## K-2 Digital Resources (CT.2)

PK-2.CT.2. use

**digital resources**(e.g., dictionaries, encyclopedias, search engines, web sites) to solve developmentally appropriate problems, with assistance from teachers, parents, school media specialists, or student partners## I Can

I can use digital resources to solve problems.

I can use web sites to solve problems.

I can use a digital dictionary to find the meaning of a word.

I can use a digital encyclopedia to learn.

I can use search engines to find things on the internet.

I can use web sites to solve problems.

I can use a digital dictionary to find the meaning of a word.

I can use a digital encyclopedia to learn.

I can use search engines to find things on the internet.

Before we start today's lesson, let's read an "I can" statement together.

Now let's take a look at our goals for today.

What level to you do think you can make today?

Click on the picture, then scroll to find the matching scale.

Before Educational Kid's Choice Time, be ready to

Now let's take a look at our goals for today.

What level to you do think you can make today?

Click on the picture, then scroll to find the matching scale.

Before Educational Kid's Choice Time, be ready to

**describe to your learning partners the meaning of something you learned**today. This should match the "I can" statement for today. Give reasons**why you think you did or did not work well**today.PBS KIDS Lab is built on the belief that every new technology is an opportunity for learning. They work closely with researchers and advisers every step of the way, building curriculum frameworks to ensure that all of their content aligns to state and national standards.

1. Choose age

2. Choose platform online game

3. If there is a matching video, play it on the big screen for the whole class.

4. Students try corresponding interactives to solve developmentally appropriate math problems.

Teaching Tips for Educational Media

1. Choose age

2. Choose platform online game

3. If there is a matching video, play it on the big screen for the whole class.

4. Students try corresponding interactives to solve developmentally appropriate math problems.

Teaching Tips for Educational Media

Measure and compare capacities using standard units; explore relationships among quarts, cups, 1/2 cups, pint, gallon and half gallon; develop spatial sense.

Make predictions before the following puzzles...

Puzzle 8: How many pints equal 1 quart?

Demo how to look the answer up with an internet search.

Start building a chart on the white board.

Puzzle 7: How many quarts equal 1 gallon? Puzzle 6: How many cups equal 1 pint?

Puzzle 5: How many quarts equal 1 gallon? Puzzle 4: How many cups in a quart?

Puzzle 3: How many quarts in 2 gallons? Puzzle 2: How many pints in 5 quarts?

Puzzle 1: How many cups in 2 gallons?

Make predictions before the following puzzles...

Puzzle 8: How many pints equal 1 quart?

Demo how to look the answer up with an internet search.

Start building a chart on the white board.

Puzzle 7: How many quarts equal 1 gallon? Puzzle 6: How many cups equal 1 pint?

Puzzle 5: How many quarts equal 1 gallon? Puzzle 4: How many cups in a quart?

Puzzle 3: How many quarts in 2 gallons? Puzzle 2: How many pints in 5 quarts?

Puzzle 1: How many cups in 2 gallons?

1. Students play intro instructions.

2. Can your learning team figure out how to fix the first window?

3. Demo round 1.

4. Help each other finish round 1, then work on round 2 together.

Week 2 - If your team can finish fixing all 6 houses, you earn Educational Kid's Choice!

2. Can your learning team figure out how to fix the first window?

3. Demo round 1.

4. Help each other finish round 1, then work on round 2 together.

Week 2 - If your team can finish fixing all 6 houses, you earn Educational Kid's Choice!

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voycomp+computer number & voy123

voycomp+computer number & voy123

Geometry & Measurement Below 171, Any Blues, Green 3,4,6

Growing Plants

Health and Growth.

1. From the Basics Lightbot Lesson 1 welcome screen, let 's

2. Here's a 30 second

3. Let's get

4. Let's read a few of the instructions and see if you can do the same thing on your computer that the preview showed. As a team, can you get the robot to move to the blue square and turn it yellow? Each one of you needs to do this on the computer you are using in your team's row. Help each other out then come back to the carpet as a team. Just do the first task for now.

5. Let me see if I can solve this first task just like you did. With your group for the 2nd task, stand up and pretend you are the robot and

6. As soon as I set this timer, your team as 3 minutes to figure out the 2nd task for each of the computers in your row. Come back as a team to the carpet when your whole row has competed the 2nd task. I will

7. Do we need to figure out all the robot's moves all at once? Talk with someone close to you about ideas for breaking the moves into

8. Let's pull up the random name picker to see who can tell me what we could do to break the moves into

9. Let me see if I can solve the 2nd task using

10. Your team will now have 5 minutes to

11. Time to

12. Please show me your thumb-o-meters. Now, send your honest rating for yourself on how well you know today's lesson. This helps me to

__and__**preview**__. Look at the background of the screen an predict what you think we need to do and how you think we will do it. Tell someone near you your__**predict**__.__**prediction**2. Here's a 30 second

__video. Let's see if your__**preview**__was correct.__**prediction**3. Let's get

__because it is time for us to solve some__**organized into group rows**__using Lightbot! These__**tasks**__with every problem we solve today. Can you make it to the same welcome screen as me, help your team mates, then come back to the carpet as a team?__**tasks will become harder**4. Let's read a few of the instructions and see if you can do the same thing on your computer that the preview showed. As a team, can you get the robot to move to the blue square and turn it yellow? Each one of you needs to do this on the computer you are using in your team's row. Help each other out then come back to the carpet as a team. Just do the first task for now.

5. Let me see if I can solve this first task just like you did. With your group for the 2nd task, stand up and pretend you are the robot and

__what each of the left and right commands will make the robot do. Now__**demonstrate and explain**__to your group which command, left or right, the robot will need on the corners of the 2nd task. Let me__**predict**__by showing a few more instructions to you about the new left and right commands to see if your predictions were correct.__**monitor your progress**6. As soon as I set this timer, your team as 3 minutes to figure out the 2nd task for each of the computers in your row. Come back as a team to the carpet when your whole row has competed the 2nd task. I will

__your team's progress.__**monitor**7. Do we need to figure out all the robot's moves all at once? Talk with someone close to you about ideas for breaking the moves into

__.__**smaller chunks**8. Let's pull up the random name picker to see who can tell me what we could do to break the moves into

__?__**smaller chunks**9. Let me see if I can solve the 2nd task using

__.__**small chunks**10. Your team will now have 5 minutes to

**you gained today by**__interact with the new knowledge____with as many tasks as you can. Once you figure out a task on your computer, you__**experimenting****MUST**make sure that all members on your team have also completed that task**BEFORE**your team moves onto the next task.11. Time to

__for today's lesson. Can someone come up to my computer,__**reflect on your learning**__your__**explain**__for task 3, then__**prediction**__by__**test your prediction**__that your prediction__**demonstrating**__.__**solves the problem**12. Please show me your thumb-o-meters. Now, send your honest rating for yourself on how well you know today's lesson. This helps me to

__.__**monitor your progress**## Grade K Hypothesis & Knowledge Interaction

I need help learning what it means to push and pull. Can you

After we pair up, let's review the group rules.

Let's make some guesses (

Now let's

Let's make some guesses (

Now let's

After we form teams of 4, let's review the discussion tips.

Let's make some guesses (

Now let's

Let's make some guesses (

Now let's

**describe**what you think a push is? How about a pull?After we pair up, let's review the group rules.

Let's make some guesses (

**predictions**) about how far something will move when we give it a__soft____push__. Do you think the horse will make it to the red flag or the blue flag when we give it a soft push? Turn to your partner and talk about which flag you think the horse will make it to and why.Now let's

**investigate**by trying it on the website.Let's make some guesses (

**predictions**) about how far something will move when we give it a__hard____push__. Do you think the horse will make it to the red flag or the blue flag when we give it a hard push? Turn to your partner and talk about which flag you think the horse will make it to and why.Now let's

**investigate**by trying it on the website.After we form teams of 4, let's review the discussion tips.

Let's make some guesses (

**predictions**) about how far something will move when we give it a__soft____pull__. Do you think the horse will make it to the red flag or the blue flag when we give it a soft pull? In your teams of 4, tell each other which flag you think the horse will make it to and why.Now let's

**investigate**by trying it on the website.Let's make some guesses (

**predictions**) about how far something will move when we give it a__hard____pull__. Do you think the horse will make it to the red flag or the blue flag when we give it a hard pull? In your teams of 4, tell each other which flag you think the horse will make it to and why.Now let's

**investigate**by trying it on the website.**Discuss**(talk about) and**compare**the difference between a push and a pull.**Describe**what has changed in how you**decide**what a push is and what a pull is.## Solving Problems

Can you find the digital resources for reading on the Compass Learning website? Choose levels one and two and let's solve some problems!

## Garfield's Storybook Reader

Choose the Garfield in the Park story. See if you can answer the questions that pop up through out the story. At the end, chose the 'After You Read' button and see how well you can do on the vocabulary match.

The Beanstalk story is a little longer.

The Beanstalk story is a little longer.

## Match of Mystery

## Toon Book Reader

Silly Lilly; Choice of Jack or Little Mouse; Choice of Luke or Stinky

## Animated Stories

Get a student partner and check out this digital website resource! We will start with reading a few animated stories. After the stories, you and your partner can browse this site. You will find many fun activities to challenge your problem solving skills on this site!