Katie's ePortfolio Space

About Me

2010-03-28T12:16:00.000-07:00

Hi. My name is Katie Dennison, I am a UNLV student in Las Vegas, NV, I am 24 years old. I graduated from Lincoln County High School, in Panaca, NV one year early in May of 2000 at 17 years old.

I joined the U.S. Navy in March of 2000, and went to bootcamp on September 11, 2000. I was overseas in Diego Garcia during 9/11. My job in the Navy I worked with computers as a Cryptologic Technician Operator (CTO). I spent a total of 4 years in the Navy. I was on and off different ships while I lived in San Diego, California for two years, then decided to get out and go to college. Both my parents lived here in Las Vegas and were ill, so I decided to go to college here at UNLV and help take care of them.

I originally started at UNLV as a Psychology major, then changed my mind two years in. My new major is Special Education with a minor in Psychology. I love the Education Department here and hope to get all my degrees here. I am excited to graduate and begin working with and helping kids. I have been to a few Elementary schools this year for observation and have really enjoyed the experience. I am planning on going for my PhD. My long term goal is to become a School Psychologist and work for the Clark County School District (CCSD).

I am currently in three National Honor Societies: National Society of Collegiate Scholars (NSCS), The National Society of Collegiate Scholars is the nation’s premiere honor organization for high achieving students. National Honor Society in Psychology (Psi Chi), Psi Chi is the National Honor Society in Psychology, founded in 1929 for the purposes of encouraging, stimulating, and maintaining excellence in scholarship, and advancing the science of psychology. National Honor Society (Phi Kappa Phi), Phi Kappa Phi is the nation's oldest, largest, and most selective honor society for all academic disciplines. I am also in The National Scholars Honor Society (NSHS), the National Scholars Hoor Society endeavors to recognize, acknowledge, and encourage excellence and high achievement in all academic pursuits. Knowledge holds the keys to the future of our great nation.

I have a beautiful Boxer puppy named Angel Butter and she pretty much takes all my time at home. I love to go camping and hiking as often as I can. My favorite areas to hike are Mt. Charleston and Red Rock Canyon.

I do not have any children myself, but I just love the idea of teaching them. I would like to teach Elementary school because I want to help shape young minds. I am hoping that I can make a difference in this world even if it is just for one student, because that is enough to change the world. This blogging site is being created for my ICE 234-001 class, taught by Professor Keeler at UNLV.

Lesson Plan

2007-04-30T10:43:00.000-07:00

This is the first Lesson Plan that I ever created. I made it for Professor Keelers ICE 234 class. Because it was my first lesson plan I decided to design it for Kindergartners thinking it would simpler. However, I came to find out that because I have not taught yet I was having trouble figuring out what learning level the students would be at. I was afraid that I would either make the lesson too hard or too easy.

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Lesson Title: Sort Pennies, Nickels, and Dimes

Teacher: Katie Dennison
Subject Area: Language Arts Mathematics Science Social Studies
Grade Level: Kindergarten
Date: 5 February 2007

Objectives

• CCSD CEF (K) 3.3 “ Identify and Sort Pennies, Nickels, and Dime”
• Identify pennies, nickels, and dimes
• Sort the coins by size and by amount
• Sort the coins into their own individual piles
• Review how to identify the coins

Needed Materials

At least four pennies, four nickels, and four dimes for each student
Computer with PowerPoint
Projection
Laminated picture of a piggy bank for each student
One small plastic baggy for each student

Procedure

Sponge Activity

When the students come into the classroom, I will have them divide into three groups. Each student will have their coins (four pennies, four nickels, and four dimes) all mixed up in front of them and their own laminated picture of a piggy bank.

Anticipatory Set

Ask students:

Who can pick out which coin is the penny?
Who can pick out which coin is the nickel?
Who can pick out which coin is the dime?

Announce Outline/Objectives

Content Delivery

I will create a PowerPoint slide that shows each coin and its differences i.e. description, color, size or shape, and amount and along with the PowerPoint slide show, I will have them do an activity.

Activity

During the slide show, I will have students pick up the corresponding coin that is presented on the slide show and have him or her place the coin on their piggy bank. (This will be done for each coin). Now each student will have their four pennies, four nickels, and four dimes on their piggy bank. I will then have them follow along with the slides and have them sort the coins in four different ways as best they can:

One pile will be sorted from least amount to greatest
One pile will be sorted from greatest amount to least
One pile will be sorted from smallest to the largest
One pile will be sorted from the largest to smallest in size

Review

Ask students:

Everyone hold up the penny, then the nickel, and then the dime?
Everyone hold up the brown coin, what is this coin called?
Everyone hold up the heaviest coin, what is this coin called?
Everyone hold up the coin that has the ridges on it, what is this coin called? (Then I will have them mix them all up again)

Closure

Review outline
Review objectives

Assessment

I will go around to each student and have them identify each coin and sort them into their own pile, one pile for pennies, one pile for nickels, and one pile for dimes.

Index Cards

2007-04-18T11:28:00.001-07:00

These are the Index Cards used for Lesson Plan II.
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Index Cards

Worksheet

2007-04-18T11:12:00.000-07:00

This is the Worksheet used for Lesson Plan II.
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Worksheet

Social Studies
Ms. Katie Dennison

Name: __________________________________

Handouts

2007-04-18T11:10:00.000-07:00

These are the Handouts used for Lesson Plan II.

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Handouts

Legislative Branch

• The legislative branch is made up of the Congress and government agencies that provide assistance to and support services for the Congress.
• Article I of the Constitution established this branch and gave Congress the power to make laws.
• Congress has two parts, the House of Representatives and the Senate.
The U.S. Congress
Congress meets at the U.S. Capitol in Washington, D.C. Its primary duty is to write, debate, and pass bills, which are then passed on to the President for approval.

The House of Representatives

In the House, representation is based on the number of people living in each state.
There are a total of 435 representatives in the House.
States with larger populations have more representation than states with smaller populations.
Each state has at least one congressional district and therefore one representative in the House.
Each representative serves a term of 2 years.
There is no limit on the number of terms a representative can serve.

Representatives must:

• Be at least 25 years old
• Be a U.S. citizen for the past 7 years
• Live in the state they represent

The Senate

• Each state sends 2 people to the Senate
• There are a total of 100 senators
• Each senator serves a term of 6 years
• There is no limit on the number of terms a senator can serve

Senators must:

• Be at least 30 years old
• Be a U.S. citizen for the past 9 years
• Live in the state they represent

Executive Branch

• The executive branch makes sure that the laws of the United States are obeyed.
• The President of the United States is the head of the executive branch of government.

This branch is very large so the President gets help from:

Vice President Department heads (Cabinet members)
Independent agencies

The President
• The President is the head of the executive branch
• His job is to approve the laws that Congress creates
• If the President does not like a bill, he can refuse to sign it. When he does this, it is called a veto
• Despite all of his power, the President cannot write bills
• President serves a term of four years
• The most one President can serve is two terms

Duties of the President:

He serves as the American Head of State
The President is also the Chief of the Government
The President is the official head of the U.S. military

Not just anyone can be President, to be elected,

One must be at least 35 years old
Must be a natural-born U.S. citizen and have
Living in the U.S. for at least 14 years

Judicial Branch

• The judicial branch is made up of the court system.
• The Supreme Court is the highest court in the land.
• Article III of the Constitution established this Court and all other Federal courts were created by Congress.
• Courts decide arguments about the meaning of laws, how they are applied, and whether they break the rules of the Constitution.
The Supreme Court
• The Supreme Court is the highest court in the United States.
• Once the Supreme Court makes a decision, it can only be changed by another Supreme Court decision or by amending (changing) the Constitution.
• The Supreme Court is made up of nine Justices. One of these is the Chief Justice.
• They are appointed by the President and must be approved by the Senate.
• Justices have their jobs for life, unless they resign, retire, or are impeached by the House and convicted by the Senate.
• There are no requirements in order to be appointed a Justice, but all have been trained in the law.

Concept Map

2007-04-18T11:04:00.000-07:00

This is the Concept Map used for Lesson Plan II.
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Concept Map

Videos from You Tube

2007-04-17T22:09:00.000-07:00

Learning Difficulties Awareness

Famous Dyscalculics!

What Are Learning Disabilities?

Technology Journey II

2007-04-02T16:06:00.000-07:00

This blog entry is a copy of my Technology Journey II essay I wrote for Mrs. Keelers' ICE 234-001 class. I discuss my journey with technology while taking this class. I reflect on my uses of technology and how they will used in my own teaching. I talk about Special Needs Students and how I plan to use the knowledge I have of technology to help include and education them.
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Katie Dennison
Professor Keeler
ICE 234-001
4 April 2007

My Technology Journey II

As I began taking this course, I felt I knew quite a bit about technology. I know how to use all the Microsoft Office programs in and out; I can create websites, and transfer items. However, now I know how to use blogging and use several different types of software. In addition, the types of technology that I have learned about are use in an educational platform. I never knew that students could benefit so much from technology. Although, I still believe in books and old fashion reading, my perspective on technology in the classroom has dramatically changed. I can now see that both pen and paper techniques can be combined with technology based techniques to give the students the best advantage in learning. I attended school with almost no technology and I can see how that may have adversely affected my education. If I had used the technology that I do use today in school, I would have a significant advantage and head start in life.

During this semester we took a field trip to Bracken Magnet School here in Las Vegas. Bracken Magnet school believes in learning through technology. Every classroom has computers and some other form of technology in them. Some students worked on a PDA style technology called Danas to write stories, play educational games and beam items to and from other Dana’s, here is what an actual Dana looks like:

Bracken Magnet school is also fully inclusive, which is to say the least awesome. However, the school is in a poor neighborhood and has over 450 students, with over 60% qualifying for free or reduced lunch. This school proves that no matter what circumstances these student or schools are in they all need to have adequate access to technology. These students will have tons of opportunities opened up to them because of this school.

Technology can be used in all core subjects of teaching, these include: English, Mathematics, Science, History and Geography. Here is a table I have created to show the different types of technologies that can be used in each subject:

I have a greater understanding of how technology can and should be used in the classroom environment. No matter what the different opinions are floating out there, technology is the future and a new language and our students need to become fluent. However, there are some problems with technology. Some of the barriers to technology in the classroom are:

Funding
Copyright issues
Administrative Support

I plan to get support from parents and the local community to help implement the use of technology in the classroom. With those supports, I would be confident that the administration would support my ideas and I would begin requesting funding and applying for grants. I hope to have at least six computers in my class, with internet capabilities for current events, and many forms of educational software, such as my favorite Inspiration version 7.5.

One of the most challenging issues with technology is the copyright laws. Many types software need to be purchased for each computer and cannot be copied to all in the school. Laws about copyrighting need to be studied and memorized to avoid any negative consequences. In addition to copyright laws, another concern is privacy and safeguarding the students. As a teacher, I need to be able to provide a safe and healthy environment for my students to protect them from sexual predators, and other harmful effects.

Even now, technology affects my professional and personal life immensely. I use my computer and the internet for every class I take. I do not see that changing at all, unless I end up using it more. Assistive technology is the most interesting to me, because I plan to be a Special Education teacher. There are many different forms of Assistive Technology, which include:

When I become a special education teacher, I will be using technology everyday in my classroom and I will be required to understand the ins and outs of everything that my students are using. By using technology, I hope to have the general education students and the special needs learners interact easily with each other to create a more diverse and accepting classroom.

Favorite Software

2007-03-29T14:33:00.000-07:00

Inspiration

http://www.inspiration.com/

Inspiration lets both adults and children produce concept maps. This software is very user friendly with separate icons and buttons to add text or pictures. You can use either the outline format or the graph format to add, edit, delete, or create the entire map. Pictures can be added to the map to give it a more personal and pleasing look. This is a great program to use when brainstorming ideas and organizing information. I plan to use this software quite a bit in my own classes. Inspiration is a great organization tool and should be utilized as often as possible.

Kid Pix

http://www.learningcompany.com/jump.jsp?itemID=87&itemType=CATEGORY

KidPix is a program intended for children to learn how to draw. This software gives the children free range of creativity. They can make pictures and animation. They can use a pre-set background or create their own, and they can even compose slide shows. Very user and child friendly. I will use this software as often as possible in my own classes. It is fun and creative and allows the students to have free range.

Favorite Websites

2007-03-29T14:12:00.000-07:00

Discovery School's Puzzle Maker

http://www.puzzlemaker.com/

Puzzlemaker is a puzzle generation tool for teachers, students and parents. Create and print customized word search, crossword and math puzzles using your word lists. There are ten different puzzle options: 1) Fallen Phrases, 2) Letter Tiles, 3) Cryptograms, 4) Double Puzzle, 5) Math Square, 6) Number Blocks, 7) Criss-Cross Puzzle, 8) Hidden Message, 9) Word Search, and 10) Mazes. This is a great educational tool to use for weekly spelling words.

National Geographic Kids

http://kids.nationalgeographic.com/portal/site/Kids/menuitem.f977d82a49287d81b92c3010ca248a0c/?vgnextoid=9e18edfab621d010VgnVCM1000006640a8c0RCRD

This site is of course awesome. National Geographic is a very reputable sources and offers great information for all ages. The site offers privacy policies and informs parents about what is on the site and is safe for children. There is separate section called NG Little Kids for Pre-K and Kindergarten students, there you can print mazes and a do fun little science experiments. The site is very easy to navigate through and has so much information.

NASA Kids

http://kids.earth.nasa.gov/

This site was created by NASA and has tons of fun things to learn. The opening page contains 5 options, 1) People, 2) Water, 3) Land, 4) Air and 5) Natural Hazards. There is also Games and Teacher Guides. This site is full of environmental information for all ages.

Art Safari

http://www.moma.org/momalearning/artsafari/index.html

This contains beautiful painting, pictures and sculptures. The viewer can Look at Paintings and Sculptures, Make Your Own Art, and see the Visitors Art Display. Under the pictures there are series of questions that can be asked to students.

Aquatic Adventure

http://ebhj.htmlplanet.com/

This site is a WebQuest for Second Grade. This site gives the students opportunities to design and create an Aquarium at the San Diego Zoo. The goal is to create an Aquarium that can house three different animals. So they must learn about the different habitats of different animals and choose the best three to go together.

My Father (NFD/NSF)

2007-03-28T23:35:00.000-07:00

This blog is a brief description of the disease that my father suffers from and has link to more information. It is called Nephrogenic Fibrosing Dermopathy (NFD) or Nephrogenic Systemic Fibrosis (NSF). It is a condition that, so far, has occurred only in people with kidney disease. At this point it appears NSF is a systemic disorder with its most prominent and visible effects in the skin. The associated conditions enumerated in the preceding paragraph frequently justify the use of gadolinium-enhanced MRI or MRA studies.

According to MSNBC the Federal health officials are warning doctors that certain types of metallic dye injected for MRI scans have been linked to a rare and dangerous skin disease in kidney patients.

Dr. Shawn E. Cowper of Yale University and colleagues designed a study to determine the true risk of NSF among kidney disease patients exposed to gadolinium an element used in MRI contrast agents such as gadodolinum. "NSF is a newly recognized and sometimes fatal condition in which the skin becomes stiff, sometimes immobilizing the patient. In addition, internal organ involvement may be been," explains Dr. Cowper. "To date, NSF has only occurred in people on dialysis or with impaired renal (kidney) function."

This is a horrible and scary disease and I want to get the word out about it. This disease can be stop with simple knowledge, please read this carefully and warn any people or family members who may have kidney failure or kidney problems. Thank you.

Related Links:
http://www.msnbc.msn.com/id/17283229

http://info.med..yale.edu/dermatology/edpath/nfd/

http://www.fda.gov/cder/drug/advisory/gadolinium_agents.htm

http://jasn.asnjournals.org/cgi/content/abstract/17/9/2359

http://www.hc-sc.gc.ca/dhp-mps/medeff/advisories-avis/prof/2006/omniscan_hpc-cps_e.html

http://dermatology.cdlib.org/123/reviews/nephrogenic/hsu.html

Readings

2007-03-28T22:39:00.000-07:00

1) Digital Equity: It’s Not Just about Access Anymore
2) The Road to 21st Century Learning
3) Special Technological Possibilities for Students with Special Needs

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1) The article Digital Equity: It’s Not Just about Access Anymore by Gwen Solomon is about how to be prepared for today's digital society, every student must have the skills to locate, comprehend, use information, and assess that same information.

What is Digital Equity? According to Gwen Solomon, “In simple terms, digital equity means all students have adequate access to information and communications technologies for learning and for preparing for the future-regardless of socioeconomic status, physical disability, language, race, gender, or any other characteristics that have been linked with unequal treatment.”

Even when students have access to the finest technologies, methods, and teachers, what about those who need a little extra help? Special education, English language learners (ELL), itinerant students, and others may need adapted approaches to technology to achieve the equity. This article will be very important when I begin to teach. I plan to create a non-biased classroom where all students have equal opportunities and equal access to all technology.

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2) The article The Road to 21st Century Learning is a Policy maker’s Guide to 21st Century Skills by the Partnership for 21st Century Skills, talks about how State policymakers have a chance and duty to move forward with a new direction for teaching and learning in the 21st century.

The Partnership for 21st Century Skills is a exceptional public-private collaboration of leading businesses, education, and government groups, believe that states can use the union of nationwide urgency, public and private consensus, and the federal requirements to develop creative state education policies.

The six key elements are: 1) Core subjects, 2) Learning skills, 3) 21st century tools, 4) 21st century context, 5) 21st century content, and 6) 21st century assessments. This article is a great guideline for new teachers. It lays everything out that needs to be done and how to do it. This idea will be used when beginning a new school year in order to prepare myself for what is out there.

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3) The article Special Technological Possibilities for Students with Special Needs by Mary Seegers is about students with special needs face many challenges in their personal and professional lives that it would benefit in investigating technological possibilities that can give them greater opportunities to learn and to gain their sovereignty.

Assistive technology devices can come in many different forms, such as speech output, word prediction, and speech recognition software. There are also communication devices, input devices and display readability devices. The use of assistive technology can greatly enhance the learning ability and independence of special needs students.

This reading is going to be greatly used when I become a teacher. I plan to be a Special Education teacher and it is very important that I know what technologies are available for my students. Assistive technology should however not just be thought of for special needs students but all students in all types of classrooms.

Pictures

2007-03-28T20:05:00.000-07:00

Japan

Navy

Navy

Me...

London

Camping...

Angel Butter's graduation

Hiking with Angel Butter

Hiking again...

Angel Butter

Amazon Trail II

2007-03-28T17:48:00.000-07:00

This blog is my Software evaluation form on the Amazon Trail II, that I did for Mrs. Keelers ICE 234-001 class. I received 30 out of 30. I had to download the software and play with to really learn about it. I found pretty interesting, but somewhat difficult. I never used this kind of software in class, but think that it would be amazing learning experience.

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Instructional Software Evaluation Form

Evaluator: Katie Dennison Date Evaluated: 7 March 2007

Software Title (include version): Amazon Trail II Version1.x

Publisher: MECC, Software Publishers Association (SPA)

Recommended Age or Grade Group: 4-12

Detailed Description:

On my computer, the graphics were very poor. First, you decide to do a new quest, and then they ask you what level you want, I chose New Comer. You are taken through a museum where a giant coin with a wild cat on it tells you what is about to happen. Then you arrive at Belem a town in the Amazon. The player then gets to choose between four different guides, one woman claims she would be the best because she knows the Amazon well and we will not get lost. One man claims he should be chosen because he is the strongest and we will make good time. The other woman claims she should be picked because she knows all the best places to fish and we will have plenty of food. The final guide choice is a man studying to be a doctor and says he will know what to do if I should get hurt. This first section creates an interesting dilemma for the students, they need to decide what is more important to them, pace, first aid, food, or location. After you choose your guide, you then speak with the man behind the counter and choose a supply package. You have four choices; each contains a different amount of fish, veggies, harpoons, machetes, tents, set of clothes, trading package and first aid kits. After you make a choice, you begin on your way. On the bottom of the screen, you have menu choices, and arrow to continue, you can also check in with your guide. When you click on the guide option, a small screen pops up with a real person who looks like your guide. You can also check on your supplies, take pictures, go to the guidebook, look at gathered items, go to the map and go into the rainforest to explore. The guidebook contains information on mammals, fish, birds, bugs, reptiles and amphibians, people, places, plants, diseases, a journal, and an index.

When the game gets started you see the top of a boat and move around as you see fit. My favorite activity was fishing. I got to harpoon fish then choose to keep them, release them, or look them up. As you go along you can hit landmarks (village) and make trades with locals. When you get to the village you get to learn skills such as food gathering and what plants you can eat. To make trades you click on the people and make offers, some are accepted and some are not. With each skill you complete you get a certificate saying you completed that trade. The best part is being able to look up different animals and people. The game is much easier to maneuver with the arrow keys instead of the mouse, but the game does not give much direction so I thought it was hard to get around. In addition, the software includes eight different lesson plans that can be used with the software. This game is just full of useful information and I think it can be used in any classroom setting.

Fun Factor: Extremely Fun Pretty Fun I’d Play It Again Pretty Boring

Subject Area: Math Social Studies Science English Other:

Main Curricular Goals/Objectives Addressed:

Develop or increase interest in tropical rainforest's
Practice reading-comprehension skills
Practice decision-making skills

System: MAC PC

Minimum System Requirements:

Macintosh: 68040 (Performs 575 or greater), System 7.1 or later, 8MB RAM, 13” or larger color display (640 x 480, 256 colors), double-speed CD-ROM drive, hard-disk space.

Windows: 486 or higher, Microsoft Windows 3.1 or higher, or Windows 95, 256-color SVGSA display, 8MB RAM, Windows compatible mouse, double-speed CD-ROM drive, Windows compatible sound card, hard-disk space

Ease of Use: Easy to Learn Takes Awhile to Get It Had to Read the Manual

Potentially Problematic for Students with (describe):

Learning Disabilities: Students need to be able to read along with the typing and may need extra time to read what is written.
Mental Disabilities: Students with a cognitive problem may have trouble understanding why they need to rest and check on rations and some general social abilities.
Physical Disabilities: Students need to be able to see, listen and operate a mouse and keyboard.
Emotional Disabilities: Students with aggression problems may get caught up in the harpooning of fish.

Inclusion of Bias: Obvious Unclear Not Noticeable

Description of bias: The game contains, men and women of all different races.

Includes Statistical Results for Each Student: Yes No

At the end of the game, you can see what each student has. They can have pictures, food, and trade goods. The picture option allows you take pictures then the student gets quizzed on the pictures.

Additional Comments:

This game was okay. I did not really like it all that much it seem like along time before I got any where in the game. However, the fishing part of the game was the most educational, I enjoyed looking up what the fish were and if they were edible or not. All in all it is good educational game that I think would be perfect as sponge activities in class prior to having them write an essay on the Amazon. This game helps the student learn all about the rainforest an it makes it fun.

Neighborhood MapMachine

2007-03-28T17:39:00.000-07:00

This blog is my Software evaluation form on the Neighborhood MapMachine, that I did for Mrs. Keelers ICE 234-001 class. I received 30 out of 30. This software looked really fun when I first opened it, but after playing with I realized it was much harder than I thought. The software had a large learning curve, but nonetheless was fun to play with.

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Instructional Software Evaluation Form

Evaluator: Katie Dennison Date Evaluated: 7 March 2007

Software Title (include version): Neighborhood Map Machine Version 1.3

Publisher: Tom Snyder Productions

Recommended Age or Grade Group: Elementary School

Detailed Description:
When the program is first opened, the main screen is very colorful and cartoon–like. Six choices are given, Create New Map, Explore, Solve a Mystery, Activities, Open Old Map and Quit and very small Question Mark is in the lower left hand corner. The only option to click on is Create New Map, then you get to choose the size of the map, from small, medium, and large, smallest is easiest and largest is more difficult.

Afterwards a Create Machine is displayed next to your new map. The machine looks similar to a gas tank and has thirteen different options to click on to add roads, buildings, signs, objects, parks, water, and railroads. I personally found that I needed to consult the manual in order to do this; however, I think that if the students play around with it they will be able to figure everything out. A big red arrow is used to mark where the student is on the map, the marker is automatically placed on the first road or path that is created. However, you can move the marker around the map. There are options to change you mapping view, save your map and print you map. He student is also able to change building information such as, address, picture or label. You can change scale such as 1 inch equals 100 feet and so on. The option of Paint Tools is used to draw lines, highlight, add text, or even erase. The Notebook option is used to save either text or voice recorded, if a microphone is available, notes to your map.

The student then has the options to explore their map. They can keep track of the distance they travel by looking at the odometer, move their red arrow by clicking on the compass, they can even estimate the distance they think they will travel. Now the real fun part of the game starts, the students get to make a Mystery. The students will select an object or building as their secret destination. Then they get to place clues all over the map to help the explorer find their secret destination and receive rewards of the students choosing. The final option to Neighborhood MapMachine is the ability to create a slideshow that can include maps and narration. This software can be used in almost an aspect of a geography class, they can use each of the different options to help teach about that option, such as, when a teacher is trying to explain scale the students can go to this software, change and adjust the scale to get a better handle on the concept.

Fun Factor: Extremely Fun Pretty Fun I’d Play It Again Pretty Boring

Subject Area: Math Social Studies Science English Other:

Main Curricular Goals/Objectives Addressed:

Geography Objectives: students will learn important skills and concepts related to the five geography themes as presented in the National Geography Standards. Location: Direction, Symbols, Scale and distance, and Grid coordinates. Place: Natural vs. human-made features, and similarities and differences that distinguish communities. Movement: How people, goods and ideas are transported, and how transportation routes can be improved. Interaction: how humans affect the environment, how the environment affects humans, how communities change over time, and how people can improve their communities. Region: political regions such as town and city, cultural regions such as ethnic neighborhoods, and landform regions such as forests.
Cross-Curricular Objectives: Math, Language Arts, Science, Social Studies, Critical-Thinking and Study Skills, and Cooperative Learning.

System: MAC PC

Minimum System Requirements:

Macintosh: System 7.1 or higher, 2MB of available RAM, 9MB of free hard disk space if you are using the floppy disk version, and 640 x 480 color monitor.

Windows: Windows 3.1 or higher, 486/33 processor or higher, minimum of 8MB of RAM, 10MB of free hard disk space if you are using the floppy disk version, 4MB of free hard space if you are using the CD-ROM version with Windows 3.1, VGA or better display, to hear sounds you must have a Windows-compatible sound card.

Ease of Use: Easy to Learn Takes Awhile to Get It Had to Read the Manual

Potentially Problematic for Students with (describe):

Learning Disabilities: Students may need more assistance getting the program started.
Mental Disabilities: Cognitive abilities to measure, know scale, read is required.
Physical Disabilities: Students need the ability to use a keyboard,mouse and sight.
Emotional Disabilities:

Inclusion of Bias: Obvious Unclear Not Noticeable

Description of bias: I did not notice any bias, the cartoon children in the program are from different races with different color hair.

Includes Statistical Results for Each Student: Yes No

Additional Comments:

I think this Educational program is fun, I did find it a bit difficult to manage. However, I do not think it would be this difficult for the students. The program gives teachers nine different activities that the students can do with this software. I think it is a very creative way to introduce the students to signs, scale, directions, etc. The game was also a bit boring for me because I understand all the concepts that are introduced, however I think elementary students will get a real kick out of it. This software would be a great sponge activity for class that is studying geography, afterwards they can create an actual model of their neighborhood.

Lesson Plan II

2007-03-28T12:22:00.000-07:00

This is the first lesson plan that I created for Professor Keelers ICE 234 class. I am very proud of this lesson plan because I was able to integrate technology into the entire lesson. I also was able to create and environment where the students would work together to promote unity. I was also extremely proud of my graphics on my PowerPoint slide show because I have never done that before and felt I did very well. In addition, I create a few different handouts, worksheets, and index cards myself. I also liked that I was able to use this lesson plan as a teaser for the next days lesson.

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Lesson Title: The Branches of the U.S. Government

Teacher: Ms. Katie Dennison
Subject Area: Language Arts Mathematics Science Social Studies
Grade Level: Fifth
Date: 28 March 2007

Objectives

CCSD CEF (5) 1.4 Identify the three branches of government (as set forth in the U.S. Constitution) [NS 2.5.1]
CCSD CEF (5) 1.5 Name the two houses of the U.S. Congress [NS 2.52]
CCSD CEF (5) 1.7 Identify the duties of the President [NS 2.5.4]

NETS-S Standards

1a. Students demonstrate a sound understanding of the nature and operation of technology systems.
1b. Students are proficient in the use of technology.
2b. Students practice responsible use of technology systems, information, and software.
2c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3a. Students use technology tools to enhance learning, increase productivity, and promote creativity.
3b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Needed Materials

Computers, one for the teacher and three for the students
Computer Software: Inspiration version 7.5
Internet Access
PowerPoint Slideshow
Projection Capabilities
Flash Drive
Worksheet for each student (Teacher-Made)
Handouts for each student (Teacher-Made)
Pack of index cards

Procedure

Sponge Activity
When the student come in to the classroom they will find a pieces of paper on their desks labeled either Legislative, Executive, or Judicial. Instructions will be on the board from them to break-up into groups and to go to the appropriate computer (which is also labeled). Inspiration 7.5 will already be opened for them. Each student will have a handout describing the Branch of government they are assigned.

Anticipatory Set
Ask students:

Does anyone know the three branches of Government?
Can anyone tell me what branch the President falls under?

Announce Outline/Objectives

Content Delivery
I will present a PowerPoint slide show via projection. Using the slide show I will briefly describe all three branches of U.S. Government and the duties of the President of the United States. With two examples of a concept map that I created (One on PowerPoint and the other hyperlinked to a Word Document) I will give the students ideas on how to create their own concept map. Then I will give the students thirty minutes to complete their activity.

Activity
Each group of students will use Inspiration 7.5 to create a concept map of their branch of government. They will have thirty minutes to do this and be as descriptive as they see fit. Afterwards I will have each group save their concept map and copy it to my flash drive. I will then use my computer to put together the concept map and show the students their completed work.

Review
Ask students:

What are the three branches of Government? (Ask Three students).
What are the two houses under the Legislative branch? (Ask two students).
What are some of the duties of the President? (Ask three students).

Closure

Review outline
Review objectives
Assessment
Students will get five minutes to complete the teacher-made worksheet on the three branches of government, the two houses in Congress, and two duties of the U.S. President.
“Teaser” for tomorrow’s lesson
In tomorrows class we are going to identify the powers of the U.S. Congress (e.g. power to tax, declare war, impeach the President) by using Inspiration 7.5 and our Legislative section of you concept map. CCSD CEF (5) 1.6

Technology Journey

2007-03-28T12:16:00.000-07:00

This blog is my essay I did for Mrs. Keeler's ICE-234-001 class. I wrote about my history with technology and how far it has come in my life. I used different techniques for my essay, like bullet points, tables and graphs. While writing this essay I had to think back almost ten years of my life and attempt to remember my uses of technology. I was embarrassed a bit when I realized that I had very little experience with technology. However, I feel I am making up for it now.

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Katie Dennison
17 January 2007
Editor: Courtney Edelman
Edited: Jan. 22 2007
Final Draft: 24 January 2007

My Technology Journey

My first experience with computers was when I was seventeen years old in my last year in high school in 2000. I grew up in a very small town called Panaca, Nevada. We only had approximately 800 people in our entire town and I believe we had a grand total of 150 students in high school give or take a few. The only use of technology in my Elementary and Middle school was through Television and VHS movies (I was not introduced to DVD’s until 2001). We would mainly watch movies and documentaries pertaining to the subject of the day. In Elementary school, we did not even use stereos very often, most of the time our teachers played the piano for our music classes. I also remember having Book Fairs to familiarize us to different types of books. My favorite thing in Elementary School was the “Book Mobile”. The Book Mobile was an altered U-haul type vehicle that carried books, a mobile library. I would get so excited on the days that it showed, because I knew I could get a new book. Then came Middle School and it added a bit more technology to our lesson plans. We had a “Morning Announcement” during which once a month we were able to film ourselves giving:

Weather reports,
School announcements ,
Sporting events, and
Publicizing birthdays to the entire school.

We learned how to add text and very basic graphic to the screen as were talking. We were always so proud when we could have the score of the weekend’s football game run across the bottom our screen. I did not enjoy the experience very much, but I am not sure if that was because of the technology or because I hated being on camera. In our High School, the library was no bigger than the average UNLV classroom. We had approximately seven to ten computers that we got when I was sixteen years old and that is where I first experienced computer technology.

I was then taught how to log in and they helped me create an email account on Yahoo, (which I still have today, but do not use often). I remember thinking that all of the kids in school that knew what they were doing with these things were all a bunch of nerds. I now know that they are probably making more money than I will ever make. Sadly, my lack of computer knowledge was only about seven years ago. Because my town was so small and isolated it felt like we were located back in time. I can only remember one teacher, Mr. Lytle, having a computer in his classroom and he never used it. Actually, his student aid’s job was to put the grades into his computer for him, and in turn, he would give her an A. I very rarely used the computers at school; I mainly used my typewriter that I had at home. I did not have a computer at home until 2003, and it was borrowed from work. It is weird for me to think how I never used computers; now it is the first thing I do when I get home. The only real software/hardware that I was exposed to is the small, hard, floppy discs and I very rarely used them.

A Motorola cell phone was my next experience with technology, Verizon was the only company out in Panaca and they only had two options of phone. Both were about 1 pound and were big and black, however, one of them had a flip door that covered the keys. I was lucky enough to get that one. When I moved to Las Vegas in May of 2000 I felt very ashamed of my horrible cell phone because all my new Vegas friends had small cell phones that actually fit in their pockets. My uncle called it my “blunt object”. Now, I have a very cute, pink, cell phone that fits nicely in my front pocket.

BEFORE… and AFTER

I joined the United States Navy in March of 2000, and at only seventeen years old, I went into boot camp on September 11, 2000. I had enlisted as a Cytological Technician Operator (CTO), only knowing that I needed a Top Secret clearance to get that job. I went to “A” School in Pensacola, Florida and my first class was “Computer Hardware”. I got a B in it because I honestly did not know what anything was, and it was there that I learned the difference between a CPU and a Monitor. I eventually caught on, got quite computer savvy, and graduated first in my class with 99.2%.

The main problem I have with computer technology today is that I learned a lot, but I learned it all the “short cut way”. Being around computer personnel all day only really teaches you the quick way, or short cuts, of doing something. I can do everything that I am told to do, but not necessarily in the same way, the teacher wants it done. I am glad to be out of the Navy and away from all the computer geniuses I had to work with. Now I am quite content with only doing the basic things on my computer such as…

Checking my email:
o Denniso5@unlv.nevada.edu

Using the Office products:
o Word
o Excel
o Power point

Downloading pictures:
o Here is a picture of my beautiful little puppy Angel Butter…

And surfing the Web:
o Google is definitely my favorite search engine.

I use technology today for lots of things. I actually turn around on the freeway if I forget my cell phone. I have my own computer at home and I have a laptop just in case I need to be elsewhere and might need a computer. I bought my first flash drive about a year ago and I am amazed at how often I use it. I personally enjoy new technology; however, I can also understand how some people do not appreciate it. If I had to rate my computer skill on a five point scale, 10 being Bill Gates and one being my grandma, I would have to say I am a five. I know more than enough to get by, but there is always room for improvement. My day consists of time spent in five different categories:

I. School work
II. Computer time
III. Family
IV. TV watching
V. Cell phone use

This is what my time spent looks like:

As you can see, my schoolwork steadily declines as my computer and TV time steadily increases throughout the day. Unfortunately, this is how much technology affects my personal life. I think technology has given us many more opportunities than we ever had before. However, I also think that because we are so technologically advanced we end up missing some of the basics in life, such as reading a classic novel or going outside. I would never want to take away the feeling of starting a new book from a child by forcing technology on them. However, I love the idea of technology being used in the classrooms. I plan to use it as much as necessary but I also would like to incorporate the reading of books and the ability to not need technology as well. One can never know what the future might bring; and being able to simply sit down and read an open book will never go out of style. Although I am not a parent myself, I do watch my niece and cousin quite often. The most amazing thing I see is when I walk into their rooms and they are reading a book, particularly if it is a book that I read when I was a kid.
Here is quick chart organizing My Journey with Technology: