Melissa+Dills

**__Goals__** K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. K.CC.1. Count to 100 by ones and by tens. K.CC.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly.
 * __Daily Lesson GAME Plan__**
 * Lesson Title:** Sorting and Counting the Lost and Found
 * Grade Level**: Kindergarten
 * Related Lessons:** tally marks, counting by 5’s and 10’s, sorting
 * Content Standards**

2-B Communication and collaboration: Communicate information and ideas effectively to multiple audiences using a variety of media and formats 4-C Critical Thinking, problem solving, and decision making: Collect and analyze data to identify solutions and/or make informed decisions. 5-B Digital Citizenship: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
 * ISTE NETS-S**


 * Instructional Objective: ** Students sort, count, and tally the number of items in the lost and found. Then students decide upon a way to advertise the items so other classes will find their items.

**__Action__**
 * Before-Class Preparation:** Students are always interested in the lost and found. Initiate discussions around the lost and found to continue interest. Review tally marks and county by 1’s, 5’s, and 10’s.

**__During Class__** The lost and found bin with a lid will be sitting in the classroom. Have the students predict what they think might be in the bin. Create a list. Tell students that it is the Lost and Found. Decide if any items can be crossed off of the list or any items that might need added to the list. Lost and found, whiteboard, markers. 5-10 minutes.
 * Instructional Activities, Materials, and Time **

Open bin and discuss where all the items came from. Choose student groups to sort items. Students will sort items into specific groups (shirts, coats, gloves, lunch boxes). Student groups will then count their objects and report their number to the teacher to write on the board beside each item name. Lost and found items. 5-10 minutes.

Discuss and compare the results of the counting. Decide which items are lost the most. Discuss why that might be. Discuss with students how we can find the owners to the items. Lead students to decide to take pictures or movies to send to all of the classes. Students will use ipads to take a movie of themselves showing the items and telling the other classes where to come and get their items. Videos will be emailed to teacher and teacher will create one video to be uploaded to youtube.come and shared with other teachers. Lost and found items, iPads, wireless abilities, movie making software. 20-30 minutes. Students will then fill in the book “What’s in the Lost and Found?” from the scholastic book //Data Collection: Mini Books// which can be found [|here.] Students will write numbers and make the correct number of tally marks for each item. Mini book, results. 15 minutes. **__Monitor__** **__Evaluation__**
 * Ongoing Assessment:** Observe students’ abilities to sort. Lost and Found Books can be assessed for a tally mark grade. Students will be observed during iPad use for participation and ability to speak clearly and loudly. These are items that are ongoing assessments.
 * Accommodations and Extensions:** Those with challenges counting will be given a group of items with less than 20 items to count. Students can also have access to a number line. Those who are more capable with counting will be given coats and gloves, which there are more than 100 of. Depending on ability of students teacher can adjust groups to fit the needs of the students.
 * Back-up Plan:** If iPads or wireless is unavailable students could use the class digital camera, which could then be uploaded.
 * Lesson Reflections and Notes:** This lesson would be great to do multiple times throughout the year and add to the complexity of the lesson. I think students would like to see the difference in the numbers as the year goes on.

Melissa, Not only are you posing a real problem to your students, you are making the entire student body aware of the problem! As well know,items items that never get claimed are a big problem in elementary school. Hopefully your project will be an eye-opener for the entire school! I forgot to include the NETS-S standards in my own lesson; thanks for the unintentional reminder! -Stacey

Melissa, I really like your lesson idea! I will definitely be borrowing it at some point. It is such a great authentic idea and extremely useful for this age group! Best of luck! Angel

Lesson Number 2 = =

**__Daily Lesson GAME Plan__** **__Goals__** K.CC.1. Count to 100 by ones and by tens. K.CC.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. W.K.1. Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., //My favorite book is...//).
 * Lesson Title:** Where do the left-overs go?
 * Grade Level**: Kindergarten
 * Related Lessons:** tally marks, counting by 5’s and 10’s, sorting, lost and found, opinion writing
 * Content Standards**

1- B Creativity and Innovation: Create original works as a means of personal or group expression
 * ISTE NETS-S**

4- D Critical Thinking, problem solving, and decision making: Use multiple processes and diverse perspectives to explore alternative solutions

5-B Digital Citizenship: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.


 * Instructional Objective: ** Students will recount items from the lost and found after 3 days of other students finding their items. Students will compare numbers. Students will create a list of ideas of what they think will happen to the left over items. Students will investigate the correct answer and talk with the manager at the Goodwill to see what items to the items when they are donated. Students will write a description of their favorite item to be donated.

**__Action__**
 * Before-Class Preparation:** Give other classrooms 3 days to retrieve their items from lost and found. Discuss with Principal a good time to Facetime him so students can ask what they do with the left over items. Discuss and set up time to skype with manager at Goodwill. Review tally marks and counting by 1’s, 5’s, and 10’s.

**__During Class__** After giving the other classes 3 days to retrieve their items from the lost and found have students recount the items in each group that are left. Create a chart on the smartboard to compare the two numbers for each item. Discuss whether the number is higher or lower (greater than or less than) and why it might be that way (people came and took their items or more items were found and added to the pile). Lost and found, whiteboard, markers. 10-15 minutes.
 * Instructional Activities, Materials, and Time **

Discuss what will happen with all the items left. Create a class list of ideas. Question students on who would know the answer (the principal). Facetime the principal and allow students to ask questions of the principal about the lost and found items. Board, iPad, wireless 5-10 minutes.

After the principal explains that the items will be donated to the local Goodwill discuss what will happen to the items then. Discuss appropriate questions. Skype the manager at Goodwill and ask her about what happens to the items when they arrive at the store. The manager will suggest that written descriptions of the items are sometimes helpful to the customers of the store to decide what they should purchase. We will agree to choose a favorite item and write a description. Lost and found items, Skype, computer. 20-30 minutes. Students will then choose an item to write an opinion piece about why it is their favorite. Students will be assessed using the kindergarten opinion piece rubric. The items and descriptions will be sent to Goodwill. Paper, rubric. 20 minutes. **__Monitor__** **__Evaluation__**
 * Ongoing Assessment:** Observe students’ abilities to count and compare numbers. Students will be observed during iPad and skype use for participation and ability to speak clearly and loudly. These are items that are ongoing assessments. Students’ writing will be assessed using the kindergarten opinion rubric.
 * Accommodations and Extensions:** Those with challenges counting will be given a group of items with less than 20 items to count. Students can also have access to a number line. Those who are more capable with counting will be given coats and gloves, which there are more than 100 of. Depending on ability of students teacher can adjust groups to fit the needs of the students. Those with writing challenges can be given a paper to fill in the blanks instead of writing all sentences.
 * Back-up Plan:** If skype or facetime are not available we could use the phone and put it on the amplification system.
 * Lesson Reflections and Notes:** This lesson would lend itself to a field trip to the Goodwill if funding for busses is available.

Melissa, Your lessons are absolutely wonderful! Lost and found items is always a major occurence in the elementary schools. Kids are always misplacing items and it is very difficult as a teacher to remember which item belongs to which child. I look forward to reading the whole unit when it is complete. This idea of yours is one that many of us can borrow with your permision to use in our classrooms and school to help solve the mystery of who the rightful owner of each item is. I like how you would collaborate with the manager at Goodwill and help others in the community by donating items that are not claimed by the students. Before doing this part would you allow opportunities for parents to come in and claim items for their child? Sometimes the kids don't remember an article of clothing they lost at some point and parents often wonder where it is. ~Leonor

Melissa, Again, I really like your lesson idea. Plus, it seems as if this lesson and the previous one can be used with a variety of age groups. I love that you are fully including the community and your school in your lessons. You are showing your students that this is not a problem that can be solved solely by one person. It requires a group of indiividuals working together for a common cause and solution! Angel

Leonor, Our office sends home a memo that states that parents are able to come search for missing items, and by the end of the year all left over items will be donated. Many of my students 'claimed' the lost items.... made me wonder if they were really theirs or not! You are welcome to use this lesson in any way and make changes as you see fit for your classroom. Melissa Angel, Thanks! The kids loves sorting through the loot! Melissa

Melissa,

Just as Angel stated this lesson can be tweeked to fit any age group. I thought about the pounds of leftovers the cafeteria must have at the end of any given day. My third graders worked tiringly on converting ounces to pounds, quarts to gallons, and various other aspects of measuring capacity. I see definite possibilities of taking this approach to increasing understanding of this concept. I am going to implement a version of this lesson for teaching capacity. Great, Great lesson. Robbie

Lesson 3 (this lesson is actually the catalyst to the other two lessons and should be completed first)

**__Daily Lesson GAME Plan__** **__Goals__** SL.K.6. Speak audibly and express thoughts, feelings, and ideas clearly. W.K.3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. 1- B Creativity and Innovation: Create original works as a means of personal or group expression
 * Lesson Title:** Lost and Found skits through Digital Stories
 * Grade Level**: Kindergarten
 * Related Lessons:** lost and found
 * Content Standards**
 * ISTE NETS-S**

4- D Critical Thinking, problem solving, and decision making: Use multiple processes and diverse perspectives to explore alternative solutions

5-B Digital Citizenship: Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.


 * Instructional Objective: ** Students will create a digital story explaining how someone might lose something, what people should do if they find something that is not theirs, and where to go if you lost something.

**__Action__**


 * Before-Class Preparation:** Be sure StoryKit is properly working on iPads. Create lost and found xtranormal movie at [|www.xtranormal.com] . (One I created can be found at [] .)

**__During Class__** Show students the digital story “Lost and Found” at []. Then discuss where the lost in found at our school is. Discuss what items should be taken to the lost and found and what items should not be taken there. Create a list comparing the two types of items (those that should be turned into the lost and found and those that should be thrown away). Xtranormal digital story, whiteboard, markers. 10-15 minutes.
 * Instructional Activities, Materials, and Time **

Demonstrate using StoryKit on the iPad to create a digital story explaining the lost and found and what items should be turned in. Include a page describing where the lost and found in our school is. StoryKit app, iPad, wireless 15 minutes.

In groups of three students will create digital stories explaining to others what goes into the lost and found, where the lost and found is located, and what to do if you lose something. Students can take pictures, record their voices, draw, and type within the app. Students will be given a role within their group based on their abilities. They might be the author (typer), narrator (voice recorder), or the photographer/illustrator (takes pictures and draws). In this way all students are able to find success and also be challenged. Stories will then be emailed to me to be shared with class and school. StoryKit app, iPad, wireless. 30 minutes per group. . **__Monitor__** **__Evaluation__**
 * Ongoing Assessment:** Students will be observed during iPad use for participation and ability to speak clearly and loudly. These are items that are ongoing assessments. Students’ writing will be assessed using the kindergarten narrative rubric.
 * Accommodations and Extensions:** Those with challenges writing and sounding out words will be given the part of the narrator or photographer. Those who are more capable with writing will be given the role of the author. Depending on ability of students teacher can adjust groups to fit the needs of the students.
 * Back-up Plan:** If iPads or StoryKit are not available then digital stories could be produced using powerpoint, xtranormal, or create a movie with a digital camera.
 * Lesson Reflections and Notes:** This lesson should be done first at the beginning of the year. It can also be revisited throughout the year by changing the topic of the digital story. Students could create digital stories about what is in the lost in found as a commercial for others to see what is available.

Melissa, I really like the movie that you created, it seems as if even our youngest learners would be able to understand this movie. Plus, it is also entertaining and would be a great motivational piece to kick your unit off on the right foot! I think you do a wonderful job incorporating technology in your classroom and using different apps to help enhane your lessons! Great job! Angel