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Digital Storytelling Lesson Plan Integrating Technology Across Content Areas EDUC 6713 August 10, 2011

Students apply digital tools to gather, evaluate, and use information. Students process data and report results. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Moral story books from the library Students can recall, reflect and comment thoughtfully on previous learning Students work effectively with a partner to answer questions and draw conclusions Students can communicate their thoughts, ideas and story account in writing Students begin to use digital tools to share their learning with an audience || Check laptop functionality and internet connections. Teacher’s computer should be attached to the projector for the introductory read aloud. Moral story books from the library (in case of technology failure) ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Communicating learning |||| Related Lessons: Investigating Temperature ||
 * Grade Level: 2 |||| Unit: Service systems ||
 * ==GOALS== ||
 * **Content Standards:**
 * The information literate person manages information collected or generated
 * The information literate person applies prior and new information to construct new concepts and create new understandings
 * The literate person knows that writing is used to assist thinking, investigating, organizing and communicating learning. ||
 * **ISTE NETS-S:**
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * During Class ||
 * Time

0 - 10

10 – 25

25 – 35

35 - 60 |||| Instructional Activities

Teacher reads aloud the story “What makes good people?” from www. Familyfunshop.com/shortmoralstoriesvalues6.htm As a whole class we discuss the message of the story. Pairs of students chose another story from the website to read. They are asked to discuss and agree on the message of the story they read together. They are then given provocative questions: Is this an important message? Why? Sometimes people write stories with a moral message instead of writing a list of do’s and don’ts. Which way do you think is better and why? Students are required to answer in writing in their journal.

Teacher asks the class why we did the experiment to investigate the temperatures of the hot drinks. Teacher questioning leads the discussion to of the important message that we might share about health and safety.

Pairs then spend time reflecting on previous lesson content, discussing and drafting the message they wish to convey about hot drinks. Independently, students use the electronic graphic organizer at [|www.writingfun.com] to create out their story plans. Students begin preparing for the final product. They can chose from following ways of presenting their story digitally: an entry into their own academic blog (created at the start of the school year as a form of online journal and part of their e-portfolio); a powerpoint presentation using only changes of font; a powerpoint presentation that includes images; a powerpoint presentation including transitions and flash animation; an online comic strip from the website listed in accommodations. || Materials and Resources Digital projector

Student journals

Review chart paper notes from previous lesson || The lesson begins with a whole class introduction, moves to pair work and collaborative discussion, and concludes with independent writing. Pairs are chosen homogeneously, especially for the ELL students so that they are free to discuss their thoughts in their own language. The ability grouping also helps to implement the accommodation and extension parts of the task. Teacher must be aware of the safety issues of trailing leads when so many computers are in use at one time. || Teacher questioning and observations will be used to monitor the progress of the learning objectives throughout the lesson. At intervals, students will be asked to report their progress and/or thoughts to the whole class. This is designed to inform the teacher and model the work in progress to other partnerships. //Accommodations:// Using [|www.makebeliefscomix.com] English Language Learners can draft their story in their mother tongue before translating their finished product into English and Supported Learners can use the comic style of writing to connected their writing with the spoken word. //Extensions:// Students are required to peer edit the work of other members of their extension group and give constructive feedback where appropriate. Should the internet or computers fail, the teacher will provide students with similar book version of moral tales. They will also be able to plan for and draft their final stories on paper. || LESSON REFLECTIONS AND NOTES: This lesson is likely to become a ritual that the students are able to apply to most content areas they study. ||
 * **Note student groupings, environmental modifications needed, etc:**
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson at the end of the plan:
 * The process and student artifacts will be evaluated according to the rubric below
 * The final product will be letter graded
 * Extension groups will peer assess each other according to the final product part of the rubric
 * Evaluation that will be used in this lesson is as follows: ||  ||   ||   ||   ||
 * Thinking aloud || Above expectation

Contributed new ideas and extended other people’s comments to a deeper level || Meets expectation

Contributed effectively to group discussions and teacher prompts || Below expectation

No thoughts shared during group discussions. Offered only very limited answers to teacher questions ||
 * Journal reflections || Student demonstrates creative and higher level thinking in communication of ideas in writing || Student demonstrates ability to communicate ideas and thought process in writing || Student entries are limited to ideas already shared in group discussions ||
 * Story planning || Demonstrated advanced technology skills to plan for and begin creating an online story || Used digital tools effectively to create a structured, coherent story plan || Require a support and/or did not use digital tools to create story plan ||
 * Final product || Final artifact demonstrated both competent use of digital tools and storytelling skills. Message was clearly communicated. Considerable amount of content vocabulary || The completed digital story contained reasonable amount of content vocabulary and demonstrated a clear understanding of the need to communicate a relevant message || Final story was incomplete, +/or lacked a relevant message +/or contained very limited, if any, content vocabulary ||  ||

Online Collaboration Lesson Plan Integrating Technology Across Content Areas EDUC 6713 August 3, 2011 Students recognize what is meant by the term wiki Students can suggest reasons for the use of online communication Students can create new pages and enter information into an existing wiki Students begin to understand the type of language used to communicate with an online audience || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: || a. || understand and use technology systems. || To introduce students to using a wiki To clarify expectations of a repeated classroom routine To explicitly demonstrate how to manage simple wiki pages Create group wikis and make a note of addresses. Projector and internet access ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Wiki Ritual |||| Related Lessons: Any inquiry-based lesson ||
 * Grade Level: Grade 2 |||| Unit: How the world works: Service systems ||
 * ==GOALS== ||
 * **Content Standards:**
 * **ISTE NETS-S:**
 * b. || use applications effectively and productively. ||
 * c. || troubleshoot systems and applications. ||
 * d. || transfer current knowledge to learning of new technologies. ||
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * **Before-Class Preparation:**
 * During Class ||
 * **Time**

0-8

8-12

12- 35

35- 40

40-50

50- 60 |||| **Instructional Activities**

Students draw up a list of ways of communicating online. Individually they use a colored pencil and then they share their ideas in small groups and can add to the list using a regular pencil. This way I can assess the prior knowledge of each individual.

Teacher takes one example from each group and draws up a class list until the word wiki comes up. Teacher asks student to stand and says “Remain standing if you’ve heard of a wiki before” next “Remain standing if you’ve ever typed into a wiki” and then “Remain standing if you think you can explain how to use a wiki to a friend” – Teacher notes these students to assists as mentor later.

Students are given the wiki addresses. In pairs, students have free exploration with the wiki. 2 minutes are spent sharing what anyone noticed during their exploration and noting down any questions they have. In pairs, students watch “Wikis in Plain English”. Students are asked to pause the video when they want to write down key points in their journal. Teacher leads a Quaker Talk (each person contributes an insight) on what they learned from watching the tutorial. Teacher hands each group a file folder with colored dividers in. Teacher instructs students to place one divider in the folder and writes Home Page on it. Pairs talk about the purpose of a Home Page. They can illustrate their ideas on the file divider.

Teacher shows students how to create a page on their wiki and compares it to adding a divider to the file. Half the group then creates their own wiki page with their name as the title while the other half name a divider and add it to the file. Then each group changes over.

In small groups, students share the notes they made in their journals and agree on between 5-8 important points. They add their group key points to the Home Page of their group’s wiki.

Individually students write their personal feelings/reflections about this lesson into their journals. In pairs, they add 1 or 2 personal comments to their own named page on the wiki.

Teacher asks questions for understanding and explains that we will be using wikis in future lessons to collect and report back on our inquiries.

HOMEWORK Students are assigned to look through their classmates wikis at home and are expected to respond to at least 3 peer comments. || **Materials and Resources**

Colored pencils

Laptops, internet Access Pre-prepared wikis

Safetube link Student journals

File folders, colored dividers

Teacher provocations || Groupings are detailed in the lesson plan: independent work, pairs and small groups. Preparing the classroom to ensure the safety of all class members (for example, power cords). || Prior knowledge assessment from students’ lists and game. Student journal entries. Teacher observations and questioning. Accomodations: Students who have no experience of wikis are paired with more knowledgeable other. Extension activities: Student-mentors assist others. Students investigated further features of site. Additional laptops in case of problems. Teacher will lead lesson over the projector if the internet fails. || //Teacher regularly monitors the lesson wikis and evaluates each against a teacher-generated rubric// //LESSON REFLECTIONS AND NOTES:// //This lesson reflects the explicit teaching of a regular routine. When online collaboration is used for the content of Lesson 1 : Comparing Temperatures, the students will be required to discuss and agree on 5-8 salient points from the content and process learning of that particular lesson. They will then complete their personal feelings of the process of working in this collaborative team on their named page (as in the lesson above). Finally, as homework, each student is required to read through the other postings and respond to at 3 comments. Plenty of time must be assigned for the completion of this homework assignment.// || //Prior knowledge observations// //Teacher observation notes// //Student verbal and wiki contributions// ||
 * |||| This lesson teaches a ritual expected during every collaborative inquiry project. Later in the school year, a student-led lesson is conducted for sharing experiences and new skills with wikis. ||  ||
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * **//Be specific and include the evaluation that you will use for this lesson at the end of the plan://**
 * **//Evaluation that will be used in this lesson is as follows://**

Problem Based Learning Lesson Plan Integrating Technology Across Content Areas EDUC 6713 July 28, 2011 Students recognize that a thermometer is used to record temperature Students can measure the temperature of different liquids Students begin to understand and apply scientific processes to their investigations || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students contribute to project teams to produce original works or solve problems. Students apply digital tools to gather, evaluate, and use information. Students process data and report results. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. To introduce students to the scientific process To help students measure temperature accurately using a thermometer To ensure students record and collect data accurately || Internet access and projector, Brainpop Jr membership Scientific apparatus: beakers, thermometers, drinks at different temperatures Laptops with access to spreadsheet software Student journals Health and Safety checks on portable heaters. ||
 * = Daily Lesson GAME Plan 1 = ||
 * Lesson Title: Investigating Temperature |||| Related Lessons: Math Measurement ||
 * Grade Level: Grade 2 |||| Unit: How the world works: Service systems ||
 * ==GOALS== ||
 * **Content Standards:**
 * **ISTE NETS-S:**
 * Instructional Objectives:**
 * ==ACTION== ||
 * **Before-Class Preparation:**
 * During Class ||
 * **Time**

//Part One//

//Preparation//

//Part Two//

//Investigation// |||| **Instructional Activities**

Teacher leads a whole class discussion on some of the key terms related to temperature. Pairs of students are asked to discuss why it might be important to know the exact temperature of something. Then the partners watch the Brainpop Jr. video on temperatures (and thermometers). They complete the easy quiz together. As a class, the teacher leads the class through the harder quiz and students attempt to answer individually on paper.

Show a glass of water. Ask students to predict what temperature they think the water might be. Model how to use a medical thermometer to record the temperature of a glass of water. Review how to time the recording and how to read and record the temperature readings. Conduct the experiment and write the results up on chart paper.

Students are placed in mixed groups and conduct the experiment on different liquids. Students complete the scientific investigation worksheet. Students are expected to hypothesize, investigate and draw conclusions. Groups report back to the class.

Teacher reviews last lesson and ask for the students’ reflections on why it might be important to know the exact temperature of something. Draw conversation towards the temperature of food.

Teacher prompts the students with the problem: If we wanted to create a “Kiddies Café” to offer hot drinks to our school community, what are some of the things we will need to consider? Teacher lists students’ answers. Teacher highlights the question of getting the drinks to the right temperature (not too hot, not too cold) and explains that this is the problem that we will help them solve. Students are invited to write the name of the hot drink they are most interested in investigating. Groups are formed around these interest groups.

Groups are asked to discuss and begin planning for the things they will need to have and do in order to solve this problem. Students create a list of sub-question to investigate (for example, how will we know what temperature our customers like?) Students investigate the heating of different drinks. They plot the data collected on a pre-prepared spreadsheets and present their findings in a graph. || **Materials and Resources** Chart paper, teacher provocations

Thermometers Liquids to be measured

Investigation worksheet Liquids Thermometers

Chart paper

Teacher provocations Student journals

Drinks, thermometers, portable heaters, laptops, spreadsheets || Groupings are detailed in the lesson plan. Independent journal entries, answers to quiz questions and temperature recordings. Paired conversations and conclusions. Small group scientific observations and recordings. Preparing the classroom to ensure the safety of all class members. || Prior knowledge assessment through questioning and note-taking. Student journal entries. Teacher observations and questioning. //Accomodations:// students who struggle to read the small increments on a regular thermometers may use digital thermometers. //Extension activities:// Investigation results are presented as multi-media presentation. A small group of students conduct a survey with other school students and staff about the optimum temperature of certain drinks. Should the portable heaters fail then the teacher would lead the heating part of the experiment using a portable stove or move to the science lab.Teacher should have some spreadsheets printed out just in case the laptop douments fail. || Students written reflections of the process will provide formative assessment data that is recorded and evaluated in my own assessment notes and observations. Students themselves will evaluate their efforts in a customer opinion’s survey. The pertinent question for this lesson will be “Was your drink too cold, too hot or just the right temperature?”
 * |||| This lesson is part of a much larger project involving further investigations, from the students own sub questions and others such as “Is this something our community wants? What is our community’s favorite drink? How will we fund the project? How will we heat/keep the drinks warm? When/Where and how will we offer this service? How will we advertise it?” ||  ||
 * **Note student groupings, environmental modifications needed, etc:**
 * ==MONITOR== ||
 * **Ongoing Assessment(s):**
 * Accommodations and Extensions:**
 * Back-Up Plan:**
 * ==EVALUATE AND EXTEND== ||
 * The accuracy with which the students were able to measure, collect and communicate their finding will be assessed by grading.

LESSON REFLECTIONS AND NOTES: Will the students chose different drinks? Do they have ideas about which drinks could be served? Will there be time to re-investigate if the findings are inaccurate or inconclusive? || Student answers to Brainpop Jr hard quiz questions. Investigation results and presentations. On-going observations and questioning. ||
 * **Evaluation that will be used in this lesson is as follows:**