Kristy King 1 April 2014

TECHNOLOGY UNIT
Standards: I used the following State Standards in my unit:
Program of Studies: SC-P-UD-U-3 Students will understand that some animals are alike in the way they look and in the things they do, and others are very different from one another. Core Content for Assessment: SC-EP-3.4.2: Students will understand that things in the environment are classified as living, nonliving and once living. Living things differ from nonliving things. Organisms are classified into groups by using various characteristics (e.g., body coverings, body structures).

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

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 b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats d. Contribute to project teams to produce original works or solve problems 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 d. Process data and report results 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 Pre Assessment: Students took a pre-assessment on animal classification using Turning Point Student Response System. Turning Point Student Response System allows students to electronically and wirelessly respond to questions posed in the classroom using a hand held clicker device. The preassessment consisted of ten multiple choice questions about six groups/classifications of animals (mammals, reptiles, amphibians, fish, birds, and insects). To see the pre-assessment, click this link: http://readingrockswithmrsking.weebly.com/technology-unit.html

Kristy King 2 April 2014

Below is the data I gained from administering the pre-assessment: Data information by question:
21.7% 8.7% 13% 56.5%

They have fur or hair They lay eggs They live in water They have dry, scaly skin 4.4% 4.4% 56.5% They can fly They lay eggs They have dry, scaly skin They breath with gills 0% 8.7% 56.5% They have fur or hair They have feathers and wings They have dry, scaly skin They live on land and in water 4.4% 13% 4.4% 78.3% They have 6 legs They have feathers and wings They have scales and fins They have moist skin 34.8% 34.8%

Kristy King 3 April 2014

0% 8.7% 8.7%

82.6% They have 3 body parts They have webbed feet They have scales and fins They have hair or fur 8.7% 13% 47.8%

30.4% They have a hard outer covering They have moist skin They breath using gills They have feathers and wings 34.8% 4.4% 0% 60.9%

Mammal

Bird

Amphibian

Reptile

4.4% 73.9%

0%

21.7%

Mammal

Amphibian

Reptile

Fish

Kristy King 4 April 2014

0% 0%

100% Mammal Fish Bird Insect

8.7%

0%

8.7% 82.6%

Mammal

Reptile

Bird

Amphibian

Data information for students who have a Limited English Proficiency and for students who receive a free or reduced lunch:

Kristy King 5 April 2014

Data information per individual student: Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 3i 1c 2i 1c 1c 1c 2i 4i 4i 1c 1c 3i 1c 4i 4i 2i 4i 1c 1c 1c 1c 1c 1c 2 2c 2c 1i 1i 1i 2c 1i 2c 1i 2c 2c 3i 2c 4i 1i 2c 1i 2c 2c 1i 2c 2c 2c 3 4i 4i 2i 3c 3c 2i 4i 4i 3c 4i 3c 4i 4i 4i 4i 4i 3c 3c 4i 4i 3c 3c 4i 4 4c 4c 2i 2i 3i 4c 4c 4c 2i 4c 4c 4c 4c 4c 4c 1i 4c 4c 4c 4c 4c 4c 4c 5 3c 3c 2i 2i 3c 3c 1i 3c 1i 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 6 4i 1c 2i 2i 3i 1c 4i 1c 1c 1c 2i 1c 2i 2i 2i 1c 1c 1c 4i 3i 2i 1c 1c 7 4i 3c 3c 3c 3c 3c 3c 4i 3c 3c 4i 4i 4i 3c 3c 4i 3c 3c 4i 3c 1i 4i 3c 8 2i 2i 4i 3c 3c 3c 3c 3c 2i 3c 2i 3c 2i 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 9 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 10 1c 1c 2i 4i 1c 1c 1c 1c 2i 1c 4i 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c Percent Correct 50% 80% 20% 50% 70% 0% 90% 50% 70% 40% 90% 60% 0% 60% 60% 60% 60% 60% 80% 100% 70% 70% 80% 90% 90%

Student #6 and #13 were absent. These two students took the pre-assessment, but not with Turning Point.

Kristy King 6 April 2014

Teaching Strategies: I used the following technology tools in my unit: o Turning Point Student Response System o SMART Board o Microphone with Audio Enhancement System o Document Camera o Digital Stopwatch: http://www.online-stopwatch.com/ o Fur and Feathers ebook: http://www.arbordalepublishing.com/bookpage.php?id=FurFeathers o itunes o PowerPoint o iPads o http://kids.sandiegozoo.org/animals o http://www.kidzone.ws/animals/animal_classes.htm o http://www.sheppardsoftware.com/content/animals/kidscorner/classification/kc_cla ssification_main.htm o Pic Stitch App o Voice Thread o Prezi o www.brianpopjr.com o www.youtube.com o www.tubechop.com o http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassg ame.htm I tried the following new and innovative technology idea. o In the last month, my school received student i-pads. Before this unit, I had never used ipads in the classroom. In addition, using Voice Thread was new to me. I learned about Voice Thread through my technology courses at IUS, but had not had the opportunity to try it with students. I incorporated the following to support the use of distance learning systems appropriate in a school environment. I posted the following websites to the homeroom teachers webpage to enrich and extend student learning on animal classification: http://d43fweuh3sg51.cloudfront.net/media/assets/wgbh/lsps07/lsps07_int_animalclass/lsps0 7_int_animalclass.swf http://sciencenetlinks.com/interactives/class.html http://www.bbc.co.uk/schools/scienceclips/ages/6_7/variation_fs.shtml Unit: Day 1: Learning Target:

Today I am showing what I know about animal classification by taking a preassessment.

Kristy King 7 April 2014

Students will be using the student response system, Turning Point, to answer questions regarding animal classification. Each student is assigned a number that is located on the back of each clicker. The software allows me to enter student names and corresponding numbers. In this way, individual student responses for each question will be tracked and assessed. I will hand the clickers out in numerical order at the beginning of the class, but after explaining the directions. I will collect the clickers after the assessment in numerical order. I will model for students how to place the clickers back into their corresponding pockets and call for five numbers at a time. Day 2: Learning Target:

Today I am learning what it means to classify. So I can understand how animals are alike and different from one another. I will know I have it when I can classify animals based on their body covering.

Activities: 1. Teacher and students will discuss what it means to classify. Real life examples (books and toys) will help students to understand the term and a connection will be made to their study of 2-D and 3-D shapes in math. Students will then turn to a shoulder partner and talk about things they classify in their everyday lives or things they could classify and then share with the whole group. The definition and examples will be recorded on the SMART Board. 2. The teacher will then demonstrate how to sort pictures of toys using classification. Students will then work in groups with their table partners to do an open sort or classify pictures of objects. (Students are grouped at their tables heterogeneously by ability.) Students may receive pictures of transportation, clothing, or food to sort. Each group will glue the pictures and label the groups on a piece of large chart paper. Work time will be monitored by using an online stopwatch on the SMART board. Then each group will explain to their classmates how they sorted the objects. 3. The teacher will then explain that scientists have used the same system of classifying to put all living things into groups. This helps us to understand living things and connect how living things relate to each other. Scientists ask questions to help them sort or classify living things such as animals. One question scientists ask is, What type of body covering does an animal have? 4. Students will then listen to the e-book Fur and Feathers (http://www.arbordalepublishing.com/bookpage.php?id=FurFeathers) through the SMART Board to learn about the different body coverings animals have. (I would have preferred the students to listen to this book individually on iPads or on individual computers in the computer lab. Unfortunately, my school does not have headphones for our iPads just yet and the computer lab was not available. For this reason, we had to use the SMART board. However, students with an LEP were given the option to listen to this story in Spanish on individual classroom computers.) 5. Afterwards, students and teacher will discuss body coverings from the story. The teacher will show visual aids under the document camera for fur, feathers, shells, and scales. The visual aids will include a description of the body covering, a close up picture of the body covering, and a couple of pictures of animals with that body covering. The teacher will share with students that body coverings is one way scientist classify animals. 6. Students will then work again in groups with their table partners to sort/classify various pictures of animals by their body coverings. Again, an online stopwatch will help students

Kristy King 8 April 2014 manage their time. After the set time has expired, the students and teacher will discuss which animals belonged into which categories. Students will manipulate the pictures of animals on the SMART board by moving them into the correct category. 7. As a formative assessment for todays learning target, students will classify a different set of animals by their body covering on their own. Soft music from itunes will be played through the audio enhancement system to encourage students to think deeply while working alone. Day 3 and 4: Learning Target:

Today I am researching an animal group. So that I can understand how organisms (animals) are classified into groups by using various characteristics (e.g., body coverings, body structures). I know I will have it when I can explain the characteristics of my animal group.

Activities: 1. The teacher will review with students through PowerPoint what it means to classify and that animals can be classified by their body coverings. (See the PowerPoint at: http://readingrockswithmrsking.weebly.com/technology-unit.html) Some of the body coverings we learned about include: fur, feathers, scales, and shells. The teacher will then explain that body coverings are 1 characteristic of animals (Characteristics are special qualities or traits that make a thing or group of things different from others.), but we can put animals into even bigger groups based on more than 1 characteristic. The teacher will explain that scientists have studied animals for a long time and have come up with 6 big groups to put animals in based on characteristics, like body coverings, that are alike: mammals, reptiles, amphibians, birds, fish, and insects. 2. Next, the teacher will explain that students will be working in groups to determine the characteristics of each of these animal groups. (Again, students will be working with their peers at their tables.) Students will ask themselves questions such as, What special traits do mammals have that make them different from other animals? Students will be placed into small groups and each group will be assigned to one of the six animal groups/classifications (mammals, reptiles, amphibians, birds, fish, and insects.) Students will use books and websites to research the characteristics of their animal group. 3. Using the document camera, the teacher will show and explain to the students the graphic organizer they will use to record their notes. (See the graphic organizer at: http://readingrockswithmrsking.weebly.com/technology-unit.html ) The teacher will also explain and demonstrate how to use informational books to research and how to cite sources. The teacher will then pass out the graphic organizer to students. The teacher will then tell students what group they are in and students will record their groups name at the top of their graphic organizer. Students will then be dismissed by groups to their assigned area in the room to begin their research in books. 4. One group at a time will join the teacher at the reading table where iPads will be set up for research. The websites students will use for research will be displayed on the teachers website and be ready for students to navigate. (Because this is a first grade classroom, with little experience in using iPads, the teacher will lead the students in their research. First, the teacher will go over rules for iPad use. Then the teacher will lead students through websites on animal classification.) The following websites will be used: http://kids.sandiegozoo.org/animals, http://www.kidzone.ws/animals/animal_classes.htm, and

Kristy King 9 April 2014 http://www.sheppardsoftware.com/content/animals/kidscorner/classification/kc_classificat ion_main.htm 5. After students have completed their graphic organizer and it has been reviewed by the teacher, each student in the group will choose to draw and color an animal from the group on white paper. 6. Last, students drawings will be incorporated into a Voice Thread, where students will record the characteristics for their animal group. (The link to the Voice Thread is at: http://readingrockswithmrsking.weebly.com/technology-unit.html ) Day 5: Learning Target:

Today I am learning about all animal classification groups. So that I can understand how organisms (animals) are classified into groups by using various characteristics (e.g., body coverings, body structures). I know I will have it when I can explain two characteristics of each group.

Activities: 1. Students will watch and participate in various activities in a Prezi presentation about animal classification: Students will watch a video on www.brainpopjr.com and take an interactive quiz Students will watch and listen to a Voice Thread that was created by the class Students will watch a video and sing a song about animal classification on www.youtube.com Students will play an interactive game at: http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassga me.swf 2. Students will complete a graphic organizer while participating in the activities, noting at least 2 characteristics for each group and drawing 1 picture of an animal that belongs in each group. To see the Prezi and graphic organizer, go to: http://readingrockswithmrsking.weebly.com/technology-unit.html

Day 6: Learning Target:

Today I am going to take a post-assessment on animal classification to show what I have learned.

Students will retake their pre-assessment as their post assessment to measure growth from the lessons taught. Again, students will be using Turning Point Student Response System. Student Inquiry and Research: Students used the following technology to do research. o Students used 3 different websites on iPads (along with informational books) to find answers to various questions about their animal groups. (To see the exact questions, view the graphic organizer at: http://readingrockswithmrsking.weebly.com/technologyunit.html)The teacher and students read aloud the information together on the websites and students determined what information was important to include in their graphic organizer. Because the students were so young, 1st grade, with little experience to research and technology tools, they were directed by the teacher where to go and

Kristy King 10 April 2014 then helped to read and understand the information presented. Students did discuss the information together, determine importance, and agree where to record the information on their graphic organizer. Before beginning research, the teacher and students discussed the importance of citing sources for both text in books and through digital information so that appropriate credit could be given. Students recorded the title of books and the URL for websites used on their note taking sheet. Although students in this class were very young, they seemed to understand the reasoning for citing sources.

I used the following technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. o To enable and empower learners with diverse backgrounds, characteristics, and abilities I incorporated visual aids (pictures of animal coverings, graphic organizers, Power Point, and Prezi Presentation), had students work in multi-ability peer groups, included music and video (Animal Classification song and Brainpop Jr. Animal Classification video), provided additional websites/games for extended practice (see websites above) and adjusted my scale of help, depending on student need, while students researched their animal group. The following adaptive/assistive hardware and software helped to assist students with special needs. o Throughout the unit, I used a microphone with an audio enhancement system to help students hear and focus on the instruction provided. Also, the document camera and SMART Board were used throughout the unit to reach both visual and kinesthetic learners. Visuals were shown through PowerPoint and Prezi and students manipulated picture cards on the SMART board to put animals into their correct groups. The SMART Board was also used to play videos and songs. I included the following technology resources to affirm diversity and address cultural and language differences. o While learning about animal body coverings students listened and watched the e-book Fur and Feathers. I was unable to schedule the entire class to the computer lab for individual viewing, so we had to watch it on the SMART Board in the classroom. However, students with an Limited English Proficiency were given the option to listen to the book in Spanish on the classroom computers rather than in English on the SMART Board. Also, I utilized our school library to find some books in Spanish about different animals. Throughout the unit, I used lots of visual aids to help our Hispanic students understand the terms being used.

Post Assessment:
The pre-assessment was administered again at that the end of the lesson series as a post assessment to measure student growth. To see the pre/post assessment, click this link: http://readingrockswithmrsking.weebly.com/technology-unit.html Below is the data I gained from administering the post-assessment: Data information by question:

Kristy King 11 April 2014

Kristy King 12 April 2014

Kristy King 13 April 2014 Data information for students who have a Limited English Proficiency and for students who receive a free or reduced lunch:

Data information per individual student: Student 1 2 3 4 5 1 1c 2c 3c 4c 3c 2 4i 2c 3c 4c 3c

6
1c 4i

7
4i 4i

8
3c 3c

9
4c 4c

10
1c 1c

Percent Correct
90% 70%

Kristy King 14 April 2014 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

2i 1c 1c 1c 1c 1c 1c 4i 1c 1c 2i 1c 4i 4i 1c 1c 2i 1c 2i 1c 1c 1c 4i 4i 4i 1i 2c 2c 2c 2c 1i 2c 1i 2c 2c 1i 1i 2c 2c 2c 2c 2c 2c 2c 2c 2c 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 2i 3c 4i 3c 3c 4i 2i 3c 1i 3c 3c 3c 3c 4c 4c 4c 4c 4c 3i 4c 4c 4c 4c 3i 4c 4c 4c 1i 1i 2i 4c 1i 4c 4c 4c 4c 2i 2i 3c 3c 3c 1i 3c 2i 3c 3c 3c 3c 1i 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 2i 3i 3i 1c 1c 1c 1c 1c 3i 4i 3i 1c 3i 3i 3i 1c 4i 1c 4i 3i 2i 1c 1c 3c 4i 3c 3c 3c 4i 3c 3c 3c 3c 3c 3c 4i 3c 4i 3c 4i 3c 4i 3c 3c 3c 3c 1i 1i 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 1i 3c 3c 3c 3c 3c 3c 3c 3c 3c 3c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 1i 4c 4c 4c 4c 4c 4c 4c 4c 4c 4c 1c 4i 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 1c 50% 40% 80% 100% 100% 70% 100% 70% 90% 80% 60% 100% 20% 70% 70% 80% 50% 100% 50% 90% 90% 100% 90%

This is a screenshot of the assessment. You can view the entire assessment at: http://readingrockswithmrsking.weebly.com/technology-unit.html

Work Samples:

Kristy King 15 April 2014

Kristy King 16 April 2014

To see students Voice Thread they created after conducting their research, click here: http://voicethread.com/share/5641718/

Video of Lesson:
All lessons have been videoed and submitted using IUS The Box to Mrs. Lang and Dr. Pinkston.