Kelsea Plantt

Technology Integration MatrixDigital Stories

Colorado
Academi
c
Standard
s

NETS T

NETS S

Bloom
s
Taxono
my

Constructi
vism

Mathematics
1.
Number
Sense,
Properties
, and
Operation
s
2.
Patterns,
Functions,
and
Algebraic
Structures
3.
Analysis,
Statistics,
and
Probabilit
y
4. Shape,
Dimensio
n, and
Geometri
c
Relations
hips

Create and
present a lesson
plan to students
about how to
measure the
perimeter of
historical
Colorado
buildings using

Stud
ent
Use

Direct
Instruc
tion

Flippe
d
Classro
om

Instructio
nism

Behavio
rism

architectural
drawings of the
buildings
through a
PowerPoint (or
otherwise)
presentation.
2. Measurement
is used to
compare and
order objects
and events (1st
grade standard).
1. Facilitate and
inspire student
learning and
creativity.
b. Engage
students in
exploring realworld issues and
solving
authentic
problems using
digital tools and
resources
(NETS-T).
Reading, Writing, and Communicating
1. Oral
Expressio
n and
Listening
2.
Reading
for All
Purposes
3. Writing
and

Use two primary

sources in writing

Compositi
on

a paragraph
where you argue
an opinion about
a topic and
support it with
reasons. The topic
must be approved
by the teacher,
and students can
use the teacher as
a resource for
ideas for topics.
Some ideas could
include: best
flavor of ice
cream, healthiest
and most
delicious meal
kids eat, best pet
to own etc.
1. Exploring
the writing
process
develops
ideas for
writing
texts that
carry
meaning
(1st grade
standard).
1. Creativity
and
innovation
b. Create
original works
as a means of
personal or
group

expression
(NETS-S).
4.
Research
and
Reasoning
Social Studies
1. History

Create a
timeline of the
past ten years
online. Include
major historical
events that
occurred each
year, with
primary sources
to describe
spots on the
timeline. Post
the interactive
timeline online
for children to
look at as part
of a history unit.
1. Describe
patterns
and
chronolog
ical order
of events
of the
recent
past (1st
grade
standard)
.
2. Model
digital
age work

and
learning
a.
Demonstr
ate
fluency in
technolog
y systems
and the
transfer
of current
knowledg
e to new
technolog
ies and
situations
(NETS-T)
2.
Geograph
y
3.
Economic
s
4. Civics
Science
1.
Physical
Science
2. Life
Science

Create a
slideshow
(PowerPoint)
featuring primary
sources of three
different
animals/organism
s. Explain to the
class the
characteristics of

each organism
chosen and how
you can tell it
apart from other
organisms both
introduced by the
student and seen
in real life. Explain
one characteristic
each organism
has which helps it
survive.
1. Earths
materials
can be
compared
and
classified
based on
their
properties
(1st grade
standard).
2. Communica
tion and
collaboratio
n
b.
Communica
te
information
and ideas
effectively
to multiple
audiences
using a
variety of
media and
formats

(NETS-S).
3. Earth
Systems
Science
Differentiation
Learning
Disabilitie
s - EEOs

Children with
learning
disabilities may
need assistance
from a teacher
or a peer in
finding primary
sources or
differentiating
them from other
sources. These
students may
also need some
assitance in
meeting the
learning goals of
the teacher, or
the teacher may
need to change
the goals
slightly for
these students
based on their
individual
development
and skills. For
example,
students with
learning
disabilities could
be asked to
simply write
about a topic
rather than

Gifted/
Talented

Other

arguing an
opinion.
Gifted and
talented
students will
likely be more
able to expand
on activities or
give the teacher
more work to
grade. With the
writing,
students could
be asked to cite
sources or give
factual reasons
to an opinion vs.
something like
chocolate ice
cream is the
best because it
tastes the
creamiest
which cannot
necessarily by
backed up by
fact. These
students may
also be asked to
look at more
organisms than
other students
and go further
into detail when
describing the
characteristics
each has to help
them survive.

Reflection: These assignments are a little bit easier for students than previous ones I have thought of, and I think they will require
a little less assistance from the teacher. Students may need more assistance getting started with these activities, but one they
get started I think they will be a bit more comfortable with creating these things as they will hopefully have done similar things
before. The teacher should provide a specific rubric for students to follow when writing about their topic and when creating their
presentations on different organisms. The teacher will likely need to discuss with students what an organism is and the different
things that help them survive before asking them to report on it themselves. The teacher should still be prepared to assist
students with any part of the assignments they are struggling with and provide explanations and support to those struggling with
the activities.