TECHNOLOGY UNIT TEMPLATE

Jessica Scanlon
Standards: I used the following State Standards in my unit: CCSS.Math.Content.4.NF.C.6: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. I used the following district standards in my unit:

1.16 Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. 3.6 Students demonstrate the ability to make decisions based on ethical values.

I used the following ISTE NETS-S Standards in my unit:

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems.

Pre Assessment: For my pre-assessment I will use the Smart Clickers to evaluate the students knowledge in the area of decimals. I will begin by passing out the clickers to the students. The students will then be instructed to log in to their clicker with the log-in number that they were given at the beginning of the year. This will be done so that when they enter in their responses, it is easy to see how each individual student responded. I will then check the computer to make sure that each student is correctly logged in. I will tell the students that they will be taking a pre-assessment so that I will be able to see what they already knew about the upcoming topic that we will be discussing. I will instruct them to give their best effort and to be sure that they answer all of the questions. I will then post the questions for the pre-assessment. I will show one question at a time and give the students time to figure out the answer. I will check to make sure each student has answered before moving on to the next question. I will continue this until the entire assessment is complete and all students have answered all of the questions. I will then collect the Clickers from each table and return them to the case. Here is the clicker assessment that will be giving:

The pre-assessment went very smoothly. The clickers worked well and the students seemed to work very hard on the assessment. They answered all of the questions and stayed on task. There were four students absent on the day that

the assessment was given, three students have transferred to another school, and 25 students took the assessment. There were no students who answered all five questions correctly. Five students answered four out of five questions correctly, five students answered three out of five questions correctly, seven students answered two out of five questions correctly, five students answered one out of five questions correctly, and three students answered none of the questions correctly. This data tells me that these students have a lot to learn about decimals and do not have a lot of background knowledge in this area. Below I have a copy of each students score on the entire assessment. I also have the class scores on each question of the assessment. Here is a copy of the results from the pre-assessment:

Teaching Strategies: I will use the following technology tools in my unit: -Smart Board -Document Camera -Projector -Desktop computers -Laptop computers -iPads -Smart Clickers -Head phones -Brainpop.com -Smart Notebook software

-quizlet.com -tagul.com -thinglink.com -Read and Write Gold software -Site for power point presentations: http://connected.mcgraw-hill.com I tried the following new and innovative technology idea.

A new and innovative technology idea that I used for this unit was a Tagul word cloud. I created a word cloud using the words that the students are working on during this unit. Unlike some other word clouds, when students click on the words in the Tagul cloud, they will be redirected to other sites. Some of the words are linked to sites with more information about the word. Some words are linked to sites where students play games related to the word. Some of the words are linked to videos that students can watch for more information. This site is an innovative way for students to learn more about the vocabulary they are working on in school. Here is a link to the Tagul I created: Tagul.

I incorporated the following to support the use of distance learning systems appropriate in a school environment.

I will give students a list of websites that they can use for additional support at home. I will also give them the link to the Tagul that they will use in this unit because of all of the extra resources that I have linked in this word cloud. The sites that I have listed below are resources that the students can use to move their learning beyond the walls of the classroom. They can use these sites at home or at the library to supplement their learning for this unit. Here are the sites I gave to them:

-Tagul (the word cloud I created with links to additional resources included): http://tagul.com/preview?id=173400@3 -Study Island (is used to master content of common core standards): http://www.studyisland.com -Success Maker (is used to practice reading and math skills in each grade level): http://successmaker.jefferson.kyschools.us/lms/sm.view -Soft Schools (is used to practice grade level math skills): http://www.softschools.com/math/games/ -IXL Math (is used to practice grade level math skills): http://www.ixl.com/math/grade-4

Unit: This unit will be taught in a fourth grade classroom. Since I am a 4th and 5th grade ECE teacher, I will be working in this classroom to teach my lessons. There are 29 students in this classroom. Two of the students receive services for special education. I will be teaching a math unit on decimals. Prior to this unit, the students have just completed a unit on fractions. Their background knowledge of fractions should help them to learn about decimals. Day One: The first days lesson is called Place Value through Tenths and Hundredths. I will begin this lesson by showing students a video from Brain Pop called Decimals. This video will give them an introduction to decimals and what they mean when you are talking about numbers less than one. Here is a link to the video I will show the students: Brain Pop

After the video, I will pass out the workbook packets for todays lesson. I will use the Smart Board to display the power point presentation that corresponds with the workbook packets that the students have in front of them. I will use the Smart Board to work out the problems of the workbook pages with the students. As we go through the lesson I will have students volunteer to help answer problems and write answers on the board. Students will be seated at their tables containing three to four students at each table. The power point pages that we will complete for todays lesson are build it, try it, talk about it, and practice it. After we complete these pages, I will instruct students to finish the independent part of the packet on their own. As students work quietly, I will circulate through the classroom to make sure students are on task and working quietly. I will also answer any questions that they may have. If the students complete the rest of the workbook pages before it is time to switch classes, then they may turn their packet in to the basket before leaving the classroom. If they do not finish, then they will need to complete the remainder of the packet for homework. Here are the power point slides that we will work through together:

Day Two: The second days lesson is called Tenths. I will pass out the work book packets to the students. They will be seated at tables with three to four students

at each table. I will pull up the power point on the Smart Board in order to complete part of their packets as a class. For todays lesson we w ill go through the following power point slides: math in my world, guided practice, independent practice, and problem solving. During the power point, I will have students come to the Smart Board to solve problems. They will also be expected to fill out their work book packet pages that correspond to what is being completed as a class on the Smart Board. After we have completed the power point slides, students will then be instructed to finish the independent part of the packet on their own. As students work quietly, I will circulate through the classroom to make sure students are on task and working quietly. I will also answer any questions that they may have. If the students complete the rest of the workbook pages before it is time to switch classes, then they may turn their packet in to the basket before leaving the classroom. If they do not finish, then they will need to complete the remainder of the packet for homework. Here are the power point slides that we will work through together:

After the students have completed their assignment for the day, they will be instructed to get on a desktop computer, lap top, or iPads and explore the Thing Link that I created. As the students are finishing their packets, I will make sure they have completed their work and then assign them to a computer or iPad. If the computers and iPads get filled up in our classroom, I will send them next door to get on the computers in that room as well. The students will be

directed to get on the Thing Link website that I have posted on the board for them. They will then need to click on each of the links on the picture to learn more about decimals. They will be able to watch videos, explore websites, and play interactive games with decimals. The students will be asked to log out of the internet and return to the home screen when it is time to switch classes. Here is the link for the Thing Link that the students will be exploring: Thing Link.

Day Three: The third days lesson is called Hundredths. I will begin this lesson by reviewing vocabulary that we have discussed so far in the first few lessons. I will use quizlet.com to do some vocabulary review lessons with my students. I will use Quizlet to display visual vocabulary cards on the Smart Board. I will then have the students participate in some vocabulary review games by coming to the Smart Board and reviewing the words. I will first go through the words using the flashcards on Quizlet. I will have students take turns reading the words and the definitions. I will then have the students play a matching game with the words. Volunteers will be able to come to the board and match the words to the definitions to make them disappear from the screen. I will use vocabulary words that we have worked on so far in this unit, and I will also use a few review words from the previous unit on fractions. Here is a link to my Quizlet: Quizlet.

After we do a review of the vocabulary words I will then pass out the work packets for todays lesson. I will display the power point for todays lesson on the Smart Board. For todays lesson, I will go through the following power point slides: math in my world, guided practice, independent practice, and problem solving. During the power point, I will have students come to the Smart Board to solve problems. They will also be expected to fill out their work book packet pages that correspond to what is being completed as a class on the Smart Board. After we have completed the power point slides, students will then be instructed to finish the independent part of the packet on their own. As students work quietly, I will circulate through the classroom to make sure students are on task and working quietly. I will also answer any questions that they may have. If the students complete the rest of the workbook pages before it is time to switch classes, then they may turn their packet in to the basket before leaving the classroom. If they do not finish, then they will need to complete the remainder of the packet for homework. Here are the power point slides that we will work through together:

After the students have completed their assignments, they will then have the opportunity to view the Tagul that I created for this unit. They will log on to the Tagul using the desktop computers, laptops, and iPads. As students finish their packets I will assign them to one of these forms of technology. They will be asked to get on the internet, which they are all able to do independently. If there are not enough of these to go around, students will have the opportunity to go into the classroom next door to use additional computers. Students will go to the Tagul link that I have provided and will begin exploring. I will instruct them to click on the words in the Tagul. If the word is linked to a video, they will need to watch the video. If the word is linked to a website with extra information, they will need to review this website. If the word is linked to a game, they need to play the game for further practice. The students will have time to explore the Tagul until they are required to switch to their next class. After they have finished with the computers and iPads, they will need to return to the home screen and place the technology in its original position. iPads will need to be put back into the crate. Here is the link for the Tagul the students will be exploring: http://tagul.com/preview?id=173400@3

Student Inquiry and Research: Students used the following technology to do research. Before giving the students their assignment for the research part of this unit, I will spend some time reviewing several things that they need to know to stay safe on the internet. I will teach them about safe websites to get on when researching, and what to look for to know if the information looks accurate. I will also discuss copyright laws and what they need to know when using pictures from the internet, since this is something they will be doing for their research assignment. I will use the following website to teach them about copyright laws and internet safety: https://digitalpassport.org/educatorregistration#registration-title. On this website, I will show the students some of the videos and go through some of the workbook pages. This will help prepare them for doing research independently. For the research assignment for this unit, students will research five famous mathematicians. I showed students how to use Google for their research. On one page of a Microsoft document the students will be required to list the names of the five people they researched, what they are famous for, and insert a picture of the person. They will then be required to save it on the computer and print off a copy to turn in to me as well. Here is the directions that were given to the students:

The research assignment went very well. The students enjoyed doing their own research on the internet and had fun creating their own page on Microsoft Word. Here is one students page:

I used the following technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.

In the fourth grade class in which I am teaching this unit, there are students who come from a variety of races, backgrounds, and cultures. The students also come with an assortment of abilities and characteristics. This diversity was something that I kept in mind when I was planning the lessons for this unit. Here are some of the technology resources I used in order to enable and empower the diverse needs of the students in this classroom: -Brain Pop: The video that I chose to use from Brain Pop helps students with a variety of abilities. For students who struggle with reading or who have trouble staying focused, a video would help them understand the content and give them a more engaging way of learning the new information. Videos help students of different levels learn the same content. -Smart Board: I will use the Smart Board for each of the lessons in my unit. This helps students with different abilities and backgrounds. It gives them a large viewing area of the material. It also allows me to show videos, examples of their assignments, and interactive games to the entire class. -Smart Clickers: I will use the Smart Clickers for the pre-assessment and postassessment. This technology tool will allow students who are not confident or who struggle in math to answer questions without their peers knowing they struggle. It would also help students who are normally shy and quiet to participate without having to raise their hand and say an answer out loud. It also gives students with disabilities the power to contribute to the class and feel proud of answering questions with the rest of their peers.

-Tagul: I will use the Tagul site to create a word cloud to practice the units vocabulary terms. This site gives students who need extra help some links to other resources for the topic we are studying. It also gives the higher students a chance to learn more about the topic and expand their knowledge with the resources that are linked in the Tagul. Students with ADHD are given a site that will allow them to learn through the colorful and engaging presentation of words and extra links. -Quizlet: I will use the Quizlet site to work with the class on the vocabulary words that are being taught in this unit. This site has a variety of ways to learn the words and to study them. This would help struggling students by giving them a variety of ways to learn the terms. It also gives higher students more difficult ways to practice the words so that all students can learn in a way that works best. -Thinglink: I will use the Thinglink site to learn more about decimals. This site gives students links to a variety of media that teaches them more about decimals. Because of the assortment of learning tools linked to this site, there are links that will accommodate learners of all levels. There are things to read, games to play, and videos to watch, which covers students at different ability levels. The following adaptive/assistive hardware and software helped to assist students with special needs.

In this classroom there are two students who receive special education services. They each have disabilities in reading and math, and are also diagnosed with ADHD. In order to assist them, I will use Read and Write Gold. This is a computer software program that reads information displayed on a computer. When it was time for them to complete their independent practice portion of the workbook packets, I sat each of them at a computer with head phones. They would have the workbook pages on the computer and Read and Write Gold would read the directions and problems to them. They would then work out the problems in their workbook packets just like the rest of the class. I am also using the Smart Board in order to keep these students focused. The Smart Board is large enough in size to allow them to be able to see what we are working on as a class. I included the following technology resources to affirm diversity and address cultural and language differences.

The classroom where I am teaching this unit has a group of students who come from three different race/ethnicity groups. When choosing the resources that I would be using for this unit, I kept in mind the variety of backgrounds in which I would be presenting the information. If I had students in my school and in my classroom who spoke different languages at home, I would be sure to

include additional resources, other than the ones listed above. I would include the following resources in my unit to support ESL students: -The site Thats a Fact is where students could practice their math facts. This would be helpful to address students with cultural and language differences because this site reads everything that they hover over with their computer mouse. http://www.hbschool.com/activity/thats_a_fact/english_K_3.html -The site Show Me walks students through many math concepts step-by-step. This would help diverse learners by providing them with more detailed instruction for the math concept they are learning about. http://www.harcourtschool.com/activity/show_me/index4.html -The site Fast Forward Math provides students with definitions to math terms. The site provides audio and illustrated definitions of the terms that they choose. This would help to affirm diversity by giving them a resource where they can visualize and hear the definitions of the math terms they are studying. http://www.hbschool.com/glossary/fast_forward_ca/index6.html -The site Multilingual Glossary provides students with a definition of math terms in both English, and another language of their choice. This would address students with cultural and language differences by providing them with the access to learning math terms in both English and their native language. http://my.hrw.com/math06_07/nsmedia/tools/glossary/msm/glossary.html

Post Assessment: For the post-assessment I will give the students the quiz that is also used for the pre-assessment. I think this will give me an accurate view of what they learned in this unit and what they still need more help with. The assessment consists of five questions and will be given using the Smart Clickers. I will begin the assessment by passing out the Clickers to the students. They will be instructed to turn on their Clickers and log in with their individual codes. Once I have checked that everyone has logged in, I will start the assessment. I will tell the students to answer each question as best as they can. I will show one question at a time and will give students ample time to answer the question. I will check the computer after each question to make sure that every student has correctly entered their answers into their Clickers. After all students have answered the first question I will move on to the second question. I will continue this until all five questions have been answered by every student. Once the assessment is complete, I will have the students log turn off their Clickers. I will then collect the Clickers from each table and return them to their case. Here is the postassessment that I will give to the students:

Overall the post assessment went very well. According to the data, every single student either improved or stayed the same. There were 27 students who took the assessment, two students were absent, and three students have transferred to other schools. Five students answered all of the questions correctly, ten students answered four out of five questions correctly, six students answered three out of five questions correctly, four students answered two out of five questions correctly, two students answered one out of five questions correctly, and there were no students who answered none of the questions correctly. All of these scores were significantly better than when the students took the pre-assessment one week ago. The students have worked very hard and have learned many new skills from the lessons in this unit. In looking at the data about each specific questions, I can see that question number three was easy for the majority of the class, and that question number five was the most difficult for most of the class. This is good information for me to know what we need to review, and what the students are comfortable with. I think that by doing the pre-assessment and post-assessment with the same questions and in the same manner by using the clickers, it gave me the most accurate data.

Work Samples Below I have inserted some student work samples. These are samples of work that was done as a whole group and individually.

Video of Lesson: I have attached the links to the three videos that I recorded for this unit. You will see a video of the pre-assessment using the Smart clickers, a video of me using the document camera and the Smart Board to display the power point presentation for the lesson, and a video demonstrating the use of the Smart Board for a Quizlet activity. Here are links to my videos: https://iu.box.com/s/4rpr17ch7d7lp8fea6y0 https://iu.box.com/s/pbynpjq8oybqfpnls1ea https://iu.box.com/s/92yahcdvtvt3zeh62ibc