ࡱ> #` >bjbj .6LLLLTRMtcsjNPPPPQQQrrrrrrr$th5wshRQQhRhRsPPsjTjTjThRPPrjThRrjTjTknPN `jRrLRlfn|3s0csl8wxSw0nwndQ"QjTQQQQQss T^QQQcshRhRhRhR4D4th~ Technology Integrated Lesson Plan MEDT 3401 Name:Ronda Stapleton, Jennifer Neumann, Kylie Campbell Lesson Plan #1 Classroom Configuration1 Computer3-5 Computers6-10 Computers1 - 1X Design for LearningWhole GroupSmall GroupPairsIndividualX  HYPERLINK "http://edtech.clas.pdx.edu/presentations/frr99/blooms.htm" \t "_blank" Blooms Taxonomy - Levels AddressedKnowledgeComprehensionApplicationAnalysisSynthesisEvaluationXXXXXX Lesson Title Mystery Animals Newsletter Subject (s)Science with technology integration Duration35 minutes a day for 5 days LearnersGrade Level(s) 5th but this lesson has potential to be adapted for other grade levels Special Needs Students with special needs will be allowed to work with peers. Similarly, students necessitating modifications will be accommodated. ESL Allow ESL students to publish in first or second language. Direct them to online translators or set browser to the students first language. Prerequisite SkillsStudents must have: Basic keyboarding skills Basic word processing skills Basic Internet search skills Reading and writing skills at 3rd grade level Curricular ConnectionsPerformance ObjectivesAfter completion of the lesson, students will be able to: Identify and state the animal under study, including basic characteristics and habitats Describe, with detail, the basic characteristics and habitats Interpret data found through research in text and Internet sources Organize collected information into newsletter format, using Microsoft Word Report collected information to the class via verbal presentation and distribution of newsletter Evaluate peer presentations through quick write voting and explanation of choice GPS and ElementsS5CS5 Students will communicate scientific ideas and activities clearly. a. Write instructions that others can follow in carrying out a scientific procedure. b. Make sketches to aid in explaining scientific procedures or ideas. c. Use numerical data in describing and comparing objects and events. d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases. ELA5LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Uses language cues to indicate different levels of certainty or hypothesizing (e.g., What if. . .; Very likely. . .; Im unsure whether. . .). e. Confirms understanding by paraphrasing the adults directions or suggestions. f. Displays appropriate turn-taking behaviors. g. Actively solicits another persons comments or opinions. h. Offers own opinion forcefully without domineering. i. Responds appropriately to comments and questions. j. Volunteers contributions and responds when directly solicited by teacher or discussion leader. k. Gives reasons in support of opinions expressed. l. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. ELA5W3 The student uses research and technology to support writing. The student a. Acknowledges information from sources. b. Uses organizational features of printed text (i.e., citations, end notes, bibliographic references, appendices) to locate relevant information. c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts. e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings Teacher NETSPlanning and Designing Learning Environments and Experiences:Teachers plan and design effective learning environments and experiences supported by technology. Teachers: design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. identify and locate technology resources and evaluate them for accuracy and suitability.  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696658" plan for the management of technology resources within the context of learning activities.  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696659" plan strategies to manage student learning in a technology-enhanced environment. Teaching, Learning, and the Curriculum:Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: facilitate technology-enhanced experiences that address content standards and student technology standards. apply technology to develop students higher-order skills and creativity. manage student learning activities in a technology-enhanced environment.Student NETSBasic operations and concepts  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696632" Students demonstrate a sound understanding of the nature and operation of technology systems.  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696633" Students are proficient in the use of technology. Social, ethical, and human issues  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696645" Students understand the ethical, cultural, societal issues related to technology.  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696646" Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology uses that support lifelong learners, collaboration, personal pursuits, and productivity.  HYPERLINK "http://standards.nettrekker.com/subject/?standards=1&ctgry_id=S696641" Technology communications tools  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696642" Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696643" Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. Technology research tools  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696645" Students use technology to locate, evaluate, and collect information from a variety of sources.  HYPERLINK "http://standards.nettrekker.com/subject/std_vocabs.epl?standards=1&ctgry_id=S696646" Students use technology tools to process data and report results.  Assessment Assessment Formal Groups will complete a Mystery Animal Newsletter including Internet research about the animals appearance, behavior, habitat, and fun facts. The newsletters will be evaluated using a rubric which evaluates content, attractiveness, graphics, and sources of the newsletter. The oral presentations will also be evaluated via a rubric which evaluates preparedness, clarity of speech, ability to stay on topic, and enthusiasm about subject matter. Instructional MediaMaterialsPencil, Paper, Print Paper, Reference Texts, Bag of Mystery Animals, & Pre-made Newsletter Template TechnologyTeacher Computer with Internet Access and Microsoft Suite , Printer StudentComputer with Internet Access and Microsoft Suite, Printer Teacher URLs HYPERLINK "http://animal.discovery.com/guides/atoz/atoz.html" http://animal.discovery.com/guides/atoz/atoz.html  HYPERLINK "http://www.animalinfo.org/" http://www.animalinfo.org/  HYPERLINK "http://www.kidsplanet.org/factsheets/map.html" http://www.kidsplanet.org/factsheets/map.html  HYPERLINK "http://kids.yahoo.com/animals" http://kids.yahoo.com/animals  HYPERLINK "http://kids.nationalgeographic.com/Animals/CreatureFeature/" http://kids.nationalgeographic.com/Animals/CreatureFeature/  HYPERLINK "http://www.zoobooks.com/animalsAtoZ/directory.htm" http://www.zoobooks.com/animalsAtoZ/directory.htm  HYPERLINK "http://www3.nationalgeographic.com/animals" http://www3.nationalgeographic.com/animals Student URLs HYPERLINK "http://animal.discovery.com/guides/atoz/atoz.html" http://animal.discovery.com/guides/atoz/atoz.html  HYPERLINK "http://www.animalinfo.org/" http://www.animalinfo.org/  HYPERLINK "http://www.kidsplanet.org/factsheets/map.html" http://www.kidsplanet.org/factsheets/map.html  HYPERLINK "http://kids.yahoo.com/animals" http://kids.yahoo.com/animals  HYPERLINK "http://kids.nationalgeographic.com/Animals/CreatureFeature/" http://kids.nationalgeographic.com/Animals/CreatureFeature/  HYPERLINK "http://www.zoobooks.com/animalsAtoZ/directory.htm" http://www.zoobooks.com/animalsAtoZ/directory.htm  HYPERLINK "http://www3.nationalgeographic.com/animals" http://www3.nationalgeographic.com/animals *Create and attach with this lesson plan all handouts and media you will use to implement this lesson.Learning PlanHook/MotivationDisplay a brown paper sack containing various mystery animals. Allow students to anticipate the contents of the bag, and encourage brief student predictions. Then, separate students into heterogeneous groups of four. Allow each group to draw one animal from the brown paper sack. Connections to Previous LearningThis lesson should connect to previously learned and applied writing skills, keyboarding skills, and basic Internet research skills. Procedures *Number these1. Hook students with the brown paper sack activity. 2. Instruct students that they are going to be researching, in groups, the selected animal previously chosen. Then, explain that students are going to use a variety of resources such as the Internet and reference texts provided in the classroom. 3. Students will use a Microsoft Word and a pre-made newsletter template as a guide for research and production of assignment. 4. Using a 3-5 classroom computer configuration, create a rotating schedule which will allow each group to use the computer at least 15 minutes each day for approximately one week. 5. If using a Word template, use a computer and projector to conduct a brief lesson on working with and saving a template. If using a Word webpage, conduct a brief lesson on working with and saving a webpage 6. Groups rotate throughout the schedule to accomplish adequate research to complete the newsletter. 7. Students print newsletter and prepare for oral presentation with peers. 8. Groups present newsletter to the class and actively participate in listening to other student presentations. Student Processing/ProductsEach group will create a Mystery Animal Newsletter using Microsoft Word, the Internet, and reference texts to inform peers about the animals appearance, behavior, habitat, and fun facts.  AdaptationsUse computer adaptations as necessary for special needs students: large font, adaptive keyboards, text readers, software such as Co-Writer or Write Out Loud.Connections to Other DisciplinesWriting- Students compose written reports about the animal. Content Reading Skills- Students read from sources and gather and interpret information. Extensions/EnrichmentsStudents who finish early could create a self-made book about their animal and illustrate a variety of pictures, including depictions of their appearance, behavior, habitat, and fun facts.  REFLECTIONS Kylie Campbell Writing this lesson plan was a very beneficial experience, and I believe that I would enjoy teaching the lesson in my own classroom someday. Unfortunately, the lesson plan was very in depth, and I believe that writing these types of lesson plans in real life would be completely unrealistic. I do see the advantages of the extended version of the Mega-Plan, but these types would be almost impossible in a classroom setting. Thankfully, the group work was very helpful, and we all collaborated well together. Hopefully, I will be able to write similar lesson plans with increased ease as this course progresses. Ronda Stapleton At the beginning of this class and the lesson part of the class I was very stressed about the work that needed to be performed. I feel doing all four of the lessons with the length of them to be overwhelming. However, doing the project as a group was a less stressful situation to me and I feel it was less stressful for the other group members. The lesson overall is a bit lengthy, due to my other lesson experiences. I have only done a lesson that was at most three pages long. I do like having to integrate technology in the lesson and brainstorming various ideas of how to incorporate them. 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