Web+2.0+Lesson+Plan

= Web 2.0 Lesson Plan =

Below I have inserted two examples of lesson's that I have created this semester that would be examples of integrating technology into the classroom. Within both Lesson Plans, I have included the Maryland Voluntary State Curriculum Standards as well as the NETS Standards and INTASC Principles that are relevent for each plan. Instructional Plan for Practical Teaching Experience Integrating Instructional Technology (ISTC 301)
 * **Name of Preservice Teacher Candidate(s-) ** Danielle Gradone, Stephanie Powell, Julianne Sumego ||


 * **Content Area **- The students will gather information on each of the eight planets. This lesson will focus on inquiry instruction; which calls for students to do investigations/explorations on their own. ||


 * **Grade Level **- 5 ||


 * **Title of Lesson **- The Eight Planets ||

Standard 2.0 Earth/Space Science Indicator 1. Recognize and describe the causes of the repeating patterns of celestial events. ||
 * **Core Learning Goal ** ([])


 * **Maryland Voluntary State Curriculum/ Content Standards and Performance Indicators/ Specific Objectives ( **[|**http://mdk12.org/mspp/vsc/index.html**]**) **

Topic D. Indicator: 1. Identify and compare properties, and movement of celestial objects in our solar system. Objectives 1. Recognize that like all planets and stars, the Earth is spherical in shape. 2. Identify the properties of the planet Earth that make it possible for the survival as we know it. · temperature · location · presence of an atmosphere · presence of water (solid, liquid, and gas) 3. Compare the properties in our solar system to those of Earth to determine if it could suppose life, as we know it. ||
 * Standard 2.0 Earth/Space Science **


 * **<span style="font-family: 'Calibri','sans-serif';">Maryland Teacher Technology Standards and Performance Indicators ( **[|**http://www.mttsonline.org**]**<span style="font-family: 'Calibri','sans-serif';">) **

[|**Standard I: Technology Information Access, Evaluation, Processing and Application**] Access, evaluate, and process information efficiently and effectively [|**Standard II: Communication**] A. Use technology effectively and appropriately to interact electronically. B. Use technology to communicate information in a variety of formats [|**Standard V: Integrating Technology into the Curriculum and Instruction**] Design, implement and assess learning experiences that incorporate use of technology in the curriculum-related instructional activity to support understanding, inquiry, problem-solving, communication or collaboration. ||

<span style="font-family: 'Calibri','sans-serif';">**INTASC Principles** <span style="font-family: 'Calibri','sans-serif';">**1**. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and can create learning experiences that make these aspects of subject matter meaningful for the students. <span style="font-family: 'Calibri','sans-serif';">2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. <span style="font-family: 'Calibri','sans-serif';">3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to the diverse learner. <span style="font-family: 'Calibri','sans-serif';">4. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. <span style="font-family: 'Calibri','sans-serif';">5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. <span style="font-family: 'Calibri','sans-serif';">6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. <span style="font-family: 'Calibri','sans-serif';">7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. <span style="font-family: 'Calibri','sans-serif'; font-size: 12pt;">8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. ||
 * <span style="font-family: 'Calibri','sans-serif';">

<span style="font-family: 'Calibri','sans-serif';">The teacher will prepare a wall-wisher page for the students to complete as a pre-assessment and a post-assessment. The teacher will then create a webspiration document that the children will be able to use to fill in the information that they found. The teacher will need access to the computer and the speakers. ||
 * **<span style="font-family: 'Calibri','sans-serif';">Teacher Preparation/ Equipment & Materials **

<span style="font-family: 'Calibri','sans-serif';">Wallwisher will be used to find out the students prior knowledge of the planets. A Youtube video will be used to gain more information of the planets. Webspiration will be used to display the information that each group has found about their planet. ||
 * **<span style="font-family: 'Calibri','sans-serif';">Technology Integration (Specific description of how hardware, software and online resources will be used.) **

<span style="font-family: 'Calibri','sans-serif';">1. First the instructor will have students log onto wallwisher, and contribute one fact of their previous knowledge of the planets. We will have a few students volunteer the piece of information that he or she contributed. 2. Then we will watch a video that will allow students to gain more information on the subject. 3. The class will be divided into 8 groups, and each group will use different resources on the internet to find information about their assigned planet. 4. Each group will create a Webspiration document of their planet. 5. We will then walk around the classroom as a whole, while each group presents their webspiration document. 6. Students will all receive a copy of the completed Webspiration document- after all information has been checked and approved by teacher. ||
 * **<span style="font-family: 'Calibri','sans-serif';">Instructional Procedures **

<span style="font-family: 'Calibri','sans-serif';">The students will return to Wall wisher. Each student will have to contribute a “sticky note” with his or her name on it. This wall wisher session, the students will have to post a piece of information that they learned from today’s lesson. ||
 * **<span style="font-family: 'Calibri','sans-serif';">Formative Assessment/ Plans for Differentiation **

<span style="font-family: 'Calibri','sans-serif';">What are the properties that contribute to each planet being a planet? ||
 * **<span style="font-family: 'Calibri','sans-serif';">Discussion Prompts for Critical and Creative Thinking **

<span style="font-family: 'Calibri','sans-serif';">The teacher will provide the students with a completed webspiration document that contains the information on all 8 planets. ||
 * **<span style="font-family: 'Calibri','sans-serif';">Summary and Lesson Closure **

<span style="font-family: 'Calibri','sans-serif';">The teachers will walk around the room and make observations of the students while guiding them while they make the webspiration document. The teachers will ask questions that further the students’ thinking. ||
 * **<span style="font-family: 'Calibri','sans-serif';">Assessment Plan **

**Name:** Danielle Gradone **Title of Lesson**: Properties of Geometric Shapes


 * Topic:**Geometry **Grade**: 8th Grade

__Core Learning Goal__: The student will demonstrate the ability to solve mathematical and real-world problems using measurement and geometric models and will justify solutions and explain processes used. **1.** The student will represent and analyze two- and three-dimensional figures using tools and technology when appropriate. The student will analyze the properties of geometric figures. · Essential properties, relationships, and geometric models include the following: Congruence and similarity · line/segment/plane relationships (parallel, perpendicular, intersecting, bisecting, midpoint, median, altitude) · point relationships (collinear, coplanar) · angles and angle relationships (vertical, adjacent, complementary, supplementary, obtuse, acute, right, interior, exterior) · angle relationships with parallel lines · polygons (regular, non-regular, composite, equilateral, equiangular) · geometric solids (cones, cylinders, prisms, pyramids, composite figures) · Circle/sphere (tangent, radius, diameter, chord, secant, central/inscribed angle, inscribed, circumscribed). · The student will identify and/or verify properties of geometric figures using the coordinate plane and concepts from algebra.
 * Using the State Curriculum: Geometry **
 * Goal 2 **
 * Expectation **
 * Indicators **
 * Assessment limits: **

__ NETS-S Standard __ Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:
 * 1. Facilitate and Inspire Student Learning and Creativity **
 * a. ||  || Promote, support, and model creative and innovative thinking and inventiveness. ||


 * b. ||  || Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. ||


 * c. ||  || Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. ||


 * d. ||  || Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. ||

- Screentoaser.com - Tinyurl.com - Provided Geometry Textbook - Paint - Computers - headphones
 * Teacher Preparation / Materials - Include the Web 2.0 Tool **

1. Teacher will continue lesson on geometric shapes: circle, square, rectangle, triangles, quadrilateral, trapezoid, rhombus, hexagon, and pentagon. 2. The instructor will begin by asking students what examples of properties of geometric shapes are as a review. 3. The instructor will focus on three shapes: square, rectangle, and triangle. 4. The instructor will ask the students what they know about a square. 5. The instructor will then outline the missed properties that the students did not name about the square in their class discussion. 6. The instructor will then ask students what they know about a triangle. 7. The instructor will then outline the missed properties that the students did not name about the triangle in their discussion. 8. The instructor will then ask the students what they know about the last shape they are going to be talking about today, the rectangle. 9. The instructor will then outline the missed properties that the students did not name about the rectangle in their class discussion. 10. The teacher will then transition into the lesson activity.
 * Instruction Procedures - What specifically will be done with students? **

1. The students will already have prior knowledge of how to use screentoaster.com and tinyurl.com. 2. The instructor will ask the students to complete a screen toaster activity. 3. The instructor will ask the students to choose three shapes that have been discussed thus far. 4. The students will be asked to use paint to construct a picture of each shape and then use text boxes to write the properties of each shape. 5. The students will use the screen-toasters website to go through a demonstration of how to create each geometric figure and what the properties are of each. 6. The students will be asked to narrate their screen-toasters presentation. 7. Once each student has completed their screen-toaster activity, the students will be asked to condense the link using tinyurl.com. 8. The instructor will ask the students to write down their tinyurl link on a circulating paper being passed around the classroom.
 * Assessment Plan – Formative and Summative **

1. Before leaving the classroom, the student will be asked an exit ticket question. Each student will have to name a different property of one of the geometric shapes before exiting the classroom. The instructor will have the class stand in a single file line in front of the instructor, who is standing at the door. This final activity will tie together all of the information presented in class today and challenge their thinking one more time before they leave for the day.
 * Lesson Closure **

Here I have inserted a hyperlink that walks through a similar activity that my students would participate in. The link shows what an example of the paint activity is going to look like. Then I walked through how to upload the screen-toaster video and create a tinyurl. (Refer to the link below) [|**http://tinyurl.com/geometryactivity**]
 * Sample Product - What students might do – include a link where appropriate. **

I have chosen to use screen-toasters and tinyurl for my Web 2.0 Tool to incorporate into this lesson. The reason I chose to use screen-toasters within this lesson is for a brief assessment in between lesson topics. This screen-toasters activity will assess the students’ knowledge of properties of geometric shapes.
 * Justification for Web 2.0 Tool **