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  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Tinkering With Technology

    • Grade One
    L.M. Montgomery Elementary School
    69 MacWilliams Road, Charlottetown, PE C1C 1L4
    Telephone: (902) 368-4150
    Fax: (902) 368-4155
    Website: http://www.edu.pe.ca/lmmontgomery

    Teachers:
    Karen Jollimore, Teacher-Librarian (jollimok@lmmontgomery.edu.pe.ca)
    Ann Campbell, Grade One Teacher
    Lori-Ann Carragher, Grade One Teacher
    Cheryl Walsh, Grade One Teacher


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Learning Stations

    Introduction
    (Curriculum Context - Background Information)

    "Tinkering with Technology" is a theme listed in the Language Arts program Reflexions at the grade one level. Students are introduced to the theme by their classroom teacher and are involved in class discussions and activities for a week before coming to the Library. This Resource Based Learning activity involves students in grade one interacting with 12 learning stations in the Library Resource Centre. The students will have a 12 page booklet to complete (one page for each learning station). Students will interact with a wide variety of resources at these stations, and will work with a partner, in pairs, with no more than four students per station.


    General Goals
    (Why are we doing this?)

    To provide students with an opportunity to achieve the learning outcomes within the framework provided in the Information Process, and to develop an awareness of, and appreciation for a variety of technologies.


    Student Learning Outcomes
    (Knowledge, Skills, Strategies and Attitudes from the Atlantic [APEF] Curriculum)

    Planning Stage

    GRADE LEVEL: EMERGENT
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GRADE LEVEL: EMERGENT
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)
  • Gathering Information Stage

    GRADE LEVEL: EMERGENT
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • engage in reading or reading-like behaviour as they experience a variety of literature (4)

  • GRADE LEVEL: EMERGENT
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GRADE LEVEL: EMERGENT
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize some basic types of texts (1)

  • GRADE LEVEL: EARLY
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • regard reading/viewing as sources of interest, enjoyment, and information (1)
  • select independently, and with teacher assistance, texts appropriate to their interests and learning needs (3)
  • use some features of written text to determine content, locate topics, and obtain information (4)

  • GRADE LEVEL: EARLY
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • engage in the research process with assistance
    -- locate appropriate inforamation with assistance (1)
  • Interacting With Information Stage

    GRADE LEVEL: EMERGENT
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • begin to ask and respond to questions, seeking information (2)

  • GRADE LEVEL: EMERGENT
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • respond to and give simple directions or instructions (3)

  • GRADE LEVEL: EMERGENT
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • use, with support, the various cueing systems and a variety of strategies to construct meaning from text (5)

  • GRADE LEVEL: EMERGENT
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • with assistance, interact with a variety of simple texts (1)

  • GRADE LEVEL: EMERGENT
    GCO G (Reading/Viewing)
    respond critically to a range of texts, applying their knowledge of language, form, and genre

  • recognize some basic types of texts (1)

  • GRADE LEVEL: EMERGENT
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)

  • GRADE LEVEL: EMERGENT
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • with assistance, engage in the research process to construct and communicate meaning (5)

  • GRADE LEVEL: EARLY
    GCO A (Speaking/Listening)
    speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings, and experiences

  • express thoughts and feelings and describe experiences (1)
  • ask and respond to questions to clarify information or gather further information (2)

  • GRADE LEVEL: EARLY
    GCO B (Speaking/Listening)
    communicate information and ideas effectively and clearly, and to respond personally and critically

  • respond to and give instructions or directions that include two or three components (3)

  • GRADE LEVEL: EARLY
    GCO D (Reading/Viewing)
    select, read, and view with understanding a range of literature, information, media, and visual texts

  • select independently, and with teacher assistance, texts appropriate to their interests and learning needs (3)

  • GRADE LEVEL: EARLY
    GCO E (Reading/Viewing)
    interpret, select, and combine information using a variety of strategies, resources, and technologies

  • engage in the research process with assistance
    -- interact with the information (1)

  • GRADE LEVEL: EARLY
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing for a variety of functions (1)
  • Creating New Information Stage

    GRADE LEVEL: EMERGENT
    GCO H (Writing/Other Ways of Representing)
    use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination

  • use writing and other forms of representing to convey meaning (2)

  • GRADE LEVEL: EMERGENT
    GCO J (Writing/Other Ways of Representing)
    use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness

  • with assistance, engage in the research process to construct and communicate meaning (5)
  • Assessment and Evaluation Stage

    GRADE LEVEL: EMERGENT
    GCO I (Writing/Other Ways of Representing)
    create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes

  • demonstrate a beginning awareness of audience and purpose (2)


  • Learning Resources Required
    (Print, non-print, audio-visual, electronic, community)

    Print - Books About Tinkering With Technology

    • Machine Poems, Jill Bennett, Oxford University Press, 1998
    • How is a Crayon Made?, Charles Oz, Scholastic, 1998
    • Ships and Boats (Eyeopeners Series), Angela Royston, Douglas & McIntyre, 1992
    • Planes (Eyeopeners Series), Angela Royston, Douglas & McIntyre, 1992
    • How is a House Built?, (no author specified), (no publisher specified)
    • Two Can First Encyclopedia - How Things Work, Kate Asser, Editor, Two Can (Scholastic), 1995

    Electronic - CD-ROM

    • My First Incredible Amazing Dictionary, (Dorling Kindersley, 1994)

    Show Me The Implementation Plan

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