Standards
- Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
- Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
- Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
- Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
- Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
- Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
- Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning.
5e Lesson Plan
During this unit, students immensely increased their knowledge on living and non-living organisms. This unit also introduced students to a wide variety of technology resources. During this unit students compared and contrasted a variety of living and non-living organisms. Once students became familiar with identifying living and non-living organisms, they began to closely observe living organisms. They learned about different habitats that are needed to survive based on the organism they were observing.
Individual Assignment
Click here to see one of the 5e lesson plans that I used during this unit.
For one of the individual assignments, the students created a post on a Padlet board. For this assignment, the students had to name/list 2 living things and include an image of the examples they provided. The Padlet Board can be found by clicking here.
Pictured above some of the post that my students created on the Padlet.
During this lesson students also engaged and interacted with a Prezi about organisms. The Prezi can be found by clicking here. Students also completed a science journal entry found within the presentation.
This is an example of a rubric used to assess one of the individual assignments.
Group Assignment
Click here to see one of the 5e lesson plans that I used during this unit.
For one of the group assignments, the students were asked to create a presentation using Google Slides. For this assignment, the students had to create a variety of slides that displayed their knowledge of what seeds needs to grow and survive. They presented these presentations to the class.
Click here to see an example of a presentation that my first graders created.
This is an example of a rubic used to assess the group presentation.
During this lesson students also engaged and interacted with the a Nearpod about seeds. The Nearpod can be found by clicking here. Students completed the quiz found at the end of the Nearpod lesson.
Assessments
There were multiple formative and summative assessments used during this unit. One assessment that I used was Kahoot. This tool was used to assess students' knowledge before and after the unit. The students loved this interactive form of assessment. Click here to find the Kahoot that was used for assessment.
A quiz located in the Nearpod was also used for an assessment. Pictured below are some of the questions that students answered when completing the Nearpod.
After the unit was completed, the students were asked to complete a technology survey. An example of the survey is pictured below.
Pictured below are some of the students working on their assignments.
Reflection
As I reflect upon this unit, I think about what aspects of the lessons worked well and what I could change when teaching this unit again. One of the things that the students enjoyed was the Padlet. They loved the interactive opportunities that Padlet offered. The students also love using Flipgrid to record their responses.
Overall, I believe the lessons went well; however, I would allow more time to be allotted to teach these lessons. I feel that both of these topics (living and non-living organisms and seeds) can provide ample learning opportunities for students.
Throughout this unit, I was able to incorporate a large amount of technology. Students were able to use a wide variety of websites and apps found on the Chromebooks and iPads. The teaching of this unit also allowed students to use various forms of technology to demonstrate their learning.
Teaching this unit while incorporating several different methods of technology, showed me just how easy it truly is to embed technology into everyday lessons. I am excited to see where technology takes my students.
Resources
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