Technology Integration Lesson Plan Template

Jeremy Fischer Subject Area: English Language Learners Grade Level: 9-12 Estimated Duration: 10 days

Lesson Title/Topic: What does it take to survive: The fight or flight response in animals. Standards: Academic Area English Language Learners & Lang. Arts. Lang. Arts 12.1.1, 12.1.3 Lang. Arts 12.1.1 , 12.1.2 , 12.1.5 12.1.7 Standards & Objectives Reading 9-12 Skill Area: To use English to achieve academically in all content areas Use illustrations, diagrams, simple graphs and charts to evaluate information and form conclusions (p. 63) Skill Area: Read for research purposes Use visuals and print to gather information and answer questions (p. 63) Use multiple resources such as technology, dictionaries and encyclopedias to locate information (p. 63) Skill Area: Make inferences, predictions, and conclusions Draw inferences such as conclusions or generalizations and support them with details from text, both fiction and non-fiction (p. 64) Writing 9-12 Skill Area: Use appropriate learning strategies to construct and apply academic knowledge Use multiple sources to collect information and take notes to write a paper Speaking/Oral Communication 9-12 Skill Area: Focus on content, style, purpose, and audience appropriateness Academic Skills: Present ideas and supporting details in a logical sequence with beginning, middle and ending. SC K-12.1 Comprehensive Science Standard Inquiry, the Nature of Science, and Technology: Students will combine scientific processes and knowledge with scientific reasoning and critical thinking to ask questions about phenomena and propose explanations based on gathered evidence Represent and review collected data in a systematic, accurate, and objective manner Describe how an organism senses changes in its internal or external environment and responds to ensure survival. Select and use lab equipment and technology appropriately and accurately (p. 2)

Lang. Arts 12.1.2 12.2.2, 12.2.3 , 12.2.5

Lang. Arts 12.1.1, 12.1.3, 12.1.4, 12.3.1, 12.3.2

Science

SC12.1.1.f SC12.3.1.d SC12.1.1.d

Learning Objectives: Students will demonstrate comprehension of fight or flight survival instinct by Locating and defining by reading information electronically Summarizing information through shared writing. Presenting information orally to classmates Recording information by listening to and writing information on a notesheet organizer

ISTE Standards Student standards: o 1) Creativity & innovation: a) generate new products; b) create original works o 2) Communication & collaboration: a) Interact, collaborate, and publish with peers; b) communicate information to multiple audiences using a variety of media; c) engaging with learners of other cultures (its an ELL classroomthis is par for the course!); d) contribute to project teams o 3) Research and information fluency: b) Locate, organize, analyze, evaluate, synthesis, 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; d) report results o 4) Critical thinking, problem solving, and decision making: a) identify and define authentic problems and significant questions for investigation; b) plan and manage activities to develop a solution or complete a project o 5) Digital citizenship: a) 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; d) exhibit leadership for digital citizenship. o 6) Technology operations and concepts: a) understand and use technology systems; b) use applications effectively and productively; c) troubleshoot systems and applications; d) transfer current knowledge to learning of new technologies.

Materials Hampton-Brown/National Geographic EDGE Fundamentals text book Laptop computer with Internet access Projector Teacher-provided note sheet template

Student Prerequisites:

Students will have read the non-fiction text, Fight or Flight? What your Body Knows About Survival (Hampton Brown Edge Fundaments, p. 299 305) Students will have demonstrated understanding of the 5 senses (sight, hearing, smell, taste, and touch) Students will need to be familiar with Google Docs suite (e-mail, sharing and collaborating, word processing and presentations), Google searches for websites, news, and image retrieval, Google translate, use of online encyclopedias, and Youtube, in addition to adding hyperlinks. Students will need to be functioning at the late state 2, Early Production to state 3, Speech Emergence of language development (van Olphen, Hofer, & Harris, 2012, p. 1)

. Lesson or Unit Starter: Students will be shown a teacher example presentation of how an animal senses changes in its environment and responds to ensure survival. Presentation will include o Guiding question, including target animal o Diagrams o Video o Hyperlinks o Written summary (bullet points) o Source information Students will then be directed to form a small group or find a partner, choose an animal (from a given list), and begin by opening their e-mail. In the e-mail, they will be provided with the rubric, note template, and hyperlinks to assist their learning. They will begin by selecting the Start Here link, which will direct them to the media center website, where they should begin their search by clicking on the World Book Online link and entering their search criteria.

Student-focused Activities Students will have to read and follow multiple-step directions. Steps: 1. Students will navigate to their school-provided g-mail account and click on the link to the rubric. 2. After reading the rubric online, students will click on a link within the rubric to take them to anonline survey where they will answer questions about some of the essential aspects of the rubric. That information will be available to the teacher as formative feedback on students understanding of the objectives. 3. Once theyve demonstrated understanding of the learning objectives, students will be given a jump-code to a document that provides them with the step-by-step process and pertinent links. They will begin their research by navigating to the LNS Media Center website and clicking on the World Book-Kids database and entering their search item. 4. Students will read about their selected animal and summarize the information.

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Students will have access to the Hear text read aloud and Translate this text functions within the World Book Kids online encyclopedia, providing them with tools to develop useful language-learning and content-learning skills. As students find information, they will enter their information into the appropriate section on the teacher-provided note-template via Google docs. This will be a collaborative project because students will be using Google Docs to work together on gathering their information and placing it in the appropriate area on the note template. The teacher will assist by monitoring via computer and providing support as needed. Student groups will create a presentation in Google Docs, sharing with each other and the teacher. Students will have to search for and locate pertinent multimedia (videos, pictures, maps, and diagrams) online using a Google search. Students will have to demonstrate responsible digital citizenship by providing source information. Students will have to use English speaking skills to present their information to their classmates. Students will develop listening skills by using presentations to fill out note-sheets during their classmates presentations.

Optional Extension Activities: Students could create a video, news program, or podcast using their information and presentations.

Evaluation Students will be assessed via a rubric that includes the objectives on a 4-point scale. The rubric will assess students ability to use and manipulate the technology as demonstrated through an effective presentation, in addition to demonstrating sound language usage and content understanding. Students will self-reflect by rating themselves on each objective using a 4-point confidence scale: o 1Novice: I cant do it by myself. I dont understand yet o 2Developing: Sometimes I need help. I am starting to understand. o 3I can do it by myself! I make little mistakes o 4I can do it without mistakes. I can help others.

Reflective Questions: 1. I would put this lesson on the Transformation: Modification level of the SAMR model because students are required to function throughout the lesson by using technology without direct teacher intervention. Also, the inclusion of audio and video along with the traditional written form of information sharing, and then having students use that information to demonstrate their understanding of concepts through effective collaboration and presentation of findings is a redesign on traditional forms of learning. The project places the learning in the hands of the

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students insofar as the students will be teaching each other, and technology will be the avenue through which they complete their task. In order to reach the redefinition level, I believe the optional extension activities would be necessary. To demonstrate understanding of the content, students will have had to locate information electronically, placed the information into the correct area (again, electronically), collaborated with classmates via Google Docs, and presented information to classmates with a shared presentation. I believe that the technology will be effective because the it is already in place and provided free-of-charge to our students. For language learners, the read aloud and translating functions are also tools that can enhance comprehension. The technology allows for a structured learning environment that is flexible enough to allow students to develop their own lines of inquiry (for example, locating a pertinent video and diagram that aligns with their information), and the motivation of getting to use and manipulate technology to create projects can be very effective at getting students interested in the learning objectives. Without the technology, this project would most likely rely on a teacher-centered classroom where the teacher provided students with information via lecture or specific materials. The technology also allows for continuous feedback as the teacher is able to monitor student progress and participation (for instance, via the revision history function in Google Docs). The online survey provides the teacher with immediate feedback on students understanding of the key objectives, and the translate tool allows quick and easy access for students to access prior information by tying English to their home language. Essentially, the technology puts all the tools that would otherwise have to be gathered (dictionary, encyclopedia, etc.) into one spot, and it allows the students to be more in control of their own learning. The technology supports content through writing, making meaningful connections, fluency, and synthesis of content, and it supports pedagogy through engagement, collaboration, inquiry, multiple representations, and differentiated learning. This lesson demonstrates TPACK by first using the technology to provide an example of effective completion of objectives (technology supports pedagogy), and by then using technology to help students access prior knowledge via translation (again, technology supports pedagogy, and both are used to support content knowledge in that case). Technology supports content knowledge by providing students with multiple ways to learn the information (reading, videos, and images), and it supports students sharing what theyve learned by teaching their classmates (pedagogical principal of higher learning). Students are able to use technology to help them develop and present higher learning by providing them tools and opportunities to move through Blooms taxonomy of learning (from knowledgefinding the information, to comprehension, to apply what theyve learned (filling out a notesheet), evaluating (choosing videos and images), and creating (developing a presentation).