Technology Transformation

Kristen DyksterhouseAshley GwinnTaylor KirkwoodStacy MartinezDaniel Rhode

Technology Transformation Theme

Generalizations: Technology has both positive and negative impacts on learning in the classroom The influence that technology can be seen as negative or positive based on the point of view Technology is a part of life. Technology is a vital component of 21st century education. When proper education meets freedom to explore the resources used and learner engagement is

profound.

Concepts: Pedometers, Heart Rate Monitors, Stationary machines, DVD’s/VHS, Video Games, change,

differences of opinions, respect, socioeconomic power, entertainment value, resources, freedom, fairness, strategy, efficiency, choice, creativity, gaming, game shows, video games, computer games, board games, dice, spinners, coin flip, Printing Press, Recording Technology, and the Internet

Facts: Individuals who take more than 12,500 steps/day (pedometer) are likely to be classified as

"highly active.” You maximize the benefits of cardiovascular activity when you exercise in the zone of your target heart rate (THR). In general terms, your THR is 60-80% of your maximum heart rate.

Vocabulary, point of view, how to write a fiction piece as a manuscript, how to edit, proper debate format, probability, statistics, chance, fairness, odds, real life data analyses, playing to win.

MathematicsPhysical EducationLanguage ArtsSocial StudiesMusic Education

7th Grade Standards

Mathematics: Statistics and ProbabilityInvestigating chance processes and developing, using, and evaluating probability models.

7.SP.5.7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

7.SP.6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

7.SP.7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. Develop a uniform probability model by assigning equal probability to all

outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.

Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand that, just as with simple events, the probability of a

compound event is the fraction of outcomes in the sample space for which the compound event occurs.

Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

Mathematics: Statistics and ProbabilityInvestigating chance processes and developing, using, and evaluating probability models.

Physical Education Standards

1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

2. Demonstrates understanding of movement concepts, principles, and tactics as they apply to the learning and performance of physical activities.

3. Participates regularly in physical activity.4. Achieves and maintains a health-enhancing level of

physical fitness.5. Exhibits responsible personal and social behavior

that respects self and others in physical activity.6. Values physical activity for health, enjoyment,

challenge, self-expression, and/or social interaction

Standards – Language Arts

Reading Informational Text

R.IT.07.02 – analyze organizational text patterns including sequential, compare/contrast, and cause/effect

Comprehension R.CM.07.02 – retell through concise summarization grade-level narrative and informational

text R.CM.07.04 – apply significant knowledge from grade-level science, social studies, and

mathematics texts Metacognition

R.MT.07.02 – plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides

Writing Writing Genre

W.GN.07.01 – write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices

Writing Process W.PR.07.05 – proofread and edit writing using grade-level checklists and other appropriate

resources both individually and in groups Handwriting

W.HW.07.01 – write neat and legible compositions

Standards – Language Arts

Speaking Conventions

S.CN.07.03 – present in standard American English if it is their first language Discourse

S.DS.07.02 – respond to multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme

Listening and Viewing Conventions

L.CN.07.01 – distinguish facts from opinions and question their validity when listening or viewing a variety of speeches and presentations

L.CN.07.02 – listen to or view critically while demonstrating appropriate social skills of audience behaviors; critically examine the verbal and non-verbal strategies during speeches and presentations

Response L.RP.07.01 – listen to or view knowledgeably a variety of genre to identify, state, and react to

a speaker’s point of view bias L.RP.07.04 – ask probing questions of speakers, focusing on claims and conclusions presented L.RP.07.06 – evaluate the credibility of a speaker by determining whether the speaker’s point

of view is biased or not

Social Studies Standards

Geography G4.2 Technology Patterns and Networks

Describe how technology creates patterns and networks that connect people, products and ideas. Technology affects the patterns and networks that develop on Earth and that enable people, products, and ideas to be exchanged. 7-G4.2.1-List and describe the advantages and disadvantages

of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet).

Standards - Music

1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

EMPOWERING learners to know and grow

Empowering Learners

Mathematics: It will be my responsibility as an educator of mathematics to ensure that I am challenging, motivating, and supporting learners in becoming proficient readers, writers, problems solvers, thinkers, listeners, and do-ers, but it is the students interests and concerns that will drive the course of the class. Today, mathematics learners are answer finders. They are taught rules without reason and do not understand why they makes sense. I will empower my learners by incorporating mini-lessons and discovery based activities that are practical, relevant and meaningful to their personal lives and encourage them to explore why real world phenomena makes sense. Moreover, my learners will be utilizing resources and exploring probability problems by playing board games, TV game shows, computer games, and video games, and I will act as a facilitator by providing support along the way. All of the activities and explorations will support their final project where they are creating a game of chance that they will market to Milton Bradley. The common goal for all learners is reach conceptual understanding and mastery of the content explored, but it is essential that differentiation occurs to scaffold the varied learning processes and approaches that learners make take to reach that goal. By acknowledging that each student brings different characteristics with them into the classroom, I can adjust the teaching and learning strategies I use to include a balanced literacy approach that meets the needs of all diverse learners. The guiding principles explored in my classroom are based on a constructivist, developmental approach with focus on how to effectively instruct a classroom of learners coming from all different walks of life as they become adept in doing and understanding mathematics in a way that makes sense to them.

Empowering Students

English: I plan on teaching in a facilitative manner centered on a constructivist approach. The students will have multiple opportunities to tailor this instruction to their individual learning preferences. Their interests will drive their learning and I will facilitate this learning through planed open ended activities. Students will evaluate the learning of their peers with the debate process. When students are personally invested in their learning and are able to effectively articulate their constructive criticisms of the works of their peers then their learning is expanded and proven in a more operative manner.

Physical Education: Physical Education is the most important class a student can take. Physical activity strengthens the mind so learning in other classes can take place. In a perfect world, students k-12 would take part in physical education class 1 hour everyday for maximum potential physically, mentally, and emotionally. My job as a physical educator is to motivate students to not only be active in physical education class, but to help them find activities they can continue to enjoy throughout their entire life in order to stay active and healthy. Because choices are a great motivator for students, students will have an input on what team and individual sports they would like to learn in my class.

Empowering Students

Social Studies-I plan on teaching social studies in a manner to which students will have the opportunity to learn material in a non-traditional differentiated approach. I will accomplish this through differentiated instruction as well as following a constructivist approach. My role as an educator is to give students the necessary tools to be successful both in and out of the classroom. I intend to achieve this by using students’ real life experiences and relating it to the content I am teaching. Not only engaging, this constructivist approach allows students to relate themselves to what they are being taught and subsequently allow them to be more successful. I want the walls of my classroom to be limitless, safe, exciting, and inspiring. As a result of this, my students will have the ability to connect with me and reach their highest potential.

Music- In most music classes, Students only play music and learn about the history and context of the music. In this unit I will go over three different technology that dramatically changed the way that music was composed and performed. This will allow the student to understand the past ,but also be prepared to understand further technological changes in music. For example, we listen to music dramatically different now that we iPods with 2000 songs on it. My music classroom is multi disciplinary in execution. We will cover history , reading ,critical thinking and history through the lens of music. This will allow student a different way to experience this knowledge

Assessment Plans

“Educational assessment seeks to determine how well students are learning and is an integral part of the quest for improved education.  It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services.” -- Knowing what students know: the science and design of educational

assessment Committee on the Foundations of Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Research Council; James Pellegrino, Naomi Chudowsky, and Robert Glaser, editors, p. 1

Mathematics Assessment Methods

Daily warm-up problems The schema activation should be engaging and fun for learners to investigate. One way the

teacher could do this is by relating it to the learners’ lives. This is the most important feature of the lesson because it is the deciding factor on whether the learners are engaged and actively participating or not. The warm-up serves as an introduction to the activity so it should also encourage them to build on prior knowledge and guide them towards the lesson objectives.

Assessing warm-up participation and engagement can be evaluated through teacher observation or individual journal entries.

Group Work/Group Interaction Good group work focuses on problems that truly require group effort, not just problems

assigned to a group that individuals could easily do alone. Not only does the teacher need to plan challenging activities and appropriate problems, she also has to model what effective group work looks and sounds like.

Assessing group work can be done using several methods of evaluation: group conferences, journal reflections, confidential contribution forms, confidential group evaluations, and walk around assessment. These methods should all be done to some extent and should encourage positive group behavior and effort as the assessments hold each learner accountable. Further, group work allows first hand evidence of the learners thinking processes and demonstrates how learners can use each other as resources.

Self Assessment/Reflection Make accommodations to lessons Reflect on learners journals and growth. Use the journals to bridge thinking gaps and

misconceptions. Reflect daily on whether the goals/objectives are being met and progress is being made

Mathematics Assessment

Homework Homework allows the students the opportunity to think on their own, to make more

connections among ideas discussed in class, to extend what they learn beyond the textbook, and to practice their new learning. In addition, homework is the most consistent link to home and can be used to encourage family members to get involved. The homework should incorporate activities that help learners make connections to other areas of mathematics or beyond the mathematics classroom to develop conceptual understanding.

Homework needs to be managed efficiently. That is, the teacher needs to have an effective plan for managing students' homework during class time so that the learners who struggled receive help while not holding back others. A few methods the teacher may implement are: Tuesdays for homework, Self-check, Group check, or Homework discussion.

The method the teacher uses to assess homework needs to relate directly to the assignment and goals. A few options for homework assessment are Effort grades, Random check of homework, Teach checks, Spot checks, or Homework quizzes. The teacher should implement each of these strategies according to the assignment and the learners should have an understanding of what each assessment method entails.

Open Ended Problem Solving Writing: One Think-Aloud or Metacognitive Memoir based on one of the activities to promote

problem solving, connections, reasoning, written communication of thinking, and reflection within a real world context. These projects are implemented to encourage learners to really understand what they are doing and why they are doing it. These methods encourage learners not to erase their thinking but to build off it and explain the methods they use in terms of their findings. This method gives the teacher insight to how students learn and can help identify misconceptions or gaps in understanding.

Mathematics Assessments

Journal entries: Journals are non-graded assessments that are based on genuine, complete responses

and are used to encourage learners to share their feelings and understandings about mathematics in four major ways: to help students grow in their understanding of mathematics over time, to help students think about their own learning., to help students assess themselves, their group members, and the class., and to summarize and reflect daily learning.

Managing and assessing journal entries go hand in hand. In order for the journals to be effective, the teacher needs to read and comment regularly. Journals should be a clear indication of student growth and understanding over time. This progress can be discussed most effectively through individual conferences with students. At this point, the teacher can address whether the learner is reflecting actively and appropriately in the journal and they can also discuss the learners’ growth and understanding. This should be a rewarding process for learners. The journals are meant for the learners to share their honest opinions, too, so the teacher must take the learners considerations seriously and reflect upon the journals to make teaching accommodations.

Final game project This project is based on learners’ own creations so we will create the rubric together as

a class. Unit Test: Problem Writing

The learners will write sample test or homework questions using appropriate vocabulary, contexts, and mathematics. Problem writing is an assessment method that the teacher can use to see if the learner has mastered the topic and gained conceptual understanding.

Assessment Plan

English: Students will demonstrate mastery of the standards specified by this lesson by creating manuscripts, evaluating work of peers, delivering effective debates, creating rubrics for manuscripts, class discussions, group work, and journals. There will be no homework assigned aside from finishing anything not finished in class. I will allow all students ample time to work on projects. This time will allow me to witness their thinking processes so that I can measure their progress of accomplishing goals set. Further, the final timeline day will allow me to asses what their learning has accumulated to. Students will evaluate the debate techniques of peers, they will work on creating a rubric for their own manuscripts, group work and partner shares will also be completed.

Physical Education: Students will demonstrate mastery of the standards specified by this lesson by participating in all classroom physical activities, class discussions, and writing to learn strategies. There will be no homework assigned other than to reflect and think about the new things they learned in my class. I will carefully read and reflect on my students enter/exit slips and quick writes to better teach them and to assess what I need to review with them. The timeline day will be a great activity for students to put all their learning from all their classes together to better see the big picture of the use of technology and how it has shaped our world today. Students will continue to build intrinsic motivation while motivating their peers to always do the best they can.

Assessment Plan

Social Studies -Students will demonstrate mastery of the standards specified by this lesson by effective debating, writing letters to demonstrate understanding, entrance and exit slips, constructing own creations, active class discussions, podcasting, web questing, and developing wiki projects. Students will be given class time to work on projects, especially those where the internet is needed. In giving class time for many of the major assessment projects, I will be able to help guide students through requirements to ensure students are fully understanding the task at hand. Finally, the Timeline Day will be a collective interdisciplinary assessment in which students will be able to see the connection among all the contents. In addition, students will be able to demonstrate their full understanding of the entire unit across the different disciplines.

Music-In music class constant informal assessment is going on. It is very clear when a student does not get the concept ,because their voice or movement does not line up with the class. I will keep a class list to check off proper participation and mastery for each students. This will guide my informal assessment. There will be a written test at the end of the unit test the students understanding of the three main technological changes. I will also record the musical performances of the class and have the class to write reflections on their performance. These assessments will test the students in numerous ways.

Literacy Strategies

Literacy Strategies

Mathematics Venn diagrams Think Aloud Metacognitive Memoir Problem Writing Journals Group Discussion/Class Discussion Newspapers/Reading Materials for situational

contexts

Literacy Strategies

English Strategies: KWL Discussion Groups Journaling Quick Writes Concept Mapping

P.E. Strategies: Bubble Map Discussion Groups Enter Slips Exit Slips Quick Write

Literacy Strategies

Social Studies Journal Entries Concept Maps Think-Pair-Share Entrance and Exit Slips KWL Venn Diagrams

Music Exit Slips Journaling Quick Writes Self Reflection Prompts Concept Maps

Interdisciplinary Unit Plan

Week OneMonday Tuesday Wednesday Thursday Friday

Math Introduction to probability unit: PLAYING TO WIN! Class décor reflects games of chance, probability statements, casinos, etc.Class discussion: what do we know?Activity: Writing probability statements about each other and ourselves.

COIN FLIPPING GAME

Homework: play the Boundary Game with a family member and reflect on wining strategies in your journal.

Probability and Relative FrequencyConcept mapping activity on difference between relative frequency and probability.Equally Likely or Not? Cards, dice, spinnerExperimenting with Dice: Students toss die and record the outcomes of a single dice. They recall vocabulary of certain, likely, unlikely, and impossible and where these values might fall on a number line. They simulate the die tossing with a calculator or computer and see that each number is equally likely.

THE PRICE IS RIGHT: PlinkoShoots and Ladders (spinner)

Probability and Relative Frequency

THE PRICE IS RIGHT: Let ‘Em Roll GameBOARD GAME: TROUBLE

Experimenting with Dice: Students explore the sum of two dice and graph the outcomes of this experiment using MS excel. They pool class results to see that stronger patterns emerge with more data.Random Number Generator: Using the calculator and computer to simulate rolling dice. Journal how you could adjust the conditions of simulation.

Analyzing DataStudents toss small paper cups and record when they land on top, bottom, or side. Again, they graph small group results, pool class results, graph the class results, and compare the graphs for small and large samples using Venn diagrams. Students recognize that larger-scale experiments produce stronger patterns.NCTM ONLINE coin flip simulator activityJournal: Why do you think larger-scale experiments are more accurate? Give an example of a real life experiment!

Considering the Odds Students conduct experiments with different spinners, some in which the outcomes are equally likely and some in which they are not. Discuss in groups the probability of an event and the odds it will happen. Then as a class discuss the odds of real life situations made up by learners.

THE PRICE IS RIGHT. Several games are set up in stations. Final Showdown spinner on computer. I am Bob Barker.

PE -Define fitness using bubble map-Discuss the 5 components of fitness (muscular endurance, muscular strength, cardiovascular endurance, flexibility, body composition)

-Overview of technology and how it has changed the world and everything we do-Discussion groups: Divide students into different groups, each with different technology uses in P.E.

-Enter Slips: Have students try to put P.E. technology in order (pedometers, treadmills, TV, VHS/DVD’s, heart rate monitors, internet, video games)-Introduce Pedometers (1786) and their positive influence on fitness. -Give each student pedometer and teach them how to track their steps

-Dance lesson to Dark Side of The Moon by Pink Floyd using pedometers

-Exit Slips: Thoughts on pedometer use

-Introduce the use of treadmills (1952) and how it’s impacted fitness

-Use exercise equipment in class. Treadmills, stationary bikes, elliptical

Week One

Monday Tuesday Wednesday Thursday Friday

Music Introduce the three technologies of Change in Music:Printing Press--Introduce Sing Gregorian Chant (Pre-Printing Press example )-Listen to a recording of a Bach Choral PieceExit Slip that Compare and Contrast the Bach and Gregorian Chant

Review Gregorian Chant -Have the students hand copy some music to reinforce the difficulty of pre printing press copying.-Introduce a minstrel song and start composing a epic poem with music .-Exit slips on negatives of pre printing press music.

-Continue working on epic poem song. -Record the class performance of the epic poems. -Discussion and exit slips on positive s of pre printing press music.

-Printing Press= Notation -Bring in different examples of early notation and compare it with modern notation-Group Venn diagram about the difference between early and modern notation

-Class debate on the positive and negative changes brought about by the printing Press -Review the Gregorian Chant and Epic Poems.

English Age of MemoryTechnology: voice/orators-hear dramatized memorized Greek legend

-students retell story, learn that stories varied greatly

-learn about literature being used for performance and team building

-learn about oral tradition

-learn genres of this time period: myth mythic history epic poems etc…

-read examples of these genres and discuss why they were used

-continue samples and discussions

-learn about using repetition and epithets to memorize text

-quick write epithets to describe themselves

-Think-pair-and share these epithets with a partner

Age of Manuscripts-text replaces the spoken word

-journal about what a manuscript might be

-examples of manuscripts are displayed around the room and students will walk around and write observations about the “gallery”

-learn about authors being supported by the rich

-I will dress up as a scribe

-learn about the role of scribes

-learn about the influence of the church. Use lecture, read, and discuss

Week One

Monday Tuesday

Wednesday Thursday

Friday

Social Studies

Industrial Revolution

Prezi on what technology is…how it happened, important people, inventions and events of I.R.

Concept Map (Double Bubble Map): Of I.R.

Assembly Line Simulation

Journal Entries on what their feelings were during exercise, how might the workers have felt, what implication did I.R. have on American society?

Video and Question worksheet

Benefits and Problems of Industrial Revolution

Question sheet to be turned in at end of class

Read primary source about problems of child labor during I.R.-Childhood Lost

Read as a class and discuss during class.

Exit Slip – What were the advantages of child labor? Do this make it right, why or why not?

Discuss I.R. debate. Give directions and rubric for I.R. debate.Debate due Week 3-Thursday.

Pick groups and give class time to begin brainstorming.

http://www.youtube.com/watch?v=3Efq-aNBkvc

Week TwoMonday Tuesday Wednesday Thursday Friday

Math What’s fair anyways?More experimentation with spinners and considering the odds. They discuss the results and the issue of fairness. They use angle measures to find probabilities based on the sectors of the circle on the spinners and compare these to their experimental findings using a Venn diagram. The teacher models a metacognitive memoir for activity.JEOPARDY. Use final jeopardy.DDR. Have one student be a dancer.

Let’s Make a DEAL: The teacher uses representations (lists, charts, area models, etc) to model a think-aloud. For the game show. PLAY.

Creating probability problems. The teacher models problem writing and the learners create problems and creating a group think-aloud about the show Let’s make a deal. . Newspapers, magazines, etc will be available to encourage creativity.Teacher conferences with groups.

Game: Students play a game of chance, Diagonal Duel, and analyze the probabilities of different outcomes of the game. They continue to compare relative frequencies of outcomes with probabilities resulting from analyses.

Game: Mathematics Dodgeball. Focus: strategy.

Group work: use vocabulary skills to define an outcome, sample space, and event in the context of the game.

Playing and Analyzing probability games: Drawing colors from a bagStudents analyze simple games of chance . PLAY BOARD GAME: LIFEStudents use organized, systematic lists, charts, area models, and tree diagrams on computers or the smartboard to find all possible equally likely outcomes of the game. Students become familiar with properties of probabilities.Homework: bring in board games that you think display probability and chance

Playing and Analyzing probability games: from home.Students analyze simple games of chance .Students use organized, systematic lists, charts, area models, and tree diagrams to find all possible equally likely outcomes of an experiment. Students become familiar with properties of probabilities.HAVE AN ASSORTMENT OF BOARD GAMES, PC GAMES, VIDEO GAMES, ETC.Journal: What makes a game good? Reflect on the analyses from class and the games from home.

PE -Introduce TV and its impact on fitness

-Richard Simons (1970’s Personality of Fitness)

-Participate in a Richard Simons workout on the big screen-Simons, R. (Performer) (2001). Disco sweat [VHS].

-Discuss other ways TV has impacted fitness

-Discussion Groups: Biggest loser, Yoga/Pilates DVDs/VHS’s, other motivational shows

-Pilates workout DVD-Siler, B. (Performer) (2010). Element: Pilates weight loss for beginners [DVD].

-Yoga workout DVD-Yee, R. (Performer) (2009). Yoga for beginners [DVD].

-Quick write: Likes/dislikes of yoga and Pilates.

-Pilates workout DVD-Siler, B. (Performer) (2010). Element: Pilates weight loss for beginners [DVD].

-Yoga workout DVD-Yee, R. (Performer) (2009). Yoga for beginners [DVD].

-Quick write: Likes/dislikes of yoga and pilates.

--Dance lesson to Katy Perry’s Firwork using heart rate monitors

-Exit Slips: Thoughts on heart rate monitor use

http://www.youtube.com/watch?v=2Dvp7aU5Aqo

Week Two Monday Tuesday Wednesday Thursday Friday

Music Recording Technology -Read excerpts of Mark Katz Recording Sound Book.-Make Class wide Concept map brainstorm about changes of recording-Reflect on last weeks recordings of the epic poems with the aid of a short writing prompt.

-Introduce Examples and sing a few musical examples from Mark Katz’s recording book.-Add Orff instruments to musical examples

-Record Orff orchestrations from previous day -Introduce a Mau stick song-Discuss how we can learn music from any where due to hearing on a record.-Exit slip on positive changes of recording

-Listen to real recording of a mau stick dance-learn the stick dance by watching video of the dance -Discuss negatives of world connected musical culture brought about recording.

-Debate positive and negative changes caused by recording-short quiz on recording technology and printing press

English -students get to act as scribes and add personal influences and/or reflections to the storyline of classic stories like The Lion King

-these additions will be journaled and shared with partners

-Manuscript project assigned and dimensions decided upon as a class

-Concept map manuscript ideas

-write poem/ lyric/ ballad/ short myth as a manuscript

-all hour to work and brainstorm

-watch printing press video

-TPS about changes this brought

-class discussion about how the printing press changed literature manufacturing and consumption

-extra time to work on rough drafts in class

Age of Books-identical copies-words are fixed

-learn about how the audience of writing changes

-discuss how writing now has changed to fit today’s consumers

-read John Quelch’s article and brainstorm other ideas

-discuss editors of books

-peer edit manuscripts using a check list that we devise for class

-edit over weekend come to class with final draft on Monday

Week Two

Monday Tuesday Wednesday

Thursday

Friday

Social Studies

Transportation Technology

Prezi on iconic transportation inventors.-Henry Ford, Wright Brothers, etc.

Journal Topic: Why is transportation important? How did it change American society? So what?

Announce: Henry Ford will be visiting our classroom!!Homework: Each student must come up with 3 questions for Mr. Henry Ford.

Turn in questions for Mr. Ford.

Students select an inventor of transportation and they must write a patent request from that perspective of the inventor they chose.

Students will be given an example, guidelines, and rubric.

Come to school dressed as Henry Ford!

Ford will discuss his life, the model T, assembly lines, and answer questions the students created.

Entrance slip: Give me 3 things you learned about Mr. Ford.

Discuss field trip tomorrow. And the test we will have after the trip.

*Field trip to Henry Ford Museum

http://www.youtube.com/watch?v=GDfpHWZw67Y

Week ThreeMonday Tuesday Wednesday Thursday Friday

Math Class Discussion: What’s in a game?

Students design their own means to simulate a game of chance.

Reflect on progress in journal as well as group member participation.

Unit Test: Problem Writing. Could write a question for the game they are developing if they chooose.

More game creation.

Reflect on progress in journal as well as group member participation.

Game Creation: Analyze the game and compare probabilities from analyses and relatives frequencies from experiments.

Discuss in groups what you need to fix and what works well. Make changes and complete.

Journal: How did the project go? Was everyone actively involved?

What are the odds? Individual think-aloud on how you will market your game. What is the probability that the contestant on who wants to be a millionaire will guess two correct answers in a row?

WHO WANTS TO BE A MILLIONAIRE. (No lifelines)

Use computers for marketing research

Last minute changes.

Present findings and play classmates games.

Participate in technology timeline.

Homework: Journal on home technology has increased ease in this unit and in mathematics as a whole.

PE -Discussion Group: In what ways has the internet had an influence on fitness?

-Give students a chance to explore on the internet and come up with one way they will use the internet to better their fitness (ex: reading articles, counting calories on livestrong.com, etc)

-Introduce P90X, the most intense DVD pack to promote fitness (2004)

-Workout to a P90X -DDR

-Overview of video games and their negative (laziness) and positive influence on fitness

-Dance Dance Revolution (DDR) in class

-Introduce Wii Fit and its impact on fitness (2007)

-Wii Fit lesson in class-Wii fit plus [DVD]. (2007).

-Quick Write: Overall, what technology do you think had the biggest impact on your fitness and why?

All students all classes timeline day

Week ThreeMonday Tuesday Wednesday Thursday Friday

Music Introduce iPod musical changes. Have the class listen to The Dark Side of the Moon by Pink Floyd on vinyl-Listen to Katy Perry Fireworks on ipod

-Exit Slip –Compare the difference in listening experience between the pink Floyd and Katy perry.

-The Teacher will bring in a turn table and give an introduction to Djing before mp3 players. -Teach basic vinyl Djing techniques.-Have the students create a playlist for a imaginary party.

-Debate the positive and negatives of iPod listening culture-Review for Technology Test-Learn Taxman by the Beatles

-Technology Written Test-Review Songs learned in this unit.Prep for student timeline day. -Wrap Up Unit.

All students all classes timeline day

English -Make final draft into handwritten ornate manuscript

-one on one conferences with students discussing work so far and any questions about class so far

-gallery viewing of students’ manuscripts which I will have laminated and displayed

-class discussion about changes so far KWL

-read article s about the kindle vs. books in groups.

-class will then assume a stance pro or con Kindles and will construct debates according to the Lincoln Douglass format

Debates

Students evaluate the work of their peers using rubric and the sandwich compliment form where students write one good thing, two things to work on, and end it with one more positive note

All students all classes timeline day

Week Three

Monday Tuesday Wednesday

Thursday

Friday

Social Studies

Field Trip Assessment Test-Students may use notes from field trip.

If class time left over, break into debate groups and work on finalizing debate.

History of Computers and Internet

Prezi presentation about the development of present day technology.

Class discussion on: is the constant developments of new technology, good or bad? Why?

Group Work: Class will be divided and given each a different piece of technology to present to rest of class. What are their technologies, how have they influenced society, etc.

Journal Entry: How has technology affected your life?

Debates in class

Exit Slip: What were the feelings of debate? Lesson?

All students all classes timeline day!

Invite administration to building, parents, and members of community to event.

Self Evaluation

Self - Evaluation

Taylor: I think this unit plan reflects the knowledge I have gained this semester very well. This semester as been a semester or learning while doing and this unit plan exemplifies learning while doing for my students. Everyone worked together very well and each had a specific integral part of this unit for it to be a successful learning experience for students.

Ashley: This unit plan is a manifestation of the learned dynamics of integrating content areas in school. Through the completion of this project my eyes have been opened to the complexities of coordinating curriculum across disciplines. Although challenges arose in the beginning, I came to the conclusion that they were worth the overall benefit this type of teaching would have on students. As a group we worked together well and created with continuity.

Kristen: My portion of the unit definitely reflects knowledge I have gained in the field this semester. I explained more in-depth in the mathematics assessment section what literacy and assessment methods I chose and why, but in general, the way I implemented them into this unit is directly related to the growth and understanding I have gained as an educator and learner this semester. Further, working together on this project taught me how effective it is to work and communicate with colleagues. There are so many resources, like Google docs, that make interdisciplinary planning reasonable without meeting too often. I think our project speaks for itself and the positive effects interdisciplinary design has on our learners.

Self Evaluation

Daniel: This unit has more writing and class discussion than there is usually is in music class, but I believe this is alright because of how the unit links with other classes. In this unit I am taking time to cover concepts that rarely get touched in an average music classroom. I was inspired by fellow group members contributions to create such an integral learning experience.

Stacey: The unit plan I have designed is a reflection of all of the tools I have been given throughout the semester in how to engage, differentially instruct, and adequately assess my students. The beautiful part of this particular assignment was creating cohesive units with other content areas and making them work fluidly. Although this type of unit could be challenging for teachers, it is so eye-opening and beneficial for students. Students always want to know why they are learning something and how it relates to them and their life. This interdisciplinary unit can teach them just that. Our use of a timeline day is for students to understand that all contents connect and are equally as important. Once this connection is established, students will be able to look at all different contents and try and figure out how they connect to each other, the world around them, and themselves.

Materials Needed

Materials Needed: Mathematics

Materials: Computer with probability software or calculator with

probability capacity Microsoft Excel Dice, two per group Small paper cups Graph paper Spinners, one set per group Protractors, one per group Activity Sheets (teacher created), markers Internet/Classroom Library Assortment of board games, computer games, and video

games. Some of which are listed in the unit but are definitely not limed to just those!

Materials Needed: Social Studies

Computer and Prezi software for instructor Materials for Assembly Line Simulation

Three different sizes of paper Stapler Markers Stopwatch WhistlePrimary Source Book, Childhood LostYoutube video: “Turning Points in History - Industrial Revolution.” and

worksheetsRubistar rubric for DebateHenry Ford clothingField Trip permission slips and worksheetsModel Airplanes, cars, and trainsJournals for students

Materials Needed: Language Arts

Barbour, Sara. "Kindle vs. books: The dead trees society." Los Angeles Times 17 June 2011: 1. Web. 23 Oct. 2011.

MacManus, Richard. "5 Ways That eBooks Are Better Than Paper Books." Read Write Web. N.p., 10 Aug. 2010. Web. 21 Oct. 2011.

Monet, Dolores. "Kindle VS Real Books - Will E-Books Replace Traditional Books?." Hub Pages. HubPages Family, 2011. Web. 19 Oct. 2011.

Qureshi, Andy, Sweta Patel, Garrett Patton, and Mari Powers. "What is a Manuscript?." . Ed. Josh McPherson. University of North Carolina, n.d. Web. 23 Oct. 2011.

Histeria! the printing press: http://www.youtube.com/watch?v=GDfpHWZw67Y

Lincoln/Douglas Debate Format :

1AC (first Affirmative Constructive) – 7 minutesA good introduction that attracts the audiences attention and interest in the topicClearly state the resolutionClearly state each of your contentions Support with reason and evidence

Conclude effectively

Cross Ex of the Aff by the Neg – 3 minutesYou ask questions – have a strategy or at the very least a direction to your questioningBe courteousFace the audience

1NC (first Negative Constructive) – 8 minutesA good introduction that attracts the audiences attention and interest in the topicClearly state the Negative’s position on the topicClearly state the Negative’s Observations Support with reason and evidenceAttack and question the Affirmative’s Contentions/evidenceConclude effectively

Cross Ex of the Neg by the Aff – 3 minutes You ask questions – have a strategy or at the very least a direction to your questioningBe courteousFace the audience

Materials Needed: Language Arts

Class Debate : Pro or Con Kindles: How can they change society for better or worse

Teacher Name: Ms. Gwinn

Student Name: ________________________________________

CATEGORY 4 3 2 1Respect for Other Team All statements, body language, and responses were

respectful and were in appropriate language.Statements and responses were respectful and used appropriate language, but once or twice body language was not.

Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.

Statements, responses and/or body language were consistently not respectful.

Information All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies OR was usually not clear.

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Counter-arguments were not accurate and/or relevant

Use of Facts/Statistics Every major point was well supported with several relevant facts, statistics and/or examples.

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Every point was not supported.

Presentation Style Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

One or more members of the team had a presentation style that did not keep the attention of the audience.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Understanding of Topic The team clearly understood the topic in-depth and presented their information forcefully and convincingly.

The team clearly undestood the topic in-depth and presented their information with ease.

The team seemed to understand the main points of the topic and presented those with ease.

The team did not show an adequate understanding of the topic.

Date Created: Oct 23, 2011 02:53 pm (UTC)

Materials Needed For Music

Djing EquipmentDark Side of The Moon by Pink Floyd VinyliPod with Katy Perry’s Firwork (2009)Zoom Recorder iPad with MadPad Application.Capturing Sound: How Technology Has Changed

Music by Mark Katz (Roth Family Foundation Music in America Book 2009)

Exit SlipsMidway QuizFinal Test

Materials Needed: Physical Education

Dark Side of The Moon by Pink Floyd

Simons, R. (Performer) (2001). Disco sweat [VHS].

Siler, B. (Performer) (2010). Element: Pilates weight loss for beginners [DVD].

Yee, R. (Performer) (2009). Yoga for beginners [DVD].

Katy Perry’s Firwork Tony , H. (Performer) (2008).

P90x extreme home fitness [DVD].

Sportime: Dance dance revolution [DVD]. (2000).

Wii fit plus [DVD]. (2007).