TECHNOLOGY UNIT By: Deb Wheat

TECHNOLOGY UNIT TEMPLATE

Standards: I used the following State Standards in my unit: 2013-2014 Kentucky Core Academic Standards Reading- Literature Standards: RL. 4.2: Determine a theme of a story, drama, or poem from details in the text, summarize the text. RL. 4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. Reading-Informational Standards: RI. 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI. 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topics or subject area. I used the following ISTE NETS-T Standards in my unit: ISTE Standards for Students: http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf 3. Research and information fluency Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. Process data and report results. 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. b. Select and use applications effectively and productively.

c. Transfer current knowledge to learning of new technologies.

Pre Assessment: In Google Forms, I created a Pre-Assessment about The Rain Forest. The students took the assessment online and hit the submit button. Four student s were able to answer the preassessment on the first day of the start of the themed unit. The last student to submit answers on the pre-assessment was absent on the first day. Here is the link to that pre-assessment. https://docs.google.com/forms/d/1Nc31PwuTo3AnPDFilA6MXYTyTr840qX7Xvoz0fyor8w/viewfo rm Results: Here is a link to the results of the Pre-assessment about the Rain Forest: https://docs.google.com/spreadsheet/ccc?key=0AjDNbaDupnlpdGE1enkwTHFWYmd0S29CR19Y Wkw3eWc&usp=drive_web#gid=0 Include data you gained from your pre assessment. This is a link to the pre-assessment answers about The Rain Forest in a chart format and in a graph format. https://docs.google.com/spreadsheet/ccc?key=0AjDNbaDupnlpdGE1enkwTHFWYmd0S29CR19Y Wkw3eWc&usp=sharing Data is written on the spreadsheet with the answers from 4th grade ESL students. The number correct were the highest on question one and four. Four out of six knew that South America has the most Rain Forests. Question #4 was true or false with 4 answering correctly with True. Here is a List of correct answers: A. Time Stamp for taking the Pre-Assessment B. South America Correct: 4/6 C. South America 3/6 D. True 4/6 E. Emergent, Understory Canopy, Forest Floor 0/6 F. Central America 2/6 G. Carefree 1/6 H. Pretty, Nice Looking 0/6 I. Come Here 1/6 J. Scared, Nervous 2/6 Student A Student B Student C Student D Student E Student F Line 2 Line 3 Line 4 Line 5 Line 6 Line 7 1/10 right 1/10 right 3/10 right 3/10 right 5/10 right 4/10 right

I would say for the most part that the 4th grade ESL students have a lot to learn about the Rain Forest. I am predicting that they will be interested in searching for the answers to questions that were missed in the pre-assessment. They have also portrayed an enthusiasm for computer use when they did a project on regions of the United Stated earlier this year. ESL is considered a reading intervention. I read over the pre-assessment for all students. Then read individual questions to the students that receive accommodations for reading and scribe on the PSP. My group is all reading below grade level. Three out of the five receive a reader and scribe accommodations for assessments.

Teaching Strategies: I used the following technology tools in my unit: Smart Board, Document Camera, Teacher Laptop, 2 Desktop Computers, 3 Student Laptop Computers, Google Images, Microsoft Office Word 2007 and 2010, Snipping Tool, File, Save AS. List any websites you used o http://www.flocabulary.com/2-the-parrot/ Flocabulary uses grade level vocabulary with rap lyrics to assist in building vocabulary for end of the year testing. o http://www.videomaker.com/article/15953-9-copyright-laws-every-video-producer-shouldknow 9 Copyright Laws Every Video Producer Should Know http://images.google.com/ Used to search for images about the rain forest for the research project. http://commonsense.org Posters used as anchor charts to remind students of Digital Citizenship.

I tried the following new and innovative technology idea. o Flocabulary.com is new to me this year. I have used it 3-4 times with Reading Groups in 3rd and 4th grade. This is the first time that I have used Flocabulary with the 4th grade ESL class. The Parrot had been a hit with other 4th graders. I thought The Parrot would work well with the Rain Forest Theme Unit for 4th grade ESL. A comment was I like the Parrot song the best! o As I was trying to decide on research for the Unit, I considered Animoto.com where the student could create a little video. I wasnt sure about privacy for the students since they would be creating a user name and password. I also considered a PowerPoint lesson and settled on a Word Document lesson that will result from picture searches that are copied and saved with the snipping tool. They will also learn to drag over text to copy as a caption for their picture. While I introduced the lesson about our safe

searching for pictures of the Rain Forest as our research project, I found out that this will be a new and innovative technology for my ESL students. I incorporated the following to support the use of distance learning systems appropriate in a school environment. The last lesson will be connecting with Sri Lanka, children of the Rain Forest to learn 1st hand what it is like to live near a rain forest. If the online connection is not possible, then there is a slideshow of pictures that continue to help us understand the Rain Forest, its plants, animals, and people. https://education.skype.com/projects/3306-visit-a-rain-forest-in-sri-lanka

Unit: Day 1: Rain Forest Theme Unit

My Technology Unit is being used with 4th grade ESL students. I have them for 30 minutes each day from 3:00-3:30. My lessons are sometimes chopped due to time constraints and are finished the next day. Introduce the theme unit: Rain Forest Go over I Can statements o I can determine the theme of a story, drama, or poem from details in the text. o I can summarize. o I can use content clues to determine meaning of words. Explain the pre-assessment on the computer screen Explain the set up in the notebook for the text. o Title o Author o 3 Vocabulary Words o 3 Questions After reading once through the questions on the pre- assessment, I selected the two students that do not get a reader for an accommodation to come to the computers to take the preassessment and submit. I used the Smart Board to explain the pre-assessment and then switched to the document camera to show the notebook set up for the other students to follow. When the two computers became free, two more students started the pre-assessment. I sat with them to provide reader accommodations for them. The fifth student needs a reader too and used my computer.

Day 2: Rain Forest Theme Unit

Finish with the notebook set up and Book Walk (preview of the book, Under the Canopy. Read Rain Forests of the World and Rain Forest Plants

Discuss main idea of the text Discuss key details Find vocabulary words and determine meaning by context clues around the word Verbally state what was learned from todays lesson

Reading-Informational Standards: RI. 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI. 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topics or subject area.

Day 3: Rain Forest Theme Unit

Introduce Flocabulary, the Parrot http://www.flocabulary.com/2-the-parrot/ Flocabulary is a website for vocabulary study in a catchy rap song format. It is Fourth grade level text and vocabulary. Listen Read lyrics. Sing along with rap song and lyrics on the Smart Board screen Find Text feature dark words = important, highlight them. Determine meaning of word in context. Discuss theme of the song and story of the parrot. Recognize the song lyrics are in poem form.

Reading- Literature Standards: RL. 4.2: Determine a theme of a story, drama, or poem from details in the text, summarize the text. RL. 4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology.

Day 4: Rain Forest Theme Unit

Under the Canopy, read Hiking in a Cloud Forest, find out about the layers of the Rain Forest Read, The Bribri Take Action. Discuss each main idea and details Determine new vocabulary words and meanings Verbally tell one thing learned from reading today.

Reading-Informational Standards: RI. 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI. 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topics or subject area.

Day 5: Rain Forest Theme Unit

Borrow 3 Laptop Computers from 4th grade cart Students are assigned a computer number Bring computers to my classroom for students to use. Introduce How to Safe Search for Images of the Rain ForestW540 Safe Search for Images.docx Explain how to Save on a Word Document Explain Rubric for Research (included with the above document) Share posters about Digital Citizenship: Digital Citizen Poster, Photo of my Friend, Digital Citizen Pledge, http://www.commonsense.org Posters: http://info.marygrove.edu/matblog/bid/100798/2-free-posters-to-teachstudents-about-digital-citizenship Students use personal log in to the computer Explain, Show, while Student follows to begin research Start research for Rain Forest animals, trees, waterfalls, and flowers. Save any work completed Log off and shut down Return computers to 4th grade cart

ISTE STANDARDS for Students 3. Research and information fluency Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. Process data and report results. 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.

Day 6: Rain Forest Theme Unit

Borrow 3 laptop computers from 4th grade cart Continue with research for Rain Forest animal, tree, waterfall, and flower with caption. Save word document Log off Shut down Return computers to cart

ISTE STANDARDS for Students 6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and Operations. b. Select and use applications effectively and productively. c. Transfer current knowledge to learning of new technologies.

Day 7: Rain Forest Theme Unit

Each student will share their Word Document about the Rain Forest, Research Project Complete Post Assessment on google.com, The Rain Forest.

Day 8: Rain Forest Theme Unit Education Skype- Learn about life in Sri Lanka near the Rain Forest https://education.skype.com/projects/3306-visit-a-rain-forest-in-sri-lanka View pictures in slideshow and video of children from Sri Lanka Connect with background knowledge of the Rain Forest.

Student Inquiry and Research: Students used the following technology to do research. W540 Safe Search for Images.docx Students followed a document created by me for a safe search of rain forest images. Students used google images, strict, free to use and share images of the rain forest. They opened a new document. They were asked to follow directions for a heading and use initials for their name so as to not reveal identity. They used a snipping tool to capture pictures and typed a caption under the picture or used the copy and paste caption to tell about the picture. They had to follow directions either orally or read them on my hand out of the Safe Search for Images. They each had to make a decision on what animal, tree, waterfall, and flower they liked to use in their research. Copyright laws were reiterated with the use of some pictures that say copyright or actually display the C on them. I directed their attention to the3 Digital Citizenship Posters that now hang in my room. I stressed how important it is to be a Digital Citizen. I placed two students together on my 2 desk top computers because the two students are from the same 4th grade classroom. I placed the other 3 on the laptops because they are together in the other classroom. Knowing that K is a stronger student, I placed her in the middle where she could help the other two if needed. I used the following technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. Being an ESL teacher, I am always finding and using ways to modify and adjust for diversity in my classroom. I use a lot of choral reading, rereading, and listening and teacher reading to strengthen fluency. I make accommodations for my language learners by creating on level

activities for instruction, plus independent activities where the student feels comfortable. I also team up for group work for a stronger student paired with a new comer that is English language deficient. I use as many visuals as possible, often relying on the internet to help explain a vocabulary word or produce a picture to help identify an object or animal. I lower my expectations for new comers and low language acquisition students. However, at the same time, I expect to push them to their potential and that next level. Being surrounded by diversity, I believe that www.google.com using images with assist diverse learners by selecting a picture for the rain forest and then selecting the word captions that go with the picture. Exposure to 4th grade reading material is also crucial. The Parrot from Flocabulary.com is a fun way to learn about the parrot in the rain forest while becoming familiar with new vocabulary. Searching for images brings the rain forest to life through the computer.

The following adaptive/assistive hardware and software helped to assist students with special needs. During the first video session when the pre-assessment was introduced, I noticed that the print was not showing up too well on the Smart Board. I proceeded to increase or magnify to 125% so the viewing was easier. I mentioned on the video that this was a form of adaptive/assistive technology. Two students wear eye glasses for assisting with seeing the Smart Board. The students can also adjust their individual laptop screen to larger print for easier viewing.

I included the following technology resources to affirm diversity and address cultural and language differences. Cultural and language differences are addressed with use of 2 iPad apps for translation into another language if necessary. One student speaks Mai Mai which is not a written language. The other 4 students speak Spanish. If needed, they interpret for each other. Pictures are used whenever possible for explanation. Cultural and language differences are also evident in the Skype Education segments for the Rain Forest and the people that live there. https://education.skype.com/projects/3306-visit-a-rainforest-in-sri-lanka The video displays diversity in culture and language. It is a great resource to show my class of ESL students.

Post Assessment:
This is the live form of the post assessment for The Rain Forest. I used the same for the post assessment as the pre-assessment in order to show what the students knew before and after studying the Rain Forest. https://docs.google.com/forms/d/1Nc31PwuTo3AnPDFilA6MXYTyTr840qX7Xvoz0fyor8w/viewform

I also found a graph that shows all the answers together and percentages in pie graphs. https://docs.google.com/forms/d/1Nc31PwuTo3AnPDFilA6MXYTyTr840qX7Xvoz0fyor8w/viewanalytics? usp=form_confirm Looking over the data, I know the students response by knowing the order in which the responses were submitted. Student K answered Line 2 and 8 Student L answered Line 3 and 9 Student E answered Line 4 and 10 Student J answered Line 5 and 11 Student M answered Line7 and 12 Pre-assessment= 1/10 1/10 3/10 3/10 4/10 Post Assessment = 6/10 7/10 5/10 4/10 3/10

(I am not sure who answered Line 6 because that was the day that I was away from school due to the birth of my granddaughter.) My results show that 4 out of 5 students were able to answer more questions correctly on the Post Assessment.

Work Samples
Here is a hyperlink to two different work samples for my students. They are not quite finished yet and will need two 30 minute sessions next week to finish. They are excited about this project and are anxious to work on it. They are in need of more help than I had anticipated. Yet, at times they are also helping each other. They will also share their word document on the Smart Board through the computer.

rain forest K.B.docx Rain forest LM.docx

Video of Lesson: W540 Video 3

For Video 3, I used a Sony Video Cam. I was not too successful in getting my other 2 videos into a sequential video with the use of a small digital Konica Minolta still portrait and video capable camera. So, I thought the video camera would pause and pick up where the other clip left off. It did that part very well. However, I still could not get the camera to sync with Windows PC without a video editing app. So, I ran the video through my MAC into iMovie. After publishing, I saved it in IU the box. Oh How I Wish I Had Just Used My iPad or iPhone to record. Here is W540 Video 3, I am teaching the research project with the Safe Search for Images of the Rain Forest.

https://iu.box.com/s/ggmwdjlibr1w4p2dklgx