8th February, 2017

Jade Johnson

Integrative Technology
Lesson Plan

EDLT 301 – 01

Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan i

Table of Contents
CLASS AND STUDENT CHARACTERISTICS ................................................................... 1
CLASS/LEARNERS DESCRIPTION ............................................................................... 1
PRIOR KNOWLEDGE .............................................. Error! Bookmark not defined.
RECOGNITION OF EXCEPTIONAL LEARNERS ... Error! Bookmark not defined.
OBJECTIVES ............................................................ Error! Bookmark not defined.
MATERIALS ............................................................. Error! Bookmark not defined.
INTRODUCTION ..................................................... Error! Bookmark not defined.
TEACHER’S USE OF TECHNOLOGY ................................................................................ 2
LESSON CONTENT ............................................................................................................ 3
TECHNOLOGY INTEGRATIVE ACTIVITIES FOR STUDENTS: MULTIPLE
INTELLIGENCES................................................................................................................ 4
Verbal\Linguistic Intelligence .................................. Error! Bookmark not defined.
ADAPTIVE/ASSISTIVE TECHNOLOGY FOR THE EXCEPTIONAL LEARNER ... Error!
Bookmark not defined.
STUDENT ASSESSMENT ................................................................................................. 14
TECHNOLOGY INTEGRATION CHALLENGES ............................................................... 0
EXCEL AND ACCESS STUDENT APPLICATION ACTIVITIES ........................................ 1
Multimedia and Multiple Intelligences References ............................................................ 0

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 1

CLASS AND STUDENT CHARACTERISTICS

CLASS/LEARNERS DESCRIPTION:
Subject: Science Date: February 8, 2017
Topic: Living Things Duration: 45 minutes
Subtopic: The Basis Needs of Living Things Class Size: 30
Grade: 4 Ability Range: Mixed
Ages: 8-9 Lesson #: 2

PRIOR KNOWLEDGE: Students should know:

 Definition of the term ‘living things’
 The characteristics of living things
 Examples of living things

RECOGNITION OF EXCEPTIONAL LEARNERS:

 One hearing impaired student

OBJECTIVES: Students will be able to:

1. Understand that to survive, animals need air, water, food, and shelter, and plants need air,
water, nutrients, and light.
2. Identify the ways in which an organism's habitat supports its basic needs.
3. Recognize that some organisms can’t survive in specific environments because of certain
factors

MATERIALS:
Laptop, Speaker, projector, internet, digital camera, plain white paper, crayons or markers,
Handouts (Exploring needs of Animals and Plants), QuickTime Video Clips (on What do
animals eat and Photosynthesis

INTRODUCTION:
The teacher will begin by having the students brainstorm answers to the following questions:
What do living things need to stay alive? What do you need to stay alive? What do your pets
need to stay alive? What do plants need to stay alive? The teacher will record students' answers
and project them onto the whiteboard.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 2

TEACHER’S USE OF TECHNOLOGY

The projector will be used to show students their recorded responses to the introductory
question on the board and to show the selected QuickTime video clips for the lesson. The videos
that will be shown include: What Do Animals Eat? QuickTime Video and Photosynthesis
QuickTime Video. The projector will also be used to show the handout on the whiteboard (all
students will also have a copy of the handout).

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 3

LESSON CONTENT
In order to survive every living organism needs some basic things, animals need air, water, food,
and shelter (protection from predators and the environment); plants need air, water, nutrients, and
light. The amount, way, form, or kind of these needs vary from organism to organism. For
example, water is a basic need for survival. The amount of water a frog needs to survive is
different from the amount of water a desert cactus plant needs to survive. They all need water,
but because they are different living organisms, their water needs will be different, even though
they both need water to live.
There are five basic needs that all living things have. They are:
 Sunlight: This is probably the most important need for all living organisms, because it is
the source of all energy. It also provides heat for plants and animals
 Water: Water is the medium in which living cells and tissue work. Water is also a living
environment for many plants and animals
 Air: Air is made up of several gases, but the two most important gases are Oxygen and
Carbon dioxide. Without oxygen, animals will die, and without carbon dioxide, plants
cannot survive.
 Food (nutrients): Living things need energy for function. Energy is needed to grow,
reproduce, move, and to work. Think of what will happen if you stayed for three days
without food.
 A Habitat with the Right Temperature: Too cold or too hot? Every living organism needs
the ideal temperature to survive either on land or in water.

Certain factors in a living organism's environment can prevent it from surviving there. Those
factors are called ‘limiting factors’. They include soils, temperature, water, sunlight, and physical
barriers. Physical barriers may include landforms and water bodies. They often prevent a living
organism from moving to another place when conditions get bad in their regular habitat.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 4

TECHNOLOGY INTEGRATIVE ACTIVITIES FOR STUDENTS: MULTIPLE

INTELLIGENCES

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 5

Verbal\Linguistic Intelligence (Word Smart)

The Verbal-Linguistic learner is able to use words effectively. These learners have highly
developed auditory skills and often think in words. They like reading, playing word games,
making up poetry or stories. They can be taught by encouraging them to say and see words, or
read books together.

Students will be placed in groups of five, shown a PowerPoint on the basic needs of living thing,
specifically animals and plants, and then be asked to discuss how they differ. Then students
would be asked to write a short narrative of how they would care for their pets in order to supply
their pet’s needs.

According to Aditi Rao (2013), PowerPoint is a technology tool that can be used by
verbal/linguistic learners to create slide shows with text, images, and charts. The article states
that these learners have a strong ability to express themselves and to understand how others
communicate using language. Vasilescu (2015) claims that writing and telling stories or poems
assist students in mastering the concept of a certain topic.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 6

Visual\Spatial Intelligence (Picture Smart)

The Visual-Spatial Learner is primarily influenced by shapes, images, patterns, designs, and
textures that can be seen with the eye. These learners also possess the innate ability to perform
tasks that require “seeing with the mind’s eye” (i.e., visualizing, pretending, imagining, and
forming complex mental images). Visual-spatial learners prefer watching a demonstration that
shows them what to do and how to do it; they want to look, learn, and then do it for themselves.
They respond best and learn more from something on a screen --especially if it moves-- than they
do from printed words on a page.

Placed in groups of five, the teacher will instruct students to go to the website
http://www.sciencekids.co.nz/plants_animals.swf where they will play a game. In this game they
will have to find and click on the living things such as flowers, trees, insects and birds and
complete the three activities.

According to Patricia Dimick (2016), some technology tools used for visual/spatial intelligence
include gamification, such as Minecraft and the building of virtual civilizations and architectural
works. Photoshop and numerous other tools are used to create, manipulate, and edit images.
Armstrong (2013) stated that visual-spatial learners learn using computer software or apps that
are highly visual and interactive to teach academic subjects.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 7

Musical/ Auditory Intelligence (Musical Smart)

In its most basic form, musical intelligence comes from a strong recognition of sound, tones,
beats, and vibrational patterns, which in their totality are manifested through music. These types
of learners are acutely sensitive to sounds in their environment (e.g., crickets, rain, traffic, clock
chimes). Various sounds, tones, and rhythms may even have a visible effect upon them that
others can witness in their facial expressions, body movements, or emotional responses.

In groups of five, students are to create a song that covers anything that they learnt from the
lesson on the basic needs of living things. They will be able to find an instrumental track online
(playing it using the laptop), record their song and present it in front of the class if they wish to
do so.

According to Carla Lane, musical learners study better with music in the background and can be
taught by turning lessons into lyrics, speaking rhythmically or tapping out time. Dimick (2016)
states that the use of powerful online tools that allow learners to record and edit audio files, like
GarageBand, will benefit musical intelligence learners.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 8

Logical/Mathematical Intelligence (Number/Reasoning Smart)

The Logical-Mathematical Learner is especially adept at using numbers, math, and logic to find
and understand various patterns, which others may miss. These types of learners are very
systematic and extremely organized and almost always have a logical rationale or argument for
what they are doing or thinking.

Images will be projected onto the whiteboard and in groups of five, students will be asked to
inspect the images and state whether certain animals or plants belong and or will survive in a
specific environment. They will then have to explain their reasoning.

According to Dimick (2016) the technology tools used in logical-mathematical intelligence

include spreadsheets, databases, online survey tools for gathering and analyzing data, and even
online tools and apps that create digital or printable timelines. SMART technologies (2006) state
that mathematical/ logical intelligence learners are easily taught through visual representation,
and the use of logical and spatial manipulation. It further states that the integrative nature of
interactive whiteboard lessons enhances classroom control, pupil stimulation and the
development of pace in lessons.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 9

Interpersonal Intelligence (People Smart)

The student with Interpersonal Intelligence relies upon personal interaction with others as a
learning tool. This type of person is very social and enjoys team activities of all kinds; however,
unlike some leaders who tend to monopolize a team situation, this learner is usually sensitive to
other’s feelings and is quite skilled at “drawing others out” in discussion groups. Interpersonal
learners are also quite adept at conflict resolution and mediation; they are naturally skilled in
bringing about compromise between individuals of radically opposing opinions.

Placed in groups of six, the whole class will play a game of jeopardy. The questions will all be
linked to the lesson and focus on the basic needs of living things (animals and plants). The game
will be played using PowerPoint and displayed on the whiteboard using the projector.

The website www.eduscapes.com states that PowerPoint is a technology tool for sociable
students to use to create a group presentation. These "social smart" people learn best through
interaction with other people through discussions, cooperative work, or social activities.
Dimick (2016) states that some tech tools for this learning include working on collaborative team
projects, videoconferencing tools like Skype and social media for discussion of current events.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 10

Intra-personal Intelligence (Self Smart)

The Intrapersonal Learner possesses the type of intelligence that appreciates self-reflection.
Often referred to as “Introspection Smart,” this type of learner desires knowledge about the
meaning, purpose, and significance of things. External rewards are not necessary with this type
of person; rather he is inwardly motivated and has a strong sense of his beliefs, values, and
spirituality.

The teacher will take the students to the computer lab and allow the students to individually
complete a word puzzle on the basic needs of living things. The teacher would have created the
puzzle relevant to what was covered during the lesson.

Regina Dixon-Reeves states that Intrapersonal learners are solitary as they prefer to work and
study alone. Therefore, podcasts can be useful for persons who like to work alone because
podcasts are mini audio clips that individual digital-students can listen to. According to Dimick
(2016), some of the top tech tools for this intelligence include blogging or discussion forums for
documented reflection, tools that can be used to create artistic expression (music, art work,
poetry, etc.), concept mapping with various apps, or simply using search engines like Google to
research interesting topics that inspire introspection.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 11

Bodily-Kinesthetic Intelligence (Body Smart)

The Bodily/Kinesthetic Learner learns best by doing. A person with this affinity performs tasks
much better after viewing a demonstration and prefers to mimic the actions of the teacher. This
type of learner finds it quite difficult to sit still for long periods of time and becomes easily bored
or distracted if not actively involved in a hands-on type of lesson.

Students are placed in groups of five, each group will be given a chance to use the digital camera
and allowed to go outside. Taking turns, each member of the group will be required to take a few
photos of living things, upload them onto the computer and make a collage of it. Afterwards,
they will be required to demonstrate or explain what is in the picture.

Carla Lane states that bodily-kinesthetic learners like movement, making things and touching.
They communicate well through body language and be taught through physical activity, hands-
on learning, acting out and role playing. Dimick (2016) states that apps for tablets and
smartphones that cater to a student’s tactile senses and abilities to manipulate objects are used to
teach people of this intelligence.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 12

Naturalist Intelligence (Nature Smart)

The Naturalist Learner acquires knowledge through personal encounters with the natural world.
This type of learner especially appreciates the natural environment and is concerned with its
preservation. An animal-lover at heart, this type of person may have several animals, has the
distinct ability to recognize various species and classifications, and is an avid collector of insects,
rocks, seashells, dried flowers, etc. Particular enjoyment is derived from collecting scientific
“field data” and then cataloging it for later reference.

Students are placed in groups of five, each group will be given a chance to use the digital camera
and allowed to go outside. Taking turns, each member of the group will be required to take a few
photos of living things, upload them onto the computer and make a video/collage of all the
pictures. Afterwards, they will be required to demonstrate or explain what is in the picture to the
class.

Technology tools such as digital cameras, word processing, PowerPoint and much more can be
used for/by nature smart learners (www.eduscapes.com). Nature smart learners likes to interact
with the environment including outdoor activities. Dimick (2016) claims that there are a range of
technology devices, tools and online resources that can be utilized to cater to this particular
intelligence. She states that smartphone or tablet cameras can be used for recording the natural
world and that online videos and photos allow learners to become familiar with natural entities.

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 13

T o assist the hearing-impaired student, the teacher provided a talking word processors
called Intellitalk during his/her introduction so that the student was able to hear the
classes answers to the questions posed in the beginning. Intellitalk allows students to hear
the letter, word, sentence, or phrase as it is entered into the computer. The teacher also made use
of speakers and ensured that the volume was turned to a volume where the student could hear the
videos clearly.

W
hen the teacher discusses the content for the lesson and gives students instructional
materials, the hearing-impaired student would be able to hear the readings and video
for the lesson, listen to instructions and complete individual and group activities using
these technologies

8th February, 2017 EDLT301 Dr. Andre Neely

Jade Johnson Integrative Technology Lesson Plan 14

STUDENT ASSESSMENT
The teacher will ensure that students understand the lesson by having them illustrate their
understanding of the concept that was taught. The students will draw pictures of real or
imaginary pets eating, drinking, breathing, in their habitat and taking shelter (from the elements
or from other animals). The teacher will also provide 5 minutes for overview of what was taught
and obtain feedback from the students of what was learnt by asking questions.

8th February, 2017 EDLT301 Dr. Andre Neely

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TECHNOLOGY INTEGRATION CHALLENGES

Number Challenges Solutions

1. There is no Internet Access. The teacher would have downloaded all her videos beforehand.
2. The Power goes off The teacher will present using the white board, charts, hand-
outs, and other resources around the classroom.
3. The projector is unavailable. The teacher can use the white board and/or charts around the
classroom, take students outside to demonstrate the lesson.
Teacher could also have another electronic device that is
compatible with the projector to be able to present
4. The laptop stops working. Teacher can write on the whiteboard and print out hand-outs
as backup. The teacher will also have a PowerPoint
presentation prepared just in case.
5. Students going on inappropriate sites The teacher can closely monitor students and filter software
and other social media instead of doing
the assigned task.
 Jade Johnson Integrative Technology Lesson Plan 1

EXCEL AND ACCESS STUDENT APPLICATION ACTIVITIES

Number MS Excel Application Activity

1 Teachers can create math worksheets
2 Teachers can calculate student’s overall grade
3 Teachers can prepare lesson plans
4 Students can find the square root
5 Students can find the average
6 Can be used for report cards
7 Can be used for gradebook
8 Create formulas and functions
9 Create graphs, charts and tables
10 Can be used for attendance register

Number MS Access Application Activity

1 Store parents address and contacts
2 Custom names tags and or labels
3 To organize student information
4 Print letters or report cards
5 Give parents access to their child’s grades between report cards

8th February, 2017 EDLT301 Dr. Andre Neely

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Multimedia and Multiple Intelligences References

http://www.tecweb.org/styles/gardner.html

http://teachbytes.com/2013/01/29/13-tech-tools-for-verballinguistic-learners/

http://www.calpoly.edu/~lfose/articles/Exploring_Technology.pdf

http://www.emergingedtech.com/2016/02/technology-caters-to-students-multiple-
intelligences/

http://downloads01.smarttech.com/media/research/whitepapers/int_whiteboard_rese
arch_whitepaper_update.pdf

www.eduscapes.com

http://www.csu.edu/CTRE/pdf/technologiesthatmeetthediverselearningstylesof.pdf

http://institute4learning.com/blog/2013/08/15/11-ways-to-teach-academic-skills-to-
visual-spatial-learners/

http://eduscapes.com/tap/topic68h.htm