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.
With this lesson, one thing I would like to add is involving some form of a formative assessment before they generate questions. This would allow me, as the teacher, to assess their knowledge of weather and possibly certain weather patterns that interest certain students. Using the pre-assessment, I can then place them into smaller groups with peer leaders who have a lot of background knowledge on the subject to lead the exploration activities that follow for those kids who have less knowledge about the subject. Just a though!
This is the lesson Eye of the Hurricane. It is in the Active Adoptive level of TIM. I would add a creative project students could complete in their cooperative groups. Projects would require use of technology but are not limited to specific programs. Students could record and edit PSA's about hurricanes, publish informational brochures, preparation powerpoints, etc etc. It would be their choice to apply what they have learned. I would challenge students to find other media outlets that give information about hurricanes (news articles, news reports, etc).
This lesson requires the students to analyze a poster from WWII and its use of propaganda. This lesson falls under the adaptation section of the Technology Integration Matrix since the teacher is facilitating the students' exploration of technology. The students are to browse the links to find the poster they want to use. The students responses are typed on a digital worksheet. In order to move this lesson across the levels, the students would need to have many different ways to respond to the assignment. Maybe the class could even create a class wiki in which they all respond with their opinions about the use of propaganda in WWII posters. This would apply higher order thinking skills as they construct a class wiki to teach others about the use of propaganda as well as motivate the students to digitally collaborate with one another.
The lesson above helps students in grades 3-5 language arts use subheadings to determine main idea of sections of text. The teacher models how subheadings in internet magazines are decided upon and help the reader determine the purpose of the text. The students are assessed on their understanding of main idea/subheadings by inserting titles onto online articles the teacher has prepared ahead of time. I believe this lesson is in the active/entry stage of the Technology Integration Matrix. The lesson can be improved by having students create a short PowerPoint presentation with SmartArt to justify their answers. Utilizing SmartArt to justify the reason for their subheading selection will allow the teacher to identify the student's comprehension of the lesson. Allowing students choice of SmartArt in PowerPoint will move the lesson more towards the active/adaptation stage of the matrix.
The lesson I found uses ABC books to build vocabulary with 6 - 8 th grade students. The lesson is broken down into many parts and covers a week of instruction. The writer is very specific about the directions and provides worksheets with the presentation. I like that it allows students of many different instructional levels to partcicipate, including low level and ESE students. I would encourage the use of more technology witht his lesson.
Sharing Favorite Books Using Interactive Trading Cards for grades 3-5 is an awesome way to teach students about character. To go along with the Character idea that this presents and then extend it to a summary, I would add using the flip camera to create a "Book Trailer" that promotes the book as well.
This lesson is a theoretical approach to deriving formulas for interior and exterior angles of regular polygons. This lesson lacks technology, so it doesn't even register on the TIM. Instead of manually entering data, a program such as Geometer's Sketch Pad (http://www.dynamicgeometry.com/)may be more appropriate.
I looked at how temperature changes eveything using solids, liquids, and gases. Using the TIM I did not think it was integrated using technology. The directions are given step by step, the kids are using worksheets and answering questions instead of using computers. I thought the motivation piece was dull, they were having a discussion on solids, liquids, and gases afer reading a page. I would use an anticipation guide to see what the kids already know about the three states of matter. I liked the assessment piece a lot and I think creating the cartoon is a great idea. Why not create the cartoon using a story board and movie maker? http://www.sciencenetlinks.com/lessons.php?DocID=167ard
Hi, I am Deb Webb a 7th grade Science teacher in Brevard County. I am excited about this summer and what I am learning this week that I will be able to share with my new students this Fall! The link is a great lesson plan on temperature of moving particles.
The lesson uses paper and crayon(or pattern blocks) to copy patterns and then moves to creating a chart that represents the concept of "double" the number
I think that it would be easy to use pattern blocks in virtural manipulative format as well as create a double chart in excel - another extention would include going from the larger "doubled" number to the smaller "single" number, connects operations instead of isolating them
This lesson does a good job of explaining the em spectrum in brief and explaining light in some depth. I think it could be improved by providing some background information on the anatomy of a wave and the differences between mechanical and electromagnetic waves.
This 6-8 math lesson allows the user to attempt to create a 3 dimensional isometric drawing from right, top, and front views of a 3 dimensional cube assembly. It is very interactive and allows the student to consider nets and constructions of solids. It concludes with some Escher-esqe drawings for the student to consider if they are buildable or not.
On the matrix, I would consider it falling under Constructive Adaptation:
Students begin to use technology tools independently to facilitate construction of meaning. With their growing conceptual understanding of the technology tools, students can explore the use of these tools as they are building knowledge.
Technology tools that facilitate the construction of meaning are available to students for conventional uses.
This is a podcast on dancing legend Norma Miller. While some adults might find this interesting and entertaining I don't really see students being engaged for more than a few minutes. I would say this is Entry/Active on the TIM.
This lesson has the students examine oral story telling techniques, read a ghost story, and then the students write their own ghost stories.
In order to enhance the lesson, I would have students make a photostory of their ghost story. They would incorporate images and sounds in order to set tone, mood, and bring the story to life. They would then share these presentations in small groups to practice modern day oral story telling. We would compare how modern oral story telling differs from that of the past and see how different the effects would be on the story telling because of the new technology and advancements there are in society today.
This is a detailed lesson plan on deceptive advertising. It is excellent way to discuss advertising. Plans include worksheets and quizzes. I will use this when we get to marketing in our business course.
This lesson has students develop their reading, writing, research, and technology skills using graphic novels. The plan is very thorough and gives step-by-step instructions. Using the TIM matrix this lesson allows the teachers to instruct the students how to create a storyboard on a research topic using graphic novels which falls under constructive and adaptation on the matrix. The one additon/suggestion I would add to the lesson is to have the students create a prewrite or a rough draft of the board before creating it on the software. That way they have a plan in place and can really become creative in technology instead of trying to plan and create at the same time.
This Burrowing Owls lesson is able to have students interacting with technology at the adoption level, students are using "normal" tools like navagating a word processing and website. It could also be done just using paper and leave out the technology all together. There is an assessment suggested that have the use local media and conservation resources to find examples of how humans impact a regional ecosystem. They could conduct internet research about a local endangered species and then use a program like toondoo.com to make an animation or the flip video cameras to record and interview or documentary, creating a connection to their own lives and how we impact our local area.
Regarding your post and link about Burrowing Owls resource at Science Net Links...
I am surprised that the lesson does not include, in its extensions, anything about the book Hoot by Carl Hiaason.
Lesson allows students to use ratios to determin height of different objects using their shadows. Provides a worksheet for students to use to record data. There is no technology involved in the lesson but it could be easily adapted to have the students use a spreadsheet calculate for them.
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=4&DocID=164 Sink or float activity for K-2. This activity is a hands on lesson that uses minimum technology for the students. Students could use a spread sheet to enter their finding from the exploration. They could compare with other collaborative groups and create a graph of their predicitions and actual findings. For enrichment, students could create a power point of sink vs. float and share what they have learned.
I really like this lesson as it provides the students concrete evidence as to what the interest rate actually does to an account balance. One activity that I would incorporate would be the use of Excel. This would be a great time to give an overview of how Excel works..a brief tutorial. Then you can build on this to the point where the students are given a problem and use Excel to actually solve it instead of completing the work by hand. The important piece here I think would be to make sure that you 'gradually' reach the point of where the student are actually only using Excel. The reason for this is so that the student 'understands' what Excel is doing instead of only typing in numbers with no real grasp as to what the program is actually computing when you click and drag.
This is a great lesson plan that introduces the concept of the structure of an atom. The student is given a worksheet and instructed to read the information and answer the questions given after a class discussion. The only change that I would make would be to add a concept map to the worksheet. This really helps the level 1 readers.
This is an excellent lesson on the rainforest. The students read a book and work in cooperative groups to complete a project. The project requires a large sheet of paper and pencils. In order to integrate technology, I would take the students to the computer lab or use the computers in the classroom to create a multimedia presentation. Each group would get the use of a flip camera and a netbook to use for the presentation. Some possible examples of the project might include a Powerpoint presentation, story-board, or video that is created by the group. For time management, I would limit the size or time of the presentation to about 6 slides or 6 minutes per group.
This lesson uses one of my favorite authors Dr. Seuss for teaching long and short vowel sounds. I usually use nonsense words and non-examples when teaching vowel sounds. I believe that making sure our younger students really grasps the vowels long and short sounds builds a strong foundation for being life long readers.
After cooperatively exploring the fractions, students will present their findings on the document camera and "teach" the class what they found. While at the document camera each group teaches, demonstrates, and explains how their fraction is equal to a whole.
This lesson incorporates multiple standards for mathematics and is easy to use. There are plenty of extentions and learning opportunities. This lesson would be great for remediation in upper grades. Wonderful for differentiated instruction. Love this site!
This lesson teaches students to annotate poetry using hyperlinks. I reminds me of "pop-up" videos, for those of you who know that reference. On the TIM, I think it would fall under the Adaptation category. I really like the idea of teaching students to annotate through technology...they (students) would see this as more "fun" rather than "work"
Great hands on lesson about the relationship between the sides of a triangle and the angles of a triangle, and what makes a triangle. Lesson includes independent use of manipulatives and collaboration when needed. Visualization of the concept is a powerful tool for understanding and retention of the material. Instructions for students were clear with modification recommended for students finding lengths that do NOT make a triangle. No change recommended. I really liked this activity and plan to incorporate it into my lesson plans this next year!
The lesson incorporates a wonderful interactive diagram of how rocks are formed, complete with animations. The lesson states it is for intermediate grades, however the interactive piece could easily be shared with children in the primary grades.
Currently the application is in the active adaptation. One way to increase the lesson’s function on the matrix, would be to have students then create a Venn diagram using Inspiration software to allow the students to analyze their understandings of the difference and similarities of rocks.
This project allows students to write about 5 significant events in their life and put them to music using Powerpoint. Another application that would allow more visibility for all students to view the projects is to use Adobe Portfolios. You can set up a group for each class and the students can upload their project to be reviewed by all the students in a blogging environment.
I would rate this lesson "collaborative adoption". If I were to change it, using extentions, I would allow the children to explore this website in pairs or small groups first. Then I would allow them to choose a medium to create their own fictional family, house, and life in the time period of their choosing (using 1 of the 5 time periods specified in this website). They could create a presentation after researching on Powerpoint, or they could create a short digital video using their research to guide them. This would allow them to integrate other academic areas as well as move them farther along the T.I.M.
I visited this link http://americanhistory.si.edu/militaryhistory/printable/section.asp?id=1 in hopes of enhancing my Revolutionary War unit for my 5th grade class. This is an excellent link that is in the form of a DBQ (Discovery Based Questioning) with authentic artifacts and primary sources. I think this would be an excellent link as an independent project for my students to view specific artifacts and explore the time period on their own.
I feel that although this unit has lots of valuable information, it only appears at the Active Adoption range. There are several changes that I would make to make this lesson integrated with authentic technology use.
First, I would have hyper links embedded where the students could go to alternative sites to further explain the topic that they are reading about such as sites listed here
Then, I would provide opportunites for the students to create a PowerPoint or movie from movie maker to illustrate what they have learned.
If I had additional time I would come up with more authentic lessons, but this is just a start.
I chose this lesson called Reading Informational Texts Using the 3-2-1 Strategy
I would rate this lesson as "active adaptation" on the Technology Integration Matrix. To improve the technology integration in this lesson I would suggest a follow up lesson using an electronic concept map program, such as kidspiration, to outline a student chosen article from an online database. Students would use their chosen article and pull out the main idea and 3 supporting details to back it up. From there I would lead them into creating a simple report using word processing software, with the information gathered from concept map. Reports would be presented/published using photostory software or a similar digital storytelling software.
This is a wonderful lesson on fractions and making fraction kits! One thing I would change is that, very often, it is difficult for young children to fold properly. When making fraction kits, it is imperative to ensure that all fraction strips are folded correctly. I would provide for parent volunteers or other personnel to be available to walk around assisting student with proper folding.http://illuminations.nctm.org/LessonDetail.aspx?ID=L540
I would say that this lesson would be a "construction transformation" activity where the students are using the computer to input information and graph the results. If I were to change anything on this lesson, I would have the students work in pairs and do some predicting of the outcomes first. By using the computer, they can have access to information much faster and easier than they could do it real world. Once they finish, they could discuss whether their predictions were correct or incorrect and why they may think that.
Fraction Model II
This is an interactive activity from illuminations that allows students to input different numerators and denominators to show the various representations of that fraction in decimal, mixed number and percentages. This is a wonderful activity that can be used for different grade levels. I would not recommend any changes to this activity, especially since it assists them to visualize their fractions.
This project allows students to create character trading cards. For each character the student must describe the setting in which the story takes place, description of the character (name, appearance,personalitiy), insights (thoughts and feelings),development (problem, goal, outcome), statements/actions, and impressions (like, dislike, personal connection). After student inputs information they can print their trading cards off and share with other students.
This activity could be intergated with all other academic areas! .
This lesson adaptive and constructive. I love the idea of the virtual aquarium. Since Brevard County 4th graders go to the Indian River Lagoon I would change the lesson to the following: 1. Find the definition of estuary with dictionary.com to demonstrate Entry and Active on the TIM matrix. 2. Use the web to research Indian River Lagoon animals to demonstrate adoption and collaboration. 3. List the animals on a thinking map comparing them to animals they find in the lagoon and the ocean with a thinking map and show the virtual aquarium. 4. Create the virtual aquarium habitat to demonstrate infusion and authentic. 5. Visit the Indian River Lagoon and as a follow up create a virtual aquarium with what was caught and viewed or a power point including the animals seen or viewed or caught to demonstrate transformation and goal directed.
Great lesson on ratios and proportions. Something to consider to make the prep a little easier might be to use colored beads instead of marking them. To add a dimension to the activity, it might be fun to have the students take the beans from the bag randomly so each student, or group of students, would have different ratios and could confer with other students/groups what their conclusions are.
http://illuminations.nctm.org/LessonDetail.aspx?ID=U100 This lesson is great for reviewing multiplication facts. The only thing I would change is before starting lesson one I would spend a class period reviewing the multiplication tables. This will help the struggling students.
Wonderful lesson for teaching the basic parts of the atom to grades 6-8. The lesson is very student directed and would fall under the Active Adaptation section of the TIM Table. When using this in my class I would extend the assessment piece to the production of an what I call an E Poster. I would ask students to create an electronic poster by extending the size of the page in a word processor (word/pages) to 20 x 24 and to demonstrate on the poster the definition of an atom and a diagram. Students can choose to create the poster using images, photos, music, etc. The E Posters are then uploaded as PDF files to a picture gallery which is then available to the whole class on our class website.
http://illuminations.nctm.org/LessonDetail.aspx?ID=L249 Grid and Percent It is a powerpoint presentation that uses lots of visuals. The teacher is at the entry level according to Technology Integration Matrix and students are not engaged at all in using technologoy. This is a lesson that requires worksheets or graph paper. I recommend beginning the lesson with a hand-on activity such as A Meter of Candy http://illuminations.nctm.org/LessonDetail.aspx?id=L861 . The worksheet grid is good and there is a link to Math.com. Also, a state standards link would be helpful.
The lesson could begin with a motivation activity such as using a video clip, or e-thinking map that the students create from their computer or pass around a Qomo.
I reviewed the lesson on music from across America at http://edsitement.neh.gov/lesson-plan/music-across-america#sect-introduction
This is a music lesson that reviews musical styles across America and of various styles. The lesson begins on the active level of the Technology Integration Matrix for students as they listen to musical pieces of a varied style. Students can collaborate in groups as they answer questions about the examples which moves them to the Collaborative section of the TIM. Later students select their own digital music to share with the class in the Authentic stage of the TIM.
A further lesson you could do is to have students create music electronically and share their compositions with the class to be in the infusion and transformation stages.
This lesson presents a create way to get students to use vivid verbs. To improve this lesson, please show some examples.
This lesson is part of a larger module in visual arts. The assessment component asks students to write down aspects of a given painting that illustrate balance. To improve this lesson, in addition to identifying balance components, I would give each team a camera and send them out to take pictures that recreate (with their own take) the paintings.
I looked at the lesson "Stop Signs, McDonald's, and Cheerios: Writing with Environmental Print" targeted for grades K-2.
This seems to fit in the Active/Adaptation part of the Technology Integration Matrix. While technology is used -- it's used by the teacher, printed, and then the students manipulate the materials. To increase/improve the level of technology and student choice/independence -- students could take digital photos of environmental print themselves, or find them via search, and manipulate them via computer rather than print, creating a digital product rather than pasting the pictures into a traditional blank book.
This lesson challenged your students to create a PSA video using various research skills and team work. I found it to be very well planned with lots of built in usable sites and worksheets. Students are engaged in all kinds of technology from internet research to video recording and using video software. In addition the students are challenged to really think out and plan their PSA. This lesson incorporates higher level thinking and technology skills. To increase the level of TIMS I would require students to hand draw several scenes using photoshop, fireworks or other drawing programs and incorporate these scenes into their video.
I really enjoyed this lesson on writing family journals. It requires daily participation by family members. I don't think I would do it daily, but more like once a week for homework. It isn't clear if the children are writing in a notebook, paper, or even using the letter generator computer program. The cover letter and letter generator link to the web site are fabulous.
I reviewed this lesson titled: The Impact of Natural Hazards Around the World". This lesson did not incorporate much technology, so on the Matrix, I would rate it as Entry Level on the Technology and Collaborative for the students (since they are doing group projects). This activity could be improved by sharing some natural hazard video clips from Discovery Education (after students brainstorm a list of hazards). Students should be directed to use technology to make their presentation to the class - such as Power Point, websites, and/or videos.
This is a lesson which would take time, but would fit well as a multi-week project for a specific theme such as Black History in February. It is basically just steps in collecting information and putting together a research paper on inventors and innovators in science, but it does have some good links adn resource suggestions. It would be a good starting point for introducing research processes. There is limited technology involved except for looking up information (resources), but that could be enhanced by making the requirements of the product be a multimedia or power point presentation rather than a poster or paper.
This is a great lesson because the students are actually creating a boat using materials. It is actually a lot like a lesson we have done before with our science series. The directions are clear and I would use this lesson with my 5th grades prior to teaching a lesson on buoyancy.
This lesson teaches students about cause and effect using literature, and students create their own comic strips. This lesson is active adaptation on the Technology Integration Matrix. To enhance this lesson other authors and authentic forms of literature could be explored. I love the idea of using comic strips as a literature response!
Each component of this lesson is clear and easy to follow.
Suggested extending the lesson piece: Students use hurricane tracking maps (available at most community grocery stores) to track current tropical storm activitycoordinates in respective geaographic regions using available weather tracking resources.
This provides a real-world understanding and application beyond making posters of hurricanes around the world.
The lesson I reviewed was titled "Power Up" and it had students compare and contrast different energy sources and the trade-offs of using them. There was very little technology incorporated in this lesson. The technology was generally the procedural use of tools. I would place this at the active/adoption level on the TIM matrix. It may fall higher on the matrix, if I take into account the online game students play for practice. However, a link was not available to game, so I could not evaluate the educational value of it.
I think students would have fun with this lesson. It allows them to be creative with words and rearrange existing content. I think the lesson would be enhanced by having students share their work with peers and receive guided critiques about their work. This allows students to evaluate each other's work based on principles of poetry.
This was a very unique and creative activity for probability. I know the kids would find it to be fun and engaging. There would have to be a real-world connection by using real marbles and working with a partner. The teacher would have to demo b/c you have to read the directions to understand what to do.
On the TIM it falls in the Adaptation and Constructive catagory. To take it to the level of Infusion and Authenticity level a real-world activity using marbles in the classroom would be needed. The teacher could do a whole-class activity using the doc cam/projector. Also, students would need to understand how statistics and probability play into real world concerns.
This lesson is a great way to allow students the opportunity to not only create an argument, but also to create an argument that directly relates to them. This lesson is at the adaptation level of the TIMS as the students are able to blog about the topic at hand. The only suggestion I could really give to move this lesson higher up on the TIMS would be to allow students to choose their own medium of technology to use.
Great information that is condensed and easy for kids to read. It gives the basic idea of what the Constitution is about. I like the follow up questions to check for understanding. I think it would be great to include a group project idea and allow kids to work together and share their ideas on this content area. Thanks for sharing.
I really liked the way this lesson was broken into parts. They first have students complete an E-Sheet and watch a video on the life cycle, along with some food web games. Then they complete a worksheet reviewing the information they just went over. This is a great way to begin a life science unit. I would further use the information provided in this lesson for creating questions to use in a jeopardy game created by using PowerPoint. The students could also be in charge of creating this PowerPoint.
I would not make any changes to the plan.
To bump it up in the TIMS I would have students choose a way to respond to what they have learned by creating a product. They could create a powerpoint, or movie maker project to show what they have learned.
Lesson: Bird Baths: Cleaning Up Wildlife After Oil Spills
This lesson is designed for grades 3-5 for science. The lesson is to address the standard of how humans affect wildlife habitats. The students complete an inquiry activity to have students use different materials, soap, and feathers to simulate an oil spill. A data sheet was provided for students to fill in as they completed the lesson.
The lesson included links to other websites where students could read about various oil spills and responses. As one activity in the lesson, students were to work in small groups at computers to read the information from the websites together to gather information.
*I feel that this lesson falls between the Entry and Adoption level on the TIMS. For instance, students were at the "entry" level in the area of Constructive in which information was delivered to students (website for reading info).
Activities to improve the lesson:
*Have students create a presentation to share information on their learning-ex. using pictures to show the devastation from oil spills, etc.
What change(s) do you suggest that would move the lesson across TIM levels? Using the suggestion above would provide a more "authentic" activity at the infusion level, because the students would be choosing tools (ex. glogsters, powerpoints, etc) to create a meaningful activity.
Using the Technology Integration Matrix, this "Younger Students" section of this lesson plan is at the Entry Level of Collaboration. This lesson has the students discuss, brainstorm, and attack! I like that this lesson because it begins with discussion and ends with hands-on application with choices. I would definitely pair students together and arm them with a camera to move us to the right on the matrix.
This lesson is from the STEM section of Thinkfinity. Since I was part of the STEM training this past school year, I thought I would reveiw one of these lessons for use in my room next year. The lesson has many wonderful aspects including on-screen 3D manipulatives for the students to use. The lessons are well organized, well developed, and guided. Each lesson has questions for the students to answer, but an improvement might be to add a project, such as making a video, for the students to practice experiential learning as opposed to just answering comprehension questions. The other thing I can think of for improvement would be a video on the topic which demonstrates the topic for those who need more initial guidance.
There is currently no technology included in the Lesson, Supply and Demand. There are worksheets to fill out, but that's it. First I would review slope and the slope-intercept form of an equation using http://www.mathwarehouse.com/algebra/linear_equation/interactive-slope.php. Then I would use this link to practice slope and y-intercept http://hotmath.com/hotmath_help/games/kp/kp_hotmath_sound.swf. I would add an Xcel spreadsheet for the students to track the supply and demand. I would also have them create a graph in Xcel from the data they collected. I would include the use of graphing calculators to extend the lesson.
This lesson was designed for 6-8 for number sense in math. I really like this lesson plan. It provides enough information and links to manipulatives for the student to grasp the concept. The manipulative is outstanding for those visual and kinestic learners in the classroom. Illustrations are also included so it doesn't require the student to figure out what it should resemble.
The lesson provided links to a master activity sheet that I was unable to pull up. When accessed, the like provide a question mark for acrobat and provided a blank screen. If it required one to open acrobat, that should have been stated or provided in a format one could view regardless of programs.
This lesson is between the entry and the adaption level on the TIMS Students read the information and is provided opportunity to use manipulatives independently to build knowledge with minimal choice.
this lesson is highly interractive and competitive with tremendous peer interaction with very little higher order learning.i would supplement this lesson by incorporating more higher orderrthinking into it by requiring some type of a followup project that would require the students to create something that goes beyond simple linear learning.
The title of the lesson plan I chose is Graphing Trash Material. This is a math lesson where the students will collect, and classify familiar objects. I think I would also incorporate science and social studies with this. The teacher introduces the ideas and facts about trash and the effect on our environment. The students are then able to share their ideas and beliefs on their responsibility to the planet. Graphing the data that was collected is a powerful way to show the students how much trash is generated in one day. As an extention the students could collect materials suitable for recycling from home. A difference can be made between classroom trash and home trash. The students would have little or no technology experience. The teacher would introduce the use of graphs and charts.
In this lesson the students are applying measurement and computations to gain insight into the large numbers associated with distances in space and calculating the amount of time needed to travel to each of the planets. This lesson is at the lowest level on TIM. To make it higher on TIM, I would use an interactive student spreadsheet with an appropriate chart and graph to convey the student's data. I would also have the student's take their results and the class results and create a presentation on powerpoint or keynote and present to class.
URL: http://www.readwritethink.org/classroom-resources/lesson-plans/voting-what-about-396.htmlThis activity is titled, "Voting! What's it all About?" It is geared for 5th grade and covers Language Arts, Writing, and Social Studies benchmarks. I really liked the idea behind this lesson! On the Technology Integration Matrix, I would say it is on the "Active Adoption" level. The students are using the Internet (only technology being used) to go to very specific sites to gather information about the history of voting and information about elections. It is very teacher directed and collaboration with other students is after they have gathered their information. (It was noted that the students were directed to select photos and drag them to the desktops to print but there was nothing referenced to adhering to copyright.) Since this lesson is specifically geared towards the 2008 election, I would like to modify it so it can be used every year. To move this activity across the levels of the matrix, I could see the students creating a data base of current elected officials and inputting any current event issues about them; or researching the current elected politicians and creating PowerPoints with hyperlinks; getting more involved with some of the issues such as oil drilling off our coasts and emailing our representatives ; creating graphs to represent data collected from their own polls; creating podcasts reflecting their opinions; or getting more involved with issues about their schools and taking more active roles in the information gathering/sharing process.
This was a really good lesson plan that had many components that integrated social studies and writing. I would say it falls on the constructive part of the TIM. There is some technology integration in the research part of the lesson. The students are allowed to use the internet as a research tool. You could improve the lesson by having the students create a power point on their research to share. If they are Mac users they could create a newsletter using pages to go back in time and report on the Boston Tea Party or Paul Revere's midnight ride.
This is an interactive lesson for students. I would defintiely use it with my class. They will make character trading cards. After reviewing this lesson, I think that on our TIM, it would be an authentic transformation. I would have students bring in some of their own cards...like Pokemon and sports ones, as examples. They will have to answer certain questions based on characters in a story to creat these character trading cards
This is a great lesson on identifying character traits. This falls into the authentic section of the TIM. There is technology use and freedom for students to decide how to locate and present their infomation. They also work in small groups to discuss their findings and share their feelings about the characters. To make it more goal oriented you could allow students to find their own tools and choose their own books.
This is a great lesson for primary students. The animation and interaction would be very exciting for them.
On the TIM I would say that this is constructive adaptation as the student would be independently playing the game and having some choice of the #'s and operations. Great job!
This lesson is fantastic! It was completed by the Smithsonian Institute. On the Technology Integration Matrix it is Goal-Directed Transformation. This is a lesson I could definitely use with my students. The only thing I can see that might need to be changed is the field trip portion. For some students, it may be a challenge to get to the port. However, living in the location that we do, it could be overcome. Super Lesson!!!!!!
This was are really good lesson plan that used real-world examples to teach the math concept, making it authentic. After reviewing this lesson plan and comparing it to the TIM, I would say it falls on the Authentic-Adaptation box. There could be more technology integration. Perhaps the students could use excel to graph the data after they computed local information using the internet for research.
This is a really good lesson to support a unit on force an friction. The use of Curling and the activity is really cool. it shows how the sport is related to friction and the movement of the stone. It will get the students active and collaborate. This will improve my lesson and lab on calulating friction over a surface.
This is a really good lesson and incorporates a hands-on activity along with technology. I would say that this falls under the Active part of the TIM. To incorporate more technology, you could include a video of students actually trying to form triangles with the pieces of spaghetti.
This provides an independent use of the necessary tools with each student doing their own exploration. It is goal directed with step by step task steps. The teacher can guide the student to understand how to apply this process to other facets of everyday life: (example - election polls). Understanding this concept, this activity becomes a meaningful higher order tool to apply across the board.
This lesson had a lot of information in it with many links to other terrific resource sites. One link that I really liked and will use in my classroom is http://http://www.archives.gov/exhibits/charters/charters_of_freedom_8.html. Being an AP teacher I need higher level of thinking ideas for my students and this lesson has it. What was great about this lesson, was the fact that you could use little bits of it or go into higher level of thinking for high school students.
Comparing it to TIM it does wonders! Great job.
This lesson is amazing. It is very engaging and interactive. The lesson integrates real world components with technology components. The lesson also incorporates hands on learning which is great for students who have difficulty with spacial perseption.This lesson has the characteristic of a the Constructive and Collaborative Learning Environmenst based on the TIM matrix. This lesson moves across the levels of the TIM but does not meet the Infusion level. Teaches choose the materials that students manipulate. To meet the Infusion level teachers could offer students a choice of what manipulatives they could use.
This lesson plan involved students creating trading cards for memorable characters from books they have read. What a wonderful idea. They use an on-line tool to create and print the trading cards. I believe it falls between adaption and infusion on the TIM. Students have choice regarding the information to use, but they have to use the designated tools in a perscribed manner, but they do have the ability to use their own creative writing and designing skills. The drawbacks would be it could be time consuming and responding to group read as opposed to indivual reads could make it less so.
I think this was a great idea for primary students. I think that one idea to add technology to this lesson would be to create a power point presentation about how trees drop and add leaves through the seasons.
This lesson is called Is Superman Really All That Super? Critically Exploring Superheros. After reviewing this lesson against the TIM, I found that the learning environment is authentic and the levels of technology intergration into the curriculum falls under transformation. The students will compare superheros along with their traits on a interactive venn diagram. They would love this!
Wow! Great lesson! I liked that you had an audio enhanced version for students who don't read. Awesome! I also thought it was a great idea to have the web link incorporated. You might want to try to add an interactive Vnn Diagrams to show similarities and differences.
This lesson is the second of a two part lesson on systems involving space science. Students study and create a shuttle and launch three trials and discuss their results. This project is at the Collabrative/Active range of TIM. To move this to the Infusion/Constructive TIM range, the teacher can model how to create a spreadsheet or word document to record data from the rocket launch trials and let students choose which technology tool to use to record their data. Technology integration would make data analysis more relevant.
I was perplexed by this link as being labeled as a lesson plan. When I logged into it there was little more than a podcast and an article. In an attempt to correlate it to the TIM it could possibly be considered an active entry since there is information presented for the student. Just as a basic lesson plan it should have standards, objectives, and a lead in. I'm not sure what the author's purpose with this was. THe information is excellent and the extension links are good. The integated podcast was of excellent quality.
In order to integrate technology with this information a bit more I would use this as a form of data analysis and chart/graph creation practice. Provide students with lists of the medications and the proteins they commonly target. Students can generate a chat showing the relationship between the number of medications and the type of protein they target. We can then ask the students to generate the appropriate graph to show this data.
This lesson is titled: Phonics Through Literature: Learning About Letter M. It is a fantastic lesson greared towards K-1 students. This is a week long lesson plan that is just FILLED with literature, mystery boxes, technology, food, fun... and so much more! I also love the extra technology component added that is very "kid friendly" and teacher friendly where students will create their own "M" crossword puzzle! On the TIM rubric, I would say that this lesson falls under Goal-Directed - Adaptation.
Another great website that could be added as a great resource would be www.starfall.com
Writing Poetry Like Pros
The teacher of this theme or unit developed many lessons that would take several class sessions to complete. This curriculum falls under the student constructive section and teacher Infusion section of the Technology Integration Matrix since the teacher is facilitating the students' exploration of technology and encouraging group and individual choices. To provide additional technology infusion, students could begin a class wiki in which they include their poems, videos of readings, and discussions about the poetry. This would apply higher order thinking skills as they construct a class wiki to teach others about their poetry knowledge and talents and hopefully, the students will digitally collaborate with one another. One additional idea would be to video the poetry readings and share them on the TV announcements to encourage their schoolmates to appreciate poetry.
Cape View Elementary Librarian