Show What You Know!
Description First grade students demonstrate an understanding of key content standards using technology to create different presentations in various curricular areas. Students use technology on a regular basis and are becoming technology-literate based upon the performance indicators of the National Educational Technology Standards for Students (NETS 1-6). The instructional component of the project enables students to work collaboratively to create multimedia projects. Students use digital images to create presentations (reports, books, slideshows, Keynote presentations, iMovies, etc.) in order to show others what they have learned. Students use digital cameras, desktop and laptop computers, a variety of software and presentation devices to present their projects to their peers. Students projects include: digital story summaries and books; addition, subtraction, place value and money presentations; United States Symbols picture books; and Animal Habitat presentations. The goal is simply to have the students “show what they know!” and explain their learning in a creative way. Student Learning Outcomes The goal is for the first grade learner to show what they know across the first grade curriculum. In mathematics students will create a class picture book of addition and subtraction stories. Students will create a place value presentation identifying the value of tens and ones, and during our money unit, students will create a Keynote Presentation about the value of money. Students will create graphic organizers showing pictures of the different states of matter. In addition students will create presentations showing different states of matter. While studying living things, students will create a presentation featuring an animal and its habitat. The presentation will include information about the animal selected, its habitat, and how the plants and animals interact together in order to survive. In Social Science while studying United States Symbols, students will create a US. Symbols presentation. |
