Topic: What do we need to know before going online?

Date: Week 5

 

Objectives:

Students will:

•      Utilize digital cameras to take photos and download them into a presentation document.

•      Competently use drawing and painting tools within a word processing document.

•      Identify legal, ethical, and human practice relating to technology use by minors.

•      Identify potential ethical problems children face when accessing the Internet; and, provide safe and healthy solutions for addressing those problems.

 

NETS-T Standards:

 

1A. Teachers demonstrate introductory knowledge, skills, and understanding of concepts related to technology.

2D. Teachers plans for the management of technology resources within the context of learning activities.

2E. Teachers plan strategies to manage student learning in a technology-enhanced environment.

3A. Teachers facilitate technology-enhanced experiences that address content standards and student technology standards.

3B. Teachers use technology to support learner-centered strategies that address the diverse needs of students.

3C. Teachers apply technology to develop students’ higher-order thinking skills and creativity.

3D. Teachers manage student learning activities in a technology-enhanced environment.

4B. Teachers use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

6A. Teachers model and teach legal and ethical practice related to technology use.

6C. Teachers promote safe and healthy use of technology resources.

 

Materials:

•      Student computers with PowerPoint and software to download photos

•      Teacher computer with Word, PowerPoint slides, iPhoto, and random number generator for student grouping

•      Projection device

•      List of daily objectives and lesson outline

•      Tape to hold up lists

•      Digital cameras (one per four students)

•      White board markers and eraser

•      Copies of student photo roster

•      Doorstop

•      Copies of the scavenger hunt items

•      Attendance sheet

•      Extra copies of last week’s handouts

•      Copies of results from the online course evaluation form

•      Water

•      Copies of Bloom constructed test (one per two students)

•      Group separating word cards

•      Graded assignments to return

•      Gifts for winners of the scavenger hunt game

•      Cookies for break time

 

Procedures:

 

4:00 Sponge Activity: Using Data to Improve Instruction (10 minutes)

 

As students enter the room, provide them each a copy of the results from the course evaluation they completed online over the last week. Ask them to review the results and provide general recommendations for improving the class based on the whole class feedback. As they are working, play music from Dr. Jean.

 

Once students complete their observations, call them together and ask:

•      What recommendations do you have to improve this class?

•      What did you think of completing the online form? Follow their answers by describing Zoomerang.

•      How can this technology serve as a tool to:

o      Assess your teaching?

o      Assess student learning?

o      Instruct?

 

4:10 Opening (15 minutes)

 

1.     Announce daily outline.

2.     Announce daily objectives.

3.     Review objectives from last week and ensure there are no questions.

·      Identify common teaching activities that occur outside instructional time.

·      Identify tools to assist with teacher productivity for non-instructional activities.

·      Competently use basic drawing and painting tools to create classroom materials.

·      Critically examine lesson-based PowerPoint slides giving feedback to the developers.

 

4.     Explain that we will revisit the topic of drawing/painting this week because we did not complete it last week.

5.     Administrative Issues

·      Extension for Open House Flyer (due next week).

·      Discuss grades (absences severely affect your grade), communicate with me if you have ANY questions/concerns

·      Provide feedback from Lesson Plan I/PowerPoint I assignment

o      Discuss different parts of lesson plans and clarify how the “activity” is not a repetition but a separate element of the plan.

o      Discuss proper formatting of lesson plans.

o      Explain how to address the NETS-S standards in lesson plans.

o      Briefly introduce Gardner’s multiple intelligences and Gagné ’s human capabilities.

 

4:25  Demonstrate: Drawing Tools (20 minutes)

 

Demonstrate drawing and painting features within Word while creating a certificate. (See example.)

Features to teach:

o    Geometric shapes

o    Fill, line, and color tools

o    Text boxes

o    Select/Deselect objects

o    Select and drag

o    Resize

o    Arrange

o    Align

o    Group/Ungroup

o    Page set-up

o    Margins

o    Text Rotate, flip

o    Word Art

o    Clip art

o    Copy/paste pictures from the Internet

 

4:45 Digital Camera Scavenger Hunt: Planning and Picture-Taking (30 minutes)

 

Introduce students to basic use of the digital cameras and downloading pictures. Explain the rules of the upcoming game.

•      Students must stay together as a group and all group members (except one) must be in all pictures.

•      Each picture must be in a different building or at least 100 yards away from every other picture.

•      You will receive points for originality and speed. Awards will go to groups with the most completed scavenger hunt items, most creative pictures or depiction of the scavenger hunt item, and most creative display of the pictures.

 

Hand each student a scavenger hunt form and assign them to groups of four using a random number generator. Provide each group with two cameras (in case one isn’t working properly). Give them five minutes to prepare their plan and then give them fifteen minutes to complete their picture taking.

 

5:15 Download and Project Creation (20 minutes)

 

Have each group download their pictures to a single machine and create a PowerPoint presentation to display their photos. They must be ready to demonstrate their slide show in exactly 20 minutes.

 

5:35 Student Spotlight (20 minutes)

 

Have students view each group’s slideshow (students will need to huddle around one computer at a time). After viewing all slideshows, have them vote for the one that has the most completed scavenger hunt items, the most creative pictures/scavenger hunt items, and the best presentation of their pictures. Provide small, humorous awards to each member of these groups (e.g., one M&M, Bertie Bott’s Every Flavor Beans, one mini-pretzel).

 

Ask students:

•      Did you enjoy this activity?

o      Why or why not?

o      Would you students enjoy this activity?

o      What precautions would you need to take before assigning this activity to students?

•      How could you use this activity to reinforce content taught in your class?

•      Can you think of ways to have students learn their own content using this technique?

 

5:55 Break (5 minutes)

 

6:00 Activity/Assessment (15 minutes)

 

Give each student a card with an equation on it. They must find the equation that has the same answer on it (getting them into pairs). Once they find their match, those two individuals complete the Bloom constructed assessment together.

 

6:15 Review / Lecture: Online Student Safety (15 minutes)

 

Ask students to provide some of the answers they felt were the best from their paired assessments. Next, ask them whether they liked taking an assessment that uses this format. Briefly, describe Bloom’s Taxonomy.

 

Lecture about online student safety addressing legal, ethical, and human issues important within public school environments. (See lecture slides.)

 

6:35 Closing (10 minutes)

1.     Remind students the Open House Flyer assignment is due next week.

2.     Review daily outline and objectives.

3.     Review readings for next week.