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Eduu 551 larsen tech unit template
 

Eduu 551 larsen tech unit template

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Integrating technology in PowerPoint format with 3rd grade study of California Wetlands

Integrating technology in PowerPoint format with 3rd grade study of California Wetlands

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    Eduu 551 larsen tech unit template Eduu 551 larsen tech unit template Document Transcript

    • Technology Training with Steve Gibbs Technology Integration Unit Outline Type only in the gray areas Name: Tricia Larsen Project Title: California Wetlands Creatures Project Subject: Science, Language Arts, Art, Technology Grade Level(s): 3rd grade Email address: Armour5@comcast.net Essential Question: What creatures inhabit the wetlands of California? Scaffolding What general types of creatures live in/near the wetlands? Questions: What are the physical characteristics of the creature? What does each identified creature eat? What are the predators of the creature? How does the creature protect itself? Where specifically in the wetlands habitat does the creature live? How does the health of the wetlands affect the creature? What can impact the health of the wetlands? Approximate Length of Unit (days, weeks) 5 weeks Goals: Students will understand what creatures inhabit the California wetlands and why the health of the wetlands is important. Objectives: Student will be able to identify at least one wetlands inhabitant and important facts about it. Student will create a bubble map graphic organizer to organize creature facts. Student will be able to list 2 reasons why the wetlands are important. Student will develop a power point presentation on one specific wetlands creature. Student will add a depiction of their creature to the class wetlands mural. Unit Summary and Sequence of Events – give details: Each student will create and present a Power Point with photos/pictures and factual information about a specific creature inhabiting the California wetlands. Week 1- Students will listen to brief introduction about wetlands creatures and engage in classroom discussion. Classroom brainstorming about what impacts wetlands health. Week 2- Students will go on a fieldtrip to Coyote Hills (East Bay Regional Parks) for firsthand observation of wetlands fauna, and to participate in a guided tour and discussion Week 3- Students will conduct their own independent research (books, magazines, online, park ranger) on a specific wetlands creature. Students will generate a bubble map to organize creature facts. Students will build a Power Point presentation. Week 4- Students present the projects to the class Week 5- Students participate in creating a wetlands mural (paint their creature) Software and Hardware needed: Computers with internet connection, Power Point software Accommodations for Differentiated Instruction Resource Student: Frontloading of new vocabulary. Picture Cues. Think-Pair-Share
    • Technology Training with Steve Gibbs partnerships. Provide sentence stems to describe wetlands creature. Check for understanding, extended time on task, one on one instruction (if needed), instructions or materials read out loud. Materials can also be modified. Gifted Student: Create an eBook using portions of class power point presentations. Take leadership roles in the classroom assignment to mentor other students or form partnerships. IDENTIFY STANDARDS – Select two or three standards from each category and copy/paste them into this document Specific Teacher Performance Expectations (TPEs): TPE 1a, Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments Demonstrate the ability to teach the state-adopted academic content standards for students in English-Language Arts (K-8).Create a classroom environment where students learn to read & write, comprehend & compose, appreciate & analyze, & perform & enjoy the language arts. TPE 2: Monitoring Student Learning During Instruction Use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students. Pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. Anticipate, check for, and address common student misconceptions and misunderstandings. TPE 3, Interpretation and Use of Assessments Understand and use a variety of informal & formal, as well as formative and summative assessments, to determine students’ progress and plan instruction. TPE 4: Making Content Accessible Provide opportunities and adequate time for students to practice and apply what they have learned. Teach students strategies to read and comprehend a variety of texts and a variety of information sources, in the subject(s) taught. Encourage student creativity and imagination. TPE 5: Student Engagement Clearly communicate instructional objectives to students. Encourage students to share and examine points of view during lessons. They use community resources, student experiences, and applied learning activities to make instruction relevant. Ensure the active and equitable participation of all students. Extend the intellectual quality of student thinking by asking stimulating A–10 questions and challenging student ideas. Candidates teach students to respond to and frame meaningful questions. TPE 6A: Developmentally Appropriate Practices in Grades K-3 Understand how to create a structured day with opportunities for movement. Design academic activities that suit the attention span of young learners. Instructional
    • Technology Training with Steve Gibbs activities should connect with the children’s immediate world and personal experiences. Draw on key content from more than one subject area; and include hands-on experiences and manipulatives that help students learn. Teach and model norms of social interactions (e.g., consideration, cooperation, responsibility, empathy). Understand that some children hold naïve understandings or misconceptions of the world around them. Provide educational experiences that help students develop more realistic expectations and understandings of their environment. Make special plans for students who require extra help in exercising self-control and focus among their peers or who have exceptional needs or abilities. TPE9: Instructional Planning Plan how to explain content clearly and make abstract concepts concrete and meaningful. TPE 10: Instructional Time Allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks. Establish procedures for routine tasks and manage transitions to maximize instructional time. Based on reflection and consultation, adjust the use of instructional time to optimize the learning opportunities and outcomes for all students. TPE 11: Social Environment Develop and maintain clear expectations for academic and social behavior. Promote student effort and engagement and create a positive climate for learning. Write and implement a student discipline plan. Establish rapport with all students and their families for supporting academic and personal success through caring, respect, and fairness. Respond appropriately to sensitive issues and classroom discussions. Help students learn to work responsibly with others and independently. Based on observations of students and consultation with other teachers, recognize how well the social environment maximizes academic achievement for all students and makes necessary changes. Specific CA Content Standards: LIFE SCIENCES 3.3 Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept: a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. VISUAL ARTS 2.0 Creative Expression Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate
    • Technology Training with Steve Gibbs meaning and intent in original works of art. Communication and Expression Through Original Works of Art 2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space. 2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes. ENGLISH LANGUAGE ARTS 2.0 Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). Structural Features of Informational Materials 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. 2.4 Recall major points in the text and make and modify predictions about forthcoming information. 2.5 Distinguish the main idea and supporting details in expository text. 2.6 Extract appropriate and significant information from the text, including problems and solutions. 2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). Specific ISTE Tech Standards for Teachers: 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. Teachers 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 assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 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.
    • Technology Training with Steve Gibbs Teachers demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. Specific ISTE Tech Standards for Students: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues. 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. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry. Process data and report results. 4. 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. Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Understand and use technology systems. Select and use applications effectively and productively. Transfer current knowledge to learning of new technologies. REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unit http://www.ctc.ca.gov/educator-prep/TPA-files/TPEs-Full-Version.pdf http://www.cde.ca.gov/be/st/ss/ http://rubistar.4teachers.org/index.php
    • Technology Training with Steve Gibbs Life In A Wetland by Allan Fowler The Magic School Bus Gets Swamped book http://www.ebparks.org/parks/coyote_hills