Learning

Goals

Target Technologies (Desired Tool Functions)

(support planned strategies, including diversity)

Potential Contraints

Decisions

(Do targeted technologies match within constraints of instructional situation?)

1. Enjoy performing and understand the lyrics of 2 songs written about measuring inches and feet.

2 songs about measuring with inches and feet are played on the electronic keyboard; lyrics are projected onto the wall screen by the LCD projector. The lyrics are available on Slides #2 and #3 of PowerPoint presentation, using classroom computer.

None

Technology works fine and students especially enjoy music; Special Ed child also loves the music in this class; If Mr. Amaya had other students of diversity, such as hearing or sight impaired, the technology would be matched to their needs, if applicable.

2. Be able to recognize and manually pick up a standard 1-foot ruler and be able to identify the marks on the ruler, including inch and parts of an inch marks.

Computer, featuring PowerPoint presentation and LCD projector

None

Students fully able to see graphic of ruler using this technology.

3. Be able to close eyes and visualize the 1-foot rulers with inch marks and less than inch marks.

Technology not necessary

None

4. Be able to use a standard 1-foot ruler to measure objects that are less than 1 foot in length. One measurement is on paper and students measure each of two train cars.

Technology not necessary

None

5. Be able to add the two measurements from #4

Technology not necessary; however, if doing this same type of activity with older students, addition could be checked using a calculator.

Calculators not grade-appropriate in our school.

Calculators are a good addition, but are used in our school for 4^th through 6^th grades.

6. Be able to work in teams with each student being able to estimate the length of objects in the classroom that are longer than 1 foot

Technology not necessary

None

7. Be able to complete the actual measurement of objects that are longer than 1 foot in length.

Technology not necessary

None

8. Be able to determine how close the estimation is to the actual figure.

Technology not necessary; again if using this lesson with older students, they could check their subtraction by using a calculator.

Calculators not grade-appropriate in our school.

Calculators are a good addition, but are used in our school for 4^th through 6^th grades.

9. Be able to answer questions about measuring by using Classroom Performance System (CPS) remotes

Computer with CPS software program, CPS antenna is attached to computer monitor, LCD projector projects the CPS questions on the wall screen; students each have a CPS remote and press the button to answer questions. Special Ed child uses HotDot reader with HotDots on test sheet (dots are pre-designed as “hot” or “cold.” All answers have a cold dot by them except for the correct answer. When student presses the tip of the reader against the dot, the student hears either a joyful sound (correct answer and this is HotDot) or a flat sounding “boink” (incorrect answers).

None

Students react very favorably to using CPS system and ask to use the remotes or “clickers” on every test. Special Ed child really loves using the HotDots, but will press all dots to hear the different sounds. Teacher must work one-on-one with student during test to get correct answers first and then allows student to press all the dots.