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Jennifer Ortiz
Jakeandjenn@weebly.com
EDU-225
5-23-2015

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Raft Card Example:

ROLE (student)
Row 1

AUDIENCE

FORMAT

TOPIC

A DJ of a science

Your favorite

An informative

Have you ever

radio station

radio station

podcast report

wondered what a

listeners

drop of water feels

like as it travels
through the water
cycle?

Objective:
You will be able to describe how a drop of water travels through the steps of the water cycle. BE
SURE TO INCLUDE COMMON CORE STANDARD CONNECTION AND/OR ISTE
STANDARD CONNECTION.
Student Role:
A DJ of a science radio station
Audience:
Your favorite radio station listeners
Format:
An informative podcast report
Topic:
Have you ever wondered what a drop of water feels like as it travels through the water cycle?

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Directions:
1. Visit The Water Cycle: A Guide for Students to learn more about the water cycle.
2. Use a storyboard worksheet to map out your script.
3. Type your script so it is easy to read.
4. Practice reading your script aloud until you feel you can read it fluently and with
expression.
5. Create a Voki at Voki.com. Build a suitable avatar for this project.
6. Read and record your script as the Vokis voice.
Resources:
Websites to visit:
Water Cycle Diagram
http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/
Water Education
http://www.watereducation.utah.gov/watercycle/water_cycle.asp
The Hydrological Cycle
http://www.sciencecourseware.com/eec/GlobalWarming/Tutorials/HydrologicalCycle/
The Water Cycle
http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/water-cycle.htm
The Global Hydrological Cycle
http://bcs.whfreeman.com/thelifewire/content/chp58/5802001.html
Assessment:
Prepare a 1-minute script for a radio segment to explain how a drop of water travels through the
steps of the water cycle.
You will receive up to 25 points for each of the following: written script, storyboard, Voki, and
recorded script.

Raft Card 1: Kindergarten cognitive Science

Row 1

ROLE (student)
Learners tumble

AUDIENCE
Learners tumble

FORMAT
Learners will be

TOPIC
How can we

tennis balls and

balls and dangle

tumbling their

determine from

dangle balloons from

balloons form the

balls versus their

the balls dropping

the sealing.

ceiling. Learners

balloons that are

to the balloons

will be put into

dangling.

floating to

grouping

determine gravity

formations.

around us?

Early learning and pre-Kindergarten Standards cognitive science & ISTE Standards
Critical thinking and problem solving.
Objective:
Understand the meaning and explaining how gravity is all around us
Student Role:
Pupils will be tumbling down their balls from the sealing
Audience:
Learners will be put into grouping formation
Format:
Versing, the tennis balls against the balloons, seeing which one falls and stays the same

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Topic:
Gravity around us how does this creation work?
Directions:
Learners will be fiscally rolling tennis balls down the window of the classroom and hanging
balloons from the ceiling to interpret how gravity works. The learners will go through the steps
and interpret how gravity, below the students, will find resources to show how gravity will be
interpreted.
Resources:
Kids science challenge
http://www.kidsciencechallenge.com/pdfs/2009activities/Balloon_Ball-Mars_2009.pdf

Assessment:
Learners will watch a video on gravity and then interpret how a light objects vs. a heavy object
which one will fall first?
TutorVista (2010). Freely falling Objects and Acceleration Due to Gravity
https://www.youtube.com/watch?v=z_sJ15feNGw

Raft Card 2: Kindergarten conative Science

Row 2

ROLE (student)
Students will be

AUDIENCE
An Educator and

FORMAT
Contrasting prints

TOPIC
Even though

placing blossoms

Learners

of infants, and

plants and human

plant bulbs.

beans have

within the classroom

and observing how

differences but

plants grow.

they do produce

the same.
Early learning and pre-Kindergarten standards cognitive science & ISTE standards
critical thinking and problem solving.
Objective:
Human beans and plants are different but they do produce the same.
Student Role:
Learners planting blossoms and seeing how they sprout.
Audience:
An Educator and the learner
Format:
Cataloging as well as showing the observations of what is the same.

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Topic:
Human beans and animals all produce in the same manner.

Directions:
Learners will make their plant blossoms and observe pictures from a projector of infants while
the educator describes that baby's and plants produce the same.
Resources:

(dawnmcvey.typepad.com ,2015). My Favorite Things: Holiday

( www.reformjudaism.org ,2015).What to expect at a baby naming
Assessment:
Learners will view slides on a projector and view images on the Internet that will show how
blossoms and babyies are produced the same. While learners will be acting out making there
plants grow just like babies.

Raft Card 3: Kindergarten cognitive Science

Row 3

ROLE (student)
The mom and dads

AUDIENCE
Moms and dads of

FORMAT
Using the mouth,

TOPIC
How do we use

will be handling a hot

the learners.

hands, and nose,

our five

substance of water

learners will have

awareness? And

and waiting until it

hot cocoa, and

describe what our

turns cold, The

observe with eyes

five awareness

Learners will talk

and ears how water

are.

about how they can

can evaporate from

use there five

a teapot.

awarenesss.
Early learning and pre-Kindergarten standards cognitive science & ISTE standards
critical thinking and problem solving.
Objective:
Being aware of our noses, hands, eyes, and ears while enjoying cocoa.
Student Role:
Learners will be using their hands, eyes, ears, and nose to enjoy their cocoa
Audience:
Moms and dads and learners
Format:

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Seeing and explaining
Topic:
Using warm cocoa to show learners how to use there five awarenesss

Directions:
Learners will be bringing in their parents or have assistance from the educator to handling hot
water from a teapot. Waiting until the cocoa is cold down the adults will then assist the learners
in making the hot cocoa drink.The learners will then simulating there awareness's of their noses,
hands, eyes, ears, and mouth to show how to use there five awareness.
Resources:
(Alexandar, G. 2011). Im a little teapot sing along video for kids.
http://www.parents.com/fun/entertainment/sing-along-videos/im-a-little-teapot-sing-along-songvideo/

Assessment:
Moms and dads as well as educator will be helping learners simulate there five sense by making
hot cocoa.
1.)
2.)
3.)
4.)
5.)

Making hot water in the teapot

Putting chocolate in cups
Pouring hot water
Staring with spoons
Drinking hot cocoa

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Learners will then be watching a fun video on computers that they can sing along to that will
simulate poring with there hot coco with their parents or educators.

Entry 3: Differentiating Instruction through Technology

Introduction
The plan is to implement technology into the classroom, by using computers,
networking, surfing the Internet, using projectors. This technology that the student will be shown
and learning about in the classroom will give them a whole new perspective on technology and
how it all works to benefit them and their education. It is an important part of this technology
plan to get all stakeholders evolved as well as the community members so that this plan can be
successfully. Integrated teachers must bring computers into the classrooms as it enhances student
academics, makes sure students are more encouraged to work, as it also furthers students
cognitive thinking (Mackay, G. 2005).
Reason one: Computers is an essential in a classroom if the educator would like to enhance
student learning
Reason two: a Further cause of how technology is so important for the classroom is that it keeps
students engaged in the classroom.

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Reason three: The last explanation is how come teachers should use this technology in the
classroom? To stimulate and inspire students. Technology to Differentiate Instruction
Technology to Differentiate Instruction
Computers:
Using computers would differentiate instruction for educator instead of using papers,
pencils, and chalkboards to instruct teachers will be using the computer. This will enhance class
instruction because when students can engage and interact with Internet technology and have
quick knowledge access to the world and others out in the community by going online. They can
take what the have learned in class and use their skills to the outside world. Prepping younger
students early would only further their knowledge and education and now trying to their
succeeding progress in prepping them for life simulations of the classroom. Technology is
everywhere, and there is always new and improve ways that technology can get better and
upgrading students need to keep up with all current changes when students go online they have
limitless accessibility to knowledge. Students will learn a virtual way to communicate with other
across the world that gives more confidence in communicating and using their cognitive thinking
skills. While giving students the confidence, they will gain their motivations to work for
themselves and be able to be self-driven. Educators are putting students in a consistent routine as
well as encouraging with the technology it gives the student the motivation to do better. The
computers are student-centered because everyone would be working side by side and
communicating back and forth with one another while taking instruction from the educator.
When it comes to a great technical tool that will engage and help students learn it would be
computers compared to the student (ISTE standards 2015). Computers in a student-centered
classroom will be working on critical thinking, problem-solving, and decision-making. This will

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further help the students have more knowledge and understanding of their classrooms and have
an understanding of how to accomplish their goals (Solhuag, T. 2009).
I pad:
Using I pads for instruction in the classroom will help students be more engaged in
reading and bring whole new accesses of books right at students figure tips. By bring in this
technology into the classroom, will help the student have a better understanding on what they are
reading. The I-pad will give students an interactive way to read if students are auditory learners
or have learning disabilities and they lack that skill set and don't understand the contents. By just
reading the E-book, this technology will help the students read by reading to them this in turn
makes the students more interactive in the classroom and better learners. The students will share
and gather information together in a group with their technology and discuss their findings in a
group class decision. There are apps that will help with instruction as teachers can download a
grading app to grade students work that students will do online. When using this technology its
environmentally friendly and you don't have to use or waste any paper as you just use the
technology to work from. When aligning this technology with (ISTE standards 2015). For
student learning the technology operations and concepts of their learning using this technology
can be used for not just reading but math problems, problem-solving, counting, and building
words. The students will be building up their motor skills and confidence in doing stuff
themselves and when introducing students to this concept. They will be genuinely excited of
what new technology they can get their hands on and this will help students be more hands on
with their work. When students work together in the classroom in-group instruction using a
technology they will gain a greater understanding of comprehension and brings the student
attention closer to their studies (Sheppard, D. 2001).

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Smart Board:
The digital smart board will be used instead of a basic dry board the class would be using
a digital board that would run off a computer and be hung up on the wall. For the whole class to
see, a digital pen will be used to write down important information for the students to see. This
technology would be used to enhance group class instruction as the students will be working
together on their smart board to color code or use their hands circle or move information on their
boards. When students use their hands, they will have a better understanding of how things work
and what the lesson is supposed to be about. When students are in-group reading sessions, they
will be able to write directly on the board to show which parts of the reading lesson is important.
The ( ISTE standards 2015). For this technology would be the creativity and innovation of
students these standards would be used by students by observing slides and pictures found
online. Being able to make comments or suggestions on the picture that they see this technology
is also environmental friendly to use so no paper will be used. The whiteboard allows educators
to create lesson plans, and implements text and assignments that students can follow doing this
makes it so all students will work together in an eco-friendly environment and while learning in
the process. In using this whiteboard, the educator will be able to follow along with the students
and to make sure that they understand their lesson. The educator will be making comments on
the board the students will be receiving that one on one instruction from the teacher. Also having
that freedom to work by themselves on their boards (Solvie, P.A. 2004).
Pros and Cons
Computer technology is important in a classroom because it differentiate class
instruction. By making students and educators think outside the box of learn from just using a

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pen and pencil to instruct that educators can use technology, which enhances the classroom and
Instruction. Some concerns that may come from technology in the classroom are students may
not put all their emotions into their work causing their thoughts to be not genuine. Another
problem that may occur is students may not understand the content of the instructions and get
lost with the work this may cause students to fall behind in their work. But the advantage of
having this technology is that students will learn a valuable lesson on how a technology works.
Because in this modern era technology is everywhere and by students using technology then can
then use what they have learned out in the real world (Gulleym, 2010).
Concluding Paragraph
Concluding Paragraph
Implementing technology in the classroom is very important because in this technical world
students need to know how to work and adjust to ever-changing technology. What better way to
teach students then in the classroom as students can learn how to do their work on their own or
as a group. This technology allows students will disabilities and students who are auditory,
kinesthetic, and visual learners to run and choose how to learn with their technology.

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References:
Mackay, G. (2005). A plan for the Integration of Technology into my classroom.
Solhaug, T. (2009). Two configurations for accessing classroom computers: differential impact
pm students critical reflections and their empowerment. Journal Of Computer Assisted
Learning, 25. No. 5:411-422. Academic Search Complete, EBSCOhost (accessed May 24,
20015).
ISTE Student standards (2015). Critical thinking, problem solving, and decision-making
Sheppard, D. (2001). Reading with iPads-the difference makes a difference. Education Today,
3(2011), 12-17
Solvie, P.A. (2004). The digital whiteboards: A tool in early literacy instruction. The Reading
Teacher, 484-487.

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Gulleym K.P. (2003). Pros and Cons of Computer Technology in the classroom. Retrieved on
August, 12, 2010.