This unit provides students with digital story telling skills by having the students utilize digital photography, photography and audio to present their personal story on how they have created a new recycling program to the school. This assignment teaches how to connect with audiences, communicate effectively, and also technology skills (Cennamo, Ross, & Ertmer, 2009). Furthermore, after the class presents the digital story of the strategic steps taken to start the recycling program, the students in the school are able to see the hard work and collaboration that was put forth to conduct research on recycling, inform the school, and create the materials needed for the recycling program. This unit as a whole creates an experience where the students are working collaboratively by using higher level thinking skills to reach a specific goal, and moreover, uses a large variety of technology to create an engaging experience because it promotes academic communication between peers and adults in their personal community.
Daily Lesson Game Plan
Lesson Title: Let’s Start Recycling: We will show you WHY and HOW
Grade Level: 6th Language Arts
Related Lessons: Research, locating information Unit: Research
GOALS
Ohio Academic Content Standards:
Establish and adjust purposes for reading, including to find out, to
understand, to interpret, to enjoy and to solve problems.
Identify appropriate sources, and gather relevant information from
multiple sources
Produce informal writings (e.g., journals, notes and poems) for
various purposes. ISTE NETS-S · Creativity and innovation · Critical thinking, problem solving, and decision making · Communication and collaboration · Research and information fluency
Instructional Objective(s): Students will be able to understand:
Complete tasks on the MAC program Garage Band
Students will be able to upload video and photos to Garage Band
Students will create a digital story on the process of the recycling program by using the video, images and audio,
ACTION
Before-Class Preparation: The teacher will put together a packet on the basics of the program Garage Band, A MAC program that enables students to have pictures, video, and audio to present information. The teacher will also need to make sure that she has a projector and the computer lab available.
DURING CLASS Day 1: The students will come to class and the teacher will hand them the Garage Band cheat notes as they walk in the door. The teacher will then take the students to computer lab so each individual student can practice on a computer. First, in the lab the teacher will give a tutorial of Garage Band that goes along with the students notes. He or she will show all the applications that Garage Band offers and how to complete simple tasks. After the teacher has given a tutorial of Garage Band, it is time for the students to practice. The teacher will walk the class together as they open a new project, find pictures off the internet to insert into the program, and then walk them through the audio. Lastly, the teacher will sum up the lesson with teaching them how to save. Day 2, 3, 4, 5: Then next day when the students return to class, we will go to the lab and they will get with their groups. After they are in groups the teacher will explain that the students will tell the school the story of why we started the recycling program, and what we have done to start the program. To do this, they will use Garage Band to present it to the school. They have one week to complete their digital storytelling project so that it is ready to present to the school. There will be three different presentations, one from each group. Presenters Group: This group will be responsible for creating a digital story about the facts they have found on the benefits of recycling and how we can make a difference at our school. They will use the photos and video they have taken as the class has worked. Recording Group: This group will be responsible for creating a digital story about what the class have been accomplishing these past three weeks to make this program happen. They will use the photos and video they have taken as the class has worked. Action Group: This group will be responsible for creating a digital story about what they have physically done around the school to get ready for the recycling program. They will also use the photos and video that was taken as they created these materials. After the students have been given their task, the teacher will assign a leader for each group that will be responsible for reporting at the end of each day what they have accomplished and what their goals are for the following day. This is the Monitoring process of the GAME plan to make sure that the students are on task (Cennamo, Ross, & Ertmer, 2009). The students will begin to work and the teacher will observe and help as needed. After the project is complete the students will present the digital stories to the school as they present the new recycling program to the school.
Time
|| Day 1: 45 minutes Day 2: 45 minutes Day 3:
45 minutes Day 4:
45 minutes Day 5:
45 minutes Day 6:
45 minutes
MATERIALS
Garage Band Notes, computers, video camera, camera
MONITOR
Ongoing Assessment(s): The teacher will use informal questioning and observations to see if the students are on track with what the need to be accomplishing for that specific day. The teacher will also meet with each group leader the last 15 minutes of class to discuss where the group is at and their goals for the following day.
Accommodations and Extensions: Students with learning disabilities will be given extended time if needed and will also be closely observed and asked questions to see if they are understanding the assignment. The students who have disabilities will be grouped with students who are good with assisting others.
If groups finish early, I will then have those students work in other groups that are in need of assistance.
Back-up Plan: If technology should fail, the students can work on other components of the project until the technology is available. With having many tasks that need to be completed, the students can switch their attention to another area until the problem is solved. If technology at the school becomes not available at all, then the students will have to create a new plan in how they will meet their goals.
EVALUATION
Lesson Reflections and Notes: Students will be working together and they will reflect after each day because they need to have their leader report back to me at the end of the period. This allows the teacher to know where the students are at and also the students are aware of where they need to be.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Social Networking Lesson Jessica Juhn Walden University Dr. Marie Larcara Integrating Technology Across Content Areas August 7, 2010
Introduction: Social networking is a great tool in the classroom to teach students appropriate language during communication, how to use collaborative reasoning, and problem solving skills (Cennamo, Ross, & Ertmer, 2009, p. 71). The students are engaged and are able to open up the learning community beyond the classroom walls (Laureate Education Inc., 2009). This lesson utilizes social networking as a communication tool to solve problems while working towards one goal in completing a problem based learning project in which they are to start a recycling project, but also supports the communication between the other students in the school and the students who are specifically working on the project in classroom in order for the school to give feedback on how they think the recycling program is working after implemented. Additionally, this lesson teaches students social networking safety and how to create personal communication by sharing opinions, feelings, and ideas without giving out personal information. Overall, the purpose of this lesson is to give students another tool that they can utilize in order for them to be effective while completing this Problem based learning unit.
Daily Lesson Game Plan
Lesson Title: Let’s Start Recycling- Communicate our message to our peers! DAY 5
Grade Level: 6th Language Arts
Related Lessons: Research, locating information
Unit: Research
GOALS
Ohio Academic Content Standards:
Establish and adjust purposes for reading, including to find out, to
understand, to interpret, to enjoy and to solve problems.
Produce informal writings (e.g., journals, notes and poems) for
various purposes.
ISTE NETS-S · Creativity and innovation · Critical thinking, problem solving, and decision making · Communication and collaboration · Research and information fluency Instructional Objective(s):
Students will be able to understand:
Log In
How to post a comment
How to manage a Blog (dashboard settings)
The different media that can be added to the blog.
Being appropriate on and educational network and educational networking safety
ACTION
Before-Class Preparation: The teacher will need to have a projector and her computer to make sure that she is able to navigate the students through the classroom blog site.
DURING CLASS Day 5 of the unit: The students will come to class and the teacher will have a projector ready to illustrate how to login to the blog site and also how to manage the blog site. I will hand the students a note sheet to also illustrate that it is important to take notes when someone is giving steps on how to complete a task, so they can later use those notes when they are on their own. During the lesson, I will first ask the class the discussion question of: Why do you think it is important to have an open line of communication between our classmates and peers in the school in regards to the new recycling program that we are about to start? In hope to get responses centered around the idea that it will help the class be successful by working together and having the chance to give their opinion and ideas to a large group of people working on the project. Furthermore, the main goal is to let our audience, being the other students in the school, communicate to us after the recycling program begins their thoughts and views on how everything is going. This will allow us to reflect and extend after we have completed our goal, which is the last step in the GAME plan (Cennamo, Ross, & Ertmer, 2009). The students will be able to take ideas from the other students in the school and implement them if they believe it will make the recycling program more successful. During my presentation I will teach the students the following skills:
Creating and account and Log In
How to post a comment
How to manage a Blog (dashboard settings)
The different media that can be added to the blog.
Being appropriate on and educational network and educational networking safety
As these skills are being addressed in the lesson, the students shall be taking notes on the different steps to take in order to complete these tasks. After we are done as a class reviewing the “How to’s” on blogging, I will explain that the creation of the blog will be done by our “Recording Group” because they are in charge of setting up the technology needed for us to be successful. After this group sets up the site, the class will then be able to log in and leave comments when needed. At this point in the lesson, the students will return to their groups that were assigned the day prior to work on their specific goals for the project, as the teacher will help the recording group in setting up the class blog Site. It is important that the teacher is the administrator of the site and is aware of what the students are accomplishing at all times for their safety in regards to unauthorized people making comments that are not appropriate in an educational setting. The “Recording Group” will be given a deadline of three days to complete the blog for the classmates to then log in. Class time will be set aside after the group completes the blog for the other groups to practice logging in to the blog and practice navigating the blog. This way, I am present for the students to ask questions.
A couple of weeks later when it is time to present the recycling program to the rest of the school, the students will inform the school of this site. As a class, they will choose how to inform the school, but the purpose of letting the school know about the blog is for class to get feedback on what the other students think about the program and also to give any suggestions.
Time
|| Day 5:
90 minute block
|| MATERIALS
Worksheet to take notes, computers, projector
MONITOR
Ongoing Assessment(s): The teacher will use informal questioning and observations to see if the students are on track with what they need to accomplish in the next three days while the “recording group” is constructing the site. Furthermore, when the other groups get the time to get on the site, I will observe and ask informal questions on how to complete different tasks.
Accommodations and Extensions: Students with learning disabilities will have extended time if need be to navigate the site, and will also receive more one on one instruction time in order to grasp the steps of how to post and communicate on the blog.
If there are members in the groups that have experience in social networking, I will then recruit them as mentors to help the students who are unfamiliar with social networking.
Back-up Plan: If technology should fail, the students can work on other components of the project until the technology is available. With having many tasks that need to be completed, the students can switch their attention to another area until the problem is solved. If technology at the school becomes not available at all, then the students will have to create a new plan in how they will meet their goals.
EVALUATION
Lesson Reflections and Notes: Students will be evaluated by how they accomplish their tasks that are made specifically for their group. Yet, this lesson has the students reflecting and evaluating each other’s ideas in order to meet success in their plan. Social networking allows the students to communicate to find solutions as they work through a complex project (Cennamo, Ross, & Ertmer, 2009). They are also given time to reflect by hearing the thoughts and views of the other students in the school after they have implemented the recycling program. This allows the class to extend their project by taking the other peer’s ideas who are in the school to maybe alter the original plan to make it more successful.
Conclusion:
Overall, this lesson is a tool that is going to make collaboration between group members easier while working together on their project, but more importantly, a way to communicate with the other students in the school on how their recycling project is working. With such feedback, they are able to extend this assignment by creating new goals to make the new program for the school more successful (Cennamo, Ross, & Ertmer, 2009). The students are truly learning how to use strategize, evaluate, and communicate in an authentic assignment.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
International Reading Association and National Council of Teachers of English. (1996). Standards for the English language arts. United States. Author.
Laureate Education, Inc. (Producer). (2009). Davis, V. (Speaker). Program 10. Spotlight on Technology: Social Networking and Collaboration, Part 1 [Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
* * * * * * * * * * * * * *
Integrating Technology to Engage Students: Problem Based LearningLesson
Jessica Juhn Walden University Dr. Marie Larcara Integrating Technology Across Content Areas July 31, 2010
Introduction: With numerous technology tools available in the schools, students are now able to express their thoughts, opinions, and knowledge gained to a variety of audiences in multiple ways (Cennamo, Ross, & Ertmer, 2009). The problem based learning unit that is given below which has students researching recycling benefits and then creating a plan to implement recycling in their school, meets the English Language Arts National Content Standards by having them use a variety forms of print in order to gain information on a specific topic and they come up with a wide range of strategies that use higher order thinking skills to meet the class’s goal. Moreover, the students are communicating their knowledge to the school for a specific purpose (NCTE, 1996). The unit is truly authentic because it has the students working hands on to find a solution to a problem in their own community. Daily Lesson Game Plan
Lesson Title: Let’s Start Recycling
Grade Level: 6th Language Arts
Related Lessons: Research, locating information
Unit: Research
GOALS
Ohio Academic Content Standards:
Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
Identify appropriate sources, and gather relevant information from multiple sources
Produce informal writings (e.g., journals, notes and poems) for various purposes.
ISTE NETS-S Creativity and innovation Critical thinking, problem solving, and decision making Communication and collaboration Research and information fluency
Instructional Objective(s):
• Students will be able to understand: The benefits of recycling Create a way to communicate to their peers in the school the benefits of recycling Determine a plan on how to start recycling in the school building
ACTION
Before-Class Preparation: The teacher will pre-assign groups that will work together and the teacher will create two worksheets. One worksheet that has a place for the students to take notes, and the websites given to them so they can have access to them later if they wish to do so out of class which will be given on the first day. The second worksheet having their most important facts to support why people should recycle. Furthermore, this worksheet will be where the students turn in their plan in how they would implement recycling in our school.
Day 1 : The students will come to class and will have a small class discussion before they being researching on what they think the benefits of recycling are. We will list these benefits on the board. At the end of our discussion, I will then make note that our school currently does not recycle and the class will discuss how much plastic bottles, cans, etc are used in the lunchroom. After discussion I will explain to the students they will start their own research on the benefits of recycling by visiting the websites given. They will be told that they will be working as a group on the computers while on these websites and their goal while on the websites is to write down important facts that they see when it comes to the benefits or recycling. The students will have the rest of the period to research facts and will be asked to bring back the information they found the following day.
Day 2 and Day 3: Then next day when the students return to class, they will get with their groups and I will hand them the problem statement:
Currently, Euclid Central Middle School does not recycle glass, plastic, and cans in the lunchroom. As you have researched, this effects our environment and our community tremendously. We need to complete two objectives. First, we need to educate our staff and students on the consequences of not recycling and how our community could benefit by recycling. Next, your group needs to come up with a plan on how we can start a recycling program at the school so we can also present the plan to the school. In two days, your final facts and plan must be submitted on the worksheet given. We will then come together as a class to vote on what we believe will be the most successful plan and then we will implement the plan!
Day 4: After the students turn in their recycling plan two days later, they will present their ideas to the class. After the groups present, the class will vote on which plan they think will be the most effective in convincing the staff and students that Central Middle school needs to start recycling.
After the class chooses a plan, the class will then together design a detailed action plan where they will be assigned different jobs in order to complete their goal of informing the school about recycling and also starting a recycling program. These jobs include:
Recording Group- This group will have the job of recording the work the students are doing in class in order to prepare for our goals. They will then be the students who will be in charge of the technology needed in order to implement the plan (word processor, storytelling, class blog)
Presenters Group- These students put together facts, details, information that needs to be presented to the school and will then present the information.
Action Group- These students will be putting together the materials that we need in order to meet our goal of starting recycling in the school. Creating recycling bins, creating posters, paper, etc.
The students will be working for approximately 2 weeks to prepare for the presentation!
Time
Day 1: 45 minutes Day 2: 45 minutes
Day 3: 45 minutes
Day 4: 45 minutes
|| MATERIALS
Worksheets, computers, video camera, poster board
MONITOR
Ongoing Assessment(s): The teacher will use informal questioning and observations to see if the students are on track with what the need to be accomplishing for that specific day. The teacher will also collect their plans to evaluate their high level thinking skills based upon the plan turned in and also if they were able to find the information they needed on the internet.
Accommodations and Extensions: Students with learning disabilities will be given extended time if needed and will also be closely observed and asked questions to see if they are understanding the assignment. The students who have disabilities will be grouped with students who are good with assisting others.
If groups finish early, I will then have those students work in other groups. It is acceptable for this activity because we are working towards one goal of informing the school and taking action to create a recycle plan.
Back-up Plan: If technology should fail, the students can work on other components of the project until the technology is available. With having many tasks that need to be completed, the students can switch their attention to another area until the problem is solved. If technology at the school becomes not available at all, then the students will have to create a new plan in how they will meet their goals.
EVALUATION
Lesson Reflections and Notes: Students will be working together a lot during this assignment and will have to overcome many challenges because of working with people that have different opinions and also presenting information to a large body of people. After the students present the information to the school, I would like the students to write reflections on the class blog.
Conclusion
This problem Based Learning assignment gives meaning to education in the students’ eyes. They see where they can apply the content they have learned into the real world. The assignment uses the GAME plan structure where the students are able to successfully meet a goal because they are required to think about the steps they are taking during the learning process. Moreover, the assignment has the student utilizing technology, which keeps the students engaged while living in an digital era (Cennamo, Ross, & Ertmer, 2009).
References**
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
International Reading Association and National Council of Teachers of English. (1996). Standards for the English language arts. United States. Author.
Digital Storytelling Lesson
Introduction:
This unit provides students with digital story telling skills by having the students utilize digital photography, photography and audio to present their personal story on how they have created a new recycling program to the school. This assignment teaches how to connect with audiences, communicate effectively, and also technology skills (Cennamo, Ross, & Ertmer, 2009). Furthermore, after the class presents the digital story of the strategic steps taken to start the recycling program, the students in the school are able to see the hard work and collaboration that was put forth to conduct research on recycling, inform the school, and create the materials needed for the recycling program. This unit as a whole creates an experience where the students are working collaboratively by using higher level thinking skills to reach a specific goal, and moreover, uses a large variety of technology to create an engaging experience because it promotes academic communication between peers and adults in their personal community.
Daily Lesson Game Plan
Grade Level: 6th Language Arts
Unit: Research
Establish and adjust purposes for reading, including to find out, to
understand, to interpret, to enjoy and to solve problems.
Identify appropriate sources, and gather relevant information from
multiple sources
Produce informal writings (e.g., journals, notes and poems) for
various purposes.
ISTE NETS-S
· Creativity and innovation
· Critical thinking, problem solving, and decision making
· Communication and collaboration
· Research and information fluency
Instructional Objective(s):
Students will be able to understand:
Day 1: The students will come to class and the teacher will hand them the Garage Band cheat notes as they walk in the door. The teacher will then take the students to computer lab so each individual student can practice on a computer.
First, in the lab the teacher will give a tutorial of Garage Band that goes along with the students notes. He or she will show all the applications that Garage Band offers and how to complete simple tasks.
After the teacher has given a tutorial of Garage Band, it is time for the students to practice. The teacher will walk the class together as they open a new project, find pictures off the internet to insert into the program, and then walk them through the audio. Lastly, the teacher will sum up the lesson with teaching them how to save.
Day 2, 3, 4, 5: Then next day when the students return to class, we will go to the lab and they will get with their groups. After they are in groups the teacher will explain that the students will tell the school the story of why we started the recycling program, and what we have done to start the program. To do this, they will use Garage Band to present it to the school. They have one week to complete their digital storytelling project so that it is ready to present to the school. There will be three different presentations, one from each group.
Presenters Group: This group will be responsible for creating a digital story about the facts they have found on the benefits of recycling and how we can make a difference at our school. They will use the photos and video they have taken as the class has worked.
Recording Group: This group will be responsible for creating a digital story about what the class have been accomplishing these past three weeks to make this program happen. They will use the photos and video they have taken as the class has worked.
Action Group: This group will be responsible for creating a digital story about what they have physically done around the school to get ready for the recycling program. They will also use the photos and video that was taken as they created these materials.
After the students have been given their task, the teacher will assign a leader for each group that will be responsible for reporting at the end of each day what they have accomplished and what their goals are for the following day. This is the Monitoring process of the GAME plan to make sure that the students are on task (Cennamo, Ross, & Ertmer, 2009).
The students will begin to work and the teacher will observe and help as needed. After the project is complete the students will present the digital stories to the school as they present the new recycling program to the school.
Day 1:
45 minutes
Day 2:
45 minutes
Day 3:
45 minutes
Day 4:
45 minutes
Day 5:
45 minutes
Day 6:
45 minutes
Accommodations and Extensions: Students with learning disabilities will be given extended time if needed and will also be closely observed and asked questions to see if they are understanding the assignment. The students who have disabilities will be grouped with students who are good with assisting others.
If groups finish early, I will then have those students work in other groups that are in need of assistance.
Back-up Plan: If technology should fail, the students can work on other components of the project until the technology is available. With having many tasks that need to be completed, the students can switch their attention to another area until the problem is solved. If technology at the school becomes not available at all, then the students will have to create a new plan in how they will meet their goals.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful ClassroomUse: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
Social Networking Lesson
Jessica Juhn
Walden University
Dr. Marie Larcara
Integrating Technology Across Content Areas
August 7, 2010
Introduction:
Social networking is a great tool in the classroom to teach students appropriate language during communication, how to use collaborative reasoning, and problem solving skills (Cennamo, Ross, & Ertmer, 2009, p. 71). The students are engaged and are able to open up the learning community beyond the classroom walls (Laureate Education Inc., 2009). This lesson utilizes social networking as a communication tool to solve problems while working towards one goal in completing a problem based learning project in which they are to start a recycling project, but also supports the communication between the other students in the school and the students who are specifically working on the project in classroom in order for the school to give feedback on how they think the recycling program is working after implemented. Additionally, this lesson teaches students social networking safety and how to create personal communication by sharing opinions, feelings, and ideas without giving out personal information. Overall, the purpose of this lesson is to give students another tool that they can utilize in order for them to be effective while completing this Problem based learning unit.
Daily Lesson Game Plan
Grade Level: 6th Language Arts
Unit: Research
Establish and adjust purposes for reading, including to find out, to
understand, to interpret, to enjoy and to solve problems.
Produce informal writings (e.g., journals, notes and poems) for
various purposes.
ISTE NETS-S
· Creativity and innovation
· Critical thinking, problem solving, and decision making
· Communication and collaboration
· Research and information fluency
Instructional Objective(s):
Students will be able to understand:
Day 5 of the unit: The students will come to class and the teacher will have a projector ready to illustrate how to login to the blog site and also how to manage the blog site. I will hand the students a note sheet to also illustrate that it is important to take notes when someone is giving steps on how to complete a task, so they can later use those notes when they are on their own.
During the lesson, I will first ask the class the discussion question of: Why do you think it is important to have an open line of communication between our classmates and peers in the school in regards to the new recycling program that we are about to start? In hope to get responses centered around the idea that it will help the class be successful by working together and having the chance to give their opinion and ideas to a large group of people working on the project. Furthermore, the main goal is to let our audience, being the other students in the school, communicate to us after the recycling program begins their thoughts and views on how everything is going. This will allow us to reflect and extend after we have completed our goal, which is the last step in the GAME plan (Cennamo, Ross, & Ertmer, 2009). The students will be able to take ideas from the other students in the school and implement them if they believe it will make the recycling program more successful. During my presentation I will teach the students the following skills:
- Creating and account and Log In
- How to post a comment
- How to manage a Blog (dashboard settings)
- The different media that can be added to the blog.
- Being appropriate on and educational network and educational networking safety
As these skills are being addressed in the lesson, the students shall be taking notes on the different steps to take in order to complete these tasks.After we are done as a class reviewing the “How to’s” on blogging, I will explain that the creation of the blog will be done by our “Recording Group” because they are in charge of setting up the technology needed for us to be successful. After this group sets up the site, the class will then be able to log in and leave comments when needed. At this point in the lesson, the students will return to their groups that were assigned the day prior to work on their specific goals for the project, as the teacher will help the recording group in setting up the class blog Site. It is important that the teacher is the administrator of the site and is aware of what the students are accomplishing at all times for their safety in regards to unauthorized people making comments that are not appropriate in an educational setting.
The “Recording Group” will be given a deadline of three days to complete the blog for the classmates to then log in. Class time will be set aside after the group completes the blog for the other groups to practice logging in to the blog and practice navigating the blog. This way, I am present for the students to ask questions.
A couple of weeks later when it is time to present the recycling program to the rest of the school, the students will inform the school of this site. As a class, they will choose how to inform the school, but the purpose of letting the school know about the blog is for class to get feedback on what the other students think about the program and also to give any suggestions.
Day 5:
90 minute block
|| MATERIALS
Accommodations and Extensions: Students with learning disabilities will have extended time if need be to navigate the site, and will also receive more one on one instruction time in order to grasp the steps of how to post and communicate on the blog.
If there are members in the groups that have experience in social networking, I will then recruit them as mentors to help the students who are unfamiliar with social networking.
Back-up Plan: If technology should fail, the students can work on other components of the project until the technology is available. With having many tasks that need to be completed, the students can switch their attention to another area until the problem is solved. If technology at the school becomes not available at all, then the students will have to create a new plan in how they will meet their goals.
Conclusion:
Overall, this lesson is a tool that is going to make collaboration between group members easier while working together on their project, but more importantly, a way to communicate with the other students in the school on how their recycling project is working. With such feedback, they are able to extend this assignment by creating new goals to make the new program for the school more successful (Cennamo, Ross, & Ertmer, 2009). The students are truly learning how to use strategize, evaluate, and communicate in an authentic assignment.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
International Reading Association and National Council of Teachers of English. (1996). Standards for the English language arts. United States. Author.
Laureate Education, Inc. (Producer). (2009). Davis, V. (Speaker). Program 10. Spotlight on Technology: Social Networking and Collaboration, Part 1 [Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Integrating Technology to Engage Students: Problem Based Learning Lesson
Jessica JuhnWalden University
Dr. Marie Larcara
Integrating Technology Across Content Areas
July 31, 2010
Introduction:
With numerous technology tools available in the schools, students are now able to express their thoughts, opinions, and knowledge gained to a variety of audiences in multiple ways (Cennamo, Ross, & Ertmer, 2009). The problem based learning unit that is given below which has students researching recycling benefits and then creating a plan to implement recycling in their school, meets the English Language Arts National Content Standards by having them use a variety forms of print in order to gain information on a specific topic and they come up with a wide range of strategies that use higher order thinking skills to meet the class’s goal. Moreover, the students are communicating their knowledge to the school for a specific purpose (NCTE, 1996). The unit is truly authentic because it has the students working hands on to find a solution to a problem in their own community.
Daily Lesson Game Plan
Grade Level: 6th Language Arts
Unit: Research
Establish and adjust purposes for reading, including to find out, to
understand, to interpret, to enjoy and to solve problems.
Identify appropriate sources, and gather relevant information from
multiple sources
Produce informal writings (e.g., journals, notes and poems) for
various purposes.
ISTE NETS-S
Creativity and innovation
Critical thinking, problem solving, and decision making
Communication and collaboration
Research and information fluency
Instructional Objective(s):
• Students will be able to understand:
The benefits of recycling
Create a way to communicate to their peers in the school the benefits of recycling
Determine a plan on how to start recycling in the school building
Websites students will use:
http://www.epa.gov/recyclecity/mainmap.htm
http://www.recycling-revolution.com/recycling-benefits.html
http://www.epa.gov/osw/index.htm
Day 1 : The students will come to class and will have a small class discussion before they being researching on what they think the benefits of recycling are. We will list these benefits on the board. At the end of our discussion, I will then make note that our school currently does not recycle and the class will discuss how much plastic bottles, cans, etc are used in the lunchroom. After discussion I will explain to the students they will start their own research on the benefits of recycling by visiting the websites given. They will be told that they will be working as a group on the computers while on these websites and their goal while on the websites is to write down important facts that they see when it comes to the benefits or recycling. The students will have the rest of the period to research facts and will be asked to bring back the information they found the following day.
Day 2 and Day 3 : Then next day when the students return to class, they will get with their groups and I will hand them the problem statement:
Currently, Euclid Central Middle School does not recycle glass, plastic, and cans in the lunchroom. As you have researched, this effects our environment and our community tremendously. We need to complete two objectives. First, we need to educate our staff and students on the consequences of not recycling and how our community could benefit by recycling. Next, your group needs to come up with a plan on how we can start a recycling program at the school so we can also present the plan to the school. In two days, your final facts and plan must be submitted on the worksheet given. We will then come together as a class to vote on what we believe will be the most successful plan and then we will implement the plan!
Day 4 : After the students turn in their recycling plan two days later, they will present their ideas to the class. After the groups present, the class will vote on which plan they think will be the most effective in convincing the staff and students that Central Middle school needs to start recycling.
After the class chooses a plan, the class will then together design a detailed action plan where they will be assigned different jobs in order to complete their goal of informing the school about recycling and also starting a recycling program. These jobs include:
Recording Group- This group will have the job of recording the work the students are doing in class in order to prepare for our goals. They will then be the students who will be in charge of the technology needed in order to implement the plan (word processor, storytelling, class blog)
Presenters Group- These students put together facts, details, information that needs to be presented to the school and will then present the information.
Action Group- These students will be putting together the materials that we need in order to meet our goal of starting recycling in the school. Creating recycling bins, creating posters, paper, etc.
The students will be working for approximately 2 weeks to prepare for the presentation!
Day 1:
45 minutes
Day 2:
45 minutes
Day 3:
45 minutes
Day 4:
45 minutes
||
MATERIALS
Accommodations and Extensions: Students with learning disabilities will be given extended time if needed and will also be closely observed and asked questions to see if they are understanding the assignment. The students who have disabilities will be grouped with students who are good with assisting others.
If groups finish early, I will then have those students work in other groups. It is acceptable for this activity because we are working towards one goal of informing the school and taking action to create a recycle plan.
Back-up Plan: If technology should fail, the students can work on other components of the project until the technology is available. With having many tasks that need to be completed, the students can switch their attention to another area until the problem is solved. If technology at the school becomes not available at all, then the students will have to create a new plan in how they will meet their goals.
Conclusion
This problem Based Learning assignment gives meaning to education in the students’ eyes. They see where they can apply the content they have learned into the real world. The assignment uses the GAME plan structure where the students are able to successfully meet a goal because they are required to think about the steps they are taking during the learning process. Moreover, the assignment has the student utilizing technology, which keeps the students engaged while living in an digital era (Cennamo, Ross, & Ertmer, 2009).
References**
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA: Wadsworth, Cengage Learning.
International Reading Association and National Council of Teachers of English. (1996). Standards for the English language arts. United States. Author.