Technology Lesson UnitW 540

Debbie TrahanApril 28, 2014

StandardsK-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. ITEEA standards for Technological Literacy

Standard 1: Students will develop an understanding of the characteristics and scope of technology.

A. The natural world and human-made world are different.

B. All people use tools, techniques (technology) to help them do things.

C. Things that are found in nature differ from things that are human-made in how they are produced and used.

D. Tools, materials, and skills are used to make things and carry out tasks

E.Creative thinking and economic and cultural influences shape technological development.

Standard 2: Students will develop an understanding of the core concepts of technology.

A. Some systems are found in nature, and some are made by humans.

B. Systems have parts or components that work together to accomplish a goal.

C. Tools are simple objects that help human’s complete tasks.

D. Different materials are used in making things

E.People plan in order to get things done.

Standard 3: Students will develop an understanding of the relationship among technologies and the connections between technology and other fields of study.

A. The study of technology uses many of the same ideas and skills as other subjects

Standard 6: Students will develop an understanding of the role of society in the development and use of technology.

Products are made to meet individual needs and wants

Standard 8: Students will develop an understanding of the attributes of design.Everyone can design solutions to a problem.

Design is a creative process.

Standard 9: Students will develop an understanding of engineering design

The engineering design process includes identifying a problem, looking for ideas, developing solutions, and sharing solutions with others.

Expressing ideas to others verbally and through sketches and models is an important part of the design process. (My 1st Artpad)

Standards 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation.

Asking questions and making observations helps a person to figure out how things work.

Standard 11: Students will develop abilities to apply the design process.

Build or construct an object using the design process.

Standard 13: Students will develop abilities to assess the impact of products and systems.

Determine if the human use of a product or system creates positive or negative results.

Standard 15: Students will develop an understanding of and be able to select and use agricultural and related biotechnologies.

There are many different tools necessary to control and make up the parts of an ecosystem.

ISTE-S Standards in my unit

1. Creativity and innovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expressionc. Use models and simulations to explore complex systems and issues

d. Identify trends and forecast possibilities2. Communication and collaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning andcontribute to the learning of others.a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediab. Communicate information and ideas effectively to multiple audiences using a variety of media and formatsc. Develop cultural understanding and global awareness by engaging with learners of other culturesd. Contribute to project teams to produce original works or solve problems3. Research and information fluencyStudents apply digital tools to gather, evaluate, and use information.a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, sources and mediac. Evaluate and select information sources and digital tools based on the appropriateness to specific tasksd. Process data and report results4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.a. Identify and define authentic problems and significant questions for investigationb. Plan and manage activities to develop a solution or complete a projectc. Collect and analyze data to identify solutions and/or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternative solutions

Pre-assessment: Smart Response Clickers

I used Smart Response clickers to pre-assess knowledge of pollination and insects.

Most of the students knew that bees and butterflies are insects.

They did not know what pollination was.

They were able to identify some parts of a flower

I used the following technology tools in my lessons: Smart Response Clickers SmartBoard, iPads, Computers, Document camera, internet, air server, videos, Voki’s The web-cites I incorporated into my lessons were: www.eie.org,

www.brainpopjr.com, www.discoveryeducation.com, www.youtube.com, and http://www.voki.com/create.php.I tried using the Air Play with the students and creating Voki’s as a class. This class had never used the clickers and I consider myself a novice as I just tried them briefly last year. The students asked me every day if we we’re going to use the clickers again today. It was a fun, engaging way to get a snapshot of what individual students knew about a topic before I introduced it. Since the engineering unit is on using technology to make hand pollinators, I was able to ascertain what information would scaffold all their learning. I noticed that my students from Hispanic backgrounds need more lessons to clear up misconceptions. I used fun YouTube videos, Brainpop Jr. and PBS materials for enrichment lessons.I incorporated the following to support the use of distance learning systems appropriate in a school, and home environment.

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o These two YouTube videos provided some valuable information on how insects pollinate flowers. The National Geographic demonstrated how certain insects are adapted to the country they inhabit. The plant in our story is from Hawaii and the girl lives in the Dominican

Republic. The insects in the story will not pollinate the flower and it doesn’t produce fruit.

o This Discovery segment is available in Spanish. All of the videos on my blog.

o Brainpopjr is not

available for use outside of school so I did not include on my blog.

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Technology Unit

Overview: In this lesson, the storybook Mariana Becomes a Butterfly introduces students to the field of agricultural engineering and the idea that engineers design technologies to solve problems. The story discussed the problem that the little girl encounters in caring for her non-indigenous ohelo plant, the role that insects play in the natural system of pollination, and the technology of hand pollination. The story discusses the design process and how engineers design technology to solve problems. I have incorporated various technological tools in the lessons whenever possible.Lesson One: Pre-assessment on Pollination. I used Infinite Campus to upload all of my student’s names into my class for the Smart Response Clickers. Each child is assigned a number. I can get specific information about how individual student preformed, compare the class as a whole and percentages based in each question. As a class we practiced using the clickers with some sample lessons from Smart exchange. There were 6 questions about pollination, 4 multiple choice questions, and 2 yes no .I read the questions to the students. I reinforced that this was only an assessment to find out what they knew. They loved getting the answers right!Pollinating insects help plants because theyWhich part of the plant is NOT part of where an insect pollinates Butterflies visit flowers because they are prettyWhat is a seeds job?Are butterflies:Can you tell a friend about butterflies?

Introduction: Discuss engineers and engineering. Explain that the story Mariana Becomes a Butterfly is about agricultural engineering.

Record their responses on the Smartboard notebook and save to revisit after reading the story.

Use Google maps to find the Dominican Republic and show where Louisville is and how far away the country is.

Add vocabulary onto class word bank using Wordle: butterfly, biology, caterpillar, environment, and laboratory for ELL students.

On the EIE website the illustrations are available for reading the book. Read chapters; Welcome to my Garden and My Plant Puzzle. After reading fill in The Pollination System using the Document Camera, students connect the pictures with the jobs, writing directly onto the SMARTboard, not on the worksheet. Students record in their Science journals. Students are chosen randomly using, The Hat (“software to do something usually done "the hard way." In this case, it's drawing names from a hat, the time-honored method for randomly selecting individual entries from a group. The app can randomize a list of names so no one can complain about who goes first and who goes last.”)Directions: The pollination system has lots of parts. The pictures represent some of the parts of the system. Match the parts to the job or jobs that each part does.

Counting Insects and Flowers in Mariana's Garden Extension Lesson

Materials: Educreation app on iPads

Lesson Plan: 1. After reading the story, have students draw a picture of what they think Mariana's garden looked like. Let students use their own vision, but be sure that they include some insects and flowers in their drawing. 2. After completing their drawings, students can practice counting: a. How many insects are in their drawing? b. How many flowers are in their drawing? c. What is the total number of living things in their drawing?3. Have students write the numerals for the above counting activity on a Educreation http://www.educreations.com/lesson/view/allison-and-kendal/20314516/?ref=appemailhttp://www.educreations.com/lesson/view/jack-and-allie/20314831/?ref=appemail

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Lesson Two:

Watch the National Geographic video about pollinations. It explains that certain insects are

indigenous to their environments and cannot pollinate in other environments.

Discuss plant parts of the pollination system in the video and story. What part of the pollination system is missing for Mariana’s ohelo plant? What problems did this cause?

Skit: Reinforce pollination system vocabulary on Wordle. Have students act out a skit in which each child plays a part of the systems. Go through the skit several times, giving students the opportunity to play different roles.

Read chapters; watching the Insects, A Natural System, and Finding Balance. Review vocabulary. Check for understanding

Pair-Share questions: Randomly form a group of 2-3 students How do you think Marianaa feels after watching the

insects visiting all the plants except her ohelo plant? Mariana showed her Tia her journal. Why did Tia Leti think that Mariana was a careful

observer? Why is it important that the insect is able to reach the

nectar? Lesson Three: Brainpopjr: Insects with iPads. Students are assigned iPads

according to the numbers. Each pair’s iPad number is recorded on a checkout sheet. Using Air Server, project iPad screen on Smartboard. The students will be guided to the correct log on username and password. They will then go to science tab and

choose the insect video. They are to watch and take the quiz with their partner. They can choose the easy or hard.

Create another Wordle with the facts they learned about

insects and their body parts. Post in the room for reference. Complete reading the book: Becoming a Butterfly and A Design

that Works. Complete the The Pollination System worksheet by answering

the last question: What part of the system does a hand pollinator replace?

Discussion questions: Have student’s record answers using Croakit on iPads. Students will be given exit cards that contain one of the three questions below:

What are some advantages and disadvantages of using a hand pollinator?

How does a hand pollinator work? Why is a hand pollinator technology?

Lesson Four: Design a Hand PollinatorWatch video “Pollen” that explains the ways to pollinate.

Students will design a hand pollinator just like Mariana. There are many ways for plants to be pollinated. Discuss the video; wind, birds, and insects are a few.

Learning Lab Students will be given a design challenge and will work

like agricultural engineers. They are going to test and compare some different materials for their hand pollinator designs to see how they are able to pick up and drop of “pollen”.

Show students the materials they will be testing, Aluminum foil, Pipe cleaner, Pom poms, Craft stick, String, marble and eraser. Have students discuss which materials would make a good material for the pollinator. List the “Materials and Properties” hat students mention of the Smartboard chart.Testing the materials:

Each group of students is given small paper cups turned up-side down as models of flowers. Coat the top with baking soda. Students have a second cup with the top cut out.

Place cut out cup on top of flower picture. Gently have students touch the “pollen” on the flower.

Place down the base of the cup with the hole and have students lightly tap over hole 3xs allowing any dislodged pollen to fall down.

After demonstration discuss the materials that were the best at picking up and dropping off the pollen.

Lesson Five: Designing a Hand Pollinator Provide the students with the materials they found were the

best to build pollinator. Review that the flower is a pansy and it is a flat flower.

Student brainstorm, and design their pollinator(see video)

http://youtu.be/4yIA6OnXty4 After

students have completed their design they are to use My 1st Artpad with a partner and draw their hand pollinator.

The students will then test their hand pollinators the same way they tested the materials.

Student will about their observations and what they could have improved.The final testing will be video-taped in iMovie to post on the blog for parent comments.

Student Inquiry and Research: Students used the iPads to create a drawing depicting

their hand pollinators that they created during the EIE unit. They then added written text and labeled the

materials they used and reflected on how their pollinator works.

Students used the Brainpopjr app to find out information about insects and complete a quiz online.

The engineering lesson themselves provided multiple opportunities to think out of the box and use their own strengths, interests and knowledge to create the pollinators. .

Digital Citizenship

http://youtu.be/GE32bFMTDwY we reviewed the internet safety video we watched at the beginning of the school year. Our Computer teacher also reviewed in class. I also put up a poster in the classroom

Students were able to use iPad apps that I selectively

choose for young student that were emergent learners.

Brainpopjr is a site that provides students with a multi-

media approach to learning. All the students had access

to the classroom computers, and iPads.

Assistive technology on our classroom computers and

the iPads allow all students to manipulate text. Text can

be enlarged, simplified, summarized, highlighted,

translated, converted to speech, graphically

represented, and supported through accessible, digital

materials. All students learning styles can be met in all

curriculum areas by providing multiple, varied, and

flexible option to present materials.

By using videos, digital photography, interactive Smart

lessons, apps that allow students to manipulate text

and pictures I met the needs of all learners. I was able

to assess the needs of my class through the pre-

assessment, but also through conversations between

students during pair-shares. I added more educational

videos as needed to scaffold knowledge, and in some

cases more modeling of apps. I noticed that my

students that spoke Spanish at home had the most

misconceptions and did not read as much non-fiction

texts, and videos. I was especially cognizant of their

needs.

Assistive/adapted devices

Read & Write Gold in an assistive tool that is on all our

school computers. This is adaptive / assistive software the

helps students with specials needs. Read&Write literacy

software can be used for the Desktop, Cloud, and iPad help

struggling readers and writers, students with learning

disabilities, and ELA learners to be able access the support

tools they need at school.

My school computer has a touch screen for student to use if

they have fine motor issues that make using a mouse

difficult.

The interactive Smartboard is also used for students with

large motor issues. In Kindergarten students can have

attention difficulties and the interactive Smartboard is highly

engaging and they can be monitored by me to make sure

they are on task.

My classroom consists of 24 students that are five and six years

old. I have 13 boys and 11 girls. Four of my students are from

Hispanic backgrounds. When planning lesson in all curriculum

areas I make sure to check for misunderstanding and

misconceptions. In order to meet the needs of my diverse

population I scaffold new content with multiple technology;

videos, PBS, Discovery, Brainpop and non-fiction texts,

Tumblebooks has some available. I also use BBC interactive

lesson, and Smartboard lessons from Smart exchange. Since I

have a large population of boys, I make sure activities are varied

and include ways to meet all their learning styles. I incorporate

lesson that reflect a 21 century learning environment. I have a

student in my class that I have identified as gifted in language

arts. I make sure that some options include activities based on

higher level thinking based on Bloom’s Taxonomy. I group the

students multiply ways based on the activities or products.

Sometimes it’s heterogeneous and sometime homogenous to

challenge students and provide more support for others.

Post-assessment;

Smart Response Clickers: retake the pre-assessment

Oral Presentation Evaluations by peers using Voki’s made by students discussing what they learned

http://www.voki.com/php/viewmessage/?chsm=ba919c30d4c0f64630968e27773c9cd4&mId=2195376

I didn’t realize I could post them all to my page until I emailed half of them.

Post Test Questions

As a whole the students did a great job recalling the information from the unit.

In questions 6 and 8, some of my brightest students missed the questions that had the words, nectar and pollen. They both choose the answer nectar. When we reviewed the answers, I asked the class if they noticed the word pollination was in the question and did they choose pollen because of those facts. The students who choose the correct answer did. I will be sure to give students more questions that provide clues where there is the word in both question and answer. I some boohooing over this, but it was good for them to know just because you can read at a third grade level, you need to listen.

Two of the questions contained opinions; several of the students choose the opinions. I really need to revisit, fact and opinions all year long.

Work SamplesVideos:http://youtu.be/5gmPtGZdm88

http://vimeo.com/91444631

My 1st ArtPad Hand Pollinators

Drawings and written explanations on how their Hand pollinator worked and the materials they used.