Technology+Lesson+Plans

Technology Lesson Plans Math Lesson-2nd Grade (Fractions) Content Area / Grade Level: 2nd Grade Math (Fractions) Title of Lesson: Split It Up! Core Learning Goal: Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. Topic A: Knowledge of number and place value Indicator 2: Apply knowledge of fractions Objectives: a. Read, write, and represent fractions as parts of a single region using symbols or models with denominators of 2, 3, or 4 b. Read, write, and represent halves or fourths as parts of a set using symbols, words, and models NETS-S Standard: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. apply existing knowledge to generate new ideas, products, or processes. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Teacher Preparation / Materials: Computers Worksheet Google Docs Dabble board You Tube Video Wall Wisher Instructional Procedures: 1. Students will brainstorm what they know about fractions by using wallwisher.com. They will add sticky notes to the board. After everyone has added an idea, as a class we will discuss what we already know. 2. Students will view a You Tube video about fractions. The video makes fractions relevant to them by using a pizza to depict ½ and well as ¼. 3. Students will have an opportunity to explore different fractions using an activity on iknowthat.com. After students have had a chance to explore on their own, as a class we will discuss where ½ and ¼ fall on the number line as well as what the fractions would look like if more that one area was shaded. 4. Students will work with a partner to complete a worksheet on fractions using the Dabble Board Tool. They will need to draw the solution for each problem using the tool. They will work with a partner to complete problems 1 and 2 then complete problems 3 and 4 on their own. 5. 4 student volunteers will come up to the front of the classroom and demonstrate how they solved each of the problems to the class. 6. Students will complete a Google Docs Form about the information learned in class to gage the learning from the lesson. Assessment Plan – Formative: Students will invite the teacher to view their dabbleboard work, so the teacher can see who was successful in completing the activity, and who was not. Also, the teacher can use to Google Docs Form to see who understood the information presented in class and who did not. Summative: Students will create a digital story with pictures, and voice in order to demonstrate one of the fractions we worked with in class using pictures and voice. This will be similar to the You Tube video they watched at the beginning of class. Lesson Closure: Students will write on the class wiki one thing they learned during today’s lesson and where they have seen fractions used in the real world. Once everyone has posted, the information can always be reviewed by anyone in the class. Sample Product: Google Docs Form: __@http://tinyurl.com/istc301fractionform__ Justification for Web 2.0 Tool: We chose to use Dabbleboard for this lesson because it is a way for students to draw out what they are thinking in order to solve the problem. Also, by using this tool students are able to invite the teacher to view it. This gives the teacher an opportunity to see who is struggling with the concept as well as where they went wrong with his or her thinking. We also chose to use a Google Docs Form for this lesson in order to have an assessment for the lesson. Students are able to demonstrate their knowledge of the topic, and the teacher is able to see the results in an organized manner. Because the results are displayed in a chart with every student’s answers, he or she is able to determine which questions most students got right and which questions the most students got wrong. This allows the teacher to adjust future lessons to fit the needs of the students.

Math Lesson-3rd Grade (Geometry)

Content Area / Grade Level: Geometry 3rd Grade Title of Lesson: Let’s Shape Up! > A. Plane Geometric Figures > **1.** Analyze the properties of plane geometric figures > b. Identify or describe polygons. Use triangles, quadrilaterals, pentagons, hexagons, and the number of sides and vertices. NETS-S Standard: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. apply existing knowledge to generate new ideas, products, or processes. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. Teacher Preparation / Materials: Computers Smart board Google Docs Dabble Board Clickers Worksheet
 * Core Learning Goal: Standard 2.0 Knowledge of Geometry-Students will apply the properties of one-, two-, or three-dimensional geometric figures to describe, reason, or solve problems about shape, size, position, or motion of objects.

Instruction Procedures – 1. Students will complete a Google Docs Form about geometry in order to assess prior knowledge of the topic. This will include prior knowledge of shapes, vertices, and edges. In order to see what the students already know and what needs to be taught over the course of the unit. 2. Teacher will use the smart board in order to show the students different geometric shapes. Starting with simple shapes such as a triangle, the teacher will draw the shape on the smart board and ask students how many sides and vertices each shape has. While doing this, the teacher will go over the definitions of edges and vertices. 3. Students will take turns coming up to the board to count the number of sides and vertices on each shape. Each student will have a turn to come up to the board. 4. Students will work with a partner to complete a worksheet on geometric shapes using the Dabble Board Tool. They will need to draw each shape using the tool and label the number of sides and vertices for each shape. They will share one computer to complete this activity. 5. Using the clickers, and the smart board, students will answer questions about the geometric shapes learned about it class. 6. Students will complete another Google Docs Form about the information learned in class to gage the learning from the lesson. Assessment Plan – Formative: The teacher will use both the answers from the clicker activity and the answers from the second Google Docs Form in order to see who understand the topic enough to move on in the unit, and who needs further instruction on this particular topic. Summative: Students will create a digital story with pictures, and voice in order to show each geometric shape with pictures and describe the properties of each using voice. Lesson Closure: Ask students how they think it is possible for a square to be a rectangle, but it is not possible for a rectangle to be a square. Sample Product: Dabble Board: **[]** Google Docs Form: **http://tinyurl.com/Grauweb20-2** Justification for Web 2.0 Tool: I chose to use the Dabble Board tool because students can show their work and use the tools provided by the board in order to draw their own geometric shapes. Using this type of tool can be easier and neater than using a pencil and paper. I chose to use the smart board during this lesson because it gives the students to become interactive in the lesson and for other members of the class to see the work on the board. Students enjoy using this technology because it is new and interesting to them. I also incorporated Google docs into this lesson because it is a way for the teacher to perform a pre-assessment as well as a post assessment with the students and be directly connected to the spreadsheet with the results, so they could use them for grading purposes.

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