After examining a lesson plan provided through Verizon Thinkfinity partners and rating it using the Technology Integration Matrix, suggest one or more activities that could be added to the lesson plan to improve it. What change(s) do you suggest that would move the lesson across TIM levels? Please include a link to the original lesson plan.
for a wonderful lesson plans to movtivate middle school boys to read.
This lesson familiarizes students with the number configurations. While drawing numerals in the air with the teacher corresponding songs are sung and played as appropriate. I would add my graph actvity as an extension activty to the lesson. The assesment piece attached was helpful. It helped to maintain focus onthe goal of the lesson. Within the lesson there are several activties that provide alternative ways to keep the interest of the children. The Ten Frame w as used in a variety of ways. this lesson povided a progression of actvites to take students from recognizing numbers to learningtheir values.
I would, however, be cautious not to overwhelm students with to many concepts at once. In this lesson teacher discretion is always important. Each activtiy listed provides alternatives to excite and motivate students.
In the "Technology Integration Matrix" the characteristics of the learning environment for this lesson falls into the active and constructive category. The levels of technology integration into the curriculum is adoption and adaptation. The lesson is detailed in directions "step-by-step" for the students.
There are many solar powered technology tools available for students to use and they should have been incorporated into the lesson plan, such as calculators and flashlights, chargers, toys, ect... There are also many websites the students should have used to explore this topic. A good follow up would be for the students to design a solar powered home they would live in and then expand into a community. They could discuss how and win this energy source would be best used and what regions it could be best utilized.
Search for the latest technology on the web, find prices and compare operational costs.
http://illuminations.nctm.org/LessonDetail.aspx?ID=L174 This was a wonderful lesson for primary students to learn about their hearts in their bodies. It had a great PDF file on measuring and comparing hearts. I would place it on the Entry level of the TIM. The thing I might add to the lesson is have the students use the excel program to graph their camparisons of hearts. They could also research other animal hearts and add to the comparisons.
This lesson in skip counting helps students with multiplication facts. I would use this method with decimals and fractions. The number line is appropriate when students are learning the place value of numbers to the right or left of the decimal point. When students are using smaller parts of fractions and converting decimals and fractions the number line is also helpful. Using the hopping method for the ones, tens, hundreds and thousands place value and the tenths, hundredths and thousandths. As students multiply decimals and fractions referring back to the number line often help wtih recalling the correct place value of those numbers
The Alphabiography Project: Totally you by Lisa Storm Fink, http://http://www.readwritethink.org/classroom-resources/lesson-plans/alphabiography-project-totally-937.html
In this project students are asked to provide their history by using what is called an alphabiography. Students will identify something about them or their lives by using each letter of the alphabet to identify some part of their history. To help the students create their alphabiographies Ms. Fink had the students link to an interactive online alphabet organizer. At this site the students could then begin to fill out their alphabiographies. Ms. Storm also provided a link to an example of an entry that would be made from one of the letter entries.
This is an awesome idea for students and one that any person would enjoy doing!!!
This lesson plan falls on the tim matrix in the categories of characteristics of the learning environment in the categories of active, constructuve, and authentic. This lesson plan as it is written I believe can definitely be in the actvie and constructive categories. In the level of technology integration I belive the categories are adaptation and infusion. The students are asked to create a autobiography using resources from the in ternet and then to write their biography.
My first thought as a follow up activity to this alphabiography would be to create a storyboard or cartoon from one of the entries.
Students examine the role of commutativity and the multiplicative identity, play a multiplication game, and explore products where one of the factors is 6. They also create a "My Personal Multiplication Chart" to record products.http://URL: http://illuminations.nctm.org/LessonDetail.aspx?ID=L528
I like this because it gives students practice with multiplication facts.
This is a lesson for elementary student to practice creating similes. To kick it up a notch, students can type their responses in Word and add clipart or photosrather than draw picture. A hyperlink to digital literature that has a lot of similes is also an option.
To view the lesson click here.
The link to this very engaging lesson plan is http://wonderopolis.org/wonder/belgian-fries/
On the TIM, this lesson plan would be: Active Transformation because the teacher can facilitate while the technology is an invisible tool; the students have choices and options with the tags that are strategically put in place. The lesson plan is authentic and has an immediate hook with a Youtube video that will engage the students. Kids will enjoy the "french fry" concept, but are invisibly learning more! This lesson would also fall under constructive, authentic, and collaborative.
What a great lesson! I think you could personalize it for your particular learning environment with goal directed links.
Perhaps tailoring an already incredible lesson plan will serve your particular students' needs.
This was such an awesome lesson plan. I was amazed at the level of interaction. The only activity I would add to this is I would add audio that reads each page as a differentiated lesson for those students who still need to understand the concept but are unable to read the books with ease.
This is a great lesson for teaching rhyming words. It has many interactive activities with online resources. About the only thing I could think of to add would be an interactive SMART lesson for a whole group activitiy. Working with word families would also a lesson I would use just before this, possible using www.starfall.com along with it.
I would say this is at the constructive/adaption level on the TIMS currently due to the teacher providing the technology to expand on their learning. Adding the SMART lesson would add a collaborative component to it also, allowing students to work together to get the right answers/information.
I found this lesson and think that it is fantastic. Students make "trading cards" of characters they are reading about. You can print them out when completed.
I think that in the beginning of the year I would do it whole group on the main character of the story that we are reading that week. As the year progresses, I would then have the students work with partners and then eventually complete independently. After completing independently, they could then come together as a group and share their ideas. This would engage some great conversation in what character traits they found the most important. I think it would be great to have the students print out and then keep all of the cards. This would allow a teacher to go back and discuss traits/compare characters.
The one downfall is that you must complete it, because you can't save them.
Grade Level: 3-5
The original lesson has the students use two printed worksheets and a website to compare and analyze characteristics of rectangles and parallelograms. The original TIM level would be collaborative adaption. The teacher provides all the tools for the students to explore.
To enhance the lesson, I would allow the students to find examples and non-examples of rectangles and parallelograms. The students would be allowed to use any technological resources they would like. This would take the lesson to a collaborative infusion.
Hello Florida Group,
I was examining a lesson plan entitled "I've Got It Covered! Creating Magazine Covers to Summarize Texts" it currently falls on the TIMS in the active adaption. It is a great activity and I think as a technology teacher I will move it one place to the right on the TIMS to active infusion. The difference will be that my students will be deciding on the software to use instead of me providing the software. Towards the end of the first quarter they will have been exposed to a variety of software options and it will be up to them to choose one which is appropriate and on their skill level.
Today I reviewed "Pirate Map" lesson by National Geographic Expeditions at http://www.nationalgeographic.com/xpeditions/lessons/17/g35/piratemap.html.
This lesson (depending on how the teacher sets up the class) generally falls in the "Active Adaptation" and "Constructive Adaptation" areas of the TIMS.
This seems to be a pretty good lesson and would most likely be interesting for the elementary age students.
I think by adding a piece to the lesson where students work in groups create online shipping lane maps or pirate raiding maps and then use an online blog to post reflections about learning done outside of the classroom, the lesson could be moved to the "Constructive Transformation" area of the TIMS.
If the students then used what they've learned about early North American pirates and blogged about the similarities and differences with today's pirating (around Somalia), the lesson would move into the "Authentic Transformation" area of the TIMS.
This lesson plan did not even register on the TIMS. There was no use of technology for the first day, which is the lesson plan I viewed. To make this lesson more technology friendly the teacher could allow the students to use laptops to display their lists. They could also allow students to search for words that are tied to measurement in any way.
The lesson that I reviewed was on the "Five Stages of Investing." This lesson included several interactive quizzes as well as an activity for them to apply the information that they just learned. The only thing that I would add to this lesson is to have the students research stock investment fads, which would include the top and worst performers at the current time. Also, I would have them research the stocks that are steady in their performance and make projections as to their future performance, and have them monitor the companies performance for three months to see if their projections were correct.
I have chosen to do a lesson on the book Chrysanthemum. This activity is on the entry level of TIMS.
What I would do to add more depth to this activity is have the students make a graph on Numbers or Excel with the letters in their name. I will use other websites to enhance the technology aspect of this lesson. There are a few games for this lesson, however, not enough to make it every interactive with technology.
This activity can be tied into a math and science lesson about different types of flowers and flower parts. Students can discover parts of a flower and even try to grow Chrysanthemums. They can discover what it takes to make a flower grow, how to plant seeds, and keep a chart on how much it has grown. This includes a graphing activity too.
I reviewed the Water Cycle lesson for grades 3-5. Overall, I thought this was an excellent lesson that provides students multiple opportunities to engage in hands on and meaningful activities.
There are a few sections of the lesson that I would incorporate more technology into.
-In the beginning of the lesson, I might introduce or review the topic of the water cycle using an educational video.
-During the Development section of the lesson, student groups could be asked to create a video or presentation on the water cycle using the computer. Students would need to plan their entire video or presentation under the guidance of their teacher, incorporating an extensive use of technology tools. They will also need to use higher order thinking skills and plan accordingly for their video.
-Also during this portion of the lesson, I might consider giving my students the materials for the lab, but not giving them step-by-step directions on how to use those materials and complete the lab. I think students can figure out how to use those materials accordingly and record their findings. They could record their information in an excel/numbers file and then graph. Students would need to decide how to use their materials, how to record their data, and then decide which graph to use to present their data. This would ensure that students are collaborating towards a common goal, using an extensive amount of technology, and using higher order thinking skills. This type of activity also incorporates student choice, which will make it more meaningful.
-During the assessment section of the lesson, instead of singing along to the Boogie song, students could create their own song on the computer. They could alter their voices, add in special effects, and even incorporate graphics.
To start the website is Authentic Adaptation.
This website has good information on how to research, design, and plant your own Wildflower Garden. The design portion of the lesson is a paper and pencil activity.
The lesson can be moved along the TIM by changing the design portion from a paper and pencil activity to a Googledoc presentation activity. The students can design the wildflower garden using the presentation tools and then share the presentation with the teacher. This changes it to Authentic Infusion on the TIM.
This lesson plan contained a podcast about the surprising nature of happiness. This was an entry level active lesson plan. To increase the technology, the students could then pick a current event to make their own podcast to share with the class.
Review of Thinkfinity Content
I explored this primary source collection which looks at the experience of Japanese-Americans beginning with their immigration to the U.S. through internment during WWII, their service as American soldiers, and up to present with reparation. The site is full of rich primary sources, both images and oral histories. There is no lesson plan attached but there is a space to post responses and reflections at http://americanhistory.si.edu/perfectunion/memory/index.asp. I think it would be good to create a paper or electronic sheet for students to use with this material and then answer their choice of the reflection questions. Students wouldn’t be able to share WWII or internment stories of their own but they could seek interviews from people in the community. I think the materials on their own represent a combination of constructive/adaptation on the TIM matrix. I think that if students contributed posts and then reflected on each others posts and participated in discussions with each other then the activity could move to a more transformative and authentic level on the matrix.
In order to jump this lesson to the next level the instructor could develop a data sheet that is interactive. The data sheet would have a place for the data to be entered and would automatically graph the data so the student would see a visual representation of the data.
I think a great way to further integrate technology into this activity would be to create a PowerPoint project. I think there should be an open ended PowerPoint with pictures and a blank slide to add words that the class comes up with. This would help the children struggling with spelling as a whole. A smart board application can also be opened to allow scholars to match pictures on different aspects of the moon.
The lesson that I looked at was about the Oregon Trail.
This activity is great. To enhance this with technology, students can download a map of the United States and color code the way they came on the trail. They also can research the area around that time period and give a small presentation with PowerPoint. They also could do a commercial at one of the trade post.
I look at this site here: http://www.sciencenetlinks.com/afterschool/forces/student.html
I would include a better version of the roller coaster simulator from here http://www.jason.org/digital_library/4851.aspx . This shows a better use of kinetic and potential energy.
This activity would be great around the holiday time to use as an ornament. The kids would love it! To incorporate technology into this lesson, you could have students go into Geometer’s Sketchpad and have them create a pinwheel with the correct angles and placement of polygons before creating it on paper. You may also provide links to pages that describe 45-45-90 triangle relationships as well as definitions of other terms used in the lesson.
The lesson plan I chose is called Survey of Hair and Eye Color -
Students conduct a survey of 100 other students, record their results on worksheet and complete questions on the worksheet.
I would have the students create a table in Numbers and enter the data. They could then create bar graphs and pie charts to display their data. They can use the functions to determine and compare the mean, median, and mode of the data they collected.
The lesson on the sinking boats for Elementary schoolers is the one I was looking at. I feel it starts off well with the reading of the book and then having the students try other objects to see if they sink or float. The extension activity is also well thought out. This lesson would be in the range of collaborative/adoption. I would up this lesson by having the students bring in their own objects from home to use in the experiment. I would also use this opportunity for a guest speaker or field trip to a boat yard. This would up this lesson to constructive/infusion. http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=164
Is the site of the lesson Maureen Gallagher
Functions Lesson 1
This lesson plan is refined. According to TIM I rate this plan as authentic entry. In all the other strands, I give it advanced marks. The unit has lessons 2 and 3 which bring in real world modeling however, not with the CBR2 (motion detector) technology.
In order to use the motion detector in a real world setting, this lesson could consider systems of equations in which a collision must be avoided or an intersection (midair refueling) must be achieved.
Helpful to have answer keys for all worksheets. Very thorough lesson plan.
I looked at a lesson plan on using the "gist" summarizing strategy that will work across any content area. The first technology used by the teacher is an overhead projector, definitely an "entry level" technology. The main technology used by the students in the strategy is computers used for research. To increase the level on the TEM Matrix, I would apply this strategy to a real-world problem, having students create a "gist" summary for either an article or a short story, and then to integrate this into the reporting of the gist via Twitter. This will certainly refine their summary skills as the forced allotment of 144 characters for their message. If Twitter is not permitted within a school district (as in my district), the students could create a "blog" entry, with a character limit of 144 characters. I have also created a paper template for an exit ticket that has 144 blank lines, so that even if we don't have access to computers, students can write down their gist responses, with the understanding that had we had access to Twitter, that would be the character limit they would have to work with.
This is a great lesson plan that I will be incorporating into my class next year. I will use this activity as a review for students and include at the end of the lesson more student activity by having students work with a model in my classroom. Students will be asked to put a human model together properly.
II love this. It is quite authentic (money is tight at our school) but could be more collaborative. I envision my kids working in pairs, especially since it used a spreadsheet and graph and math concepts. Perhaps we could emphasize that the kids are to watch the graph slowly evolve as they add data; looking for where exactly the best choice starts to change over time.
I reviewed a lesson titled Name Your Tune Lesson 2. This lesson in the group did not use computers. After reviewing the above lesson these are the changes I would make to integrate more technology. I would provide the information in a spreadsheet format to pairs of students. They would discuss, and determine the best way to represent the data in a graph. They would use Excel to create the graph- print only the graph or post it to the student share folder on the laptop. Pairs of students would need to analyze another group’s graph and provide feedback regarding their interpretation by adding a text box to the document. Did the new group interpret the graph as intended?
I would like for the activity to have shown the difference between the points of rotation. Example, have the students rotate about point C at 45 degrees counterclockwise (and clockwise), then rotate about a point on the pre-image with the same degree. Then compare and contrast.
This is a great activity to get students thinking about action works as they relate to sports and poetry. To extend this activity even further the students can actually chose different ways to “move” their poetry such as a PowerPoint, digital story, or other creative ways to show the actions. This lesson can now become “authentic transformative” versus “collaborative transformative.”
This is an Economics lesson that is truly an upper level lesson designed to push the students to research and think in an upper level on Danielson’s hierarchy. I believe very little can be done to improve this lesson. Possibly link the bold vocabulary words to definitions and or possible mini-lessons on video to explain the concepts. This lesson is on CPI-U and inflation. The link to dollar value year to year is awesome.
Here is the link to the lesson: http://www.econedlink.org/lessons/index.php?lid=835&type=educator
Subject: K-2 Science
Topic: Living Environment
This lesson allows students to analyze the similarity, diversity, and living environments of a variety of plants and animals. The lesson is designed to have students look at the animals and plants on-line and it has worksheets and coloring pages to go along with the activities. I would extend this lesson by having students bring in plants and animals for the class to examine and compare. Also, I would have them research one animal on-line and do a report about their chosen animal/plant for the class. Finally, I might have them talk with children (e-pals) in other countries about unique plants and animals located in their country,
According to the Technology Rubric I found this lesson was at the Adoption Level.
I would like to move it towards the level of Infusion Teacher to guide students and open to their minds to the use of technology and self direct themselves eventually.
This was a very thorough lesson. However, I will add some technology application by having a clip from "Brain Pop" or "Stumble.com" on sink and float as a lesson opener. The student can research a tune on a tune about
"float and sink" and then adapt their own song into the tune. Otherwise, they could create their song adapt it to a popular or known tune or make their own tune. This will facilitate and give them ownership on the concept of "sink and float or "buoyancy"
I will also create an interactive graph where the students can make predictions on the different objects.
Then, show a final graph after the activities and experiment is completed. This could be done on excel with the appropriate formulas, so the graph will show as they enter their answers in the promethean board.
Extensions: Independent research on other elements that will help or facilitate buoyancy.
This is a great start and I would use this for this grade level. To increase understanding and further comprehension on a vertical alignment basis, the next step I would take with student is to have them mass each item (in grams) and find each item’s volume (in mL). Have them place this data in a table. Then have the students identify whether the item sank or floated in the third column. Finally, I would assist the students in identifying the pattern that is the mass is greater than the volume, it will sink. If the volume is greater than the mass, it will sink. Then give them items that they will NOT test and have them hypothesize its buoyancy based solely on the data you give them. Then test it.
I chose the lesson plan - Using Cubes and Isometric Drawings.
It is very nice introduction into discussing ways to interpret 3 dimensional drawings. To complement this lesson, there is a game on Cool Math Games that has the students counting cubes in a three dimensional object. This would make a nice wrap-up to a lesson and reinforce their learning in a different learning style.