Lesson Plan

Lesson Plan

Teacher Name: Alfredo Infante (Middle School 5^th Grade Science Teacher)

Mentor Name: Howard Lee McNutt III (Math/Tech. Apps. Teacher)

Lesson Title: Creating slideshow using Real Slideshow 2.0.

Subject(s) and Grade Level: Science, 5^th Grade

Goal Statement: After a school fieldtrip, 5th grade students will be able to use and present their findings of the types of birds, cats, primates, and other mammals that can be found at Gladys Porter Zoo to their teachers and classmates by producing a slide show using Real Slide Show 2.0.

MTT Domain-Competencies

Digital Technology Knowledge and Skills
1-001 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.
1-002 Knows and applies basic strategies and techniques related to using graphics and animation.
1-003 Knows and applies basic strategies and techniques related to Web site mastering.
Technology-Enhanced Teaching and Learning
2-005 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.
2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
Collaborating and Mentoring
3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.
3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Standards: TA TEKS I-V

Students become fluent in using multiple software applications and applying them across the curriculum. They continue to build on the Grades 3-5 knowledge and skills. The students continue to demonstrate keyboarding proficiency in technique and posture while building speed. The TEKS can be taught integrated into other areas (such as English Language Arts, Reading, and Science), as a separate class, or both.

Content TEKS

112.7. Science, Grade 5.

(b) Knowledge and skills.

(2) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B) collect information by observing and measuring;

(D) communicate valid conclusions;

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles;

126.3. Technology Applications, Grades 3-5.

1(B) save and delete files, uses menu options and commands, and work with more than one software application

1(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;

2(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;

2(D) produce documents at the keyboard, proofread, and correct errors;

3(A) Discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods.

5(A) acquire information including text, audio, video, and graphics; and

6(B) determine the success of strategies used to acquire electronic information; and

7(A) use software programs with audio, video, and graphics to enhance learning experiences;

7(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and

7(C) use a variety of data types including text, graphics, digital audio, and video.

9(B) use software features, such as slide show previews, to evaluate final product.

11(B) use presentation software to communicate with specific audiences.

12(B) evaluate the product for relevance to the assignment or task; and

12(C) create technology assessment tools to monitor progress of project such as checklists, timelines, or rubrics.

Content Goals:

Student Learning Goals

1. Identify the differences between birds, cats, primates and other mammals.

2. Work in groups to discuss and share ideas about classification of animals

3. Gain skill and confidence in using digital cameras.

4. Create a slideshow using Real Slideshow 2.0 about birds, cats, primates, and other mammals.

5. Take pictures using digital camera and information from zoo keepers.

6. Use appropriate software to create storyboard of project.

7. Add digital pictures, dialog, and transitions to timeline.

8. Save and generate slideshow.

Teacher Learning Goals

1. Plan modifications for gifted and learning disabled students in the lesson.

2. Consult with special ed. teacher about special accommodations for other grade level students that may want to view the project.

Mentor Learning Goals

1. Develop skill in mentoring/coaching to facilitate teachers in effectively implementing technology integration into their routine classroom practice.

2. Consult with special ed. teacher about special accommodations for other grade level students that may want to view the project.

Learning Connections:

Technology will be used (concept mapping and brainstorming activities) to activate students' prior knowledge. Students will work in whole group, collaborative groups, and independently. Interest in creating the final product will be great. The lesson will revolve around the study of birds, cats, primates, and other mammals. They will be able to distinguish between the type of animals and categorize them. Students will become familiar in the use and transferring of pictures from the digital camera to the computer. This lesson will be an expansion of prior knowledge in science and technology.. Provisions for diverse learners and special needs students are addressed depending on students IEP. Students will then present their findings to teachers and students at their campus.

Procedures for Learning Activities and Tasks:

Address Bloom's Taxonomy

Student:

1. Students will review and identify the differences between birds, cats, primates and other mammals. (Comprehension)

2. Work in groups to discuss and share ideas about classification of animals and create storyboard of project. (Application)

3. Students will work in groups to explain and demonstrate the use of digital camera. (Comprehension)

4. Students will use directions found on the handout and rubric to take pictures of animals at zoo. (Application)

5. Create a slideshow using Real Slideshow 2.0 about birds, cats, primates, and other mammals. ().

6. Identify ways to capture digital pictures, create dialog, and add transitions to timeline. (Analysis)

7. Produce a Real Slideshow Presentation. (Synthesis)

8. Present slideshow. (Evaluation)

Teacher :

9. Assign topics to students and review research skills (Cognitive)

10. Formulate a document, which describes the assignment for students, a rubric for assessment, and a web-page template with table. (Cognitive)

11. Identify students requiring modifications. (Cognitive)

12. Identify assistive-technologies needed. (Cognitive)

13. Visit with qualified staff to decide on modifications for gifted and learning disabled students. (Cognitive)

Professional Goals:

14. Discussion (Analysis, Synthesis)

What are the cognitive abilities of learners within the student population?
Is there need for assistive technology within the student population?
Is thee need for accessible design within the student population?
How can technology be used to address he diverse cognitive abilities within the student population

15. Reflection: (Affective Domain)

Was the learner confortable asking questions during the session?
Was the learner conforable asking folow-up questions?

Accessibility of Diverse Learners

The teacher and the instructional technologist will meet with the special education student manager to discuss any modifications or accommodations that might need to be made for student success.

1. Magnified screen (Over head projector)

2. Pointing chart depicting animal (birds, cats, primates, mammals) vocabulary for autistic children

3. Peer grouping Assistants

Teaching/Instructional Strategy:

· Other - Check on students IEP to determine what accommodations and modifications are required.

· Lecture - Review of the animals at Gladys Porter Zoo using projector and sample slideshow.

· Check For Understanding - Ask the student to feedback the process step by step

· Learning by doing -Students will be given opportunity to add graphics, dialog and transitions to their slideshow on their own.

· Guided Instruction -Teacher will observe and determine when to help out students on the assignment by using the computer and multimedia projector to guide students through the specific process of how to add graphics, dialog and transitions to their slideshow.

· Scaffolding -Teacher will give most help early in the lesson and encourage the students to take more responsibility later

· Cooperative - Students will share web sites with the class by using the teacher station and the data projector to put them on the screen and they will also pair and share to assess each other’s web pages using the rubric,

· Reflective - Students will do checkpoints daily to assess their progress, they will complete a rubric which causes them to reflect on their work as well as the subject matter, and they will as a class watch the slideshow to reflect on animals at Gladys Porter Zoo and elements of slideshow design.

· Above and Beyond - The gifted should work in discovery mode to add details to the entire scene such as flowers birds etc. so long as they do not distract from the message.

Student Work Samples:

The final project will be a Slideshow presentation of they type of birds, cats, primates and mammals that can be found at the Gladys Porter Zoo.

Technology Connection:

Have in place and/or in working order developmentally appropriate hardware, software, peripherals, classroom technology arrangement, software customized to support diverse needs, adaptive/assistive technology to support special needs.

Technology Management Strategy:

1. Reserve lab for days of use.

2. Appropriate number of working multimedia computers with microphones.

3. Appropriate software installed

4. Lab rules in clear view of students sight.

Materials:

Print research materials from library, student handout with description of assignment and rubric, template file for flashcard, timeline on board with daily checkpoints, sample slideshow to illustrate project

Assessment:

Informal: Students will assess their own work daily using the rubric and handout presented to them. Teacher will walk the room checking for progress daily. Students will also present their slideshow to the class during the day of presentation.

Formal: Students will use rubric for formal assessment of their partner’s page and their own page. Teacher will use same rubric to assign grade to project. Rubric will be used to assess their collaborative work, knowledge of material, and production of slideshow.

Reflection:

Please rate the following indicators using a scale of 1-5.

(1=Poor, 5= Excellent, NA if not applicable)

Technology instruction was effective and students/educators achieved curricular goals.

Technology instruction was effective and students/educators or I achieved targeted goals.

Technology instruction was effective and I achieved my professional goals.

Students/educators were motivated by the use of technology.

Technology was critical to the success of this lesson.

Varying abilities of students/educators was supported through the use of the technology.

Equipment was sufficient for the number of students/educators completing the activity.

Equipment and software functioned properly.

Overall rating of lesson.

Questions to Ponder:

Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? How would you change this lesson to make it better? Did your students/educators fin the lesson meaningful? Did the lesson motivate your students/educators to "go beyond" what was required? Did you achieve your goals met in the progress in the required data? Was the lesson effective in using technology as a cognitive tool?

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