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Unit Plan - A QRt of Water

Type of Unit: Interactive Lecture/ Small Group/ Individual/ BYOD  

Discipline and Topic – Marine Biology – Tank Labeling

Curriculum Links –

RLST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RLST.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

RLST.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

WSST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WSST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

WSST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WSST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

WSST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

WSST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

See Individual Lessons for Specific Standards addressed

 

Scope and Sequence –

Day 1 (    )

Lesson 1 – Getting Started with Google Drive

Day 2, 3, 4 (    )

Lesson 2 – Intro to Google Sites and Build Your Site

Day 5 (    )

Lesson 3 – Creating and scanning QR Codes 

Evaluation of Students –

Formal – Evaluation of Finished Product

Evaluation of the Unit – Are students engaged? Are they participating? Are they producing the expected product? Are they using devices appropriately for task? Are students using time effectively? Are students submitting their videos to the contest? Did any students win?

 


Lesson 1

Type of Lesson: Interactive Tutorial

Lesson Plan Title – Getting Started with Google Drive

Discipline and Topic – Marine Biology – Tank Labeling

Curriculum Links –

RLST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

WSST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

WSST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. 

Objectives –

Students will be able to

Set up Google Drive (if they haven’t done so already)         

Capture video and still images with their personal device

         Email images and videos to themselves

         Upload videos and images to their Google Drive                       

Materials and Timing –

Computer and Projector

Google Drive Instructions

(1) 42 Minute periods 

Scope and Sequence –

Students will enter and be seated in the classroom (2 minutes)

Teacher introduction (2 minutes) – Today we are going to make sure your Google Drives are set up, and also take your video and pictures that you will use on your website, then email and upload them to your Google Drive. Go ahead and grab a laptop and log in. While they are logging in and loading, let’s go take our pictures and video.

Taking Pictures and Video (15 Minutes) - After initial log in, students should move to the tank room to take their images and video. Video should be between 15 and 20 seconds. Instruct students not to talk while they record videos.

Google Drive (20 minutes) – I need you to do two things right now, the first is to log in to your eChalk account, the second is to email the images and video you just took to yourself.

Email Images: You can email them to a personal address, or to your school address. Ultimately, you will be downloading the attachments and then uploading them to your Google Drive. Go ahead and email the images and video, then download them into your My Documents Folder. When everyone has done that, we will all work together to upload them to Google Drive.

Students will then work on their own to continue to email these elements, asking for individual assistance when necessary

Now you should be ready to upload your images and video to Google Drive. In eChalk, click on My Account, then Google Docs. If you haven’t already, please accept the Google Terms of Service. Once you get to your drive, click on Create, then choose Folder. Name this folder Burke. Next, click on the folder, then click on the diskette, and choose Upload. Select your images and video, then click open. You should now see all of your images and video uploading.

(all of these steps are also shown in the handout). At this time, if you have your fish information saved, you should upload that as well so that you will have easy access to it.

Pack up (2 minutes) – Once this is done, please be sure to log off your computer and put it back in the laptop cart in the proper spot.

Supplemental Materials –

Instruction Sheet – Upload your Video and Images (Attached below)

Evaluation of Students –

Informal – Check for understanding

         Are students responding to questions?

Are Students engaged in activity?

Do students seem to understand the documents?

 

Evaluation of the Lesson – Are students engaged? Are they participating? Are they using devices appropriately? Are students able to successfully complete all tasks?


Type of Lesson: Interactive Tutorial

Lesson Plan Title – Introduction to Google Sites

Discipline and Topic – Marine Biology – Tank Labeling

Curriculum Links –

RLST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

RLST.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

RLST.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

WSST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WSST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

WSST.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

WSST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

WSST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

WSST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 

Objectives –

Students will be able to

         Create a Page on Google Sites

Add a picture or video of their tank to Google Sites

Add a picture of each fish to Google Sites

Add the common name of each fish

Add the scientific name to each fish

Add the origin of each fish

Embed a map of where each fish originates

Identify information about the fish including type, diet, and distinguishing marks

Identify Tank Information Size and make

Identify Equipment in tank (heater, air pump, etc)

Explain Goals: fish training, longitudinal study

Provide Other information: Why did you choose this type of tank? Advice on setup? challenges?                       

Materials and Timing –

Computer and Projector

Google Sites Instructions

(3) 42 Minute periods 

Scope and Sequence –

Students will enter and be seated in the classroom (2 minutes)

Teacher introduction (2 minutes) – Over the next three days I am going to show you how to use Google Sites to build websites about your tanks. Please get a laptop and log in to your account.

Interactive Tutorial (120 Minutes)

    • How to log in to Google Sites
    • How to Add a Page
    • How to Edit a Page
    • How to Add a Picture
    • How to Add a Video
    • How to embed a map
    • How to Navigate Google Sites

Students will then work on their own to continue to add these elements, asking for individual assistance when necessary

Supplemental Materials –

Instruction Sheets – How to Build Your Webpage (attached below)

Evaluation of Students –

Informal – Check for understanding

            Are students responding to questions?

Are Students engaged in activity?

Do students seem to understand the documents? 

Evaluation of the Lesson – Are students engaged? Are they participating? Are they using devices appropriately? Are students able to successfully complete all tasks?



Lesson 3

Type of Lesson: Interactive Tutorial

Lesson Plan Title – QR Coding

Discipline and Topic – Marine Biology – Tank Labeling

Curriculum Links –

WSST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Objectives –

Students will be able to

            Download a QR Code Reader to their device

            Create a QR Code

            Scan the QR Codes of their classmates

Comment on their classmates’ work                                                                       

Materials and Timing –

QR Code Reader

QR Code Generator

Commenting Guidelines

 

Scope and Sequence –

Students will be shown how to download a QR Code Reader to their device (5 minutes)

Students will be shown how to create a QR Code (5 minutes)

Students will create and print their QR Codes (5 minutes)

Students will post their QR Codes (2 minutes)

Students will scan the QR Codes of other students

Students will comment on the work of their classmates

Supplemental Materials –

QR Code Reader

QR Code Generator

Evaluation of Students –

Formal – Rubric for project 

Evaluation of the Lesson –

Were students engaged? Were they participating? Did they have questions? Do they seem excited?

Ċ
Shannon Mersand,
May 9, 2013, 10:23 AM
Ċ
Shannon Mersand,
May 9, 2013, 10:23 AM
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