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Technology Unit Template
Technology Unit Template
Technology Unit Template
Make a copy of this template. (File > Make a copy) Share this template with both
instructors, mrsteched@gmail.com & christie.turbeville@gmail.com.
Please submit your Technology Unit using the following template. Hyperlink all
resources to this page. Please do not replace or move any of the content except my
detailed instructions. Leave all main headings & tables. You will need to submit
your Technology Unit via Canvas as a Google Doc. You will have one opportunity for
a redo. After I have submitted your grade, please post your technology unit on your
Weebly page.
SCHOOL
GRADE LEVEL /
SUBJECT
Bobbi Keinsley
Corydon Central
Elementary School
First
Objectives:
Indiana State Standards:
1.3.4 Describe how animals habitats, including plants, meet their needs for food, water,
shelter and an environment in which they can live.
1.RN.2.1 Ask and answer questions about key details to clarify and confirm understanding of
a text.
1. RN.3.1 Know and use various text features (e.g., table of contents, glossary, illustrations)
to locate and describe key facts or information in a text.
1.W.5 With support, conduct simple research on a topic.
Identify several sources of information and indicate the sources.
Organize information, using graphic organizers or other aids.
Make informal presentations on information gathered.
NETS-S Standard:
3. Research and information fluency Students apply digital tools to gather, evaluate, and use
information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate,
synthesize, and ethically use information from a variety of sources and media c. Evaluate
and select information sources and digital tools based on the appropriateness to specific
tasks d. Process data and report results
Technology Incorporation
Which of the 21st Century Skills are incorporated in your unit?
Creativity/Innovation
Critical Thinking
Problem-Solving
Decision-Making
Communication
Collaboration/Social Networking
Information Literacy/Research
Reflection
Symbaloo
Thinglink
I want my students to
create products we can
share digitally.
Weebly
Google Earth
What distance learning tool did you use? Weebly, My Big Campus, Edmodo,
Wordpress, etc
Distance Learning Tool
Weebly
Classroom Management
Include management strategies and describe how you will provide equitable access
to technology resources in your technology plan. (Suggestions: if using clickers,
when would you pass them out and when would you collect them. If going to a lab,
is there a procedure for logging in? Do the students have assigned seats? How will
they submit work to you? Do you have a system for inspecting the lab for damages?
Do you have a system for managing the students while in the lab to prevent
damages? If students are in the classroom, how are they clustered together? How
will you ensure that students stay on task?)
Management
Strategy
Training
Value
Wander
KidRex
Symbaloo
1.
2.
3.
4.
5.
6.
The biggest challenge for this lesson is maintaining copyright. We have spent time
talking about internet safety and picking reliable resources for other projects we
have completed.
In second grade I have several steps my kids would follow to ensure that they are
not plagiarizing information with a partner then on their own. In first it has been
more of a challenge. They have a hard enough time reading and understanding
the text but then to ask them to say it in their own words. It gets tricky. I am
hoping that I can be a resource in this step for many of my students. They will go
through these modified steps:
find the key word (pulled from their questions)
read the sentences around the key word
turn away from the computer/flip over the iPad
think about what it means
tell Mrs. K
write it down
I am hoping that many of my students will be able to do this more independently
and skip step 5. I am planning on first teaching this skill in small group rotations
during reading time and then pushing them to be more independent as they are
able.
Adaptive/Assistive Technology
The following adaptive/assistive hardware and software helped to assist students
with special needs.
Example: Explain how you used magnifying screens, etc. to help assist students.
Adaptive/Assistiv
e Technology
How did you or how could you have used this technology to
assist students
How To Videos
Dragon Dictate
Genius Scan
Screenshots
Unit Procedure
Pre Assessment: Link or insert a screenshot of your pre-assessment.
I created a quiz on Kahoot over the students knowledge of animals and their
habitats. They were shown a picture and asked what habitat the animals lived in.
We took the assessment using many different devices including my desktop
computers, ipads and iphone while projecting the questions on my smartboard.
Kahoot creates a table of the test results below is a screenshot of their results.
We did do a practice thinglinks and popplets to help them prepare for using these
tools and to allow me to see who needed more practice and who was ready. Please
see links below.
https://www.thinglink.com/scene/697874790521765888
https://www.thinglink.com/scene/705787501414973441
___________________________________________________________________________________
Unit Plan:
Explain your technology unit in detail. Plan at least 3-4 days on instruction. Be sure
to include lots of technology. Use 21st century skills and try to teach above the line,
striving to reach the Modification or substitution level. Link ALL of your resources. If
you said that the students watched a video, link it. If the students explored a certain
site, link it. If the students were given an assignment, link it.
Day One:
Using the promethean board model how to create a mindmap on Foxes using the
textbook story Fox and Kit and the video Natures Amazing Video Red Foxes. Walk
the students through how to add information from sources onto their graphic
organizer using red foxes as my topic.
Introduce the Animal Inquiry Project and have kids pick what animal they want to
research. Pass out the graphic organizers and introduce Symbaloo of resources.
Day Two:
Review how to navigate to and use the Symbaloo of resources. Teach students how
to use KidRex to research their topics. Model this using red foxes and the missing
information from my own mindmap started yesterday. Provide copies of step by step
screenshots for extra support as they are researching. Then explore pages and
discuss how to record information without plagiarizing then go through the steps
using the Gradual Release of Responsibility.
Days Three-Six:
Students will now spend the next several days going through stations to find
information on their animal. They will go to the following stations:
1. Symabloo on computers or ipads.
2. Informational text and articles from library.
3. Animal Mini Book (when finished they will read from their book bags).
Day Seven:
Using the promethean board and my example Thinglink and Popplet on red foxes,
model to the students how to take information from their mindmap and put it into
their Thinglinks. Allow students work time to complete this part of their project.
Day Eight:
Using the Discovery Education video: Habitats, Homes for Living Things we will
discuss and create a teaching chart about the different habitats. Students will then
work with peers to discover what habitat their animal lives in. An assignment will be
sent home to collect supplies for students to create their own habitat shoebox.
Days Nine-Twelve:
Students will be completing their Thinglinks or Popplets using ipads and computers
and creating their habitat shoeboxes in stations.
Day Thirteen:
Model how to use Google Earth to explore the earth and focus on using the
VOYAGER layer. Students will have time to just practice using Google Earth
Days Fourteen-Sixteen:
Students will work in pairs during reading stations to find animals that live in
different habitats using Google Earth and the Voyager layer- Go On A Safari.
Day Seventeen:
Students will have a showcase where they can share their habitat shoeboxes and
their Thinglinks and Popplets will be shared at Parent Teacher conferences. We will
also post them to our classroom site and ask for feedback from the other first grade
classrooms.
Post Assessment:
Suggestions: Google forms, Survey Monkey, Clickers, GradeCam, etc.
What did you give as a post assessment? Their final Thinglink projects were their
assessment.
Include data you gained from your pre assessment. I used these as well as their
graphic organizers, classroom observations and notes to judge whether my students
were successful in going through the research process.
The results from our Post Kahoot Quiz is below.
When comparing the results of my Kahoot Quiz on habitats, I noticed that overall
the % correct increased from 71% to 80% while the percentage incorrect
decreased.
On the Pre assessment I only had one student score a 100% but on the post I had
3. I also had 7 students only miss one question on the post assessment while I
only had 4 miss one question on the pre assessment.
Overall the results show that my class has a better understanding of animal
habitats.
Work Samples
https://www.thinglink.com/scene/705788366125268993
https://www.thinglink.com/scene/713744025944850433
Video of Lesson:
https://youtu.be/nrJ0hzu13CU
https://youtu.be/6bAzh5pxZ2g