Marzano's recommendations for classroom practice include: creating graphic representations through organizers creating graphic representations through organizers making physical models making physical models generating mental pictures generating mental pictures drawing pictures and pictographs drawing pictures and pictographs engaging in kinesthetic activities engaging in kinesthetic activities

Technology Integration Ideas:Technology Integration Ideas:11stst Grade – Easter Graph Grade – Easter Graph

LeprechaunLeprechaun44thth Grade – Native Coloradan Dwellings Grade – Native Coloradan Dwellings

Region GraphRegion Graph55thth Grade – Revolutionary War Timeline Grade – Revolutionary War Timeline

Setting Objectives and Providing Setting Objectives and Providing FeedbackFeedback

  Setting objectives and providing feedback give students directions Setting objectives and providing feedback give students directions and help them think about their own learning.  and help them think about their own learning. 

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: setting objectives that are not too specific setting objectives that are not too specific personalizing objectives personalizing objectives communicating objectives communicating objectives using criterion-referenced feedback and explanations using criterion-referenced feedback and explanations using feedback from assessments using feedback from assessments engaging students in peer feedback engaging students in peer feedback asking students to self-assess asking students to self-assess Technology Integration Ideas:Technology Integration Ideas:55thth Grade – MVEE Rubric Grade – MVEE Rubric GoalsGoals44thth Grade – Math PowerPoint Grade – Math PowerPoint66thth Grade – Survey Grade Sheet Grade – Survey Grade Sheet

Virtual ManipulativesVirtual Manipulatives

Generating and Testing Generating and Testing HypothesisHypothesis

When students generate and test hypotheses they are applying knowledge.  When students generate and test hypotheses they are applying knowledge.  Six Different Types: Six Different Types: 1. system analysis 1. system analysis 2. problem solving 2. problem solving 3. decision making 3. decision making 4. historical investigation 4. historical investigation 5. experimental inquiry 5. experimental inquiry 6. invention 6. invention

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: giving students a model for the process giving students a model for the process using familiar content to teach students the steps using familiar content to teach students the steps giving students graphic organizers giving students graphic organizers giving students guidance as needed giving students guidance as needed asking students to explain their hypotheses and conclusions asking students to explain their hypotheses and conclusions

Technology Integration Ideas:Technology Integration Ideas:Living ThingsLiving Things Design a Roller CoasterDesign a Roller Coaster MysteryNet'sMysteryNet's Kid's Mysteries Kid's Mysteries You Be the HistorianYou Be the Historian Science Fair Central Science Fair Central Invention at PlayInvention at Play

Questions, Cues, and Advance Questions, Cues, and Advance OrganizersOrganizers

Research shows that cues and questions should focus on what is important Research shows that cues and questions should focus on what is important and should focus on higher-level questions.  Advance organizers take the and should focus on higher-level questions.  Advance organizers take the surprise out of what is to come, help students retrieve what they already surprise out of what is to come, help students retrieve what they already know about a topic, and focus them on the new information.“know about a topic, and focus them on the new information.“

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: focusing important information focusing important information using explicit cues using explicit cues asking inferential and analytic questions asking inferential and analytic questions using expository and narrative advance organizers using expository and narrative advance organizers teaching students how to use graphic advance organizers teaching students how to use graphic advance organizers

Technology Integration Ideas:Technology Integration Ideas:Black History Notable PersonBlack History Notable PersonKWLKWLUnited StreamingUnited StreamingBrainPopBrainPop

Incorporating Cooperative Incorporating Cooperative Learning EffectivelyLearning Effectively

  When students are giving opportunities to interact with each other in a When students are giving opportunities to interact with each other in a variety of ways their learning is enhanced.  variety of ways their learning is enhanced. 

Marzano's recommendations for classroom practice include:Marzano's recommendations for classroom practice include: using elements of cooperative learning using elements of cooperative learning

positive interdependence positive interdependence face-to-face promotive interaction face-to-face promotive interaction individual and group accountability individual and group accountability interpersonal and small group skills interpersonal and small group skills group processing group processing

varying grouping criteria varying grouping criteria Technology Integration Ideas:Technology Integration Ideas:55thth Grade – Intern – Digestive System Grade – Intern – Digestive System

Civil War Road Trip – Plan, Civil War Road Trip – Plan, Expense ChartExpense Chart, , Battlefield BrochureBattlefield Brochure

44thth Grade – Interviews with Famous Coloradans Grade – Interviews with Famous ColoradansMolly BrownMolly Brown Federico PenaFederico Pena

Thanks to….Thanks to….

Putting the Pieces TogetherPutting the Pieces Together by Presented by Sherri by Presented by Sherri Miller, ITRT, Gloucester County Public SchoolsMiller, ITRT, Gloucester County Public Schools

Classroom Instruction that WorksClassroom Instruction that Works by Robert J. Marzano, by Robert J. Marzano,

Debra J. Pickering, Jane E. PollockDebra J. Pickering, Jane E. Pollock

Heidi Stirm, FESoT Librarian – creator of the Heidi Stirm, FESoT Librarian – creator of the Golf GameGolf Game

Black History Biography Notes Black History Biography Notes InspirationInspiration

Easter GraphEaster GraphGraph ClubGraph Club

Black Black History History Notable Notable Person Person

InspirationInspiration

Invertebrates Graphic OrganizerInvertebrates Graphic OrganizerInspirationInspiration

Vertebrates Graphic OrganizerVertebrates Graphic OrganizerInspirationInspiration

How to Catch a LeprechaunHow to Catch a LeprechaunKidPix4KidPix4

Plant GraphPlant GraphMicrosoft WordMicrosoft Word

Day 1 Day 4 Day 7

Plant 1 (watered)

green A little wilted

droopy

Plant 2 (watered)

healthy healthy droopy

Plant 3 (not watered)

unwilted A little witled

dying

Plant 4 (not watered)

standing tall

healthy dying

Effects of Water on the Ecosystem

SRI Lexile GrowthSRI Lexile GrowthMicrosoft ExcelMicrosoft Excel

SRI Lexile Growth

0

100

200

300

400

500

600

700

800

900

Natal

ie Dag

an

Yares

ey D

elabra

Devin

Guid

iches

si

Taylo

r Her

nande

z

Bayle

y Mille

r

Billy M

anriq

uez

Sheri

Mat

zke

Danie

lle Q

uinn

Mal

ik Ree

se

Kayla

Sch

ofiel

d

Colto

n Sm

ith

Jaco

b Stre

big

Alyssa

Tay

lor

Student

Lex

ile Fall 2006

Winter 2007

Buffalo UsageBuffalo UsageSmart Board

US Region GraphUS Region GraphMicrosoft ExcelMicrosoft Excel

United States Postcards

0

5

10

15

20

25

30

35

Southwest M iddlewest M outain

states

Southeast Northeast West

Native Coloradan Dwellings

Karianna Gregory

Tipi

Did you know this was the most commonly used dwelling for the Colorado Indians? All the tipi’s took about

10 to 20 hides to make 1 tipi. If there

were 50 people, they would need 500

hides!

Pueblo

Did you know that these homes were shaped like k’s, u’s and e’s? The people from the great or classic peublo period

lived here. They were held together with adobe mortar.

Wickiup

Did you know that the Ute Indians used these kinds of

shelter?This shelter is made out of brush and sticks. When the

Utes left,They would keep it there as war loges or for explorers.

Pit House

Did you know that the pit house was made inside

caves? It is made out of a hole in the ground. The

door was unusually on top of the roof!

Sea Shells

Rebecca Stenger

Problem

• Crystal received 50 sea shells. Crystal wanted to divided them into 5 equal groups. How many sea shells does each group get?

Solution #1

• 50 sea shells, divide into 5 equal groups, How many sea shells does each group get?

• 50/10=5

• 50/5=10

• 10x5=50

• 5x10=50

Solution #2

Answer

• Each group gets 10 sea shells. I know this by 50/10=5. Crystal gave away 10 sea shells to each group.

Winter Break and Winter Break and 33rdrd Quarter Goals Quarter GoalsNick ClintonNick Clinton

Winter Break 3rd Quarter Goals

GoalsGoals

Read a bookRead a book Tern in work on timeTern in work on time Help somebodyHelp somebody Follow the three r’sFollow the three r’s Be respect full to others Be respect full to others No talking during classNo talking during class

Back

What I did on Winter What I did on Winter BreakBreak

Made snowmenMade snowmen Went to Grandma’s houseWent to Grandma’s house Ate a HUGE mealAte a HUGE meal Watched Watched 3:10 to Yuma3:10 to Yuma Brother came to visitBrother came to visit

Back

Digestive SystemDigestive System s s

Shelby Mattoon, Sheri Matzke, Shelby Mattoon, Sheri Matzke, Kyle Duff, Beau Curnow, Daniel Kyle Duff, Beau Curnow, Daniel

Starkman, Dulce Rios Starkman, Dulce Rios

Intern #1- Sheri & ShelbyIntern #1- Sheri & ShelbyMouth

Salivary

epiglottis

esophagus

stomach

smallintestineliver

gallbladder

largeintestine

rectum

Intern 2: Intern 2: Kyle DuffKyle Duff

Intern #3: Beau Intern #3: Beau Appendicitis Appendicitis

– The cause of this is the appendix making cul-de-sac The cause of this is the appendix making cul-de-sac and blocks the large intestine and appendix swellsand blocks the large intestine and appendix swells

– The cure is to take out the appendix The cure is to take out the appendix

Rota Virus Rota Virus

– Causes dehydration because of Diarrhea Causes dehydration because of Diarrhea – Doctors keep patients away from others and you must Doctors keep patients away from others and you must

wash hands.wash hands. Giardiasis Giardiasis

– A parasites attaches to small intestine A parasites attaches to small intestine – Doctor gives you prescription medicine to kill parasites Doctor gives you prescription medicine to kill parasites

Appendix

Intern 4- Daniel StarkmanIntern 4- Daniel Starkman

Handels50 tons of Handels50 tons of foodfoodFood in large intestine Food in large intestine can hang out for 18 can hang out for 18 hours to 2 dayshours to 2 daysMush in stomach can Mush in stomach can stay their 4 hoursstay their 4 hoursLeftover are about 1/3 Leftover are about 1/3 what entered large what entered large intestine intestine Animally is27 feet Animally is27 feet long long

Esophagus is a long tube that runs from the mouth to the stomach

chyme= food in the stomach that is partly digestive and mixed with acids chyme goes onto the small intestine for further digestion.

Stomach= a sack like muscular organ that is attached to the esaphagus.Both chemical and mechanical digestion takes place in the stomach when food enters the stomach it is churned in a bath of acids and enzymes.

Intern #5: Dulce

KWL KWL Smart BoardSmart Board

Two Column Notes Two Column Notes Smart BoardSmart Board

Colorado OutlineColorado OutlineInspirationInspiration

ColoradoI. State symbols

A. Bird--Lark BuntingB. Flower--Rocky Mountain ColumbineC. Song--Where the Columbines GrowD. Animal--Rocky Mountain Bighorn SheepE. Gem--AquamarineF. Dance--Square Dance

II. HistoryA. It became a state on Aug. 1, 1876.B. Spanish for colored redC. Nickname is the Centennial State

III. GeographyA. The area of Colorado is 104,100 square milesB. The capital is DenverC. Located in the Southwestern U.S.D. Landforms and Landmarks

Award Award Microsoft PublisherMicrosoft Publisher

Revolutionary War TimelineRevolutionary War TimelineTimelinerTimeliner

Lunch Survey RubricLunch Survey RubricMicrosoft ExcelMicrosoft Excel

FES Lunch Survey KEY FES Lunch Survey Student 1 FES Lunch Survey Student 2

3 total of students 2 total of students 3 total of students

2 total in survey (F25) 2 total in survey (F25) 2 total in survey (F25)

3 total of each choice 3 total of each choice 2 total of each choice

3 circle graph 2 circle graph 2 circle graph

4 bar graph 3 bar graph 2 bar graph

15 Total 12 Total 11 Total

10Extra: bar graph for

each grade 5Extra: bar graph for

each grade 10Extra: bar graph for

each grade

25 Total 17 Total 21 Total

MVEE Rubric MVEE Rubric Microsoft Excel Microsoft Excel  Presenter's Speech:

4 Student thoroughly presents accurate information on all 6 req'd elements

3 Student presents accurate (though less detailed) info. on all 6 req'd elements

2 Student presents generally accurate info. on only 4-5 of the req'd elements

1 Student presents less than half of the required elements

  Explorer's Speech:

4 Student thoroughly presents accurate information on all 4 req'd elements

3 Student presents accurate (though less detailed) info. on all 4 req'd elements

2 Student presents generally accurate info on only 3 of the req'd elements

1 Student presents less than half of the required elements

  Award /Trophy or Certificate

4 Students have an original designed & constructed trophy as presentation award

3 Students have a simplistic trophy or a more detailed paper certificate

2 Students present a simplistic paper certificate only

1 Students do not have a presentation award

  Map

4 Students drew a neat & detailed map, showing all req'd elements

3 Students drew a map that only simplistically showed req'd elements

2 Students presented a printer or photocopied map only

1 Students did not present a map during the presentation