FS 3-Technology in the Learning Environment
Episode 1-The School’s Learning Resource Center

Name of FS Student: Greggy Q. Encinares
Course: DPE – CPRT Year & Section: ED125

Resource Teacher: Mary Angelie Madrona Signature: ________________________
Cooperating School: Doña Juana Actub Lluch Memorial Central School
Name of Center Observed: Computer Room
Date of Visit/Observation: September 16, 2011
Class Observational Guide:
1. Go around the Learning Resource Center.
2. See what learning resources are present.
3. Examine how the materials are arranged and how they are classified. Are they free from dust and moisture? Are they arranged for easy access?
4. Look for the guidelines/procedures posted or available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. You may choose to take photos of the center if allowed.

List of Available Learning Resources
Available Learning Resources Characteristics and Unique Capabilities Teaching Approaches where the Resources is Most Useful 1. Print Resources
a. Posters

b. Tarpaulin

c. manila paper

d. documents

e. folders The printed materials are posted near the entrance, near the whiteboard so the students will be able to notice it immediately. It is printed in color and were securely posted on the wall Familiarization of new concept or information to the learners.
Provide guidance and idea to students who are not familiar with it. And make them aware about the whole concept.

Audio Resources
a. Cassette recorder

b. Telephone It is an old model cassette recorder, although the pla yer is no longer working but they were able to pre-
Serve it, and its parts are still intact. Giving insight as to how the material looks like compared to what it looks like now. Non-Electronic Visual Resources
a. Specimen

b. mock ups

c. models

d. tarpaulin/posters/white board/chalk board The science laboratory has a lot of stuff which is very important in the teaching- learning process. There are models and specimens that are being preserved so the learners can have a close-to-reality experience Bringing out information, a close to reality experience for
The students who may not be familiar with what it looks like, since most of the learners are visual learners, Through this lab the students are truly engage in such learning process. 2. ICT Resources
a. Computer

b. overhead projector
c. television Flat screen computer that has a good resolution. Easy to operate materials or equipments. In introducing new concept and ideas about other computer application that are not familiar with them
Impression:

The school has resources that are very important to the teaching – learning process. Electronic resources were used as means of learning new concepts and new ideas to the learner. Science laboratory are the place were they can engage in a close-to-reality kind of experience since the laboratory has many real-like figures and equipments useful for there learning.

Name and Signature of Observer: Greggy Q. Encinares
Name and Signature of the Learning Resource Center-In-Charge:

Mary Angelie Madrona

II- Analysis
1. Were the learning resources/materials arranged properly according to their functions and characteristics? Yes, the resources or the materials were being arranged properly. They have a special room for learning computer concepts and all the specimens, data, realia, models and mock ups were put in their science room for their science activities.

2. Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why? Why not? Yes, students can come at any given time if they want to look at the things displayed in their science room, they can also ask the facilitator of the science room if they have a project or any questions about the subject matter. But I also do understand the concern of the teachers parti - cularly their computer subject teacher if they will not allow or let their students to have an easy access to their materials. Only through their permission or guidance that the student can access such materials .

3. What are the strengths of this Learning Resource Center? The strength is that the teacher or the facilitator of the learning resource center has mastery of the subject matter or is a knowledgeable individual. Their ways of imparting learning to her students are commendable. The science laboratory offers a wide variety of specimen/materials that help the learners develop their imagination. They become more interested to know such idea that they are not familiar with. The computer center has many computers that can cater a section with not more than 15 learners.

4. What are its weaknesses? There’s no enough space to move around since there’s too much things stuffed in their . science room. In their computer room, students were not given an extra time to access their computer lab if in case they want to learn more or explore the many applications of the compu- ter. 5. What suggestions can you make? Bigger room so that there will be enough space to display other specimens or equipment rele vant to the learning process, and for students to do some activities inside the learning resource center. Computer center should have more computer units to cater the whole class since most of the section in the public elementary has more than 15 learners. They should be given an allo- wance to explore or navigate the other uses of the computer. They should be allowed to enter the computer room whenever they have their assignments or things that they have not finish doing. III- Reflections
1. Which of the materials in the learning resources caught your interest the most? Why? Aside from the computer that has bigger monitor than what I expected, I was amazed by
Their science laboratory. Because of the wide variety of specimen and objects displayed in it.
Outside their science room, they have also a “Greenhouse” garden where medicinal plants are
Being planted of which they’re going to sell it for those who wants to buy it. Those medicinal
Plants were planted by the students themselves , and if sold, they’re going to use the money for their future projects.

2. Which gadgets/materials are you already confident to use/operate? I think, the computer in their computer room that I’m comfortable using or operate. But only
The basic computer application.

3. Which ones do you feel you need to learn more about? Computer applications that I’m not yet familiar. And the things I have seen in their science room amazes me, that is why I want to know how do they preserve such specimen or should I say, I want to know how to run a science laboratory.

FS 3-Technology in the Learning Environment
Episode 2-Bulletin Board Displays

Name of FS Student: Greggy Q. Encinares
Course: ED125PRT Year & Section: First Year/

Resource Teacher: Avemar T. Gonzaga Signature: ________________________
Cooperating School: Doña Juana Actub Lluch Memorial Central School

Class Observational Guide:
1. Go around the school and examine the board displays. How many board displays do you see?
2. Where are the display boards found? Are they in places where target viewers can see them?
3. What are the displays about? What images and colors do you see? How are the pieces of information arranged?
4. What materials were used in making the displays? Are borders used?
5. Do you notice some errors like misspelled words, grammar inconsistencies, etc.?
6. Are the messages clear and easily understood?
7. You may choose to take a photo of the display board if allowed.

Observational Report

Name of School Observed: Doña Juana Actub Lluch Memorial Central School
Location of School: Pala-o, Iligan City

Date of Visit/Observation: September 16, 2011 The bulletin board is located near the entrance gate, outside the Principal and Guidance Office. Yes, the bulletin board is in the place where students or even parents and pass-Byers can see them. Posted on the bulletin board were announcement and information written on a white sheet bondpaper with a DepEd seal on it. There is a posting also about those who are interested to apply as a teacher in their school. There is this tarpaulin located at the end side of the bulletin board that has the picture of Dora on it and has letters printed about the qualities of a true DJAL students. The bulletin was a bit dry and boring for me and it did not cater to the students. The overall message was not that clear to me or the postings are not that relevant in a student point of view.

II- From among the board displays, picks the one that you got most interested in, Evaluate it using the evaluation form below:
BOARD EVALUATION DISPLAY FORM
Topic of the Board Display: Ang Batang DJAL ay…
Location of the Board Display in School: Near the entrance gate, outside the Principal and Guidance Office

Check the column that indicates your rating. Write comments to back up your ratings. 4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria NI
1 S
2 VS
3 O
4 Comments

Effective Communication conveys the message quickly and clearly



Most of the postings cannot be understand by young learners.

Attractiveness
Colors and arrangement catches and holds interest



Only the tarpaulin with “Dora’s face” caught my attention.

Balance
Objects are arranged so stability is perceived



Not that balanced, though the objects are well arranged.

Unity
Repeated shapes or colors or use of borders holds display together



Only the post with “Dora” on it catches anyone’s attention because of its color and size.

Interactivity
The style and approach entice learners to be involved 

Tendency is that, the viewer will only be involved on the color posting where Dora’s face is on it because it is very attractive.

Legibility
Letters and illustrations can be seen from a good distance 

Those posted with white bond paper has small font size that it would be very difficult to read.

Correctness
Free from grammar errors, misspelled words, ambiguity


Since the posting has a DepEd seal on it.

Durability
Well-constructed, items are securely attached



Thumbtacks were used to attached the material or postings on the board.

III.
An Evaluation Report of a Bulletin Board

Bulletin Board Evaluated by: Greggy Q. Encinares

Location: Outside the Principal and Guidance Office

Brief Description of the Bulletin Board:

Board is made up of wood, no cover and there are postings in bond paper mostly coming from DepEd or has a seal of DepEd on it.

EVALUATION: Strengths Weaknesses

Observations

Visitors can easily recognize what’s written on the bulletin since it is located in the area

where people can immediately recognize it. The postings are dry and boring. The postings on the bulletin are not so relevant to the students

or not focused on the learners, instead they posted information that young learners cannot comprehend. No plastic cover or a glass cover to protect its content.

Judgments/Evaluation of educational content and other aspects

Most of the postings have DepEd seal on it which I think important to those people concerned.
Postings on the bulletin should include or should most of it should be focus more on students. If you want your students as well the parents, you should post more on students activities.

Recommendations or suggestions for improvement:

There should be a covering or outer cover for the bulletin board to protect its content. The bulletin board should display students activities or anything that involves the learners. They should put more colorful stuff in their bulletin that are relevant to the students as well as the school in general to catch or attract attention, and so that people and learners will be engage on it.

Signature of Evaluator over Printed Name:

Greggy Q. Encinares

IV- Analysis
1. Did the board display design reflect the likes/interests of its target audience? Why? Why not? Not really, the postings are for those concerned people only, not the learners. It only cater to those who are interested to apply for their school and for those involved in DepEd information like teachers and other professionals.

2. Was the language used clear and simple for the target audience to understand? Why? Why not?

Yes, somehow since the postings were intended for professionals not for the young students of the school. But unfortunately, even parents of some students in this public will have a hard understanding its content.
3. What do you think was the purpose of the board display? Was it effective? Why? Why not?

On the part of some people concern, yes it is. But on the part of the students, I don’t
Think they understood what has been written on their bulletin board. Aside for the tarpaulin for
Dora character on it which has the qualities of a DJAL students and since it’s written in Tagalog.

4. What suggestions can you make?

I think if they have special postings related to DepEd, they should have another bulletin
Board for that, or it could be that they would have another bulletin board wherein students
Past activities or even up-and-coming events or activities will be posted.

V- Based on your suggestions, propose an enhanced version of the display board. Use the form below.

My Proposed Board Display

Theme: Students Previous and Up – Coming Activities!

Board Title: School Activities

Rationale: For people and students-alike to be aware about their school activities and what to expect on the up-coming events.

Objectives: Have the advanced student or group of school officers put their portfolios in the showcase. It’s the students’ responsibility to show their work to the best of their ability. Students may add interesting objects to explore their showcase.

Best features of my proposed bulletin enhancement:

I am going to use boxes to create a “broad way show” look. To simulate lights, I am going to use yellow labels and inside the boxes, I am going to display previous students work or picture of work, and also I may put there, “What for Upcoming Events”, so students will have a knowledge about what will be our next activities.

Content Resources (Name each needed resource and give each a brief description)

Colorful pictures, I will be using colored cartolinas, printed materials, since it can attract learners if you have this colorful but not disturbing posting in their bulletin board. A glass cover to protect the postings on the bulletin board.

Materials for aesthetic enhancement: I may asked donation from the school to have some sort of glass cover on the bulletin board which I think is very important, to preserve and protect its content. I may also use a flannel board so that it would be easy to put things or paste things if there’s changes that to be made.

My Board Display Layout

VI- Reflections

1. Name at least five (5) skills that a teacher should have to be able to come up with an effective board displays. Elaborate on why each skill is needed.

The skills that a teacher needs to create an effective board display could include:
1. Creativity - Instructional content can be dry and boring in a classroom setting. Creative teacher tries to present concepts and content in an interesting way.
2. Visual Skills - Teachers are somewhat like interior designers; they must be able to visualize the presentation and impact they want to create, then apply those to the display.
3. Organizational Skills – This goes along with # 2, but organization includes comparing and con- trasting, grouping and arranging content in a meaningful way.

4. Communication – Teachers know that words combined with visual content can often commu- nicate more than words alone. As well, the teacher must be a good communicator.
5. Minimalistic Views – Good teachers know they must minimize content to the basic building block they want to teach. Rather than a display aimed at students who understand the most, the best, or the easiest, the display would be shared to include students who understand the least, the poorest and the hardest.

2. Which of the skills do you already have? Recall your past experiences in making board displays. How do you practice these skills?

I do have a bit of creativity, organizational and communication skills. I have done some postings In our room before and even in the school that I am teaching at. It attract students if you have that colorful background and they also love to see their faces or they schoolmates pos ted on it. And make sure also that what you posted on your board will be of great importance to your student or audience. I also have a visual skills since I wanted to get their attention with the display I am going to make.

3. Which skill do you need to develop? Reflect on how you can improve on or acquire these skills?

I think, more on the minimalistic view and creativity. There are lots of ways or techniques that I am not aware of or that I haven’t try yet because I don’t know how to do it. That’s why
There’s a need for me to be expose to a lot of bulletin board displays so that I can apply it on my
Own bulletin board. Surfing the net could be of big help since internet offers a wide variety of
Sample board displays and techniques on be effective on it.

FS 3-Technology in the Learning Environment
Episode 3-See and Say

Name of FS Student: Greggy Q. Encinares
Course: CPRT Year & Section: First Year /

Resource Teacher: Mary Angelie Madrona Signature: ________________________
Cooperating School: Doña Juana Actub Lluch Memorial Central School

Class Observational Guide:
1. What is the lesson about?
2. What visual aids/materials/learning resources is the teacher using?
3. Observe and take notes on how the teacher presents/uses the learning resources?
4. Closely observe the learner’s response to the teacher’s use of learning resources. Listen to their verbal responses. What do their responses indicate? Do their responses show attentiveness, eagerness and understanding?
5. Focus on their non-verbal responses. Are they leaning forward showing their interest on the lesson and the materials? Are they looking towards the direction of the teacher and the materials? Do their actions show attentiveness, eagerness and understanding?

Observational Report

Name of School Observed: Doña Juana Actub Lluch Memorial Central School
Location of School: Palao, Iligan City
Grade/Year Level of Class Observed: Grade

Date of Visit/Observation: September 19, 2011

Topic: Plural Form
Subject Matter: English

II- Analysis

UTILIZATION OF TEACHING AIDS FORM

Grade/Year Level of Class Observed: Grade II - 3

Date of Observation: September 16, 2011

Subject Matter: English

Brief Description of the Teaching Approach Used by the Teacher:

Classroom discussion about the plural form of a given noun. Assessment done by the teacher through completing the sentence with the appropriate plural form. Teacher uses a manila paper and chalkboard as her visual aid in the teaching – learning process.

Teaching Aids Used
(Enumerate) Strengths Weaknesses Comments on the Appropriateness of the Teaching Aids Used

• Manila paper

• Chalk

• Chalkboard

Economical, can be easily remove and can be recycled or use again in the future

The writings on the manila paper were not legible and neat or not appealing to the eye. There were visible erasure on it and it was no posted properly on the chalkboard.

It could have been better if she wrote it on the chalkboard rather than on the manila paper she used. It’s like an old recycled material that she uses again in her classroom discussion.

1. What do you think prompted the teacher to choose the materials/learning resources that she/he used?

Since, her topic has already been discussed by her in her previous years, she used the same material again or it could be that to save money and effort. But in all fairness to the tea- cher, she was able to used or discussed it further and wrote it on the chalkboard. It is also impor- tant that the teacher should use other materials aside from writing it down on the chalkboard all the time.

2. What difficulties, if any, did the teacher experience? How can this be managed?

Mostly because of the pupils misbehaving, some learners were not listening and they were doing their own thing in their seats. If only the teacher uses a picture of what her topic is all about. She could have inserted some colored pictures about her topic, that would get her learners attention and for sure students will be interested in the classroom discussion.

3. Over-all, were the learning resources/materials used effectively? Why? Why not?

During this observation, somehow the material were being used effectively since the ma- terial was just for evaluation or a sort of assessment if the learners were able to understand the topic or the discussion. But, it could have been better if the words or letter were written clearer and legibly, and the overall appearance of the material would be appealing to the eye, not a just a recycled material that’s too obvious.

III- Reflections Put yourself in the place of the teacher. What would you do similarly and what would you do differently if you will teach the same lesson to the same group of students? Why?

I would start my class with a prayer. And then do some exercise like what the teacher did
At the start of the class. Then I will have a sort of review about what we have discussed. If they
Did understand our previous topic, then I will proceed to next topic, knowing that my students
Have already learned my previous lesson. Since my topic is all about plural form of a given noun,
I am going to have the word “Plural” written on a colored cartolina and post it on the chalkboard. and also, I may show them a chart with pictures about plural nouns. Then, to learn more about plural nouns or forms, I am going to give them more examples of what is the plural form of a gi- ven noun and use it in a sentence. To have a participation from the class, I am going to ask some pupils to give examples of plural nouns and they may use it a sentence as well. They could act- out some plural nouns that can be acted out, or I am going to bring things or objects that are in plural form, to give students a clearer picture on what do “plural” nouns look like, since it this to- pic involves numbers. At the end of the discussion, if we still have time, I am going to have some some sort of evaluation or a short quiz about the topic or it could be that I am going to give them assignments about plural forms of a given noun or they can list down the plural forms of their chosen nouns as many as they can. Assignment will be check at the start of the class by the follo- wing day.

FS 3-Technology in the Learning Environment
Episode 4-Tools of the Trade (Teaching Aids Bank)

Name of FS Student: Greggy Q. Encinares
Course: _CPRT Year & Section: First

Resource Teacher: Mrs. Melinda A. Colasito Signature: ________________________
Cooperating School: Doña Juana Actub Lluch Memorial Central School
Instructions:
1. Decide on a specific topic
2. Find out the learning resources relevant to your topic that are available from your school’s learning resource center
3. Develop a pile of teaching aids
4. Organize them in a box
Class Observational Guide:
1. Are there learning resources useful for your topics in the resources center you visited?
2. Are the available materials appropriate for your target grade/year level?
3. List down those that can be useful for your topic?
4. What other materials can you make?

Observational Report

Name of School Observed: Greggy Q. Encinares
Location of School: Palao, Iligan City
Grade/Year Level of Class Observed: Grade 5

Date of Visit/Observation: September 16, 2011

II- Learning Resources on a Specific Content Area- Use this graphic organizer to present the learning resources relevant to the topic chosen. On the line inside the box, indicate if the resource is already AVAILABLE, MAY BE PURCHASED or WILL BE MADE.

Topic: Presidents of the Philippines Grade/Year Level: Grade 5

II- Analysis
Give at least three benefits of doing a survey of available materials before making your own materials? Explain each.

1. Elementary students should be taught about our country’s presidents. They are an impor - tant figures in our Philippine culture and these personalities shaped our country of what it has become today. Since most learners in the public schools are visual learners, it is very important for them to know more about these political figures especially what they look like. That’s why is important to present the topic accompanied by pictures or anything that they have vision or they can see who these personalities are.

2. Using teaching aids are very important. Since my topic is about past presidents of the Phili ppines, the lesson should be presented chronologically. I could use a timeline for this topic, even a postcards with the date they became president. After the familiarization of the ordering on when they became presidents, I can have a film showing depicting the events that truly hap- pened during their reign as president of the Philippines and showcasing their great contribution to the country. At the beginning of the film showing, I could insert their lifestory and how they became the most powerful person in the country, and the struggle they’ve been through before they’ve reached the highest position in the land. That would be very interesting since it could inspire and motivate the learners to reach their ambition in life.

3.

The sequencing or the order of events are very important, that is why learner should be familiar as to who comes first. The timeline chart is a good teaching aid to help students analyze the sequencing or the chronological pattern of events. You need to ask the learners first if they know the past presidents or who among the past presidents they are familiar with and the year they became president, or if they’ve seen or familiar with their faces. The young learners of to- day don’t know who are our past presidents and what they look like that’s why it is of great im- portance to have a film showing about this topic.

III-Reflections
1. Which of the materials did you like making the most? Why?

Making timeline about the presidents of the Philippines is what I like the most doing. In
Making a PowerPoint presentation regarding this topic is a good teaching-aid for students to
Learn since you can add many important information about the subject matter. You can also add some videos or documentary films and relevant photos in presenting this to your class. Projec- tion system or PowerPoint presentation is a good tool for students to be engaged in classroom discussion and a great help for the teaching – learning process in general.

2. What difficulties, if any, did you encounter in making the materials? How did you overcome them?

Since there’s a lot of information that students need to know or would like to know
About these personalities, the hardest part is to narrow down the most important information
Or details about these presidents that your are going to present in the class. And another could
Be a hindrance is that PowerPoint presentation need an electronic device, like projection system
And a computer or laptop, if one these equipment is not available or not working, then it can
Jeopardize your presentation or your plan. Also, you need to have an electricity to run these
Equipment so that means your room should have an electrical outlet or you need to go to a room
Which you can have a film showing. No presentation will be made if one of these equipment aint
Working or not available.

3. What tips can you give teachers regarding preparation of teaching materials?

They need to plan it before presenting it to the class. Planning on what to present and how to present it is very important since the outcome or result of this will be base mostly on the
Planning stage. You should also be familiar with the topic that your are going to present in the
Class. Make sure that you are knowledgeable on the subject matter and how you were able to
Come-up or made such materials since students may ask you about this and you should be pre-
Pared in answering them or giving them information.

FS 3-Technology in the Learning Environment
Episode 5-Paper Works! (Preparing Hand-outs)

Name of FS Student: Greggy Q. Encinares
Course: CPRT Year & Section: First Year
Name of FS Teacher: Prof. Rizalina G. Gomez Resource Teacher :Signature:
Cooperating School: Doña Juana Actub Lluch Memorial Central School
Instructions:
1. Prepare hand-outs for a specific topic
2. Describe your hand-outs
3. Present it to your teacher before reproducing it
Hand-out Planning Guide:
1. What topic do I like to work on?
2. For what grade or year level is my hand-out for?
3. What components do I include in my outline?
4. What type of graphic organizers/flow charts/schemas do I need to use?
5. What references do I use?
HAND-OUT PLAN

Subject Matter: Five Senses

Grade/Year Level: Grade 2

Outline:

The students will be given a sense chart of which they can list details for each in its co-
Lumn. This chart has five column and each column has a type of senses like for example, in the
First example, you need or the students need to list things that they can see through the use of
The sense of sight. The next column is for the sense of hearing, then the third one will be the
Sense of touch. The fourth column will be for the sense of taste, and the last column will be for
The sense of smell. This is an activity for the whole day period, inside the school premise. They
Can do this activity during class or during break or recess time. This will allow them to scan or
Look for things in their surroundings and their record on their sense chart the things that in-
Volves the five senses. I may have them pass their sense chart on the following day.

Hand-OUT Plan

List Details for each sense in its column.

III- Analysis
1. What are the good features of a Hand-out?

2. Which of these features are present in the Hand-out I made?

3. Which features are not present in the Hand-out I made?

IV- Reflection
1. What difficulties, if any, did you encounter in making Hand-outs? How did you overcome them?

2. What tips can you give teachers regarding preparation of Hand-outs?

FS 3-Technology in the Learning Environment
Episode 6- Slide Show Biz (Slide Presentations)

Name of FS Student: _________________________________________________________
Course: _________________________________ Year & Section: _____________________
Name of FS Teacher: _____________________________________________________

Resource Teacher: _________________________ Signature: ________________________
Cooperating School: __________________________________________________________

Instructions:
1. Select a topic or subject matter
2. Develop a slide presentation to support a learning activity on the topic
3. Try out your presentation to a group of learners
4. Write a narrative pointing out the strengths and weaknesses of your presentation

FS 3-Technology in the Learning Environment
Episode 7- My E-world (Websites)

Name of FS Student: _________________________________________________________
Course: _________________________________ Year & Section: _____________________
Name of FS Teacher: _____________________________________________________

Resource Teacher: _________________________ Signature: ________________________
Cooperating School: __________________________________________________________
Instructions:
1. Observe a class and take note of the topic being presented.
2. Surf the net to find sites that [provide support materials and/or interactive programs on the topic.
3. Reflect on your FS experience.
4. Evaluate the materials or programs
Selected Science Web Sites for Primary School Students
Beakman and Jax's Place http://www.beakman.com/index.html This site contains interactive demos, news about the Beakman's World TV show, and several Hubble Telescope pictures. It has a nice section on planets on the first page for early elementary students. Shockwave plug-in required for interactive demonstrations.
Electronic Zoo http://netvet.wustl.edu/ssi.htm This "Electronic Zoo" has a vast amount of resources and various links to the study of the animal kingdom as well the environments in which some they live. For example, the link to whales has lesson plans developed by both educators and students to be interactive and interdisciplinary.
Earth and Mars Education Modules http://www-k12.atmos.washington.edu/k12/modules/index.html Interactive student activities geared towards planet exploration. Though some activities for grades 2 & 3, best suited to upper elementary. Can serve as a link for teacher to other science activities. Activities linked to national benchmarks and standards teacher/student 2-3.
UC Museum of Paleontology http://www.ucmp.berkeley.edu/education/education.html Great site for information on dinosaurs. Has a very good rubric (fossil record section) tying the National Science Standards to the study of dinosaurs at all grade levels.
Chem4Kids
http://www.chem4kids.com/
This site speaks directly to the young scientist. It's an excellent tutorial for children learning scientific concepts and how math is integrated into science. There are no hands-on activities and the student has to have genuine interest in topic because its encyclopedic in its approach.
Discovery Channel School http://school.discovery.com/index.html This site offers multimedia, interactive video options to the classroom. The content is current and linked to the Discovery Channel and The Learning Channel programming, offering opportunities for teachers to tape the programming and use it interactively with TLC Elementary School lesson plans. Also provided for teachers and students on this site are previews of upcoming programs and "Bulletin Board" Discussion opportunities regarding lessons/program. For full audio effects, the plug-in RealAudio needs to be downloaded.
The Yuckiest Site on the Internet http://www.nj.com/yucky/ Learn all about cockroaches, worms, and your gross and cool body! This web site has a great humorous slant to it that makes learning fun! Great graphics and sounds! An excellent resource to use in the classroom to learn about entomology and bodily functions.
VolcanoWorld
http://volcano.und.nodak.edu
VolcanoWorld is an outstanding resource for kids interested in learning about volcanoes. This website contains real-time volcano information including an interactive clickable map of active volcanoes world-wide and remote sensing satellite images. Topics covered at VolcanoWorld include how volcanoes work, submarine volcanoes, planetary volcanoes, career information on becoming a volcanologist, volcanic parks and monuments and volcano,exploration on the moon, Mars and Venus.
Carolina Coastal Science http://www.ncsu.edu/coast This web site contains a Carolina Coastal Photojournal with QuickTime movies. Students can use this Web site to explore similarities and differences in the amount of sand, visible waves, and plant cover between the ocean side and marsh side of the same barrier island, and identify similarities and differences among the three regions of the Carolina Coast.
For Kids Only- Earth Science Enterprise http://kids.mtpe.hq.nasa.gov/ This site has many interesting activities for young students to learn about various earth science concepts. An interactive online coloring book is a unique feature of this web site.
NASA Observatorium http://observe.ivv.nasa.gov/ In addition to many awesome space pictures, this web site contains a variety of interactive games with space themes which will engage young students.
WhaleNet
http://whale.wheelock.edu
This web site has many classroom activities for teachers to use in the classrooom for students to learn about whales and their habitat.
MathMol Hypermedia textbook for elementary school http://www.nyu.edu/pages/mathmol/textbook/elem_home1.html This web site contains an online textbook for students of grades 3,4 and 5 to learn about water, matter and energy, and atoms and molecules.
National Geographic Kids http://www.nationalgeographic.com/kids/ The web site for kids to explore the fascinating world of National Geographic. Interactive games and explorations make this Web site very engaging for young students.
Nine Planets Tour of the Solar System http://seds.lpl.arizona.edu/nineplanets/nineplanets/nineplanets.html Take a virtual tour of our solar system.
Galaxy photography http://www.galaxyphoto.com/index.html Great pictures of galaxies throughout our universe.
Greatest hits from the Hubble Telescope http://oposite.stsci.edu/pubinfo/BestOfHST95.html Just like the title says. Many unique space photographs.
NASA's Planetary Photojournal http://photojournal.jpl.nasa.gov/ A NASA database with over 1200 space images.
Mars the Red Planet http://www.nasm.edu/ceps/ETP/MARS A great Web site for young students interested in exploring the planet Mars.
Cool Science for Curious Kids http://www.hhmi.org/coolscience/ The Howard Hughes Medical Institute invites curious kids to explore biology at this Web site. Activities include dust exploration, classifying critters, microscopy, plant parts, and more.
ExplorA-Pond
http://www.uen.org/utahlink/pond/
Experience a simulated pond, take a virtual tour of an outdoor classroom, pond math and pond science activities, publish your adopted pond online, and chat with other K-6 students interested in pond stuff.
Sci4Kids
http://www.ars.usda.gov/is/kids/
The science behind agriculture is presented as a series of interactive stories based on research projects featured in Agricultural Research. Web site also contains photos, graphics, trivia, and classroom connections.
Rock Hounds with Rocky http://www.fi.edu/fellows/payton/rocks/ Science activities to help students to explore how sedimentary, metamorphic, and igneous rocks are made. Also contains animations and interactive games.
Air Travelers http://www.omsi.edu/sln/air/ Introduces students to the basic principles of buoyancy, properties of gases, temperature, and the technology involved in hot air ballooning.