Attached are the assignment instructions, as well as the lesson plan that I am doing that, goes with this current assignment.
I just need help with the written reflection portion. (I am doing the screencast video/audio)
EDUC 5313 APP Review & Video Assignment (75 PTS)
The goal of this assignment is to have you identify a technology tool you will integrate into the lesson you are developing and create a screencast tutorial for students, parents, colleagues who will use the tool. There are three components to the assignment: app review, screencast/video file, and written reflection.
Assignment Components
App/Tech Tool Review
Use Kolb’s guidance to evaluate a technology tool and post your review for peers. Common Sense Media is a very helpful resource for identifying potential tools to support classroom instruction.
Review Components
1. Describe the APP or Technology Tool.
a. Provide the name and information about how to access the tool. Provide website or vendor information.
a. What does the tool do? What tasks will it help you perform?
a. What age group of student or adult might use the app/tool?
2. Provide a lesson summary (2 -3 sentences) that describes an instructional activity that integrates the app/technology tool to achieve learning goals. (Refer to your lesson plan draft).
3. Use Kolb’s Triple E Measurement Tool to rate the tool described in the lesson summary above. Include the rubric in your review or write a narrative summary addressing each of the components in the rubric. Provide support for your ratings. What evidence from the lesson summary supports your ratings? (1-2 sentences).
Video/Screencast Identify the content and ISTE standards that will be addressed in your lesson plan and then identify a technology tool that could be used during your lesson by you and your students to demonstrate content knowledge and technology use skills. Create a video that can be used by a student, parent, or teacher to learn how to use the technology tool that will be included in your lesson.
Screencasting Information
There are a variety of screencasting web 2.0 tools and apps that you can use to capture and describe your interactions with the instruction tool. Some of these tools are listed below, you are not restricted to these tools. Each option below allows you to create a free account.
· Screen capture tools: Screencast-o-matic; Screencastify; Jing; Zoom
Video/Screencast Guidelines – Your video should include the following:
· Your voice describing your interactions with the technology tool.
· Real-time interactions with the technology tool.
· The video should be appropriate for the audience you have identified.
· The video should be at least 1.5 minutes and no longer than 8 minutes in length.
· Upload the video to YouTube to create a URL that you can share for your video. You will submit this link in Blackboard along with the written reflection. You can add the link to the top of a document that contains your reflection.
Example of a screencast: https://youtu.be/hkRqjTVZtM4
App Review/Screencast Reflection
Submit a 350 – 400 word written reflection for the video assignment to Blackboard using the questions offered below.
Reflection Questions
1. Which ISTE Standards for Educators did you address as you interacted with technologies to create a review and record a screencast tutorial?
2. Which ISTE Standards for Students would be addressed by their engagement with the technology tool you featured in your video?
3. Which content standards are addressed in the video or by students creating videos?
4. What might you do differently if you choose to make a “how to” video in the future?
SUBMITTING YOUR ASSIGNMENT: Submit your app/tech tool review, the link to your video screencast, and your written reflection to Blackboard by Sunday 11:59 pm CST
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Lesson Title: Learning the Butterfly Life Cycle
Grade Level/Context: 1st-2nd/ 1st through 2nd grade
Subject: Science
Time Frame: 60 minutes
Learning Goals
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Learning Goals |
How will they be met? What will you assess? |
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Integrated Learning Objective |
Lesson Level Learning Objective/Goal: Students will understand that there are 4 main stages to a butterfly life cycle. Students will be able to describe each stage on their own. Students' vocabulary will improve as they will learn new words and depict the definitions of each. Such words as: Caterpillar, Larva, Pupa, Cocoon, metamorphosis. |
a. This is an educational, elementary-based science lesson that uses several technology resources and tools to teach students the four stages of the Butterfly Life Cycle and learning the concept of metamorphosis b. This lesson is a good collaboration tool because it will help my students understand the butterfly cycle through the use of technology and also integrate the scientific concept of a life cycle and define metamorphosis. c. The technology used in this lesson will allow the students to interact with one another and with the teacher by playing a game, working together in small groups, discussions |
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Content Specific Goals & Associated Standards |
Content Standard(s):
K-ESS2-2- construct an argument supported by evidence of how plants and animals (including humans) can change the environment to meet their needs. PK.S.2 Make observations of the physical and natural world. Clarification Statement: Observations should focus on what things look, feel, hear, or smell like, how they might operate or function, and similarities and differences among things inside classroom PK.S.3 Notice and describe similarities and differences among plants, animals, and objects. Clarification Statement: Similarities and differences might include grouping like plants, animals, or objects based on observations |
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Technology-based Goals & ISTE Standards |
ISTE Standard(s): Creativity and Innovation: · Use models and simulations to explore complex systems and issues. Research and Information Fluency: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks |
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Other Goals |
Defining concepts, life-cycle and metamorphosis, stages, aligning terms |
Materials Needed for the Lesson (tech & non-tech)
Materials Needed:
A. internet access
B. projector and white board or SmartBoard
C. e-book: “The Very Hungry Caterpillar'' by Eric Carl: https://youtu.be/DD5eTSpuBQA?list=PL6ZMN21GjvbQvEqzcGQiDuP8EjpdF64O4
D. Tablets (enough for students to share in small groups)
E. ChromeBooks (or type of laptop/computer) (several for each student to use or take turns
F. Youtube: “butterfly song” educational video
G. Optional eval assessment: quizlet/ or a worksheet regarding butterfly life cycles, students will match the proper phases
Technology resources:
· Tablet/ Chromebook
· E-book “The very hungry Caterpillar”
· Educational Simulation Game: http://www.sheppardsoftware.com/scienceforkids/life_cycle/butterfly_lifecycle.htm
· Optional assessment eval tool: quizlet-
Lesson Title: ______________________ Author: _____Gabriela Nunez __________
Adapted from Kolb (2017) Triple E Lesson Planning Template
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LESSON OVERVIEW
Share how the activities in the lesson will help to meet the learning goals. How will technology play a role in meeting the learning goals? (1-2 paragraph summary)
I will use this lesson plan to teach my students about the four stages of a butterfly’s life cycle. This lesson is a good collaboration tool because it will help my students understand the butterfly cycle through the use of technology. The use of technology tools that I will implement into the lesson would be a chromebook or tablet, e-book, interactive student simulation game, and educational Youtube videos. Students will be able to understand the concept of a butterfly life cycle, and also be able to identify the stages on their own.
Students would have prior knowledge of what an insect is, what a cycle is, conceptual knowledge how a cycle works. This is very important as these are helpful concepts that create and define the understanding more in depth for the learner. This lesson could be later expanded where students can learn the importance of butterflies, colors and patterns of butterflies, how pollination helps sustain the earth, students can also have a fun assignment where they color their very own butterfly pattern.
TRIPLE E FRAMEWORK CONSIDERATIONS
Share which technology tools you plan to integrate into the lesson that will be USED BY STUDENTS during or following the lesson. Describe how each tool will help to meet your learning goals. In addition, share the instructional practices you plan to develop in conjunction with the tool to optimize learning.
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Name of Tool |
Tool 1: |
Tool 2: |
Tool 3: |
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Learning goal(s) met by using the tool. |
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How will the tool be used? Teams, pairs, individual, or other? |
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Tool Integration for ENGAGEMENT in the Learning* |
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Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENGAGEMENT |
More time on learning; less distraction |
More time on learning; less distraction |
More time on learning; less distraction |
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Motivates students to begin learning |
Motivates students to begin learning |
Motivates students to begin learning |
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Supports shift in behavior to active social learning |
Supports shift in behavior to active social learning |
Supports shift in behavior to active social learning |
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SCORE |
SCORE |
SCORE |
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**Teaching Moves to support ENGAGEMENT |
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Tool Integration for ENHANCEMENT of the Learning Goals* |
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Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for ENHANCEMENT |
More sophisticated understanding of the learning goals |
More sophisticated understanding of the learning goals |
More sophisticated understanding of the learning goals |
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Scaffolds, differentiates, or personalizes learning |
Scaffolds, differentiates, or personalizes learning |
Scaffolds, differentiates, or personalizes learning |
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Supports student demonstration of understanding in new ways, not possible before |
Supports student demonstration of understanding in new ways, not possible before |
Supports student demonstration of understanding in new ways, not possible before |
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SCORE |
SCORE |
SCORE |
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**Teaching moves to support ENHANCEMENT |
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Tool Integration to EXTEND the Learning Goals* |
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Include score in right column (0=No; 1=Somewhat; 2=Yes) and score total for EXTENSION |
Supports learning outside of the typical school day |
Supports learning outside of the typical school day |
Supports learning outside of the typical school day |
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Bridges school learning & everyday life (authentic experiences) |
Bridges school learning & everyday life (authentic experiences) |
Bridges school learning & everyday life (authentic experiences) |
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Builds authentic life/soft skills |
Builds authentic life/soft skills |
Builds authentic life/soft skills |
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SCORE |
SCORE |
SCORE |
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**Teaching moves to support EXTENSION |
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LESSON SET UP. How will I prepare for each piece of technology being integrated in this lesson? |
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Setting up Accounts |
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Differentiating |
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Personalizing |
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Creating models or mentor |
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ASSESSMENT: How will you assess the activities happening through the tool? |
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Monitoring/Observations |
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Formative & Informal assessments |
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Summative assessment |
ASSESSMENT DISCUSSION (Formative and Summative Assessment): How will you assess student learning during the lesson and at its conclusion? Remember your lesson level learning objective should address content and ISTE standards.
Feedback from lesson participants – how will you collect feedback?
PROCEDURES: What is the minute-to-minute activity that will be happening in the lesson? Describe what the teacher is going to do and say, as well as what the students are going to do. Follow the 5E format for developing your lesson content.
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Time stamp and General Description |
What are the students going to do? |
What is the teacher going to say and do? |
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