the life of a migrant community

The Life of a Migrant The Life of a Migrant CommunityCommunity

By: Gary Harwood and David Hassler

Presentation By: Kristin Maile

For Grade Levels: K-3

Please click on the link Please click on the link that applies to you:that applies to you:

TeachersTeachers StudentsStudents

Dear Educators,Dear Educators,Thank you for your interest in Growing Thank you for your interest in Growing

Season!Season!

The activities provided in this presentation will help students The activities provided in this presentation will help students understand and test their knowledge of the life cycle of an onion. understand and test their knowledge of the life cycle of an onion. This power point presentation will fulfill both ODE technology and This power point presentation will fulfill both ODE technology and content standards (some of which can be found on the following content standards (some of which can be found on the following slides.)slides.)

Geared towards grades K-3, the activities focus on the subject areas Geared towards grades K-3, the activities focus on the subject areas of Science. This project acts as supplemental instruction for the of Science. This project acts as supplemental instruction for the Unit Plan designed to accompany the book Growing Season. You Unit Plan designed to accompany the book Growing Season. You can find both the unit plan, along with a sample lesson plan and can find both the unit plan, along with a sample lesson plan and additional information, at the following web address:additional information, at the following web address:

www.growingseason.netwww.growingseason.net

Technology Standards

Content Standards

Student Activities

ODE Technology Standards:ODE Technology Standards:Standard 3: Technology for Productivity ApplicationsStandard 3: Technology for Productivity Applications

Students learn the operations of technology through the usage of technology and Students learn the operations of technology through the usage of technology and productivity tools. productivity tools. Students use computer and multimedia resources to support their Students use computer and multimedia resources to support their learning. Students understand terminology, communicate technically and select the learning. Students understand terminology, communicate technically and select the appropriate technology tool based on their needs. They use technology tools to 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 collaborate, plan and produce a sample product to enhance their learning and solve problems by investigating, troubleshooting and experimenting using technical resources.problems by investigating, troubleshooting and experimenting using technical resources.

Benchmark A: Benchmark A: Understand basic computer and multimedia technology concepts and Understand basic computer and multimedia technology concepts and terminology.terminology.

4. Use a variety of computer and multimedia technology resources for directed learning 4. Use a variety of computer and multimedia technology resources for directed learning activities (e.g., computer, VCR/DVD player, audio player, camera).activities (e.g., computer, VCR/DVD player, audio player, camera).

Benchmark B: Benchmark B: Demonstrate operation of basic computer and multimedia technology tools.Demonstrate operation of basic computer and multimedia technology tools.

Responsible usage:Responsible usage:

1. Listen to directions and use proper care when handling computer and multimedia 1. Listen to directions and use proper care when handling computer and multimedia technology.technology.

2. Follow the correct order for turning computers and multimedia technology resources on 2. Follow the correct order for turning computers and multimedia technology resources on and off with teacher assistance.and off with teacher assistance.

Basic Operations:Basic Operations:

3. Identify and use input (keyboard, mouse) and output (printer) devices to operate 3. Identify and use input (keyboard, mouse) and output (printer) devices to operate computer and multimedia technology tools with teacher assistance.computer and multimedia technology tools with teacher assistance.

Problem Solving:Problem Solving:

3. Demonstrate problem-solving skills within a software application.3. Demonstrate problem-solving skills within a software application.

Standard 4: Technology and Communication ApplicationsStandard 4: Technology and Communication ApplicationsStudents use an array of technologies and apply design concepts to Students use an array of technologies and apply design concepts to

communicate with multiple audiences, acquire and disseminate communicate with multiple audiences, acquire and disseminate information and enhance learning.information and enhance learning.

Students acquire and publish information in a variety of media formats. They Students acquire and publish information in a variety of media formats. They incorporate communication design principles in their work. They use incorporate communication design principles in their work. They use technology to disseminate information to multiple audiences. Students use technology to disseminate information to multiple audiences. Students use telecommunication tools to interact with others. They collaborate in real-time telecommunication tools to interact with others. They collaborate in real-time with individuals and groups who are located in different schools, communities, with individuals and groups who are located in different schools, communities, states and countries. Students participate in distance education opportunities states and countries. Students participate in distance education opportunities which expand academic offerings and enhance learning.which expand academic offerings and enhance learning.

Benchmark A: Benchmark A: Investigate the nature and operation of communication systems.Investigate the nature and operation of communication systems.Benchmark B: Benchmark B: Explore how information can be published and presented in Explore how information can be published and presented in

different formats.different formats.Productivity ToolsProductivity Tools1. Examine digital images in learning (e.g., students select pictures of community 1. Examine digital images in learning (e.g., students select pictures of community

helpers from teacher-identified materials).helpers from teacher-identified materials).Benchmark C: Benchmark C: Participate in group projects and learning activities using Participate in group projects and learning activities using

technology communications.technology communications.Use of CommunicationsUse of Communications1. Engage in teacher-directed online learning activities (e.g., 100th day of 1. Engage in teacher-directed online learning activities (e.g., 100th day of

kindergarten activities, online field trips).kindergarten activities, online field trips).

ODE Technology Standards:ODE Technology Standards:

Standard 5: Technology and Information LiteracyStandard 5: Technology and Information LiteracyStudents engage in information literacy strategies, use the Internet, Students engage in information literacy strategies, use the Internet,

technology tools and resources, and apply information-management technology tools and resources, and apply information-management skills to answer questions and expand knowledge.skills to answer questions and expand knowledge.

Students become information-literate learners by utilizing a research process Students become information-literate learners by utilizing a research process model. They recognize the need for information and define the problem, need model. They recognize the need for information and define the problem, need or task. Students understand the structure of information systems and apply or task. Students understand the structure of information systems and apply these concepts in acquiring and managing information. Using technology these concepts in acquiring and managing information. Using technology tools, a variety of resources are identified, accessed and evaluated. Relevant tools, a variety of resources are identified, accessed and evaluated. Relevant information is selected, analyzed and synthesized to generate a finished information is selected, analyzed and synthesized to generate a finished product. Students evaluate their information process and product.product. Students evaluate their information process and product.

Benchmark C: Benchmark C: Apply basic browser and navigation skills to find information Apply basic browser and navigation skills to find information from the Internet.from the Internet.

Internet ConceptsInternet Concepts2. Use Web page functions:2. Use Web page functions:

a. Scroll up and down page;a. Scroll up and down page;b. Click on links; and b. Click on links; and c. Use back button c. Use back button

This This information was taken from:information was taken from:http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?

Page=3&TopicRelationID=339&Content=12663Page=3&TopicRelationID=339&Content=12663

ODE Technology Standards:ODE Technology Standards:

Content Standards

Student Activities

ODE Content StandardsODE Content StandardsScience:Science:Life SciencesLife SciencesStudents demonstrate an understanding of how living systems function and how they Students demonstrate an understanding of how living systems function and how they

interact with the physical environment. This includes an understanding of the cycling 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 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 characteristics, structure and function of cells, organisms and living systems will be developed. Students will also develop a deeper understanding of the principles of developed. Students will also develop a deeper understanding of the principles of heredity, biological evolution, and the diversity and interdependence of life. Students heredity, biological evolution, and the diversity and interdependence of life. Students demonstrate an understanding of different historical perspectives, scientific demonstrate an understanding of different historical perspectives, scientific approaches and emerging scientific issues associated with the life sciences.approaches and emerging scientific issues associated with the life sciences.

Characteristics and Structure of Life Characteristics and Structure of Life KindergartenKindergarten1. Explore differences between living and non-living things (e.g., plant-rock).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 2. Discover that stories (e.g., cartoons, movies, comics) sometimes give plants and

animals characteristics they really do not have (e.g., talking flowers).animals characteristics they really do not have (e.g., talking flowers).Characteristics and Structure of Life Characteristics and Structure of Life Grade 1Grade 11. Explore that organisms, including people, have basic needs which include air, water, 1. Explore that organisms, including people, have basic needs which include air, water,

food, living space and shelter.food, living space and shelter.2. Explain that food comes from sources other than grocery stores (e.g., farm crops, 2. Explain that food comes from sources other than grocery stores (e.g., farm crops,

farm animals, oceans, lakes and forests).farm animals, oceans, lakes and forests).Grade 2Grade 21. Explain that animals, including people, need air, water, food, living space and shelter; 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.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 2. Identify that there are many distinct environments that support different kinds of

organisms.organisms.

Language ArtsLanguage Arts::KindergartenKindergartenAcquisition of VocabularyContextual Understanding1. 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

StrategiesConcepts of Print1. Demonstrate an understanding that print has meaning by explaining that text

provides information or tells a story.Concepts of Print (Cont.)Concepts of Print (Cont.)3. Know the differences between illustrations and print.Comprehension Strategies7. Recall information from a story by sequencing pictures and events.Reading Applications: Informational, Technical and Persuasive Text1. 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 Strategies7. Recall information from a story by sequencing pictures and events.Reading Applications: Informational, Technical and Persuasive Text1. Use pictures and illustrations to aid comprehension.2. Identify and discuss the sequence of events in informational text.

ODE Content StandardsODE Content Standards

Grade 1Acquisition of VocabularyContextual Understanding1. 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 StrategiesConcepts of Print2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be

entertained).Comprehension Strategies8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of

grade-appropriate print texts and electronic and visual media.Grade 2Acquisition of VocabularyContextual Understanding1. Use knowledge of word order and in-sentence context clues to support word identification

and to define unknown words while reading.Comprehension Strategies1. 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 Strategies7. 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=2416

ODE Content StandardsODE Content Standards

Technology Standards

Student Activities

Dear Students,Dear Students,Today, you will learn about the onion.Today, you will learn about the onion.

The onion is a living plant that grows The onion is a living plant that grows in the ground. It needs air and in the ground. It needs air and water to live, just like you!water to live, just like you!

People grow onions to eat. First you People grow onions to eat. First you plant the seeds. Then a sprout will plant the seeds. Then a sprout will grow. After you let it grow it will be grow. After you let it grow it will be ready for you to harvest.ready for you to harvest.

Let’s get started!Let’s get started!

On the next slide you can pick an activity.On the next slide you can pick an activity.

You can study the life cycle of an onion or You can study the life cycle of an onion or play a game. The game will ask you play a game. The game will ask you about the order that an onion grows.about the order that an onion grows.

Are you ready?Are you ready?

Let’s Play!Let’s Play!

PICK AN ACTIVITY!PLAY THE LIFE

CYCLEStudy the Life

Cycle of an Onion Before

You Play!

GAME!!!

Practice Your Life Cycle Vocabulary!

You Chose the Life Cycle You Chose the Life Cycle Game!Game!

Directions:Directions:

Choose which picture goes first.Choose which picture goes first.

Click on the picture to check your Click on the picture to check your answer.answer.

Which comes first?Which comes first?

Which Comes First?Which Comes First?

That is right!

Great Job!

Are you ready for the next one?

You are correct!

Fantastic!


That is right!

You are doing fabulous work!


You are correct!

Congratulations!

You have completed the Life Cycle Game!

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!

The Life Cycle of an Onion:

Soil

Sprout

Baby Onion Plants

Full Grown Onions

Click on the button under the vocabulary word that comes first in

the life cycle:

Soil

Sprout

Full Grown Onions

Baby Onion Plants

GREAT JOB!

You got it right!


the life cycle:

Sprout

Full Grown Onions

Baby Onion Plants

GREAT JOB!

You got it right!


the life cycle:

Full Grown Onions

Baby Onion Plants

GREAT JOB!

You got it right!


the life cycle:

Full Grown Onions

GREAT JOB!

You got it right!