Building Plans
Select an area from the list below:
  • View Available Web-Based Projects
  • View Available Author Studies
  • View Available Learning Stations/Projects
  • View Available Integrated Curriculum Projects
  • View Available Other RBL Projects
  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Information Process Learning Outcomes Building Site What's New

     

    Tinkering With Technology

    • Grade One
    Vernon River Consolidated School
    R.R.#2, Vernon, PE C0A 2E0
    Telephone: (902) 651-8520
    Fax: (902) 651-8516
    Website: http://www.edu.pe.ca/vrcs

    Teachers:
    Marilyn MacLean, Teacher-Librarian (maclean2@vernonrvr.edu.pe.ca)
    Debbie MacLean, Grade 1 Teacher
    Jan Rossiter, (Learning Station Developer)
    Marilyn MacLean, (Learning Station Developer)
    Brenda Matusiewicz, (Learning Station Developer)
    Kara Matusiewicz, (Learning Station Developer)


    Project Outline

    Accompanying Documents
    (Adobe Acrobat [.pdf] Format)

  • Learning Stations

    Introduction
    (Curriculum Context - Background Information)

    One thematic unit that grade one at our school generally completes in late May or early June is "Tinkering with Technology." This theme covers materials related to simple machines. The potential for this area of study is broad and can range from inventions to how machines work to the jobs people do.

    One of the activities the classroom teacher has done related to this theme is to ask the children with the help of their parents to invent something at home. The purpose of this activity is to encourage the children and parents to recycle things to make a finished product. A date is set aside for the parents and students to come together and share these inventions to the rest of the class. This is a wonderful opportunity for home and school to join together and learn about how things are made and how they work.

    Last year in order to prepare for this theme with grade one, we participated in a cross-curricular activity between the grade ones and nines. When the grade nine students were completing their theme on Media, we had them choose a media invention such as computer, filmstrip projector, television, radio, telephone, and so on. Their role was to research information about when these items were invented, who invented them, some of their working parts and their uses. From there they were to prepare a seven to ten minute presentation on the above mentioned material. The presentation had to be suitable for grade one students and during the presentation the grade nine students were expected to make it as hands-on as possible in order to make it more meaningful for grade one. In turn a worksheet activity was completed to accompany their invention. These sheets took a variety of forms from word finds to coloring activities to unscrambling words. When the grade nine planning was completed the grade ones came to the library and using a station approach, they rotated from one station to another until they had a chance to hear about each invention. Following this, the grade nine students took individual children and helped them through the learning activity they had prepared. This was a valuable way to introduce the technology theme to grade one while extending the media theme using the information process for grade nine.

    (NOTE: A full description [and learning outcomes] for the grade nine portion of this integrated resource-based learning activity will soon be available. This will be one aspect of the "Media and Communication" thematic unit developed and successfully integrated for several years at Vernon River School. In the interim, a paper version of this material is available upon request. Please contact Judy Davies, P.E.I. Department of Education [jadavies@gov.pe.ca].)

    Learning stations added another dimension to this theme. By providing grade one classes with a variety of resource based activities geared at helping them learn how to access information using several resources, they had fun learning what tinkering with technology is all about.


    General Goals
    (Why are we doing this?)

    To provide students with an opportunity to learn about technology and simple machines and at the same time, develop an awareness and appreciation for the topic through the use of resource based learning activities. Additionally, students will gain a greater appreciation of the variety of resources that can be used to find out information.


    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: 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

  • regard reading/viewing as sources of interest, enjoyment, and information (1)
  • Gathering Information Stage

    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)
  • recognize some basic components of texts, such as author, illustrator, and title (2)

  • 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)
  • use some features of written text to determine content, locate topics, and obtain information (4)
  • 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

  • listen to the ideas and opinions of others (4)

  • 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)
  • engage in simple oral presentations and respond to oral presentations and other texts (4)

  • 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)
  • recognize some basic components of texts, such as author, illustrator, and title (2)

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

  • ask and respond to questions to clarify information or gather further information (2)
  • express opinions and give simple explanations for some of their opinions (3)
  • listen to others' ideas and opinions (4)

  • 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)
  • engage in informal oral presentations and respond to a variety of oral presentations and other texts (4)

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

  • use some features of written text to determine content, locate topics, and obtain information (4)
  • use a combination of cues to sample, predict, and monitor/self-correct (5)
  • use a variety of strategies to create meaning (6)

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

  • use their experiences with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and text characteristics (1)
  • Organizing 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: EARLY
    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

  • select, organize, and combine, with assistance, relevant information to construct and communicate meaning
    -- with assistance, develop strategies for making and organizing notes (5)
  • Creating New Information Stage

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

  • express opinions and give simple explanations for some of their opinions (3)
  • Sharing and Presenting Information Stage

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

  • engage in simple oral presentations and respond to oral presentations and other texts (4)

  • 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

  • demonstrate engagement writing and other forms of representations (3)
  • with assistance, begin to use technology in writing and other forms of representing (4)

  • GRADE LEVEL: EARLY
    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

  • demonstrate engagement with the creation of pieces of writing and other representations (3)
  • with assistance, experiment with technology in writing and other forms of representing (4)
  • select, organize, and combine, with assistance, relevant information to construct and communicate meaning
    -- share their information in a variety of simple ways (5)
  • Assessment and Evaluation Stage

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

  • express feelings and give simple descriptions of past experiences (1)
  • express opinions (3)
  • listen to the ideas and opinions of others (4)

  • 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)
  • express opinions and give simple explanations for some of their opinions (3)
  • listen to others' ideas and opinions (4)

  • 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)
  • express opinions and give simple explanations for some of their opinions (3)
  • listen to others' ideas and opinions (4)


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

    Print - Books About Tinkering With Technology

    • Machines We Use, Sally Hewitt, Children's Press, 1997
    • Levers, Michael Dahl, Capstone Press, 1996
    • The Inclined Plane, Patricia Armentrout, The Rourke Press, Inc., 1997
    • The Wedge, Patricia Armentrout, The Rourke Press, Inc., 1997

    Electronic - CD-ROM

    • Golden Books Encyclopedia For Kids, (Golden Books)
    • Color Magic, (no publisher specified)

    Show Me The Implementation Plan

    Building Information Literacy Return to Top