Technology Transformation

1. Technology Transformation Kristen Dyksterhouse Ashley Gwinn Taylor Kirkwood Stacy Martinez Daniel Rhode

2. Technology Transformation Theme • Generalizations: • Technology has both positive and negative impacts on learning in the classroom • The influence that technology can be seen as negative or positive based on the point of view • Technology is a part of life. • Technology is a vital component of 21st century education. • When proper education meets freedom to explore the resources used and learner engagement is profound. • Concepts: • Pedometers, Heart Rate Monitors, Stationary machines, DVD’s/VHS, Video Games, change, differences of opinions, respect, socioeconomic power, entertainment value, resources, freedom, fairness, strategy, efficiency, choice, creativity, gaming, game shows, video games, computer games, board games, dice, spinners, coin flip, Printing Press, Recording Technology, and the Internet • Facts: • Individuals who take more than 12,500 steps/day (pedometer) are likely to be classified as "highly active.” You maximize the benefits of cardiovascular activity when you exercise in the zone of your target heart rate (THR). In general terms, your THR is 60-80% of your maximum heart rate. • Vocabulary, point of view, how to write a fiction piece as a manuscript, how to edit, proper debate format, probability, statistics, chance, fairness, odds, real life data analyses, playing to win.

3. 7th Grade Standards Mathematics Physical Education Language Arts Social Studies Music Education

4. Mathematics: Statistics and ProbabilityInvestigating chance processes and developing, using, and evaluating probability models. • 7.SP.5.7.SP.5. Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. • 7.SP.6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. • 7.SP.7. Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. • Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected. • Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

5. Mathematics: Statistics and ProbabilityInvestigating chance processes and developing, using, and evaluating probability models. • 7.SP.8. Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. • Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. • Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. • Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

6. Physical Education Standards • Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. • Demonstrates understanding of movement concepts, principles, and tactics as they apply to the learning and performance of physical activities. • Participates regularly in physical activity. • Achieves and maintains a health-enhancing level of physical fitness. • Exhibits responsible personal and social behavior that respects self and others in physical activity. • Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

7. Standards – Language Arts • Reading • Informational Text • R.IT.07.02 – analyze organizational text patterns including sequential, compare/contrast, and cause/effect • Comprehension • R.CM.07.02 – retell through concise summarization grade-level narrative and informational text • R.CM.07.04 – apply significant knowledge from grade-level science, social studies, and mathematics texts • Metacognition • R.MT.07.02 – plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides • Writing • Writing Genre • W.GN.07.01 – write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices • Writing Process • W.PR.07.05 – proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups • Handwriting • W.HW.07.01 – write neat and legible compositions

8. Standards – Language Arts • Speaking • Conventions • S.CN.07.03 – present in standard American English if it is their first language • Discourse • S.DS.07.02 – respond to multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme • Listening and Viewing • Conventions • L.CN.07.01 – distinguish facts from opinions and question their validity when listening or viewing a variety of speeches and presentations • L.CN.07.02 – listen to or view critically while demonstrating appropriate social skills of audience behaviors; critically examine the verbal and non-verbal strategies during speeches and presentations • Response • L.RP.07.01 – listen to or view knowledgeably a variety of genre to identify, state, and react to a speaker’s point of view bias • L.RP.07.04 – ask probing questions of speakers, focusing on claims and conclusions presented • L.RP.07.06 – evaluate the credibility of a speaker by determining whether the speaker’s point of view is biased or not

9. Social Studies Standards • Geography • G4.2 Technology Patterns and Networks • Describe how technology creates patterns and networks that connect people, products and ideas. Technology affects the patterns and networks that develop on Earth and that enable people, products, and ideas to be exchanged. • 7-G4.2.1-List and describe the advantages and disadvantages of different technologies used to move people, products, and ideas throughout the world (e.g., opportunities for employment, entrepreneurial and educational opportunities using the Internet; the effects of technology on reducing the time necessary for communications and travel; the uses and effects of wireless technology in developing countries; and the spread of group and individual’s ideas as voice and image messages on electronic networks such as the Internet).

10. Standards - Music 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture.

11. EMPOWERING learners to know and grow

12. Empowering Learners Mathematics: It will be my responsibility as an educator of mathematics to ensure that I am challenging, motivating, and supporting learners in becoming proficient readers, writers, problems solvers, thinkers, listeners, and do-ers, but it is the students interests and concerns that will drive the course of the class. Today, mathematics learners are answer finders. They are taught rules without reason and do not understand why theymakes sense. I will empower my learners by incorporating mini-lessons and discovery based activities that are practical, relevant and meaningful to their personal lives and encourage them to explore why real world phenomena makes sense. Moreover, my learners will be utilizing resources and exploring probability problems by playing board games, TV game shows, computer games, and video games, and I will act as a facilitator by providing support along the way. All of the activities and explorations will support their final project where they are creating a game of chance that they will market to Milton Bradley. The common goal for all learners is reach conceptual understanding and mastery of the content explored, but it is essential that differentiation occurs to scaffold the varied learning processes and approaches that learners make take to reach that goal. By acknowledging that each student brings different characteristics with them into the classroom, I can adjust the teaching and learning strategies I use to include a balanced literacy approach that meets the needs of all diverse learners. The guiding principles explored in my classroom are based on a constructivist, developmental approach with focus on how to effectively instruct a classroom of learners coming from all different walks of life as they become adept in doing and understanding mathematics in a way that makes sense to them.

13. Empowering Students • English: I plan on teaching in a facilitative manner centered on a constructivist approach. The students will have multiple opportunities to tailor this instruction to their individual learning preferences. Their interests will drive their learning and I will facilitate this learning through planed open ended activities. Students will evaluate the learning of their peers with the debate process. When students are personally invested in their learning and are able to effectively articulate their constructive criticisms of the works of their peers then their learning is expanded and proven in a more operative manner. • Physical Education: Physical Education is the most important class a student can take. Physical activity strengthens the mind so learning in other classes can take place. In a perfect world, students k-12 would take part in physical education class 1 hour everyday for maximum potential physically, mentally, and emotionally. My job as a physical educator is to motivate students to not only be active in physical education class, but to help them find activities they can continue to enjoy throughout their entire life in order to stay active and healthy. Because choices are a great motivator for students, students will have an input on what team and individual sports they would like to learn in my class.

14. Empowering Students • Social Studies-I plan on teaching social studies in a manner to which students will have the opportunity to learn material in a non-traditional differentiated approach. I will accomplish this through differentiated instruction as well as following a constructivist approach. My role as an educator is to give students the necessary tools to be successful both in and out of the classroom. I intend to achieve this by using students’ real life experiences and relating it to the content I am teaching. Not only engaging, this constructivist approach allows students to relate themselves to what they are being taught and subsequently allow them to be more successful. I want the walls of my classroom to be limitless, safe, exciting, and inspiring. As a result of this, my students will have the ability to connect with me and reach their highest potential. • Music- In most music classes, Students only play music and learn about the history and context of the music. In this unit I will go over three different technology that dramatically changed the way that music was composed and performed. This will allow the student to understand the past ,but also be prepared to understand further technological changes in music. For example, we listen to music dramatically different now that we iPods with 2000 songs on it. My music classroom is multi disciplinary in execution. We will cover history , reading ,critical thinking and history through the lens of music. This will allow student a different way to experience this knowledge

15. Assessment Plans “Educational assessment seeks to determine how well students are learning and is an integral part of the quest for improved education.  It provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services.” -- Knowing what students know: the science and design of educational assessmentCommittee on the Foundations of Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Research Council; James Pellegrino, Naomi Chudowsky, and Robert Glaser, editors, p. 1

16. Mathematics Assessment Methods • Daily warm-up problems • The schema activation should be engaging and fun for learners to investigate. One way the teacher could do this is by relating it to the learners’ lives. This is the most important feature of the lesson because it is the deciding factor on whether the learners are engaged and actively participating or not. The warm-up serves as an introduction to the activity so it should also encourage them to build on prior knowledge and guide them towards the lesson objectives. • Assessing warm-up participation and engagement can be evaluated through teacher observation or individual journal entries. • Group Work/Group Interaction • Good group work focuses on problems that truly require group effort, not just problems assigned to a group that individuals could easily do alone. Not only does the teacher need to plan challenging activities and appropriate problems, she also has to model what effective group work looks and sounds like. • Assessing group work can be done using several methods of evaluation: group conferences, journal reflections, confidential contribution forms, confidential group evaluations, and walk around assessment. These methods should all be done to some extent and should encourage positive group behavior and effort as the assessments hold each learner accountable. Further, group work allows first hand evidence of the learners thinking processes and demonstrates how learners can use each other as resources. • Self Assessment/Reflection • Make accommodations to lessons • Reflect on learners journals and growth. Use the journals to bridge thinking gaps and misconceptions. • Reflect daily on whether the goals/objectives are being met and progress is being made

17. Mathematics Assessment • Homework • Homework allows the students the opportunity to think on their own, to make more connections among ideas discussed in class, to extend what they learn beyond the textbook, and to practice their new learning. In addition, homework is the most consistent link to home and can be used to encourage family members to get involved. The homework should incorporate activities that help learners make connections to other areas of mathematics or beyond the mathematics classroom to develop conceptual understanding. • Homework needs to be managed efficiently. That is, the teacher needs to have an effective plan for managing students' homework during class time so that the learners who struggled receive help while not holding back others. A few methods the teacher may implement are: Tuesdays for homework, Self-check, Group check, or Homework discussion. • The method the teacher uses to assess homework needs to relate directly to the assignment and goals. A few options for homework assessment are Effort grades, Random check of homework, Teach checks, Spot checks, or Homework quizzes. The teacher should implement each of these strategies according to the assignment and the learners should have an understanding of what each assessment method entails. • Open Ended Problem Solving Writing: • One Think-Aloud or Metacognitive Memoir based on one of the activities to promote problem solving, connections, reasoning, written communication of thinking, and reflection within a real world context. These projects are implemented to encourage learners to really understand what they are doing and why they are doing it. These methods encourage learners not to erase their thinking but to build off it and explain the methods they use in terms of their findings. This method gives the teacher insight to how students learn and can help identify misconceptions or gaps in understanding.

18. Mathematics Assessments • Journal entries: • Journals are non-graded assessments that are based on genuine, complete responses and are used to encourage learners to share their feelings and understandings about mathematics in four major ways: to help students grow in their understanding of mathematics over time, to help students think about their own learning., to help students assess themselves, their group members, and the class., and to summarize and reflect daily learning. • Managing and assessing journal entries go hand in hand. In order for the journals to be effective, the teacher needs to read and comment regularly. Journals should be a clear indication of student growth and understanding over time. This progress can be discussed most effectively through individual conferences with students. At this point, the teacher can address whether the learner is reflecting actively and appropriately in the journal and they can also discuss the learners’ growth and understanding. This should be a rewarding process for learners. The journals are meant for the learners to share their honest opinions, too, so the teacher must take the learners considerations seriously and reflect upon the journals to make teaching accommodations. • Final game project • This project is based on learners’ own creations so we will create the rubric together as a class. • Unit Test: Problem Writing • The learners will write sample test or homework questions using appropriate vocabulary, contexts, and mathematics. Problem writing is an assessment method that the teacher can use to see if the learner has mastered the topic and gained conceptual understanding.

19. Assessment Plan • English: Students will demonstrate mastery of the standards specified by this lesson by creating manuscripts, evaluating work of peers, delivering effective debates, creating rubrics for manuscripts, class discussions, group work, and journals. There will be no homework assigned aside from finishing anything not finished in class. I will allow all students ample time to work on projects. This time will allow me to witness their thinking processes so that I can measure their progress of accomplishing goals set. Further, the final timeline day will allow me to asses what their learning has accumulated to. Students will evaluate the debate techniques of peers, they will work on creating a rubric for their own manuscripts, group work and partner shares will also be completed. • Physical Education: Students will demonstrate mastery of the standards specified by this lesson by participating in all classroom physical activities, class discussions, and writing to learn strategies. There will be no homework assigned other than to reflect and think about the new things they learned in my class. I will carefully read and reflect on my students enter/exit slips and quick writes to better teach them and to assess what I need to review with them. The timeline day will be a great activity for students to put all their learning from all their classes together to better see the big picture of the use of technology and how it has shaped our world today. Students will continue to build intrinsic motivation while motivating their peers to always do the best they can.

20. Assessment Plan • Social Studies -Students will demonstrate mastery of the standards specified by this lesson by effective debating, writing letters to demonstrate understanding, entrance and exit slips, constructing own creations, active class discussions, podcasting, web questing, and developing wiki projects. Students will be given class time to work on projects, especially those where the internet is needed. In giving class time for many of the major assessment projects, I will be able to help guide students through requirements to ensure students are fully understanding the task at hand. Finally, the Timeline Day will be a collective interdisciplinary assessment in which students will be able to see the connection among all the contents. In addition, students will be able to demonstrate their full understanding of the entire unit across the different disciplines. • Music-In music class constant informal assessment is going on. It is very clear when a student does not get the concept ,because their voice or movement does not line up with the class. I will keep a class list to check off proper participation and mastery for each students. This will guide my informal assessment. There will be a written test at the end of the unit test the students understanding of the three main technological changes. I will also record the musical performances of the class and have the class to write reflections on their performance. These assessments will test the students in numerous ways.

21. Literacy Strategies

23. Literacy Strategies • Mathematics • Venn diagrams • Think Aloud • Metacognitive Memoir • Problem Writing • Journals • Group Discussion/Class Discussion • Newspapers/Reading Materials for situational contexts

24. Literacy Strategies • English Strategies: • KWL • Discussion Groups • Journaling • Quick Writes • Concept Mapping • P.E. Strategies: • Bubble Map • Discussion Groups • Enter Slips • Exit Slips • Quick Write

25. Literacy Strategies Social Studies • Journal Entries • Concept Maps • Think-Pair-Share • Entrance and Exit Slips • KWL • Venn Diagrams • Music • Exit Slips • Journaling • Quick Writes • Self Reflection Prompts • Concept Maps

26. Interdisciplinary Unit Plan

27. Week One

28. Week One

29. Week One

30. http://www.youtube.com/watch?v=3Efq-aNBkvc

31. Week Two

32. http://www.youtube.com/watch?v=2Dvp7aU5Aqo

33. Week Two

34. Week Two

35. http://www.youtube.com/watch?v=GDfpHWZw67Y

36. Week Three

37. Week Three

38. Week Three

39. Self Evaluation

40. Self - Evaluation Taylor: I think this unit plan reflects the knowledge I have gained this semester very well. This semester as been a semester or learning while doing and this unit plan exemplifies learning while doing for my students. Everyone worked together very well and each had a specific integral part of this unit for it to be a successful learning experience for students. Ashley: This unit plan is a manifestation of the learned dynamics of integrating content areas in school. Through the completion of this project my eyes have been opened to the complexities of coordinating curriculum across disciplines. Although challenges arose in the beginning, I came to the conclusion that they were worth the overall benefit this type of teaching would have on students. As a group we worked together well and created with continuity. Kristen: My portion of the unit definitely reflects knowledge I have gained in the field this semester. I explained more in-depth in the mathematics assessment section what literacy and assessment methods I chose and why, but in general, the way I implemented them into this unit is directly related to the growth and understanding I have gained as an educator and learner this semester. Further, working together on this project taught me how effective it is to work and communicate with colleagues. There are so many resources, like Google docs, that make interdisciplinary planning reasonable without meeting too often. I think our project speaks for itself and the positive effects interdisciplinary design has on our learners.

41. Self Evaluation Daniel: This unit has more writing and class discussion than there is usually is in music class, but I believe this is alright because of how the unit links with other classes. In this unit I am taking time to cover concepts that rarely get touched in an average music classroom. I was inspired by fellow group members contributions to create such an integral learning experience. Stacey: The unit plan I have designed is a reflection of all of the tools I have been given throughout the semester in how to engage, differentially instruct, and adequately assess my students. The beautiful part of this particular assignment was creating cohesive units with other content areas and making them work fluidly. Although this type of unit could be challenging for teachers, it is so eye-opening and beneficial for students. Students always want to know why they are learning something and how it relates to them and their life. This interdisciplinary unit can teach them just that. Our use of a timeline day is for students to understand that all contents connect and are equally as important. Once this connection is established, students will be able to look at all different contents and try and figure out how they connect to each other, the world around them, and themselves.

42. Materials Needed

43. Materials Needed: Mathematics • Materials: • Computer with probability software or calculator with probability capacity • Microsoft Excel • Dice, two per group • Small paper cups • Graph paper • Spinners, one set per group • Protractors, one per group • Activity Sheets (teacher created), markers • Internet/Classroom Library • Assortment of board games, computer games, and video games. Some of which are listed in the unit but are definitely not limed to just those!

44. Materials Needed: Social Studies • Computer and Prezi software for instructor • Materials for Assembly Line Simulation • Three different sizes of paper • Stapler • Markers • Stopwatch • Whistle Primary Source Book, Childhood Lost Youtube video: “Turning Points in History - Industrial Revolution.” and worksheets Rubistar rubric for Debate Henry Ford clothing Field Trip permission slips and worksheets Model Airplanes, cars, and trains Journals for students

45. Materials Needed: Language Arts Barbour, Sara. "Kindle vs. books: The dead trees society." Los Angeles Times 17 June 2011: 1. Web. 23 Oct. 2011. MacManus, Richard. "5 Ways That eBooks Are Better Than Paper Books." Read Write Web. N.p., 10 Aug. 2010. Web. 21 Oct. 2011. Monet, Dolores. "Kindle VS Real Books - Will E-Books Replace Traditional Books?." Hub Pages. HubPages Family, 2011. Web. 19 Oct. 2011. Qureshi, Andy, Sweta Patel, Garrett Patton, and Mari Powers. "What is a Manuscript?." . Ed. Josh McPherson. University of North Carolina, n.d. Web. 23 Oct. 2011. Histeria! the printing press: http://www.youtube.com/watch?v=GDfpHWZw67Y Lincoln/Douglas Debate Format : 1AC (first Affirmative Constructive) – 7 minutes A good introduction that attracts the audiences attention and interest in the topic Clearly state the resolution Clearly state each of your contentions Support with reason and evidence Conclude effectively Cross Ex of the Aff by the Neg – 3 minutes You ask questions – have a strategy or at the very least a direction to your questioning Be courteous Face the audience 1NC (first Negative Constructive) – 8 minutes A good introduction that attracts the audiences attention and interest in the topic Clearly state the Negative’s position on the topic Clearly state the Negative’s Observations Support with reason and evidence Attack and question the Affirmative’s Contentions/evidence Conclude effectively Cross Ex of the Neg by the Aff – 3 minutes You ask questions – have a strategy or at the very least a direction to your questioning Be courteous Face the audience

46. Materials Needed: Language Arts

47. Materials Needed For Music Djing Equipment Dark Side of The Moon by Pink Floyd Vinyl iPod with Katy Perry’s Firwork (2009) Zoom Recorder iPad with MadPad Application. Capturing Sound: How Technology Has Changed Music by Mark Katz (Roth Family Foundation Music in America Book 2009) Exit Slips Midway Quiz Final Test

48. Materials Needed: Physical Education Dark Side of The Moon by Pink Floyd Simons, R. (Performer) (2001). Disco sweat [VHS]. Siler, B. (Performer) (2010). Element: Pilates weight loss for beginners [DVD]. Yee, R. (Performer) (2009). Yoga for beginners [DVD]. Katy Perry’s Firwork Tony , H. (Performer) (2008). P90x extreme home fitness [DVD]. Sportime: Dance dance revolution [DVD]. (2000). Wii fit plus [DVD]. (2007).