Kari Miller W540 TECHNOLOGY UNIT

Standards: Common Core Standards: o CCSS.Math.Content.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. o CCSS.Math.Content.2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems1 using information presented in a bar graph. Kentucky Technology Standards: o 1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. o 6.3 Students expand their understanding of existing knowledge by making connections with new knowledge, skills and experiences. o 5.4 Students use a decision-making process to make informed decisions among options. o 6.1 Students connect knowledge and experiences from different subject areas. ISTE NETS-Technology Standards: o Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats o Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning o Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources o Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

o Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity o Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress o Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations Pre Assessment: I plan on using to pre-test my students before each lesson. This pre-test will give me a clue to what the students know about each type of graph.

https://play.kahoot.it/#/?quizId=a69b6404-51f5-4403-b253-fde5b73474f7

Teaching Strategies: I used the following technology tools in my unit: o Smartboard o Laptop o Kahoot.it o Linoit.com o Computers o Mice o Keyboard

o Internet o www.brainpopjr.com o http://connected.mcgraw-hill.com

I tried the following new and innovative technology idea. o I made a Wordle with our math vocabulary words. At the end of the lesson I will be pulling it up and having students pick out words they know. They will then need to explain to me what that particular vocabulary word means. o

I incorporated the following to support the use of distance learning systems appropriate in a school environment. o http://www.ixl.com/math/grade-2 (to practice math skills outside of class) o www.studyisland.com (this program allows students to practice different math and reading skills ) o Success Maker (this program allows students to practice different math and reading skills) Unit: My unit is over the math chapter 9 on data analysis. It will be presented in a second grade classroom with 24 students. Day1- Chapter Introduction (this lesson is done on the Smartboard) I will start my lesson out by having the students take a pre-test over the chapter. They will take the pre-test in the computer lab (my class goes to the computer lab daily before we have math). The test will be on Kahoot.it. I will have the test pre-

made. When the students enter the lab I will tell them they need to find the blue e on their screen. Once they find the blue e the need to double click it. While they are finding the internet I will write the address the students need to go to on the board in the computer lab. After I get all students on the site. I will write the quiz code on the board. The students will type the quiz code in the proper box and then add their name. Once all students are ready we will start the quiz. After the quiz we will go back to our classroom. When the students enter the classroom they will be asked to get out their workbook number two. As they are being seated I will start telling them about what we are going to do today. Today we are going to learn about data analysis. Next, I will then start the chapter power point. We will watch the chapters introduction video. This lets the students know what the chapter is about and what the essential question for the chapter will be. After that, we will continue on to do the Am I ready? Page. This page checks to see if the students are ready for the chapter or if they need some additional help before the chapter begins. On the chapter power point we will look at the page and go over the questions and answer together (This powerpoint is shown on the smartboard. We write on the board to go over the answers). Then we will go over the chapter vocabulary words. These words are also put in the chapter powerpoint, on the smartboard for all students to see.

All of these images are on the chapter powerpoint. I use the chapter powerpoint daily to teach my math lessons. Day 2 Taking a Survey (this lesson is done on the Smartboard)

 We will start the day with a Brainpop Jr. video on tally charts and bar graphs (http://www.brainpopjr.com/math/data/tallychartsandbargraphs/). This will be a good introduction to the lesson for today. Next, we will start the chapter powerpoint. We will make our way through the slides. First, we will talk about the Essential question (How can I record and analyze data?). Then, we will then move on to the explore and explain part of the lesson. In this part we will look at a tally chart, ask the question (What is your favorite fruit?), and then survey 10 students. As we are surveying the students will be looking at the Smartboard and listening. They will have to put the information we collect on their own page. After we do the explore and explain page we will move to the see and show page. On this page we will be surveying 10 more of our fellow classmates. We will then answer questions about the information we collected. Last, the students will work on their On My Own page. On this page we will survey 10 people from our class. Then they will be required to answer questions about the tally chart.

Day 3 Making a picture graph (this lesson is done on the Smartboard) We will start the day by going over chapter vocabulary. The vocabulary is here: http://linoit.com/users/hopestar01/canvases/Data%20Analysis. I will then open up the chapter power point. We will look at the essential question (How can I record and analyze data?). Next we will go to the explore and explain page. On this page we will take a survey and create a picture graph about our favorite lunch food. We will discuss what a key and symbol is on a picture graph. We will next move to the see and show page. We will discuss the vocabulary words picture graph, key and symbol. We will work together to read the tally chart and create a picture graph from the data on the tally chart. The students will now complete the On My Own page on their own. To end the lesson we will watch a video that is put inside the chapter powerpoint.

When we are in the classroom the students know are classroom rules. They are as follows: 1. 2. 3. 4. 5. 6. I will keep quiet while others are talking. I will raise my hand and wait quietly to be called on. I will stay in my seat. I will keep my hands, feet, and other objects to myself. I will respect others and their possessions. I will do my best!

When the students use the computers in our room they follow these rules:

When the students use the computers in the lab they follow these rules:

When the younger students (K-2) use the computers in the school there is a general log in. Therefore, the students do not have to remember their log in information every time they sit down at a computer. In the computer lab each student has an assigned seat. They are put in the seat so we can keep track of the wear and tear on the computers. Before we leave the lab the students place their head phones on the computer tower. They push in their chairs and then they straighten up their keyboards and mice. Student Inquiry and Research: Students used the following technology to do research. o We will discuss how to find good articles and information. We will practice Googling items in class. o We will also discuss copyright laws when using images, music, video, and other digital resources. o After the entire chapter is finished the students will be required to complete research to see what Americas Favorite ___________ (they will choose to look up a favorite item (ice cream, food, color, etc) of their choice). o Students will use Google to look up the information. o Once the students find the information they will make a one page powerpoint to present their findings. o This technology assignment will make the students use their brains to come up with a topic. Then they will have to use their previous knowledge of using the internet to Google their topic. After that they will have to continue to pull their prior knowledge of how to use powerpoint in order to finish their assignment. All of these things use problem solving skills in order to work through each portion of the assignment.
How to create a powerpoint

Student Work

I used the following technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. o The items I used: Videos (brain pop jr.) Videos help students that have issues reading the material in the text book. By showing a video the students can listen to the material instead of struggling through reading the text.

 Wordle Wordle is a fun way to display vocabulary words. With Wordle I can display the vocabulary words in a different arrangement and color each day. This will help My ADHD students to stay more focused on this simple task.

Linoit.com Linoit can be used to show visual vocabulary. I also use this as another way to display my math vocabulary words. On different days I pull up the visual vocabulary words and the students and I take turns giving definitions and picking the correct vocabulary words. This helps my students who are visual and/or auditory learners.

Smartboard I use the Smartboard every day as well as almost every hour. This allows the students who have an issue seeing to be able to see the content in a larger print. I can zoom in on certain areas so that everyone is able to read it no matter where they are in the classroom.

 The following adaptive/assistive hardware and software helped to assist students with special needs. o I have one student that is identified as OHI (other health impairment). For this student I use visual cues to try to keep her on task. She has pictures on her desk that shows our schedule. During most lessons I go to her desk and point to the place we are at the time of the lesson. When it is math time I point to the adding and subtracting problem on her desk. This helps her to know what shes supposed to be doing. This student also has a buddy that sits next to her to help her find the correct math workbook pages and assignments. Most often this student finishes her math with the special education teacher the next day with extra support one on one. Besides this student I do not have any more identified special education students but the following items could be used for students with special needs: o Smartboard The Smartboard displays the content in a larger version. This would allow students who were visually impaired to be able to see what we are learning about. o Videos Showing different videos helps students that might have a reading impairment. The students can still get the content without having to read it themselves. I included the following technology resources to affirm diversity and address cultural and language differences. o In my class I do not have any students that speak a different language. I do have students that are from different racial/cultural backgrounds though. Therefore, I make sure I chose items that are not racially charged or biased. I find the following technology resources to be culturally and racially neutral. www.brainpopjr.com www.studyisland.com

 www.wordle.com http://connected.mcgraw-hill.com

www.linoit.com Post Assessment: For the post-assessment I will give the students the Kahoo.it quiz in small groups. The students will use the classroom Ipads to take the quiz. I will have the Ipads set up on the sign in screen. The students will have to type in the quiz code and then type in their name. Once all of the students have done this we will start the quiz. I will expect that after doing all the activities in the chapter the students will have better scores than on the pre-test.

Work Samples: Work sample 1: Am I ready? page Work sample 2: Explore and Explain page Work sample 3: See and Show page Work sample 4: On My Own page

Video of Lessons: I had a student use my Iphone to video tape different parts of my lesson. I taught this student how to hold the phone for taking video. We talked about how to start and stop the video. After the video was taken I uploaded it to www.youtube.com. Video 1: http://www.youtube.com/watch?v=nSq1aAFpTag Video 2: https://www.youtube.com/watch?v=YmHLO6eBG1w&list=UU7oxSwSvz4c5vkh1UmIp IHA Video 3: https://www.youtube.com/watch?v=_duWHOb8c94