Johnson STEM Mrs. Anderson First Grade Discovering Main Ideas in Informational Text using Literacy and Technology

Grade One California Standards Literacy Technology 2.0 Reading Comprehension
 Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources).
 In grade one, students begin to make progress toward this goal.
     Structural Features of Informational Materials
       2.1 Identify text that uses sequence or other logical order. Comprehension and Analysis of Grade-Level-Appropriate
Text
       2.2 Respond to who, what, when, where, and how questions.
       2.3 Follow one-step written instructions.
       2.4 Use context to resolve ambiguities about word and sentence meanings.
       2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).
       2.6 Relate prior knowledge to textual information.
       2.7 Retell the central ideas of simple expository or narrative passages. 1.0 Writing Strategies
 Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
     1.1 Select a focus when writing.
       1.2 Use descriptive words when writing.
   1.3 Print legibly and space letters, words, and sentences appropriately. 2.0 Writing Applications (Genres and Their Characteristics)
 Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. 2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details. The learner will understand important issues of a technology-based society and will exhibit behavior in the use of computers and other technologies. Identify uses of technology at home and at school Identify the parts of the computer and how they operate. Demonstrate the correct care and use of computer. The learner will demonstrate knowledge and skills in the use of computers and other technologies. Identify and discuss basic computer terms. Locate and use letters, numbers, and special keys on a keyboard. Identify basic word processing terms. Key words and/or sentences using word processing. Identify the Internet as a source of information. Recognize the features of multimedia (combining different technologies such as, text, graphics video animation, and sound through the use of a computer.

Description of Product using Technology Methods and Resources Project Grouping Students worked in small groups, partnerships, individually and whole class. Description of Product using Technology Students work individually, in partnerships and triads to organize word processed documents that reflect their understanding of main ideas in informational text. Students applied their knowledge and skills in of keyboarding as they used the AlphaSmart Neoboard and computers. In addition, students used the Pixie program to draw the peanut and sweet potato. Finally, students used their listening and speaking skills as they rehearsed and provided narration within the Powerpoint presentation. MSAP Human Resources Steve Harris Resources used supplied by MSAP: Alphasmart Neoboard Pixie Emac computer RedCat speaker and microphone Headphone sets Garage Band External microphone Flashdrive Human Resources Reba Matthews Michelle Bryant Technology Supplies: MacBook Laptop Scanner AlphaSmart Neoboard Laser Printer Internet Digital camera Document camera I hold down the shift key to make a capital letter.

Discovering Main Ideas in Informational Text Students read grade level text to find main ideas. Jordyn said, “This was about when he was kidnapped.” “Instead of planting to Cotton, plant goobers.” Brayson said, “Peanut butter sandwiches are the best!” Abryana said, “ George Washington Carver Made many things like peanut oil and peanut milk.”

George Washington Carver What We Know He discovered lots of things made of peanuts and sweet potatoes He is a scientist He went to college He helped people with plants He created jobs for people He is called the Plant Doctor He was kidnapped as a baby He was an inventor He used crop rotation He was president of a college

What We Want to Know When did he die? Where did he live? When did he start to make peanut products? When did he go to school? Did they ever find his mother Mary? When start school? How old was he when he died? Did he have a wife and children?

The Life of George Washington Carver George Washington Carver was born in 1864 in Diamond Grove, Missouri. As a baby he was kidnapped. His mother Mary was never found. He was interested in how plants grow and animals live. Mr. Carver was a sickly child. But that didn’t stop his curiosity. He left his life with the Carvers to go to school. First, he went to Lincoln Elementary School at age of ten years old. Then he heard of another school that could help him answer questions about plants and farming. In other words, agriculture. While at Iowa State College he became an expert in peanut and sweet potato products. Finally, Professor Booker T. Washington asked him to come and teach at Tuskegee Institute in Alabama. He did! In conclusion, he used his gift to help farmers and young scientist. He gave the world 300 ways to use the peanut and 118 ways to use the sweet potato. Although, he was not married and did not have children of his own Mr. Carver was not a lonely man. He taught many students, loved to work with people and received many awards. Dr. George Washington Carver was a selfless man who will always be remembered for inventing a food favorite: peanut butter! He died on January 5, 1943 in Tuskegee, Alabama.

Dr. Carver’s Timeline 1864 Born in Diamond Grove, Missouri 1877 Begins school in Neosho, Missouri 1884 Attends high school in Minneapolis, Kansas 1891 Attends Iowa State College of Agricultural and Mechanical Arts 1894 Graduates from Iowa State College with a degree in agriculture; joins the staff. Receives master’s degree in agriculture from Iowa state; becomes director of agriculture at Tuskegee Institute in Alabama. 1898 Begins issuing bulletins about his experiments. Becomes a consultant in agricultural research for the U.S. Department of Agriculture Is awarded the Spingarn Medal from the NAACP. Opens George Washington Carver Museum in a ceremony with Henry Ford. 1943 Dies on January 5 in Tuskegee, Alabama.

Words to Know agriculture: the study of plants and farming award: An honor given to a person for doing something special. boll weevil: A small bug that kills cotton plants. college: A school beyond high school. crop rotation: Ways to rest the soil by not planting a crop on it for several years or by growing different crops. goobers: An old African name for peanuts. Iowa State College: A college founded in 1858, now called Iowa State University of Science and Technology. products: Something for sale Tuskegee Institute: A university in Alabama.

What We Learned Dr. George Washington Carver: Attended college His mother Mary was never found He made peanut products He loved plants and animals He wanted to be an artist He is known as the “Plant Doctor He made 300 peanut products He made over 100 sweet potato products

What We Learned About the Peanut

Dr. Carver’s Peanut Products Foods: salted peanuts, regular peanut butter, pancake flour, peanut flour, peanut surprise, chocolate coated peanuts, peanut brittle, dry coffee, cream candy, chop suey sauce, mayonnaise, peanut flakes, Worcestershire sauce and chili sauce. Beverages: peanut orange punch#1, peanut lemon punch, beverage for ice cream, evaporated peanut beverage, pineapple punch and normal peanut beverage. General: paints, paper, synthetic cotton and silk, printer’s ink, glue, face cream and gasoline. Household: laundry soap, insulating board, nitroglycerine, soil conditioner

Sweet Potato Plant leaves root tuber roots

What We Learned About the Sweet Potato There are many kinds of sweet potatoes. They grow from slips. They have roots. They grow on vines. It is a tuber. They need rich soil, water and sun. They grow in gardens and pots. It has smooth skin. It is shaped like an oval. It is thick. It takes 10 - 15 days to start to grow.

Dr. Carver’s Sweet Potato Products Foods: flour, vinegar, lemon drops, orange drops,dry coffee, breakfast food, candy, 14 varieties with chocolate, after dinner mints, granulated potatoes, egg yolk, molasses, sugar and starch. General: stains, dyes, paints, medicine, writing ink, library paste, alcohol, synthetic cotton and silk, paper, rubber compound, fillers for wood and shoe blackening. Stock Foods: stock feed meal and hog feed.

Our Thinking Tool: Venn Diagram

Next Steps We will begin to investigate how a sweet potato grows. First, we will plant the slip. Next, we will put the sweet potato in the sun and water it. Then we will observe how the sweet potato grows and keep a record of how tall it gets. We are look forward to growing our sweet potatoes!