Digital Age Learning Lesson Plan:
With QR Code Activity
This lesson plan is intended for a 4th grade class of approximately 20 students. It is based on the Virginia Standards of Learning in Computer Technology (C/T 3-5.1, 3-5.2) and Virginia Studies (VS.4). It is also based on the National Education Technology Standards for Students in the area of Research and Information Fluency.
While creating this activity, I learned how to create QR codes and incorporate them into a lesson. I researched current SOL and NETS requirements, and created a lesson plan that incorporated core subject content as well as technology skills. Since my students will be digital natives, knowing that they grew up in an interconnected world, incorporating technology in my teaching will help them stay interested in the lesson and help them practice their technology skills.
Below are my lesson plan, QR codes for activity use, and a link to my reflection on my experience in creating this lesson:
https://www.evernote.com/shard/s457/sh/cef54932-c9c5-48ef-83f4-2ee2e9a28d17/b5bcdbede4ee91109587cbfcdd246135
While creating this activity, I learned how to create QR codes and incorporate them into a lesson. I researched current SOL and NETS requirements, and created a lesson plan that incorporated core subject content as well as technology skills. Since my students will be digital natives, knowing that they grew up in an interconnected world, incorporating technology in my teaching will help them stay interested in the lesson and help them practice their technology skills.
Below are my lesson plan, QR codes for activity use, and a link to my reflection on my experience in creating this lesson:
https://www.evernote.com/shard/s457/sh/cef54932-c9c5-48ef-83f4-2ee2e9a28d17/b5bcdbede4ee91109587cbfcdd246135
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Digital Citizenship- Prezi on Cyberbullying
This multimedia presentation is intended for 2nd graders. It is based of the Virginia Standards of Learning in Computer Technology (C/T K-2.3):
I specifically based this presentation on Part D of this SOL which states:
Cyberbullying has unfortunately become very common in schools today. I felt that this was an important topic to cover with my students at a young age. They should be taught from the beginning of their education that bullying of any form is wrong and extremely hurtful. The presentation that I made gives a brief overview of what the terms bullying, online, and cyberbullying mean. It engages the students to wonder how bullying would make them feel, and gives them the correct steps they should take if ever in a situation where they experience or witness cyberbullying. Hopefully the knowledge the students gain from this lesson will prevent cyberbully situations in their future. As a teacher, it is our responsibility to give our students the correct tools and information that will better their lives. What an amazing world it would be if bullying was permanently erased and children never had to feel bad about themselves. Teachers should never stop trying to obtain that world.
Here is a link to my Prezi presentation:
http://prezi.com/e-lfxmahbdts/?utm_campaign=share&utm_medium=copy
- Make responsible decisions—grounded in knowledge of digital safety and security best practices—that pertain to various digital communication tools and methods.
I specifically based this presentation on Part D of this SOL which states:
- Identify and model responsible behaviors when using information and technology.
- Identify strategies to address bullying situations involving electronic devices.
Cyberbullying has unfortunately become very common in schools today. I felt that this was an important topic to cover with my students at a young age. They should be taught from the beginning of their education that bullying of any form is wrong and extremely hurtful. The presentation that I made gives a brief overview of what the terms bullying, online, and cyberbullying mean. It engages the students to wonder how bullying would make them feel, and gives them the correct steps they should take if ever in a situation where they experience or witness cyberbullying. Hopefully the knowledge the students gain from this lesson will prevent cyberbully situations in their future. As a teacher, it is our responsibility to give our students the correct tools and information that will better their lives. What an amazing world it would be if bullying was permanently erased and children never had to feel bad about themselves. Teachers should never stop trying to obtain that world.
Here is a link to my Prezi presentation:
http://prezi.com/e-lfxmahbdts/?utm_campaign=share&utm_medium=copy
Designing Learning Experiences- Comic strip building
This lesson plan and activity is intended for 2nd graders and is based on the Virginia Standards of Learning in English (Reading-2.8):
I focused this assignment on part H of the SOL which states that students should be able to:
The lesson was also based on the National Educational Technology Standards (C/T K-2.2) which states that students should be able to:
Using technology in a lesson can enhance the students' learning experience. Creating interactive visuals can help the students understand the content on a higher level. The Lesson Plan I created involves having the students read a nonfictional storybook of their choice and creating a comic strip on toondoo.com that displays the beginning, middle, and end of the story. They will then print and present their comic strip to the class while retelling the main points of the story. The teacher should give a lesson on the sequence of events in a story prior to the assignment and provide an in depth tutorial of toondoo and give an example comic strip that they have created. Below is my lesson plan along with a sample comic strip that I made about Goldilocks and the Three Bears. The three blocks represent the beginning, middle, and end of the story. I have also included a link to my reflection about creating this lesson by incorporating Technology Integration Models: TPACK and the Technology Integration Matrix. These tools helped me create a balanced lesson plan that includes technology in the content and teaching method.
https://www.evernote.com/shard/s457/sh/97a96c4b-6e6b-4a5a-907f-35875eb56358/87d090b101b26627c505f3c2ea0e1858
- The student will read and demonstrate comprehension of fictional texts
I focused this assignment on part H of the SOL which states that students should be able to:
- Summarize stories and events with beginning, middle, and end in the correct sequence
The lesson was also based on the National Educational Technology Standards (C/T K-2.2) which states that students should be able to:
- Identify and use available technologies to complete specific tasks.
- Identify the specific uses for various types of technology and digital resources.
- Create a digital image.
- Use content-specific tools, software, and simulations to complete projects.
- Use tools in various content areas as appropriate.
Using technology in a lesson can enhance the students' learning experience. Creating interactive visuals can help the students understand the content on a higher level. The Lesson Plan I created involves having the students read a nonfictional storybook of their choice and creating a comic strip on toondoo.com that displays the beginning, middle, and end of the story. They will then print and present their comic strip to the class while retelling the main points of the story. The teacher should give a lesson on the sequence of events in a story prior to the assignment and provide an in depth tutorial of toondoo and give an example comic strip that they have created. Below is my lesson plan along with a sample comic strip that I made about Goldilocks and the Three Bears. The three blocks represent the beginning, middle, and end of the story. I have also included a link to my reflection about creating this lesson by incorporating Technology Integration Models: TPACK and the Technology Integration Matrix. These tools helped me create a balanced lesson plan that includes technology in the content and teaching method.
https://www.evernote.com/shard/s457/sh/97a96c4b-6e6b-4a5a-907f-35875eb56358/87d090b101b26627c505f3c2ea0e1858
indt501_activity_3_lesson_plan.doc | |
File Size: | 426 kb |
File Type: | doc |
Learning Collaboratively- Google doc narrative stories
This lesson plan is intended for a 2nd grade English class working on Writing Skills. It is based on the Virginia SOL English/Writing 2.12 that states:
The NETS that I focused on is C/T K-2.6 which states:
For this lesson, I tried to incorporate collaboration, interaction, creativity, and technology tools in order to engage the learner. Students will be in groups of three, and will create their own individual Google doc on which they will write an introduction to a narrative story. From there, the students will "trade papers" and create a middle section for a member of their group through their Google doc. They will create an ending to the story of the last group member. Lastly, the students will edit their final stories for clarity and flow. I think this would be a fun interactive assignment for the second graders to enjoy and learn from. It also allows them to be creative by taking a story and adding their own ideas to it. I have attached my lesson plan below, along with a personal reflection about putting interaction and collaboration tools into class activities.
https://www.evernote.com/shard/s457/sh/bc7e9341-2fd5-4da1-80fc-e1a9746a8fa4/1a5bcdd17b5be23202f1438f57267847
- The student will write stories, letters, and simple explanations. a) Generate ideas before writing. b) Organize writing to include a beginning, middle, and end for narrative and expository writing. c) Expand writing to include descriptive detail. d) Revise writing for clarity.
The NETS that I focused on is C/T K-2.6 which states:
- The student will communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations. a) Use technology tools for individual and collaborative writing, communication, and presentation activities.
For this lesson, I tried to incorporate collaboration, interaction, creativity, and technology tools in order to engage the learner. Students will be in groups of three, and will create their own individual Google doc on which they will write an introduction to a narrative story. From there, the students will "trade papers" and create a middle section for a member of their group through their Google doc. They will create an ending to the story of the last group member. Lastly, the students will edit their final stories for clarity and flow. I think this would be a fun interactive assignment for the second graders to enjoy and learn from. It also allows them to be creative by taking a story and adding their own ideas to it. I have attached my lesson plan below, along with a personal reflection about putting interaction and collaboration tools into class activities.
https://www.evernote.com/shard/s457/sh/bc7e9341-2fd5-4da1-80fc-e1a9746a8fa4/1a5bcdd17b5be23202f1438f57267847
indt_501_learning_collaboratively_lesson_plan.doc | |
File Size: | 37 kb |
File Type: | doc |
Web Inquiry lesson- webquest
This WebQuest is intended for a 4th grade science class and is based on the following SOL:
4.5 The student will investigate and understand how plants and animals, including humans, in an
ecosystem interact with one another and with the nonliving components in the ecosystem.
Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organism’s niche at various stages in its life cycle; and
f) influences of human activity on ecosystems.
It also covers the following NETS:
C/T 3-5.7 Draw conclusions from research and relate these findings to real-world situations.
A. Use research to support written and oral presentations.
• Apply research derived from digital resources to original work.
• Demonstrate how to cite digital resources when developing nonfiction
reports and presentations.
B. Apply knowledge when conducting research to develop accurate and balanced
reports.
• Use best practice guidelines for evaluating research results.
For this assignment, students will get in groups and go through the WebQuest on the website provided. The quest asks them to become Botanists or Zoologists and requires them to choose an organism out of the options provided. They will then research their organism's niche and food webs through the links given. They will be asked to journal throughout this process so that the teacher can assess formatively. They will then learn about how to make a shoe box diorama through the links on the page and create one with their group that represents what an ecosystem would look like if their organism was extinct. It is important for students to know that all organisms play vital roles in our ecosystem. By using inquiry, students can play out in their minds what would happen without certain organisms. They can consider the niche of a selected organism and how its disappearance would affect the food web, other organisms, and the ecosystem as a whole. They can also assess how it would affect them personally if that organism disappeared. Understanding how every organism plays a role in human life will make this topic seem more personal to the students and allow them to consider it more deeply.
Students will be asked to consider the following questions while completing the WebQuest:
-What is the niche of your organism?
-If it disappeared tomorrow, what would the affects be on the ecosystem?
-How would losing this organism effect you personally?
The Big Question: Why are all organisms important to our ecosystem?
By completing this WebQuest:
-The students will learn how all parts of an ecosystem are interconnected and why each organism plays an important role.
-The students will explore their own ideas and research their interests about the ecosystem.
- The students will use internet research to support an ecosystem diorama depicting life after extinction of their organism chosen.
Here is a link to my WebQuest and my rubric for grading the final project of a shoe box diorama:
http://webquestbiology.weebly.com
4.5 The student will investigate and understand how plants and animals, including humans, in an
ecosystem interact with one another and with the nonliving components in the ecosystem.
Key concepts include
a) plant and animal adaptations;
b) organization of populations, communities, and ecosystems and how they interrelate;
c) flow of energy through food webs;
d) habitats and niches;
e) changes in an organism’s niche at various stages in its life cycle; and
f) influences of human activity on ecosystems.
It also covers the following NETS:
C/T 3-5.7 Draw conclusions from research and relate these findings to real-world situations.
A. Use research to support written and oral presentations.
• Apply research derived from digital resources to original work.
• Demonstrate how to cite digital resources when developing nonfiction
reports and presentations.
B. Apply knowledge when conducting research to develop accurate and balanced
reports.
• Use best practice guidelines for evaluating research results.
For this assignment, students will get in groups and go through the WebQuest on the website provided. The quest asks them to become Botanists or Zoologists and requires them to choose an organism out of the options provided. They will then research their organism's niche and food webs through the links given. They will be asked to journal throughout this process so that the teacher can assess formatively. They will then learn about how to make a shoe box diorama through the links on the page and create one with their group that represents what an ecosystem would look like if their organism was extinct. It is important for students to know that all organisms play vital roles in our ecosystem. By using inquiry, students can play out in their minds what would happen without certain organisms. They can consider the niche of a selected organism and how its disappearance would affect the food web, other organisms, and the ecosystem as a whole. They can also assess how it would affect them personally if that organism disappeared. Understanding how every organism plays a role in human life will make this topic seem more personal to the students and allow them to consider it more deeply.
Students will be asked to consider the following questions while completing the WebQuest:
-What is the niche of your organism?
-If it disappeared tomorrow, what would the affects be on the ecosystem?
-How would losing this organism effect you personally?
The Big Question: Why are all organisms important to our ecosystem?
By completing this WebQuest:
-The students will learn how all parts of an ecosystem are interconnected and why each organism plays an important role.
-The students will explore their own ideas and research their interests about the ecosystem.
- The students will use internet research to support an ecosystem diorama depicting life after extinction of their organism chosen.
Here is a link to my WebQuest and my rubric for grading the final project of a shoe box diorama:
http://webquestbiology.weebly.com
webquest_rubric.docx | |
File Size: | 12 kb |
File Type: | docx |