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Florence Oni Unit Plan
Digital Story Telling
Digital story telling is a technological strategy that can be used in the classroom to present new content, open a discussion session, and engage student in reflection or to help the student demonstrate learning and skills in content area (Laureate Educational Inc., 2009). It has the advantage of engaging students in active participation in learning as well as practice in multiple literacy skills of visual, written and content area. As Students engage in writing digital storytelling, they improve reading and writing skills, critical thinking, organization skills, creativity and technological skills. Digital Story telling offers an opportunity to support struggling readers. The access to different digital content resources and collaboration allows students to have a choice in learning content at their comfort level and from one another. It also offers differentiated instruction because students get to express themselves in their own language and experiences (Royer & Richards, 2008).
Learning Outcomes
o Student will be able to reflect on learning
o Student will demonstrate learning
o Student will demonstrate technological skills in use of technological tools
o Student will demonstrate collaborative skills
Steps of the lesson (Laureate Educational Inc., 2009)
· Student will brainstorm on topic of the digital story in groups
· Students will brainstorm parts of the topic of the topic and organize their ideas with a concept map
· Sequence the ideas and write a script of the story
· Student will read out script in class for class critique and review.
· Students will find images for the story
· Make the script on PowerPoint or Inspiration
· Use audacity to add narration to the presentation
· Present the story to class for input and revision
· Publish finished product on the school web site
Monitoring
Student will use rubric to reflect on learning, Teacher will observe and question concept map as it develop and give feedback. Student will engage in peer review of the group work. Teacher and the information technology specialist will provide students with support in the use of technology tools and skills when needed.
Assessment
Student work will be graded for content knowledge and use of technology using the rubric.
In conclusion, teacher can design lesson that can engage student in authentic learning when technology is used to support the learning process. Teacher need to be creative and resourceful in ensuring that technology ties to content, is available and is one that student can be supported to use. Collaboration can engage student in learning from one another and from students from other land as well as expert online. Designing lessons enriched with technology does not always have to be from the scratch as several free online resources are available and can be modified with permission from the author. The challenge of time constraint can be overcome by using technology that can extend class time as student continue to collaborate after school like the wiki and the blog. Technology also can be used to engage student in practice of twenty first century skills like collaboration and literacy skills in addition to learning content Strategy like digital story telling engage students in practice of multiple skills like writing, reading, interpretation analyzing and data and problem solving skills.
References
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.
Royer, R., & Richards, P. (2008, November). Digital storytelling. Learning & Leading with Technology, 36(3), 29–31.
ONLINE COLLABORATION LESSON PLAN
Online collaboration is a web based technological tool that can be used to engage students for more effectiveness of the learning activities. Collaboration offers students help in managing and achieving their learning goals as well as assess their own progress (Cennamo, Ross & Ertmer, 2009). The design of a lesson that incorporates online collaboration starts with the setting of goals for the student learning. This will be followed by providing the learning experiences, resources and strategies that will allow the students to learn the content. The lesson progress also needs to be monitored using a variety of methods to assess how far the goals and skills incorporated are being met. Teacher also monitors to be able to determine need for modification and intervention of the process. Evaluation of the process can be done using technological tools in the form of an electronic rubric. Rubric will help student guide their learning, reflect on learning, and teacher evaluate the learning. Rubric will evaluate the collaborating process, skills demonstrated as well as the content (Laureate Educational Inc., 2009).

Feedback
No the final project is going to be the digital story. Ning isn't that expensive for small groups, so I think the most it would cost for one class is $19.99. I do usually get a budget for the year, but if the distrcit couldn't pay for it, I would definitely. I think it will be better to use a closed community like that rather than facebook or something that already has a lot of personal information on it. That would be really interesting to try to hook up with another group like that to discuss these things. There may even be some parent groups which would give them another perspective too. Thanks for your comments!

comment on collaboration plan
Thanks!! Cennamo, Ross, and Ertmer (2009) suggest using homogeneous groups because they found that in projects like these, students who didn't feel comfortable or weren't confident would take a backseat and not participate.

Florence Oni Unit Plan
ONLINE COLLABORATION LESSON PLAN
Online collaboration is a web based technological tool that can be used to engage students for more effectiveness of the learning activities. Collaboration offers students help in managing and achieving their learning goals as well as assess their own progress (Cennamo, Ross & Ertmer, 2009). The design of a lesson that incorporates online collaboration starts with the setting of goals for the student learning. This will be followed by providing the learning experiences, resources and strategies that will allow the students to learn the content. The lesson progress also needs to be monitored using a variety of methods to assess how far the goals and skills incorporated are being met. Teacher also monitors to be able to determine need for modification and intervention of the process. Evaluation of the process can be done using technological tools in the form of an electronic rubric. Rubric will help student guide their learning, reflect on learning, and teacher evaluate the learning. Rubric will evaluate the collaborating process, skills demonstrated as well as the content (Laureate Educational Inc., 2009).
Collaboration is enhanced using small group which will reduce the chances of having conflict within the group and engage all members in active participation. Selection of collaborative group members should aim at having groups that can depend on each other positively, responsibly and accountably (Cennamo, Ross & Ertmer, 2009). This is to produce an environment where information is freely shared without competition and students can learn from each other skills and support one another. Teachers should clarify that collaboration means helping, listening, participating, persuading, questioning, respecting and sharing resources, information and learning. Students should participate with teacher to draw up guide rules that will monitor and manage learning during group works.
Grade Level: High School Biology
Lesson description
Students will learn content in groups using wiki as an online collaborative technology tool. The content knowledge so learned will be used to solve a problem by the group pooling their resources, questioning, sharing, and supporting one another. Students will learn content on types and factors affecting the ecosystem. They also will learn interdependence within the ecosystem. Student will use creative thinking and problem solving skills to proffer a solution to the problem given.
Content standard (Biology beginning, 2010-2011).
The student knows that interdependence and interactions occur within an environmental system.
The student is expected to interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms (Biology beginning, 2010-2011).
ISTE NETS-S (ISTE, 2008)
· Problem solving/ critical thinking & decision making
· Creativity
· Communication and collaboration
Learning Outcomes
· Describe ecosystems
· Illustrate different types of ecosystem
· Components of ecosystem
· Factors affecting ecosystem
· Describe with examples the interactions that occurs in the ecosystem
Action
· Share into groups, determine role of each member and determine job together with students.
· Draw up rules that will guide collaboration with students contribution.
· Set up wiki and ask students to join.
· Rules and ethics of participation are established together with students.
· Explain learning outcomes.
· Assign resources.
· Make rubric together with students
|| KWHL chart
Generate Chart on the web using spreadsheet
Watch a short video,
Record thoughts about the video,
Group discusses thoughts, questioning, contributing and learning from one another.
Internet Discovery channel
Quick write (word processor)
Class discussion on video
Learning log
Review KWHL chart
Student makes the chart with Spreadsheet
Interact with given resources, Create a wiki page and post findings
Internet Access, Wiki , http://www.discoveryeducation.com/
http://rbcarlton.com/webquest.htm
http://coe.nevada.edu/sstewart/index.html
Collaborate on learning by listening, sharing, questioning, supporting and making decision and problem solving
Learning Journal, Word processor
Monitoring
Formative assessment:
· Students use teacher and student generated rubric to guide and reflect on learning.
· Teacher monitor, model, questions and guide student work Student use learning journal to reflect on learning.
Evaluative Assessment: -
· Using the rubric, teacher grade each student participation in collaboration
References
Ancient Lights. (2003). Biology: The Science of Life: Ecology: Organisms in Their Environment [Full Video]. Available from http://www.discoveryeducation.com/
Biology, Beginning with School Year 2010-2011 (8) Texas essential knowledge and skills. (2007-2010). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html
Carlton, R. (1999). Biomes ecosystems & habitats. Retrieved from http://rbcarlton.com/webquest.htm
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 Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.
Levine, J, & Miller, K. (2004). Biology. Pearson Education Inc..
Stewart, S. (2003). Virtual ecosystems. Retrieved from http://coe.nevada.edu/sstewart/index.html
Problem-Based Learning in the Content Areas - Application
Technology incorporated into the instructional process serves several purposes which include giving students access to information, promote context, and stimulate interest, understanding and relationship of learning to their life. Technology also can be used to communicate, acquire, interpret data, organize and analyze data (Cennamo, Ross & Ertmer, 2009). Technology can be needed to be supportive.
One way of introducing technology into the instructional process is to use Problem based learning instructional strategy. This strategy engages students in self directed learning to grapple, understand and reconnect solution to real-life problem in other to learn content (Laureate Educational Inc., 2009). It can be used to differentiate instruction so that the different needs of students can be met. The problem based learning engages students in interdisciplinary active learning as they collaborate, use language and tool of discipline (Laureate Educational Inc., 2009). The teacher in this strategy assumes the sole of a facilitator of learner giving the student freedom to direct their learning (Laureate Educational Inc., 2009). This strategy promotes creative thinking, problem solving skills (Cennamo, Ross & Ertmer, 2009). Technology is used to support the problem based learning when adapting technology in the problem based learning, this learning task and the cognitive level of the instructional outcome must be considered (Cennamo, Ross & Ertmer, 2009). Technology tools can be used in learning of facts and rules which are at lower cognitive level or learning concepts, patterns and using knowledge creatively or for problem solving which are at higher cognitive level.
A problem based learning strategy of instruction starts with the writing of a problem statement that is meaningful, involving subject content, fit curriculum standard, authentic and enables group work. The students are given an introduction of the goals of the problem. Students are allowed to interact with content to clarify and refine the problem, collect and analyze and present solution. Each stage of the process can be supported by technology tools or software like searching for information on the web, collaborating with wiki or blog, keeping e-journal, problem logs or designing journal. Teacher guide the process by helping students to reflect on learning, evaluating the learning formally and informally. Rubrics are also used to both communicate the lesson expectations and grading.
Science concepts (Biology beginning, 2010-2011)..
· The student knows that interdependence and interactions occur within an environmental system.
· The student is expected to interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms
ISTE NETS-S
Creativity (ISTE, 2008)
Critical thinking, problem solving, and decision making
Communication and collaboration 
Digital citizenship
Research and information fluency
Technology operations and concepts
Grade level – 9
Subject – biology
Lesson description
Students will self direct the learning of interaction and interdependence among living things using the web as source of information and make a presentation using technology. Student will interact with content information from the web, analyze and synthesize such and use it to solve the problem posed. Content to be learned will include description of the ecosystem and types, illustration of the different types and components of the ecosystem, description with example of the different interaction that occur in environmental system to include predation, parasitism, commensalism, mutualism and competition among organism. Student will also present research using technology tool of choice as well as proffer a solution to the problem posed.
Problem posed
An immigrant from the Atlantis just recently settled in your neighborhood. About a month later, it was discovered that is pet an unnamed animal has been missing. It was also reported that there is a decrease in the number of butterfly. It was also found out that the yield of some food crop fell. Determine the possibility of a relationship between the disappeared animal, reduced population of insects and food crops. Send your findings to the mayor as your contribution to resolving the problem in the neighborhood.
Action
Students will be briefed on the lesson; rubric and students groups will be generated by teacher choosing the leader based on leadership skills. The leader will choose two other members of the group. Student together with teacher will form a rubric using a modified template obtained from internet (rubistar)
Student will watch a short video on discovery education on ecology (discovery).
Students in groups will use a KWHL chart to generate what they know, what they will want to know and how to learn content relating to the problem. The chart will be generated using the spreadsheet on the computer so that writing and editing will be easier.
Students will search information from the web using the given resources to proffer a solution to problem in their group. Collaboration will be done by blog postings.Students will subscribe to group blog that will be created by teacher . Problem statement will be posted on blog and student will post their thoughts on possible solution. Personal learning log will be kept by each student for reflection.
Resources
http://www.discoveryeducation.com/
http://rbcarlton.com/webquest.htm
http://coe.nevada.edu/sstewart/index.html
(Hi Florence...I would go into more detail about your Action. Also, how will you monitor and evaluate the lesson? I notice some mention, but it is unclear. Could you explain more? Sorry to be picky, but I'd rather it be me than after this is turned in) -- James
I wish I could go back and take science again. I think I might enjoy it knowing that there are teachers out there working outside of the norm! :) I'm going to side with James, how will you go about evaluating your lesson? I'm thinking of having my students blog as well so any ideas you come up with might also help me out! Great work so far, Florence! - Val
References
Ancient Lights. (2003). Biology: The Science of Life: Ecology: Organisms in Their Environment [Full Video]. Available from http://www.discoveryeducation.com/
Biology, Beginning with School Year 2010-2011 (8) Texas essential knowledge and skills. (2007-2010). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html
Carlton, R. (1999). Biomes ecosystems & habitats. Retrieved from http://rbcarlton.com/webquest.htm
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 Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.
Levine, J, & Miller, K. (2004). Biology. Pearson Education Inc..
Stewart, S. (2003). Virtual ecosystems. Retrieved from http://coe.nevada.edu/sstewart/index.html

Florence Oni Unit Plan
ONLINE COLLABORATION LESSON PLAN
Online collaboration is a web based technological tool that can be used to engage students for more effectiveness of the learning activities. Collaboration offers students help in managing and achieving their learning goals as well as assess their own progress (Cennamo, Ross & Ertmer, 2009). The design of a lesson that incorporates online collaboration starts with the setting of goals for the student learning. This will be followed by providing the learning experiences, resources and strategies that will allow the students to learn the content. The lesson progress also needs to be monitored using a variety of methods to assess how far the goals and skills incorporated are being met. Teacher also monitors to be able to determine need for modification and intervention of the process. Evaluation of the process can be done using technological tools in the form of an electronic rubric. Rubric will help student guide their learning, reflect on learning, and teacher evaluate the learning. Rubric will evaluate the collaborating process, skills demonstrated as well as the content (Laureate Educational Inc., 2009).
Collaboration is enhanced using small group which will reduce the chances of having conflict within the group and engage all members in active participation. Selection of collaborative group members should aim at having groups that can depend on each other positively, responsibly and accountably (Cennamo, Ross & Ertmer, 2009). This is to produce an environment where information is freely shared without competition and students can learn from each other skills and support one another. Teachers should clarify that collaboration means helping, listening, participating, persuading, questioning, respecting and sharing resources, information and learning. Students should participate with teacher to draw up guide rules that will monitor and manage learning during group works.
Grade Level: High School Biology
Lesson description
Students will learn content in groups using wiki as an online collaborative technology tool. The content knowledge so learned will be used to solve a problem by the group pooling their resources, questioning, sharing, and supporting one another. Students will learn content on types and factors affecting the ecosystem. They also will learn interdependence within the ecosystem. Student will use creative thinking and problem solving skills to proffer a solution to the problem given.
Content standard (Biology beginning, 2010-2011).
The student knows that interdependence and interactions occur within an environmental system.
The student is expected to interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms (Biology beginning, 2010-2011).
ISTE NETS-S (ISTE, 2008)
· Problem solving/ critical thinking & decision making
· Creativity
· Communication and collaboration
Learning Outcomes
· Describe ecosystems
· Illustrate different types of ecosystem
· Components of ecosystem
· Factors affecting ecosystem
· Describe with examples the interactions that occurs in the ecosystem
Action
· Share into groups, determine role of each member and determine job together with students.
· Draw up rules that will guide collaboration with students contribution.
· Set up wiki and ask students to join.
· Rules and ethics of participation are established together with students.
· Explain learning outcomes.
· Assign resources.
· Make rubric together with students
|| KWHL chart
Generate Chart on the web using spreadsheet
Watch a short video,
Record thoughts about the video,
Group discusses thoughts, questioning, contributing and learning from one another.
Internet Discovery channel
Quick write (word processor)
Class discussion on video
Learning log
Review KWHL chart
Student makes the chart with Spreadsheet
Interact with given resources, Create a wiki page and post findings
Internet Access, Wiki , http://www.discoveryeducation.com/
http://rbcarlton.com/webquest.htm
http://coe.nevada.edu/sstewart/index.html
Collaborate on learning by listening, sharing, questioning, supporting and making decision and problem solving
Learning Journal, Word processor
Monitoring
Formative assessment:
· Students use teacher and student generated rubric to guide and reflect on learning.
· Teacher monitor, model, questions and guide student work Student use learning journal to reflect on learning.
Evaluative Assessment: -
· Using the rubric, teacher grade each student participation in collaboration
References
Ancient Lights. (2003). Biology: The Science of Life: Ecology: Organisms in Their Environment [Full Video]. Available from http://www.discoveryeducation.com/
Biology, Beginning with School Year 2010-2011 (8) Texas essential knowledge and skills. (2007-2010). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html
Carlton, R. (1999). Biomes ecosystems & habitats. Retrieved from http://rbcarlton.com/webquest.htm
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 Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.
Levine, J, & Miller, K. (2004). Biology. Pearson Education Inc..
Stewart, S. (2003). Virtual ecosystems. Retrieved from http://coe.nevada.edu/sstewart/index.html
Problem-Based Learning in the Content Areas - Application
Technology incorporated into the instructional process serves several purposes which include giving students access to information, promote context, and stimulate interest, understanding and relationship of learning to their life. Technology also can be used to communicate, acquire, interpret data, organize and analyze data (Cennamo, Ross & Ertmer, 2009). Technology can be needed to be supportive.
One way of introducing technology into the instructional process is to use Problem based learning instructional strategy. This strategy engages students in self directed learning to grapple, understand and reconnect solution to real-life problem in other to learn content (Laureate Educational Inc., 2009). It can be used to differentiate instruction so that the different needs of students can be met. The problem based learning engages students in interdisciplinary active learning as they collaborate, use language and tool of discipline (Laureate Educational Inc., 2009). The teacher in this strategy assumes the sole of a facilitator of learner giving the student freedom to direct their learning (Laureate Educational Inc., 2009). This strategy promotes creative thinking, problem solving skills (Cennamo, Ross & Ertmer, 2009). Technology is used to support the problem based learning when adapting technology in the problem based learning, this learning task and the cognitive level of the instructional outcome must be considered (Cennamo, Ross & Ertmer, 2009). Technology tools can be used in learning of facts and rules which are at lower cognitive level or learning concepts, patterns and using knowledge creatively or for problem solving which are at higher cognitive level.
A problem based learning strategy of instruction starts with the writing of a problem statement that is meaningful, involving subject content, fit curriculum standard, authentic and enables group work. The students are given an introduction of the goals of the problem. Students are allowed to interact with content to clarify and refine the problem, collect and analyze and present solution. Each stage of the process can be supported by technology tools or software like searching for information on the web, collaborating with wiki or blog, keeping e-journal, problem logs or designing journal. Teacher guide the process by helping students to reflect on learning, evaluating the learning formally and informally. Rubrics are also used to both communicate the lesson expectations and grading.
Science concepts.
· The student knows that interdependence and interactions occur within an environmental system.
· The student is expected to interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms (Biology beginning, 2010-2011).
ISTE NETS-S
Creativity (ISTE, 2008)
Critical thinking, problem solving, and decision making
Communication and collaboration 
Digital citizenship
Research and information fluency
Technology operations and concepts
Grade level – 9
Subject – biology
Lesson description
Students will self direct the learning of interaction and interdependence among living things using the web as source of information and make a presentation using technology. Student will interact with content information from the web, analyze and synthesize such and use it to solve the problem posed.
Describe the ecosystem and types
Illustrate the different types and components of the ecosystem.
Describe with example the different interaction that occur in environmental system to include predation, parasitism, commensalism, mutualism and competition among organism
Present research using technology tool of choice.
Proffer a solution to the problem posed.
Problem
An immigrant from the Atlantis just recently settled in your neighborhood. About a month later, it was discovered that is pet an unnamed animal has been missing. It was also reported that there is a decrease in the number of butterfly. It was also found out that the yield of some food crop fell. Determine the possibility of a relationship between the disappeared animal, reduced population of insects and food crops. Send your findings to the mayor as your contribution to resolving the problem in the neighborhood.
Action
Students will be briefed on the lesson; rubric and students groups will be generated.
Student will watch a short video on discovery education on ecology.
Students in groups will use a KWL chart to generate what they know, what they will want to know relating to the problem.
Students will use information from the web to proffer a solution to problem in their group. Collaboration will be done by blog postings. Personal learning blogs will be kept.
Resources
http://www.discoveryeducation.com/
http://rbcarlton.com/webquest.htm
http://coe.nevada.edu/sstewart/index.html
(Hi Florence...I would go into more detail about your Action. Also, how will you monitor and evaluate the lesson? I notice some mention, but it is unclear. Could you explain more? Sorry to be picky, but I'd rather it be me than after this is turned in) -- James
I wish I could go back and take science again. I think I might enjoy it knowing that there are teachers out there working outside of the norm! :) I'm going to side with James, how will you go about evaluating your lesson? I'm thinking of having my students blog as well so any ideas you come up with might also help me out! Great work so far, Florence! - Val
References
Ancient Lights. (2003). Biology: The Science of Life: Ecology: Organisms in Their Environment [Full Video]. Available from http://www.discoveryeducation.com/
Biology, Beginning with School Year 2010-2011 (8) Texas essential knowledge and skills. (2007-2010). Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html
Carlton, R. (1999). Biomes ecosystems & habitats. Retrieved from http://rbcarlton.com/webquest.htm
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 Society for Technology in Education. (2008). National educational technology standards and performance indicators for students. Retrieved from: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: Problem-Based Learning, Part 1. Baltimore: Author.
Levine, J, & Miller, K. (2004). Biology. Pearson Education Inc..
Stewart, S. (2003). Virtual ecosystems. Retrieved from http://coe.nevada.edu/sstewart/index.html

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
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

Problem-BasedProblem-Based Learning Lesson
Lesson Title: Acrostic Collage
Related Lessons: Styles of Poetry
Unit: Poetry
Description: During this lesson, students will choose a dream vocation (athlete, cook, contractor, etc.). For this scenario, the students’ bosses have asked them to create an acrostic and collage to be displayed at a local career fair. For the acrostic, students must choose a single word of at least 5 letters that relates to their field, e.g. baseball, sauté, hammer. Then they must find symbolic images on the internet and alter and position them using a photo editing software.
Goals
Content Standards:
New York State ELA Standard 2: Students will read, write, listen, and speak for literary response and expression (New York State Standards, 2009).
£=Not Used
Instructional Objective(s): Students will create an acrostic poem of a word of their choosing. They must accompany the poem with a collage made up of symbolic images. The words and pictures must work together to present an idea to the reader/viewer.
Actions
Before-Class Preparation: During a previous class, students learned about the acrostic style of poetry. They will also need to know how to use a photo editing software before beginning this lesson. Students can use Microsoft PowerPoint to arrange and alter images if other software is not available or students are unfamiliar with it.
During Class
Students will submit their project using a dropbox on a local network drive. Students must pay attention to and follow naming protocol and saving procedures.
Class set of computers
Monitor
Ongoing Assessment(s): In class, monitor student effort as they search for images. Make sure students are not simply searching the words of their acrostic and pasting images into a college. All student work will be assessed using a rubric that measures students’ understanding of using words and images symbolically.
Accommodations and Extensions: Students who require accommodation will use lower-level vocabulary and focus more on the images in their college. Gifted students will use above grade-level vocabulary and modify their images to more fully fit the theme of the poem.
Back-up Plan: Students create their acrostic and college on paper using images from newspapers and magazines.
Evaluate
Lesson Reflections and Notes: Students will reflect though a journal entry after the poem is submitted. They will need to write about weather literal or figurative language is more powerful. They will also write about acrostic poetry and whether they liked using the computer for creating the college.
Online Collaboration Lesson
Lesson Title: Poetry Analysis Wiki
Related Lessons: Analyzing Poetry
Grade Level: 8th Grade ELA
Unit: Poetry
Description: For this lesson, students will work in groups of three or four to do an in-depth analysis of a poem. Using a wiki, students will put the poem into their own words. Then they must analyze the text and interpret the meaning. They must also find at least three literary devices and describe the theme of the poem. Lastly, each group member will write a personal response to the poem.
Goals
Content Standards:
New York State ELA Standard 2: Students will read, write, listen, and speak for literary response and expression (New York State Standards, 2009).
New York State ELA Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation (New York State Standards, 2009).
ISTE NETS-S:
R 1. Creativity and innovation
R 4. Critical thinking, problem solving, & decision making
R 2. Communication and collaboration
R 5. Digital citizenship
£ 3. Research and information fluency
R 6. Technology operations and concepts
Instructional Objective(s): Students will be able to paraphrase a text and interpret the text’s deeper meaning. Students will identify literary devices in a poem. Students will summarize a text’s theme. Students will respond to a poem on a personal, emotional level.
Actions
Before-Class Preparation: Teacher must set up a class wiki page ahead of time and divide students into collaboration groups. Students should have their own log-ins on the wiki. Students should also have some instruction on how to edit the wiki and how to use its features (i.e., discussion, history, etc.)
During Class
Time
Instructional Activities
Materials and Resources
5 minutes
Warm-up: Groups are written on the whiteboard. Students should sit with their group members and take out their poetry unit packet.
Whiteboard with prompt
Extra poetry unit packets
15-20 minutes
Go over directions for poetry analysis wiki. Explain each portion of the assignment and show students examples exemplary work.
Directions handout
Model of an “A” project
15-20 minutes
Give students a tour of the wiki they will be using. Explain how to navigate between pages and the features of each page. Show students how to edit a page and how to read the page’s history.
Computer with video projector and internet access
30-45 minutes
Students will begin discussing how to format and organize their wiki. Each group will have a laptop with access to the wiki so they can experiment.
One laptop per group with internet access and word processing
30-45 minutes
Second Class: Students will begin writing their personal responses. Each student will have a computer with internet and word processing. If students finish their personal response to the poem, they may add it to their group’s wiki.
Class set of computers
45 minutes
Students continue working on the other portions of the assignment. Once they finish a section, they must post it to their wiki.
Class set of computers
Monitor
Ongoing Assessment(s): Students will be assessed on their group’s wiki as well as their independent participation in the wiki. Each student will also be assessed on the their personal response to the poem. Throughout this lesson, students will also be assessed on their use of technology while using the wiki. In order for them to demonstrate their content knowledge, students must effectively navigate the wiki site and use the computer.
Accommodations and Extensions: Students with a higher reading level will be assigned a poem with more complicated language. Students who struggle with reading will analyze a poem written at a lower reading level.
Back-up Plan: Should the wiki or needed technologies be unavailable, students will complete the same assignment on a poster board. Since students will not be able to collaborate, like they would with the wiki, an additional class period will be needed so students can communicate and work on the aesthetics of their poster.
Evaluate
Lesson Reflections and Notes: For this lesson, students should be grouped by the teacher. Groups must be separated to some extent by reading level. Discussion boards should be monitored closely by the teacher to ensure that students are not misusing the wiki (i.e., cyber-bullying).

comment on collaboration plan
1. You may need to set rule or guidelines that state what is acceptable collaboration.
2. Using heterogeneous grouping allows students to learn from one another.
3. You may want to use a tool to support student questioning skill like the KWL chart.
I hope you find these comments useful.