Learning area: Literacy (focus on ICT integration)            Topic: flight

Grade: One/Two                                                                    Time: 40-50 mins.

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Learning Objectives:

On completion of this lesson, students should be able to:

- navigate their way through the interactive resource in order to find answers to set questions.

- use the interactive resource to become familiar with some of the different terms used for man-made flying machines (helicopter, aeroplane, etc..)

- become aware of the different things which happen daily in an airport, and some of the different jobs which people who work there carry out.

 

Essential Learning Key focus areas:

- Communicating: Being Information Literate. Standard 1: Be able to navigate their way through  a simple interactive resource.

- Communicating: Being Information Literate. Standard 1: Make comments on, ask questions about and link their own experiences with information presented in a technological sense.

Kitos Mode:

Level 1: Researching. – Browses local computer resources to find information

Level 1: Independent Learning – Uses computer software to support learning in literacy, numeracy and problem solving.

 

Students Prior Knowledge:

- Students can log onto the class computer and insert a CD ROM disc.

- Students have had experiences with other interactive digital resources.

 

Resources needed:

- digital resource titled: “A Field Trip to the Airport.”

- various proformas (a different level of difficulty for each reading group) with questions to be answered from the resource

Teaching Strategies/Activity Procedures:

** This lesson would take place as a sequential set in a series focussing on ict integration into a unit on “Flight.” The first lesson would involve students being introduced as a whole class group to the digital resource, and the teacher would demonstrate some of the basic features of the resource, so that the students are familiar with the resource for the following lessons. Students would then have the opportunity throughout that day individually or in pairs, to explore the resource independently.

 

This lesson will be integrated as part of a rotational literacy program over a week. Each day, one particular group will be doing the activity to allow for equitable access to computers in the classroom. Students are grouped in their reading ability groups, and each proforma is designed to suit their ‘reading age.’

 

- Teacher starts lesson on the mat, and re-introduces the digital resource to students. (7 mins)

- Teacher goes through the rotational literacy groups for the morning, and sends other groups off to their activities. (5 mins)

- The group left on the mat will be doing the activity involving the digital resource. Teacher goes through their proforma, and briefly asks students how they think they might answer some of the questions from what they have discovered already from their exploration of the digital resource in the previous lesson.(5 mins).

- Before sending students off to complete the task, teacher asks students to recall some of the rules (already established in class previously) that we must remember when working on the computers, and particularly when sharing two to a computer (taking turns, sharing the workload etc..) (5 mins.)

- Set students to work with their proformas. (approx. 30 mins.)

 

Other activities related to the topic:

• An excursion to an Airport. This will allow students to make real world connections with what they have been learning from the digital resource.
• Write an imaginative story about “My fantastic day in a hot air balloon.” Students publish their stories in an interesting way, and include a kidpix border.
• Students complete a timeline of flight, dating back to the year of the first human flight. Students use both appropriate books and websites to research the dates. Students can then create a display for their timeline and invite parents and other classes to come in and view it.