Shawn Smith

Lesson Plan

Teacher Name: Nikki Martin
Lesson Title: Mammals, Reptiles and Ecosytems
Subject(s) and Grade Level: ESL Science, Writing, Language Arts, Social Studies, Technology Applications  Grades 3-4

MTT Domain-Competencies

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.
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.
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.

112.5  Science Grade 3

3.8  The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live:  (A)  observe and describe the habitats of organisms within an ecosystem;  (D) describe how living organisms modify their physical environment to meet their needs. 
3.9 The student knows that species have different adaptations that help them survive and reproduce in their environment:  (B)  analyze how adaptive characteristics help individuals within a species to survive and reproduce.

112.6 Science Grade 4

4.8  The student knows that adaptations may increase the survival of members of a species:  (A) identify characteristics that allow members within a species to survive and reproduce; (B) compare adaptive characteristics of various species.

110.5  Language Arts Grade 3

3.3  The student speaks appropriately to different audiences for different purposes and occasions:  (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate; (C) ask and answer relevant questions and make contributions in small or large group discussions.
3.7   The student reads widely for different purposes in varied sources:  (A) read from a variety of genres forpleasure and to acquire information from both print and electronic sources; (C) read to accomplish various
3.10 The student responds to various texts:  (B) demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology; (C)  support interpretations or conclusions with examples drawn from text.
3.12 The student generates questions and conducts research using information from various sources:  (A) identify relevant questions for inquiry; (B) use alphabetical order to locate information; (C) recognize and use parts of a book to locate information; (D) use multiple sources to locate information that addresses questions;  (E) interpret and use graphic sources of information, including maps, charts, graphs, and diagrams; (F) locate and use important areas of the library media center; (G) organize information in systematic ways; (H) demonstrate learning through productions and displays; (J) draw conclusions from information gathered .
3.14 The student writes for a variety of audiences and purposes and in various forms: (A) write to record ideas and reflections; (B) write to discover, develop, and refine ideas.
3.18 The student selects and uses writing processes for self-initiated and assigned writing: (E) use available technology for aspects of writing such as word processing, spell checking, and printing; (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences.
3.20 The student uses writing as a tool for learning and research: (B) record his/her own knowledge of a topic in a variety of ways such as by drawing pictures, making lists, and showing connections among ideas; (C) take simple notes from relevant sources such as classroom guests, books, and media sources;  (D) compile notes into outlines, reports, summaries, or other written efforts using available technology. purposes, both assigned and self-selected.

110.6  Language Arts Grade 4

4.8  The student reads widely for different purposes in varied sources:   (C) read for varied purposes 
4.10 The student comprehends selections using a variety of strategies:  (B) establish and adjust purposes for reading such as reading; (F) determine a text's main (or major) ideas and how those ideas are supported with details; (G) paraphrase and summarize text to recall, inform, and organize ideas; (L) represent text information in different ways.
4.13  The student inquires and conducts research using a variety of sources: (A) form and revise questions for investigations, including questions arising from interests and units of study ; (B)  use text organizers,  (C) use multiple sources to locate information relevant to research questions; (D) interpret and use graphic sources; (E) summarize and organize information from multiple sources; (F) produce research projects and reports in effective formats using visuals to support meaning, as appropriate; (G)  draw conclusions from information gathered from multiple sources.
4.15  The student writes for a variety of audiences and purposes, and in a variety of forms:  (C)  write to inform.
4.17  The student spells proficiently:  (C) use resources to find correct spellings; (D) spell accurately in final drafts.  
4.18  The student applies standard grammar and usage to communicate clearly and effectively in writing: (C) employ standard English usage in writing for audiences.
4.19  The student selects and uses writing processes for self-initiated and assigned writing: (A) generate ideas and plans for writing by using  prewriting strategies; (B) develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text; (F) use available technology to support aspects of creating, revising, editing, and publishing texts; (I) select and use reference materials and resources as needed for writing, revising, and editing final drafts.
4.21 The student uses writing as a tool for learning and research: (B) organize prior knowledge about a topic in a variety of ways; (C)  take notes from relevant and authoritative sources; (D) summarize and organize ideas gained from multiple sources in useful ways; (E) present information in various forms using available technology; (F) evaluate his/her own research and raise new questions for further investigation.
4.22  The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing: (A) collaborate with other writers to compose, organize, and revise various types of texts.
4.23  The student understands and interprets visual images, messages, and meanings: (B) interpret important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.
4.25 The student produces visual images, messages, and meanings that communicate with others: (A) select, organize, or produce visuals to complement and extend meanings; (B) produce communications using technology or appropriate media.

126.3  Technology Applications (Grades 3-5)

B.1 The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. 
B.2.  The student uses data input skills appropriate to the task.
B.3.  The student complies with the laws and examines the issues regarding the use of technology in society.
B.4.  The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision.
B.5. The student acquires electronic information in a variety of formats, with appropriate supervision.
B.6.  The student evaluates the acquired electronic information.
B.7.  The student uses appropriate computer-based productivity tools to create and modify solutions to problems:  
B.8.  The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge.
B.9.  The student uses technology applications to facilitate evaluation of work, both process and product.
B.10.   The student formats digital information for appropriate and effective communication.
B.11. The student delivers the product electronically in a variety of media, with appropriate supervision.

Student Learning Goals

    1.  Understand the characteristics which differentiate mammals from reptiles.

    2.  Understand and communicate similarities and differences between a specific mammals and reptiles from the same            ecosystem. 

    3.  Understand how to locate and ethically use information obtained from a variety of sources.

Teacher Learning Goals

1. Increase confidence in integrating technology and implementing peer collaboration into lessons for diverse learners.
2. Develop effective classroom management strategies to facilitate learner-centered instruction for diverse learners.
3. Understand how to locate and ethically use information obtained through a variety of sources.

Mentor Learning Goals

1. Formulate and practice cognitive coaching strategies through developing effective questioning techniques and relationship-building.
2. Encourage technology integration on campus. 

Students will work in assigned pairs to research animal adaptations as influenced by the ecosystem they live in.   Each pair will be assigned one mammal and one reptile.  They will be responsible for researching information on each of their animals, as well as determing what ecosystem those animals are found in and presenting facts about that ecosystem.  Each pair will present their research using PowerPoint as their presentation technology.  There will be several presentation options from which the pairs can choose to present their research, and students will be responsible for their individual research as well as collaboratively presenting their research.  This project plays on the natural curiosity children of elementary age have about animals.  Curriculum connections will be made in science, technology applications, language arts, writing and social studies.  

Due to the very limited research activities which students in the elementary grades have had, students may encounter initial confusion with the concepts of keyword searching, as well as with the concept and practice of ethical use of information, in particular, citing sources.  Teachers may also struggle with the need to cite sources, because many have overlooked this step in early research.  

This project is being initiated by the ESL teacher, and will be coordinated in conjunction with the classroom teachers, the librarian, the special education teacher and the reading specialist.  ESL learners will have special learning issues caused by more limited vocabulary and the subsequent need for more visual information.  Several students struggle with reading below level, and pre-selected materials and websites will be available to accommodate their reading levels.  Since this lesson includes both third and fourth grade, the number of students is approximately 160, so there will be students with ADD/ADHD as well as other special education needs.

Assistive and Diverse Learners

1. Prior to start of project, meet with ESL teacher, reading specialist and special education teacher to determine special needs students who will participate in the research project, as well as to review any relevant IEP conditions.  
2. Determine any assistive technologies and other learning strategies to help students with special learning needs.
3. Integrate assistive technologies and learning strategies into lessons and project.

This lesson will be taught to introduce a unit on animal adaptations.  The research will help students make the connection between characteristics of different types of animals and the ecosystem in which they live -- they will be constructing their own learning.  Students will work collaboratively in pairs to perform activities helping prepare them to research, as well as work in these pairs to perform their research.  Each pair will be assigned one mammal and one reptile.  Each student will be responsible for researching information on each of their animals, as well as determing what ecosystem those animals are found in and presenting facts about that ecosystem.  Each pair will present their research using PowerPoint as their presentation technology.  There will be several presentation options from which the pairs can choose to present their research.  Students will be responsible for their individual research as well as collaboratively presenting their research.  The ESL teacher will collaborate with the library media specialist, reading specialist, special education teacher and instructional technologist to facilitate this project.

This project is designed for approximately 16 ELL students.  Of this group of students, there will be a number of special needs, including ADD/ADHD, as well as possible visual impairment.  Collaboration will take place with SPED teacher to ensure any relevant IEP considerations are observed.  Strategies designed to address these groups will also benefit other students as well.  Specific strategies designed to address the special needs found in this student group are as follows:

    ADD/ADHD:

• Allow extra time for assignments.
• Allow students to sit near front of class;
• Break length of time for assignments in shorter segments to facilitate better focus.
• Give assignments one at a time
• Involve student in lesson presentation;
• Minimize distractions to ADD/ADHD students by seating them  in quiet area.
• Use Concept/Idea mapping software to assist with organization of ideas.
• Use electronic organizer to assist with project organization.

    Visually Impaired:

• Allow extra time for assignments.
• Set monitor screens for increased contrast and color highlighting.
• Supplement work areas with additional light, as needed.  
• Seat student/s at front of room or group. 
• Use optical devices to assist with magnification of electronic and printed text. 
• Use oral presentations to assist with auditory learning
• Use ZoomText software and screen magnifier
• Utilize audio and interactive books as available for information sources.  

Prior to this project, the ESL teacher will meet jointly with the SPED teacher, reading specialist, library media specialist, and the instructional technologist, to discuss their various roles in this project.  During the course of the project, this group will meet twice a month to discuss any project or specific student needs (ADD/ADHD, visually impaired, ELL, struggling students).  Additional strategies and corrections will be addressed formally during these meetings, or for time critical concerns, on an ad-hoc basis.  This team will also meet at the conclusion of the project to  evaluate  success and lessons learned for future.

I-Search journal; rubric,  sample student presentation,

Software to be used in this unit will be Star Office, Star Impress and Kidspiration.  A data projector and document camera will routinely be used to present information to groups.  Ebscohost's Searchasaurus and KidSearch will be used as the primary subscription database interfaces, as well as Britannica School Online; these resources are available to all students from both school and home.  Pre-selected websites focusing on animals and ecosystems will be made available on the school's library website; these links will be accessible too all students from school and home. Students will use these online resources, as well as print resources, to find credible, reliable information on their assigned topics.

This project will last approximately 6 weeks.  During this time, students will work in their classrooms on two student computers, will visit the library in scheduled small groups to use the six library computers, and will work in the computer lab during scheduled time with 22 computers.  Classrooms will also have access to the wireless lab on a scheduled basis.  This lab can be used in either the classroom or the library.  Both the instructor and the teachers will schedule and have access to all facilities.  Teachers, specialists and librarian will meet twice month to assess progress and to identify any issues related to the unit, including technology difficulties or recommendations.

Students special needs, such as ADD/ADHD, visually impaired and ELL students will be addressed during these bi-monthly team meetings.  Additional strategies and corrections will be addressed formally during these meetings, or for time critical concerns, on an ad-hoc basis.  

Following table lists various materials needed for successful completion of this project:

Informal
Observation through body language of students during whole class time, small group time, lab periods, discussion. Obvservation of body language during student participation during various activities.  Periodic observation of student journal entries.  Questioning during class discussions and activities.  

Formal
Periodic review and final review of rubrics; review of graded activities; observation of finished presentations and oral delivery..

Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)  

N/A:  This activity has not yet been taught

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.

Use the following questions to reflect on your lesson.
Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion? 

N/A:  This activity has not yet been taught



How would you change this lesson for teaching it again?

N/A:  This activity has not yet been taught

Did your students/educator find the lesson meaningful? Did the lesson motivate your students/educator to “go beyond” what was required?

N/A:  This activity has not yet been taught

Did you achieve your goals met/in progress in the required criteria?

 N/A:  This activity has not yet been taught

Shawn Smith (Mentee):  

Ellen Zimmerman (Peer Coach):