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Technology Training with Steve Gibbs

              Technology Integration Unit Outline
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Name:                 Karen Fleming
Project Title:        Creating Mini Garden Tutorial using Educreations.
Project Subject:      Elective class, a Garden/Poultry/Technology/Woodworking class
Grade Level(s):       Middle school-seventh and eighth graders

Essential Question:         How do researching, collaboration, planning and creating a mini tutorial
                            help students to understand and retain information various aspects of
                            gardening better?
Assignment                   Summary: Students will first learn the basics of the interactive whiteboard
Summary:                    application, Educreations. They then will work with a partner and select a
                            garden related topic. Students will receive a list of possible tutorial topics
                            related to what they will do during the class. Students will review strategies
                            to divide responsibilities in creating their tutorial. These topics cover a
                            number of things students will need to know to successfully participate in a
                            wide range of activities associated with this elective. The students will
                            apply what they have learned by creating a tutorial using Educreations and
                            share it with the class. Students will add their final tutorial to Edmodo where
                            their classmates will be able to see the finished product. Their classmates
                            will also be able to ask questions and give feedback. The teams will also
                            create quiz questions based on their tutorials, which, will be submitted. The
                            final quiz will be a selection of two questions from each team.
Approximate Length of Unit (days, weeks)
6 Days (Five 90 minute blocks and one 35 minute blocks)
Goals: Students master specific garden/poultry related topic. They are able to succinctly and
accurately share their mastery with students in the class. Students will be able to turn in supporting
documentation for their topic including a storyboard that clearly outlines what their tutorial
presentation will include. These documents would make it possible for another person to make a
similar tutorial presentation, just with their notes. In addition to the subject students will demonstrate
mastery using iPad technology, a stylus and Educreations.

Objectives: To know and apply the essential standards 5 a – d, g

Students will be able to:
       Identify the most important aspects of their chosen topic.
       Use correct vocabulary that is appropriate for topic chosen
       Use photographs they take or find on the internet and place them in their tutorial to support
       what is said and written.
       Use a script they have created to coordinate with their photographs.
       Speak clearly so that their presentation can be understood to at least 90% of the class.
Scaffolding questions
   1. How is my chosen garden topic related to what we are doing on our campus?
   2. What are resources that can be used to help access accurate data?
   3. How and when should we take pictures?
   4. What does a script need to have in it?
Technology Training with Steve Gibbs

    5. What are the basic things that Educreations can do?
    6. What would be good quiz questions to ask about the topic based on the tutorial created?


Lesson Plan Sequence of Events – give day-to-day details:
Day one: 35 min block
Students will log in to Edmodo where they will watch two short clips made with Educreations. The
first clip shows the basic features of Educreations. There are 4 questions that relate back to what the
students watch so that there is some accountability. Those questions include two multiple choice and
two short answer. In addition students will have three questions to answer after watching the second
clip. The second Educreations clip explains the steps and overview of what is expected for their mini
tutorial. Students will receive a packet that includes the extensive rubric covering time used in class to
presentation preparation and final product assessment. They will have a list of topics to choose from
in the packet as well as blank storyboard pages. Once finished with the Edmodo assignments, student
will use remaining class time searching the internet for supporting information on their chosen topic.

Day two: 90 min. block
Students will submit their topic choice and partner for this tutorial project via Edmodo. They will
have access to books in class as well as 30 minutes in the computer lab to continue their research. A
reporter for their team will document specific information that may be used in their final tutorial.
They will also need to either save copies of pictures located on the internet to their dropbox folder or
to the teacher’s Drop it to me site and folder. For ease with this project I will be asking students to use
Drop it to me as I only have one iPad at this time and having one location for all photos will make the
project run more smoothly. The Drop it to me is web based and students will need to know the
following:
    1. Students will go to www.dropitto.me/msfleming and password is hmsdragon
    2. In the password box on this page the STUDENT puts in the hmsdragon password set up as the
         UPLOAD PASSWORD.
    3. The student then finds the document they want to send you by browsing the computer they are
         on. Clicks OPEN. And then Upload.
    4. I will get an email notification that the student has uploaded something to your Dropbox
         account.
    5. You then go to your DROPBOX ACCOUNT and the document will be there in a file titled
         “Dropittome”
    6. The students DO NOT have access to it once it has been uploaded.
    7. Students will need to save their photos with their name or other clarifying title so they will be
         able to find them easily in dropbox

Students will also have access to a classroom camera for taking photos on campus of items related to
their topic.

Day 3: 30 min. block
This will be the last class period devoted to gathering information and pictures using the computer lab.
Students will be reminded to save pictures to Drop it to me.

Day 4: 90 min block
Students will use time to create the script. They will identify who will read what part. They will also
need to draw out a careful plan on the storyboard template(s). They will want to align the script they
write with the storyboard frames so that their transitions will be smooth and creating the document
Technology Training with Steve Gibbs

will move swiftly. Students will practice what they want to say and refine their tutorial script.

Day 5-9: varying blocks
Students will use the tablets and the Educreations app and create their garden tutorial. They may have
to do more than one take. Since there is not a 1:1 ratio of tablets to students, this task will be spread
out over several class periods. There will be at least two student partnerships expected to complete
their tutorial during a class period. The other students will be working outside in the vegetable
gardens or on their HMS service project areas. The students who are creating their tutorials will be
using the prep/storage room between the two science classrooms with doors closed to alleviate outside
sound distractions and possible unwanted noise additions to their Educreations tutorial.

Day 5-9: varying blocks
Students will submit their completed Educreations tutorials on Edmodo. They will submit all
supporting documents from their research including their script and their storyboard(s). They will be
required to submit 3-4 well-written questions, either multiple choice or true or false questions. They
may include only one short answer question. All their questions will include the answer key. The
submitted questions will be posted by me on Edmodo and will be used for the final quiz covering all
the topics presented. Once all the presentations have been posted students will be allowed to give
feedback using the student rubric.



Key Websites Used: The key websites include:
Educreations.com
YouTube



Accommodations for Differentiated Instruction
Resource Student:  Resource students often work best when allowed to process their thoughts
                   and work on the computer. I would place my resource students next to a
                   reliable student that he/she could rely upon for support if needed

Gifted Student:               Gifted students could go beyond the scope of this assignment to work at
                              home and possibly work on their own or other interactive whiteboard
                              application/software such as ShowMe, GroupBoard, Dabbleboard,
                              Scriblink, and Whiteboard.
Content Standards:            Investigation and Experimentation
7th grade Life Science
                              7. Scientific progress is made by asking meaningful questions and
                              conducting careful investigations.
                              As a basis for understanding this concept, and to address the content the
                              other three strands, students should develop their own questions and perform
                              investigations. Students will:

                              a. select and use appropriate tools and technology (including calculators,
                              computers, balances, spring scales, microscopes, and binoculars) to perform
                              tests, collect data, and display data.
                              b. utilize a variety of print and electronic resources (including the World Wide
Technology Training with Steve Gibbs

                              Web) to collect information as evidence as part of a research project.
                              c. communicate the logical connection among hypothesis, science concepts,
                              tests conducted, data collected, and conclusions drawn from the scientific
                              evidence.
                              d. construct scale models, maps and appropriately labeled diagrams to
                              communicate scientific knowledge (e.g., motion of Earth's plates and cell
                              structure).
                              e. communicate the steps and results from an investigation in written reports
                              and verbal presentations.


                              Career Technical Education Framework for California Public
                              Schools
                              Grades Seven Through Twelve
                              CTE Framework

                              Agriculture and Natural Resources Industry Sector (p. 159-192)

ISTE Standards
                              The following ISTE standards are also met through this unit.

                              ITSE Technology Standards met:

                              1. Creativity and Innovation
                              Students demonstrate creative thinking, construct knowledge,
                              and develop innovative products and processes using technology.
                              a. Apply existing knowledge to generate new ideas, products, or
                              processes
                              b. Create original works as a means of personal or group
                              expression

                              2. Communication and Collaboration
                              Students use digital media and environments to communicate and
                              work collaboratively, including at a distance, to support individual
                              learning and contribute to the learning of others.
                               a. Interact, collaborate, and publish with peers, experts, or
                              others employing a variety of digital environments and media
                              b. Communicate information and ideas effectively to multiple
                              audiences using a variety of media and formats
                              c. Develop cultural understanding and global awareness by
                              engaging with learners of other cultures
                              d. Contribute to project teams to produce original works or solve
                              problems
Technology Training with Steve Gibbs

                              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

                              5. Digital Citizenship
                              Students understand human, cultural, and societal issues related
                              to technology and practice legal and ethical behavior.
                               a. Advocate and practice safe, legal, and responsible use of
                              information and technology
                              b. Exhibit a positive attitude toward using technology that
                              supports collaboration, learning, and productivity
                              c. Demonstrate personal responsibility for lifelong learning

                              6. Technology Operations and Concepts
                              Students demonstrate a sound understanding of technology
                              concepts, systems, and operations.
                               a. Understand and use technology systems
                              b. Select and use applications effectively and productively
                              c. Troubleshoot systems and applications
                              d. Transfer current knowledge to learning of new technologies

=-

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Fleming tech unit_outline_final-edited_2

  • 1. Technology Training with Steve Gibbs Technology Integration Unit Outline Right click on this and any comments or red text to remove it. Type only in the gray areas Name: Karen Fleming Project Title: Creating Mini Garden Tutorial using Educreations. Project Subject: Elective class, a Garden/Poultry/Technology/Woodworking class Grade Level(s): Middle school-seventh and eighth graders Essential Question: How do researching, collaboration, planning and creating a mini tutorial help students to understand and retain information various aspects of gardening better? Assignment Summary: Students will first learn the basics of the interactive whiteboard Summary: application, Educreations. They then will work with a partner and select a garden related topic. Students will receive a list of possible tutorial topics related to what they will do during the class. Students will review strategies to divide responsibilities in creating their tutorial. These topics cover a number of things students will need to know to successfully participate in a wide range of activities associated with this elective. The students will apply what they have learned by creating a tutorial using Educreations and share it with the class. Students will add their final tutorial to Edmodo where their classmates will be able to see the finished product. Their classmates will also be able to ask questions and give feedback. The teams will also create quiz questions based on their tutorials, which, will be submitted. The final quiz will be a selection of two questions from each team. Approximate Length of Unit (days, weeks) 6 Days (Five 90 minute blocks and one 35 minute blocks) Goals: Students master specific garden/poultry related topic. They are able to succinctly and accurately share their mastery with students in the class. Students will be able to turn in supporting documentation for their topic including a storyboard that clearly outlines what their tutorial presentation will include. These documents would make it possible for another person to make a similar tutorial presentation, just with their notes. In addition to the subject students will demonstrate mastery using iPad technology, a stylus and Educreations. Objectives: To know and apply the essential standards 5 a – d, g Students will be able to: Identify the most important aspects of their chosen topic. Use correct vocabulary that is appropriate for topic chosen Use photographs they take or find on the internet and place them in their tutorial to support what is said and written. Use a script they have created to coordinate with their photographs. Speak clearly so that their presentation can be understood to at least 90% of the class. Scaffolding questions 1. How is my chosen garden topic related to what we are doing on our campus? 2. What are resources that can be used to help access accurate data? 3. How and when should we take pictures? 4. What does a script need to have in it?
  • 2. Technology Training with Steve Gibbs 5. What are the basic things that Educreations can do? 6. What would be good quiz questions to ask about the topic based on the tutorial created? Lesson Plan Sequence of Events – give day-to-day details: Day one: 35 min block Students will log in to Edmodo where they will watch two short clips made with Educreations. The first clip shows the basic features of Educreations. There are 4 questions that relate back to what the students watch so that there is some accountability. Those questions include two multiple choice and two short answer. In addition students will have three questions to answer after watching the second clip. The second Educreations clip explains the steps and overview of what is expected for their mini tutorial. Students will receive a packet that includes the extensive rubric covering time used in class to presentation preparation and final product assessment. They will have a list of topics to choose from in the packet as well as blank storyboard pages. Once finished with the Edmodo assignments, student will use remaining class time searching the internet for supporting information on their chosen topic. Day two: 90 min. block Students will submit their topic choice and partner for this tutorial project via Edmodo. They will have access to books in class as well as 30 minutes in the computer lab to continue their research. A reporter for their team will document specific information that may be used in their final tutorial. They will also need to either save copies of pictures located on the internet to their dropbox folder or to the teacher’s Drop it to me site and folder. For ease with this project I will be asking students to use Drop it to me as I only have one iPad at this time and having one location for all photos will make the project run more smoothly. The Drop it to me is web based and students will need to know the following: 1. Students will go to www.dropitto.me/msfleming and password is hmsdragon 2. In the password box on this page the STUDENT puts in the hmsdragon password set up as the UPLOAD PASSWORD. 3. The student then finds the document they want to send you by browsing the computer they are on. Clicks OPEN. And then Upload. 4. I will get an email notification that the student has uploaded something to your Dropbox account. 5. You then go to your DROPBOX ACCOUNT and the document will be there in a file titled “Dropittome” 6. The students DO NOT have access to it once it has been uploaded. 7. Students will need to save their photos with their name or other clarifying title so they will be able to find them easily in dropbox Students will also have access to a classroom camera for taking photos on campus of items related to their topic. Day 3: 30 min. block This will be the last class period devoted to gathering information and pictures using the computer lab. Students will be reminded to save pictures to Drop it to me. Day 4: 90 min block Students will use time to create the script. They will identify who will read what part. They will also need to draw out a careful plan on the storyboard template(s). They will want to align the script they write with the storyboard frames so that their transitions will be smooth and creating the document
  • 3. Technology Training with Steve Gibbs will move swiftly. Students will practice what they want to say and refine their tutorial script. Day 5-9: varying blocks Students will use the tablets and the Educreations app and create their garden tutorial. They may have to do more than one take. Since there is not a 1:1 ratio of tablets to students, this task will be spread out over several class periods. There will be at least two student partnerships expected to complete their tutorial during a class period. The other students will be working outside in the vegetable gardens or on their HMS service project areas. The students who are creating their tutorials will be using the prep/storage room between the two science classrooms with doors closed to alleviate outside sound distractions and possible unwanted noise additions to their Educreations tutorial. Day 5-9: varying blocks Students will submit their completed Educreations tutorials on Edmodo. They will submit all supporting documents from their research including their script and their storyboard(s). They will be required to submit 3-4 well-written questions, either multiple choice or true or false questions. They may include only one short answer question. All their questions will include the answer key. The submitted questions will be posted by me on Edmodo and will be used for the final quiz covering all the topics presented. Once all the presentations have been posted students will be allowed to give feedback using the student rubric. Key Websites Used: The key websites include: Educreations.com YouTube Accommodations for Differentiated Instruction Resource Student: Resource students often work best when allowed to process their thoughts and work on the computer. I would place my resource students next to a reliable student that he/she could rely upon for support if needed Gifted Student: Gifted students could go beyond the scope of this assignment to work at home and possibly work on their own or other interactive whiteboard application/software such as ShowMe, GroupBoard, Dabbleboard, Scriblink, and Whiteboard. Content Standards: Investigation and Experimentation 7th grade Life Science 7. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other three strands, students should develop their own questions and perform investigations. Students will: a. select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. b. utilize a variety of print and electronic resources (including the World Wide
  • 4. Technology Training with Steve Gibbs Web) to collect information as evidence as part of a research project. c. communicate the logical connection among hypothesis, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence. d. construct scale models, maps and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth's plates and cell structure). e. communicate the steps and results from an investigation in written reports and verbal presentations. Career Technical Education Framework for California Public Schools Grades Seven Through Twelve CTE Framework Agriculture and Natural Resources Industry Sector (p. 159-192) ISTE Standards The following ISTE standards are also met through this unit. ITSE Technology Standards met: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems
  • 5. Technology Training with Steve Gibbs 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 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies =-