Lesson Plan 3: Phase II

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• During this lesson, I think the stations were all thought provoking although some were more difficult than others. For example, each group finished the station with the blocks quicker than anticipated and had idle time. The station with the circuit took longer for some groups and they were still working while other groups were moving to that station from the previous one. I think this would have gone differently if it were taking place with a class of students who had previously learned how circuits work though and would not have taken as long. I think the station with blocks could be modified or changed to take the same amount of time as the other two stations though. With transitioning from station to station, the boards of wood and limitations that were placed may have been too difficult, so I think we should have allowed for the smaller blocks to have been used one more time than what was listed in the instructions. 
• How well was the alignment to objectives and standards maintained?
• I think that that standards and objectives were maintained, although some students were not participating in team building but rather stood to the side or decided they were not going to participate and let their group members do the work. It was frustrating when people were not engaging in the lesson or came in late and made comments how they thought what we were doing was pointless.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • The students used iPads to create their video journals which was one way for the teacher to observe their thinking and problem solving abilities. 
   • How were the technologies used (by whom and in what manner)?
   • The students used them to record their hypotheses at each station and how to get from station to station. The teacher used the video journals to base future instruction off of and assess student learning.
   • My lesson was within the correct time frame
     • The lesson was within the correct time frame because it lasted the full hour and everyone had time to complete their peer evaluations afterward. There was time for us to clean up and put away all materials used during the lesson as well. We also had time at the end of the lesson to discuss what we did, why we did it, and why it would be beneficial to students and us as future teachers.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• (There were videos on the iPads but we did not send them to ourselves)
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• Students were able to complete all tasks asked of them but I feel they could have worked better as teams if they had been more engaged in the lesson and activities. 
4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.
• I learned that we need to make sure students are paired in groups where ability levels vary so they will all (hopefully) complete the activities at the same time. I also learned that the objective, in this case doing a relay race to promote teamwork) needs to be explicitly mentioned at the beginning of the lesson and related to prior knowledge so students know why they are doing what they are doing. 

Phase III: Signature Assignment

Standard 1: Facilitate and Inspire Student Learning and Creativity

1. Throughout my three lessons I was able to promote, support, and model creative and innovative thinking and inventiveness through integrating technology. In my first lesson students used iPads and the computers to manipulate analog and digital clocks and in my second lesson they made video journals where they hypothesized about magnetism. Although my first lesson was not creative, I think the second one integrated technology in a way that allowed student innovative and inventiveness. They were asked to use critical thinking to predict and explain why they were predicting what they thought would happen. In my last lesson, students participated in a relay race and also used video journals to record how they were going to get from station to station or complete the tasks.
2. I was able to engage students in exploring real-world issues and solving authentic problems using digital tools and resources. The first lesson dealt with telling time and they used their computers and iPads to further develop their time telling abilities. They need to know how to read digital and analog clocks in everyday life as they get older, so this lesson addressed that real-world application.
3. In each of my lessons I was able to promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. The video reflections in lessons 2 and 3 allowed students to hypothesize and reflect on their original thoughts. My third lesson was collaboration based  and allowed students to build off of each others prior knowledge and develop new learning experiences.
4. Students were able to model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. The main lesson where students collaborated with their peers and teachers was the third lesson. They were placed into groups and had to work together and practice good teamwork in order to complete the tasks.

  

Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

1. I feel that I was able to design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. My telling time lesson was a lesson I originally created in my math methods class. I was able to easily incorporate student centers with activities that used the computers and iPads to develop their abilities to tell time. My second lesson on magnetism was based off of an activity I saw in my science methods class. I was able to create a lesson around that activity and incorporated technology through students creating video reflection journals. My last lesson plan was not created based around technology integration. We developed an obstacle course that was focused around developing students’ teamwork abilities and we then decided it would be beneficial to video journal and record their collaboration and abilities to work together and be successful.
2. To develop technology-enriched learning environments that enable all students to pursue their individual curiosities, I would like to create an environment where they feel they are safe and as though we are all functioning as a team. I think I would begin the year with a lesson like my third one with the obstacle course. I wouldn’t be able to have it based off of previous lessons like this one, but I could incorporate physical activity in some centers and have the activities be based on prior knowledge from the previous year.
3. Throughout my lesson reflections, we were asked to discuss how students with diverse learning needs would be addressed. By reflecting on my lessons and writing about how I would accommodate for diverse learners, I was able to customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
4. In my third lesson, I was able to provide students with multiple and varied formative and summative assessments aligned with content and technology standards. We used observation as a form of assessment as well as the video journals and the discussion with the class as a whole and the teachers after the lesson was complete. If we had been teachers in an actual classroom, I think we could have used the resulting data to inform learning and teaching. We were able to use that to reflect on our learning experiences in our blogs as well.

Standard 3: Model Digital-Age Work and Learning

1. To demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations, students participated in using iPads. They were required to be familiar with the way they work and apply their learning to what they already know about technology. I think this is helpful in exciting them about the topic at hand because students do not typically get to use technology in their classes. But if you incorporate games and activities with the computers or tablets it will help excite them and get them interested in their own learning.
2. In order to collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, I would like to  be able to hold technology workshops. I think this would help students who are unable to have items used in class at home to become familiar with the technologies. This would help with student isolation from their peers and help eliminate bullying due to socioeconomic status and factors relating to what they are able to afford and use at home. I would also like for parents to participate in the workshops so they can become more familiar with technologies their students are using in class and be able to support their students by helping them when necessary.
3. I would like to have a classroom blog to be able to communicate relevant information and ideas effectively to students, parents, and peers. I want to get feedback from parent and students and allow that to be an open forum for classroom discussion. I would also like to be able to relay information to students who miss class and record lessons to post for them to review. I could post any information missed and discuss what activities or topics we go over in class. I think this would be beneficial for both students and parents, as well as me as a teacher.
4. I would like model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning by having workshops, as previously mentioned. I would also use as many technologies as I am able to in the classroom in order to help my students be ready for the real world.

Standard 4: Promote and Model Digital Citizenship and Responsibility

1. In order to advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources, I would like to help educate parents on these topics so they can effectively reinforce these ideas being taught in the classroom. I would also have mini lessons before technology is used about safe internet practices with my students to ensure they know the responsibility that comes with using technology and are able to use it properly.
2. To address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources, I would make the resources used in the classroom as readily available as possible to students, whether it be during or after class. I would also discuss with students how they learn best and what technologies they feel proficient with and what they would like to learn more about.
3. To promote and model digital etiquette and responsible social interactions related to the use of technology and information, I would go back to number 1 and implement those practices. I would also like to have a lesson dedicated specifically to teaching students about safe and unsafe digital practices and the implications of those practices.
4. One idea I would love to try in my classroom is pen pals. I think this is a great idea to develop and model cultural understanding and global awareness. I have also seen teachers use student blogs where they interact with students from diverse places and cultures. This helps by engaging students of other cultures using digital-age communication and collaboration tools.

Lesson Plan 3: Phase I

Lesson Plan 3: Blog Phase I

I. RATIONALE:

The purpose of this lesson is to give students the opportunity to develop problem solving and critical thinking skills as they work together through various team building activities.

II. OVERVIEW

Grade Level: Fifth Grade

Subject(s): Cross Curricular with science, math,reading,writing, art, and physical education

Topic of Study: Using the scientific method to solve a problem.

Time Allotment: 60 minutes

Standards:

Science

Concept 2: Scientific Testing (Investigation and Modeling)

Design and conduct controlled investigations.

PO 1.  Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.

PO 2.  Plan a simple investigation that identifies the variables to be controlled.

PO 3.  Conduct simple investigations (e.g., related to forces and motion, Earth processes) based on student-developed questions in life, physical, and Earth and space sciences.

PO 4.  Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e., metric, U.S. customary).

(See M05-S4C4-01)

Physical Education

Strand 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities

Strand 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings

Reading

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (5.RI.7)

Mathematics

5.MD.C.3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

5.MD.A.1. Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

Objective: Students will be able to solve multiple problems involving math, science, and reading through physical activity as a team.

Objective: Students will be able to identify and correctly use each step in the scientific method.

Objective: Students will be able to communicate efficiently with one another in order to solve each aspect of the mission.

Reflection

• Before this lesson, students will need to know the basics of how volume of liquids is affected when objects are placed into them. They will also need to know how to read scientific measuring instruments by the meniscus to get a correct measurement. Students will need to know how electrical circuits work and the safety required to work with the equipment being used.
• This lesson is based off of a variety of lessons throughout a science unit that would have been previously taught. Students are using knowledge they have gained throughout the unit to complete the obstacle course tasks while developing teamwork skills.
• This information is used to create the content of the different stations in the lesson and facilitate the discussions during and after the course is completed.
• This content should be taught at this grade level per the Arizona College and Career Readiness Standards.
• The objective of solving a variety of problems in different academic areas is included in the science, physical education, math, and reading standards. Being able to correctly use the scientific method is included in performance objectives 2-4 and being able to communicate effectively is included in the physical education standards listed. 
• I would like this lesson to be taught mid school year because I think having team building activities will help reinforce the sense of community I would like to build at the beginning of the school year.

III. IMPLEMENTATION

Procedure:

Students will...	Teachers will...
Gather outside for instruction	Give the students the mission and provide instructions.
Be divided into 3 groups of 4-5 students.	Allow students to explore with materials and create their starter box.
Create their starter box with a maximum of 5 different materials.	Hand out iPads to each group and go over the safe use of technology. They will then begin creating their hypothesis.
Begin creating a hypothesis about how they can use their materials to get from point A to point B. They will use a video journal  and continue to use it throughout the lesson to record their findings.	Be walking around observing and helping students through the first step of the scientific method.
The first group done will chose the station they want to go to first.	Give the group their pattern in which they will rotate to each station. A) 1, 2, 3, 4, 5 B) 1, 3, 4, 2, 5 C) 1, 4, 2, 3, 5
1. Use their box of materials to get to their first station.	Give verbal and written instructions at each station.
2. Create a hypothesis as to how they will solve the experiment and record it through their video journals.	Observe and help when needed.
3. Begin solving the experiment at each station and recording any notes they want.	Observe and help when needed.
4. Complete the station to get a piece of the riddle and collect their new box of materials to get to the next station.	Give the groups their riddle piece and reset the station for the next group.
Repeat steps 1 through 4	Repeat Steps 1 through 4
Upon completion of all 3 stations, students must return to the start to collect the final piece of the riddle.	Begin cleaning stations and observing the techniques used to solve the riddle.
As a class, students must rearrange the riddle pieces they have collected into its proper form and solve it.	Take anecdotal records as they solve the riddle.
Complete the human knot

Technology Integration:

Students will work with iPad’s to create a video journal of the inquiry process throughout their mission.

Differentiated Instruction:

• Cognitive delay: Students that are cognitively delayed will be working in groups with their peers. There will be written instructions along with verbal directions. These students can also be given the instructions for the whole day before the actual event that way they have extra time to process the information.
• Gifted: We will group students in heterozygous groups and everyone has to participate. Teachers will oversee each station and ask challenging questions and ask students to explain why they are doing what they are doing to expand their thinking and understanding.   
• ELL: This entire lesson will be very hands on and group oriented with many opportunities for students to use academic and conversational language. Instructions will have pictures next to them and tools will be labeled with words in both languages so that students can identify them.

Reflection

• I think allowing student to inquire about topics they have already learned about will further solidify their knowledge. I feel that lecturing further about what they have already learned would not be beneficial and if there are any misunderstandings or further learning to be had, their classmates can clarify which would be helpful to both the student with the question and the one explaining.
• Students asking each other questions and using their knowledge to teach each other is beneficial to both students, as previously mentioned. Sometimes students need to hear a topic explained by their peers rather than in academic language from the teacher to better understand. Students explaining an idea or topic to their peers also helps solidify their own knowledge.
• Students are using their creativity and problem solving skills to create a way to get from station to station using the given guidelines and limited resources given to them. They are also using their creativity to solve each station. They are not given step-by-step instructions for how to complete them; they are only told what the end result needs to be and to hypothesize with their group on how to get there.

IV. ASSESSMENT

Procedure:

Instruments:

Students	Initial Hypothesis	Station 2 Hypothesis	Success 2	Station 3 Hypothesis	Success 3	Station 4 Hypothesis	Success 4	Riddle
1
2
3

Reflection

• This form of assessment is formative and asks students to record their hypotheses as well as if they had success with their hypotheses and the riddle. Measuring, conducting investigations, using the scientific method, and communicating effectively with one another are all skills listed in the standards and objectives in this lesson, Each of these skills are required to form the hypotheses in this lesson and be successful.
• This method of assessment tracks the students' hypotheses and thinking process for each task and if they were successful in meeting the goal of each task.

V. MATERIALS AND RESOURCES

Transitioning materials

• min of 5 to chose from pile
• new materials at each station
• plastic dots
• hula hoops
• planks
• garbage bags
• boxes
• rope
• PVC pipe

Station 1 - Hypothesis

• *transitioning materials*

Station 2 - Rocks Chanel

• Large blocks/ cubes
• small blocks/ cubes
• Pebbles/ beads
• bucket
• Written instructions
• Goal: Your goal is to fit all the big rocks into the same bin as the small rocks.

Station 3 - Water Katherine

• Measuring beakers
• Water
• Bucket
• 6 items
• Written instructions
• Goal: Fit all of the required objects and materials into the smallest container possible.
• Students must use 200 ml of water
• Students must use 17 connector cubes

Station 4 - Fire (electricity) Ashleen

• Battery
• Battery cover
• Wire conductors
• Light Bulb
• Circuit
• Goal: Construct an electrical circuit and get the bulb to light up

Station 5 - Wind

• fan