1. The Life of a Migrant Community By: Gary Harwood and David Hassler Presentation By: Kristin Maile For Grade Levels: K-3

2. Please click on the link that applies to you: TeachersStudents

3. Dear Educators, Thank you for your interest in Growing Season! The activities provided in this presentation will help students understand and test their knowledge of the life cycle of an onion. This power point presentation will fulfill both ODE technology and content standards (some of which can be found on the following slides.) Geared towards grades K-3, the activities focus on the subject areas of Science. This project acts as supplemental instruction for the Unit Plan designed to accompany the book Growing Season. You can find both the unit plan, along with a sample lesson plan and additional information, at the following web address: www.growingseason.net Technology StandardsContent StandardsStudent Activities

4. ODE Technology Standards: Standard 3: Technology for Productivity Applications Students learn the operations of technology through the usage of technology and productivity tools. Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to collaborate, plan and produce a sample product to enhance their learning and solve problems by investigating, troubleshooting and experimenting using technical resources. Benchmark A: Understand basic computer and multimedia technology concepts and terminology. 4. Use a variety of computer and multimedia technology resources for directed learning activities (e.g., computer, VCR/DVD player, audio player, camera). Benchmark B: Demonstrate operation of basic computer and multimedia technology tools. Responsible usage: 1. Listen to directions and use proper care when handling computer and multimedia technology. 2. Follow the correct order for turning computers and multimedia technology resources on and off with teacher assistance. Basic Operations: 3. Identify and use input (keyboard, mouse) and output (printer) devices to operate computer and multimedia technology tools with teacher assistance. Problem Solving: 3. Demonstrate problem-solving skills within a software application.

5. Standard 4: Technology and Communication Applications Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning. Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real-time with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning. Benchmark A: Investigate the nature and operation of communication systems. Benchmark B: Explore how information can be published and presented in different formats. Productivity Tools 1. Examine digital images in learning (e.g., students select pictures of community helpers from teacher- identified materials). Benchmark C: Participate in group projects and learning activities using technology communications. Use of Communications 1. Engage in teacher-directed online learning activities (e.g., 100th day of kindergarten activities, online field trips). ODE Technology Standards:

6. Standard 5: Technology and Information Literacy Students engage in information literacy strategies, use the Internet, technology tools and resources, and apply information-management skills to answer questions and expand knowledge. Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology tools, a variety of resources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product. Benchmark C: Apply basic browser and navigation skills to find information from the Internet. Internet Concepts 2. Use Web page functions: a. Scroll up and down page; b. Click on links; and c. Use back button This information was taken from: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?Page=3&To picRelationID=339&Content=12663 ODE Technology Standards: Content StandardsStudent Activities

7. ODE Content Standards Science: Life Sciences Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences. Characteristics and Structure of Life Kindergarten 1. Explore differences between living and non-living things (e.g., plant-rock). 2. Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and animals characteristics they really do not have (e.g., talking flowers). Characteristics and Structure of Life Grade 1 1. Explore that organisms, including people, have basic needs which include air, water, food, living space and shelter. 2. Explain that food comes from sources other than grocery stores (e.g., farm crops, farm animals, oceans, lakes and forests). Grade 2 1. Explain that animals, including people, need air, water, food, living space and shelter; plants need air, water, nutrients (e.g., minerals), living space and light to survive. 2. Identify that there are many distinct environments that support different kinds of organisms.

8. Language Arts : Kindergarten Acquisition of Vocabulary Contextual Understanding 1. Understand new words from the context of conversations or from the use of pictures within a text. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Concepts of Print 1. Demonstrate an understanding that print has meaning by explaining that text provides information or tells a story. Concepts of Print (Cont.) 3. Know the differences between illustrations and print. Comprehension Strategies 7. Recall information from a story by sequencing pictures and events. Reading Applications: Informational, Technical and Persuasive Text 1. Use pictures and illustrations to aid comprehension. 2. Identify and discuss the sequence of events in informational text. 3. Know the differences between illustrations and print. Comprehension Strategies 7. Recall information from a story by sequencing pictures and events. Reading Applications: Informational, Technical and Persuasive Text 1. Use pictures and illustrations to aid comprehension. 2. Identify and discuss the sequence of events in informational text. ODE Content Standards

9. Grade 1 Acquisition of Vocabulary Contextual Understanding 1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Concepts of Print 2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). Comprehension Strategies 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Grade 2 Acquisition of Vocabulary Contextual Understanding 1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading. Comprehension Strategies 1. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). 3. Compare and contrast information in texts with prior knowledge and experience. 4. Summarize text by recalling main ideas and some supporting details. Self Monitoring Strategies 7. Monitor comprehension by recognizing when text does not make sense and look back or read on to reinforce comprehension. This information was taken from: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=330&Content=241 6 ODE Content Standards Technology StandardsStudent Activities

10. Dear Students, Today, you will learn about the onion. The onion is a living plant that grows in the ground. It needs air and water to live, just like you! People grow onions to eat. First you plant the seeds. Then a sprout will grow. After you let it grow it will be ready for you to harvest.

11. Let’s get started! On the next slide you can pick an activity. You can study the life cycle of an onion or play a game. The game will ask you about the order that an onion grows. Are you ready? Let’s Play!

13. PICK AN ACTIVITY! PLAY THE LIFE CYCLE Study the Life Cycle of an Onion Before You Play! GAME!!! Practice Your Life Cycle Vocabulary!

14. You Chose the Life Cycle Game! Directions: Choose which picture goes first. Click on the picture to check your answer.

15. Which comes first?

16. Which Comes First?

19. That is right! Great Job! Are you ready for the next one?

20. You are correct! Fantastic! Are you ready for the next one?

21. That is right! You are doing fabulous work! Are you ready for the next one?

22. You are correct! Congratulations! You have completed the Life Cycle Game!

23. So Close! Think about which picture comes first. Think about the growing process. Do you think you know the answer? Click the back button to try again!

24. The Life Cycle of an Onion: Soil Sprout Baby Onion Plants Full Grown Onions

25. Click on the button under the vocabulary word that comes first in the life cycle: Soil Sprout Full Grown Onions Baby Onion Plants

26. GREAT JOB! You got it right!

27. Click on the button under the vocabulary word that comes first in the life cycle: Sprout Full Grown Onions Baby Onion Plants

28. GREAT JOB! You got it right!

29. Click on the button under the vocabulary word that comes first in the life cycle: Full Grown Onions Baby Onion Plants

30. GREAT JOB! You got it right!

31. Click on the button under the vocabulary word that comes first in the life cycle: Full Grown Onions

32. GREAT JOB! You got it right!