Technology Enhanced Lesson Plan

Here is an example of a lesson I planned, and then I revised it using the technology standards and resources I had available.

Items in Black were in my original plan and remain in my revised lesson plan.

Items in Blue were added to my lesson plan.

Items in Red have been completely removed from my lesson plan.

Items in Purple are an explanation of my lesson changes.

Learning Objective: I can explain the difference between comets, meteors, and asteroids.

Materials:

            -Science Textbooks

            -Blank paper  

            -5 Student iPads

            -1 Teacher iPad with Apple TV and Class Dojo app

            -Document camera/ projector

            -Assessment clickers

Anticipatory Set:

1) Have students turn and talk about what they already know about asteroids, meteors, and comets.

1) Using the teacher iPad and Apple TV, play the Brain Pop video on Asteroids.

I decided to change the turn and talk to a short video. Any kind of video gets my students really excited, engaged and ready to learn. I also like using the Brain Pop videos because the students get to see me modeling using the technology of my iPad, Apple tv, and projector.   

Lesson:

            2) Explain the learning objective for the lesson.

                        -Marzano Setting Objectives

                        -UDL Checkpoint 6.1 - Guide appropriate goal-setting

3) Put students into small groups.

4) Pass out blank paper and have students create a graphic organizer about as much asteroid, comet, and meteor information as possible using their background knowledge and information from the Brain Pop video.  

They can now include information they learned in the Brain Pop video in this initial draft of their graphic organizer.

-Marzano Note Taking

-UDL Checkpoint 3.3 - Guide information processing, visualization, and manipulation

-21^st Century Skills 2.1.2 Organize Knowledge so that it is useful

5) Have students read the pertaining chapter from the textbook and fill in more information on their graphic organizer.

5) Have students research the Internet on their iPads for pertinent information to add to their graphic organizer.

-21^st Century Skill 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry

I switched from researching in the textbook to researching on the iPads. It touches on more technology standards. The iPads are automatically more engaging than the textbooks, and while I believe that there is a time and place for book research, I thought this was an excellent opportunity to use iPad technology.  

6) Students should also draw pictures of an asteroid, a comet, and a meteor on their graphic organizer.

            -Marzano Nonlinguistic Representations

                        -UDL Checkpoint 1.3 - Offer alternatives for visual information

I added the drawing aspect of the graphic organizer to cater to different styles of learners. It adds a visual and artistic aspect.

7) As students are working, I will monitor their behavior using the iPad app Class Dojo.

            -Marzano Rienforcing Effort

                        -UDL Checkpoint 8.3 - Foster collaboration and community

Class Dojo is a fantastic app that I have recently started using. It gives students a monster avatar that they get to customize and it quickly allows me to give or take away points throughout the school day. Parents can monitor their students’ behavior online in real time, so it aids in school/ home communication.

8) Hold up good examples of student work.

8) Show exceptional student work on the document camera.

            -Marzano Providing Recognition

I added a simple piece of technology here to showcase student work and provide recognition to students that have done an exceptional job.

9) Using the Apple TV and Teacher iPad, play the music video What is a      Shooting Star? by They Might Be Giants

            -Marzano Nonlinguistic Representations

                        -UDL Checkpoint 1.3 - Offer alternatives for visual information

I added this music video because I think music helps students memorize information and it is a good end to the lesson.

Assessment:

10) Exit Slip- Students need to list 3 facts they learned about comets, meteors, and asteroids on a small piece of paper to be turned in.

10) Use clickers to have students answer 5 multiple choice questions about asteroids, meteors, and comets. This is a formative assessment that gives me a good idea of which students have mastered the content or not.

            -Marzano Practice

-UDL Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

Either form of assessment I used would have hit standards and allowed me to formatively check for understanding. Using clickers is a really cool piece of technology that gives me feedback of student results instantly and with less work than grading exit slips.

Reflection: 
Students will create a poster to compare and contrast asteroids, meteors, and comets. They will need to draw detailed pictures of each type of heavenly body. I will be looking for distinct differences between the drawings to prove student understanding.

Finally, students will turn and talk about our lesson’s learning objective: I can explain the difference between comets, meteors, and asteroids. They will discuss their learning with their partner and self-assess if they can accurately explain the difference between the different heavenly bodies.

Closure:

11) Have students turn and talk to a neighbor about what they learned.

11) Address the learning objective and ask students to self assess if they have met the objective or not.

                        -UDL Checkpoint 9.3 - Develop self-assessment and reflection

                        -21^st Century Skill 2.4.3 Recognize new knowledge and understanding

I switched from a simple turn and talk to a discussion of the learning objective, which is a very good best practice and allows students to self assess their understanding of the material.  

12) Assign Homework Reading Worksheet about Asteroids to solidify concepts learned in class.

            -Marzano Homework

-UDL Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance

13) Recognize the highest Class Dojo point holder by awarding them with a mechanical pencil.

            -Marzano Reinforcing Effort

                        -UDL Checkpoint 8.3 - Foster collaboration and community

This is great buy-in for students to stay on task during the lesson.