Instructional Software

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Name: Carly Kyrklund
Software Title: Sid the Science Kid
URL: http://pbskids.org/sid/fablab_mainmenu.html
Function(s) of Instructional Software (check all that apply):
Drill and Practice Tutorial Simulation Instructional Game Problem Solving
Features of the Software (check all that apply):
Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for the teacher) Allows teacher to create
customized lessons for students Multi-user or collaborative functions with others in class Multi-user or collaborative functions with
others beyond local class Accessible to students beyond the school day Accessible via mobile devices Multiple languages Safety,
security, and/or privacy features
Strengths of the Software: rewarding, colorful, interactive, clear directions
Suggestions for Improvement: wish it would explain why student isnt right when they get an answer wrong, create harder levels as the
student gets answers correct
Standards Addressed. See https://www.georgiastandards.org/standards/Pages/BrowseStandards/GPS_by_Grade_Level_K-8.aspx

S2CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.
S2CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
S2CS5. Students will communicate scientific ideas and activities clearly.

NETS-S 1. Basic operations and concepts
NETS-S 3. Technology productivity tools


LoTi 3
Grade Level/Content Area(s): Elemntary-1
st
-2
nd
grade: symmetry, weather, measuring, matching, counting, sorting
Blooms Level of Critical Thinking Required (check all that apply). See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Description of how to implement in the class:

To use this game in the classroom you will need a mobile device or computers for the children. The activity could start out being
teacher-led so the students know what activity the teacher wants them to do, or if the teacher simply wants the students to practice any skill
the activity would become/could be student self-paced. I wouldnt recommend doing this in small groups, that way each student can go at
their own pace and one student isnt doing all the work.
In order to differentiate the teacher could pass out a worksheet to each student with the title/picture of the game that she wants
Instructional Software

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him/her to play, that way the teacher is addressing each students need without embarrassing a student or making a big deal of the multiple
games. The teacher will explain to the students that she wants them to work on the games that is on their worksheet, that it may be
something like measurement, symmetry, equivalence, etc . Then the teacher will tell the students to listen to the directions and do as they
say. If the teacher chooses she could say that once the students finish all their tasks they can move to any game that they choose. The
students will then begin the different games and once finished with their original game move to the next.
Student learning will be assessed by the teacher roaming the classroom to see how each student is doing. The teacher can stop at each
students desk and ask what activity theyre working on and then see how the student does. Another idea would be to have each student to
mark off every time they get something right, that way there is some responsibility on the student to succeed. If the student seems to be
struggling the teacher can try to aid the student and decide where she/he is struggling and maybe plan some more lessons around those
ideas.

* Examples of common instructional models include whole group, teacher-led, student self-paced, small group, or individual learning
activities. Use as many of these descriptors or other descriptors as apply.