When technology becomes an integral part of the classroom, teachers' roles may change.

/? mWm aunch Netscape Communicator. I Go to Bookmarks, then Enchanted J? l^ J? Learning, then Pond Life [http://www. AHAboutNature. com/biomes/pond/pondlife. shtmll. You are now going to have the opportunity to learn more about one of the animals from the poem discussed yesterday,'All Eyes on the Pond'"(Rosen, 1994). Each pair of students went to the website to find their assigned animal in Christine Toth's third-grade class. Student pairs took turns working with the computer and read ing about their animal as they completed the teacher-made worksheet that described the animal, its diet, its predators, and its habitat. As students completed their work, Christine reminded them of the Web address that they could visit on their home computers.

Across the hall, third-grade teacher Mimi Loftus did another lesson on pond habitats. Each group of four students explored a different area of the pond (margin, above surface, surface, mid water, and bottom) to find out about the oxygen, light, shelter, food, and predators for that region (http://www. naturegrid. org. uk/pondexplorer/pond cross. html). They used this information to deter mine which animals lived in a particular region and whether their animal would survive in that part of the pond. Again, students used a teacher created worksheet to summarize their findings.