compare with zoomy

Model 1. Read a book to the class that has many examples

of simile or metaphor in the story. Compare and

contrast simile and metaphor with the class.

Guide2. Allow students to

explore a category of

objects using Zoomy.

Students could explore

fossils, shells, seeds,

rocks or any artifact

that is linked to a unit

or topic the class is

studying.

3. Have students view

an object with Zoomy,

then take a photo and

print it. Encourage

students to think

creatively and write

a simile or metaphor

about the object as

they see it with Zoomy.

Then have them write

another simile or

metaphor about the object as they see it without

Zoomy. For example, The seed is smooth as silk or

The rock has craters like the moon.

4. Place students’ work in a center. Challenge teams

of students to compare and contrast the two

groups of similes and metaphors, those of objects

viewed with and without Zoomy.

Assess5. Use students’ work to assess their abilities to

develop similes and metaphors. Have the class

develop a slideshow of the photos and similes and

metaphors and share it at conference time.

Extend6. Have students use Zoomy to create a fi gurative

language webquest. Create a class seed collection

and have students take photos of the seeds

with Zoomy. Students fi nd internet resources

to correspond with the pictures. Have students

combine pictures and resources into a seed web

quest. Pairs of student complete one another’s

web quests.

Skills: Comparison, Similes,

Metaphors

Grades: 3−6

Grouping: Pairs, Small Group

Time: 10−15 Minutes (introduction); independent work time

Materials: Zoomy™, computer, a book that contains many examples of

simile and metaphor

Assess

Model

Guide

Extend

Get Ready

Try It

www.LearningResources.com/Zoomy

Compare with Zoomy™

www.LearningResources.com

Language Arts, Comprehension

Model 1. Demonstrate how to

use Zoomy for the

group. Have students

take turns practicing

with Zoomy.

Guide2. Explain to students

that fi ngerprints may

be classifi ed as loops,

whorls, and arches. Use books with photographs

or websites for reference.

3. Using a pencil, have each student heavily shade his

or her fi nger and make a fi ngerprint on an index

card. Pencil makes a print that is easier to read

than ink.

4. Have each student

use Zoomy to take a

magnifi ed photograph

of his or her fi ngerprint

and print the image.

5. Have students sort the photos into each of the

three categories. Younger students may need

assistance sorting the photos. Have students create

a bar graph representing the data. Discuss the

results by asking questions such as, What category

has the most photos? Which category has the

fewest? Do you think the results would be the

same for other classes?

Assess6. Have students complete the attached self-

assessment. Use students’ graphs to assess their

abilities to gather and analyze data. Determine if

students were able to categorize the fi ngerprints.

Use the insight from the self-assessments to

determine student understanding. Are students

restating information that was shared? Are

students able to use this information to create

something new? Upload photos of different

categories of fi ngerprints and post them on your

class website.

Extend7. Challenge students to use the data from the

experiment to create a circle graph using a

computer program or pencil and compass.

What percentage of the class had each type of

fi ngerprint?

Skills: Observation, Data analysis, Classifi cation, Graphing

Grades: 1−3

Grouping: Individual, Small Group

Time: 10−15 Minutes

Materials: Zoomy™, computer, printer, index cards, paper and pencil

Assess

Model

Guide

Extend

Get Ready

Try It


Clever Classifi cation with Zoomy™


Science, Life Science

Zoomy™ Rubric


Science, Life Science

3 things I learned from the fingerprint lab

2 questions I still have

1 new way I could use classification skills

Name Date:

Model 1. Provide students with geoboards and rubber

bands. Explain to students that they will recreate

the polygon you have on your geoboard using

only what they see presented to them through

the Zoomy.

2. Set up a simple triangle on your geoboard, keep-

ing it hidden from students’ view.

3. Place the Zoomy

lens over the rubber

band and tell the

students to watch

carefully as you be-

gin traveling along

the rubber band.

4. Have the students

verbally identify

angles, vertices, and

line segments as they are displayed.

Guide5. After completing a

trip over the entire

perimeter of the

triangle have stu-

dents try to recreate

the same triangle on

their geoboards.

6. Repeat the activity

using various other polygons. Then have pairs of

students repeat the activity with each other.

Assess7. As ongoing assessment for the group, have

students hold up geoboards to determine which

students are accurately identifying and recreating

shapes. Have pairs of students self-assess as they

work together.

Extend8. Have students practice saying and spelling the

names of the polygons created on the geoboards.

Skills: Shape identifi cation

Grades: 1−4

Grouping: Small Group

Small Group

Whole Class

Time: 10−15 Minutes

Get Ready

Try It

students repeat the activity with each other.

Assess

Model Guide

Extend

Materials: Zoomy™,

Projector, geoboards,

rubber bands


Polygon Paths with Zoomy™


Math, Geometry

Model 1. Discuss the different ways that seeds travel from

a parent plant, such as hitchhiking on an animal’s

fur, travelling by air, or fl oating in water. Describe

characteristics of the seeds that indicate how they

travel, such as hooks or air wisps.

Guide2. Provide a variety of

seeds for students to

view using Zoomy.

3. Have each student

pretend they are a

seed. Have students

write short stories

about the journey they

will take from their

parents to where they

will land and sprout. Have students include specifi c

details about how they will travel, such as by air or

on an animal’s back.

4. Have students use

Zoomy to identify a

seed that travels using

the same method

they wrote about.

Students photograph

the seed with Zoomy

and print and use the

photo to illustrate

their stories.

Assess5. Display students’ stories and photos in the

classroom for conferences and upload and share

the work with families and caregivers on your

website.

Extend6. Use Zoomy to take magnifi ed photos of seeds.

Have students label and categorize the seeds

by their methods of travel. Students can create

a picture of how the seeds in their school’s

environment travel.

Skills: Content-area reading, Writing, Compare and contrast

Grades: K−3

Grouping: Whole Group

Time: 10−15 Minutes, 4 lessons

Materials: Zoomy™, a variety of seeds, such as carrot, watermelon,

sunfl ower, apple, peach, maple tree, and fl owers

Assess

Model

Guide

Extend

Get Ready

Try It


Seed Travel with Zoomy™


Language Arts, Science, Reading

compare with zoomy

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