Dyad+4+page

**Amanda Witham and Stephanie Offerding**
How can we use technology to enhance the curriculum for special needs preschool students?
 * Compelling Question:**

We will be working in Stephanie's preschool classroom with five special needs students. Their ages range from 3,4 and 5 years old.
 * Context:**


 * Resources/ Materials:**
 * [] this is a video of children singing/playing "head, shoulders, knees, and toes," where students can interactively sing and play along.
 * Pictures of body parts to make into a video
 * fabric cutouts of body parts
 * the "Cheap Talk" assistive technology device
 * Boardmaker software (picture communication symbols)
 * Mr. Potato Head


 * Lesson Ideas:**
 * idea - create prezi/video/something with technology and body part images for an interactive game with children; will also act as formative assessment. (digital projector)
 * idea - also use art/drawing/non-tech activities with visual aids, listening, pointing, and movement
 * idea - using manipulatives, "build-a-body"
 * idea - tech "cheap talk"


 * Lesson Plan:**
 * Topic:** The Parts of the Body
 * Objectives:** Students will be able to:
 * identify the basic parts of the body by name
 * locate parts of the body on themselves and visual aids
 * We will also be touching upon the student's individual IEP goals throughout the lesson.

We will engage students' prior knowledge of some of the parts of the body by watching and interacting with a video of children singing and signing "Head, Shoulders, Knees, and Toes." The students have sang and acted out this song before, so this will be a partial review. Then we will lead a lesson/discussion, using a Mr. Potato Head, to introduce the names of the parts of the body. The teacher will introduce the VIDEO activity. A video/slide show will show a visual image of a body part, and students will then have to touch the correct part of their own body (technology, visual, kinesthetic). Teacher will introduce "CheapTalk" switchboard, which vocalizes a word when a button (with the image) is pushed; this is helpful for the nonverbal student to hear the language. Students will create a "person" by correctly placing the parts of the body onto the proper place on the model. This will be done using pre-cut body parts from different fabrics (tactile) in different colors (visual) to stimulate multiple senses and address multiple learning styles. __Motor Skills__ __Receptive Language__ __Expressive Language__ Use verbal and non-verbal language (gestures, divices, signs and picture symbols) to communicate for multiple purposes. (eg. to express wants, needs, ideas, feelings and to relate personal information and experiences) __Science Thinking and Invention__ __Creative Expression__
 * Introduction:**
 * Guided Practice:**
 * Assessment:**
 * Standards Creative Curriculum**
 * Develop small muscle control and coordination
 * Increase the ability to move their body in space
 * Understand that people communicate in many ways, including through gesters, sign language, facial expressions and augmentative communication devices
 * Understand and use a growing vocabulary
 * Demonstrate aqareness of and respect for their bodies
 * Participate in aret, music, drama, movement dance and other creative experiences
 * Use a variety of materials and activities for sensory experiences, exploration creative expression and representation.

October 24 - November 4, 2011 [] (this was the only way I could get the image up here - it would not let meload a file from my computer)
 * Timeline for implementing PBI:**
 * Storyboard:**