This mobile lesson plan is for a kindergarten science, technology, and language arts lesson that uses students' five senses to describe objects. Over five sessions, students will be given mystery objects to describe using their senses in a Narrable presentation with photos and recorded voice. They will present their descriptions for classmates to identify the objects. The lesson aligns with state standards and uses mobile devices like phones and tablets to take photos, record audio, and create the Narrable presentations. Teachers and support staff will assist students in managing the technology tools.
Content and Language Integrated Learning is a framework for curriculum development. Through a C.L.I.L.-oriented curriculum students work with a variety of discourse types and they learn language by using it. School subjects, any topic, theme, or issue of interest to students can qualify as content; this is the reason why there are so many different types and models of C.L.I.L.
A C.L.I.L. curriculum allows for the development of Basic Interactional Communication Skills (BICS) in the foreign language as well as the development of Cognitive Academic Language Proficiency (CALP) in students’ native language and in the foreign language(s) they are learning. In addition, students are given the opportunity to acquaint themselves with the culture of the community(-ies) who speak the target language(s).
Although the implementation of C.L.I.L.-oriented curricula requires that decisions be made by administrators and politicians, language teachers can still supplement the curricula followed at present with Content and Language Integrating Activities. To illustrate this, we will look at EFL activities based on content borrowed from current Greek Elementary School Math, Science and Geography textbooks.
Content and Language Integrated Learning is a framework for curriculum development. Through a C.L.I.L.-oriented curriculum students work with a variety of discourse types and they learn language by using it. School subjects, any topic, theme, or issue of interest to students can qualify as content; this is the reason why there are so many different types and models of C.L.I.L.
A C.L.I.L. curriculum allows for the development of Basic Interactional Communication Skills (BICS) in the foreign language as well as the development of Cognitive Academic Language Proficiency (CALP) in students’ native language and in the foreign language(s) they are learning. In addition, students are given the opportunity to acquaint themselves with the culture of the community(-ies) who speak the target language(s).
Although the implementation of C.L.I.L.-oriented curricula requires that decisions be made by administrators and politicians, language teachers can still supplement the curricula followed at present with Content and Language Integrating Activities. To illustrate this, we will look at EFL activities based on content borrowed from current Greek Elementary School Math, Science and Geography textbooks.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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3. Standards
CC.1.5.K.A: Participate in collaborative conversations with peers and adults
in small and larger groups.
CC.1.5.K.E: Speak audibly and express thoughts, feelings, and ideas clearly.
CC.1.5.K.G: Demonstrate command of the conventions of standard English
when speaking based on kindergarten level and content.
1.9.K.A: Gain information using media and technology resources with adult
assistance
1.9.K.B: Identify different types of media.
3.1.K.A9: Use the five senses and simple equipment to gather data.
4. Grade Level, Subjects, Length of Lesson
Kindergarten
Science, Technology, and Language Arts
Five 30 minute work sessions that will include one presentation day
5. Outcome Goals for Students
Students will be able to:
identify their five senses.
use their five senses to describe an object.
identify and use an adjective to describe an object within each of the five senses
categories.
create a Narrable presentation that will be shared with classmates who will try to
identify the object being described.
use a mobile device to record their vocal description.
use a mobile device to take pictures of their mystery object or utilize Flickr for
any necessary pictures
collaborate with classmates to identify the object being described in each
presentation.
6. Technology Tools Needed
cell phone(s)
tablets or mini laptops
online connection and account setup for Narrable and Flickr use
7. Activities
Students will be given an object that they will need to describe using their
five senses. The object should remain a mystery to the rest of the class.
Students will create a Narrable presentation with a photo for each of the five
senses and one final photo of the object.
Students can use a cell phone to take their own photos for the Narrable
presentation or access Flickr photos using tablets.
Students will record their voice on a cell phone for the Narrable presentation.
Presentations will be shown on the fifth day and classmates will be
encouraged to identify the “mystery” object before the presenter tells them.
8. Assessment
Student assessment will consist of:
teacher observations
peer evaluation (Were classmates able to identify the mystery object?)
rubric
9. Considerations of Students Who Do Not
have Access to the Tool(s)
All students have access to our school’s mini laptops and our school’s
computer lab.
10. Management of the Technology Tools
Classroom teacher will be assisted by:
District Instructional Technology Specialist
K-2 Technology Teacher
Parent Volunteers
Editor's Notes
My mobile lesson could be called The Mystery Object: Using Adjectives to Describe an Object Within the Five Senses.
This lesson will require students to apply their knowledge of adjectives with their knowledge of the five senses.
I’ve used a mixture of PA Common Core standards and traditional PA state standards.
I wanted to make sure that I allotted enough time for this lesson. You may find that you need less time than suggested. I’d rather be on the safe side and ensure that my students will have enough time to complete their projects.
This lesson covers such a wide range of skills including 21st Century Skills: creativity & innovation, critical thinking, communication, and collaboration.
Since I teach kindergarten, my students might not have access to a cell phone. I have decided to get additional adult help for this lesson. I will be able to use our district instructional technology specialist, K-2 technology teacher, and parent volunteers. They will be asked to bring their cell phones along for use during the lesson. Adults will be in charge of their own cell phones, not the kindergarten students. This lesson will be guided by the adults.
These activities will take place over a series of five days.
Teacher will take notes during all observations. A rubric will be used for each presentation. Students will be shown the rubric prior to the start of the lesson so that expectations can be made clear.
All students will be able to participate in this lesson.
