TechCaseStudy

The instructor will share the pedagogy, adding a differentiation component the students must solve for. Students pick the content and the technology, and work in their learning teams to come up with a lesson plan that effectively incorporates all three elements and includes UDL principles. Work is supported via Technology Case Studies and posted to class wiki.
 * Technology Case Study (due 7/25): **

Specific details for this project can be found here - through this google doc

Ashley Brown, Molly Schaefer, Brian Eney
Rockfish Group ====**Topic: Order of Operations -- **This lesson is crucial to the understanding of Algebra I since most other units/lessons ==== in the curriculum require a thorough understanding of the order of operations as background knowledge.
 * Order of Operations - Lesson Adapted from [|Lesson Plan] **
 * Pedagogy - Active Learning **
 * Differentiation Option - Gifted Learners **

====**Grade Level: 7th and 8th Grade - Algebra I **==== ====Students are heterogeneously mixed between ability levels. ====

__**Objectives **__

 * Understand the order of PEMDAS
 * Apply PEMDAS to an equation to get the correct answer
 * Explain why the answer to an equation is correct using PEMDAS

__**Procedure **__

 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will solve problems using PEMDAS to recall the order of operations

__**<span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Sunshine State Standards **__

 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">MA.912.T.5.3

__** MDSE Standards: **__
===**<span style="color: #01c301; font-family: 'Times New Roman',Times,serif;">"Ability to interpret and apply rules for order of ****<span style="color: #01c301; font-family: 'Times New Roman',Times,serif;">operations." **=== ====__**<span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">NETS Profiles for Technology Literate Students **__<span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;"> (follows all ISTE standards) ====
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning.

__**<span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Materials **__

 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Smart Board and Smart Board markers
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students’ mathematics notebooks
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Packet of forty practice problems on solving multi-step equations of varying degree
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Writing utensils
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Example problems
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Internet Connection
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students internet connections (at home)
 * YouTube
 * Vocaroo

__**<span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Procedure **__

 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">The teacher writes “PEMDAS” on the board and defines what each letter represents while the students write it in their notebooks. Then explain “Please Excuse My Dear Aunt Sally” is another mnemonic device for the Order of Operations (5 min).
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">The teacher goes through several examples with the students to show how Order of Operations is used. Start with simple problems such as, 4-2+5 and move to more complicated problems such as 3+6-5(9/3)+10/5. Problems should include real-world problems that students can relate to (ie. length of time for getting ready for school, how to make a sandwich, and how to make the bed). Note that the different symbols for multiplication, including the dot, the x, coefficients, and numbers next to parenthesis. Also explain what happens when the Order of Operations is not used (8 min).
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Do more examples that include variables. Have the students come up to the board and, using the markers, write out the steps for solving the problems. The gifted students in the class should be the first to solve the problems on the board (5 min).
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">This is differentiated for GT students because we expect the gifted students to grasp the information more quickly, and therefore we ask them to come up to the board to solve the problems themselves. This would help the students who aren’t learning as quickly to see more examples. Because we have a heterogeneous class, we will be able to know which students will be likely to solve the problems on the board.
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Do more examples with the class on solving multi-step equations that include a single variable (7 min).
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Students will work in their teams of three to complete a packet of forty practice problems of varying degree of difficulty. The teacher should be ensuring that every member of each group has completed a problem before the rest of the group moves onto the next problem. (20 min).
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Teams should be teacher-assigned and should include at least one GT student per group, and if there are any frustrated learners, they should be paired with the instructional level learners, not the independent level as their pacing will be too different.
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">The teacher will assign the homework for the night (listed below).
 * <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; vertical-align: baseline;">__Assessment__ <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">: **
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">While going through the examples, the teacher will assess which students are and which are not understanding the information. Based on this information, the teacher will assess whether or not to go over additional examples, provide another explanation, or move on to the next activity.
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">The teacher will circulate while the students complete their packets and assess student comprehension based on how the students are interacting and offering ideas in the group.. The teacher will answer questions and provide help if it is required. The teacher will collect the packets the next day which will be their formative assessment.
 * <span style="background-color: transparent; color: #01c301; font-family: 'Times New Roman',Times,serif; font-size: 16px; text-decoration: none; vertical-align: baseline;">The take home assignment will be reviewed (or presented in class, time allowing) by the teacher as an overall assessment. <span style="color: #01c301; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Because the material is so simple and there is not much time/room for technology in the classroom, having the students write and record a podcast or video at home is a good way to teach and utilize this advanced technology while still ensuring students learn the big ideas.
 * <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; vertical-align: baseline;">__Take-Home Assignment__ <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">: **
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">The students will be given an online assignment that should be completed at home if they have access to the internet, or prepared and presented the next class period if they do not. The assignment is to use either YouTube or Vocaroo to create either a short video or a podcast in which the student will teach a problem like one that was done in class. The students should include each step of his or her work and give an explanation that would be understandable by someone who is just starting to learn about the order of operations.
 * <span style="background-color: transparent; color: #01c301; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Any problems not completed in the packet are to be completed for homework.
 * <span style="background-color: transparent; color: #01c301; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;"><span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;">Watch <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; vertical-align: baseline;">[|this video] <span style="background-color: transparent; font-family: Times New Roman; font-size: 16px; text-decoration: none; vertical-align: baseline;"> and be prepared to talk about why Abbott and Costello’s logic is incorrect.

__** Our Chart is located on: **__ [|UDL Chart]

Group Koi: Jenna Greeley, Rob McCann, Sydney Stinson

Lesson Plan Pedagogy: Constructive Learning **Subject**: Life Science **Topic:** Endangered Species **Grade Level:** 7th Adapted from: [|Animals at Risk]

**Objectives:** **Content-Area Standards:** **EXPECTATION** **3.5** The student will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere. **<span style="font-family: Calibri,sans-serif;">3.5.2 ** The student will analyze the interrelationships and interdependencies among different organisms and explain how these relationships contribute to the stability of the ecosystem. **Technology Standards:** MTTS standards: Standard 2: Communication <span style="color: #0985d3; font-family: Arial,sans-serif; font-size: 10pt;">Use technology to communicate information in a variety of formats.
 * 1) Students have the ability to describe an endangered species through multiple means of representaion.

Standard 6: Assistive Technologies <span style="color: #0985d3; font-family: Arial,sans-serif; font-size: 10pt;">Identify and analyze assistive technology resources that accommodate individual student learning needs. **Materials:** **Procedure:** __Day 1:__ __Day 2:__ **Formative assessment:** **Differentiation Components:** This lesson includes multiple ways of representation, expression, and engagement. The students make a presentation that incorporates many different forms of technology. This allows for all the students to find a way that works best for them in their learning. We chose the radio announcement option for the students who have weak writing skills. The TV commercial option was geared towards the students who need visual aid. Finally, the digital poster option helped the students who excel in writing and allowed them to present their writing in a create fashion.
 * Individual Computers/Laptops
 * Microphones
 * Video cameras
 * Internet
 * [|www.vocaro.com] or Garageband software
 * []
 * Smartboard
 * Warm-up: Students describe how an animal becomes endangered.
 * Class discusses the Warm-up
 * The teacher introduces the project (See Handout)
 * Students use their laptops to do research
 * The students write a script
 * Students get into pairs and do peer reviews of each other’s script
 * Closing: The teacher asks the students to decide what format they want to use for the presentation
 * Warm-Up: Students make any refinements to their scripts
 * Students work on putting together their projects
 * By the end of the class the students post their projects on the class website
 * Assignment: Assign partners randomly. Each student writes a comment on their partners presentation (see handout for requirements)
 * The teacher travels around the room assessing the progress of each student and guides them through the planning process.
 * The teacher aids in the preparation of the presentations as needed

** Endanger Species Project Handout **

Purpose: To investigate an animal that is on the endangered species list. Make a creative presentation to illustrate the following concepts. ** Your presentation should include: ** ** The following is a list of ways that you can construct your presentation: ** **Partner comments:** Write a comment on your partner’s presentation. The comment should include:
 * A brief description of the animal
 * Where the animal is found
 * What kind of environment it is in
 * The animal’s demographics
 * Population size now
 * Population size before it was on the list
 * Why is the animal on the endangered species list?
 * How long it has been on the list?
 * What are some ways that people can help to remove the animal from the endangered species list?
 * A radio announcement by making a Podcast, Garageband audio clip, or any other audio software
 * A TV commercial by making a video
 * A digital poster using Glogster
 * What they liked about the presentation
 * What could be improved
 * How can you implement your partner’s ideas into your own life

Check our our UDL chart here:


 * Ceviche Group**

Our Lesson is adapted from: http://fcit.usf.edu/matrix/lessons/authentic_transformation_languagearts In groups, students will use new vocabulary and grammar to create stories about traveling in a Spanish speaking country. These stories will be converted into a video game using the appropriate software.
 * Pedagogy**: Collaborative
 * Differentiation**: Students with weak writing skills
 * Context**: This lesson will be for Spanish II students (10th grade). The group of students is heterogeneously mixed in terms of ability level. This activity will come at the end of the unit, after having had practice with the new vocabulary and grammar that was introduced.
 * Content area standards:** This lesson addresses the National and State Communication learning goal for foreign language. For this standard, students should be able to engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. Students should be able to understand and interpret written and spoken language on a variety of topics. This lesson also includes elements of the Culture goal by requiring students to incorporate their learned cultural knowledge into their game.
 * NETS Student Technology standards**:
 * 1a: apply existing knowledge to generate new ideas, products, or processes.
 * 1b: create original works as a means of personal or group expression.
 * 1c: use models and simulations to explore complex systems and issues.
 * 1d: identify trends and forecast possibilities.
 * 2a: interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
 * 2d: contribute to project teams to produce original works or solve problems.
 * 4a: identify and define authentic problems and significant questions for investigation.
 * Goals and Objectives**:
 * Students will apply their knowledge of cultural perspectives to create travel scenarios.
 * Students will apply their knowledge of geography of the countries studied.
 * Students will compare objects and symbols from the culture studies to those of their own.
 * Students will create a game using the scenarios they created.
 * The game will be in the form of a rudimentary Role Playing Game, where the player is confronted with situations and must make choices to proceed. The game may measure success in different manners (e.g. money spent, or repercussions of events). The game will conclude by displaying the choices that the player made in narrative form, substituting sentences based on their decisions.
 * Materials**:
 * Computers
 * Computer game software
 * Travel magazines/travel blogs
 * Warm up**: In groups, students will explore provided travel magazines or go online to read travel blogs in order to familiarize themselves with different kinds of travel.


 * Activities**:
 * The teacher will lead a group discussion about what students encountered while reading magazines or blogs.
 * The teacher will explain the video game activity and will assign groups. Groups will develop five possible scenarios and outcomes that might occur when traveling abroad using relevant grammar, vocabulary, and cultural knowledge from the unit.
 * Groups will peer edit the scenarios, checking for correct language use and content.
 * The teacher will explain how to use the software and will show an example of a finished game.
 * Students will use their scenarios to produce a video game incorporating target vocabulary and grammar. At the beginning of this task students should identify the different tasks needed for completion and form a plan for the project including group roles.
 * The teacher introduces connecting phrases, which the students then use to turn the list of completed actions from the game into a story.
 * Students will have time to play each others’ games.
 * Assessment**:
 * Formative assessment: The teacher will collect and review the five scenarios created by each group to ensure that they are on the right track. The teacher will circulate during the group work to offer guidance and suggestions when needed, particularly during the peer editing phase to identify student weaknesses and provide necessary support.
 * Formal assessment: The video game product will receive a grade reflecting the use of language and appropriate cultural knowledge present in each of the five scenarios incorporated.
 * Integration of Differentiation**:
 * Groupings will be based on ability level. Students with strong writing skills will be placed in groups with others who have weaker writing skills. This will encourage helpful collaboration.
 * As the final part of the game there will be a page listing all actions taken by the player. As a part of the instruction the teacher will review conjunctions to assist students in creating the framework for a narrative independent of particular content.
 * Groups will peer-edit scenarios from other groups to ensure that grammar and vocabulary are used properly.
 * Groups will play each others’ games and give feedback.

Here is our UDL-TPACK Checklist: https://docs.google.com/document/pub?id=1fr4-vLcmw7EtOrlbAtRlkqZmsU4Hqn5G45PYiNG6Hcs

Clown Fish: Jess, Michael and Nicole