Key Assessment

Classification Presentation

Linoit activity

Classification Prezi

Vocabulary Pre-test

Taxonomy test

Communication/Replication

Professional Readings:
I enjoyed the professional readings the most in this class because I felt like there were excellent discussions gleaned from them.  I found a few ways to change my teaching methods to further include technology at a level relevant to my students.  It was nice collaborating with others, if one person found an article that he or she thought that others would like, he or she shared the link.  That was very nice as well as helpful to further the knowledge of technical information.

What I learned:
I learned how the application of technology is impacted.  I found that I don't use Bloom's Taxonomy in my lesson planning, and since I have implemented it more often.  I find it easier to adapt and modify assignments for the general education teachers if I can back up the modifications with data from Bloom's.  Also I have started referencing the IETS in class as well as implementing them.  I have had 4 lessons across classes in which I have specifically mentioned to the students the reason we are using technology is the standards, as well as why we aren't forcing them to use one specific medium for their assessments.

Lesson/Unit of Study Planning & Reflection Guide

Lesson/Unit Title:	Classification
Content Area(s):	Science
Grade Level(s):	9-11	Begin/End Dates:

Teacher Name:	Barb Wertz

Learner Outcomes At the end of this lesson/unit, what did you expect your students to know, understand, and/or be able to do?  Please align this learning to your current district curriculum standards and common core where applicable.

9-10.RST.5           Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 9-10.RST.7           Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 9-10.RST.10         By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently

Which levels of Bloom’s Taxonomy will be addressed – identify the level and the related learning.  (You may use the original or the revised framework.)

Remembering- The students will be able to remember that there are 5 kingdoms.  They will be able to recognize from a list the 5 main Kingdoms. They will be able to define each level of taxonomy, and other related scientific vocabulary. Understanding- The students will be able to classify organisms into their kingdoms and phylums.  Some organisms will be classified into their classes.  They will identify the kingdom names out of a list.  They will be able to describe each level of taxonomy in a general way. Applying- the student will choose into which Kingdom a variety of organisms will fit.  The students will use either technology or their artistic abilities to create a visual of how one organism fits into each level of taxonomy.  The students will also write a report about a specific organism and into what KPCOFGS it falls.

Teacher Technology Use

What delivery strategies will be utilized by the teacher during instruction?

The lesson will be introduced with a vocabulary list and the students predicting what the words mean and then finding what the official definition is.  Each student will write or type the definition in the spreadsheet on Google Drive or in their notebooks.  (student choice).  This will probably take a day.  Next lesson is to watch a classification video on YouTube.  If the students have more questions or want to re-watch this option is available.  Next I will introduce KPCOFGS.  This will be done using Prezi.  When we get to GS, make sure to note the specific naming requirements. Talk about the history of classification and lead into the current system of taxonomy with DKPCOFGS.  Next lessons will be split up into 5 lessons; 1 on each Kingdom.  This will delve into the specific characteristics of each with examples.  After this we will discuss the project guidelines.  They will be given the rubric and the directions in both written and digital form. The students will then have 2-3 days to research and begin their project.  After 1 day of research, I will sit down with each student to track their progress and give improvement suggestions.  Each day I will do this.  I will take 10 minutes each day for each student.  After 3 days, we will use the lino or padlet to sort photos of organisms into the appropriate kingdoms.  This will be done individually by each student on his or her device.  Once they have gotten the concept, each student will create his or her own lino/padlet with both photos AND text descriptions to have another student try as a test.  Once the lino/padlet is done, we will resume the research and documenting for the project.  Their final project proposal will be presented and approved before they begin working on it.  Once they are approved, then they may begin working on their projects.  Finally, as a class, we will make a video of our presentations to post to our department channel.  This will incorporate many different forms of media, video, pictures, music and text and we will all do it together as a group, compromising on any issues that arise. For the assessment, the students will use quizlet to review.  Each student will make his or her own quizlet. I will put the assessment online on Google forms and the students may use Speak It (google app) to read the test to them while wearing headphones.  Tools used: Padlet/lino to sort organisms Lecture/prezi Video Quizlet Elmo for writing modeling

What technology will be utilized by the teacher during the delivery of instruction? Why?

Padlet/lino- sort organisms into appropriate Kingdoms.  Also used as an assessment for each student. Youtube/AppleTV- show videos to instruct and to supplement the lesson as well as to show the video of our culminating project. Quizlet- to study from for the test Document camera- to model correct handwriting and notetaking Laptop- to use as the medium for youtube, to write the tests, to show how to research. Screenr- to show how to research properly

Which NETS-T will be met by the effective application of this technology?

1. Facilitate and inspire student learning and creativity.  Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness 2. Design and develop digital age learning experiences and assessments.  Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources 3. Model digital age work and learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and model digital citizenship and responsibility.  Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information

What, if any, special arrangements will need to be made for this technology to be readily available?

None.

Student Technology Use

What product(s) will students produce to demonstrate their learning?

Google spreadsheet with vocabulary words and definitions Google doc with their organism’s information reported.  Visual representation of their organism Their choice of a presentation/movie/prezi/etc to present their organism to the class.

What technology will be utilized by students throughout their learning? (During research, knowledge construction, product development, assessment) Why?

Chromebooks or desktop computers. Ipad is available Their personal phone devices Document camera Printer

Which NETS-S will be met by the effective application of this technology?

1. Creativity and innovation.   Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression 2. Communication and collaboration.   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. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats 3. Research and information fluency.  Students apply digital tools to gather, evaluate, and use information. d. Process data and report results 5. Digital citizenship.   Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology 6. Technology operations and concepts.   Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively.

What, if any, special arrangements will need to be made for this technology to be readily available?

none

Ethical/Responsible/Legal Use of Technology

Which digital citizenship NETS-S and NETS-T are relevant to this lesson/unit of study?

ISTE-T 4. Promote and model digital citizenship and responsibility.  Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information ISTE-S 5. Digital citizenship.   Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology

How will these standards be modeled?

I will first show them how to cite sources and to create a works cited page.  I will explain the copyright laws and fair use.  As always, we will discuss proper internet etiquette for use when commenting on classmates’ work, but as students will not be interacting with anyone outside of our class of 4 students, this should not be an issue.

What instruction will be provided for these standards?

The students will create a works cited/bibliography page for their entire project.

Assessment

What criteria will be used to measure the success of student achievement in the content standards?  Identify any strategies and tools to be used.

There is a rubric for the completed project.  There will be the normal grading scale percentage for the vocabulary quiz and the unit assessment.  There will be a lino/padlet and the final project made to show the application of technology.  They will be assessed daily on participation and in class work (on task behaviors using interval data collection methods).  Their negative off task behaviors will be tallied daily for each student if necessary.  Absences will be accounted for; two students have frequent absences, so the due dates may need to be adjusted.

How will the effectiveness of the student use of technology be assessed?  (Tools, processes, …)

If they cited their sources, didn’t violate any of the acceptable use policies, and did not use the technology in any inappropriate manner, then they will have used it effectively.  Most of the tools used will require much modeling and hand over hand implementation until the students feel relatively confident in using them.

Reflection

Identify the successes of this lesson/unit of study?  What went well?

The prezi went great.  The students are really learning the different kingdoms from the YouTube videos and the Google Presentation.  We have not gotten yet to the linoit or padlet, however the students are creating mini-projects on organisms (new change to lesson) to learn new technology.

What were the challenges of this lesson/unit of study?  What did not go so well?

The students had a difficult time with just gaining the confidence to TRY new technology.  I have one new student who has never used Google and she needed 3 days to just set up and learn to use her account.  The other ones didn’t want to learn new technology and only wanted to do the things they were comfortable with.  The pace is going much slower than expected.  Half of the class of 4 has been absent more than 1/3 of the days of this unit.

What advice would you give yourself or others to improve this lesson/unit of study?

Plan more time.  Have an intro and explanation, crawl, walk run style on the new technology.