Overview
This lesson is an early childhood, language arts activity emphasizing the use of technology in the classroom. The activity is designed to be used during Fire Prevention Week, which takes place in the month of October. A weeklong matrix giving lesson ideas in all subject areas is included to help integrate the lessons and the children's learning.
Introduction
This lesson is an early childhood, language arts activity emphasizing the use of technology in the classroom. The activity is designed to be used during Fire Prevention Week, which takes place in the month of October. A weeklong grid giving lesson ideas in all subject areas is included to help integrate the lessons and the children's learning.
Student Outcomes
After completing a collaborative story about Smokey Bear, students will be able to:
- Recall facts about Smokey Bear.
- Dictate sequential events in a story.
- Communicate in complete sentences when giving information about Smokey Bear.
- Illustrate the collaborative story.
Technology
- Email accounts
- Internet access
- Word Processing Program (i.e. Microsoft Word)
- Scanners in each classroom
- Computer/Television connection
- Diskettes
Materials
- Scanners
- Computer with Internet access and email accounts
- Word Processing Program (i.e. Microsoft Word)
- Computer hookup to television monitor
- Diskettes
- Paper, crayons, etc.
- Posters of Smokey Bear
Resources
Online:
- United States Fire Administration.Kids Home Page
- Ad Council's Smokey Bear Home Page
- Sesame Street Coloring Pages
Off line:
- Bromley, R. (1996). The story of Smokey Bear. Ladybird Books USA.
- Graham, K. Smokey Bear saves the forest. Western Publishing Company INC.
- Morrison, E. E. (1995). The Smokey Bear story. Morielle Press.
- Watson, J. W. (1955). The true story of Smokey Bear. New York: Golden Press.
Preparation
- Find partner class interested in taking part in the collaborative project.
- Get permission from parents for using Internet, email, etc.
- Assure that all technology materials are available and functioning.
- Gather software and literature needed for unit.
- Check that all online resources are current.
Tasks
- Brainstorm information about Smokey Bear.
- Sequence information about Smokey Bear.
- Start story, send it via email to partner school.
- Send the collaborative story via email back and forth throughout the week.
- Illustrate and send copies of collaborative story via e-mail.
- Share completed collaborative story with partner school.
- Provide hardcopies of the book in both school libraries and post on school websites.
Presentation
Students will take part in a collaborative field trip/picnic where they will meet, share finished story, and interact. Students can also read the completed book during a school assembly the week following Fire Prevention Week.
Assessment
- A language skills checklist including: 1) Turn taking; 2) Maintaining topic; 3) Following directions; 4) Answering questions appropriately; and, 5) Responding in complete sentences.
- A participation checklist including: 1) Dictating the story; 2) Illustrating the story; and, 3) Reading the story in a whole group
Downloading & Printing Files
These pages can be downloaded to your computer as files. Files can then be opened and printed. You can choose either Microsoft Word format or Portable Document Format.
Microsoft Word (.doc)
Files in this format can be read, printed or edited using Microsoft Word.
Acrobat Reader
Files in the .pdf format can be read or printed, but not edited using Acrobat Reader. Acrobat Reader is a free software. You can download it from the Adobe site.
Extension
After the students have completed the story, they may want to write a thank you to their partner school. A scanned picture of the class could be sent with their letters. Students can also share their completed book with families via school web page.
NM Content Standards
- Language Arts:
- 1) Students will understand and use Language Arts for communication.
- 2) Students will understand and use Language Arts as a learning tool.
- 3) Students will listen and read for a variety of purposes.
- 4) Students will use a variety of listening and reading strategies appropriately.
- 5) Students will speak clearly and write effectively for a variety of audiences and purposes