Keystone Project

Name: Yvonne Koulikov

Subject: Integrated Science and ELA

Date: 4/21/2014

Lesson Title: Creating a Study Guide/Body Systems

Time Frame: (2) 45 minute class periods

Lesson Overview:

After participation in science class students in a skills class will brainstorm and create a study guide using Google Docs and collaborating in groups of three.  There are 12 special education students all with IEPs.  In the classroom there is one teacher, one para, and the Instructional Technology Integration Specialist.  The main idea behind the lesson is to have the students acquire the study skills needed to pass an upcoming science test by having them create their own materials using Google Apps and new Chromebooks.

Purpose of the lesson:

Have students identify key aspects of a lesson in preparation for an assessment while developing collaboration and computer skills.

Common Core Standards:

CCSS.ELA-LITERACY.RST.6-8.7

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-LITERACY.RST.6-8.8

Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.

ISTE Standards:

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.

d. Contribute to project teams to produce original works or solve problems.

6. Technology operations and concepts

   Students demonstrate a sound understanding of technology concepts,

   systems and operations.

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

   

Objectives:

Students will be able to classify science terminology within the appropriate body system

Students will be able to use Google Docs to create a study guide to use to prepare for a test.

Students will collaborate and cooperate to identify items that need to be included in the study guide.

Assessment and Evaluation:

Assessment will be ongoing in the form of teacher observation and interaction as the students

brainstorm and share their Google Docs with with the teacher. The summative evaluation will be

in the form of a check list after the study guide is created.

Anticipatory Set:

Students are motivated as they see the blank charts hanging on the board as well as their names listed under a

specific color. Additional motivation is afforded when the students arrive and find a Chromebook on their desks.

Instructional Procedure:

1. Students will get the color marker to which they were assigned.
2. Once seated the teacher will explain the concept of brainstorming and explain that the students are to

brainstorm about their previous science lesson and the terms that they have learned about.

3. Students will brainstorm, in groups of three while at the board, and record terms associated with each

body system.

4. The teacher will be sure each group is represented on each body system chart by observing the color

of markers used to record the terms/vocabulary.

5. Students will then log into their Google Apps account on the Chromebooks.
6. One student in each group will create a document and share it with both the teacher and the other two

classmates in their group.

7. Students will collaborate in groups of three and create a study guide on one body system.  Students will use bullet points and an outline format.
8. Teacher will comment on all study guides and afford students an opportunity to make the suggested changes.
9. The teacher will assign each groups work to another group to evaluate, for which a checklist will be used.
10. Once the peer evaluation is complete the teacher will combine the work from the four groups to create one  online study guide to use in preparation of an upcoming science test.
11. Teacher will share the study guide as a read only to the entire class.

Materials:

Chart Paper

Science Text Books

Markers - 3 each of four different colors

Magnets to hold up chart paper on the magnetic chalkboard

12 fully charged chromebooks

Activated district provided Google Apps account for teacher and students

Wireless Internet access

Closure:

Closure will be a quick review of the steps involved in the processes that were completed.  Additionally teacher

will ask leading questions about the terms within each body system category.  Students will participate in a brief discussion on the steps they can take to effectively prepare for the upcoming science test.

Implementation Report

The outcomes of the implementation student learning outcomes and technical procedure

outcomes.

Students were excited to be able to use the Chromebooks in the classroom.  However it should be noted that initially there was a Wifi glitch and the students easily became frustrated.  However once it was explained that it was the Wifi and not anything that the students had done wrong their frustration lifted.  Students were very eager to use the technology and their Google Apps account so they worked very well as they collaborated to create the study guides.  Having each group use a specific marker color also offered a visual for the students with reference to participation.  As students began to collaborate they were amazed at the availability to do so synchronously which heightened motivation. Students were eager to produce a good piece of work. They were engaged and did not look at this as simply an assignment.

The adjustments you had made to accommodate students with special needs.

This was a skills class with 12 students, all with IEP’s. As students were collaborating, the higher performing students were able to guide the lower performing students.  All students were required to contribute to the study guide, thus maintaining the complexity of the task. However the amount of contributions required differed based upon the students academic capabilities.

The adjustments you had made for the effectiveness of classroom management.

There was a para along with the teacher and myself, the Instructional Technology Staff Developer in the classroom.  If there was a technical issue, I was on hand, but I did not participate in teaching the lesson.  The para helped guide students if they had difficulty logging in.  I was asked to help explain functionality of the Chromebook and Google Docs as needed. As the students we both moving around in the beginning and working in groups on the computers, they were highly engaged.

The questions asked by the students.

Most of the questions involved the functionality of Google Apps such as how to change fonts, how to make sure the group members did not “erase” the work of others, and basic formatting.  There were no questions regarding the expectations of the lesson as the goals and objectives were clearly stated.

The problems students had encountered during the implementation process.

The only problem that was encountered during the implementation was on the first day when Google Docs would not load due to Wifi issues.  The students did start to get frustrated because they were eager to use the Chromebooks and Google Docs.  However an accommodation was made in that students were then directed to browse as a guest on the Chromebook and they were directed to an interactive website related to the subject matter.  However, the teacher had the students go to the chart paper and begin with that to both get them moving about the room and to remove them from the perceived source of frustration, which I thought was a great idea.

The decision(s) you had to make on the spot to make the implementation easier and smooth.

The main decision that I made to ensure the implementation was smooth was to being a school district technician to the second class to either observe or help with any potential wifi problems. Fortunately there were no wifi problems on day two.

The feedback from the students.

The feedback from the students was very positive.  They thanked me for helping with the Chromebooks and were asking the teacher when they could use them again in their lessons.  They also liked being able to look at the chart papers that were completed by everyone as a visual reference. Students were also eager to see the compilation of their efforts.

The time frame (was there enough time as you planned for).

This lesson was planned to continue over (2) 45 minute class periods.  However due to the Wifi Glitch another day would have been helpful in creating a more comprehensive study guide.  Though the alternate activity of the online interactive was designed to contribute to content knowledge, it did not carry over to the project as effectively as it could have had it been part of the original planning.  When integrating technology things can happen beyond the control of teacher and student so extra time should be built into the planning.

What have you learned from the implementation including proposed changes for future lessons?

Students WILL get frustrated when things go wrong as they may perceive that they are doing something wrong that causes the technology to not work.  An explanation prior to any lesson that integrates technology should be provided so that if glitches do occur the students will realize that it is only temporary and is not a reflection on them or their ability.  This will ensure against students being turned off to the technology and the project. This type of explanation is just as important as the procedural explanations set forth by the teacher.

Student Checklist - (In the place of a Rubric)

Body System: Team Color:      Yes  No

The study guide contained all of the items on the chart paper.
The study guide contained items not on the chart paper (from the text book)
All team members contributed to the study guide (based on review of revision history)
The study guide had a proper format (bulleted list with definitions and pics/diagrams).
The definitions were written clearly and with proper grammar.
Would this study guide be helpful for you in preparing for the exam?

Reviewer Name:_________________________________________________Date:_____________________

Reflection

Students today are accustomed to getting information instantly. From a very young age children know what it means to “Google” something. It is for this reason that our teaching practices must evolve with the learning styles of our students.  No longer is it effective to lecture at students and expect them to remain engaged in memorization and other rote behaviors.  When lessons are student centered then students become an active participant in their learning. This enhances engagement by demonstrating relevance.  this is where New Literacies come into play.

New Literacies are defined as those literacies made possible by the advancement of technology. 21st Century learners need to be literate in the world in which they live, which include various forms of communications technologies.  To be able to search the Internet or copy notes onto Google Docs does not mean that the student is adept in New Literacies.  As educators of this generation we must facilitate a level of understanding so that students can be truly literate in a digital society.  Students need to be able to differentiate valid and reliable information form false, inaccurate, or biased information. Students also need to be able to use the digital tools on which they play games and watch videos for learning and educational purposes.  Many teachers believe that because a student is “computer savvy” they will automatically know how to use their tools in class.  This is very far from true. Educators must provide guidance and opportunity for exploration along with choice.  In this way, students will be active participants as they won’t have to power down at school.

However, support for teachers is a must.  When teachers are supported in the implementation of Instructional Communications technologies then they are less likely to have the technology emotionally removed from the lesson, as such when the class plans a special trip to the computer lab.  Support and professional development in the area of Instructional Technology will reinforce the fact that the technology is not the lesson. Rather it is the evolution in the way we help our students meet the learning objectives we set forth for them to succeed in a 21st Century digital society.