Post TIE Plan Implementing Voice Thread Technology - Life on the Texas Frontier

Well friends, here it is! Please follow the link below to view what Mrs. Ebertowski's fourth grade students did with this project. They were so excited. Although I have to admit, their voices are usually not this soft, they did an awesome job. I played it back to the whole class. I could not get over their excitement and big smiles! What a wonderful way to end the semester...I am going to miss this class and Mrs. Ebertowski very much.
Follow this link: voicethread.com/share/1986157/

Pre TIE Plan Implementing Voice Thread Technology

My lesson plan which will integrate technology is a 4th grade Social Studies lesson covering "Life on the Texas Frontier." When introduced to 1855 Texas and the lives of frontier boys and girls, the 4^th grade students will apply their knowledge and discover similarities and differences between themselves and a frontier child. Students will compare their lives with those of frontier boys and girls, making inferences and drawing conclusions about life on the Texas frontier. Students will also evaluate pros and cons of frontier life and draw a scene of what they think the frontier was like in mid 1800s. 
For the voice thread technology which I plan on implementing, the students will describe using voice thread what they might have like or disliked about living on the Texas frontier as well as describe their scene.

TEKS:

§113.6. Social Studies, Grade 4.

 (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:

(A) describe ways people have adapted to and modified their environment in Texas, past and present;

(B) identify reasons why people have adapted to and modified their environment in Texas, past and present, such as the use of natural resources to meet basic needs; and

(C) analyze the consequences of human modification of the environment in Texas, past and present.

(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to:

(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas;

(B) identify customs, celebrations, and traditions of various culture groups in Texas; and

(C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.

(22) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

(D) identify different points of view about an issue or topic;

(E) identify the elements of frame of reference that influenced the participants in an event; and

 (23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

(E) use standard grammar, spelling, sentence structure, and punctuation.