Penguin Pix Lesson Plan

Clara's Kid Pix drawing of a penguin with labeled body parts.

“Big Idea” this lesson plan supports: It’s important for students to be able to use a combination of drawing, dictating and writing to compose informative texts in which they write about and supply some information about the topic (Penguins).

Lesson Plan Component	Criteria
Title	Penguin Pix
GSE’s/GLE’s/Frameworks	NH Science Curriculum Frameworks S:SPS4:2:3.2 Use pictures or other means to organize ideas. S:SPS4:2:5.1 Use computer software and various technologies as appropriate to display and communicate information and ideas. ISTE Standards 2. Communication and collaboration a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Objective(s)	Students will be able to: Create a drawing using Kid Pix computer software. Label penguin body parts building on existing vocabulary. Explain the importance of each of the penguin’s body part.
Materials	Penguin Pointer Penguin T-Chart (from previous lessons) Drawing Paper Pencils Computers Kid Pix Computer Program Printer
Anticipatory Set	As part of our ongoing penguin unit, the class will read over the chart of information (a T-Chart with the headings, Penguins have, Penguins are, Penguins can…) that students have been building using facts collected throughout the unit. Ask for volunteers to read a fact off of the chart using the class favorite "penguin pointer" or share an interesting fact that they remember. As facts are shared, focus the discussion on parts of a penguin.
Procedures	Explain to students that they will be drawing a penguin and labeling it’s body parts using Kid Pix. Tell students that before heading upstairs to the computer lab, they are going to practice drawing and labeling a penguin using pencil and paper. Remind students to “stretch” out each body part word as they are sounding out the labels. (In kindergarten, words are spelled as they sound, flippers=fliprs) Once each student has a rough draft of their labeled penguin, lead the class up to the computer lab. Remind students to open Kid Pix by clicking on the applications folder found on the dock,  then click on the Kid Pix icon. As students work on the project, circulate around the room answering questions. Instruct students to print their pictures when they have completed the assignment.         If early finishers need to be challenged:                                                                                        What is the job of each body part of the penguin? How does a penguin’s body help him to swim? Do you think it would be harder to be a male or female penguin? Explain your thinking. As early finishers wait for others to complete the assignment, they may watch this video of the Emperor Penguin and check out this Live Penguin Cam from Sea World. Students can locate these links on our classroom blog. 8. Once all students have finished their drawings, invite students to meet back on the rug in the classroom.
Closure	As students gather back on the rug in the classroom, invite students to share their pictures with the class. When students are sharing, ask students to point out at least three body parts of the penguins that they labeled in their picture. End the lesson by asking these questions:                                                                                 What is the job of each body part of the penguin? How does a penguin’s body help him to swim? Do you think it would be harder to be a male or female penguin? Explain your thinking. Compile all student pictures into a class book that can remain on display in the library area of the classroom.
Assessment	The students’ printed pictures of the penguins they created on Kid Pix will be used as the assessment for the lesson. As students share their drawings during the closure of the lesson, more information could be collected for assessment if needed.
Modifications/Accommodations	For Advanced Learners: Students who have an easy time drawing and labeling the parts of a penguin can explain (either verbally or written) how each body part helps them in their surroundings. These students could also add detail to the background of their Kid Pix drawing or dictate or write interesting penguin facts that they have learned.   For Struggling Learners:  Some students with poor fine motor control may need hand over hand help to control the mouse.  Students who are not yet able to identify all letter to sound correspondences may need help “stretching” out words to spell phonetically and writing letters.  These students may also need help locating the letters on the keyboard.

Clara creates her rough draft in the classroom before going to the computer.