Week 11 Technology Integration and Measuring Effectiveness

Below is my Technology Integrated lesson plan using Google Earth

Candidate’s Name: Kylie Hubbard

Grade Level: 6^th

Title of the lesson: Mapping Outer Banks Shipwrecks & Creating Elevation Data

Length of the lesson: 4 class period: 45 minutes

Central Focus: Shipwrecks & Elevation Through independent and collaborative research, students will be able to use Google Earth, Google Maps, and NOAA’s VDatum. In groups of 4, students will identify 5 different shipwrecks along the shores of the Outer Banks using Google Earth and Google Maps, finally producing their own maps. From their identifications partners will research where the ships origins, and date of voyage. Additional points will be given if cargo can be identified and credited. All research will be recorded Google Docs. Students will create Elevation Data Chart in VDatum provide by NOAA.  Key Questions: ·       What might cause a shipwreck? ·       How durable were the ships in the 15-18th centuries? What might they have been made of? ·       What type of cargo might be carried on these ships? ·       How often do you think these ships went off course? ·       Was elevation a factor in the wrecks?

Prior Knowledge: ·       Students will draw on previous knowledge of trade routes. ·       An understanding of how Google Earth & Google Maps work. ·       An understanding of how to produce various types of maps. ·       An understanding of how to use VDatum.

Common Core State Standards: NYS Standards: Social Studies Standard 4- Geography Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. Science Standard 4- Student Work Physical Setting Skills 1 & 6. 1. Given the latitude and longitude of a location, indicate its position on a map and determine the latitude and longitude of a given location on a map. 6. Measure the angular elevation of an object, using appropriate instruments.

Support literacy development through language: This unit will introduce students to disease and what it has meant to global society.  Vocabulary ·       Students will be able to define the following terms: Nautical Miles, Stern, Bow, Portside, Star Board, Knots, Navigation, Elevation Sentence Level ·       Sentence structure will include: a subject, verb, and object. Discourse ·       Students will work collaboratively and individually in groups of 4.

Learning objectives ·       Students will be able to identify 5 shipwrecks along the Outer Banks of N.C. ·       Students will be able to determine the date of the shipwrecks. ·       Students will be able to collect data to map the 5 shipwrecks, providing a key. ·       Students will be able to will be able to complete an elevation map using VDatum.

Formal and informal assessment: ·       Ability to work with their groups. ·       Ability to complete the shipwreck map. ·       Ability to collect the assigned data. ·       Ability to use the VDatum program. ·       Quiz on vocabulary terms.

Instructional procedure: 1)   Students will be provided with a vocabulary sheet containing the above terms of a ship. Students will work in a group to identify the terms. 2)   Once students have completed the vocabulary sheet we will review it together as a class. Students will be instructed to hold on to the sheet to reference for their quiz. 3)   To gather the appropriate information students will use suggested links posted on the Smartboard.            Evolution data graph:               http://vdatum.noaa.gov/docs/userguide_animated.html              Office of Coast Survey:              http://www.nauticalcharts.noaa.gov/index.html              United States Coast Line of Shipwrecks: http://www.nauticalcharts.noaa.gov/hsd/wrecks_and_obstructions.html 4)   Using Chrome Books, groups will be instructed to locate 5 shipwrecks along the shores of the Outer Banks of N.C. via Google Earth. *Please see Figure 1 5)   Students will record the wrecks coordinates, origin, ship name, and the year it wrecked in their Google Docs. 6)   Students will search the Internet to identify the ships cargo for additional credit. 7)   Students will create a Google Map with their 5 shipwrecks. 8)   Students will also create a graph showing the dates of when the wrecks happened indicating any patterns. 9)   Upon competition, students will design an Elevation Graph using VDatum. Students will draw on prior knowledge to complete this part of the assignment. Students are encouraged to review the tutorial if they are struggling.  *Please see Figure 2 & 3.  Accommodations and Modifications: ·       The requirements of student IEP/504 plans will be followed to the letter. ·       Students will be provided with handouts containing full instructions. ·       Groups will consist of on level, below level, and advanced students. ·       VDatum, Google Earth, and Google Map Tutorials.

Instructional resources and materials: ·       Chrome Books ·       Computers ·       Smart board ·       Internet ·       Handouts ·       Google Maps ·       Google Earth ·       VDatum ·       Office of Coast Survey ·       U.S. Coast Line of Shipwrecks

Reflection: Was I able to accomplish the set of goals in the allotted time frame? Were the students engaged in the group activities? How successful were the Chrome Books/Computer Labs? Were students successful in using Google Earth & Maps? Were students able to complete their own Google Map? Were students more comfortable using VDatum the second time around?

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Week 10 Assignment 4

My Formative & Summative Assessments in K12 summary can be found here.

Week 9: Assignment 3

Technology Integrated Lesson

Unit: Agriculture: Nutrition, Nutrients, and Disease
Grade Level: 11th & 12th
Subject: Living Science


I am going to cut and paste my lessons directly to the post. Hopefully its easier to read:

1:

Candidate’s Name: Kylie Hubbard

Grade Level: 11 and 12

Title of the lesson: Introduction to Agriculture

Length of the lesson: 1 class period: 45 minutes

Central Focus: Nutrition and Nutrients Students, through discussion and brainstorming, will be able to explain the terms Mesopotamia, Fertile Crescent, and how farming allowed for the development of communities, civilizations, and economies. This lesson will occur in an earlier unit on nutrients and is designed to prepare students for later work linking disease with civilization growth, by first seeing how meeting nutritional needs affects civilization growth. Key Questions: ·       Where do you think agriculture developed? ·       What is a nomadic lifestyle? ·       How has our lifestyle changed and improved since monadic times? ·       How have the changes and improvements affected our nutrition?

Prior Knowledge: ·       An understanding of nutrition and nutrients ·       An understanding of todays economy

Common Core State Standards: CCSS. Living Environment Standard 4. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Support literacy development through language: This unit will (re)introduce students to agriculture and what it means to global society. Vocabulary ·       Mesopotamia and Fertile Crescent Sentence Level ·       Sentence structure will include: a subject, verb, and object. Discourse ·       Students will work collaboratively and individually in groups of 3

Learning objectives ·       Students will be able to state where agriculture developed ·       Students will be able to understand how agriculture has allowed people to end a nomadic lifestyle, developing economies and civilizations. ·       Students will be able to define the following terms: Mesopotamia and Fertile Crescent.

Formal and informal assessment: ·       Class discussion ·       Being able to correctly answer group questions ·       Quiz given via Quizlets

Instructional procedure: 1) Write "Mesopotamia" and "Fertile Crescent" on the Smartboard. Ask students to write down what they think they know about them. After several minutes, allow for discussion. 2) Once on the track of farming, ask students what "revolution" or stage of civilization development these terms are attributable to (agricultural revolution). Discuss. 3) Break students up into groups in order to answer the following questions: "What far­reaching effects did the development of agriculture have for humans? Could cities and civilizations have developed without agriculture? Explain the relationship between agriculture and basic economies?" 4) Allow students several minutes to brainstorm and discuss. Once a sufficient amount of time has passed, switch from group discussion to class­wide sharing/discussion. 5) In groups students will work with Chrome Books research information on agriculture and how it affects our daily lives. Students will share their at least one fact with the class. Students will then use the Chrome Books to take a quiz on Quizlets. Accommodations and Modifications: ·       Instructor will wear noise­canceling device for hearing impaired students, and talk facing them. ·       Hearing­ impaired students will have a scribe. ·       The requirements of student IEP/504 plans will be followed to the letter.

Instructional resources and materials: ·       Chrome Books ·       Smart Board ·       Quizlets.com

Reflection: Was I able to accomplish the set of goals in the allotted time frame? Were the students able to successfully define the vocabulary? Were the students engaged in the group and individual activities? How successful were the Chrome Books?

2:

Candidate’s Name: Kylie Hubbard

Grade Level: 11 and 12

Title of the lesson: Haves VS. Have Nots

Length of the lesson: 3 class period: 45 minutes each

Central Focus: Nutrition and Nutrients Using Jared Diamond's "Out of Eden" video, students will be able to explain the differences in prosperity throughout the world. Students will be able to explain the relationship between types of crops grown in a region, and that region's prosperity. Key Questions: ·       What is prosperity? ·       Why do certain crops grow only in certain areas? ·       How much do crops affect the economy?

Prior Knowledge: ·       An understanding of Mesopotamia and Fertile Crescent ·       An understanding of the nomadic lifestyle and its development.

Common Core State Standards: CCSS. Living Environment Standard 4. Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. CCSS. Living Environment Standard 4 7.2b When humans alter ecosystems either by adding or removing specific organisms, serious consequences may result. For example, planting large expanses of one crop reduces the biodiversity of the area.

Support literacy development through language: This lesson will follow "Lesson #1" and will occur in an earlier unit, preparing students for a later unit on disease and human civilization development. Pairing the students will allow them to share their thoughts on nomadic lifestyles and the affects crops have on a region’s prosperity. Vocabulary ·       Prosperity ·       Words they might be hearing for the first time while watching “Out of Eden.” Sentence Level ·       Sentence structure will include: a subject, verb, and object. Discourse ·       Students will work collaboratively and individually in groups of 3

Learning objectives ·       Students will understand how crops can affect a region’s prosperity. ·       Students will be able to support their answers by explanations from the video. ·       Students will be able to define the following term: Prosperity. ·       Students will be able to identify what crops grow where by conducting research online. One suggested website: http://www.worldbank.org/en/country

Formal and informal assessment: ·       Class discussion ·       Completion of “Do Now”

Instructional procedure: 1) Write the "Do Now" on the Smart Board: ·       Explain the relationship that the Fertile Crescent had on the development of cities. How did loss of nomadic lifestyle allow for economies to develop? ·       Students will use Google Docs via Chrome Books to answer the “Do Now,” they will then share their answers with me. 2) Refer back to the closing question from the previous day. Students will also record their responses in Google Docs, sharing them with me so that I can project it onto the Smart Board. Discuss their answers, by flipping their answers back on them by asking them to explain it. 3) Have students come up with a list of developed areas, using the Chrome Books students will research what crops are grown in the areas listed. Students will use VoiceThread to record their findings. 4) This will prelude into "Out of Eden" video, which will take as many days as required to finish, after daily "Do Nows" the review the previous day's material. Hand out “Out of Eden” worksheets. Accommodations and Modifications: ·       Instructor will wear noise­canceling device for hearing impaired students, and talk facing them. ·       Hearing­ impaired students will have a scribe. ·       Hearing – impaired students will have subtitles provided. ·       The requirements of student IEP/504 plans will be followed to the letter. ·       Students can change their seats in order to view the screen.

Instructional resources and materials: ·       Chrome Books ·       Smart Board ·       VoiceThread ·       Microphone ·       Teachers Computer ·       DVD player

Reflection: Was I able to accomplish the set of goals in the allotted time frame? Were the students engaged in the group and individual activities? How successful were the Chrome Books? Did the film “Out of Eden” provide the desired results?

3:Candidate’s Name: Kylie Hubbard

Grade Level: 11 and 12

Title of the lesson: Introduction to Disease

Length of the lesson: 1 class period: 45 minutes

Central Focus: Nutrition and Disease Students will be able to state what the affects plagues and diseases, both of poor hygiene and of poor nutrition, have had on human civilization. Students will be able to link the advent of disease with the advent of agriculture. Through discussion and brainstorming, will be able to identify and explain two-dozen historical plagues, what caused them, their symptoms, effects on the body, and effects on society. Students will be able to link disease with economic prosperity, and will then be able to compare this with earlier lessons linking agriculture and economic prosperity. Key Questions: ·       What are diseases and why would they be linked to nutrition and hygiene? ·       Why does disease run rampant in unhygienic areas? ·       What are the top diseases that killed during the founding of America?

Prior Knowledge: ·       An understanding of diseases and what causes them. ·       An understanding of poor nutrition and poor hygiene.

Common Core State Standards: CCSS. Living Environment Standard 4.5.2h Disease may also be caused by inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior. Some effects show up right away; others may not show up for many years CCSS. World History Standard 2.2 2. Establishing timeframes, exploring different periodization, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Support literacy development through language: This unit will introduce the basics of the great plagues of antiquity and what it has meant to global society. This lesson will help students make connections between proper nutrition and hygiene to diseases.  Vocabulary ·       Hygiene, unhygienic, plague Sentence Level ·       Sentence structure will include: a subject, verb, and object. Discourse ·       Students will work collaboratively and individually in groups of 3

Learning objectives ·       Students will understand the connection between poor hygiene and poor nutrition to diseases. ·       Students will be able to define the following terms: Hygiene, unhygienic, plague. ·       Students will be able to identify 24 diseases.

Formal and informal assessment: ·       Group discussion ·       Ability to complete a list of 24 diseases

Instructional procedure: 1) Have students raise their hands to share diseases they know. Stop at 5. 2) Have students break into groups of 3. Together they will research 24 different diseases. They will collect the following information while using Chrome Books: what caused them, their symptoms, effects on the body, and effects on society. 3) The above information should be recorded in their Google Docs, using their Chrome Books.  Accommodations and Modifications: ·       Instructor will wear noise­canceling device for hearing impaired students, and talk facing them. ·       Hearing­ impaired students will have a scribe. ·       The requirements of student IEP/504 plans will be followed to the letter.

Instructional resources and materials: ·       Chrome Books ·       Smart Board

Reflection: Was I able to accomplish the set of goals in the allotted time frame? Were the students engaged in the group and individual activities? How successful were the Chrome Books? Did the research help the students to understand the importance of hygiene and nutrition?

4:

Candidate’s Name: Kylie Hubbard

Grade Level: 11 and 12

Title of the lesson: Introduction to Disease Part 2

Length of the lesson: 2 class period: 45 minutes

Central Focus: Nutrition and Disease Students will be able to state what the affect plagues and diseases, both of poor hygiene and of poor nutrition, have had on human civilization. Students will be able to link the advent of disease with the advent of agriculture. Through discussion and brainstorming, students will be able to identify and explain two-dozen historical plagues, what caused them, their symptoms, effects on the body, and effects on society. Students will be able to link disease with economic prosperity, and will then be able to compare this with earlier lessons linking agriculture and economic prosperity. By sampling Victorian literature (Poe), students will be able to see and explain how some diseases are so prevalent they make their way into a society's culture. Key Questions: ·       How do you think diseases make their way into various cultures? ·       Who knows what the Red Death is? ·       What type of connections can be made between diseases, culture and literature?

Prior Knowledge: ·       An understanding of diseases and what causes them. ·       An understanding of poor nutrition and poor hygiene. ·       And understanding of Poe’s literature.

Common Core State Standards: CCSS. Living Environment Standard 4.5.2h Disease may also be caused by inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior. Some effects show up right away; others may not show up for many years CCSS. World History Standard 2.2 2. Establishing timeframes, exploring different periodization, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Support literacy development through language: This unit will introduce the basics of the great plagues of antiquity and what it has meant to global society.  Vocabulary ·       Tuberculosis, Consumption Sentence Level ·       Sentence structure will include: a subject, verb, and object. Discourse ·       Students will work collaboratively and individually in groups of 3

Learning objectives ·       Students will understand the connection between diseases and literature. ·       Students will be able to define the following terms: Tuberculosis and Consumption ·       Students will be able to collectively discuss “Masque of the Red Death.”

Formal and informal assessment: ·       Group discussion ·       Class discussion ·       Adding additional notes to their Disease slide presentation

Instructional procedure: 1) Instruct students to take a Chrome Brook and open their lists of diseases from the previous day's lesson. 2) Pass out the "Masque of the Red Death" handouts. Have student follow along as it is read to them via a YouTube video (https://www.youtube.com/watch?v=LZgr6TMLXMQ) . 3) Ask students to get into their groups and come up with ideas of what disease Poe wrote about. 4) Student will open their Google Docs, using their Chrome Books and access a slide presentation on Disease. 5) Progress halfway through the notes (of total # of slides). Allow for intensive question/answer and discussion. Notes are designed to promote student engagement by introducing them to concepts with which they are not familiar through pictures, multimedia, and facts of "grossness." Accommodations and Modifications: ·       Instructor will wear noise­canceling device for hearing impaired students, and talk facing them. ·       Hearing­ impaired students will have a scribe. ·       Audio and visual handouts of “Masque of the Red Death” ·       The requirements of student IEP/504 plans will be followed to the letter. ·       The disease slide presentation will be available for any student.

Instructional resources and materials: ·       Chrome Books ·       Smart Board ·       YouTube.com ·       Computer ·       Speakers ·       Handouts

Reflection: Was I able to accomplish the set of goals in the allotted time frame? Were the students engaged in the group and individual activities? How successful were the Chrome Books? Could students make the connection between Poes literature and diseases?

5:

Candidate’s Name: Kylie Hubbard

Grade Level: 11 and 12

Title of the lesson: Disease Prezi Presentation

Length of the lesson: 7 class period: 45 minutes

Central Focus: Nutrition and Disease Through independent and collaborative research, students will be able to completely describe aspects of an assigned plague/disease. Groups will complete a research project in which they are assigned a disease (through sign­up) and will conduct research on its aspects and implications throughout history. (Only one group per disease). Students will create a Prezi presentation that includes a minimum of 8 slides using the information from their Google Slides and Docs. Groups will present their Prezi to the class. An exam will be created from the information they have gathered, so it is imperative that students thoroughly observe and take notes of other groups Prezis. Key Questions: ·       Who has a Prezi account? (provide handouts on how to sign up for students who do not have an account yet) ·       What information will be provided in your Prezi? ·       How will your disease be assigned to you?

Prior Knowledge: ·       An understanding of information recorded in Google Docs & Slides. ·       An understanding of handouts that have been provided to the students.

Common Core State Standards: CCSS. Living Environment Standard 4.5.2h Disease may also be caused by inheritance, toxic substances, poor nutrition, organ malfunction, and some personal behavior. Some effects show up right away; others may not show up for many years CCSS. World History Standard 2.2 2. Establishing timeframes, exploring different periodization, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

Support literacy development through language: This unit will introduce students to disease and what it has meant to global society.  Vocabulary ·       Accumulative from previous lessons Sentence Level ·       Sentence structure will include: a subject, verb, and object. Discourse ·       Students will work collaboratively and individually in groups of 3

Learning objectives ·       Students will understand fully the disease assigned to their group. ·       Students will be able to define the following terms: accumulative from previous lessons ·       Students will be able to put together a Prezi presentation and present it to their classmates.

Formal and informal assessment: ·       Group discussion ·       Ability to complete the Prezi ·       Ability to receive high scores on their unit exam.

Instructional procedure: 1) Groups will provide a list of three diseases they found the most interesting. I will then assign each group to a disease, which will be posted on the official and final sign up sheet. 2) Pass out and go over the project instructions. 3) Groups will use Chrome Brooks when available do conduct their research. When Chrome Books are not available the class will either conduct their research in the Computer Lab or the Library’s Computer Lab. 4) Students will be encouraged to work on their Prezis outside of class as well. 5) All Prezis are due to the instructor on a set date, no group is allowed to work on them after that date. Students will share their Prezis with the instructor who can monitor any changes students might try to make after the due date. 6) Group presentation sign up sheet will be available during the week of research. There will be 2 days available. 7) Students will take notes during their classmates presentations. The material covered will be made into a unit exam.  Accommodations and Modifications: ·       Instructor will wear noise­canceling device for hearing impaired students, and talk facing them. ·       Hearing­ impaired students will have a scribe. ·       Groups will also wear the noise-canceling device while presenting. ·       The requirements of student IEP/504 plans will be followed to the letter. ·       Print out of the Prezis will be available for any student.

Instructional resources and materials: ·       Chrome Books ·       Smart Board ·       Computers ·       Internet ·       Handouts

Reflection: Was I able to accomplish the set of goals in the allotted time frame? Were the students engaged in the group activities? How successful were the Chrome Books/Computer Labs? Were students able to complete the research in the allotted time? Were students successful in creating their Prezi? Did the Prezi have all the required information?