Final Blog Reflection

• Standard 1: Facilitate and Inspire Student Learning and Creativity

• promote, support, and model creative and innovative thinking and inventiveness.

The lessons that I created helped to promote, support and model creative and innovative thinking and inventiveness.  For example, in my first lesson, I had my students create a book.  The students first did some research on the internet to learn more information about bats.  Once they completed their research, they used Pixie software to create their own book of factual information about bats.  During this lesson, the students were able to be creative as they worked on their book and incorporate pictures, drawings and factual information into their books.  Students were able to create their own resource that they could use to show the information that they learned and they used their creativity when designing the layout of the book.

• engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Learning how to use money in our society is a real-word skill that students need to learn.  In my second lesson, students began to learn about money value and how to use the money in different real-life situations.  In this lesson, I used technology in several different ways to help the students gain an understanding of coin value.  First, we read the book The Coin Counting Book through the Phoenix Public Library online site.  This introduced the concept of coin value to the students.  Next, the students participated in an interactive coin counting activity using the smart board and their computers.  Doing these types of activities using digital tools helped the students to explore coin counting and money and apply what they learned at the end of the lesson to solving authentic problems that may occur in real-life situations with money.

• promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

In the lessons that I planned, I helped promote student reflection using collaborative tools to clarify students' conceptual understanding and thinking.  A great example of this was in my third lesson.  When the students went through the different tasks during the web quest on sharks, the students were taking the information that they learned and applying it in different ways.  First, the students were asked to read an excerpt on great white sharks.  Next, the students were asked to learn about the size difference in the different types of sharks.  Then the students were asked to learn about the different parts of the shark.  In completing each of the tasks on the online web quest, the students were building on the previous task learning new information.  For the final task, the students were asked to create their own poster that could be posted about a shark that was of interest to them.  The student were successful in navigating a Microsoft Word template to build their poster and plan out how their poster would look and demonstrate their knowledge about the shark they chose to learn about.

• model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

Many of the activities that I did in the lessons were done on an individual level.  There was not a lot of group work activity within the lessons that I created.  If I did these lessons again, this is something that I would change.  One way that I could incorporate a more collaborative learning environment in my first lesson was to allow the students to choose an animal of interest to them to do research on and create a book using Pixie Software.  The students could team up and work together to create a book then do a pair-share once the books were created to learn about a variety of different types of animals.  This would have allowed the students to explore a variety of different animals rather than everyone learning about the same animal.  It also would have been a great idea to use the movie tool in the Pixie software and post the movies on site such as You-Tube so the students could show their books digitally to a broader audience.  

• Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

• design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

When designing my lessons, I created many learning experiences that incorporated digital tools and resources to promote student learning and creativity.  Every lesson that I created incorporated digital tools for the students to utilize in their learning experiences.  In my first lesson, students used online data bases to research and discover information about bats and their functions.  The students then used the information that they learned to create their own book of information to share with others.  In my second lesson, I used an online book with animation instead of reading out loud to the students.  Then the students were able to practice coin counting in a game form using their computers and finally applying what they learned in real-life situations using real money.  In my third lesson, the students used an online web quest to complete four different tasks while learning about sharks and their functions.  I chose to modify some of the tasks so that students were using technology to a greater degree.  One of the tasks that I designed was for the students to create their own poster using a Microsoft Word template.  This allowed me to assess students to see that they able to take the information that they learned in the previous tasks and tell me what they learned.  If I did this lesson again, I think I would try and build my own web quest that way I had all the information in one place.  My peer reflections did say that the modification was a little confusing and they would have liked to complete the other task on the original web quest.

• develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

The lessons that I created helped to develop technology-enriched learning environments that enabled students to pursue their individual curiosities. In my third lesson, the shark web quest, the students were very engaged and curious about sharks.  The students asked a variety of question that did not pertain to the different tasks and we were able to have several different group discussions.  We used our computers to research answers to the questions that they asked and we were able to learn new information.  By having our computers accessible with the internet, the students were able to get answers to their different questions an pursue the topics that they were curious able and learn new information.  When doing the web quest, students learned how to manage their own learning.  They were given different tasks and were able to assess their own progress using a checklist that was provided for them.

• customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

There are several different ideas that I have to customize and personalize the learning activities to address students' diverse learning styles, work strategies and abilities using digital tools and resources.  The first idea is to provide the students with headphones during the work activities.  This way students are able to concentrate on their own learning and not having to filter a variety of noise.  This was an issue with many different lessons going on at the same time.  Another idea is to allow the students to use the  voice recording option in the Pixie Software for students that are unable to write.  This allows the students to express their ideas verbally and participate in the lesson. By utilizing the smart board during my lessons, I am also able to address diverse learning styles.  Students that are unable to use a mouse to navigate a computer can participate in the lesson and complete the required activity.  Also, using interactive books from online resources help students in comprehending the text through a variety of learning styles including visual and auditory learning styles.

• provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

I provided students with multiple and varied formative and summative assessments that aligned with content and technology standards while teaching my lessons.  During my first lesson, I had the students research several different questions about bats before they created their books.  I used this paper as a formative assessment to ensure that students were learning the content and meeting the language arts standard.  During this lesson, I also asked the students questions while they were researching as a formative assessment.  Walking around the room and observing students while they were doing their research and creating their Bat books was also a formative assessment that I used.  When doing this lesson, I used the final Bat books that the students created individually as my summative assessment to see that students had an understanding of the standards that I was teaching and they understood the concepts being taught.  By using the Bat book as my summative assessment, I was able to see that all the students were able to meet the standards of the lesson.  Students learned about an animal and its function as well as reading an informational text and answer questions regarding the information that they read.  While looking through the Bat books, I noticed that one student will need additional help on sentence structure.  I would use this information to build an additional lesson about creating sentences or work with this student in a small group setting to scaffold learning in creating sentences.

• Standard 3: Model Digital-Age Work and Learning
  

• demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

During my lessons, I used a variety of technology systems.  By doing this I was able to help students transfer knowledge to new technologies and situations.  In our society, it is important to be able to use technology and be able to transfer knowledge in a variety of different ways.  The lessons that I provided for my students helped them become comfortable using different types of technology to demonstrate knowledge in the curriculum.  For example, in my third lesson, students used computers to research information about sharks.  They were able to transfer the knowledge onto paper and create several different models and projects.  The students used the information from the computer to create their own poster about a shark that they learned about using a new template through Microsoft Word.  I found that when using technology in the classroom, the bigger the variety of systems that are used, the more experience students have and are more comfortable using the different programs.

• collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

Using technology in the classroom is important to collaborate with students, peers, parents and community members.  In my lessons, there are different options that could be used to enhance innovation.  For example, when creating the Bat book, if I would have had each student research an animal that was an endangered species, we could have posted our books online to offer others information about how to help protect these animals.  I could build an additional lesson about creating a letter that we could email to different wild-life organizations to see if they would like to use the books we created on their web page.  There are so many different possibilities with the lessons that I originated with.  

• communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

Using digital-age media and formats is important to communicate relevant information and ideas effectively to students, parents and peers.  When the students created the Bat books, the purpose of this was to be able to share the information they learned with others in a meaningful way.  By using Pixie Software, the students were offered a variety of tools and ideas to help them accomplish this goal.  I learned how to take these books and create a movie out of them.  This is a great tool to utilize in the classroom.  The book movies could be posted on the classroom web page so students could show their parents and friends without having to come into the classroom.  By doing this, I am able to communicate to the parents what students are learning within our classroom.

• model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

In my lessons, I successfully used current and emerging digital tools to support research and learning.  Students were able to successfully navigate several different kid friendly websites on the internet to learn different information in their research projects.  When the students had to complete the different tasks on the shark web quest, digital tools including the internet, Microsoft Word and Pixie software were utilized.  Students were able to successfully navigate the different sites to research a variety of information about bats as well as different types of sharks.

• Standard 4: Promote and Model Digital Citizenship and Responsibility

• advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

During all my lessons, I had previously selected the web pages that the students would utilize during their research and individual practice.  By doing this, I was able to teach and model safe and ethical use of digital technology.  I also reminded students that when researching information, it is important to write down the facts they found in their own words.  We discussed plagiarism and the consequences for stealing the words that other people wrote.  In my first lesson, when the students created their Bat book, I had them create a bibliography page so they could document where they got their information from.  This helped the students to learn how to appropriately document the sources they used to find information.

• address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

All students had access to the tools that we used for these lessons.  I incorporated a variety of technologies in order to address all the diverse needs of all the learners in my classroom.  For example, in my second lesson, I used the smart board to introduce the game that I wanted the students to use when learning how to count money.  By doing this, I was able to have the students participate and use that as a formative assessment of learning.  Next, I had the students practice individually using their own computers.  Students are able to practice at their own pace at this time and I could assist individuals as needed.  Finally, I had the students count using real money.  By offering the students a variety of ways to complete the tasks, I am able to address the diverse needs of all learners in my classroom.

• promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Students were able to model digital etiquette and responsible social interactions related to the use of technology and information.  In my first lesson, students were asked to site their sources and create sentences using their own words.  As a group, we discussed how to navigate the internet and the chosen web pages.  I could have also talked to the students about privacy and keeping personal information off of the internet if we posted them to You-Tube or another public site.

• develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

By using digital age tools, students are able to engage and model cultural understanding and develop global awareness.  Students will learn how to connect with each other and the world they live in.  The projects that were created in these lessons, could be used to share with other students in another community.  Students in Arizona could share their Bat books with students in another community such as Florida.  They could share the information through the internet and then students in Florida (or a different area) could share a book they created as well.  Using this type of technology helps students to begin to have experiences with students outside of their own community and connect with others.

Reflection for Lesson 3

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?

I think that this lesson was the best lesson I did out of the three.  I felt more comfortable teaching the lessons and creating different types of projects for the students to do.  I liked using a web quest because it gave me a good outline of where to begin my lesson.  I choose to modify my lesson slightly to include more hands-on learning for the students.  If I did this lesson again, I would modify it to focus on one specific type of shark instead of a broad overview of the different types.

• How well was the alignment to objectives and standards maintained?

 The Objective: Students will create a poster containing 5 facts on sharking after completing 3 tasks on a web quest on sharks.  Students were able to accomplish the objective of this task well.  They used online resources and information learned from the different websites to be able to complete their poster about a shark of their choosing and transferred the information learned well.  This also matched the standards that were given in this lesson because through the web quest the students learned about an animal and it's different functions.  Also, when creating the shark poster, the students were able to write an explanatory piece containing many facts and a definition of a shark.

• Describe any modifications made during the implementation of the lesson

During this lesson, I realized that I did not have enough time to complete one of the web quest tasks.  I modified the lesson by doing the poster before having the students do the shark anatomy drawing.  By doing this, I was able to make sure that there was enough to complete the entire poster and then the students could explore the other web quest task if they had time.

1. Mechanics:
   • What technologies did I use (for the teacher and the learner)?  How were the technologies used (by whom and in what manner)?
   For this lesson, I used a You-Tube video on sharks, created a shark poster on Microsoft Word as an example and used the computer to show students how to navigate through the web quest.  The students used their computer in several different ways including navigating the internet, using Microsoft Word to create their poster and Pixie to draw a shark picture that included describing it's anatomy.
   
   • My lesson was within the correct time frame
     • My lesson was too long because I ran out of time to complete all the tasks on the web quest that I had assigned.  If I did this assignment again, I would do it in several different parts over a two day period so students could spend more time exploring and completing each task.
2. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• https://bblearn.nau.edu/webapps/discussionboard/do/message?action=list_messages&forum_id=_326792_1&nav=discussion_board_entry&conf_id=_132876_1&course_id=_70053_1&message_id=_4581508_1#msg__4581508_1Id
• https://bblearn.nau.edu/webapps/discussionboard/do/message?action=list_messages&forum_id=_326792_1&nav=discussion_board_entry&conf_id=_132876_1&course_id=_70053_1&message_id=_4581491_1#msg__4581491_1Id
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

Based on my assessment method, the students that participated in this lesson were successful in achieving the standards and objectives for my lesson.  The students were successful in completing each task that was given in the web quest and they were able to transfer the information that they learned into a poster for a final assessment.  The students incorporated appropriate definitions of sharks, described their shark and gave factual information about the sharks they learned about.

• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • My reflections reflect that I was successful in teaching this lesson.  I incorporated several different components to this lesson to offer students different ways of learning content.  By doing this, I was able to ensure that all students were able to learn the content.
  • How do the comments from your classmates support this?  
  My classmates made some suggestions that I could improve on.  One suggestion was to write down the web address we were going to so the students could see the web address better.  Another suggestion was to spend more time discussing vocabulary terms.  I liked this idea.
  

Lesson 3

I. RATIONALE:

Please describe the research article that you found that supports this lesson AND provide a link.

II. OVERVIEW

Grade Level: 2nd

Subject(s): Language Art and Science

Topic of Study:  Sharks

Time Allotment:  60 minutes

Standards:

ELA 2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, ad provide a concluding statement or section.

Science Strand 1 Concept 4: 

PO 1. Identify animal structures that serve different functions (e.g.,sensory, defense, locomotion).

Objectives: Students will create a poster containing 5 facts on sharking after completing 3 tasks on a web quest on s

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Prior to this lesson, students should be familiar with navigating a computer and web browser.  Students should also be familiar with a two digit addition and subtraction.  Students will have previously completed lessons on other mammal structures to compare and contrast the shark with. How will prior knowledge and experience be assessed? Prior knowledge will be assessed by asking question in the beginning to review.  Questions will include "Who can tell me how to load a web page?"  "What information can you tell me about sharks?"  "Who has seen a shark before?" How will you use this information in the planning process? I will use this information to assess where students are at.  If the majority of students are able to demonstrate basic knowledge on how to navigate a web page and web browser then we will continue with the lesson.  If students are struggling with using web  pages and web browser, then we will do a mini-lesson on how to navigate through these technologies. Why should the content of this lesson be taught at this grade level? The content of this lesson should be taught at this grade level because it matches the standards that students need to learn in animal structures.  Sharks are also an interesting animal to students at this age which will help the students to stay engaged. How do the objectives that you have for the lesson align with the standards? When will the lesson be taught in the course of the school year? Why? This lesson will be taught toward the end of the school year.  By doing this lesson at the end of the school year, students should be comfortable navigating web pages/ web browsers.  The student will have also had many opportunities to create documents using technology.  They will have also had previous experience with creating complete sentences and describing various topics of information.

III. IMPLEMENTATION

Procedure:
The teacher will begin the lesson by showing a picture of the ocean.  The teacher will ask the students to close their eyes and imagine that they are Marine Biologists that need to learn as much as they can about sharks because the ocean waters near them have become a hunting ground for many different kinds of sharks.  The teacher will ask the students questions such as "who can tell me what the sharks look like in your imagination?"  "What types of sharks are you seeing?" The teacher will then show a small video of sharks swimming in the ocean.  Next, the teacher will tell the students that in order to learn as much information about sharks, they are going to complete the web quest located at https://sites.google.com/site/2ndgradesharkwebquest/home.  Students will be directed to their own computers and asked to pull up the web page.  The teacher will explain to the students that they are to complete the first three tasks on the task bar independently.  Then, once those are completed, the students will be asked to create a warning poster for one type of shark of their choice.  The poster should include a definition of the type of shark, length and other factual information that is important to that type of shark.  The poster should clearly label which type of shark they are talking about in the poster.  The poster can include general information about sharks as well.  Finally, if there is time at the end, the students will complete task 5 creating a shark out of construction paper labeling the various parts asked.  At the end of the lesson, the teacher will gather together all of the students and review different types of sharks and characteristics that sharks have.

Technology Integration:
Students will use technology to explore information about sharks.  They will visit various websites and use the information on the sites to complete various tasks.  The students will also use a word template document to build a poster about a type of shark and include factual information that they have learned about sharks. 

The teacher will use technology to show a video at the beginning of the lesson about sharks and help students at their individual computers navigating the websites and completing the various tasks.

Differentiated Instruction:

• Cognitive delay - Accommodations - Additional time will be given as needed,websites will be offered that include videos for students to listen to in order to hear information about sharks with headphones provided.
  Modifications - students can use pictures and individual words on their poster instead of complete sentences to describe the shark of their choosing, students will be asked to complete 3 of the 5 assigned tasks.
• Gifted - Students will be asked to create a venn diagram describing the differences and similarities between sharks and birds.
• ELL - Accommodations will include additional time as needed to complete the tasks, scaffold support could include using websites that have an audio accompaniment to the text, and the teacher assisting with what words mean as needed.
  Modification - Students may complete 3 of the 5 tasks but must complete task 4 which is the poster with information about their chosen shark.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? I am using the instructional method described so that students are actively engaged in their own learning.  With the chosen tasks, students are being asked to research information, apply the information in a practical manner and construct visual models.  These approaches fit into several difference multiple intelligences.  This ensures that I am meeting learning styles of many different students in my classroom. How do the instructional methods align with what you know about best practices (think about your methods classes)? Students learn best when they are able to use the information they learn in several different ways.  With this web quest, the students will not only learn information about various types of sharks but also use the information that they learn to apply it to different activities including making models and posters that include the information that they learn. How are you engaging students in creative and higher order thinking? Students are researching information and applying that information in meaningful ways. They are being asked to use the information that they discover in their research and apply it to a poster that would be posted and shared with the rest of the class.

IV. ASSESSMENT

Procedure and instruments: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))
Formative assessments will include the completed worksheet  tasks from the web quest located at https://sites.google.com/site/2ndgradesharkwebquest/home/process.  In order to assess the model of a shark tooth and the labeling of the shark, I will use the following checklists.

Shark Tooth Model Check List

___  Tooth is drawn on construction

___  Tooth is cut out

___  Your name is on the back of the tooth

Tooth is labeled with the following information:

___  What type of shark tooth it is

___  The purpose of the tooth

___ What kind of tooth it is

Shark Anatomy

Your shark must include the following parts:

___  Eyes

___  Mouth
___  Gill Slits

___  Dorsal Fin

___  Pectoral Fin

___   Tail Fin

Each task will be worth 6 points total.  One point will be subtracted for each item that is missing.  

 

Summative Assessment:

The individual poster will be used to assess that students are able to meet the science standard.  A check list will be used for this project task.  

Shark Poster

___  The name of the shark is clearly labeled

___  There is a definition of what a shark is

___  One fact on the length and weight of your shark.

___  One additional fact specific to the shark you choose

___  Two general facts about sharks

___  One concluding sentence about sharks at the end.

___  One picture of the shark you chose

This project task is worth 21 points total.  3 points will be subtracted for each item that is missing from the above checklist.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? This lesson allows for both formative and summative assessments that help to see that the standards and objective are being met.  The formative assessments allow me to see that students are learning information about sharks and applying that knowledge in different ways through the tasks.  These tasks show that students are gaining knowledge about a different species and what their functions and structures are.  The poster project assessment allows me to see that students are able to take the information that they learned and apply that knowledge to create a poster of factual information demonstrating that they are able to meet the writing standard. How does the assessment demonstrate that the students have been successful in learning the content? The assessment shows that students learned information about sharks and were able to describe their function and parts of their structure.  It also shows that students were able to take information learned and use it  to write their own short expository piece summarizing what they learned. How does the assessment demonstrate student engagement in higher order thinking? Students are able to take information they learned in research on the web and apply it to different activities.  They are also able to demonstrate that they can take the information they learn and create a short expository writing summarizing the information that they learned from their research. How does the assessment demonstrate that individual student needs were met? The assessment will allow me to see how students are progressing in their writing skills.  It also will allow me to see that students are able to transfer knowledge learned to make it meaningful for them.

IIV. MATERIALS AND RESOURCES

https://sites.google.com/site/2ndgradesharkwebquest/home
https://sites.google.com/site/2ndgradesharkwebquest/home/process
Shark tooth sample
Shark poster sample
Shark Anatomy sample

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
   Students are able to incorporate art into this lesson through the drawing and constructing of the shark tooth and the shark anatomy diagram.  By doing these hands on activities, students are more engaged in their learning.  
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
   This lesson is done through an on-line web quest.  Students must navigate on-line to do research and complete various tasks.  The summative assessment poster will be complete on-line through a word template to provide additional digital-age learning experiences.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
   Students are using the web to conduct research on a subject which meets this standard.  Also students are learning how to create posters that they might use later in life outside of school.  This lesson helps student be aware how to create posters using on-line tools and resources.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
   

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
     This lesson meets all four elements in Standard 4:  Promoting and modeling digital citizenship and responsibility.  The websites the students use are located within the web quest, all students will be able to use their own computer to complete the task, students are able to model digital etiquette through navigating the sites appropriately and gain global awareness through on-line sources.

Reflection for lesson 2

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?

 I thought that this lesson went a little better then the first lesson that I did.  I felt better prepared and more comfortable teaching this lesson.  I thought that I could have done my introduction to the lesson a little bit better by giving more background knowledge about coin counting and the values of the coins.  I was glad that I had brought a hard copy of the book because the book online from the tumble book library froze and I was able to pick up where we left off in the book.  I also thought that integrating the smart board to have the students practice as a group counting various coin amounts went well.

• How well was the alignment to objectives and standards maintained?

The objective: Students will use combinations of coins to show specified amounts, after playing a coin game, and will answer 3 word problems using coin manipulatives was met successfully by the students.  The students were able to select the coin values of their choice to show the amounts given in the word problems.  Students also were able to play the online coin counting game successfully on their own completing the entire series of ten problems.  The standard of  solving word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately was met fairly well.  After looking at this standard again and viewing the assessments, I realized that they only used coin manipulatives to show values of money and did not do any writing of amounts using the appropriate symbols to represent dollars and cents.

• Describe any modifications made during the implementation of the lesson

 There were not modifications that were needed for this lesson.

1. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • How were the technologies used (by whom and in what manner)?
   The students and teacher listened to the book "The Coin Counting Book" by Rozanne Lanczak Williams accessed from the Phoenix Public Library tumble book collection on the smart board.  The students also used the smart board to play coin counting games as a group.  Students then practiced individually using the same program on their own computer.
   
   • My lesson was within the correct time frame
     • It was short because I had a little bit of time left over at the end.  I think I could have done a little more modeling with the group lesson and allowed more time for the students to explore with the coins.
2. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment

• The students were successful in achieving the standards and objectives for my lesson because they were able to show the correct amounts in the three word problems given.  They were given many coin choices and were able to select coin values that appropriately represented the amount in the word problem.

• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  I felt that this lesson was more successful then my previous lesson.  I felt that this lesson was more interactive and incorporated more learning styles into the learning process.  As a teacher, I enjoyed coming up with this lesson and enjoyed the experience along side the students.
  
  • How do the comments from your classmates support this?
   The comments from my classmates said that I was well prepared and integrated technology well.  The online book that I used was a little repetitive and I liked the idea of stopping the book to explain what was going on a little bit more.  The game I choose to play was a good choice according to comments from my classmates and they would have liked to have had more experience using it in a group setting with the smart board.  
•  

Lesson Plan 2

I. RATIONALE:

Students will gain understanding and practice making and using change.

II. OVERVIEW

Grade Level: 2nd

Subject(s):  Math

Topic of Study:  Counting Money

Time Allotment:  30 minutes

Standards:

2.MD.C.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Objectives:

Students will use combinations of coins to show specified amounts, after playing a coin game, and will answer 3 word problems using coin manipulatives.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students will need to know the value of a penny, nickel, dime and quarter prior to this lesson.  Students will have also had previous experience in changing coins to represent different values. How will prior knowledge and experience be assessed? I will assess previous knowledge by asking questions such as: "How many pennies are in a nickel?"  "Can you tell me two different ways to make $0.25?" "How much is a dime worth?" How will you use this information in the planning process? I will use this information to guide the lesson.  If students have a good understanding of the prior knowledge, then I would move forward with the lesson.  If students were struggling to answer some of these questions, I would take time to review a little more in depth with students using coin manipulatives. Why should the content of this lesson be taught at this grade level? Using money is a requirement for everyday life.  It is important to incorporate money problems into math lessons so that students gain understanding about a concept that is used in every day life.  It is also a second grade college and career readiness standard. How do the objectives that you have for the lesson align with the standards? The objective requires the students to identify different amounts of money using coins and solve word problems using coin manipulatives.  The second grade Arizona college and career readiness standard states that student will gain knowledge about money and know how to solve word problems using money. When will the lesson be taught in the course of the school year? Why? This lesson will be taught in the spring semester of school.  I would do this so that students have previous knowledge of adding and subtracting numbers before using money.  Doing this lesson later in the school year also allows for students to be fairly comfortable with navigating computer websites.

III. IMPLEMENTATION

Procedure:
First the teacher will begin the lesson with a review of coin counting by reading the story "The Coin Counting Book" online from the phoenix public library online tumble book collection.The teacher will ask background knowledge questions including "How many pennies are in a nickel?"  "Can you tell me two different ways to make $0.25?" "How much is a dime worth?" Next, the teacher will use the smart board or computer to show students how to go to the website http://www.abcya.com/counting_money.htm.  The teacher will review the dollar and coin amounts with the student on the left side of the screen.  Next, the teacher will model how to move the coins over to make the specified amount of change on the top of the page.  The teacher will then allow the student to practice as a group in counting several different amounts of change on the website.  Then, the students will navigate to the website on their own computer to practice independently.  After, about 5 to 10 minutes of independent practice, students will be given a paper and coin manipulatives to solve 3 word problems independently.

Technology Integration:
Students will listen to the tumble book "The Coin Counting Book" from the phoenix public library website.  Teacher and students will use the smart board to practice coin counting in a group setting.  Students will use individual computers to practice counting coins individually.

Differentiated Instruction:

• Cognitive delay - Accommodations will include additional time to practice with computer and the word problems will be read out-loud to the students.
  Modification - Student will have option of using a coin counting computer program to answer questions.
• Gifted - Students can create their own word problems to solve and show the answer.  Students can use choose a different level within the computer counting program to solve problems.
• ELL -Accommodations:   Students will be able to reference a copy of "The Coin Counting Book" to assist in counting coin amounts.  The teacher will read out loud the three word problems that the student need to solve.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? Using manipulatives allows children to have hands-on interaction with what they are learning.  This lesson gives students the opportunity to practice counting coins using various methods including using the computer and coin manipulatives. How do the instructional methods align with what you know about best practices (think about your methods classes)? This lesson allows students to practice counting money in several different ways.  Exposing children to multiple ways of doing an activity helps them to retain the knowledge they are learning better.  The more practice a student gets using various techniques, the more concrete the concept will become for them. How are you engaging students in creative and higher order thinking?  Students are able to solve real life problems that incorporate money.  Knowledge about money and its value is an important skill for students to learn.  This lesson helps students to put the concept of counting money into different real life situations.

IV. ASSESSMENT

Procedure:
Formative Assessment:
The teacher will check for understanding during group activity of counting coins as well as observing students during independent practice.  The teacher will assist as needed to help guide the students during group and independent practices based on student response.
Summative Assessment:
Students will use coin manipulatives to answer three word problems that involve counting coins.  The teacher will use a three point scale.  Each problem showing the correct value of money using coin manipulatives will receive one point.  If the problem does not show the correct value of money using coin manipulatives, the student will receive 0 points with a total of 3 points possible.

Instruments:

NAME: ___________________________

1.      John bought an apple for $0.27.  Use the coins to count out the amount he should give to the cashier.

2.      Sue gave her brother $0.48.  Show the amount of money she gave her brother.

3.      Peter went to the store and bought an ice cream cone.  He gave the cashier $1.00 and the cashier gave him $0.32 back.  Use the coins to show the amount of money the cashier gave back to Peter.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The assessment shows that the students understand the standard and objective of solving word problems using money. How does the assessment demonstrate that the students have been successful in learning the content? The assessment will demonstrate that students have been successful in understanding the value of various coin values and how to make change using different coins. How does the assessment demonstrate student engagement in higher order thinking? This assessment demonstrates student engagement in higher order thinking because students will use coin manipulatives to solve money word problems that might be poised in real life situations. How does the assessment demonstrate that individual student needs were met? The assessment will demonstrate that individual student needs were met through the formative and summative assessments.  The teacher can use formative assessments to reteach individual students and the summative assessment will show if the students were able to understand the concept.  The teacher can use the summative assessment to see where individual students are at in comprehension and move forward with additional lessons or do additional review as needed.

IIV. MATERIALS AND RESOURCES

"The Coin Counting Book" by Rozanne Lanczak Williams at http://asp.tumblebooks.com/library/asp/book_details.asp?category=Math%20Stories.

Learn to Count Money webpage at http://www.abcya.com/counting_money.htm

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
   This lesson allows students to learn about coin value using several different sources.  First, students review coin value using a read aloud story.  Students are then engaged in a computer program using coins to show different values of money before applying the concept to word problems.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
   Using the smart board and computers to allow students engaging group and independent practice provides learning experiences that are enriched through technology.  Students are able to apply knowledge about coin values to the webpage to practice the skill of counting out money.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
   Students are modeling digital age work and learning by utilizing several different forms of technology to enhance their learning experience.  Students are learning how to navigate web pages and use technology to practice real-life skills.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
   

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
     
     This lesson will meet all four elements in Standard 4: Promoting and modeling digital citizenship and responsibility.Students will model safe use of digital information and technology by using appropriate designated websites.  All students will be given equitable access to the appropriate tools during the lesson.  Although this lesson does not directly develop cultural understanding and global awareness through digital communication, students are learning how to use the technology resources that will be able to assist them in communicating with those in the world around them.