Theme: Animals Topic:Laptop Battery and Touch Pad Lesson One

Transcription

1 Theme: Animals Topic:Laptop Battery and Touch Pad Lesson One Standards Focus Recognize that objects can be measured by height, length, weight, and time. Engage in writing by using letter-like symbols to make letters or words. Vocabulary Battery On/Boot Up --Power Cord--Touch Pad Heavy Light Touch Screen Laptop Battery Book Focus: Recognize that objects can be measured by height, length, weight, and time. Read the book Actual Size by Steve Jenkins. Show the vocabulary cards battery and laptop battery. Discuss with students that a household battery is much smaller and lighter than a laptop battery. Explain to students that they will see a variety of animals in the book, some smaller, some larger, much like the differences between the two batteries. Small Group With Technology Without Technology Hold up the battery vocabulary card battery and a real household battery. Ask students if they know what it is called. Explain that batteries come in all different shapes, sizes and weights. Ask students if they can think of some of the different items that use batteries. After you have discussed the different kinds of batteries, tell students, Did you know that our laptop computer also has a battery? If you have a laptop, turn it over to show where the battery compartment is located. If you do not have a laptop, show the laptop battery vocabulary card. Using either real batteries or the vocabulary cards, ask students, What is different between the two batteries? Answer: The computer battery is obviously larger and heavier than standard batteries and costs considerably more than most batteries, usually around $ Explain that a laptop battery does not get thrown away when it loses its power/charge like standard batteries. It needs to be recharged by plugging the computer into an outlet with the battery in the computer. Ask students, Why do you think a laptop computer has a battery? Explain that a laptop computer can run on a battery and does not always need electricity. Ask students, Why would this be important? If using a real laptop, point out that there are no power or mouse cords hooked up to the ports. Turn the laptop around so it faces students and ask one of them to turn on/boot up the computer. Once the computer boots up, ask students, How can the computer be working if we didn t use a power cord? Explain that since laptops have a battery, we don t always need electricity, which allows us to take our laptops anywhere. Point out that batteries do need to be recharged when they run low. This is a good time to show student where the battery icon is located on the task bar. Explain that it indicates how much battery power is left. Show students the touch pad vocabulary card. Explain that this is similar to the mouse used on a desktop computer. You glide your fingers across the touch pad to move the arrow/cursor and you tap the touch pad to open icons. Show students the boot up button vocabulary card and explain that boot up means turning on the computer. Hold up the vocabulary card (battery) and a real household battery. Ask students if they know what it is called. Explain that batteries come in all different shapes, sizes and weights. Ask students if they can think of some of the different items that use batteries. After you have discussed the different kinds of batteries, tell students, Did you know that our laptop computer also has a battery? If you have a laptop, turn it over to show where the battery compartment is located. If you do not have a laptop, show the laptop battery vocabulary card. Using either a real battery or the vocabulary cards, ask students, What is different between the two batteries? Answer: The computer battery is obviously larger and heavier than standard batteries and costs considerably more than most batteries, usually around $ Explain that a laptop battery does not get thrown away when it loses its power/charge like standard batteries. It needs to be recharged by plugging the computer into an outlet with the battery in the computer. Ask students, Why do you think a laptop computer has a battery? Explain that a laptop computer can run on a battery and does not always need electricity. Ask students, Why would this be important? Show the students the vocabulary card of the power cord. Show students the touch pad vocabulary card. Explain that this is similar to the mouse used on a desktop computer. You glide your fingers across the touch pad to move the arrow/cursor and you tap the touch pad to open icons. Show students the boot up button vocabulary card. Explain that boot up means turning on the computer. Page 1

2 Theme: Animals Topic:Laptop Battery and Touch Pad Lesson One (continued) School-Home Connection Explain to the families that students learned about the laptop battery and that some things run on a battery while other things run on electricity. Encourage families to have their child find items in the house that run on a battery or electricity. Learning Centers Art Center Focus: Recognize that objects can be measured by height, length, weight, and time. Provide magazines, glue and scissors to the art center. Have students cut out a variety of pictures. Draw a line down the middle of a sheet of paper. On one side, write the word heavy or use the (+) symbol; on the other side, write the word light or use the (-) symbol. Have students pick two pictures they have cut out, decide which of the two is heavier, and glue it on the side labeled heavy or (+), and the other picture on the light or (-) side. Block Center Focus: Recognize that objects can be measured by height, length, weight, and time. Add two big boxes in the block area. Label one box LIGHT and the other HEAVY. While students are playing in the block area or cleaning it up, have students sort the blocks by weight and put them in the appropriate labeled box. Cooking/ Mealtimes Focus: Recognize that objects can be measured by height, length, weight, and time. During meal times this week have students measure their food by height, length and weight. Dramatic Play Set up the dramatic play center as a zoo or circus. Add animals of various species and sizes to the center. Ask students to compare animals by size. Math Center Focus: Recognize that objects can be measured by height, length, weight, and time. Add a scale or the scale template provided in the math center. Add various objects representing a balance of light and heavy objects. Have students pick two objects and guess which one of the two is heavier and which is lighter. If you have a scale, have the students put the items on the scale to see if their guesses were correct. If you don't have a scale, use the scale template to help students determine which item is heavier and which one is lighter. Reading Center Focus: Recognize that objects can be measured by height, length, weight, and time. Add books on various animals to your reading center. As students look at the pictures, have them compare animals they see by height, length and weight. Sensory Focus: Recognize that objects can be measured by height, length, weight, and time. Add a variety of heavy and light items to the materials already in your sensory table. While students explore the sensory table, discuss the items they found. Ask students to pick up an item they found and decide if that item is heavy like the laptop battery or light like a household battery. Writing Center Focus: Recognize that objects can be measured by height, length, weight, and time. Add magna doodles to the writing center. Have students use the magna doodles to write the following vocabulary words (battery, on /boot up, power cord, touch pad, heavy, light, touch screen, laptop battery). Explain to students that using the magna doodle is similar to using a touch pad on a computer, phone or ipod. Ask students if they find it easier or harder to use the magna doodle instead of a pencil to write the letters. Page 2

3 Theme: Animals Topic: Laptop Battery and Touch Pad Lesson One (continued) Table 1 Vocabulary Cards: Laptop Battery and Touch Pad Battery On/ Boot Up Power Cord Touch Pad Page 3

4 Theme: Animals Topic:Laptop Battery and Touch Pad Lesson One (continued) Table 1 Vocabulary Cards: Laptop Battery and Touch Pad (Part 2) Heavy Light Touch Screen Laptop Battery Page 4

5 Theme: Animals Topic: Laptop Battery and Touch Pad Lesson One (continued) Scale Template LIGHT HEAVY Page 5

6 Theme: Animals Topic: Desktop Computer Lesson Two Standards Focus Ask questions and seek answers through active exploration. Sort objects into subgroups based one or two characteristics. Identify and/or describe objects by physical characteristics. Vocabulary Keyboard Screen Monitor Mouse Power Button Tower Book Focus: Identify and/or describe objects by physical characteristics. Read a book this week that talks about animal characteristics. After reading the book, explain to students that each animal has unique characteristics unique to that animal just like the desktop computer has unique characteristics. Small Group Focus: Identify and/or describe objects by physical characteristics. With Technology Without Technology Gather students around a desktop computer. Point out the following items on the computer: power button, keyboard, tower, mouse, screen, monitor. Gather students around a desktop image. Point out the following items on the computer: power button, keyboard, tower, mouse, screen, monitor. Ask students what they noticed about the items such as where the power button is located on the desktop compared to the laptop, if the keyboard and mouse are/are not attached, the size of the screen and monitor. Point out the tower. Ask students if they think that the desktop computer can be taken on the go? Explain that there is no battery for the desktop and that it needs electricity and needs to be plugged in. Finally ask students if they think the desktop is heavy. Ask the students why this might be. Remind them that the desktop computer might be heavier because many of the components are on the outside of the computer such as the keyboard and mouse. Add that the desktop has a tower that would add to the weight of the computer. Ask students what they noticed about the items such as where the power button is located on the desktop compared to the laptop, if the keyboard and mouse are/are not attached, the size of the screen and monitor. Point out the tower. Ask students if they think that the desktop computer can be taken on the go? Explain that there is no battery for the desktop and that it needs electricity and needs to be plugged in. Finally ask students if they think the desktop is heavy. Ask the students why this might be. Remind them that the desktop computer might be heavier because many of the components are on the outside of the computer such as the keyboard and mouse. Add that the desktop has a tower that would add to the weight of the computer. Page 6

7 Theme: Animals Topic: Desktop Computer Lesson Two (continued) School-Home Connection Focus: Identify and/or describe objects by physical characteristics. Discuss with families that this week students learned about characteristics of the desktop computer such as monitor, screen, tower, keyboard, mouse. Explain that students also looked at the characteristics that animals have by reading books about them and exploring animals in the learning centers. Have families ask their child what might be characteristics of pets they have at home. If they do not have a pet, ask them to describe characteristics of a neighbor s pet or another family member s pet. Learning Centers Art Center Focus: Identify and/or describe objects by physical characteristics. Provide paper, markers, fake fur, pom poms, pipe cleaners, glue, and scissors. Have students create their own animals using the art materials. After students create their animal, ask them to describe the animal s characteristics and write their response on their art work. Block Center Focus: Ask questions and seek answers through active exploration. Identify and/or describe objects by physical characteristics. Continue providing animals in the block area. Ask students what they notice about the animals such as color, shape, number of legs, size, etc. Allow time for students to ask questions about the animals they are playing with in the block center. Cooking/ Mealtimes Focus: Identify and/or describe objects by physical characteristics. While students create/eat their meals this week, discuss characteristics of the food they are creating or eating, e.g., carrots are smooth, broccoli looks like it has hair on top, strawberries have seeds, etc. Dramatic Play Focus: Ask questions and seek answers through active exploration. Identify and/or describe objects by physical characteristics. Continue with the animal theme/area of study. While students are engaged in play, ask them to describe characteristics of the animals such as color, size, stripes, dots, etc. Allow time for students to ask questions about the animals in the dramatic play center. Keep the laptop and/or desktop template in the dramatic play center. Have students use the computer templates to pretend looking up information on the animals, or use the computer as a cash register if setting up the dramatic play center as a zoo/circus. Provide pretend money for the students to use to pay to get into the zoo/circus. Reading Center Science Center Focus: Identify and/or describe objects by physical characteristics. Add books/magazines of animals to your reading center. While students are exploring books ask them questions about the characteristics of the animals they see in the books. Focus: Ask questions and seek answers through active exploration. Sort objects into subgroups by one or two characteristics. Provide small plastic animals or images of animals in the science center. Provide index cards labeled with the following words: fur, fins, feathers, and scales. Have students sort the animals based on skin characteristics. Ask students what they think would happen if a fish had fur instead of fins, if a bird didn t have feathers, etc. Sensory Focus: Ask questions and seek answers through active exploration. Sort objects into subgroups by one or two characteristics. Add plastic animals to the sensory table. Have students dig for animals while exploring the materials in the table. Encourage questions/conversation around the characteristics of the animal they scooped out of the sensory material. Questions could include, what kind of skin the animals have, how many legs, size, shape, etc. Ask students to explain their response. Allow time for students to ask questions about the animals they scooped up. Page 7

8 Theme: Animals Topic: Desktop Computer Lesson Two (continued) Table 2 Vocabulary Cards: Desktop Computer Keyboard Screen Monitor Mouse Page 8

9 Theme: Animals Topic: Desktop Computer Lesson Two (continued) Table 2 Vocabulary Cards: Desktop Computer (Part 2) Power Button Tower Page 9

10 Theme: Animals Topic: Desktop Computer Lesson Two (continued) Desktop Image Page 10

11 Theme: Animals Topic: Laptop vs. Desktop Lesson Three Standards Focus Make comparisons between at least two groups of objects. Explore and experiment with a variety of tools (keyboard). Vocabulary Desktop Computer Laptop Computer Screen Monitor Tower Keyboard Book Focus: Make comparisons between at least two groups of objects. Read the book Mud by Mary Lyn Ray. Show students the laptop and desktop vocabulary cards. Ask students to explain what differences they see between the two. Ask students what similarities they see. Explain that they will also see differences between Winter and Spring in the book. After reading the story, ask students what things they observed that were Winter-related and Spring-related. Ask students what was similar between the two seasons. Small Group Focus: Make comparisons between at least two groups of objects. With Technology Without Technology If you have a desktop computer and a laptop, gather the students at a table with both computers. Show the differences and similarities between a laptop computer and a desktop computer. If you do not have both computers on hand just use one and a vocabulary card of the other. Ask students to look at both the desktop and laptop vocabulary cards. Show the differences and similarities between a laptop computer and a desktop computer. If you do not have both computers on hand just use one and a vocabulary card of the other. Ask students Why is a laptop called a laptop and a desktop called a desktop? Point out other differences between the two types of computers, e.g., the laptop has a battery and doesn't always need electricity; a desktop computer always needs electricity. The monitor/screen may be smaller and is attached on a laptop; a desktop monitor is larger and is not attached. The keyboard is attached to a laptop; a desktop keyboard is not attached. You don t always need an external mouse for a laptop because it also has a built in touch pad; a desktop always requires an external mouse. (Review touch pad activity from previous week-magna doodles.) You can take the laptop with you wherever you go such as on an airplane, a car, outside, etc; you can't take a desktop computer wherever you go. A laptop computer is light; a desktop computer is heavy. A laptop computer does not have a tower; a desktop computer does. Discuss general similarities such as keyboard, screen, monitor, power button, ports, CD drive, power cord, etc. Ask students Why is a laptop called a laptop and a desktop called a desktop? Point out other differences between the two types of computers, e.g., the laptop has a battery and doesn't always need electricity; a desktop computer always needs electricity. The monitor/screen may be smaller and is attached on a laptop; a desktop monitor is larger and is not attached. The keyboard is attached to a laptop; a desktop keyboard is not attached. You don t always need an external mouse for a laptop because it also has a built in touch pad; a desktop always requires an external mouse. (Review touch pad activity from previous week-magna doodles.) You can take the laptop with you wherever you go such as on an airplane, a car, outside, etc; you can't take a desktop computer wherever you go. A laptop computer is light; a desktop computer is heavy. A laptop computer does not have a tower; a desktop computer does. Discuss general similarities such as keyboard, screen, monitor, power button, ports, CD drive, power cord, etc. Page 11

12 Theme: Animals Topic: Laptop vs. Desktop Lesson Three (continued) School-Home Explain to families that students learned about the differences between a laptop computer and a desktop computer. Encourage families to Connection continue this conversation at home with their child. If the family has a desktop and/or laptop computer, have them ask their child what they learned were the differences between the two computers. If the family does not have a computer, encourage the family to have their child compare other items in their home, e.g., a couch vs. a bed, oven vs. refrigerator, car vs. a van, etc. Learning Centers Art Center Make copies of the keyboard template provided. Cut out or have the students cut out the letters/buttons on the keyboard. Provide name cards, words you are currently working on, or common words such as dad, mom, love, etc. in the art center. Have students create works of art using letters and or words. Block Center Focus: Make comparisons between at least two groups of objects. Make two copies of the laptop template and desktop template. Using the blocks in the block center, measure how many blocks it would take to cover the laptop and desktop picture. Cut pictures out to the size of blocks and tape on to the blocks. Make two puzzles using the pictures and the blocks. Post the other pictures (one of the laptop and one of the desktop) in the block area as reference. While students are putting the puzzle blocks together, ask them about the differences and similarities they notice between the laptop puzzle and the desktop puzzle. Cooking/ Mealtimes Focus: Make comparisons between at least two groups of objects. During mealtimes this week have students look at the differences in color, size, shape, etc., in the food they eat. Dramatic Play Focus: Explore and experiment with a variety of tools (keyboard). Continue with the zoo or circus theme/area of study. Make a copy of the screen and keyboard templates to create a toy computer. Using two cereal boxes or similar size boxes, tape the screen on one of the boxes and the keyboard on the other. Add beans or sand to the box used for the screen before taping it shut. This will help the screen stand on its side. Place both the screen and keyboard in dramatic play. Students can pretend to use the computer to look up information about animals or check people into the zoo/circus. Math Center Focus: Explore and experiment with a variety of tools (keyboard). Make a copy of the keyboard template provided and cut out some of the letters/buttons from the keyboard template. Have students make patterns using the letters. Consider using the letters you are currently working on in your curriculum. Sensory Focus: Explore and experiment with a variety of tools (keyboard). Take apart an old keyboard and add the keyboard keys to the sensory material provided. If you do not have an old keyboard you can take apart, make a copy of the keyboard template. Laminate the keyboard template or put template on to cardstock. Add the letter keys to the sensory table. Students can see letters and symbols as they explore the materials in the sensory table. Writing Center Focus: Explore and experiment with a variety of tools (keyboard). Make copies of the keyboard template provided. Laminate, put on cardstock or tape on to cereal boxes for stability. Add the following vocabulary words to the writing center (desktop, laptop, screen, keyboard, tower, and monitor). Using the keyboard template, have students pretend to type the vocabulary words. Consider adding an old keyboard to the writing center, if available. Page 12

13 Theme: Animals Topic: Laptop vs. Desktop Lesson Three (continued) Table 3 Vocabulary Cards: Laptop vs. Desktop Desktop Computer Laptop Computer Screen Page 13

14 Theme: Animals Topic: Laptop vs. Desktop Lesson Three (continued) Table 3 Vocabulary Cards: Laptop vs. Desktop (Part 2) Monitor Tower Keyboard Page 14

15 Theme: Animals Topic: Laptop vs. Desktop Lesson Three (continued) Desktop Template Page 15

16 Theme: Animals Topic: Laptop vs. Desktop Lesson Three (continued) Laptop Template Page 16

17 Theme: Animals Topic: Laptop vs. Desktop Lesson Three (continued) Screen/Monitor Template Page 17

18 Theme: Animals Topic: Laptop vs. Desktop Lesson Three (continued) Keyboard Template Page 18

19 Theme: Animals Topic: Computer Add-ons Lesson Four Standards Focus Demonstrate ability to count in sequence. Try out various pretend role plays or with make-believe objects. Vocabulary Speakers Headphones Headset Microphone Printer Book Focus: Demonstrate ability to count in sequence. Read the book A House for Hermit Crab by Eric Carle. Explain to students that in the book, the hermit crab added items to his shell. Explain that this is similar to what you can do with your computer. After reading the story together, count the number of items that the hermit crab added to his shell. Small Group With Technology Without Technology Gather students around a laptop, desktop or both computers. Bring the following items with you: speakers, keyboard, headphones, microphone, headset and printer. Gather students around the laptop and desktop template from the previous week. Bring the following vocabulary cards with you: speakers, keyboard, headphones, microphone, headset and printer. Explain to students that these are add-ons to the computer. State that the speakers are used to hear music or games from your computer. The keyboard is used to type. The headphones are used to listen to your game/music without making others around you do so. The microphone is used to talk through your computer. The printer prints out words and pictures that they would like to keep. The headset does both in one device, allowing you to both listen and speak to others using one device. When showing the students the speakers, microphone, and keyboard, point out the differences on each computer. Explain that we add things to other things in our lives to make things easier or to enhance the taste, look or feel of something. Ask students if they can think of any add-ons in their daily life, e.g., syrup on their pancakes, scarf with their coat, headband/hat for their head. Explain to students that these are add-ons to the computer. State that the speakers are used to hear music or games from your computer. The keyboard is used to type. The headphones are used to listen to your game/music without making others around you do so. The microphone is used to talk through your computer. The printer prints out words and pictures that they would like to keep. The headset does both in one device, allowing you to both listen and speak to others using one device. When showing the students the speakers, microphone, and keyboard, point out the differences on each computer. Explain that we add things to other things in our lives to make things easier or to enhance the taste, look or feel of something. Ask students if they can think of any add-ons in their daily life, e.g., syrup on their pancakes, scarf with their coat, headband/hat for their head. Page 19

20 Theme: Animals Topic: Computer Add-ons Lesson Four (continued) School-Home Focus: Demonstrate ability to count in sequence. Connection Explain to families that this week students learned about add-ons available for the computer. Explain that you discussed speakers, microphone, headphone, headset, keyboard and printer. Encourage families to have students look at their own computer at home and to count how many add-ons their computer has. If they do not have a computer, have students look at the inside/outside of their home and count the number of add-ons they see, e.g., a fence, a picture on the wall, flowers/plants in or outside, etc. Learning Centers Art Center Focus: Demonstrate ability to count in sequence. Have students create ponds, trees, rock structures, food, etc. to add to their zoo/circus dramatic play center. Explain to students that they are adding on items to the animal s living environment. Explain that this is similar to adding speakers, microphone, printer, headphones, etc. to their computer. As students finish their creation, help them count the number of add-ons they included to their animal s environment. Block Center Focus: Demonstrate ability to count in sequence. Cooking/ Mealtimes Keep animals from previous week in the block area. Stay with the zoo or circus theme/area of study and provide students with construction paper. Have students make food, water, grass, trees etc. for the animals by tearing up paper. Encourage students to use the blocks to create cages/fences for the animals. Have students create add-ons for zoo or circus. Periodically count the number of add-ons they included in the block area with students. Focus: Demonstrate ability to count in sequence. While students are creating or eating meals this week discuss how we add things to our meals such as ketchup, mustard, pickles, mayo, frosting etc. to enhance their flavor. Ask students to count the amount of items they added to create an add-on to their meals. Explain that we add items to the computer to create different experiences. Dramatic Play Focus: Try out various pretend roles in play or with make believe objects. Continue talking about animals. Set up the dramatic play center as a circus or zoo. Add old headphones/headsets and microphones. Have students use the headphone/microphone or headset to help guide pretend tours through their zoo or circus. If you don t have old headphones/microphones/headset, help students make some by using materials from your art center. Math Center Focus: Demonstrate ability to count in sequence. Using magazines or the internet, find pictures of animals. Make sure to include animals that walk, swim, fly, hop, or slither. Provide images of outdoor backgrounds such as rocks, grass, trees, water and sky. Have students use the animal and background images to make living environments for the animals. Encourage students to use more than one background picture such as sky and trees for a bird. Count the number of add-ons students come up with for their animal. Page 20

21 Theme: Animals Topic: Computer Add-ons Lesson Four (continued) Music & Movement Reading Center Science Center Focus: Demonstrate ability to count in sequence. Have students participate in familiar songs like Simon Says, or play a familiar game such as Duck, Duck, Goose. Have students come up with add-ons to that familiar song/game. Use the word add-ons when describing what it is you are encouraging students to do. After students create a new song/game, count the number of add-ons to the new version. Add materials to your reading center such as animals and pillows. Explain that these are add-ons to the reading environment to make it feel more comfortable. Explain to students that the items are added to the computer like a headset to make talking/listening to people more comfortable. Ask students what other add-ons they would like to add to the reading center. Focus: Demonstrate ability to count in sequence. Provide Ranger Rick or Kids National Geographic magazines to students. Have students look through the magazines. Ask them to look at the animals in the magazine and notice what has been added to the animal s environment. Together, count the number of add-ons on each page. Sensory Focus: Demonstrate ability to count in sequence. Writing Center This week work together to build the sensory table. Ask students what materials they would like in the table, what kind of animals, and at type of utensils to pick up the materials/animals they would like to use. Ask them what other add-ons they would like to include to the table such as rocks, leaves, sticks, etc. As you create your list together, count the number of add-on suggestions that students come up with. Focus: Demonstrate ability to count in sequence. Have students create signs for their zoo or circus such as open/closed, tickets, and labels for the animals. Explain to students that the signs are add-ons to their zoo/circus just like speakers, microphones, headset and printer are add-ons to a computer. After students have created their signs, display them in the dramatic play center. Have students count the number of add-ons they are adding to the center. Page 21

22 Theme: Animals Topic: Computer Add-ons Lesson Four (continued) Table 4 Vocabulary Cards: Computer Add-ons Speakers Headphones Head Set Microphone Printer Page 22