Hey girls! I could totally be doing this in the wrong spot, but it was my understanding that we are supposed to post our five SOL strands (for potential lesson plans) to our blog group. Someone please redirect me if I'm wrong!
Here are five SOLs I see as potentially being supplemented by an appropriate classroom technology (all at a first grade level):
Language Arts 1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.
Social Studies 1.1 The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future.
Math 1.6 The student will create and solve one-step story and picture problems using basic addition facts with sums to 18 or less and the corresponding subtraction facts.
Science 1.4 The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include
a) needs (food, air, water, light, and a place to grow);
b) parts (seeds, roots, stems, leaves, blossoms, fruits); and
c) characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous).
Science 1.8 The student will investigate and understand that natural resources are limited. Key concepts include
a) identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil);
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural resources.
Ladies!
ReplyDeleteAt the second grade level, I believe the following SOLs would be enhanced by technology:
Mathematics: Computation and Estimation
2.8 - The student will create and solve one- and two-step addition and subtraction problems, using data from simple tables, picture graphs, and bar graphs.
Science: Earth Patterns, Cycles, and Change
2.7 - The student will investigate and understand that weather and seasonal changes affect plants, animals, and their surroundings.
English: Writing
2.9 - The student will write stories, letters, and simple explanations.
* Generate ideas before writing.
* Organize writing to include a beginning, middle, and end.
* Revise writing for clarity.
* Use available technology.
Research
2.11 - The student will locate information in reference materials.
* Use a table of contents.
* Examine pictures and charts.
* Use dictionaries and indices.
* Use available technology.
History/Social Studies
2.3 - The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.
Thank you!
Hey everybody!
ReplyDeleteThe following VA SOL threads can utilize technology to accomplish the stated goals.
Math 4.6 The student will
a) estimate and measure weight/mass and describe the results in U.S. Customary and metric units as appropriate; and
b) identify equivalent measurements between units within the U.S. Customary system (ounces, pounds, and tons) and between units within the metric system (grams and kilograms).
Science 4.5. The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key concepts include
a) behavioral and structural adaptations;
b) organization of communities;
c) flow of energy through food webs;
d) habitats and niches;
e) life cycles; and
f)influence of human activity on ecosystems.
Science 4.6. The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include
a) weather measurements and meteorological tools (air pressure – barometer, wind speed – anemometer, rainfall – rain gauge, and temperature – thermometer); and
b) weather phenomena (fronts, clouds, and storms).
VS.4. The student will demonstrate knowledge of life in the Virginia colony by
a) explaining the importance of agriculture and its influence on the institution of slavery;
b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and American Indians;
c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond;
d) describing how money, barter, and credit were used;
e) describing everyday life in colonial Virginia.
English. 4.7 The student will write effective narratives, poems, and explanations.
a) Focus on one aspect of a topic.
b) Develop a plan for writing.
c) Organize writing to convey a central idea.
d) Write several related paragraphs on the same topic.
e) Utilize elements of style, including word choice and sentence variation.
f) Write rhymed, unrhymed, and patterned poetry.
g) Use available technology.
For my first-grade classroom, I picked the following topics from the SOL's:
ReplyDeleteWriting
1.12 The student will write to communicate ideas.
a) Generate ideas.
b) Focus on one topic.
c) Use descriptive words when writing about people, places, things, and events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final copies.
f) Use correct spelling for high-frequency sight words and phonetically regular words in final copies.
g) Share writing with others.
h) Use available technology.
Oral Language
1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.
d) Express ideas orally in complete sentences.
Science
Life Processes (1.4 - 1.5)
Interrelationships in Earth/Space Systems (1.6)
Earth Patterns, Cycles, and Change (1.7)
For my fourth grade classroom, I picked these topics:
ReplyDeleteVS.3 The student will demonstrate knowledge of the first permanent English settlement in America
by
e) identifying the importance of the arrival of Africans and women to the Jamestown settlement;
f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;
g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the
Civil War by
a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;
b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.
4.2 The student will investigate and understand characteristics and interaction of moving objects. Key
concepts include
a) motion is described by an object’s direction and speed;
b) forces cause changes in motion;
c) friction is a force that opposes motion; and
d) moving objects have kinetic energy.
4.5 The student will investigate and understand how plants and animals in an ecosystem interact with
one another and the nonliving environment. Key concepts include
b) organization of communities;
c) flow of energy through food webs;
d) habitats and niches;
e) life cycles
4.4 The student will read and demonstrate comprehension of fiction.
a) Explain the author’s purpose.
b) Describe how the choice of language, setting, and information contributes to the author’s
purpose.
c) Compare the use of fact and fantasy in historical fiction with other forms of literature.
d) Identify major events and supporting details.
e) Describe the relationship between text and previously read materials.
f) Identify sensory words.
Revision to include only 2 subject areas:
ReplyDeleteLanguage Arts 1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.
Language Arts 1.3 The student will adapt or change oral language to fit the situation.
a)Initiate conversation with peers and adults.
b) Follow rules for conversation.
Science 1.4 The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include
a) needs (food, air, water, light, and a place to grow);
b) parts (seeds, roots, stems, leaves, blossoms, fruits); and
c) characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous).
Science 1.7 The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in
a) plants (growth, budding, falling leaves, and wilting);
b) animals (behaviors, hibernation, migration, body covering, and habitat); and
c) people (dress, recreation, and work).
Science 1.8 The student will investigate and understand that natural resources are limited. Key concepts include
a) identification of natural resources (plants and animals, water, air, land, minerals,forests, and soil);
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural resources.
Social Studies
ReplyDelete1.4 The student will develop map skills by
a) recognizing basic map symbols, including references to land, water, cities, and roads;
b) using cardinal directions on maps;
c) identifying the physical shape of the United States and Virginia on maps and globes;
d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map.
1.5 The student will construct a simple map of a familiar area, using basic map symbols in the map legend.
Science
1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include
a) life needs (air, food, water, and a suitable place to live);
b) physical characteristics (body coverings, body shape, appendages, and methods of movement); and
c) other characteristics (wild/tame, water homes/land homes).
1.7 The student will investigate and understand the relationship of seasonal change and weather to the
activities and life processes of plants and animals. Key concepts include how temperature, light,
and precipitation bring about changes in
a) plants (growth, budding, falling leaves, and wilting);
b) animals (behaviors, hibernation, migration, body covering, and habitat); and
c) people (dress, recreation, and work).
1.8 The student will investigate and understand that natural resources are limited. Key concepts
include
a) identification of natural resources (plants and animals, water, air, land, minerals, forests, and
soil);
b) factors that affect air and water quality; and
c) recycling, reusing, and reducing consumption of natural resources.