Title of Unit

Google Apps & Add-ons

Curriculum Area

Professional Development

Teacher

Steven Hil

Grade Level

3rd Grade

Time Frame

30 minutes

Stage 1: Identify Desired Results

Standards

ISTE Standards for Teachers

1c: Promote student re ection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
1d: Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
2b: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational
goals, managing their own learning, and assessing their own progress.
2c: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.
3a: Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
3d: Model and facilitate e ective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
4a: Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate
documentation of sources.
5b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and
technology skills of others.

Understanding

Essential Question/s

How to use Google Docs and Speech Recognition add-on.

How to use Google Sheets and Translate add-on.

How can Google Apps and Add-ons improve my teaching.

Knowledge
Students will know...

Skills
Students will know...

If talking into the microphone creates text in their document

How to use a microphone to create text in a document.

If the text in their document has been translated

How to translate their text into another language.

Assessment

Performance Task
Goal

Teachers will be able to use speech recognition software as a differentiation tool for their students.

Role

The role of the performance task is to simulate how students would be using Google Docs and Speech Recognition Add-on.

Audience

3rd grade teachers

Situation

Teachers will have another tool to help differentiate the learning environment in their classrooms.

Product/Performance The final product will be added to the teachers lesson plans under differentiation.
Learning Plan
Lesson 1

Google Docs. and Speech Recognition Add-on

1. Teacher will login to their school Google accounts.

2. Teachers will open their Google Drive.

3. Teachers will create a new Google Doc.by:

a) clicking on the Blue rectange "NEW"
b) clicking on Google Docs tab in the drop down menu.
4. In the open Google Document teachers will:
a) Locate and click on "Add-ons" in the menu bar at the top.
b) Click on "Get Add-ons" in the drop down menu.
c) Locate on click on the "search" box and type "Speech Recognition" into the space.
d) Using the image provided on the board, locate the correct Add-on and click on the BLUE rectange "FREE" button
e) Follow directions and allow the Add-on permission access to Google Docs and the microphone.
5. Click "Add-ons," "Speech Recognition," and the "Start." The Add-on will be located on the right side of the document.
6. Click on the BLUE "Start" button located at the bottom of the Add-on app. When ready, start talking into the microphone (As you speak, the words will popup in the text box in
the Add-on and then appear in your document).
Lesson 2

Google Docs. and Translate + Add-on

1. Teachers will login to their Google account and navigateto their Google Drive.
3. Teachers will create a new Google Doc.by:
a) clicking on the Blue rectange "NEW"
b)clicking on Google Docs tab in the drop down menu.
4. In the open a new or select a Google Doc that has already been created, teachers will:
a) Locate and click on "Add-ons" in the menu bar at the top.
b)Click on "Get Add-ons" in the drop down menu.
c) Locate on click on the "search" box and type "Translate +" into the space.
d)Using the image provided on the board, locate the correct Add-on and click on the BLUE rectange "FREE" button.
e) Follow directions and allow the Add-on permission access to Google Docs.
5. Create/use an existing Google Doc,Click "Add-ons," "Translate +," and the "Start." (The Add-on will be located on the right side of the document).
6. When ready:
a) Click on the BLUE "Translate" button located at the bottom of the Add-on app. (As you speak, the words will popup in the text box in the Add-on and then appear in your
document).
b)Select a language from the "Translate into" drop down menu.
c) Click on the BLUE "Translate" button located at the bottom of the Add-on app. (As you speak, the words will popup in the text box in the Add-on and then appear in your
document).
Feedback/Reflection

The media specialist at Blandford suggested that I create a professional development class on Google. I have created lessons on Google products before, so I decided to try a
different approach. Rather than just do a lesson on Google Docs or one of the other more common tools located in Google Drive, I wanted to focus on Google Apps and Add-ons.
The teachers in Effingham county have had Google Drive available for several years, but there has not been a BIG push to integrate it into the classrooms. While I believe that the
teachers did find this lesson useful, I do not believe that teachers in the lower grades as a whole (k-3) are not comfortable enough to use Google in their classrooms for anything other
than internet searches. In Savannah-Chatham county schools, where I worked for twelve years, had more money to spend on technology. This made laptops and chromebook carts
more accessible to more teachers, which allowed the school system to expect more technology to be integrated into classrooms.