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Fleming tech unit_outline_final-edited_2

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  • 1. Technology Training with Steve Gibbs Technology Integration Unit Outline Right click on this and any comments or red text to remove it.Type only in the gray areasName: Karen FlemingProject Title: Creating Mini Garden Tutorial using Educreations.Project Subject: Elective class, a Garden/Poultry/Technology/Woodworking classGrade Level(s): Middle school-seventh and eighth gradersEssential Question: How do researching, collaboration, planning and creating a mini tutorial help students to understand and retain information various aspects of gardening better?Assignment Summary: Students will first learn the basics of the interactive whiteboardSummary: application, Educreations. They then will work with a partner and select a garden related topic. Students will receive a list of possible tutorial topics related to what they will do during the class. Students will review strategies to divide responsibilities in creating their tutorial. These topics cover a number of things students will need to know to successfully participate in a wide range of activities associated with this elective. The students will apply what they have learned by creating a tutorial using Educreations and share it with the class. Students will add their final tutorial to Edmodo where their classmates will be able to see the finished product. Their classmates will also be able to ask questions and give feedback. The teams will also create quiz questions based on their tutorials, which, will be submitted. The final quiz will be a selection of two questions from each team.Approximate Length of Unit (days, weeks)6 Days (Five 90 minute blocks and one 35 minute blocks)Goals: Students master specific garden/poultry related topic. They are able to succinctly andaccurately share their mastery with students in the class. Students will be able to turn in supportingdocumentation for their topic including a storyboard that clearly outlines what their tutorialpresentation will include. These documents would make it possible for another person to make asimilar tutorial presentation, just with their notes. In addition to the subject students will demonstratemastery using iPad technology, a stylus and Educreations.Objectives: To know and apply the essential standards 5 a – d, gStudents will be able to: Identify the most important aspects of their chosen topic. Use correct vocabulary that is appropriate for topic chosen Use photographs they take or find on the internet and place them in their tutorial to support what is said and written. Use a script they have created to coordinate with their photographs. Speak clearly so that their presentation can be understood to at least 90% of the class.Scaffolding questions 1. How is my chosen garden topic related to what we are doing on our campus? 2. What are resources that can be used to help access accurate data? 3. How and when should we take pictures? 4. What does a script need to have in it?
  • 2. Technology Training with Steve Gibbs 5. What are the basic things that Educreations can do? 6. What would be good quiz questions to ask about the topic based on the tutorial created?Lesson Plan Sequence of Events – give day-to-day details:Day one: 35 min blockStudents will log in to Edmodo where they will watch two short clips made with Educreations. Thefirst clip shows the basic features of Educreations. There are 4 questions that relate back to what thestudents watch so that there is some accountability. Those questions include two multiple choice andtwo short answer. In addition students will have three questions to answer after watching the secondclip. The second Educreations clip explains the steps and overview of what is expected for their minitutorial. Students will receive a packet that includes the extensive rubric covering time used in class topresentation preparation and final product assessment. They will have a list of topics to choose fromin the packet as well as blank storyboard pages. Once finished with the Edmodo assignments, studentwill use remaining class time searching the internet for supporting information on their chosen topic.Day two: 90 min. blockStudents will submit their topic choice and partner for this tutorial project via Edmodo. They willhave access to books in class as well as 30 minutes in the computer lab to continue their research. Areporter for their team will document specific information that may be used in their final tutorial.They will also need to either save copies of pictures located on the internet to their dropbox folder orto the teacher’s Drop it to me site and folder. For ease with this project I will be asking students to useDrop it to me as I only have one iPad at this time and having one location for all photos will make theproject run more smoothly. The Drop it to me is web based and students will need to know thefollowing: 1. Students will go to www.dropitto.me/msfleming and password is hmsdragon 2. In the password box on this page the STUDENT puts in the hmsdragon password set up as the UPLOAD PASSWORD. 3. The student then finds the document they want to send you by browsing the computer they are on. Clicks OPEN. And then Upload. 4. I will get an email notification that the student has uploaded something to your Dropbox account. 5. You then go to your DROPBOX ACCOUNT and the document will be there in a file titled “Dropittome” 6. The students DO NOT have access to it once it has been uploaded. 7. Students will need to save their photos with their name or other clarifying title so they will be able to find them easily in dropboxStudents will also have access to a classroom camera for taking photos on campus of items related totheir topic.Day 3: 30 min. blockThis will be the last class period devoted to gathering information and pictures using the computer lab.Students will be reminded to save pictures to Drop it to me.Day 4: 90 min blockStudents will use time to create the script. They will identify who will read what part. They will alsoneed to draw out a careful plan on the storyboard template(s). They will want to align the script theywrite with the storyboard frames so that their transitions will be smooth and creating the document
  • 3. Technology Training with Steve Gibbswill move swiftly. Students will practice what they want to say and refine their tutorial script.Day 5-9: varying blocksStudents will use the tablets and the Educreations app and create their garden tutorial. They may haveto do more than one take. Since there is not a 1:1 ratio of tablets to students, this task will be spreadout over several class periods. There will be at least two student partnerships expected to completetheir tutorial during a class period. The other students will be working outside in the vegetablegardens or on their HMS service project areas. The students who are creating their tutorials will beusing the prep/storage room between the two science classrooms with doors closed to alleviate outsidesound distractions and possible unwanted noise additions to their Educreations tutorial.Day 5-9: varying blocksStudents will submit their completed Educreations tutorials on Edmodo. They will submit allsupporting documents from their research including their script and their storyboard(s). They will berequired to submit 3-4 well-written questions, either multiple choice or true or false questions. Theymay include only one short answer question. All their questions will include the answer key. Thesubmitted questions will be posted by me on Edmodo and will be used for the final quiz covering allthe topics presented. Once all the presentations have been posted students will be allowed to givefeedback using the student rubric.Key Websites Used: The key websites include:Educreations.comYouTubeAccommodations for Differentiated InstructionResource Student: Resource students often work best when allowed to process their thoughts and work on the computer. I would place my resource students next to a reliable student that he/she could rely upon for support if neededGifted Student: Gifted students could go beyond the scope of this assignment to work at home and possibly work on their own or other interactive whiteboard application/software such as ShowMe, GroupBoard, Dabbleboard, Scriblink, and Whiteboard.Content Standards: Investigation and Experimentation7th grade Life Science 7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations. Students will: a. select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. b. utilize a variety of print and electronic resources (including the World Wide
  • 4. Technology Training with Steve Gibbs Web) to collect information as evidence as part of a research project. c. communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. d. construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earths plates and cell structure). e. communicate the steps and results from an investigation in written reports and verbal presentations. Career Technical Education Framework for California Public Schools Grades Seven Through Twelve CTE Framework Agriculture and Natural Resources Industry Sector (p. 159-192)ISTE Standards The following ISTE standards are also met through this unit. ITSE Technology Standards met: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes 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. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems
  • 5. Technology Training with Steve Gibbs Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks 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 b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning 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 c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies=-