Technology Lesson Plan

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Technology Lesson Plan

  1. 1. Food Webs : A Technology Infused Lesson Developed by Christine Dennis
  2. 2. Brief Overview… <ul><li>Grade Level: Intermediate (gr. 3-5) </li></ul><ul><li>Subject Area: Science (ecology) </li></ul><ul><li>Physical Classroom Setup: </li></ul><ul><ul><ul><li>Day 1 can be taught in any regular classroom that contains a SMARTboard </li></ul></ul></ul><ul><ul><ul><li>Days 2 & 3 can best be taught in a lab setting or using laptops (i.e., COWs) </li></ul></ul></ul><ul><li>Task(s): </li></ul><ul><ul><ul><li>Research food webs using the internet and participate in a teacher-created wiki </li></ul></ul></ul><ul><ul><ul><li>Create a model of a food web using Inspiration software </li></ul></ul></ul><ul><li>Technology used: </li></ul><ul><ul><ul><li>SMARTboard & PowerPoint presentation (teacher) </li></ul></ul></ul><ul><ul><ul><li>RubiStar (teacher) </li></ul></ul></ul><ul><ul><ul><li>Teacher-created wiki (students & teacher) </li></ul></ul></ul><ul><ul><ul><li>Desktop computers (students) </li></ul></ul></ul><ul><ul><ul><li>Inspiration software (students) </li></ul></ul></ul>
  3. 3. Purpose & Task <ul><li>Purpose: </li></ul><ul><ul><ul><li>Display an understanding of the interdependence between the food chains within a food web. </li></ul></ul></ul><ul><li>Task: </li></ul><ul><ul><ul><li>The students must use research food webs online and participate in a wiki. Then, they must work with their partner/group using Inspiration to illustrate a food web, based on web-based research. </li></ul></ul></ul>
  4. 4. Procedure: Rationale/Pre-Teaching <ul><li>Students have been learning about food chains and food webs </li></ul><ul><li>Teacher has already introduced and explained the class wiki </li></ul><ul><li>Students are comfortable accessing and participating in the class wiki </li></ul>
  5. 5. Procedure (Day 1) <ul><li>Begin with a higher-order thinking question: (HOTS- Analysis) “Can you identify the different parts of a food web? First think of a food chain and then think about what a food web is.” (A series of interconnected food chains) </li></ul><ul><li>Show students slide containing “A food web contains…” </li></ul><ul><li>Talk about some of the living things in an Antarctic food web. Ask students to brainstorm some of the animals they think they may find in that habitat. </li></ul><ul><li>Show slide with list of living things to be used in the food web. Make sure to explain that we are only using some of the organisms but there are many more. </li></ul><ul><li>Ask students to identify any producers, consumers, decomposers, etc. that they see on the slide. (When identifying consumers, make sure students tell if they are carnivores, herbivores, or omnivores.) </li></ul><ul><li>Show slide with each chain color coded so students better see the connections between each group of organisms. </li></ul><ul><li>“ Do our food chains start with a producer? Do any end with a decomposer? What is an example of a decomposer we might find in a watery habitat?” </li></ul><ul><li>Ask for student volunteers to become the different organisms within the food web. Give each one a picture card to wear around their neck (this will identify who they are in the food web). </li></ul><ul><li>Using the slide on the Smart Board as a guide, begin to connect the food chains. (Since some of the organisms appear so frequently, there may be more than one student playing that organism). </li></ul><ul><li>As the chains are being connected in different colored yarn across the room, ask students to look for the most common links. “Who is at the beginning and ends of all the food chains?” </li></ul><ul><li>Begin asking questions about who would be affected if certain populations suddenly increased or decreased. </li></ul><ul><li>After all chains have been connected and the web is complete, have the krill let go of their yarn. Ask the class to observe what happened to the web. </li></ul><ul><li>(HOTS- Synthesis) “Which food chains are affected by the loss of the krill? How many organisms are affected positively by the loss of the krill? How many are affected negatively?” </li></ul><ul><li>End with class discussion on the important things they learned about a food web. Encourage feedback on something they learned or observed during the lesson. </li></ul>
  6. 6. Procedure (Day 2) <ul><li>Students will be split into pairs or groups (depending on numbers and classroom dynamics) </li></ul><ul><li>Each group will be given a specific food web to research </li></ul><ul><li>Students will use the internet to find out the members of their food web and classify them according to member (i.e., producer, consumer, decomposer, etc.) </li></ul><ul><li>Students will then record their findings in the their web’s designated section of the class wiki </li></ul><ul><li>Students must communicate with their partner/group throughout the research and wiki process as to not overlap/overwrite what the other members are contributing </li></ul>
  7. 7. Procedure (Day 3 - if needed) <ul><li>Each group will be asked to use Inspiration software to illustrate the food web the researched. </li></ul><ul><li>Students will be shown an example based on the Antarctic food web used in class </li></ul><ul><li>The teacher will then model how to begin building the food web using pictures and the various tools within Inspiration </li></ul><ul><li>Group members will </li></ul>
  8. 8. Resources & Evaluation <ul><li>Suggested Resources </li></ul><ul><ul><li>Resources for Teachers: </li></ul></ul><ul><ul><ul><li>http:// www.wikispaces.com </li></ul></ul></ul><ul><ul><li>Resources for Students: </li></ul></ul><ul><ul><ul><li>www.gould.edu.au/ foodwebs /kids_ web .html </li></ul></ul></ul><ul><ul><ul><li>www.harcourtschool.com/activity/ food / food _menu.html </li></ul></ul></ul><ul><ul><ul><li>www.enchantedlearning.com/subjects/ food chain / </li></ul></ul></ul><ul><li>The students would be evaluated based on the rubric provided to them at the start of the lesson. </li></ul><ul><ul><ul><li>Students must fill out a “Group Participation” rubric as well that would be turned in with their final product. </li></ul></ul></ul>
  9. 9. New York State Standards <ul><li>English Language Arts </li></ul><ul><ul><li>Standard 1: Students will read, write, listen, and speak for information and understanding. </li></ul></ul><ul><ul><li>Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. </li></ul></ul><ul><li>Career Development and Occupational Studies </li></ul><ul><ul><li>Standard 3a.2: Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations. </li></ul></ul><ul><ul><li>Standard 3a.4: Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations. </li></ul></ul><ul><li>Math, Science, Technology </li></ul><ul><ul><li>Standard #4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. </li></ul></ul><ul><ul><li>Standard #4.6: Plants and animals depend on each other and their physical environment. </li></ul></ul>
  10. 10. ISTE Technology Standards <ul><li>1.Creativity and Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:  </li></ul><ul><li>a. apply existing knowledge to generate new ideas, products, or processes. </li></ul><ul><li>b. create original works as a means of personal or group expression. </li></ul><ul><li>c. use models and simulations to explore complex systems and issues. </li></ul><ul><li>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. Students:  </li></ul><ul><li>a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. </li></ul><ul><li>b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. </li></ul><ul><li>d. contribute to project teams to produce original works or solve problems. </li></ul><ul><li>3.Research and Information Fluency  Students apply digital tools to gather, evaluate, and use information. Students:  </li></ul><ul><li>a. plan strategies to guide inquiry. </li></ul><ul><li>b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. </li></ul><ul><li>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. Students:  </li></ul><ul><li>b. plan and manage activities to develop a solution or complete a project. </li></ul><ul><li>c. collect and analyze data to identify solutions and/or make informed decisions. </li></ul><ul><li>5.Digital Citizenship  Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:  </li></ul><ul><li>a. advocate and practice safe, legal, and responsible use of information and technology. </li></ul><ul><li>b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. </li></ul><ul><li>6.Technology Operations and Concepts  Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:  </li></ul><ul><li>a. understand and use technology systems. </li></ul><ul><li>b. select and use applications effectively and productively. </li></ul>
  11. 11. Rubric The poster is distractingly messy or very poorly designed. It is not attractive. The poster is acceptably attractive though it may be a bit messy. The poster is attractive in terms of design, layout and neatness. The poster is exceptionally attractive in terms of design, layout, and neatness. Attractiveness Less than 3 accurate chains are displayed on the poster. 3 accurate chains are displayed on the poster. 4 accurate chains are displayed on the poster. At least 5 accurate chains are displayed on the poster. Content - Accuracy Several required elements were missing. All but 1 of the required elements are included on the project. All required elements are included on the project. The project includes all required elements as well as additional information. Required Elements Did not use class time to focus on the project OR often distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used time well during each class period. Focused on getting the project done. Never distracted others. Use of Class Time 1 2 3 4 CATEGORY Student Name:     ________________________________________ Teacher Name: Ms. Dennis           Making a Food Web Poster using Inspiration

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