Teaching Without Excuses, EDCI 4190, Fall 2021 by Nicole Kendall Arrighi

T E C H N O L O GY I N T E G R AT I O N RESOURCE GUIDE

E D C I 4 1 9 0, F A L L 2 0 2 1

TEACHING WITHOUT EXCUSES

Purpose ..........................................................................................................4 Contributors ..............................................................................................................5 Kindergarten ..................................................................................................6 6 .....................................................................................................................6 Familiar People, Places, Things, and Events .................................................................7 Coin Currency .........................................................................................................19 First Grade....................................................................................................31 31 .................................................................................................................31 Analog and Digital Clocks .......................................................................................32 Craft and Structure ..................................................................................................51 Second Grade...............................................................................................62 62 .................................................................................................................62 The Four Hemispheres .............................................................................................63 Shapes and Their Attributes .....................................................................................76 Third Grade ..................................................................................................88 88 .................................................................................................................88 Applying Grade Level Phonics .................................................................................89 Fourth Grade ..............................................................................................102 102 .............................................................................................................102 Fiction v. Non-Fiction .............................................................................................103 Fifth Grade..................................................................................................114 114 ..............................................................................................................114 Science, Engineering, and Technology ....................................................................115 Unit Media share Resources .......................................................................131 131..............................................................................................................131 English Language Arts ...........................................................................................132 Math ....................................................................................................................142

Science .................................................................................................................150

Social Studies .......................................................................................................153 Image References .......................................................................................156 156 .............................................................................................................156

Unit Development by Contributor ...............................................................158

This booklet was developed by teacher education candidates enrolled in EDCI 4190- Technology in the Schools at Tennessee State University. These students seek to provide a service to their future colleagues through their understanding of technology as a bene cial resource in today’s classroom. Within our global society, digital learners seek opportunities to expand their knowledge beyond textbooks, worksheets, and other traditional resources. Technology is a familiar tool to students whether used for educational or entertainment purposes. It is likely that teachers are not as equipped with materials that incorporate technology e ectively in the curriculum. The contributors of this resource guide hope to assist other practitioners with promoting critical thinking, instructional engagement, and curricular enhancements through e ective technology integration.

The activities support Common Core/Tennessee curriculum standards, ISTE 2017 technology principles, and TSU’s seven knowledge, skills, and dispositions for teacher education majors. Each student packet includes the following six (6) projects: unit word cloud, a unit rationale (with links to NearPod Digital Lesson), technology-based ASSURE lesson plan, media share resources, opening unit commercial, and an ePortfolio for each contributor.

PURPOSE

CONTRIBUTORS Breighel Buggs, Apple Teacher https://breighelbuggs.wixsite.com/educator Sherri Co ey https://jszco ey.wixsite.com/website Ryan Cooper https://mrcoopertheteacher.wordpress.com/ Morgan Lacasse https://teachwithloveandpassion.wordpress.com/ Dionna Robinson, Apple Teacher https://robinsondionna9.wixsite.com/website-4/blank-page Leighanne Simmons https://leighannemsimmons.wordpress.com/ Cailyn Sparks, Apple Teacher https://sparkscailyn14.wixsite.com/website Shelisa Sutton ettnb.wordpress.com/nonction- ction/

Destiny Williams, Apple Teacher https://dwill228.wixsite.com/my-site

KINDERGARTEN

FAMILIAR PEOPLE, PL ACES, THINGS, AND EVENTS

How your brain learns to recognize familiar faces - earth.com

Contributor: Cailyn Sparks Sample NearPod Lesson In this unit, Kindergarten students will know and be able to describe familiar people, places, things, and events. Learning about familiar things within their lives can be di cult for some students because they might not understand the di erent aspects of each person, place, or thing. Students may also nd this di cult because they may not be able to relate to them. There will be di erent engaging activities for the students from lectures to projects, and other hands-on activities. Throughout this unit, there will be multiple digital tools and resources used to support the students’ learning. A few of those tools include but are not limited to; smartboards, chrome books, tablets, apps (Kahoot, Nearpod) and di erent educational articles geared towards their grade level. This topic is relevant to my students lives because these people, places, and things are part of the community that they are living in. Each of these play a vital role in the way that their community is composed. Knowing and describing familiar people, places, things, and events with prompting this is a Speaking and Language learning expectation covered under Tennessee State Standards for Kindergarten, English Literacy Standards.

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SL.PKI.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

Community Helpers for Kids Community Helpers for Kids I believe is a great way to end or check on my students’ progress throughout the lesson as it is being taught. This video is interactive and gives the students a chance to match the role of the person with their correct job description. By showing this video, I will be able to reach multiple learning styles that are present in my classroom. YouTube. (2018, December 15). Community helpers for KIDS | Jobs &amp; occupations for preschool and kindergarten | Kids academy. YouTube. Retrieved September 15, 2021, from https://www.youtube.com/ watch?v=jt2q1cHsH6E. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Community Helpers Guess Who Community Helpers Guess Who is a free app that would be a great t for kindergarten students. This app is consisting of a matching game where you have to match the two familiar items from the community together. Each of the items or things on the matching list are all ones that would have been taught/ reviewed throughout the lesson. Gildacaroline. “Memory Game - Community Helpers.” Wordwall, 7 Oct. 2020, https://wordwall.net/ resource/5049663/memory-game-community-helpers. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Kid Pillar Community Helpers Kid Pillar Community Helpers is a great article that should be read as a class. The content within the article is everything that the students need and more. I suggest that we read it together for a couple of reasons, the rst reason is my students cannot read uently yet, and it is a lot of information therefore, I would want to break it down over a few lessons. “Community Helpers - Practical Life Activities for Kids.” KidPillar, 1 June 2021, https://kidpillar.com/ community-helpers-activities-kids/#2. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional

detail.

Media Share Resources

People in our Community song is great way to start a lesson about familiar people, places, and things. Using this video to open my lesson will give me the chance to grab my students’ attention and get them excited about the lesson. This video is also great because it reaches more than just one learning style. wearebusybeavers. (2012, December 2). "People in our community" - teaches jobs &amp; occupations. YouTube. Retrieved September 15, 2021, from https://www.youtube.com/watch? v=mw6RBvUmayA. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Time for Kids Community Helpers Time for Kids Community Helpers is a great website for younger students. This website o ers pictures along with a read aloud for the students who are struggling with reading. It also comes in Spanish for the ELL students in my classroom. Time covers in depth what each person does within our community in a way that children can understand. “Community Helpers.” Time for Kids, 1 June 2021, https://www.timeforkids.com/k1/communityhelpers/. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Tool Hint Community Helpers 1. Tool Hit Community Helpers 1 is a free web app and a mobile app that is a great resource for the students to be able to use. This app tells the description of an occupation and the students will choose between two options to select the best t. This app provides pictures and reads the question to the students. I would use this app as a fun way reinforce what has been taught. Lampe, C. (2021, June 10). Community helpers 1. Free Games online for kids in Nursery by Cici Lampe. Retrieved September 15, 2021, from https://www.tinytap.com/activities/g2vtf/play/community-helpers-1 K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional

detail.

People in Our Community Song

Evaluation Rubric Title: People in Our Community Song Source/Location: https://www.youtube.com/watch?v=mw6RBvUmayA Date: 2021 Subject Area: ELA Grade Level: Kindergarten Instructional Strategies: K.SL.PKI.4 Primary Use: Student or Teacher

Brief Description: This song o ers a surface level description of the variety of familiar people, places, and things that we see throughout our everyday life. I personally like this instructional video the best because it is an easy and interesting attention grabber for the students! Standards/Outcomes/Objectives: K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Students will be able to describe familiar people, places, things, and events with prompting and support. Prerequisites: According to the Tennessee Standards for Kindergarten students should have prior knowledge on knowing familiar people in their community on a surface level. Strengths: The strengths of this instructional video is that the students can listen to it just about anywhere. This would be a great resource for the students to have while they are out in the community to match the things they hear/see in the song to real life. Limitations: The limitations of this website would be that it does not go into full detail therefore, there could still be some questions about di erent people, places, and or things in the community. Special Features:

A special feature that this instructional video had is closed captioning.

2.What is your teacher’s name? ___insert teacher’s name _____(1) 3.If you are in an emergency, what number will you call? 9-1-1 (5)

4.Where would you nd a reman? Fire Station (3)

5.What is the name of this restaurant? McDonalds (3)

6.Can you identify the police o cer in the picture? Yes (4)

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7.What do you use to call for help in an emergency? Telephone (5)

1.What is the name of your school? ___personalize for your school ___(1)

9.If your house is on re, you will call your teacher. True or False (4)

10. Who do you go visit if you are sick? The Doctor (2)

8.What is this location? The Park/Playground (2)

ASSURE Lesson Plan Template Title: Virtual Career Day Name: Cailyn Sparks Subject Area(s): Social Studies Duration of Lesson: 45 minutes

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In my Kindergarten class at Cane Ridge Elementary School, there are twenty-two students in total ranging in age from ve to seven. There eight females and 14 males in the classroom. The students come from di erent backgrounds including African American, Caucasian, Hispanic, and Arabic. There are seventeen English Language Learners, there are not any students with an o cial IEP but, there are three that are in the process of obtaining one. Each of these students get pulled from class every day for an hour to work with a ELL teacher to continue to help bridge the gap between their native language and English. Majority of the ELL students in the classroom are on a higher level than most. They can understand English and speak English, it is just broken English at times. The other students in my class are uent in English. Overall, The school has more than 700 students in kindergarten through 5th grade, making it one of the largest elementary schools in the entire school district. The school has a diverse population and the students come from a variety of cultures and backgrounds; 44% of the students are African American, 26% of the students are white and 23% of the students are Hispanic. This is a Title l school there for, there are great extras such as; community garden, piano and keyboard lab, rock-climbing wall in PE and the Encore program for gifted learners and free/reduced breakfast and lunch. For this lesson to be a success, students must know some jobs or occupations that they have seen in their community. To complete this lesson students must know how to navigate their Chromebook and know how to press certain buttons. The students will have a sticker on the speci c buttons that they will need to press to access the di erent information.

Analyze learners

Grade Level: Kindergarten

State Standard:

State & NETS*S objectives

K.06 Recognize and describe di erent types of jobs, including work done in the home, school, and community ISTE Standard: 1.1.b Students build networks and customize their learning environments in ways that support the learning process. Behavioral Objective: Given a website the learners will be able to click straight on a video that describes one of the di erent occupations that they were allowed to choose from. The kindergarten students will then use their piece of technology to act out a scenario pertaining to the occupation that they have chosen. I will create a list of di erent occupations; the students will then pick their occupation of choice which will determine the group that they will work in. This ensures that everyone was able to customize their groups and can work on a Job that they think is enjoyable! I will then create a list of tasks that they will have to complete in the group they will have to pick their top four (two of four task they will have to do, that is watching the video when they rst are in their group and coming up with a video themselves). As a class we will then watch the videos and post them on our classroom portal for our families to see our very on virtual “Career Day”. Language Objective: Key Vocabulary: Jobs - a paid position of regular employment. Occupation - a job or profession Act out - perform a narrative as if it were a play; translate something into action. Perform - carry out, accomplish, or ful ll (an action, task, or function) Career Day - an activity in which business partners from a variety of companies come together at a school to share information about their workplace and their job

Academic Language Functions: To demonstrate understanding, students will use their knowledge that they have learned from this lesson to create a video. In the video, the students will be acting out the speci c occupation that they have chosen. The vocabulary terms will be taught at the beginning of the lesson when we are in a whole group setting and then they will be reinforced throughout the lesson. To teach these words the students will be presented a slide with a de nition on it, then the word and its de nition will be added to the word wall in the classroom with all the vocabulary words from the year. Linguistics Form:

I will assist the students in inserting a sentence before the start of the video telling us which occupation they have chose to perform. For an example the sentence frame might say, The Job I chose to perform is ____________. The student will have to type their answer in the blank. They are able to identify letters and letters sounds therefore they can use the keyboard on their Chromebook. The students will have multiple chances to practice uency and the new language. Throughout the lesson they will repeating the sentence frame “ The Job I chose to perform is _______.”.

Select instructional methods, media, and materials

Technological Materials: 23 Chromebook with Wi /Internet Connections (Student Centered) 75 Stickers (Student Centered) 1 Word Wall/ Word (Teacher and Student Centered) 1 Smart Board (Teacher Centered) 1 Dry Erase Board (Teacher and Student Centered) 2 Dry Erase Markers (Teacher and Student Centered) Occupation Video (Student Centered) Sticky Notes (Teacher Centered) 23 Handout with requirements (Student Centered)

Utilize media and materials

Jobs and occupations - vocabulary for kids - youtube. Smile and Learn - English. (2020, July 20). Retrieved November 9, 2021, from https://www.youtube.com/watch?v=ugsRzHMIF2o. The preparation for this lesson includes, previewing and approving the video on the di erent occupations to show the students. I will also need to check the smart board and the Chromebooks for any issues such as connection to the Wi-Fi. I will need to make sure that all materials I need while I give instruction are placed on my table beside the smart board such as; tape to hang the word on the word wall, dry erase marker, and sticky note to write down the di erent groups. I will prepare the learner for the instructional experience prior to using technology by connected what they have learned previously to what they will be learning today. We will review over familiar people, places, and things in their community before we go into details about the speci c Jobs and their job description. During the presentation I will make sure to include the vocabulary words that they will need to know by the end of this lesson. After the presentation, the students will be able to pick what Job they would like to act out in their video for our virtual career day. Once the students are in their speci c group, they will be given a rubric that has the requirements for the video. After the students have created their video with their prompted sentence, we will watch the videos as a class, and they will also be posted in our classroom portal for our families and friends to see.

Specify steps to learning that students will follow. List in chronological/numerical order.

Require learner participation

1.Students will come into the classroom and have a seat in their assigned seating. 2.I will then teach the lesson on di erent occupations. 3.I will give instructions on what the assignment is that they need to complete 4.Students will choose an occupation and split into di erent groups after that 5.I will give instructions again about what the assignment is 6.Students will then take their chrome book and record and perform a speci c job that we have just learned about. 7.I will help students save the video to their drive 8.I will upload the videos to the classroom portal. We will then all watch the videos as a class.

I am supporting the use of technology in this lesson by allowing students to use di erent forms of technology throughout the lesson. The students will be using chrome books and smart boards. Each of these pieces of technology will allow the students to be independent in creating their own video for virtual career day. The use of technology aligned with the ISTE standard 1.1.b because students were able to network and customize their learning environment by picking the di erent groups that they wanted to work in. They were also to choose what items they wanted to include in their video.

Describe how/when artifact presentation, rubric scoring, and discussion of ideas for improvement will occur. Include the artifact rubric

Evaluate and revise

Formative Assessment (Process): Throughout this lesson, there were multiple formatives assessments given. A few examples of those include but is not limited to; group observations while composing and completing the video and the oral responses to the questions being answered during the power point presentation. The formative assessment will be recorded on an individualized record not a group one. They are working together to come up with di erent ideas but, they are not all going to be in one video. Students will demonstrate understanding by creating a video of them acting out as one of the jobs that they learned about in the lesson. I will monitor student learning in this lesson by asking questions every or every other slide. This will serve as a check point to see where the students stand as I teach. I expect to see students collaborating with one another coming up with ideas for their videos. If someone does not know something or is trying to gure it out I would love to see them help each other on areas that they are struggling in rather than asking me rst. I also expect to see them being respectful to each other and their ideas. The criteria that I will use for my students would be a grading rubric with a 1-3 scale. This is the same scale that we are using in the school now, therefore they are becoming familiar with it is. I will provide oral feedback for the students, and I will provide written feedback on their rubric so that their parents are able to see it. The assessment will determine if the students understood the lesson that I taught to them.

Summative Assessment (Product):

The evidence of student learning that I will collect will be the videos that the students must produce for the virtual career day. The video will document student achievement because it will allow them to illustrate everything that they know about the certain job that they have chosen. Considering that this is a performance-based assessment I believe that it does allow all of the students to show what they know or what they have learned. I might modify this assessment by narrowing down the groups and as a teacher having more of a hands-on approach when it comes to picking the di erent groups rather than allowing them to pick out everything themselves. If I did have students in my class who needed di erent modi cations, I would follow their IEP or 504 plan to make sure that their needs are being met. My students will be able to re ect upon and selfassess their learning immediately because they will be watching their own videos as a class the same day or the next day. My assessments are aligned with my objectives.

COIN CURRENCY

Image: Coin Control Chart

Contributor: Sherri Coffey Sample NearPod Lesson In this unit, kindergarteners will be learning about American coin currency size and value. As Americans rely more and more on cashless payment methods, the student may not have prior exposure using and counting physical coinage. My goals during this unit are to teach each student using many di erent learning styles about the coins, their shape, size, value, and use. Students will have learning experiences through hands on activities, lectures, songs, videos, and math stations. Students will also experience learning through the use of technology including interactive YouTube songs, Online Math learning games that can be played in school and at home, and Kahoot quiz exit tickets. Understanding the di erences between the names of coins and their value will greatly bene t students in their everyday life when learning to spend money within their community. This lifelong skill will also bene t students in their future careers, whether they sell burgers or million-dollar corporations. Studying and learning American coin currency, its appearance, and its value is a learning expectation covered under the Tennessee State Standards for Math.

K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each.

Amazing Coin Amazing Coin is a super simple app made for both iPad and iPhone play. This game has a paid feature but can be played using the free version as well. This game mainly focuses on coin identi cation and the value of each coin, which explicitly covers the Tennessee Math Standard K.MD.B.3. This is a fun interactive game that will build con dence in kindergarten students learning coin identi cation and value. JP Game LLC (2020). Amazing Coin (USD) – Money Learning Game for Kids. [App: Free] Retrieved on Sept. 10, 2021 from Apple App Store at https://apps.apple.com/us/app/amazing-coin-usddollar/id495105315 The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Education.com Education.com is a partially free online resource that provides lots of standards-aligned printable worksheets, online games, and guided lesson plans for all elementary grades. This is a valuable instructional written material bene ts kinesthetic learners. Utilizing this site, I discovered free traceables and coin identi cation worksheets, which work well with identifying U.S. coins and their value (K.MD.B.3). This site has some free resources, but can be upgraded to re ect additional activities at the cost of $15.99 per month. Education.com, (2021). Kindergarten Money Worksheets & Free Printables. [Website, Free]. Retrieved on Sept. 9, 2021 from https://www.education.com/worksheet/article/identify-the-coinskindergarten/ The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Identifying Coins

This is a wonderful lesson that was created by Ms. Jackson for her 1st grade virtual learning class. This video is a great way to reiterate the lesson utilizing another speaker (teacher) to provide information about coins and their values in a di erent way. This would be useful if students were online learners or for review using the classroom computer or at home. Kindergarten is all about repetition and this video would allow students to review if necessary.

Media Share Resources

The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Jack Hartmann Jack Hartmann is a well-loved icon among kindergarten students. This repetitive jingle causes students to commit coin identi cation and value to memory, while also participating in song and dance. This type of learning works well, especially with younger students because it incorporates play, as well as State Standard math information in a fun memorable way.

Jack Hartmann Kid’s Music Channel (2017, August 21). Money Song-Penny, Nickel, Dime, QuarterJack Hartmann Money Song. Retrieved from YouTube on September 10, 2021 from https:// www.youtube.com/watch?v=pnXJGNo08v0 The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Online Math Learning Online Math Learning is a free resource that wants to bring the love of math to all students. This website o ers free math practice, interactive games, test prep solutions, and even provides grade appropriate links to songs and stories pertaining to the Tennessee Math standard. This website is packed full of bene cial resources for math (and science) that can help plan lessons and also inspire new teaching ideas. It also provides support for visual, auditory, kinesthetic, and social learners through online game incorporation which can be used at home by parents to provide additional support on lessons being taught in class. Online Math Learning, 2005, 2020. Kindergarten Counting Coins. [Website, Free]. Retrieved on September 10, 2021 from https://www.onlinemathlearning.com/kindergarten-money-2.html The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each.

Peter Pigs Money Counter

Uplift Education. (2020, April 13). April 13 -1st grade- Math lesson 1- Identifying Coins. Retrieved from YouTube on September 10, 2021 from https://www.youtube.com/watch?v=tmQ5P4kouxE

The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each.

Part B: Evaluation https://www.pdfescape.com/shared/?96FA83E61046D9DDB23ECB8DF6D37AE17F0038BCAE43054D

Attention All Teachers! I have stumbled upon a wonderful website that allows you to utilize without a subscription! No login necessary! I am talking about OnlineMathLearning.com. This site is easy to use and aligns perfectly with Tennessee State Standards. It supports students from kindergarten all the way up to college level learners. Online Math Learning focuses on Math, as well as Science. This site provides activities that will bene t every learning single style, including ELL students and is perfect for learning di erentiation.

Online Math Learning is a free resource that wants to bring the love of math to all students. This website o ers free math practice, interactive games, test prep solutions, and even provides grade appropriate links to songs and stories pertaining to the Tennessee Math standard. This website is packed full of bene cial resources for math (and science) that can help plan lessons and also inspire new teaching ideas. It also provides support for visual, auditory, kinesthetic, and social learners through online game incorporation which can be used at home by parents to provide additional support on lessons being taught in class. I promise you are going to love using this website in your next lesson!

Visa Inc. (2017). Peter Pig’s Money Counter. [App: Free] Retrieved on September 10, 2021 from Apple App Store at https://apps.apple.com/us/app/peter-pigs-money-counter/id1093223171

Peter Pigs Money Counter is an age-appropriate website aimed at young students learning to identify U.S. coins, understand coin value, and add coins together. This free app addresses the Tennessee Math Standard K.MD.B.3. This learning app allows students to engage in hands-on learning at their own pace while having fun.

(Rating 1)

Quarter Penny Dime Nickel 2. What is the value of a penny? (Rating 1) 1 cent 10 cents 5 cents 25 cents 3. What type of coin is this? (Rating 4) Penny Nickel Dime Quarter 4. What is the value of this coin? (Rating 4) 1 cent 25 cents 5 cents 10 cents 5. What type of coin is this? (Rating 3) Penny Nickel Dime Quarter 6. What is the value of this coin? (Rating 3) 1 cent 5 cents 10 cents

25 cents

1.What type of coin is this?

Penny Nickel Dime Quarter 8. What is the value of this coin? (Rating 2) 1 cent 5 cents 10 cents 25 cents 9. Looking at this pattern, what coin do you think will come next? (Rating 5)

Penny Nickel Dime Quarter 10. Looking at this pattern, what coin do you think will come next? (Rating 5)

Penny Nickel Dime Quarter

ASSURE Lesson Plan Template

Identifying Coins

7. What type of coin is this? (Rating 2)

Duration of Lesson: 30 minutes

Subject Area(s): Mathematics

Grade Level: Kindergarten

In this kindergarten class at Vena Stuart Elementary School, there are sixteen students which include eight boys and eight girls. The classroom population consists of Caucasian, African American, and Hispanic students which range between the ages of ve to six years old. This school’s diverse population consists of 44% Caucasian students, 27% Hispanic students, 26% African American students, and 4% students with

Analyze learners

two or more races. Vena Stuart ranks in the top 5% of most diverse schools in Tennessee. At this Title One school located in Gallatin, Tennessee, 88% of students qualify for either free or reduced lunch. This school is considered to be the lowest socioeconomic status school in the county. Due to this fact, this school is faced with multiple behavioral issues which have been addressed through the utilization of the BLAST program. The main goal for students who are in the BLAST program are to learn self-control and how to use coping strategies as they deal with daily stressors. One student that has been diagnosed with Autism is awaiting an IEP for behavioral accommodations to participate in the BLAST program. Two students in this classroom receive EL assistance. Student one is at level 3 pro ciency and receives thirty minutes of assistance daily. Student two speaks no English at all and receives forty- ve minutes per day of EL assistance. The remaining sixteen students are a uent in English. Two students have speci c plans in place for speech delays. Student one has an IEP and receives fteen minutes per day of speech therapy. Student two has a 504 plan in place and is in the beginning stages of obtaining an IEP for severe speech impediment. This student receives forty- ve minutes of speech therapy per day. In this class, three students receive RTI Tier 2 intervention. This consists of students working with a para-pro during both reading and math centers, lasting approximately fteen to twenty minutes twice per day. When teaching in this classroom, I must take into consideration the needs of each student, their level of pro ciency, and their cultural background; then use this information to construct my lesson creation to bene t each student adequately.

Curriculum Competencies: To complete this learning segment, students should have the basic knowledge of counting by ones, ves, and tens.

Technology Competencies:

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To complete this learning segment, students will need to know how to navigate a Google Chromebook. The students will navigate through a Nearpod presentation using the touchpad (mouse).

Name: Sherri Co ey

K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each.

ISTE Standard: 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Behavioral Objective: Given the Nearpod presentation lesson on coins, kindergarten scholars will be able to successfully identify coins and their values utilizing the time to climb assessment with 70 percent accuracy or greater. Language Objective:

The following key vocabulary terms: Quarter, dime, nickel, penny, dollar, cent, circle, in order, largest, smallest, twentyve cents, ten cents, ve cents, one cent, worth, value, compare, counting by ones, counting by ves, counting by tens, and counting by twentyve will be introduced or reviewed using the coin Nearpod presentation. Beginning with comparing coins, their value, and using poem/song to engage learning, this lesson will be taught as a whole group. Throughout this lesson, the vocabulary terms will be discussed as it presents itself. Students will be expected to verbalize correct vocabulary terms when communicating ideas. The teacher will utilize a math vocabulary anchor chart and continually add the terms and de nitions as they arise to the chart for future review.

State Standard:

State & NETS*S objectives

Select instructional methods, media, and materials

Curriculum Material: Teacher centered: •Anchor chart •markers •Coins for coin rub activity •16 money tree coin rub worksheets •Extra crayons and pencils if needed Student centered: •16 boxes of crayons •16 pencils Technological Material: •Nearpod code: MLPKH https://nearpod.com/library/preview/lesson-L107030263 •Channel, J. H. K. M. (2017, August 21). The Money Song | Penny, Nickel, Dime, Quarter |Jack Hartmann Money Song. YouTube. https://www.youtube.com/watch? v=pnXJGNo08v0 Teacher centered: •Laptop/ internet access •Nearpod presentation •ELMO (to present instruction for coin rub worksheet) •Projector screen

Student centered: •16 Chromebooks/ internet access

•Nearpod code

Brie y describe how you will use the learning resources in the following three (3) areas:

Utilize media and materials

Preview Media and Prepare Material: •Create Nearpod presentation with Standard related content/ Test code using student Chromebook •Preview YouTube video •Charge Chromebook laptops for teacher and students •Ensure Chromebooks are working properly and internet connection is stable •Print and copy tree rub worksheet or provide an example of what tree drawing should look like for student reference •Order coin manipulatives weeks beforehand to ensure on time arrival of product for use in the lesson •Have extra pencils and crayons on standby •Create anchor chart beforehand using pencil to be traced with marker by teacher during class (so no vocabulary words are forgotten!) Prepare the Classroom: •Turn lights down while using the projector •Turn on projector and ELMO beforehand to warm up

Prepare the Learner: •Introduce the Nearpod presentation/ help all students successfully connect using the Nearpod code on their Chromebooks •Get the wiggles out by having students get up, sing, and dance along with Jack Hartmann to the money song •Introduce the vocabulary terms using an anchor chart as we come to the words in the lesson

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Require learner participation

•Provide an example of the coin rub worksheet and modeling how to e ectively use a crayon to make a rubbing of a coin After teacher provided instruction and modeling utilizing the ELMO, when creating a coin rub tree, students will individually work to complete the task. Each student must make rubbings of four quarters, three dimes, two nickels, and ve pennies on their coin tree to su ciently complete the task. Students may use the anchor chart as reference. Students will also label each coin on the tree using both the initial of the coin and using its numerical value. After completion students work will be collected as a standard aligned formative assessment.

Formative Assessment (Process):

Evaluate and revise

I will know students are working towards their goals and are demonstrating an understanding of material through how well students respond to the matching component, poll, and interactive questions in the Nearpod presentation. Instant feedback will be provided during the presentation through Nearpod. The coin rub creation and labeling will also be used as a means of collecting data through use of formative assessment. I will provide verbal feedback as I walk around the classroom observing the coin rub worksheet. I will speci cally be looking for students to correctly identify coins and their value through labeling on the coin rub worksheet and the technology component Nearpod. I will use my assessment rubric to record what I see and hear to determine if this information needs to be retaught. Data collected from the student’s assignment will drive next day instruction. If more than half the class get the answers wrong, I will reteach whole group instruction. If less than half of the class gets items wrong on the assessment, I will include this during math RTI small group, next day.

Summative Assessment (Product):

The standard aligned summative assessment used in this lesson will include utilization of the time to climb assessment at the end of the Nearpod presentation. This is a fun game-based assessment that will document, measure, and provide instant feedback of the overall take away from the lesson including coin identi cation and coin value using the technology tool, Nearpod. This technology assessment data will be collected on Nearpod and provide me with evidence of student achievement through display of the number of correct responses, the number of tries students attempted, and their overall score. The students will able to guess the answer if it is unknown in the time to climb assessment. However, I will use the formative assessment along with the summative assessment to make judgement if students have achieved expectations to meet both standards. Modi cations during this lesson will include allowing students to nish during math centers if necessary, implementing the anchor chart to review during the lesson, and provide assistance with technology support if needed. Students can self-assess their learning as they take the time to climb assessment by receiving more time if an incorrect response is selected. The incorrect response will be asked again in the test and students will be given another chance to correctly respond to that question.

Math - Problem Solving: Coin Iden

ca on and their Values

Teacher Name: Sherri Co ey Student Name:

________________________________________

Coin Identi cation

Students correctly identify four coins

Students correctly identify three coins

Students correctly identify two coins

Students correctly identify one coins or less

Values

Students correctly identi ed and labeled the value of the coin rubbed onto their worksheet with 100% accuracy.

Students correctly identi ed and labeled the value of the coin rubbed onto their worksheet with 90% accuracy (missed 2)

Students correctly identi ed and labeled the value of the coin rubbed onto their worksheet with 80% accuracy (missed 3)

Students correctly identi ed and labeled the value of the coin rubbed onto their worksheet with 70% accuracy or less (missed 4 or more)

All items included in the Coin rubbing worksheet

Students added 4 quarters, 3 dimes, 2 nickels, and 5 pennies to coin rub tree (14 total coins)

Students added one less than: 4 quarters, 3 dimes, 2 nickels, and 5 pennies to coin rub tree

Students added two less than: 4 quarters, 3 dimes, 2 nickels, and 5 pennies to coin rub tree

Students added three less (or more) than: 4 quarters, 3 dimes, 2 nickels, and 5 pennies to coin rub tree

CATEGORY

FIRST GRADE

ANALOG AND DIGITAL CLOC KS

Image: Digital and Analog Clocks

Contributor: Breighel Buggs Sample NearPod Lesson First grade students will learn how to tell and write time using analog and digital clocks that cover hours in this unit. The terms analog, clockwise, counterclockwise, hour, minute, second, and digital may be unfamiliar to students. Students will be able to actively participate in a class simulation using a oor clock in which they will volunteer to be the big and little hands on the analog clock in order to visualize the hours in an engaging way. For simple visual access, instruction will include a digital clock on the projector. The student should be able to tell the right hour position on a digital and analog clock at this level of the unit lesson. The vocabulary concepts for working with time will be discussed in class: analog, clockwise, counterclockwise, hour, minute, second, and digital. Demonstrations, face-to-face coaching, printed materials, and group activities will be used to teach students about digital and analog clocks. Students should learn how to tell time using analog and digital clocks since knowing the time is essential for being punctual in society. Students can progress their learning to eventually show the time on either clock when given a time in hours and half hours, whether am or pm, if they comprehend the vocabulary and have mastered how to tell time by transferring hours from an analog to a digital clock. Students can then progress to a more complex level of the standard and improve their skills. The digital resources that

can also be used would include kahoot, visuals, videos, educational websites, Nearpod, and mobile apps

that include interactive activities and games on the topic of understanding time in the form of analog and digital clocks. Knowing and understanding how to tell time by the hour using analog and digital clocks is a learning expectation under the Tennessee state standards 1.MD.B.3 Measurement and Time. Work with Time and Money (Tell and Write in Hours using analog and digital clocks). 1.MD.B.3 Measurement and Time Tell and write time in hours and half-hours using analog and digital clocks. (Tell and Write in Hours using analog and digital clocks)

Media Share Resources Let’s learn about the CLOCK APA Format Citation- Jack Hartman. (2017, June 14) Let's learn about the CLOCK: FUN Clock song for KIDS: Jack Hartmann Kids Music Channel. YouTube. Retrieved September 13, 2021, from https:// youtu.be/tEmg914-9xY Let's Learn About the Clock | Fun Clock Song for Kids | Jack Hartmann is a great video to share with your students to introduce the topic of telling time to your students. By using this video as an introduction, you will be able to grab your student’s attention and get them excited about learning about the analog clock. This video is great for your visual and auditory learners as well! The students will be able to see what the di erent forms of a clock are, and they will be able to sing along with Jack Hartman

while examples and images are displayed throughout the video.

Mr. R’s Songs for Teaching APA Format Citation- Mr. R.'s Songs for Teaching (2018, January 16). Telling time - reading clocks to the hour! YouTube. Retrieved September 10, 2021, from https://youtu.be/TaFQslk37xg. Telling time- Reading Clocks by the Hour is a great video to show your students when talking about the components of an analog clock in the standard unit of telling time. Videos help to keep your student’s attention, especially since students are beginning to grow up with technology. Throughout this video, it provides academic vocabulary such as analog, minutes, hour, and o’clock along with displays of models as visual examples for the students that may be visual learners. This video is geared towards the more complex parts of the math standards of telling time. This will be great to challenge students to apply their knowledge of the previous learned material. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Tell Time (Nearest half hour) APA Format Citation- Tell time (Nearest half hour). Generation Genius. (2021, July 27). Retrieved September 13, 2021, from https://www.generationgenius.com/videolessons/tell-time-nearest-half-hour/? gclid=CjwKCAjw7fuJBhBdEiwA2lLMYX2WQUte5mkfbDoPaSciDA_2T1RRtu3gk3TJZwP2G5Jb71t2ld_Ji RoCH4UQAvD_BwE This genereationgenus.com website o ers in depth information about how to tell time on the hour and half hour. In this website, it provides hyperlinks to di erent types of dependent questions a student may ask, vocabulary, and activities that include word problems and number problems to help students gain more knowledge about clocks and telling time. When you click on the hyperlink labeled reading material

it takes you to a page that talks about what that clock is and what its di erent forms look like, talks about

what the use of a clock is, and the many places you may see clocks. I thought it was a great addition to have a button for reading aloud the information on the page. The assessment feature can help students assess their own progress. This would make the website very accessible for students that are not as pro cient at reading. Lastly, this website includes a teacher guide and lesson plan option to assist teachers in their planning. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology standard 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Tell time (Whole Hour) APA Format Citation- Alex Locho . (2020, March 19). Telling time (whole hours). YouTube. Retrieved September 10, 2021, from https://youtu.be/xwaO9Ox-SrY. Telling time (whole hours) is a great video to share with your students to build onto the student’s lesson to provide the students with more of an explanation that goes in detail. By using this video students see why the analog clock has a minute hand and an hour hand. This video is great for your visual and auditory learners as well. The students will be able to see how to tell time by the hour through the visuals of showing many di erent model examples throughout the video. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

apps.apple.com/us/app/telling-the-time-teaching-telling-time-with/id975006725

Telling the time - Teaching telling time with interactive clocks and fun games is an app that helps students learn about the di erences between analog and digital clocks, while also giving several di erent real-world examples through word problems and models on the two types of clocks. In this app, it has di erent modes for students to use. The rst mode is learning which covers the learning of the content including the basics of telling time, the di erence between day and night, and other terms that would be used in word problems, such as quarter, half, and o’clock. The second mode is practice which allows students to practice their skills by answering questions. The last mode is the games mode which allows you to apply the knowledge you’ve learned within the app or even in the classroom in a fun and exciting way. Parents and teachers can upgrade this app to access more programs within the app for just 1.99 to help your student in learning everything about time. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Time Games for Kids Online APA Format Citation- Time Games for Kids Online - SplashLearn. (2020). Retrieved September 11, 2021, from https://www.splashlearn.com/time-games Games are a great way to get kids interested and involved in your lesson. In this splashlearn.com website, it o ers a variety of games students are able to play and learn not only about telling time, but many di erent factors that occur as well. Through these di erent games, students will be able to learn more about analog clocks, digital clocks, setting time, terms for written time, and so much more. Students love games, so why not include it into their daily learning! Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Time Teacher Lite APA Format Citation- Ltd, L. W. P. (2013, May 28). Time teacher Lite - learn how to tell time. IOS App Store. Free. Retrieved September 10, 2021, from https://apps.apple.com/us/app/time-teacher-lite-learnhow-to-tell-time/id644766778. Time Teacher Lite-Learn How to Tell Time is a great resource for students to use inside or outside of the

classroom and the best part is it’s FREE! This app provides and is 100% interactive. You will learn how to

tell time by the hour and even be able to go further in learning more complex telling time examples on the analog and digital clock. This app would be a great resource to add into your mathematics time standard unit lessons. Even just to get a little extra practice. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology standard 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Selection Rubric Web Resource

Title ___Generation Genius- Tell Time____ Hardware Required __Computer__ Source/Location ____

generation genius.com_______________________ © Date__2021____

Primary User(s): ___X___ Students ___X___ Teachers Subject Area ___Mathematics_____ Grade Level __1st__ Student Instructional Strategies ___Technology in the classroom- Research and Review______ Teacher Brief Description: This website o ers in depth information about di erences between minute and hour hand, analog and digital clocks, and any other components of telling time. In this website it provides tabs that explain in detail material that the students will need for the unit. It includes videos, vocabulary, discussions questions that the students may ask, and activities to help students gain more knowledge through word problems and other forms of examples. Standards/Outcomes/Objectives: Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology standard 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

Technology Standard 1c:

Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.): According to the Tennessee Academic Standards for 1st grade, the students should have learned Mentally nd 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used. This will help the students move forward in learning about minutes and hours. Strengths: The strength of this website is that teachers will be able to use this to gather examples to show the students. The students could use this website inside or outside of the classroom because of all the detailed information provided. The students will be able to use the read aloud button for easier instructions and information to be read to them. This would be a great resource to have for students to learn or review the unit lesson on telling time of analog and digital clocks. This would be a great resource to have for students to review the entire unit lesson before a summative assessment. Limitations: The weaknesses of this website would be that it would be a lot of information that would be complex for students that are in a lower pro ciency bracket than the students that are on grade level. The website may be organized, but it can be slightly overwhelming to some children because of the many tabs. Teachers and parents should always be there for the student to make sure if they need support on working through the website. Special Features: The website provides link tabs for teachers' features, such as lesson plan, discussion questions the students may ask about, exit ticket, assessments, vocabulary, video, and word and number problems for the unit lesson. Name _____ Breighel Buggs ______ Date __ 09/13/2021 _______ Rating Area High Quality & Medium Quality Alignment with Standards, Outcomes, & Objectives- High Quality (Standards/outcomes/ objectives addressed and use of Web resources should enhance student learning.) Accurate & Current Information- High Quality (Information is correct and does not contain material that is out of date.) Age-Appropriate Language- Medium Quality (Language used is nearly age appropriate and some vocabulary is above/below student age.) Interest Level & Engagement- High Quality (Topic is presented so that students are likely to be interested and actively engaged in learning.)

Technical Quality- High Quality (The material represents the best available technology and media.)

Ease of Use (User may be Student or Teacher)- High Quality (Material follows easy-to-use patterns with nothing to confuse the user.) Bias Free- High Quality (There is no evidence of objectionable bias or advertising.) User Guide & Directions- High Quality (The user guide is an excellent resource for use in a lesson. Directions should help teachers and/or students use the material.) Clear Directions- High Quality (Navigation is logical and pages are well organized.) Stimulates Creativity- High Quality (Use of Web resources gives students many opportunities to engage in new learning experiences.) Visual Design Quality of Links- High Quality (The Web resource is designed with appropriate use of graphics and text to ensure student understanding.) Quality of Links- High Quality (The Web resource links facilitate navigating the material and nding additional information.) Site Map- High Quality (The Site Map is available and useful to help navigate and access information.) Recommended for Classroom Use: __ X ___ Yes ___________ No Ideas for Classroom Use: This resource can be used as a review for the students before a summative assessment. Moving forward the rubric will help me grade sources moving forward with selection of high-quality resources. The sources that would be used may have bias or advertisements that pull away from the overall quality of the resource. Some sources will be easier to use. Especially for the younger group of students in grades k-2 if the website or app does not have clear directions and or navigation steps. If the resource has a site map, students will be able to use that resource. The rubric helps with paying attention to whether or not the resource actually aligns with the standards. Therefore, the rubric is a tool that brings forth your attention to detail.

Written Product review of Genius Generation website resource -Students need an educational tool that will support them in learning all about telling time. A resource to build on their prior knowledge of time and numbers. The Genius Generation is one of the top websites that students have access to within and outside the classroom. The resource can be used for the students to learn, review, and learn everything about clocks. There are other lessons that the students can learn about through this resource as well. It is not only bene cial to students, but it is also a great source for teachers and parents to aid their students' or child’s learning experience. It is as simple as searching on

google, with the information right there at your ngertips. You are able to have access to vocabulary, real-

Kahoot, and assessments that are geared towards the unit lesson on telling time by the hour. The best part about this resource is that it includes di erent pro ciency level components of the lesson. This is perfect for the students to have more complex problems if they are more advanced or have problems simpli ed and broken-down for students that are not on average grade level pro ciency. It is encouraged that educators take advantage of this resource to help students better understand the concepts of time. I determined the medium type of my endorsement for the digital resource by looking for the range of di culty to easy use of the resource. The individuals that will have an easier time using the tool would be parents, teacher, and mid to high pro ciency students. Because this resource still aligns with the standard, I would suggest students use this source, and if they have a hard time with navigation a parent or teacher can provide assistance or an explanation. I notice that 1st graders will learn a lot from this resource through the amount of information that is provided. Therefore, the medium type of resource is still useful in many aspects, including students reviewing over the topic.

1. What does the little hand tell you? (Level 1) minutes -hours Seconds

2. What does the big hand tell you? (Level 1) -minutes hours Seconds 3. What time is it? (Level 2) 1:30 12:30 1:00

-12:00

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world word and number problems, teachers lesson plan, teacher guide, exit ticket, interactive quiz

-10:00 11:00 2:00 12:00

5. What type of clock is this? (Level 1) -analog digital wall clock

6. What time is it? (Level 3) 4:30 2:30 -3:30 5:30

7. What time is it? (Level 2) 12:00 3:00 1:00 -2:00

8. What time is it? (Level 3) -1:30 2:30 3:30

4:30

4. What time is it? (Level 2)

analog -digital desk clock

10. What time is it? (Level 2) 1:00 -4:00 3:00 2:00

ASSURE Lesson Plan Template Telling Time by the Hour using Analog and Digital Clocks Subject Area(s): (list subject)

Duration of Lesson: This lesson will take 1-2 days

Grade Level: 1st grade

Breighel Buggs

Name:

9. What kind of clock is this? (Level 1)

General Characteristics

Analyze learners

In the rst-grade class at Robert Churchwell Elementary School, there are twentythree students, which include ten females and thirteen males. The students are majority African American with few Hispanic ranging between the ages of six and seven. Two students have IEPs for developmental delay that was recently requested by their parents. Three students are English Language Learners and spend time outside of the classroom with a speech therapist. The remaining students are uent with the English language. Robert Churchwell Elementary is a magnet school located within the urban area of Davidson County Metro Public Schools. The current principal is Pending at the moment, but the previous principal was Jahi Rohrer. Being located exactly at 1625 Doctor DB Todd Junior Boulevard Nashville, Tn 37208 puts Robert Churchwell in the heart of the area surrounded by many colleges. Historically black colleges Fisk University, Meharry Medical College, and Tennessee State University is very close by. Nearby elementary schools include Lead Academy, Jones Elementary, and Buena Vista elementary. Out of the 300 students in the school the demographics are majority African American at 94 percent and Hispanic at 3 percent. The rest of the percentage of student diversity is Multiracial, White, and Native American. The ratio of gender is 51 percent female and 49 percent male. The Great school’s summary Rating for equity and test scores is below average. However, the student progress rating is above average. The test scores fall far below the state’s standards. The test scores for low-income students, which is 97 percent of students at this school, fall far below the states average for all students. The rate of students with disability is 31 percent. The average for students per teacher is 11 to 1 teacher. School opening time is 7:45-4:00. Grade level enrollment is as follows: pre-kindergarten is 16, rst grade is 62, second is 55, third is 64, and fourth is 56 students. Fifth grade students as of this year were brought into the elementary level. Therefore, the data for how many students that are enrolled is not set in stone for an accurate number. Students wear a uniform dress code. My classroom is a total of 23 1st grade students. There are 3 ELL students, even though they are in grade level pro ciency. There are 5 students that are tier 1 pro ciency and a couple tier 2, while the rest is below grade level pro ciency, Tier 3. Robert Churchwell Elementary Magnet school is located in Metro public schools has a new form of delivery of instruction /curriculum including wit and wisdom, Eureka Math, PhD Science, Geodes, and Basic skills for phonological awareness. The Fast assessment is for the development and evaluation of 1st graders on their literacy. Programs such as IReady, and Lexia is used to provide the students a pacing guide catered to their own level of pro ciency. The testing of the students for IEPs and 504 plans have not been assessed. Therefore, student may not receive proper accommodations if the students are truly needing accommodations. The way that the new curriculum has recently been applied to the metro public schools teaching instruction has pushed back testing for the literacy FAST test as well. The lessons for the new curriculum include formal and informal assessments, dependent text questions, debrie ng questions, and activity assignments that guide the teachers and students through each lesson that is connected to each TN standard. The lesson plan created would not be exactly on the same page as the lesson that the students did previously because there will be modi cations made to sca old for the students that are below pro ciency.

Curriculum Competencies

To complete this lesson, students will need to know the basic number sense. Vocabulary will be incorporated in the lesson so they will have to know basic letter and word recognition. The language pro ciency of the students is below grade level for the majority of the class. There are about ve to eight students that are on the rise to at or above grade level pro ciency. Therefore, the students conversational English is better than academic English. Prior knowledge that the students are to have would be number sense

TN State Standard

State & NETS*S objectives

1.MD.B Work with time and money. 1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Behavioral Objective The students will be using technology to participate in this unit lesson. Given the time to climb activities, interactive activity, and exit ticket, the learners will tell me the correct answers about analog and digital clocks in order to demonstrate that they can tell time by the hour. Language Objective Key vocabulary: analog, clock, o’clock, digital, clockwise, minute hand, hour hand, and time Students will identify analog and digital clocks. Students will be able to tell time by the hour using both analog and digital clocks. With the vocabulary, the students are to match the de nitions to the Tier III vocabulary that is for the lesson. Students will demonstrate that they can tell time by the hour using digital and analog clocks through the completion and mastery of Time to Climb questions and other student assessments. Students will be able to achieve mastery by getting 80 percent correct on the exit ticket assessment.

Academic Language Functions To express understanding, students will do a matching activity using the following vocabulary . They are to get 3 out of 5 correct in order for me to know that they are following along with the lesson before we dive deeper. Following this, the students will use the new vocabulary to tell me what they know about analog and digital clocks.

The vocabulary terms will be taught at the beginning of the lesson to provide the students with understanding of the words they will encounter as they answer the questions about time. The students will watch a video and then we will discuss the words as a whole group and the teacher will write the terms on the dry erase board during discussion on the parts of analog and digital clocks. The terms will be on the side of the board for the remainder of the lesson.

Curriculum Materials

Select instructional methods, media, and materials

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Computers for student work in individual segments (student centered)

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Pencils (student centered)

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23 Printed out individual analog clocks (10 clocks on each page)

Nearpod. (2012). Nearpod.com. Retrieved October 5, 2021, from https:// nearpod.com/library/3584362

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How to Tell and Write Time (Digital and Analog Clocks) - 1st Grade Math (1.MD.3). (April 2019). Www.youtube.com. Retrieved October 6, 2021, from https://youtu.be/sAYiUZSRmk0

•

Mr. R.'s Songs for Teaching (2018, January 16). Telling time - reading clocks to the hour! YouTube. Retrieved September 10, 2021, from https://youtu.be/ TaFQslk37xg.

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23 media devices (computers) with Wi-Fi/internet connection (student centered)

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Computer for videos to show as a class (teacher centered)

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ELMO to display scenario visuals for interactive activity (teacher centered)

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White board display screen (teacher centered)

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Dry erase board (teacher and student centered)

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Printer with ink and paper (student centered)

•

Technological Materials

Selection Rubric: Web Resources Complete an interactive evaluation and add it to your Professional Development portfolio using the Selection Rubric: Web Resources available on the “ASSURE Learning with Technology and Media” DVD. Open the DVD and click on “Install My Professional Portfolio Database.” Follow the on-screen instructions to install the database to your hard drive. Double-click on the shortcut that is on your desktop. Click on the “My Lesson Assessments” button in the left navigation bar. (You must assess a lesson plan before the assessment will appear in your lesson plan list.) Click on any lesson assessment, and then click on the “Rubrics” tab. Click on the “add” button to choose and evaluate your selection rubric. A downloadable version of this rubric is available in the Selection Rubrics module of the Companion Website at www.prenhall.com/smaldino.

Search Terms _______________________ _______________________ _______________________

Sesame Street: Name that emotion with Murray Title ________________________________________________________ https://www.youtube.com/watch?v=ZxfJicfyCdg Source/Location _____________________________________________

Hardware Required x _______________________

2015 © Date ______________________________________________________ Reading 1st Subject Area _________________________ Grade Level ___________

Primary User(s): X ___________ Student

Technology in Classroom research Instructional Strategies _______________________________________

___________ Teacher

Brief Description This link offers in depth questions and examples of different emotions and feelings people feel. Within this learning experience students are learning while playing a game which engages students to stay focused. Standards/Outcomes/Objectives

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate the Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.) According to the Tennessee Academic Standards, students should be able to understand all humans experience different feelings and that can look unique in every way. They know each indivudal is different and may express feelings differently. Strengths Strengths about this video is that it uses multiple questions about different emotions, they're not all the same and there are a few advanced vovabulary words such as grumpy and anxious. Limitations The weakness of this video is that it may be too silly at times, and some students may loose focus from laughing or starting other conversations about the video.

Special Features At the end of the video displays other emotion games and songs that may be helpful to students. Dionna Robinson 09/15/21 Name ________________________________________________________ Date ___________________

206

Preview and Prepare Materials

Utilize media and materials

•

Preview the Tell Time-Reading clocks to the hour! Video--*previewed and approved*

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Preview the How to Tell and Write Time (Digital and Analog Clocks)-*previewed and approved*

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Check the printer, ink, and paper supply

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Make sure the printer is connected to the CPU

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Print 23 handouts for each student for interactive activity. One copy for Teacher to show scenarios under ELMO.

•

Have every video prepared on the computer

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Check for properly working ELMO

•

Check for connection of computer and ELMO

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Have writing utensils for dry erase board

Prepare the Classroom •

Turn the lights o for the projector.

•

Have markers for White Board

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Turn the projector and ELMO on

•

Introduce the lesson and vocabulary terms

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Write the vocabulary terms on the board for student use during the lesson.

•

Matching activity for vocabulary

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KWL activity for analog and digital clocks

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Begin video of telling time by the hour

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Interactive activity creating a analog clock with our bodies and our peers. This will help with visualization.

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Model for students how to determine the di erences of the parts in analog and digital clocks.

•

Model for the students to see what an analog and a digital clocks time will look like for three di erent hours

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Complete 3 di erent hour time frames for digital and analog clocks as a class and direct the student to work on their own

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Individually the students will answer 4 out of 7 questions correctly on the Time to Climb questions on their computers.

Prepare the Learner

Specify steps to learning that students will follow. List in chronological/numerical order.

Require learner participation

I rst will go over the Nearpod directions to get all the students signed on to the lesson PowerPoint. After going over how to properly use technology for the lesson, students will follow along as I introduce the lesson unit topic and vocabulary terms. The rst time they will use the computers will be for the matching activity that covers the new vocabulary. I will model by completing 3 di erent hour time frames for digital and analog clocks as a class and direct the student to work on their own. Following the Draw, it activity. I will show them rst how to answer the questions on time to climb. Individually the students will answer 4 out of 7 questions correctly on the Time to Climb questions on their computers. Model for the students to see what an analog and a digital clocks time will look like for three di erent hours. Interactive hands-on activity on scenarios using the ELMO. I will be facilitating the activities using the ELMO. I will provide assistance during the student-centered tasks, so that students that need accommodations and clari cation will have the support that they will need. Students will be working with their table buddies(2-4 students) to write the correct time on the analog clock. Next is a Kahoot for review and prizes. Individually the students will complete at least 4 out of 5 questions on the exit ticket correctly on their computers.

Formative Assessment (Process):

Evaluate and revise

I will know that the students are learning by evaluating them consistently through the lesson, such as the Time to Climb questions provide a checkpoint for the students and the teacher to see progress. The students will demonstrate their understanding through the matching vocabulary activity, Time to Climb, Kahoot, group scenarios writing the time into the analog clocks, and exit ticket I will monitor student learning throughout the student-centered components of the lesson. The students will be assessed in many ways to make sure that they will be able to know the master the material on exit ticket. The Time to Climb questions guides my instruction and will give me a number of students that are ahead, on target, or behind on the unit’s topic. That way on the interactive component, I can possibly go deeper if I need to for purposes to expand the topic. I expect to observe students participating and collaborating depending on if they are working with other students or individually. I will consistently provide the students with verbal feedback. The formative assessments are recorded on the Nearpod program, so I will be able to see what the students have chosen as their answers. The number of students that are masters of the unit will be revealed through the program. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and readdressed by the teacher. If a student is not meeting the pro ciency level throughout the formative assessments, then the student either needs additional instruction or needs to work through problems alone, rather than with a group if he/she is not willing to participate. The time to climb questions will guide the students along in the lesson to prepare them for the nal assessment at the end of the day. The criteria that I will use to judge the student’s mastery of the topic are if the students are not meeting the pro ciency level throughout the formative assessments. I will provide encouraging words and constructive criticism to support the students in their goals to meet the learning targets. I will use the formative assessments to inform myself in where I must dive back into and move on from. The students may have one area speci cally that needs more attention than the others.

Summative Assessment (Product):

The summative assessment will be the individual e ort, correctness, and completion of the 5 exit ticket questions. They should be able to master the learning targets if they get 4 out of 5 questions correct. The students will receive a grade for their work e ort, completion, and correctness of the assessment. The student’s work will document the student’s ability to Tell and write time in hours and half-hours using analog and digital clocks (TN standard 1.MD.B.3). Also, the student’s ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c). It will also document the student’s ability to operate a computer and navigate the tools to click the choices presented on the activities and assessments. Nearpod will record the data of the number of correct answers for each and every student’s assessment. For students that are English Language Learners or IEP students, it is important to accommodate in the form of extended time and audio to go along with the questions. I can go to those speci c students individually to read the questions aloud to make a fair environment that shows that they can succeed as well. The students will be able to re ect on their work after they are graded and given feedback on where they can think back on a speci c part of the lesson objectives. The assessment is aligned with the lesson objectives because it is about the student being able to identify analog and digital clocks and be able to tell time by the hour using analog and digital clocks.

Vocabulary Terms of Individual accurately Individual accurately Individual accurately Individual did not telling time for matched all 5 pair matched 3 pair matched 1 pair complete any matching activity matching problems from the list of the vocabulary terms from the board. E ort on instruction Completion of all 3 model (I do , we do, problems writing the you do) segment time in the digital clock.

Completion of 2 problems writing the time in the digital clock.

Completion of 1 problem writing the time in the digital clock.

Individual did not complete any problems writing the time in the digital clock.

Completion of Practice Time to Climb Problems

Individual completed the 7 with a score of at least an 85%

Individual completed the 5 with a score of at least a 70%

Individual completed the 2 with a score lower than 30%

Individual did not complete any questions.

Total

Student Work E ort analog group interactive activity assignment

The student contributed a signi cant amount of work within their group.

The student contributed a fair amount of work within their group.

The student rarely helped with the work within their group.

The student did not contribute any help within their group.

Student’s accuracy of the answers from exit ticket

Individual completed the 5 with a score of at least an 80-100%

Individual completed the 4 with a score of at least an 80%

Individual completed the 2 with a score lower than 30%

Individual did not complete any questions.

Total

CRAFT AND STRUCTURE

Craft and Structure Worksheets & Teaching Resources I TpT

Contributor: Dionna Robinson Sample NearPod Lesson In this unit, rst grade students will be learning how to identify words and phrases in stories and poems that suggest feelings or appeal to the senses. Students may not understand an emotion associated with con icting and contrary information. Students will have the opportunity to participate in a class wide demonstration Move this world social emotional learning video where the concept will be introduced and where the information is built research based that teaches social and emotional skills that are necessary for life and academic success. The class will discuss the vocabulary for emotions and ve senses: happy, sad, fear, anger, sight, sound, smell, taste, and touch. The students will have the opportunity to further their knowledge through simulations, face-to- face instruction, role playing, and group activities. Knowledge about emotions and senses is important for the society we live in because it helps us understand the emotional displays, so we know how to respond in a particular situation and to gather and respond to information about our environment. Once students understand the vocabulary terms for emotions and senses they can apply these terms to their everyday life. Interpret words and phrases as they are used in a text, including technical, connotative, and gurative meanings, and analyze how speci c word choices shape meaning or tone. Core Reading: Craft and Structure, Standard 4.

Identify words and phrases in stories and poems that suggest feelings or appeal to the senses

Media Share Resources Breathe, Think, Do with Sesame Breathe, Think, Do with Sesame is a fun quirky game where a big blue animated monster who tackles everyday frustrations that experiences di erent emotions. Students get to see the di erent emotions and pick out di erent scenarios on how to better handle the situation. Students will tap on thought bubbles which produces possible strategies to choose when the monster experiences di erent feelings. The app is free and can be viewed through iTunes and Google Play. Commonsense (2021) Breathe, Think, Do with Sesame. ( iTunes App, Google Play) retrieved on September 14, 2021 from https://www.readingrockets.org/literacyapps/emotional-regulation Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Emotions for Kids Emotions for kids is a great video to share with students to introduce the main basic emotions that people feel. This is like a reveal because it uncovers the name of the emotion after showing a picture of what the emotion looks like. This video is fun and will get students attention about learning about emotions. The video also gives an example after revealing the emotion.

SmileandLearn (2020, November 20). Emotions for kids. Retrieved from YouTube on September 13, 2021

from https://www.youtube.com/watch?v=jetoWelJJJk

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Feelings everyday Feelings everyday is a fun and interesting site that will keep kids engaged. In this pbs learning website, students are able to learn by watching videos and through great description. Through the video a various amount of feelings will ne exposed. Fleming, Candance. (2021) pbs learning media. Feelings everyday. Retrieved on September 15, 2021 from https://tn.pbslearningmedia.org/resource/ket-earlychild-healthme/feelings-everyday/ Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Hopster Saturday Club: Empathy Hopster Saturday Club: Empathy is a great resource for students to practice with identifying emotions. It’s a companion app to Saturday Club, an original series from the digital TV network, Hopster. The app is 100% free, the access to the TV series isn’t. The silly and extremely emotional characters showcase a relatively well rounded collection of feelings, where some of the games are simple and others are complicated. Commonsensemedia. (2019) Hopster Saturday Club: Empathy. (iTunes App, Cost:Free) retrieved on September 13, 2021 from https://www.commonsensemedia.org/app-reviews/hopster-saturday-clubempathy Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. How to Help a Highly Emotional Child Cope with big feelings How to Help a Highly Emotional Child Cope with big emotional website is a learning excerpt where students can grow. This website dives into teaching about emotions, explains feelings and behaviors, validating feelings, teaching about emotion regulation and more. In this website, it provides in depth information about emotions. Morin, Amy. (2021). Very well family How to Help a Highly Emotional Child Cope with big feelings. Retrieved on September 15, 2021 from https://www.verywellfamily.com/how-to-help-an-overly-

emotional-child-4157594

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Sesame Street: Name that emotion with Murray Name that emotion with Murray is a very fun video to show students when talking about feelings. This exciting video will keep students engaged while staying focused and geared to learning. In this “name that feeling” video students play a game and guess which emotion each character is feeling. In this video they also use more advanced vocabulary words such as “anxious,” and “grouchy,” words that are not basic but are used in the upper elementary learning experience. SesameStreet (2015, January 26). Sesame street: Name that emotion with Murray. Retrieved from YouTube on September 13, 2021 from https://www.youtube.com/watch?v=ZxfJicfyCdg Technology Standard 1c:

Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

2.Does Spongebob look happy? A. False/ No (1)

3.What can you do to make others feel happy? A. share your toys with them. (2)

4.When I start to get angry, it is important for me to take deep breaths and do something that makes me feel relaxed. A. True/ Yes (2)

5.Some people may feel this emotion when they don't know what's going on or not have the answers to a question. A. confused (4)

6.What senses do you use in the classroom to learn? A. sight, hearing, touch

(5)

1.How is the emoji feeling? A. Happy (1)

(1)

8. When you get frustrated, you should just scream to the top of your lungs and start kicking. A. False/ No (1) 9. Tom started acting mean to his classmates. As lunch approached, he said that he behavior was due to him being hungry. He was feeling what? A. Grumpy (5) 10. I know how to handle my emotions when faced with overwhelming feelings. A. Any answer will work (1)

ASSURE Lesson Plan Template Name:

Dionna Robinson

Duration of Lesson: 35 minutes

Analyze learners

Subject Area(s): Literature Grade Level: (list grade)

In the rst grade at Cane Ridge Elementary School, there are twenty students, which include ten females and eleven males. The students range from Hispanic, African Americans, and Caucasian and are between the ages of six and seven. Two students have IEP’S one for emotional behavior and one for special needs. Eight students are English Language Learner and are all in a low tier 3 group that has an extra help in developmental and foundational skills. The remaining of the students are uent with the English language. The school has more than 700 students in kindergarten through 5th grade, making it one of the largest elementary school in the entire school district. Due to the school being a Title 1 school, the school o ers a lot of great extras such as; community garden, piano and keyboard lab, rock-climbing wall in PE and the Encore program for gifted learners. Curriculum Competencies To complete this lesson, students will need to know the basic emotions human beings experience. Technology Competencies

To complete this lesson, students will need to know how to navigate a tablet and press on it to answer the right questions.

7.When you get frustrated you should talk to someone you trust or ask someone for help. A. true/yes

State & NETS*S objectives

State Standard – Standard 4 R.CS.4. The focus will be on 1.RL.CS.4 Identify words and phrases in stories and poems that suggest feelings or appeal to the senses. ISTE Standard 1.1 c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways Behavioral Objective Given a website and blank handout, the students in the rst-grade class will compose their own emotional wheels and scenarios. Then the students will pair up with another student, explain the scenario and the partner decide the emotion or sense that is given or being used. Language Objective Key vocabulary: sad, mad, happy, nervous, anxious, touch, taste, smell, hear, sight Academic Language Functions To express understanding, students will use the following vocabulary terms to compose their own scenarios and be able to identify when a di erent sense is being used and the typical emotions that everyone experiences. After the partners share and the class switches as a whole two more times, I will have ve volunteers come to the front read one of their scenarios while the class acts out the emotions and point out which sense is being used. The vocabulary terms will be used all throughout the lesson to provide understanding of the words as a whole and through each scenario. The students will watch a video and we will discuss each term on there own. Curriculum Materials

Select instructional methods, media, and materials

-emotion spinner wheel -pencil, paper clip -21 worksheets for each student :Education.com. (2019, June 14). Senses and feelings: Worksheet. Worksheet | Education.com. Retrieved November 15, 2021, from https:// www.education.com/worksheet/article/senses-feelings/. Technological Materials Emotions for kids - happiness, sadness, fear, anger ... (n.d.). Retrieved November 15, 2021, from https://www.youtube.com/watch?v=jetoWelJJJk. I have Five senses Jack Hartmann senses song - youtube. (n.d.). Retrieved November 15, 2021, from https://www.youtube.com/watch?v=tzqx39K2omc. - https://www.education.com/worksheet/article/senses-feelings/ -21 laptops with wi /internet connection( student centered) -21 headphones that connect to their laptops -laptop for video( teacher centered)

-printer with ink and paper

Utilize media and materials

Preview and Prepare Materials -Preview the I have ve senses jack Hartman video. *previewed and approved* -Preview the spinning wheel website -check to make sure the promethean board is working properly. -Have the video prepares on my laptop -Make sure the laptop is connected to laptop -Print out worksheets with words for students

Prepare the Classroom -Turn on the Promethean Board -Connect my laptop to the promethean board

Prepare the learner

--Introduce the lesson and watch the video provided https://www.youtube.com/watch? v=tzqx39K2omc&t=42s

-Discuss the ve senses from the video and introduce the basic emotions -Present the color wheel video Emotions for Kids - Happiness, Sadness, Fear, Anger, Disgust and Surprise - YouTube

-Model for students how to use the emotion spinning wheel -Divide students into groups of three or four and demonstrate activity -Go through with students their review assignment -Model how to complete the assignment -Students will individually complete the assignment and score at least an 80% on the

worksheet

Require learner participation

1.After the teacher models how to complete the emotion wheel activity, students will separate into groups of three or four. 2.Students will grab their cardboard emotion spinner, pencil, and spinner. They will place their pencil at one end of the paper clip and ick the other end to spin it around the wheel. 3.Once it lands on emotion one student hides the emotion that it landed it on and makes up a scenario for the other student to guess which emotion was displayed. For instance, if it lands on happy. One student could say, a boy got an A+ on his math test so his mom took him out for some ice cream. It would then be the other students turn to guess happy. 4.Students will take turns with their partners spinning the wheel, giving a scenario for that speci c emotion while their partners guess which emotion is correlates with. 5.Once the partner chooses the correct emotion, they will discuss a sense they could’ve been used or was active in the scenario given. For instance, with the ice cream scenario could be taste. 6.Students will each spin 3 times and discuss with their partner the di erent scenario while the other partner guesses the emotion. Formative Assessment

Evaluate and revise

Formative assessment during this lesson include observing group work, completion of the assignment, and participation during the lesson. Students will demonstrate their understanding by guessing the correct emotion for each scenario given by their other group member. They will work together to gure out if a sense was used in the scenario. The formative assessment will be graded and added to the gradebook. They will be assessed as a group and individually. Students will be observed on their ability to correctly select the right emotion that was connected with the scenario and also describing the right sense being used. I expect to see all students participating in their groups for the activity. I expect to see them actively discuss and express creative scenarios. I will take notes on what I see and hear. Students will be judged on if they are meeting the goals of the lesson by their ability to collaborate with their group. While observing I will provide constructive criticism and/or encouraging words. If majority of the students are not meeting the learning goals, I will stop the activity and review the basic emotions and how to detect when one is being used and over the ve senses. If a student is not meeting the learning goals, I will provide some additional activities and instruction to ensure the students understanding. Summative Assessment (Product):

The summative assessment during this lesson include the senses and feeling worksheet on the website provided. For the emotion wheel activity students will be graded on their participation and their ability to get at least 3 out of 5 of the emotions. The students work will document the students ability to Identify words and phrases in stories and poems that suggest feelings or appeal to the senses ( TN Reading and craft Standard 4 R.CS.4 RL.1.4) and the ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Distinguishing Emotions

Student could recognize 3 out of 5 emotions.

Student could recognize 2 out of 5 emotions

Student could recognize 1 out of 5 emotions

Student work e ort

The student contributed a signi cant amount of work within their group The student could recognize 3 out of 5 senses

The student contributed a fair amount of work within their group

The student rarely helped with the work within their group

The student did not know the di erence between any emotion The student did not contribute to the group

The student could recognize 2 out of 5 senses

Student could recognize 1 out of 5 senses

5 senses

Total

The student did not know the di erence between any of the 5 senses /12

SECOND GRADE

Image: Hemispheres - Earth Facts for Kids

Contributor: Leighanne Simmons Sample NearPod Lesson In this unit, second grade students will be learning the locations and characteristics of the four hemispheres, the equator, the prime meridian, the North and South poles, and the seven continents. Students may have di culty with the idea that the prime meridian and equator are “invisible” lines when seen in person and not on a map. Students will learn the concepts in this unit by visuals (maps), virtual eldtrips to the North and South poles, videos that describe and show pictures of each location, labeling and coloring a world map, and by a song and dance to help remember where each is located. Students will be placed into 7 groups and each group will choose one of the seven continents. One continent will be assigned to each group, so that each continent is covered. Each group will research their continent and they will create a fun and informative presentation to share with the class. Each group will be allowed to use their chrome books to research videos, pictures, and information and they will be allowed to create their presentation how they wish. They will be allowed the options to create a poster, a 3D model of their continent, a skit, etc. These activities will aid the students in being able to locate and describe the characteristics of each. Knowing the location of each hemisphere, the poles, the equator, and the prime meridian will assist students in understanding the world map. Students will be able to build on their knowledge of how the areas near the di erent poles and the equator are a ected by the sun and

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how the weather is di erent in each place.

THE FOUR HEMISPHERES

The ability to identify and locate the four hemispheres, the equator, the prime meridian, the North and South Poles, and the seven continents is a learning expectation that is found in the Tennessee State Standards for Geography. 2.12 Identify and locate the four hemispheres (i.e., Northern, Southern, Eastern, and Western), equator, prime meridian, North and South Poles, and the seven continents.

Media Share Resources Artic vs. Antarctic The Artic vs. Antarctic is a Youtube video that goes in depth to explain the di erences between the North and South Poles. The video explains the characteristics and the life on both the North and South Poles. Videos are a great way to engage students and grasp their attention. This video in particular is very colorful and utilizes both academic language and terms that 2nd graders can understand. Seaman, Camille (2013, August 19). The Artic vs. The Antarctic. Ted Ed. Retrieved from Youtube on September 13, 2021 from https://www.youtube.com/watch?v=Z5VRoGTF60s

Building knowledge about each Continent

Ducksters is a website with several games in several subjects. Speci cally for Geography, the website o ers games about the continents, the countries within each continent, the oceans, rivers, etc. Geography Hangman is just one of many geography games. It allows students to play a fun game of hangman while also learning about the continents. Students can build on prior knowledge with this game. Ducksters. (2021). Geography Hangman - Word Game. Ducksters. Retrieved September 13, 2021, from https://www.ducksters.com/games/geography_hangman_game.php Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Technology Standard 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Continents IXL is a website that o ers educational games for students ages kindergarten through 12th grade. The website o ers 9 di erent geography games for second graders. Students will simply go to the website and click on “Second Grade”. They will then click the tab that says “social studies” and click “see all 56 skills”. Geography is category A, so they will select number 5 under Geography, “Select oceans and continents”. The game will ask students to select a certain continent or ocean on a map of the world. For example, it will say “Select Australia on the map” and students will select one of the continents and submit their answer. The website will tell them if they got the correct answer or not and they earn tokens by answering with the right continent or ocean. IXL: Select oceans and continents: 2nd grade social studies. IXL Learning. (n.d.). Retrieved September 11, 2021, from https://www.ixl.com/social-studies/grade-2/select-oceans-and-continents. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Technology Standard 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. Maps and Globes Adventure Academy is an interactive app for children ages 8 and up. Adventure Academy was created by the creators of ABC Mouse. This app o ers many collections of educational games, books, learning challenges, and more designed to help students strengthen their elementary skills in reading, math, science and social studies. Age of Learning, Inc. (2007). Adventure Academy. [iTunes App, Cost: Free] Retrieved on September 13,

2021 from Adventure Academy

Technology Standard 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. Technology Standard 7a: Students use digital tools to connect with learners to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. Seasons and Hemispheres The Seasons and Hemispheres video is a fun and colorful way to enhance students education about the four hemispheres, the four seasons, the equator, and the prime meridian. The video explains how the equator separates the earth into the Northern and Southern hemispheres; and how the prime meridian separates the earth into the Eastern and Western hemispheres. The video also discusses the di erent seasons that occur in each hemisphere when the earth is in a certain position. Happy Learning English (2019, February 19). The Seasons and Hemispheres | LEARNING WITH SARAH | Educational videos for Kids. Retrieved on September 13, 2021 from https:// www.youtube.com/watch?v=qHgs8dcmB4M

World Geography

Orboot Earth AR is an interactive app for children ages 6-8. The way the app works is to scan the Orboot Globe with the Orboot app to access exploration of countries and cultures in 3D with detailed information and interactive quizzes and activities. The app works to expand knowledge about the world, build linguistic abilities, develop cognitive skills, inspire imagination and creativity, and to encourage selflearning. This app allows students to explore the world and build on their prior knowledge. Mobilizar Technologies Pvt. Ltd. Orboot Earth AR. [Google Play App, Cost: Free but o ers in app purchaces.] Retrieved on September 13, 2021, from Orboot Earth AR by PlayShifu - Apps on Google Play Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Technology Standard 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. Written Product Review Orboot Earth AR is a GREAT tool for educators to utilize in their 2nd grade classroom! This interactive app creates a 3D learning experience for young learners with the use of a Globe and any smart device! Learners will simply scan anywhere on the globe with their smart device and the app will o er many interactive quizzes and activities for that location! This app promotes self-learning and creativity! It gets

5 stars from me!

Search Terms _______________________ _______________________ _______________________

Orboot Earth AR Title ________________________________________________________ Orboot Earth AR- Apps on Google Play Source/Location _____________________________________________

Hardware Required

2021 © Date ______________________________________________________ Social Studies 2nd Subject Area _________________________ Grade Level ___________

Primary User(s):

Technology in the Classroom Instructional Strategies _______________________________________

_______________________ ___________ Student ___________ Teacher

Brief Description Orboot is an interactive app that allows students to explore all over the Globe. Students are able to access countries and cultures in 3D with detailed information, interactive quizzes and activities. The app works to expand knowledge about the world, build linguistic abilities, develop cognitive skills, and encourage self-learning. Standards/Outcomes/Objectives Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Technology Standard 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.) Students will build on their prior knowledge of the seven continents, the North and South Poles, the Prime Meridian, the Equator, and the Hemispheres through activities that are enriched with appropriate academic language for 2nd graders. Struggling readers may need assistance with some academic language on the app. Strengths The app offers a wide range of interactive quizzes and activities for students to engage in. The activities are fun and engaging, as well as being academically appropriate for 2nd graders. With a variety of activities and places for students to explore, there is something for every student. Limitations Some limitations include issues with some of the technology not working appropriately, although the creators of the app are working to improve this. The app requires a Globe that has to be scanned in order to explore, so this is more appropriate for classroom usage. Special Features The Globe that comes with the app allows learning to be done in a 3D manner. Leighanne Simmons 9/13/2021 Name ________________________________________________________ Date ___________________

206

DESIGN SERVICES OF

Answer

Level of Di culty (1:easiest -5:most di cult)

1. True or False: The equator divides the Northern and

TRUE

Southern hemispheres 2. Which continent lies in all 4 hemispheres?

Africa

3. What does the red line on this map represent?

The Equator

4. What is the imaginary line that divides the Earth into the

The Prime

Eastern and Western Hemispheres?

Meridian

5. What is a Globe?

A tool used as a

model of the earth 6. How many continents are there? 7. At which Pole do Penguins live? 8. At which Pole do Polar Bears live? 9. True or False: The North Pole is colder than the South

South North FALSE

2 3 3 3

Pole 10. Which would you like to visit?

(Poll)

ASSURE Lesson Plan Template North Pole Habitat Name: Leighanne Simmons

Subject Area(s): Social Studies

(Geography)

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Duration of Lesson: One Hour-Hour and a Half Grade Level: 2nd Grade

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Question

Analyze learners

About the School:

The school’s demographics include: 55% White, 21% Black, 17% Hispanic, Two or More Races 5%, Asian or Paci c Islander <1%. About 51% of the students at Howard Elementary are from low-income families. About 47% of the students are female and 53% of the students are male. Students at Howard Elementary this year are making average academic progress. Howard Elementary School is in Gallatin, TN. The school is placed on the main road, Long Hollow Pike. The school is by Gallatin Recycling and Creekview Church of Christ. Howard Elementary is a Title 1 school. My classroom is transitioning into the co-teaching model of instruction. The school teaches with a scripted curriculum for ELA (Wit and Wisdom), phonics (Fundations), and math (Bridges and Number Corner). My classroom does follow a pacing guide to help ensure every lesson is taught in the assigned time frame. My mentor teacher expects that I create a learning environment where each child is included and is presented with the opportunity to speak on their knowledge. She also expects me to incorporate the appropriate standards into my lessons. Overall, my mentor teacher wants me to try my best and learn from each lesson I teach. I serve in a 2nd grade classroom. This lesson with range from 30 minutes to 40 minutes. There are 24 students in the class, including 13 boys and 11 girls. There are 2 students who have IEPs and 2 ELs.

Geography (TN State Standard)

State & NETS*S objectives

2.12 Identify and locate the four hemispheres (i.e., Northern, Southern, Eastern, and Western), equator, prime meridian, North and South Poles, and the seven continents. (For this lesson, we will be focusing on the North Pole) Technology (ISTE Standard) 1.3a Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Behavioral Objective: Given access to a virtual eldtrip to the North Pole, the learners will research and design their own North Pole Habitat in order to demonstrate an understanding of the characteristics and life on the North Pole, as well as, utilizing research strategies to create their own North Pole habitats. Students will be conducting their own research by exploring a virtual eld trip to the North Pole. Students will be taking their own notes and writing them in their Social Studies journals. Students will be given a blank piece of white paper to design their habitat on. Finally, students will create their North Pole habitats using the materials provided for them. Language Objective: Students will be able to conduct their own research using their Chromebooks to identify the location and characteristics of the North Pole. Students will be able to describe what they have explored during the virtual eldtrip to the North Pole in their Social Studies notebooks. Students will be able to use content-speci c terms to retell what they have researched and written in their Social Studies notebooks. When researching the North Pole, I want students to write their notes clearly in their Social Studies notebooks to describe what they see on the virtual eld trip. Students will need to conduct additional research to determine the names of the animals they see while exploring the virtual eld trip to the North Pole. Students will be asked to identify the following in their notebooks while conducting their research: -Where is the North Pole located? -What is the weather like at the North Pole? -What animals live at the North Pole? -What do these animals eat? -Do any humans live at the North Pole? -Can humans visit the North Pole? -How is the North Pole di erent from where we live in Tennessee? Students will be given the following sentence frames to help them organize their research: “The North Pole is located...” “The weather at the North Pole can be de ned as...” “There are many animals who call the North Pole their home. Some of these animals include...” “Polar Bears usually eat...” “The North Pole is di erent from Tennessee because...”

Once students have had adequate time to conduct their research, I will ask for volunteers to share what they have learned from conducting their research.

List educational resources that will you use. (identify digital, non-digital, and web 2.0 resources)

Select instructional methods, media, and materials

What materials will the YOU (teacher-centered) need in order to teach this lesson?

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Teacher Materials: •Smart Board to display how to get to the virtual eld trip and how to use Google to conduct research on the location and the characteristics of the North Pole. (digital) •Laptop to connect to the Smart Board to display how to get to the virtual eld trip and to conduct research (digital) •What materials will your students (student-centered) need? •Social Studies notebooks to write their notes from their research. (non-digital) •Pencils. (non-digital) •Chromebooks to explore the virtual eldtrip to the North Pole and conduct research. (digital) •Blank white paper to design their North Pole habitat. (non-digital) •The following materials to create their North Pole habitat: (non-digital) -Scissors -Glue sticks and Elmers glue -Assorted colored Construction paper -Cardboard shoe box -Googly eyes -Assorted colored beads -Assorted colored yarn -Cotton balls -Magazines of all types

An example of what a 2nd grade student might build is presented below:

Smith, C (Sept. 2019) Arctic Biome [Photograph]. Retrieved from Biome Project | Mrs. Smith's 5th Grade (pasco.k12. .us).

Brie y describe how you will use the learning resources in the following three (3) areas:

Utilize media and materials

•What preparations are required for the MEDIA AND MATERIAL? oAll Chromebooks need to be fully charged prior to this lesson. oThe teacher needs to ensure the Smart Board is working properly for the beginning of this lesson. oThe teacher needs to ensure their laptop is charged and ready to be used. oThe teacher needs to ensure the school wi- is working prior to this lesson. oThe teacher needs to ensure that the link to get to the virtual eld trip is working the day prior to the lesson. oThe teacher will need to research which websites the students will be allowed to use when conducting their own research. •What preparations are required for the CLASSROOM? oThe light needs to be turned on. oThe soothing music needs to be prepared to play during quiet research time. oThe Chromebook cart needs to be in the classroom and ready to go. •Explain how you will prepare the LEARNER for the instructional experience, prior to using the technology. oI will have a discussion with the class about the importance of conducting research to enhance knowledge and learning; the importance of using appropriate and school approved academic sites; the importance of taking care of your Chromebook; etc. I will then show students how to access the virtual eld trip, as well as, the websites they will be conducting their research with. Specify steps to learning that students will follow. List in chronological/numerical order.

Require learner participation

a.Students will listen to the beginning discussion about what we will be doing in this lesson. b.Students will watch the smart board attentively while the teacher is showing them how to access utilize their resources. c.Students will work quietly and e ectively when exploring and conducting their research on the North Pole. d.Students will volunteer to share what they researched with the class. e.Students will design their habitats on the white paper neatly and e ectively. f.Students will be respectful and share all materials provided for creating their habitats.

g.Students will work quietly and e ectively while creating their habitats.

Describe how/when artifact presentation, rubric scoring, and discussion of ideas for improvement will occur. Include the artifact rubric

Evaluate and revise

Formative Assessment (Process): •

How will you know that the students are learning/working towards your goals?

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I will be walking around the room to view each student’s notes from their research on the North Pole. I will be looking for correct spelling, correct capitalization and punctuation, and complete sentences. I will also be looking to see if they have answered each of the questions asked of them (these are posted on the board for them to refer back to) and if they have answered them in an adequate and accurate manner.

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How will students demonstrate their understanding?

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Students will be writing down what they nd while researching the North Pole in their Social Studies notebooks.

•In what ways will you monitor student learning during the lesson and how might this guide your instruction? Since this is more of a student-centered lesson, I will monitor student learning by asking students individually to retell what they have researched. •What speci c actions do you expect to observe? I expect to see students keeping their notes and research organized by using the sentence frames provided. •How will you record what you see and hear? I will have a checklist and a sheet where I can take notes on each student’s research and ability to write using accurate spelling and grammar. •What criteria will you use to judge whether your students are/are not meeting the goals of the lesson? If students are struggling to research the questions posed to them, I will assist them individually on how to conduct their research appropriately. •What feedback will you provide? How will your feedback support students in meeting the goals of the lesson? I will congratulate students on their ability to conduct research accurately and e ectively to enhance their learning and knowledge of the subject. •

Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.

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If I notice there are several students who are struggling with this assignment, I will do my best to assist them whether that be individually or in a small group.

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In what ways will the evidence document student achievement?

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It will show whether or not students can research a topic, write about that topic, and design and conduct a project with that information.

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Does your assessment allow all students to show what they know or have learned?

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Students will be applying what they have learned by writing their notes in their Social Studies notebooks and creating their North Pole habitats.

I will be collecting each students’ research, as well as their designs and nal product. This will allow me to view which students can conduct research and use correct spelling and grammar. This will also allow me to view each student's creativity and detail of their knowledge they gained by conducting their research.

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What evidence of student learning will you collect and in what ways will the evidence document student achievement?

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Summative Assessment (Product):

Spelling

Does not represent e orts to utilize word wall and Chromebook during research as resources for correct spelling.

Represents some e ort to utilize word wall and Chromebook during research as resources for correct spelling.

Represents a good e ort to utilize word wall and Chromebook during research as resources for correct spelling.

Utilizes word wall and Chromebook during research as resources to represent correct spelling in all areas of notes.

Capitalization

Does not represent any use of capitalization rules.

Represents some use of capitalization rules.

Represents a good amount of capitalization rules.

Represents mastery of capitalization rules.

Grammar

Does not represent any use of correct grammar.

Represents some use of correct grammar.

Represents a good amount of correct grammar.

Represents mastery of utilizing correct grammar.

Questions

Does not make an e ort to answer the posed research questions.

Represents some e ort to answer the posed research questions.

Represents a good e ort to answer the posed research questions.

Represents mastery of answering all research questions posed.

Design

Does not represent e ort to form a design for project.

Represents some e ort to form a design for project.

Represents a good e ort to form a design for project.

Represents great e ort to form a design for project.

Details

Does not represent any knowledge of the subject matter in details for project.

Represents some knowledge of the subject matter in details for project.

Represents an appropriate amount of knowledge of the subject matter in details for project.

Represents a great amount of knowledge of the subject matter in details for project.

SHAPES AND THEIR ATTRIBUTES

Colorful 2D shapes with names

Contributor: Destiny Williams Sample NearPod Lesson In this unit, students will learn the names of shapes and how to identify triangles, quadrilateral, hexagons, and squares based on the numbers of angles and sides. The students may not know that the pre x of shapes will determine the number of sides and angles the shape has. The students understanding the meaning of the pre x will help them better identify what each shape is. The students will learn through using labeled models and videos about shapes. Using physical models will enhance the learning of kinesthetic and visual learners by giving them a hands-on experience to show their knowledge. The video will increase knowledge for auditory learners because it will have repetition and a catchy ow that will cause students to remember When students learn the di erent types of shapes, they can identify them in everyday life like seeing a stop sign and recognizing it is an octagon or noticing that a door is a quadrilateral. Shapes are also necessary for architecture or becoming an artist. A. Reason about shapes and their attributes is stated in the Tennessee Standards of Math 2. G.A.1. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Draw two-dimensional shapes having speci ed attributes (as determined directly or visually, not by measuring), such as a given number of angles or a given number of

sides of equal length.

Media Share Resources 2D Shapes for Kids This instructional video is very valuable. It gives a great explanation of quadrilaterals but I would have to skip certain shapes like circle and oval because we are not talking about those shapes. This also ties into the technology standards about citizens.

Homeschool Pop.(2018, October 12). 2D Shapes for Kids. Retrieved from Youtube on September 19, 2021 from https://www.youtube.com/watch?v=VAWaV1upv6E Technology Standard 3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. 2nd Grade Geometry Games This website helps with students understanding how many angles or vertices are in each shape. This website will be used after the students have learned about the shapes and they are playing a game to help them remember. education.com. Second Grade Geometry Games. Retrieved on September 19, 2021, from https://

www.education.com/games/second-grade/geometry/

Technology Standard 3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community. Curious about shapes Curious about shapes is an app created for students to play entertaining games and puzzles that help the students learn about shapes and even begin patterns. This app can also help students break down a shape into smaller shapes like one of the questions that are in the Kahoot game. This app models digital literacy while promoting curiosity by causing the students to use their ne motor skills and causing the students to interact with di erent shapes. Mi in Harcourt, H. (2015). Curious About Shapes and Colors. [iTunes App, Cost 2.99] Retrieved on September 19, 2021 from https://apps.apple.com/us/app/curious-about-shapes-colors/id641420643 Technology Standard 3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media uency. Geometry games for 2nd Graders This website can be valuable to the learners because it causes the students to learn through play. The students are following a storyline that causes the student to be amused but they are also learning about the di erent shapes and how to recognize them. This website also can help with fractions as talked about in the common core standards. Splash Learn. Shape Games for 2nd Graders. Retrieved on September 19, 2021, from https:// www.splashlearn.com/geometry-games-for-2nd-graders CCSS.MATH.CONTENT.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Learning Shapes 2nd Grade This instructional video can be valuable for the learner because it shows what the shapes look like and how many angles and vertices are in each shape. This video should be played before visiting any of the other websites. This helps with the technology standard for citizens. Math and Learning Videos 4 Kids (2014, December 17). Learning Shapes 2nd Grade. Retrieved from

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YouTube on September 19, 2021 from https://www.youtube.com/watch?v=RgWKM-e9fWQ

Technology Standard 3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community. Montessori Geometry This app teaches children how to recognize and name shapes in ways that will keep the attention of the student from kindergarten to elementary school grades. The types of games on this app are vocabulary exercises, 3D images, and matching games. This app will tie into the collaborator technology standard because it is used to help students make connections to the real world with this app. Anderson, D. (2012, September 13). Montessori Geometry- Recognize and Learn Shapes. [CommonSense Media App, Cost: 3.99] Retrieved on September 19, 2021 from https://www.commonsensemedia.org/ app-reviews/montessori-geometry-recognize-and-learn-shapes Technology Standard 4c

Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams, and students, locally and globally.

Search Terms _______________________ _______________________ _______________________

Title ________________________________________________________ Learning Shapes 2nd Grade

Hardware Required

Youtube Source/Location _____________________________________________

_______________________

Primary User(s): x

Geometry Subject Area _________________________ Grade Level ___________ 2

___________ Student

Instructional Strategies _______________________________________

___________ Teacher

Brief Description This instructional video can be valuable for the learner because it shows what the shapes look like and how many angles and vertices are in each shape. This video should be played before visiting any of the other websites. This helps with the technology standard for citizens.

Standards/Outcomes/Objectives Technology Standard 3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community.

Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.) This video is used for the beginning of the lesson so the most that the students will need to know is simple vocabulary like what is a shape, what are angles and what are vertices.

Strengths The strengths of this video is that it can keep the students entertained while also keeping building the knowledge of the students about different shapes and how to determine which shape is which.

Limitations The limitations of the videos being on youtube is that if the student is at home looking at the video they could easily go to another video that has nothing to do with geometry.

Special Features A special feature of this video is that it is a character that most students have already seen so they will be excited to see this character again.

Name ________________________________________________________ Date ___________________

206

-Hexagon -Quadrilateral * -Triangle -Pentagon 2. What shape is a stop sign? (rating ⅕)

-Hexagon -Triangle -Pentagon -Octagon* 3.What shape is shown? (pentagon shown) (⅖)

-pentagon* -Rectangle -Triangle -Hexagon 4. How many sides are in a hexagon?(⅖)

-3 -8 -6* -7 5. How many sides and angles are in a triangle? (⅗)

-3 sides 2 angles -4 sides 3 angles -4 sides 4 angles -3 sides 3 angles*

6. All sides of a quadrilateral are equal? (⅖)

1. What shape is this? ( Picture of a square) (Rating ⅕)

-True -False* 7. A cube is a 2nd Dimensional shape. (⅕)

-True -False* 8. How many di erent shapes can go into this? ( hexagon shown) (5/5)

-3* -4 -2 -1 9. What type of quadrilateral is this? (Trapezoid Shown) (⅘)

-Rhombus -Trapezoid* -Rectangle -Hexagon 10. What shape has only two SETS of equal sides? (⅘)

-Pentagon -Trapezoid -Square -Rectangle *

ASSURE Lesson Plan Template

Destiny Williams (Your name) Subject Area(s): (math Duration of Lesson: 45 minutes Grade Level: 2nd grade

Name:

Analyze learners

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How many students will you be teaching? How many males? Females?

•

What is the age range or grade level(s) of the students?

•

What are the identi ed English language pro ciency levels of the students? What do you know about the students’ conversational and academic English? How do you know?

•

What prior knowledge, skills, and academic background do students bring to the lesson (consider previous learning experiences, assessment data, etc.)? How do you know?

•

What additional needs might students have (describe any special considerations and/or exceptional needs)? How many students have Individualized Educational Plans or 504 plans?

•

What are the represented socio-economic, cultural and ethnic backgrounds of the students? How might these in uence your planning, teaching and assessment?

•

What do students already know or know how to do with regard to the particular standards and objectives of this lesson.

Hattie Cotton Elementary School is Pre-K through 4th grade STEM magnet school located in East Nashville, Tennessee. Hattie Cotton is in a neighborhood full of Black families. School Digger has rated Hattie Cotton 873 of 985 Tennessee Elementary Schools. The teacher retention is 77.1%. As a whole, students at Hattie Cotton have received the score of 21.6% for English and 12.9% for Math. The population of the school is 58.6% African Americans, 24.1% Hispanic, and 13.1%. 86.4% of the students at Hattie Cotton has free reduced lunch. Hattie Cotton Elementary is a STEM School meaning this school specializes in Science, Technology, Engineering, and Math. One of their specials are STEM where they do experiments and learn more about the STEM program. This school is also a Title X funded school which is a publicly funded family planning program.

Grade level(s) _______2nd_________________

Number of:

students in the class _23____

males __12____ females __11___

English language learners __0__

d. students identi ed as gifted and talented __1___

e. students with Individualized Education Plans (IEPs) or 504 plans ___0 * Not yet tested__

State Standard

State & NETS*S objectives

A. Reason about shapes and their attributes is stated in the Tennessee Standards of Math 2. G.A.1.

Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Draw two-dimensional shapes having speci ed attributes (as determined directly or visually, not by measuring), such as a given number of angles or a given number of sides of equal length. ISTE Standard CCSS.MATH.CONTENT.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Technology Standard 3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media uency. Behavioral Objective: Given a computer, the learner will access Nearpod to follow along with the lesson about 2D shapes and what the characteristics of each shape is in order to demonstrate the ability to identify triangles, quadrilaterals, pentagons, and hexagons. You may use the following sentence frame: Language Objective: Key Vocabulary: 2-dimensional shape, vertex, quadrilaterals, rectangle, trapezoid, parallelogram, pentagon, and hexagon Academic language functions: Students will express their understanding by using the terms to answer open ended questions. Linguistic forms: Words that will show that the students understand the concept of the lesson is by the students using words like hexagon when speaking on a 6-sided hexagon.

The students will practice their writing skills when answering the open-ended question, the students will also write their response on the journals. The students will practice their oral language when they are think-pair-sharing about their notice and wonder during the number talk.

List educational resources that will you use. ( identify digital, non-digital, and web 2.0 resources )

Select instructional methods, media, and materials

•

Curriculum Materials

23 dry erase markers for students to draw the shapes on the table (student centered) 23 response journals for students to write their notice and wonder in their journal (student centered) 23 pencils (student centered)

Technological Materials Splash Learn. Shape Games for 2nd Graders. Retrieved on September 19, 2021, from https:// www.splashlearn.com/geometry-games-for-2nd-graders education.com. Second Grade Geometry Games. Retrieved on September 19, 2021, from https:// www.education.com/games/second-grade/geometry/ Math and Learning Videos 4 Kids (2014, December 17). Learning Shapes 2nd Grade. Retrieved from YouTube on September 19, 2021 from https://www.youtube.com/watch?v=RgWKM-e9fWQ Homeschool Pop.(2018, October 12). 2D Shapes for Kids. Retrieved from YouTube on September 19, 2021 from https://www.youtube.com/watch?v=VAWaV1upv6E

-Laptop to show video (teacher centered) -23 Laptops (student centered) -SMART board

Remember: If there is no student-centered technology, you DO NOT have an ASSURE plan The preparations that are required for media and materials is to make sure the laptop is plugged up and compatible to the Smart Board so that the students can see the videos being shown. The community laptops also need to be checked to see if the computers are charging so that none of the students have the issue of their computer being dead causing them to be unable to follow along with the lesson.

Utilize media and materials

One way to prepare for the classroom is by teaching a set of the students how to get to the database that shows the Nearpod lesson so the students will not spend time trying to gure out how to get to the right part of the lesson.

A way to prepare the learner for the technological experience is by allowing the student to explore the database for their own before giving the students explicit instructions so the students can get a feel for the platform.

After the students have learned how to get to the database, Students will use the code to log into Nearpod. The students will stand up and watch a video about shapes that requires physical movement to help the kinesthetic learners. Then the students will do a notice and wonder about the shape shown on the number talk. The students were rst discussing what makes a shape have a speci c name then teach you will model what makes a two-dimensional shape. The students will put sides and vertex in their response journal. After the students have recorded their vocabulary students well respond to a poll that is on their Nearpod screen. Later the students will think peer and share about what they notice and wonder about the quadrilaterals being shown, at this time students will have the opportunity to draw the shapes on the table. Still result watch two videos about two dimensional shapes then highlight the sides of a shape. Finally, the students will have the opportunity to play geometry games individually before all the students interact in the Kahoot game.

Require learner participation

The students will use their technology skills to follow along with the lesson on Nearpod and logging onto the Kahoot game. The students will know how to use Nearpod, how to type a response, how to answer a e-poll, and how to put in codes for lessons while they are learning about the di erent types of shapes and how to determine each shape based on their sides and vertices. Describe how/when artifact presentation, rubric scoring, and discussion of ideas for improvement will occur. Include the artifact rubric

Evaluate and revise

Formative Assessment (Process): The students will be assessed using the data shown by the poll and drawing. If 85% of the class got the correct number of sides then the teacher will move on if the class is having trouble with the poll, the teacher will revisit what make a shape have di erent names and guide the students to the correct answer. The teacher will also carry around a check list that checks when a student is getting a grasp of the concept. If 85 % of the students can draw and label the shapes with vertices and sides the teacher will give the students a check on her checklist, if less than 85% can label the shapes the issue will be noted on the checklist for the teacher to revisit during small group/ individual work time.

Summative Assessment (Product): The summative for this lesson will be in the form of a game. The students will play the game, Kahoot, with their full names and the teacher will note the data that is created for each question. The questions align directly to the standards and objectives for the lesson while enhancing the technical skills of each student by instructing the students to play an interactive group game. Every question will give immediate feedback about what each student answered. If majority of the class receive the wrong answer the teacher will revisit how to accomplish the speci c goal that is implemented for each speci c question.

Can Log into NearPod Y/ N

Ability to Log onto use tools Kahoot! Y/ on NearPod N like extended responses Y/N

Can access the websites Y/ N

Has Vertices and Sides Y/N

Draw and Label Y/N

Name

THIRD GRADE

A P P LY I N G G R A D E L E V E L P H O N I C S

Image: Third/Fourth Grade Tidbits: Phonic Cards

Contributor: Morgan Lacasse Sample NearPod Lesson In this unit, third grade students will be learning about and how to apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. Students may not understand the di erence between a pre x and a su x and may not know how to decode words. Students will have learning experiences through lectures using power points, games using phonics games on their Google chrome books, and hands-on activities that involve pairing pre xes with their su xes. These diverse activities will assist the students when they apply phonics to help them decode words. Knowledge of how to apply phonics and word analysis skills when decoding isolated words is important for the students as this will help them in the future with reading and writing. Once students are able to decode words, they will be able to better read with accuracy, rate, and prosody. Knowing and applying grade-level phonics and word analysis skills when decoding isolated words and in connected text is a learning expectation covered under Tennessee State Standards for ELA. 3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding i.solated words and in connected text. a. Identify and de ne the meaning of the most common pre xes and derivational su xes. b. Decode words with common Latin su xes, such as -ly, -less, and -ful. c. Decode multi-syllable words. d. Read grade-appropriate

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irregularly spelled words.

Media Share Resources ABC Mouse ABC Mouse is a site for kids where they can learn many di erent topics through animations, games, books, songs, puzzles, art, and printables. ABC Mouse’s reading curriculum covers uppercase and lowercase letter recognition, rhyming words and word families, more than 450 books and beginning readers, sentence structure, and parts of speech. I can even track student progress so parents can see how their children are learning and if they are improving. ABCmouse.com (2007-2021). ABCmouse.com Early Learning Academy. [Website, rst month free then $12.99/month after that]. Retrieved on September 14, 2021 from https://www.abcmouse.com/abc/ Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Education.com Education.com has hundreds of games to help students learn in all topic areas. For my topic, phonics, there are over 100 games about blending sounds and spelling, pre xes and su xes, spelling mulitsyllable words, blended words, and so much more. Education.com (2021). Phonics. [Website, $8.00/month]. Retrieved on September 14, 2021 from https:// www.education.com/resources/phonics/?cid=11.75 Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Learn to Read with Phonics This starfall.com website titled “Learn to Read” o ers a variety of fun ways for students to learn how to

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read with phonics. This website allows children to learn through exploration. Starfall’s emphasis on

audiovisual interactivity has proven e ective in teaching emergent readers. This website includes learning through games, songs, mathematics, and reading activities for K-3. Starfall Education Foundation. (2002-2021). Starfall Education: Kids Games, Movies, & Books K-3. [Website, free]. Retrieved on September 13, 2021 from https://www.starfall.com/h/index.php?mg=m Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Read with Phonics- Phonics Games Read with Phonics is a great resource for students to use in or out of the classroom. This app has a main character, which is an alien, and it takes the students on an adventure through 4 di erent worlds where they can practice and learn all about phonics and phonic sounds. This app has a variety of games to help with letter and sound recognition. Way We Learn. (2021). Read with Phonics. [Google Play, Cost: $3.49 - $8.99 per item]. Retrieved on September 13, 2021 from https://play.google.com/store/apps/details? id=uk.co.fonics&hl=en_US&gl=US Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Reading Lessons for Kids This video is a great video to share with your students to introduce them to letter blending, sight words, and phonics. This particular video has a variety of songs and characters that help young students to learn. The characters in the video ask questions to get children thinking, sound words out, and say the sounds

of letters. They take students through a series of lessons all about phonics.

phonemic awareness, systematic sequential phonics, and common sight words in conjunction with

Lotty Learns (December 30, 2017). Letter Blending + sight words + Phonics | READING LESSONS for Kids. Retrieved from YouTube on Septemeber 14, 2021 from https:// www.youtube.com/watch? v=SFkNf9r1oak&t=900s Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Syllable Division This particular video prepares students with the required skills needed to split a word into syllables. The video goes through the six rules of syllables. The advantage of this video is for students to learn how to split words into syllables and then therefore have smaller chunks to read. The video takes them through several words, breaking them down, and sounded them out with the viewer.

Technology Standard 6c:

Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Written Product Review This starfall.com website titled “Learn to Read” o ers a variety of fun ways for students to learn how to read with phonics. This website allows children to learn through exploration. Starfall’s emphasis on phonemic awareness, systematic sequential phonics, and common sight words in conjunction with audiovisual interactivity has proven e ective in teaching emergent readers. This website includes learning through games, songs, mathematics, and reading activities for Pre-K-3. The website is so colorful, sure to capture the attention of young readers. The songs are entertaining for kids and some have motions they can follow along with. There are di erent sections for kids who are learning to read and kids that can read. This website is a really great way for students to learn how to read and learn about phonics and mathematics.

This process of searching for media resources was di erent from previous searches because this search was centered around nding sources that I could potentially use for my lesson. By me doing this research, I became more away of speci c sources that I can hopefully use one day when I am a teacher and because I’ve already researched them, I know more about them and how they can be implemented into lesson

plans.

Question 1: What does the pre x "pre-" mean? Ex: pretest Di culty level: 3 A. together B. before C. after D. without Question 2: What is the correct way to decode the word "rabbit"? Di culty level: 1 A. You can't decode it B. ra/bbit C. rab/bit D. rabb/it Question 3: A su x is a a morpheme added at the end of a word to form a derivative. Di culty level: 1 A. True B. False Question 4: What is the su x in the word "slowly"? Di culty level: 1 A. –ly B. slowly C. slowQuestion 5: What does the pre x "over-" mean? Ex: oversleep Di culty level: 2 A. too much B. on top C. very little D. none Question 6: What is the pre x in the word "transform"? Di culty level: 1 A. tranB. -form C. trans-

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D. transform

Question 7: What is the correct way to decode the word "playful"? Di culty level:1 A. playf/ul B. You can't decode it C. pla/yful D. play/ful Question 8: A pre x is an a x which is placed before the stem of a word. Di culty level:1 A. True B. False Question 9: What is the su x "-ing" mean? Ex: painting Di culty level: 3 A. not doing anything B. an action or result C. a little D. ability Question 10: What is the correct way to decode the word "impressive"? Di culty level: 4 A. im/pres/sive B. impress/ive C. im/press/ive D. im/pressive ASSURE Lesson Plan Template Knowing and Applying Grade Level Phonics Morgan LaCasse

Subject Area(s): ELA

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Grade Level: 3rd

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Duration of Lesson: 60 minutes

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Name:

Analyze learners

General Characteristics In the 3rd grade classroom at Howard Elementary, there are 14 students which include 5 females and 9 males. The students range from, African American, Caucasian, Hispanic, Asian, and Chinese. Zero students in this class have IEPs. Zero students are English Language Learners. Howard Elementary is a Title I school. They have developed a School wide Program, which means they plan to spend their funds on the following: Supplemental sta : Reading Specialist and three Paraprofessionals, Programs/Materials/Supplies: IXL, Chromebooks, Reading Eggs, ESGI, Gizmos, Reading A to Z, and STEAM Materials, and Teacher Professional Development: Virtual Conferences and Book Studies. Howard Elementary is a public school located in Gallatin, TN, which is in a large suburb setting. Tennessee's academic standards form the framework for everything taught at Howard Elementary. They do Wit and Wisdom, Fundations, and Bridges in Mathematics. Grouping is used in the classroom.

Curriculum Competencies To complete this lesson, students will need to have prior academic knowledge of what a pre x and su x is, know how and what it means to decode words, and know irregularly spelled words. Technology Competencies

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To complete this lesson, students will need to know how to navigate a Chromebook and how to form sentences on a nearpod open ended question and collaborate board, and how to navigate websites.

State & NETS*S objectives

State Standard ELA 3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. a. Identify and de ne the meaning of the most common pre xes and derivational su xes. b. Decode words with common Latin su xes, such as -ly, -less, and -ful. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words. This lesson will focus on: a. Identify and de ne the meaning of the most common pre xes and derivational su xes.

ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Behavioral Objective Given a nearpod code, students will participate in an open ended question, 2 collaborate boards about pre xes and su xes, will pair index cards with pre xes and su xes written on them with a root word to create a word, will explore a website with interactive phonics games, will math pictures of objects and the students have to say the name of that object and match it to the correct amount of syllables and lastly they will take a quiz all to show their understanding of the terms and standard.

Language Objective Key vocabulary: pre x, su x, decoding, root word, syllable The students will think back to second grade when they learned about phonics and pre xes and su xes and they will do a think pair share where they discuss with their table group what they already know about pre xes and su xes, phonics, and word analysis skills and then they will retell me what they know in an open ended question in nearpod. Academic Language Functions To express understanding, the students will use some of the vocabulary terms and their prior knowledge to explain what they already know about phonics and word analysis skills and they will use verbal language to discuss with their table groups. The students will also use language when looking at the picture cards on nearpod and saying the name of the picture out loud in order to hear how many syllables are in that word. At the very end of the lesson, the students will complete and exit ticket where they will need to write and tell me 3 things that they learned in the lesson today. The vocabulary terms will be taught throughout the lesson to provide the students with understanding of the words they will encounter during the open-ended questions, collaborate board, and end of lesson quiz. The students will use both written and oral language to practice the new language learned in the lesson and to practice uency. The written language will be used during the open-ended question and the collaborate boards. The oral language will be used during the think-pair-share. I will also model the academic language using oral language while teaching the lesson.

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The linguistic form that will be used in this lesson is morphology, which is the study of the formation of words. The students will be learning how to break down words by decoding and looking at the pre x ad su xes and their meanings and they will practice the skills acquired during the hands-on activity of matching index cards with pre xes or su xes written on them with an index card with a root word on it, in order to make a word.

Select instructional methods, media, and materials

Curriculum Materials

●14 sticky notes (teacher centered) ●14 pencils (student centered) ●Index cards (teacher centered) Technological Materials

●Phonics games for kids online. SplashLearn. (n.d.). Retrieved November 9, 2021, from https:// www.splashlearn.com/ela/phonics-games.

●Chunk it Video- Hartmann, J. (2017, October 30). Chunk it | fun phonics song for kids | chunking - youtube. YouTube. Retrieved November 9, 2021, from https://www.youtube.com/watch?v=JU_54bA2wmM.

●Chromebook (student centered) ●Nearpod lesson (teacher centered) ●Projector to present nearpod lesson (teacher centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Utilize media and materials

Preview and Prepare Materials

●Preview the Chunk it Video-- *previewed and approved* ●Preview the Phonics game for kids website-- *previewed and approved* ●Check for properly working projector. ●Have enough index cards with pre xes, su xes, and root words written on them for each group to have to match and make words.

●Go through nearpod lesson to make sure everything works as it should.

Prepare the Classroom

●Turn one light o for the projector. ●Have nearpod lesson on screen and join code ready for kis to enter in on their chromebooks. ●Turn the projector on. Prepare the Learner

●Introduce the lesson and vocabulary terms and begin by watching the chunk it video provided to get the students’ attention at the very beginning of the lesson.

●Write the vocabulary terms for open-ended questions and collaborate boards on the board for student use during the lesson.

●Present the practice website where kids will explore phonics games. ●Model for students how to navigate the nearpod lesson and how to enter a comment in to to open-ended question and collaborate boards and how to match the picture cards with the correct amount of syllables on a game in nearpod.

●Show the students the index cards and explain to them what they will be doing with them later on.

Require learner participation

After the instruction of how to use the technology, the lesson will begin. I will rst go over the Standards that will be covered in this lesson and the objective. Next, I will ask the students an open-ended question where they will type their answer to the question, “What do you already know about phonics and/or word analysis skills?”, in nearpod. Then, the students will participate in a think-pair-share with their table groups and they will share with each other what they already know. Next, we will watch the chunk it video and I will ask the students after the video, what they noticed and/or learned from it. Next, I will go over what pre c is and I will give examples of pre xes and their meanings. Then the students will use nearpod to participate in a collaborate board where they will give me a word using one of the pre xes we discussed. Then, I will go over su xes and we will do the same thing with the su xes that we did for pre xes. Next, the students will do the hands-on activity with the index cards in order to create word out of su xes, pre xes, and root words. It is at this moment that I will reiterate what a pre x, su x, and root word is. Next, we will go over decoding and decoding multi-syllable words and what it means to decode a word and how that helps us. Next, the students will have the opportunity to explore the website, Splashlearn, and play some games that have to do with phonics. Next, the students will math the picture cards with the correct amount of syllables by saying the name of the object in the picture out loud. Then the students will take the quiz on nearpod. Lastly, they will complete the exit ticket.

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If a student is showing signs that they do not understand the objective (identifying and de ning pre xes and su xes and decoding words), I will ask one of the group members who is pro cient to explain the student with additional instruction or examples of what to do. If peer tutoring does not work, provide the student with examples and instruction from the nearpod lesson. If the student still does not understand, I will pull them aside for some one on one teaching with me.

Evaluate and revise

Formative Assessment Formative Assessment used in this lesson is the are the open-ended question and the collaborate boards. Once students type in their answers to the questions, I can see their feedback in real time and I am then able to adjust my lesson based o how they answered. If I can clearly see that they aren’t meeting the objective then I will know that I need to spend more time on this lesson in order to help them meet the objective and learning goals. Another formative assessment will be when the students are in groups and matching the index cards with the pre xes, su xes, and root words to make words. Summative Assessment The summative assessment will be the quiz at the end of the lesson. The quiz is a series of questions, 11 questions, that ask the students questions about decoding, meanings of pre xes and su xes, syllables, and vocabulary terms. If the students have 8 out of the 11 questions correctly then I consider them as having met the objective of the lesson. I will receive the students scores in real time and will be able to see how many they got right and how many they got correct and which questions the students get wrong so I know what I need to go back and talk about more. I will then use the rubric to grade the students on a 3 point scale based on the number of questions they got correct and if they mastered the content of the lesson standard and objective. The quiz will document the student’s ability of meeting the standard: ELA 3.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. a. Identify and de ne the meaning of the most common pre xes and derivational su xes. b. Decode words with common Latin su xes, such as -ly, -less, and -ful. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words

Student Grading Rubric 3 Content

All the content was mastered. 11 questions answered correctly

Number of questions correct

2 Some, but not all, of the content was mastered. 10-8 questions answered correctly.

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_______/6 = _____%

1 None of the content was mastered. 7 or less questions answered correctly.

FOURTH GRADE

102

Image: Core Difference between Fiction and Non ction

Contributor: Shelisa Sutton Sample NearPod Lesson In this unit, fourth grade students will be learning the di erence between ction and nonction from two text on the same topic in order to write or speak about the subject. Students may not understand the di erence between true stories and fantasies. Student will have their learning experiences through nonction and ction text, lecture and Flipgrid. We will also use a series of videos, educational websites and mobile apps along with graphic organizers. Understanding the di erence between the two texts are important for students to recognize the di erence between reality and fantasies. Once the students understand the di erence between nonction and ction, they will be able to distinguish between the two. Also, students will be able to explore the world of creativity and use their imagination when reading ction texts. For nonction text students will be able to communicate factual information when reading or writing text. Studying and understanding how to integrate information from two text on the same topic is a learning expectation covered under Tennessee English Language Arts Standards. 4.RI.IKI.9 Integrate information from two texts on the same topic in order to write or speak about the subject

knowledgeably.

F I C T I O N V. N O N - F I C T I O N

ABC mouse This ABC mouse app is a great tool for students to have fun and learn. It is free for educators; students can enjoy many di erent subjects with this app. It is easy to keep track of the students progress and keep them on the task. Students can work at their own pace and work on lesson they may need the most help on. Students get to create an avatar and win points to dress it up and furnish a little avatar home. There is also a class pet, a virtual zoo, and a aquarium. Age of Learning, Inc. (March 6. 2014) ABC mouse.com: Early Learning Academy. © 2007-2021. Free/Inapp purchases Age of Learning, Inc. https://www.abcmouse.com/ Fiction/Non ction The app epic is a great resource for students to chase their curiosity in ction or non ction. It has games that will engage the students in the exercise. You have sign up to receive an account however, it is free for educators. Students will receive a code, so that they can log on and explore fun books at any time. Epic have a vast variety of books that are designed to fuel curiosity and reading con dence. Epic Creations (May 21, 2015) Epic. Copyright Epic! Creations, Inc. Sep 9, 2021. 9.99/month https:// www.getepic.com/ Technology standards: 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Technology standards: 1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Fiction vs Non ction This YouTube channel Harry kindergarten Music uses music to engage children in learning about ction and non ction. He has a catchy song that is easy to remember. Students will use this channel to enhance their knowledge about ction and non ction. The video also breaks down what make a ction book

ction and a non ction book non ction.

Media Share Resources

Foss, Kathryn. (August 5, 2015) YouTube: Fiction vs Non ction. https://www.youtube.com/watch? v=7RRPqkPnRl8 Fiction and Non ction On this YouTube link from the geeky library lady gives the students information about the two di erent kinds of books. She explains one is called fake and the other is sometimes called not fake. She simpli es the terms so the students can grasp the concept of ction and non ction. She also gives examples of di erent ction and non ction stories.

The Geeky Library Lady. (July 28, 2014) You tube: Fiction and Non ction September 26,2017 https:// www.youtube.com/watch?v=vUW03JXJOAU Technology standards: 6a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. National geographic kids: History. This kids.nationalgeographic.com website o ers a lot to explore. It is an animal and geographical based site that allows students to read informational text with a diverse range of activities. The sites provide brain boasters that the students can click on and choice the information that they would like to read about. The site also has tons of amazing material to help students learn about di erent animals and people. It also has videos of animals and events to help students build an understanding of the material they are reading. National geographic kids, (© 2015-2021). National geographic kids: History. Copyright © 2015-2021 National Geographic Partners, LLC. https://kids.nationalgeographic.com/history, Technology standards 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

Technology Standards

1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Read me a story ink: The Lady Who Could Have Been President. This readmeastoryink.com is a website with over 400 hundred books to read, have read, or listen too. It meets majority of the students’ needs in the classroom. Students can look up any ction novel and read away. Students also get to create their own story with interactive links. This will get students engaged and ready to learn. Axt, Don. (October 2000) Read me a story ink: The Lady Who Could Have Been President. 2010–2021 Robert W. Topp and The Hermitage Bookshop. https://readmeastoryink.com/search-the-stories/ Technology standards 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Technology Standards 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Written Product Review

This abcmouse.com works with tablets, desktop, and mobile phone. It is easy for students to work at their own pace with an interactive teacher every step of the way. Teacher can track their students’ progress. This ABC mouse app is a great tool for students to have fun and learn. It is free for educators; students can enjoy many di erent subjects with this app. For example, math, reading, science, art, social studies, and more. It caters to grades pre-k – 8th. Students can create an avatar and win points to dress it

up. They can also furnish a little avatar home. There is also a class pet, a virtual zoo, and a farm.

1.Is this nonction or ction based on the cover of the text? (Non- ction) *1 2.Fiction books are made up by the author’s imagination. (True) *1 3.A nonction text is based on real people and true events. (True) *1 4.What type of things do you expect to see in a ction text? (Characters/setting/Plot/con ict/theme/point of view) *2 5.An informational text is a _____________ book. (Non- ction) *3 6.We can identify a main heading in our informational text because it is… (Bold) *2 7.Why is it important to know the purpose of the text before you read it? (It helps you focus your attention as you read) *5 8.What do you look for in a nonction text? (Table of contents/index/glossary/photographs/bold words) *2 9.Can ction text have pictures? (True) *4 10.What is the di erence between ction and non ction books?

(Fiction books are make believe; Non- ction books are true) *3

Questions:

ASSURE Lesson Plan Template Non-Fiction and Fiction Name: Shelisa Sutton

Subject Area(s): ELA

Duration of Lesson: 50 minutes

Grade Level: 4th

General Characteristic

Analyze learners

In my fourth-grade class at Beech Elementary School, there are twenty-four students who include ten males and fourteen females. The students range from African American, Caucasian, and Asian between the ages of eight and nine. There are three students with IEPs, one BLAST, one Dyslexia, and one ELL student. My BLAST student spend time inside and outside the classroom with his aid. My other two IEP students stay in the classroom and receive help from a language therapist for thirty minutes a day. The remainder of the students are uent in English. Beech is made up of predominantly Caucasians; however, there is a mix of African American, Asian, and Hispanic. The school has a 95% daily attendance rate, they are also apart of the free lunch programs that o ers the students free lunch throughout the year. All students at the school receive a nutritional breakfast and lunch. Curriculum Competencies To complete this lesson, students will need to know how to compare and contrast ction and non ction text. Students will also need to use the elements for writing to compose a short story. Technology Competencies

To complete this lesson, students will need to know how to navigate a tablet and how to enter numerical digits onto the website.

4.RI.IKI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. ISTE Standard 1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Behavioral Objective: Given a website, apps, and handouts, the students will be able to compare the di erence between ction and nonction text. Students will be grouped by six to use the app storybird to create their own ction story in order to demonstrate their understanding of ction and nonction text. Students will then share with their stories with the class. Language Objective: Key vocabulary: ction, nonction, Plot, character, setting, point of view, theme, factual, sequence, cause and e ect. Academic Language Functions Students will be able to compare and contrast ction and nonction text. Students will be using their vocabulary to ensure they have a setting, plot, characters, cause and e ect, and sequence. Students will get into their table group and compose their own ction story on the provided website. After the whole class completes their story, they will come to the front of the class to present their story with the other students.

The vocabulary will be taught at the start of the lesson to provide the students with understanding of the words they will encounter during this module. Students will need to know a story must have a character, a plot, a setting, and a sequence. A story must also have cause and e ect. The students will watch a YouTube video and discuss what makes a story ction and nonction. They will then use the details discussed to compose their own ction story and share them with the whole class.

State Standard

State & NETS*S objectives

Curriculum Materials

Select instructional methods, media, and materials

24 graphic organizers (student centered) 4 handouts (student centered) 4 pencils (student centered) Technological Materials Website from National geographic kids, (© 2015-2021). National geographic kids: History. Copyright © 2015-2021 National Geographic Partners, LLC. https:// kids.nationalgeographic.com/history (student centered) Fiction/Non- ction YouTube video from The Geeky Library Lady. (July 28, 2014) You tube: Fiction and Non ction September 26,2017 https://www.youtube.com/watch? v=vUW03JXJOAU (student centered) Computer/tablet app storybirdcorp. (2019). Storybird (1.0.2) [Google/iTunes] In-app purchases https://storybird.com/ (student centered) 4 media devices (laptop) with internet connection (student centered) Laptop for video (teacher centered) ELMO to display video (teacher centered) Whiteboard to display the video (teacher and student centered) Printer with ink and paper (student centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Preview and Prepare Materials

Utilize media and materials

Preview the website for story Preview the app Preview the YouTube video -- *previewed and approved* Check the printer, ink, and paper supply Make sure the printer is connected to the CPU Print 24 graphic organizer Print 4 handouts for each table group Have the app prepared on the laptops Check for working ELMO Check connections on ELMO Have writing utensil for dry erase board Have the website prepared on the laptops Prepare the classroom Turn the lights o for the projector Turn the projector and ELMO on Prepare the learner Introduce the lesson and vocabulary terms by referring to the YouTube video provide. Write the vocabulary term in the vocabulary journal Present the website national geographic and read ction/nonction literature Complete graphic organizer using the ction and nonction text from national geographic Present app Storybird Model for students how to create their own ction story Students will be divided in four groups with six students in each group

Each table group of students will compose their own ction story

After instructing the students how to use the technology, students will be broken into four groups (four groups of six). The students will then be given pencils, handout, and tablets. The students will then be instructed to discuss in their groups the setting, plot, characters, and theme of their composed story. The students will use the handout to write down story ideas with all the story elements before they start to write. Once the students have brainstormed their ideas for the story, they will log into their laptops and click on the app “Storybird” that have already been downloaded to their laptops. The group of students will then follow the steps to composing their own ction short story. Once the students have completed their short story, they will discuss within their group who will present it to the class. The students in the presenting group will come to the front of the class and the designated reader will read the short story. The students will be graded on punctuation and indentation. They will also be graded on the theme, plot, setting, and character of the short story. Students will need to have all the element in their writing to show mastery of the lesson.

Require learner participation

If students are showing signs of confusion, and not understanding the objective (integrate information to write and speak knowledgeably), I will ask one of the pro cient members in the group to explain to the students what they should do. If peer tutoring doesn’t work, I will give the students another example during a one-on-one intervention. If intervention does not work, I will reteach the objective focusing on the need of the student. Formative Assessment

Evaluate and revise

Formative assessment used in this lesson include observation of group participation while composing and completing their short story. Students will demonstrate understanding by working together to come up with the story setting, characters, plot, theme, and sequence of events. Students will be graded individually, and then as a group. The group assessment will be done when students put their ideas to paper to compose their short story, and again when they use Storybird to record and present their short story. I expect all students to participate and collaborate within their group. While presenting, I expect all students to read one paragraph of their group short story. I will give the students verbal feedback immediately after their presentation with “glows and grows”. If many students are not meeting the objective, then the lesson will be stopped and readdressed. If a student is not meeting the pro ciency level throughout the formative assessment, then the students may need additional instruction or one on one time. Summative Assessment The summative assessment will be a combination of the group correctness in using the key writing elements to complete their short story and answering multiple choice and short answer question about ction and nonction text. After the assessment, I will record their grade in the gradebook. They will also receive a grade for the group participation. In order for students to receive 100% they must use all the elements for writing a story. Students must also write and speak knowledgeably about ction and nonction text. The students work will demonstrate their ability to (Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. TN ELA standards 4.RI.IKI.9) and their ability to (use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. ISTE c). This will also document the student’s ability to operate a laptop and compose a short story using an app. Student Name: ________________________________________ CATEGORY Writing Process

4 Student devotes a lot of time and e ort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful. Many vivid, descriptive words are used to tell when and where the story took place.

Setting

The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

Creativity

Organization

Characters

FIFTH GRADE

11 4

S C I E N C E , E N G I N E E R I N G , A N D T E C H N O LO GY

Image: Science, technology, engineering and mathematics (STEM) occupations

Contributor: Ryan Cooper Sample NearPod Lesson In this unit, fth grade students will be learning how specialized technological tools allow us to observe, measure, and understand things which would be di cult or impossible to detect with just our biological senses. These students have never lived during a time before the ubiquitous use of computers and may be unaware of the immense scienti c and societal changes which have resulted from the use of these devices. Through investigation of technology including reading, digital multimedia, and live demonstration, students will gain a greater understanding of the impact technology has on their lives. These learning experiences will provide a foundation of knowledge for students as they write descriptive narratives using what they have learned about specialized tools. As the frontiers of science and human understanding stretch farther and farther toward the edges of all possible knowledge, familiarity with tools such as these will be a critical life skill for students. Their future livelihood and potentially even their very existence will depend on them understanding and being prepared to leverage the best tools and technology available. Studying and understanding links among engineering, technology, science, and society are covered under Tennessee State Standards for Science 5.ETS.2 Describe how human beings have made tools and machines (X-ray cameras, microscopes, satellites, computers) to observe and do things that they could not otherwise sense or do at all, or as quickly or

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e ciently.

Media Share Resources 507 Movements 507 Movements is a website based on a book written by Henry T. Brown in 1868. It contains images, many of them animated, of various types of mechanical movements which are used in machinery. This website allows students to see and better understand the individual mechanisms which underly the tools and machines which we use every day. From the Geneva drive which allowed lm projectors to hold each frame for an instant before cycling to the next, to di erentials which allows the inside and outside wheel of an automobile to rotate at di erent speeds when turning. These fascinating illustrations o er a great opportunity for students to learn about the mechanical workings of everything from vintage to modern and consider how these movements could be incorporated into new machines to solve modern problems. This webpage assists the learner by showing many of the real-world physical technologies which underly even the electronic or robotic technologies we are discussing in this unit. Keveney, Matt, (2017). 507 Mechanical Movements. [webpage] Retrieved on September 12, 2021 from http://507movements.com/ Technology Standard 3D Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Technology Standard 5C Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. AumSum Time This AumSum Time video is a great overview of how x-rays work. It is concise but o ers the important high points that students should be aware of. It begins with the history and discovery of the x-ray including how it got that name. Punchy and silly animations support the narrator as they continue to explain what x-rays are used for. One of the strongest points for this video is that it is quick. They did not take 10 minutes to drone on about every minute detail. They gave a high-level overview and moved on. This supports my unit by explaining how humans use technology to bene t ourselves per the state standard.

AumSum Time. (2018, June 17). How do X-rays work? [Video]. YouTube. https://www.youtube.com/ watch?v=Fm_VxX_pQlU

Microscopes are fundamental to our understanding of the natural world. Biology as a branch of science is largely comprised of discoveries made using these devices to see what the naked eye cannot. This webpage from the perennially educational National Geographic Society o ers a broad overview of the microscope. It includes the history as well as the types and uses of microscopes. It is concise enough to be read all the way through but covers enough information to give the learner an appropriate understanding of the subject. The page also contains a thorough vocabulary index with alphabetized key words and their de nitions to support the unit topic.

National Geographic Society, (2019). Microscopes. [webpage] Retrieved on September 12, 2021 from https:// www.nationalgeographic.org/encyclopedia/ microscopes/ Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Sci Show Kids - Check out Satellites This Sci Show Kids video is about satellites in space. It gives a very kid-friendly overview of many relevant parts of understanding this technology. They begin with what the word satellite means and contrast natural satellites such as the moon with man-made versions such as Sputnik. The video goes on to explain some of the important data that satellites collect for scientists. They speci cally mention important tasks such as photographing the earth to monitor glaciers and ocean temperatures. They help us model weather to predict how to dress or when to water our garden. The video is lled with helpful animations and information is presented at a level appropriate for children. It provides visual and auditory stimulation to the learner about the unit topic. SciShow Kids. (2018, January 16). Check Out the Satellites! [Video]. YouTube. https://www.youtube.com/ watch?v=03pZdYVacaM Technology Standard 3A Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Technology Standard 3C Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Virtual Microscope Virtual Microscope is an immersive, interactive, 3D experience for students to better understand the how’s and why’s of microscopy when they may not have access to a real microscope and variety of slides. It contains informational text which supports the lesson about the technology while also having a strong visual and interactive element to promote engagement. Student can select slides and adjust magni cation to understand how the parts of a real microscope work. The content is basic enough for higherelementary students but would work through high school or even college level courses where there was a need to learn about microscopes in a virtual environment. This program is free and supports my unit plan by allowing exploration of the microscope.

NCBionetwork (2018). Virtual Microscope. [Webpage] Retrieved on September 13, 2021 from https:// www.ncbionetwork.org/iet/microscope/

Technology Standard 6C Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Media Share Product Review

Virtual Microscope from the North Carolina BioNetwork is an amazing program for use in the classroom. It delivers an immersive biological wet lab experience anywhere you have a computer and internet connection. The program begins in a faux microscopy laboratory which provides context to how these devices are used in real-world settings. As you begin to use the program you can take a guided tour or you can dive right in and explore on your own. The collection of biological slides available does a great job of mimicking commonly available prepared slide sets used in the real-world setting. While nothing can entirely o er the experience of real microscopes, this program comes as close as one could hope to in a virtual setting. Being available to educators and students at no cost makes this a great piece of

technology to integrate into the modern science classroom.

Search Terms _______________________ _______________________ _______________________

Title ________________________________________________________

Hardware Required

https://www.ncbionetwork.org/iet/microscope/ Source/Location _____________________________________________

PC _______________________

Primary User(s):

Science 5th Subject Area _________________________ Grade Level ___________

x ___________ Student

Gamification Instructional Strategies _______________________________________

___________ Teacher

Brief Description This immersive 3D virtual game allows students to understand the parts, function, and operation of a microscope from their home or classroom. It has quality graphics and a strong interactive element while holding true to what the experience would be if the student were actually using a real microscope.

Standards/Outcomes/Objectives

Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Technology Standard 6C Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.) Students should receive some instruction prior to using this application about the general use of microscopes. Students also need basic computer literacy skills including how to use a web browser, manipulate a mouse, and how to navigate a webpage. Reading skills are also important as there is some text which must be read.

Strengths Immersive and interactive without the need for an entire class set of expensive microscopes. Also the ability to allow children who may be studying remotely to experience microscope use when a rel microscope would not be physically available to them.

Limitations There is no substitute for hands-on experience. While the graphics and realism of this game are top notch, they can not fully recreate the feeling that one gets from manually adjusting the focus knobs or lining up slides on the platform of a real microscope.

Special Features Glossary or terms. Additional reading information listed at bottom of page. Ryan Cooper

9/14/2021

Name ________________________________________________________ Date ___________________

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DESIGN SERVICES OF

1.) Earth’s orbital satellites allow us to see things which are too __________ to be seen with the naked eye. Small. Radioactive. Large. Fast. (Level 2) 2.) A compound microscope, such as the one used in our classroom, allows us to observe very small samples at a high magni cation using a series of ____________ . Filters. Lenses. Computers. Cameras. (Level 1) 3.) X-rays, used for imaging through solid objects, are a type of electromagnetic wave which have a wavelength about ____ times shorter than the wavelengths of visible light. 10. 100. 1,000. 10,000. (Level 4) 4.) Computers Modern computers are based on the _____________ in which computation and storage are physically separated: data are fetched from the memory unit, shuttled to the processing unit (where computation takes place) and then shuttled back to the memory unit to be stored. von Neumann architecture. Mr. Cooper architecture. Guess-and-check architecture. Gothic Revival architecture. (Level 5) 5.) One advantage of robots is _________. They can do dangerous jobs without putting people in danger. They do not get tired or require breaks. They can be made for speci c purposes. All of these answers. (Level 3) 6.) A modern automobile has many di erent _______ which collect data about the operating parameters of di erent components and feed that information back to the central computer for analysis.

Tires. Sway Bars. Sensors. Catalytic Converters. (Level 2)

To play visit Kahoot.it and enter Game PIN: 3801291

7.) The Industrial Revolution is de ned as a period from 1760-1840 where The United States and many other countries witnessed a change from an agrarian and handicraft economy to one dominated by industry and machine manufacturing. True. False. (Level 1) 8.) The _________ is a protocol which allows the fetching of resources, such as HTML documents. It is the foundation of any data exchange on the Web and it is a client-server protocol, which means requests are initiated by the recipient, usually the Web browser. A complete document is reconstructed from the di erent sub-documents fetched, for instance text, layout description, images, videos, scripts, and more. Yan-Zhu Protocol. Hyper Text Transfer Protocol. Unicorn Protocol. Protocol Droid. (Level 5) 9.) The time between the Wright Brother’s rst heavier-than-air ight and Neil Armstrong walking on the Moon was _________. ≈22 years. ≈44 years. ≈66 years. ≈88 years. (Level 3) 10.) X-Ray, MRI, CT Scan, and Ultrasound are all examples of types of ________. Weather patterns. Electronica Musicians. Rare Tropical Disease. Medical Imaging Technologies. (Level 4)

ASSURE Lesson Plan Template An Egg on Vacation: Engineering a Travel Container

Ryan Cooper Subject Area(s): Science/STEM Duration of Lesson: 1 hour Grade Level: 5th Grade

Name:

Beech Elementary is a moderately sized K-5 school in a middle-class suburb outside of Nashville, Tennessee. My class contains 27 total students with 13 males and 14 females. Students are nine or ten years old. Among these students there are eight who have 504 or IEP plans which require modi cation. These modi cations include Read aloud, repeat and explain direction, additional breaks for movement, preferential seating, extended (1.5x) time on tests, and outlines for notes. I have one English Language Learner who receives pull-out and push-in instructional assistance and rates as a lower intermediate level ELL student. This student struggles with both conversational and academic language in written and verbal communication with peers and instructor. Two students receive pull out for Speech therapy.

Analyze learners

The population served by the school is not especially diverse with ≈86% of students identifying as white, ≈8% black, ≈2% other races, and the rest identify as two or more races. The area boasts a median household income of over $72,000. Students largely come from homes where education is valued as over 95% of Hendersonville residents are high school graduates and over 38% hold a Bachelor’s degree or higher, beating both the Tennessee and national averages for level of education attained.

Students have received formal lessons about principles of engineering and design throughout previous grade levels. Science standards for previous grade levels such as 4.ETS1.1 and 4.ETS2.1-3 work with the same foundational principles required for this lesson. This year, students have engaged in STEAM assemblies throughout the year where project-based learning about concepts including engineering are discussed. Students already have familiarity with computers and basic functions of the TinkerCAD design software as they have successfully navigated it during previous assignments. Students are fully competent in the use of computers and the software involved in this lesson.

Tennessee Science Standard: 5.ETS1.1: Engineering Design. Research, test, and communicate a design to solve a problem.

State & NETS*S objectives

ISTE Standard 1.3.d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Behavioral Objective:

Given access to computers and digital modeling software, the learners will utilize what they have learned about engineering, design, and problem solving in order to demonstrate their ability to design and digitally model a practical solution for an engineering problem assigned by the instructor. The students will be tasked with designing and modeling a container to keep a standard chicken egg safe during transport inside a suitcase while on vacation. They will utilize personal computers with TinkerCAD online modeling software to create a 3-dimensional model. After completing the model, students will ll out a written assessment explaining the features and functions of their model including speci c design elements which are critical to the function of the design. Language Objective:

Key Vocabulary: X-axis, Y-axis, Z-axis, rotate, expand, group, align, solid, hole, scale, box, cylinder, sphere, structure, crush, puncture, impact, protection.

Academic Language Functions: Students will demonstrate uency in explanatory language through the completion of a worksheet explaining what they have designed. The prompts on the worksheet require explanation of their design with regard to key areas such as: design considerations before beginning, accessibility of the egg, type(s) of protection o ered, key details unique to their design, size limitations, unresolved issues with their design, ideas for iteration of future improved designs. For a complete list of the design worksheet prompts, see the design worksheet copied at the bottom of the plan.

The key vocabulary words are already familiar to all students as they draw from a previous lessons including entry in student’s ELA Vocabulary Journals which are always available for reference. At the introduction of the lesson, the instructor will go over the key vocabulary words to refresh students on conversational use and demonstrate their meanings in the context of the TinkerCAD program.

Curriculum Materials

Select instructional methods, media, and materials

●Design worksheet (student centered) ●Pencils for completing worksheet (student centered)

Technological Materials ●Web based CAD program- Autodesk Inc. (2011, March 26). TinkerCAD. TinkerCAD. Retrieved November 5, 2021, from https://www.tinkercad.com/. (student centered) ●27 laptop computers with Wi-Fi/internet connection (student centered) ●Projector and screen to display teacher computer screen (teacher centered) ●Teacher computer with internet access (teacher centered)

***Any teacher using this lesson plan should use a rubric to determine the educational value for the learner and the learning environment***

Media and Materials Preparations: Prior to class starting, teacher will set up a virtual classroom in TinkerCAD so students can easily access correct build platform by joining the classroom with a code. This virtual classroom will also facilitate instructor’s ability to view all designs upon lesson completion. Build platforms inside virtual classroom will be named for each student based on the class roster and populated with an egg shape autogenerated by TinkerCAD which is 41mm in diameter and 61mm in height. This will be the egg students are tasked with protecting. Instructor will also print out 30 copies of design worksheet. This allows for a sheet for each of 27 learners with a few extra in case of loss or mistake which requires worksheet replacement. Teacher will ensure that each table has a bucket with sharpened pencils available for student use. Teacher will also ensure computers are available for use during class time and have been plugged in to charge fully before class.

Classroom Preparations: Prior to this lesson, teacher will eat a nutritious breakfast. By ensuring a nutritionally balanced diet including lean protein and ber, teacher will minimize need to eat during class as well as minimize uctuations in blood sugar during lesson which could a ect instructional performance. Teacher will arrive at school by no later than 7:05 A.M. to ensure they allow adequate time for other preparations before students enter the classroom at 7:30 A.M. Teacher will park in the front parking lot and use the main door to enter the building. This will allow crossing the line of parents dropping o students at a marked crosswalk. Because students must be constantly supervised, a stop by the adult restroom will be made on the way to the classroom. Upon arriving at the classroom, teacher will open door but re-lock the handle per school security protocol. After the door lock situation has been con rmed to be in compliance with school policy, teacher will turn on lights in classroom. Teacher will check to ensure computers on computer cart are still present and have indeed been charging overnight. After that, teacher will turn on their own computer located on teacher’s desk. Then, teacher will use the remote control to power on the projector to allow it time to warm up and ensure correct function. Immediately prior to retrieving students from their staging area in the cafeteria to bring them to the classroom, teacher will repeat a rmations about how well prepared he is to teach this lesson ensuring the correct emotional attitude to greet students and prepare them for learning.

Learner Preparation: Teacher will begin the lesson with a brief discussion about the day’s activity. Mr. Cooper will explain that he has a chicken egg that he would like to take on vacation, however, it may get broken traveling in his suitcase. The students will need to draw from their existing knowledge of engineering, design, and 3-dimensional modeling to develop a suitable protection for Mr. Cooper’s egg.

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Mr. Cooper will refresh the student’s memory about the form and function of TinkerCAD by projecting his computer screen onto the board at the front of the classroom. He will demonstrate the build plates which are pre-populated with a digital egg. The key vocabulary about X/Y/Z axes, geometrical shapes, and physical forces. Students will be instructed that each of them should work independently to create a design but if they have a problem with the TinkerCAD they should ask an elbow partner for help rst, before summoning the instructor. This is in order to promote problem solving within the student community. Teacher will pass out the design worksheet to each student and advise them to ll out question #1 before getting a computer. The nal preparation before implementing the technology portion of the lesson will be reminding students of the basic rules of computer use in the classroom. Careful handling and only accessing appropriate programs and web resources. Students will be dismissed by table to get laptops and bring them back to their table groups.

Utilize media and materials

While student are working on the top portion of the worksheet and being called in groups to get their computers, on the screen projected at the front of the classroom will be the log-in credentials for the TinkerCAD classroom. After all students have gotten computers and logged into them, teacher will demonstrate how to ne the default egg shape in TinkerCAD in the event that the prepopulated egg is deleted or otherwise distorted. Shapes Library > Creatures and Characters > 3rd shape down on the left side.

Require learner participation

Next, students will be asked to read the directions at the top of the worksheet aloud as a group. This ensures that all students have been informed audibly and in writing about the purpose of the lesson. Students will be given 35 minutes to plan and create a model in TinkerCAD which aligns to the prompt on the worksheet. They will utilize the shapes from the shape library and adjust their dimensions, orientation, and combinations to produce a nal design which they believe meets the requirements for protecting an egg in a suitcase. [See example image of a completed design attached at the bottom of this lesson plan.] Upon completion of their digital model, students will be directed to complete the remaining portion of the worksheet. When they are nished with the worksheet, they are to turn it in at the blue turn-in box at the back of the classroom. They should log o their computers and return them to the computer cart making sure to plug them back in to charge. If there are questions throughout the lesson, students are instructed to rst try for a solution themselves. If that is unsuccessful, they should ask an elbow partner for help. If the problem is still unresolved, the teacher will be available and circulating the room to assist where needed for technical help or assignment clari cation. At the conclusion of the lesson, the teacher will review all designs by utilizing his access to the virtual classroom and will evaluate student responses based on the rubric found in the section below.

For my SPED/ELL students:

While all my students are computer literate and should be able to fully engage in the design portion of the lesson, this group will receive additional supports for the worksheet portion of the lesson. I, or the SPED aid if available, will read the questions from the worksheet aloud to these students and accept verbal answers rather than requiring written work. For my ELL student, I will include all accommodations for SPED students as well as working with the ELL teacher for additional sca olding of the relevant vocabulary to this lesson during push-in time.

Formative Assessment:

Evaluate and revise

Throughout the lesson, teacher will observe student work and o er real-time feedback through a questioning process. (e.g., “What does this piece do?”, “Is that where the egg will go?”) Teacher will o er feedback as needed, framed is a positive way. This gentle redirection is intended to provide the most design freedom while arriving at a nished product eligible for maximum points in the summative assessment portion which will be formally graded. Instructor is looking for designs which, regardless of decorative ourishes or personalized touches added by students, would fundamentally be capable of containing an egg which could be inserted and removed while remaining structurally intact. Secondly, this design should be capable of o ering some level of protection to the egg against common hazards to structural integrity including crushing and puncture from sharp object. In addition to the feedback from the instructor, students will have opportunity to informally peer review each other’s designs within table groups. This informal peer feedback can also be valuable as students re ne and update their designs during the build portion of the lesson. While this lesson o ers a broad range of creativity and freedom, the instructor will monitor for o -topic discussion or computer use as well as designs which do not meet the objective criteria for the lesson. Students found to be in violation of Classroom Computer Use Policy (e.g., visiting other websites) will be receive punishment per the policies outlined in that document. A copy of each student’s design is automatically stored by the TinkerCAD classroom. This allows instructor to view all student’s work remotely from any computer with an internet connection. These digital les will be paired with the student’s written work on the worksheet for use in the summative assessment after the conclusion of the lesson.

Summative Assessment: The summative assessment is measured from a combination of the nal design and student responses to the worksheet. Teacher will evaluate both the digital artifact which was created within the TinkerCAD classroom as well as the written descriptions to determine where the student ranks relative to expected comprehension and execution of the lesson. The purpose of the design itself is to allow creative thinking and problem solving to be demonstrated in a virtual space. The Tennessee Science Standard 5.ETS1.1: Engineering Design, requires that a problem be solved [transporting an egg] through engineering design [creating an object in TinkerCAD as well as that the solution to the problem be “communicated”. The written portion is a way to sca old this communication because although a picture is worth a thousand words, an explanation of the design and thought process which went into an engineering project to solve a problem is critical for helping the teacher understand the student comprehension of the situation. Both parts of this lesson, the virtual and the written work, support the objectives of ISTE Standard 1.3.d which require students to “build knowledge by actively exploring real-world issues and problems” as well as “pursuing answers and solutions”. The use of CAD software to design parts to resolve an issue is a great way to allow minimally guided exploration into the nearly limitless creative potential of digital design and engineering.

The scoring for this lesson will follow a rubric [see below] which scores each of 5 categories from 1-4. The maximum possible score is a 20/20 with a minimum acceptable passing score for this assignment being a 14/20.

All makeup, redo, and late submissions will be addressed per the standard classroom work policies outlined in the class syllabus.

Planning

Plan is neat with speci c vocabulary and design details for all components.

Plan is neat with speci c vocabulary and design details for some components.

Plan provides speci c vocabulary and design details for some components.

Plan does not use speci c vocabulary and design details or is otherwise inadequately labeled.

Access

Design allows for simple and intuitive insertion and removal of the egg.

Design allows for insertion and removal of the egg with some di culty.

Design does not allow for insertion or removal of the egg.

Design is not a container for protecting or transporting an egg.

Outside Forces

Design shows consideration for resistance to most external forces. (Crushing, stabbing, dropping)

Design shows consideration for resistance to some external forces. (Crushing, stabbing, dropping)

Design shows consideration for resistance to a single external force. (Crushing, stabbing, dropping)

Design does not show consideration for resistance to external forces. (Crushing, stabbing, dropping)

Great care taken in design process so that the structure is neat, attractive and unique to the designer.

Design was careful and neat for the most part, but 1-2 details could have been re ned for a more e ective product.

Design was adequate to contain egg but lacked neatness or an attractive design unique to the designer.

Design appears careless or haphazard. Many details need re nement for a strong or attractive product.

Explanation by individual indicates a clear and accurate understanding of scienti c principles underlying the construction and modi cations needed for revisions.

Explanation by individual indicates a reasonably clear and accurate understanding of scienti c principles underlying the construction and modi cations needed for revisions.

Explanation by individual indicates partially accurate understanding of scienti c principles underlying the construction and modi cations needed in future revisions.

Explanation by individual does not illustrate much understanding of scienti c principles underlying the construction and modi cations needed in future revisions.

Design

Revisions

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See additional attachments below.

Name: ________________________________ An Egg on Vacation: Engineering a Travel Container Directions: Mr. Cooper wants to take his lucky chicken egg with him on vacation. He cannot just put an egg in his suitcase without some type of protection. Use this worksheet and the design tools in our TinkerCAD virtual classroom to design and explain how you would make a container to protect Mr. Cooper’s egg. 1.) What are some considerations (size, shape, weight, material) that you would must consider before you begin designing your model? [Be speci c and include details!]

2.) How does your design allow access to the egg? [Be speci c and include details!]

3.) What types of outside forces [dropping, crushing, puncture from sharp object, etc.] does your design o er protection against? Which forces might your design be unable to protect from? [Be speci c and include details!]

4.) What makes your design unique? What in uences, experiences, or preferences guided how you designed your container. [Be speci c and include details!]

5.) What would you change or improve if you were making a “version 2.0” of your design? Specify both what you would change and why you would change it. [Be speci c and include details!]

Cooper, R. (November, 2021) Red Egg Box for Safe Transport [digital image]. Mr. Cooper’s Private Digital Collection, Tennessee, United States.

An example of one design for securing an egg for transport within a suitcase.

UNIT MEDIA SHARE RESOURCES

131

ABC Mouse ABC Mouse is a site for kids where they can learn many di erent topics through animations, games, books, songs, puzzles, art, and printables. ABC Mouse’s reading curriculum covers uppercase and lowercase letter recognition, rhyming words and word families, more than 450 books and beginning readers, sentence structure, and parts of speech. I can even track student progress so parents can see how their children are learning and if they are improving. ABCmouse.com (2007-2021). ABCmouse.com Early Learning Academy. [Website, rst month free then $12.99/month after that]. Retrieved on September 14, 2021 from https://www.abcmouse.com/abc/ Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Breathe, Think, Do with Sesame Breathe, Think, Do with Sesame is a fun quirky game where a big blue animated monster who tackles everyday frustrations that experiences di erent emotions. Students get to see the di erent emotions and pick out di erent scenarios on how to better handle the situation. Students will tap on thought bubbles which produces possible strategies to choose when the monster experiences di erent feelings. The app is free and can be viewed through iTunes and Google Play. Commonsense (2021) Breathe, Think, Do with Sesame. ( iTunes App, Google Play) retrieved on September 14, 2021 from https://www.readingrockets.org/literacyapps/emotional-regulation Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Community Helpers for Kids Community Helpers for Kids I believe is a great way to end or check on my students’ progress throughout the lesson as it is being taught. This video is interactive and gives the students a chance to match the role of the person with their correct job description. By showing this video, I will be able to

reach multiple learning styles that are present in my classroom.

ENGLISH L ANGUAGE ARTS

KIDS | Jobs &amp; occupations for preschool and kindergarten | Kids academy. YouTube. Retrieved September 15, 2021, from https://www.youtube.com/ watch?v=jt2q1cHsH6E. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Community Helpers Guess Who Community Helpers Guess Who is a free app that would be a great t for kindergarten students. This app is consisting of a matching game where you have to match the two familiar items from the community together. Each of the items or things on the matching list are all ones that would have been taught/ reviewed throughout the lesson. Gildacaroline. “Memory Game - Community Helpers.” Wordwall, 7 Oct. 2020, https://wordwall.net/ resource/5049663/memory-game-community-helpers. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Education.com Education.com has hundreds of games to help students learn in all topic areas. For my topic, phonics, there are over 100 games about blending sounds and spelling, pre xes and su xes, spelling mulitsyllable words, blended words, and so much more. Education.com (2021). Phonics. [Website, $8.00/month]. Retrieved on September 14, 2021 from https:// www.education.com/resources/phonics/?cid=11.75 Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Emotions for Kids Emotions for kids is a great video to share with students to introduce the main basic emotions that

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people feel. This is like a reveal because it uncovers the name of the emotion after showing a picture of

YouTube. (2018, December 15). Community helpers for

what the emotion looks like. This video is fun and will get students attention about learning about emotions. The video also gives an example after revealing the emotion. SmileandLearn (2020, November 20). Emotions for kids. Retrieved from YouTube on September 13, 2021 from https://www.youtube.com/watch?v=jetoWelJJJk Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Feelings everyday Feelings everyday is a fun and interesting site that will keep kids engaged. In this pbs learning website, students are able to learn by watching videos and through great description. Through the video a various amount of feelings will ne exposed. Fleming, Candance. (2021) pbs learning media. Feelings everyday. Retrieved on September 15, 2021 from https://tn.pbslearningmedia.org/resource/ket-earlychild-healthme/feelings-everyday/ Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Hopster Saturday Club: Empathy Hopster Saturday Club: Empathy is a great resource for students to practice with identifying emotions. It’s a companion app to Saturday Club, an original series from the digital TV network, Hopster. The app is 100% free, the access to the TV series isn’t. The silly and extremely emotional characters showcase a relatively well rounded collection of feelings, where some of the games are simple and others are complicated. Commonsensemedia. (2019) Hopster Saturday Club: Empathy. (iTunes App, Cost:Free) retrieved on September 13, 2021 from https://www.commonsensemedia.org/app-reviews/hopster-saturday-clubempathy Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. How to Help a Highly Emotional Child Cope with big feelings How to Help a Highly Emotional Child Cope with big emotional website is a learning excerpt where

students can grow. This website dives into teaching about emotions, explains feelings and behaviors,

information about emotions. Morin, Amy. (2021). Very well family How to Help a Highly Emotional Child Cope with big feelings. Retrieved on September 15, 2021 from https://www.verywellfamily.com/how-to-help-an-overlyemotional-child-4157594 Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Kid Pillar Community Helpers Kid Pillar Community Helpers is a great article that should be read as a class. The content within the article is everything that the students need and more. I suggest that we read it together for a couple of reasons, the rst reason is my students cannot read uently yet, and it is a lot of information therefore, I would want to break it down over a few lessons. “Community Helpers - Practical Life Activities for Kids.” KidPillar, 1 June 2021, https://kidpillar.com/ community-helpers-activities-kids/#2. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Learn to Read with Phonics This starfall.com website titled “Learn to Read” o ers a variety of fun ways for students to learn how to read with phonics. This website allows children to learn through exploration. Starfall’s emphasis on phonemic awareness, systematic sequential phonics, and common sight words in conjunction with audiovisual interactivity has proven e ective in teaching emergent readers. This website includes learning through games, songs, mathematics, and reading activities for K-3. Starfall Education Foundation. (2002-2021). Starfall Education: Kids Games, Movies, & Books K-3. [Website, free]. Retrieved on September 13, 2021 from https://www.starfall.com/h/index.php?mg=m Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

People in Our Community Song

validating feelings, teaching about emotion regulation and more. In this website, it provides in depth

things. Using this video to open my lesson will give me the chance to grab my students’ attention and get them excited about the lesson. This video is also great because it reaches more than just one learning style. wearebusybeavers. (2012, December 2). "People in our community" - teaches jobs &amp; occupations. YouTube. Retrieved September 15, 2021, from https://www.youtube.com/watch? v=mw6RBvUmayA. K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail. Read with Phonics- Phonics Games Read with Phonics is a great resource for students to use in or out of the classroom. This app has a main character, which is an alien, and it takes the students on an adventure through 4 di erent worlds where they can practice and learn all about phonics and phonic sounds. This app has a variety of games to help with letter and sound recognition. Way We Learn. (2021). Read with Phonics. [Google Play, Cost: $3.49 - $8.99 per item]. Retrieved on September 13, 2021 from https://play.google.com/store/apps/details? id=uk.co.fonics&hl=en_US&gl=US Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Reading Lessons for Kids This video is a great video to share with your students to introduce them to letter blending, sight words, and phonics. This particular video has a variety of songs and characters that help young students to learn. The characters in the video ask questions to get children thinking, sound words out, and say the sounds

of letters. They take students through a series of lessons all about phonics.

People in our Community song is great way to start a lesson about familiar people, places, and

Lotty Learns (December 30, 2017). Letter Blending + sight words + Phonics | READING LESSONS for Kids. Retrieved from YouTube on September 14, 2021 from https://www.youtube.com/watch? v=SFkNf9r1oak&t=900s Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Sesame Street: Name that emotion with Murray Name that emotion with Murray is a very fun video to show students when talking about feelings. This exciting video will keep students engaged while staying focused and geared to learning. In this “name that feeling” video students play a game and guess which emotion each character is feeling. In this video they also use more advanced vocabulary words such as “anxious,” and “grouchy,” words that are not basic but are used in the upper elementary learning experience. SesameStreet (2015, January 26). Sesame street: Name that emotion with Murray. Retrieved from

YouTube on September 13, 2021 from https://www.youtube.com/watch?v=ZxfJicfyCdg

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Syllable Division This particular video prepares students with the required skills needed to split a word into syllables. The video goes through the six rules of syllables. The advantage of this video is for students to learn how to split words into syllables and then therefore have smaller chunks to read. The video takes them through several words, breaking them down, and sounded them out with the viewer.

Nessy (2020, April 4). Syllable Division | Learn the six rules of syllables | Chunking words | Learn to Read. Retrieved from YouTube on September 14, 2021 from https://www.youtube.com/watch? v=_H5azHca5yY Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Time for Kids Community Helpers Time for Kids Community Helpers is a great website for younger students. This website o ers pictures along with a read aloud for the students who are struggling with reading. It also comes in Spanish for the ELL students in my classroom. Time covers in depth what each person does within our community in a way that children can understand. “Community Helpers.” Time for Kids, 1 June 2021, https://www.timeforkids.com/k1/community-

helpers/.

detail. Tool Hint Community Helpers 1. Tool Hit Community Helpers 1 is a free web app and a mobile app that is a great resource for the students to be able to use. This app tells the description of an occupation and the students will choose between two options to select the best t. This app provides pictures and reads the question to the students. I would use this app as a fun way reinforce what has been taught. Lampe, C. (2021, June 10). Community helpers 1. Free Games online for kids in Nursery by Cici Lampe. Retrieved September 15, 2021, from https://www.tinytap.com/activities/g2vtf/play/community-helpers-1 K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional detail.

Technology standards:

K.SL.PKI.4 Describe familiar people, places, things, and events, and, with prompting and support, provide additional

Fiction vs Non ction This YouTube channel Harry kindergarten Music uses music to engage children in learning about ction and non ction. He has a catchy song that is easy to remember. Students will use this channel to enhance their knowledge about ction and non ction. The video also breaks down what make a ction book ction and a non ction book non ction. Foss, Kathryn. (August 5, 2015) YouTube: Fiction vs Non ction. https://www.youtube.com/watch? v=7RRPqkPnRl8 Fiction and Non ction On this YouTube link from the geeky library lady gives the students information about the two di erent kinds of books. She explains one is called fake and the other is sometimes called not fake. She simpli es the terms so the students can grasp the concept of ction and non ction. She also gives examples of di erent ction and non ction stories.

about. The site also has tons of amazing material to help students learn about di erent animals and

1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

people. It also has videos of animals and events to help students build an understanding of the material they are reading. National geographic kids, (© 2015-2021). National geographic kids: History. Copyright © 2015-2021 National Geographic Partners, LLC. https://kids.nationalgeographic.com/history, Technology standards 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Technology Standards 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Read me a story ink: The Lady Who Could Have Been President. This readmeastoryink.com is a website with over 400 hundred books to read, have read, or listen too. It meets majority of the students’ needs in the classroom. Students can look up any ction novel and read away. Students also get to create their own story with interactive links. This will get students engaged and ready to learn. Axt, Don. (October 2000) Read me a story ink: The Lady Who Could Have Been President. 2010–2021 Robert W. Topp and The Hermitage Bookshop. https://readmeastoryink.com/search-the-stories/ Technology standards 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. Technology Standards

1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

MATH 2D Shapes for Kids This instructional video is very valuable. It gives a great explanation of quadrilaterals but I would have to skip certain shapes like circle and oval because we are not talking about those shapes. This also ties into the technology standards about citizens.

Amazing Coin

JP Game LLC (2020). Amazing Coin (USD) – Money Learning Game for Kids. [App: Free] Retrieved on Sept. 10, 2021 from Apple App Store at https://apps.apple.com/us/app/amazing-coin-usddollar/id495105315 The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Curious about shapes Curious about shapes is an app created for students to play entertaining games and puzzles that help the students learn about shapes and even begin patterns. This app can also help students break down a shape into smaller shapes like one of the questions that are in the Kahoot game. This app models digital literacy while promoting curiosity by causing the students to use their ne motor skills and causing the students to interact with di erent shapes. Mi in Harcourt, H. (2015). Curious About Shapes and Colors. [iTunes App, Cost 2.99] Retrieved on September 19, 2021 from https://apps.apple.com/us/app/curious-about-shapes-colors/id641420643 Technology Standard 3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media uency. Education.com Education.com is a partially free online resource that provides lots of standards-aligned printable worksheets, online games, and guided lesson plans for all elementary grades. This is a valuable instructional written material bene ts kinesthetic learners. Utilizing this site, I discovered free traceables and coin identi cation worksheets, which work well with identifying U.S. coins and their value (K.MD.B.3). This site has some free resources, but can be upgraded to re ect additional activities at the cost of $15.99 per month. Education.com, (2021). Kindergarten Money Worksheets & Free Printables. [Website, Free]. Retrieved on Sept. 9, 2021 from https://www.education.com/worksheet/article/identify-the-coinskindergarten/ The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each.

Geometry games for 2nd Graders

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Amazing Coin is a super simple app made for both iPad and iPhone play. This game has a paid feature but can be played using the free version as well. This game mainly focuses on coin identi cation and the value of each coin, which explicitly covers the Tennessee Math Standard K.MD.B.3. This is a fun interactive game that will build con dence in kindergarten students learning coin identi cation and value.

students are following a storyline that causes the student to be amused but they are also learning about the di erent shapes and how to recognize them. This website also can help with fractions as talked about in the common core standards. Splash Learn. Shape Games for 2nd Graders. Retrieved on September 19, 2021, from https:// www.splashlearn.com/geometry-games-for-2nd-graders CCSS.MATH.CONTENT.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Identifying Coins This is a wonderful lesson that was created by Ms. Jackson for her 1st grade virtual learning class. This video is a great way to reiterate the lesson utilizing another speaker (teacher) to provide information about coins and their values in a di erent way. This would be useful if students were online learners or for review using the classroom computer or at home. Kindergarten is all about repetition and this video would allow students to review if necessary. Uplift Education. (2020, April 13). April 13 -1st grade- Math lesson 1- Identifying Coins. Retrieved from YouTube on September 10, 2021 from https://www.youtube.com/watch?v=tmQ5P4kouxE The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Jack Hartmann Jack Hartmann is a well-loved icon among kindergarten students. This repetitive jingle causes students to commit coin identi cation and value to memory, while also participating in song and dance. This type of learning works well, especially with younger students because it incorporates play, as well as State Standard math information in a fun memorable way. Jack Hartmann Kid’s Music Channel (2017, August 21). Money Song-Penny, Nickel, Dime, QuarterJack Hartmann Money Song. Retrieved from YouTube on September 10, 2021 from https:// www.youtube.com/watch?v=pnXJGNo08v0 The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Learning Shapes 2nd Grade This instructional video can be valuable for the learner because it shows what the shapes look like and how many angles and vertices are in each shape. This video should be played before visiting any of the

other websites. This helps with the technology standard for citizens.

This website can be valuable to the learners because it causes the students to learn through play. The

Math and Learning Videos 4 Kids (2014, December 17). Learning Shapes 2nd Grade. Retrieved from YouTube on September 19, 2021 from https://www.youtube.com/watch?v=RgWKM-e9fWQ Technology Standard 3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community. Let’s learn about the CLOCK Jack Hartman. (2017, June 14) Let's learn about the CLOCK: FUN Clock song for KIDS: Jack Hartmann Kids Music Channel. YouTube. Retrieved September 13, 2021, from https://youtu.be/tEmg914-9xY Let's Learn About the Clock | Fun Clock Song for Kids | Jack Hartmann is a great video to share with your students to introduce the topic of telling time to your students. By using this video as an introduction, you will be able to grab your student’s attention and get them excited about learning about the analog clock. This video is great for your visual and auditory learners as well! The students will be able to see what the di erent forms of a clock are, and they will be able to sing along with Jack Hartman while examples and images are displayed throughout the video.

Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Montessori Geometry This app teaches children how to recognize and name shapes in ways that will keep the attention of the student from kindergarten to elementary school grades. The types of games on this app are vocabulary exercises, 3D images, and matching games. This app will tie into the collaborator technology standard because it is used to help students make connections to the real world with this app. Anderson, D. (2012, September 13). Montessori Geometry- Recognize and Learn Shapes. [CommonSense Media App, Cost: 3.99] Retrieved on September 19, 2021 from https://www.commonsensemedia.org/ app-reviews/montessori-geometry-recognize-and-learn-shapes Technology Standard 4c

Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams, and students, locally and globally.

Mr. R.'s Songs for Teaching (2018, January 16). Telling time - reading clocks to the hour! YouTube. Retrieved September 10, 2021, from https://youtu.be/TaFQslk37xg. Telling time- Reading Clocks by the Hour is a great video to show your students when talking about the components of an analog clock in the standard unit of telling time. Videos help to keep your student’s attention, especially since students are beginning to grow up with technology. Throughout this video, it provides academic vocabulary such as analog, minutes, hour, and o’clock along with displays of models as visual examples for the students that may be visual learners. This video is geared towards the more complex parts of the math standards of telling time. This will be great to challenge students to apply their knowledge of the previous learned material. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Online Math Learning Online Math Learning is a free resource that wants to bring the love of math to all students. This website o ers free math practice, interactive games, test prep solutions, and even provides grade appropriate links to songs and stories pertaining to the Tennessee Math standard. This website is packed full of bene cial resources for math (and science) that can help plan lessons and also inspire new teaching ideas. It also provides support for visual, auditory, kinesthetic, and social learners through online game incorporation which can be used at home by parents to provide additional support on lessons being taught in class. Online Math Learning, 2005, 2020. Kindergarten Counting Coins. [Website, Free]. Retrieved on September 10, 2021 from https://www.onlinemathlearning.com/kindergarten-money-2.html The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Peter Pigs Money Counter

Mr. R’s Songs for Teaching

The Tennessee State Standard that is covered in each resource is: K.MD.B.3 Identify the penny, nickel, dime, and quarter and recognize the value of each. Tell Time (Nearest half hour) APA Format Citation- Tell time (Nearest half hour). Generation Genius. (2021, July 27). Retrieved September 13, 2021, from https://www.generationgenius.com/videolessons/tell-time-nearest-half-hour/? gclid=CjwKCAjw7fuJBhBdEiwA2lLMYX2WQUte5mkfbDoPaSciDA_2T1RRtu3gk3TJZwP2G5Jb71t2ld_Ji RoCH4UQAvD_BwE This genereationgenus.com website o ers in depth information about how to tell time on the hour and half hour. In this website, it provides hyperlinks to di erent types of dependent questions a student may ask, vocabulary, and activities that include word problems and number problems to help students gain more knowledge about clocks and telling time. When you click on the hyperlink labeled reading material it takes you to a page that talks about what that clock is and what its di erent forms look like, talks about what the use of a clock is, and the many places you may see clocks. I thought it was a great addition to have a button for reading aloud the information on the page. The assessment feature can help students assess their own progress. This would make the website very accessible for students that are not as pro cient at reading. Lastly, this website includes a teacher guide and lesson plan option to assist teachers in their planning. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology standard 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Tell time (Whole Hour) APA Format Citation- Alex Locho . (2020, March 19). Telling time (whole hours). YouTube. Retrieved September 10, 2021, from https://youtu.be/xwaO9Ox-SrY. Telling time (whole hours) is a great video to share with your students to build onto the student’s lesson to provide the students with more of an explanation that goes in detail. By using this video students see why the analog clock has a minute hand and an hour hand. This video is great for your visual and auditory learners as

well. The students will be able to see how to tell time by

Visa Inc. (2017). Peter Pig’s Money Counter. [App: Free] Retrieved on September 10, 2021 from Apple App Store at https://apps.apple.com/us/app/peter-pigs-money-counter/id1093223171

the hour through the visuals of showing many di erent model examples throughout the video. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Telling the time - Teaching time with interactive clocks and fun game APA Format Citation- Thiyagarajan, Sathiyanarayanan. (2015, May 8). Telling the time - Teaching telling time with interactive clocks and fun games. IOS App Store. Free. Retrieved September 23, 2021, from https:// apps.apple.com/us/app/telling-the-time-teaching-telling-time-with/id975006725 Telling the time - Teaching telling time with interactive clocks and fun games is an app that helps students learn about the di erences between analog and digital clocks, while also giving several di erent real-world examples through word problems and models on the two types of clocks. In this app, it has di erent modes for students to use. The rst mode is learning which covers the learning of the content including the basics of telling time, the di erence between day and night, and other terms that would be used in word problems, such as quarter, half, and o’clock. The second mode is practice which allows students to practice their skills by answering questions. The last mode is the games mode which allows you to apply the knowledge you’ve learned within the app or even in the classroom in a fun and exciting way. Parents and teachers can upgrade this app to access more programs within the app for just 1.99 to help your student in learning everything about time. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

games, so why not include it into their daily learning!

Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Time Teacher Lite APA Format Citation- Ltd, L. W. P. (2013, May 28). Time teacher Lite - learn how to tell time. IOS App Store. Free. Retrieved September 10, 2021, from https://apps.apple.com/us/app/time-teacher-lite-learnhow-to-tell-time/id644766778. Time Teacher Lite-Learn How to Tell Time is a great resource for students to use inside or outside of the classroom and the best part is it’s FREE! This app provides and is 100% interactive. You will learn how to tell time by the hour and even be able to go further in learning more complex telling time examples on the analog and digital clock. This app would be a great resource to add into your mathematics time standard unit lessons. Even just to get a little extra practice. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Technology standard 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

SCIENCE 507 Movements 507 Movements is a website based on a book written by Henry T. Brown in 1868. It contains images, many of them animated, of various types of mechanical movements which are used in machinery. This website allows students to see and better understand the individual mechanisms which underly the tools and machines which we use every day. From the Geneva drive which allowed lm projectors to hold each frame for an instant before cycling to the next, to di erentials which allows the inside and outside wheel of an automobile to rotate at di erent speeds when turning. These fascinating illustrations o er a great opportunity for students to learn about the mechanical workings of everything from vintage to modern and consider how these movements could be incorporated into new machines to solve modern problems. This webpage assists the learner by showing many of the real-world physical technologies which underly even the electronic or robotic technologies we are discussing in this unit. Keveney, Matt, (2017). 507 Mechanical Movements. [webpage] Retrieved on September 12, 2021 from http://507movements.com/ Technology Standard 3D Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Technology Standard 5C Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. AumSum Time This AumSum Time video is a great overview of how x-rays work. It is concise but o ers the important high points that students should be aware of. It begins with the history and discovery of the x-ray including how it got that name. Punchy and silly animations support the narrator as they continue to explain what x-rays are used for. One of the strongest points for this video is that it is quick. They did not take 10 minutes to drone on about every minute detail. They gave a high-level overview and moved on. This supports my unit by explaining how humans use technology to bene t ourselves per the state standard.

AumSum Time. (2018, June 17). How do X-rays work? [Video]. YouTube. https://www.youtube.com/ watch?v=Fm_VxX_pQlU

Technology Standard 3A Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Technology Standard 3C Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. codeSpark Academy codeSpark Academy is a coding application designed to teach elementary aged children how to write in computer language by playing a series of games. This is an increasingly valuable skill as more and more things become digital and a fundamental understanding of how computes communicate is key to understanding how they function. This ties into my unit as it is directly about understanding the modern tools that humans use to do things we otherwise would be unable to do. It bene ts students as interactive games have a high engagement factor while teaching the underlying concepts of computer coding. codeSpark (2020). codeSpark Academy. [Google Play and AppStore App, $6.67/mo.] Retrieved on September 13, 2021 from https://codespark.com/ Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies. Technology Standard 6C Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Microscopes Microscopes are fundamental to our understanding of the natural world. Biology as a branch of science is largely comprised of discoveries made using these devices to see what the naked eye cannot. This webpage from the perennially educational National Geographic Society o ers a broad overview of the microscope. It includes the history as well as the types and uses of microscopes. It is concise enough to be read all the way through but covers enough information to give the learner an appropriate understanding of the subject. The page also contains a thorough vocabulary index with alphabetized key words and their de nitions to support the unit topic. National Geographic Society, (2019). Microscopes. [webpage] Retrieved on September 12, 2021 from https://www.nationalgeographic.org/encyclopedia/microscopes/ Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Sci Show Kids - Check out Satellites

This Sci Show Kids video is about satellites in space. It gives a very kidfriendly overview of many relevant parts of understanding this technology. They begin with what the word satellite means and contrast natural satellites such as the moon with man-made versions such as Sputnik. The video goes on to explain some of the important data that satellites collect for scientists. They speci cally mention important tasks such as photographing the earth to monitor glaciers and ocean temperatures. They help us model weather to predict how to dress or when to water our garden. The video is lled with helpful animations and information is presented at a level appropriate for children. It provides visual and auditory stimulation to the learner about the unit topic. SciShow Kids. (2018, January 16). Check Out the Satellites! [Video]. YouTube. https://www.youtube.com/ watch?v=03pZdYVacaM Technology Standard 3A Students plan and employ e ective research strategies to locate information and other resources for their intellectual or creative pursuits. Technology Standard 3C Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Virtual Microscope Virtual Microscope is an immersive, interactive, 3D experience for students to better understand the how’s and why’s of microscopy when they may not have access to a real microscope and variety of slides. It contains informational text which supports the lesson about the technology while also having a strong visual and interactive element to promote engagement. Student can select slides and adjust magni cation to understand how the parts of a real microscope work. The content is basic enough for higherelementary students but would work through high school or even college level courses where there was a need to learn about microscopes in a virtual environment. This program is free and supports my unit plan by allowing exploration of the microscope. NCBionetwork (2018). Virtual Microscope. [Webpage] Retrieved on September 13, 2021 from https:// www.ncbionetwork.org/iet/microscope/ Technology Standard 1D Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.

Technology Standard 6C Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations.

SOCIAL STUDIES Artic vs. Antarctic The Artic vs. Antarctic is a Youtube video that goes in depth to explain the di erences between the North and South Poles. The video explains the characteristics and the life on both the North and South Poles. Videos are a great way to engage students and grasp their attention. This video in particular is very colorful and utilizes both academic language and terms that 2nd graders can understand. Seaman, Camille (2013, August 19). The Artic vs. The Antarctic. Ted Ed. Retrieved from Youtube on September 13, 2021 from https://www.youtube.com/watch?v=Z5VRoGTF60s

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. Building knowledge about each Continent Ducksters is a website with several games in several subjects. Speci cally for Geography, the website o ers games about the continents, the countries within each continent, the oceans, rivers, etc. Geography Hangman is just one of many geography games. It allows students to play a fun game of hangman while also learning about the continents. Students can build on prior knowledge with this game. Ducksters. (2021). Geography Hangman - Word Game. Ducksters. Retrieved September 13, 2021, from https://www.ducksters.com/games/geography_hangman_game.php

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Technology Standard 3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Continents IXL is a website that o ers educational games for students ages kindergarten through 12th grade. The website o ers 9 di erent geography games for second graders. Students will simply go to the website and click on “Second Grade”. They will then click the tab that says “social studies” and click “see all 56 skills”. Geography is category A, so they will select number 5 under Geography, “Select oceans and continents”. The game will ask students to select a certain continent or ocean on a map of the world. For example, it will say “Select Australia on the map” and students will select one of the continents and submit their answer. The website will tell them if they got the correct answer or not and they earn tokens by answering with the right continent or ocean. IXL: Select oceans and continents: 2nd grade social studies. IXL Learning. (n.d.). Retrieved September 11, 2021, from https://www.ixl.com/social-studies/grade-2/select-oceans-and-continents. Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Technology Standard 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. Maps and Globes Adventure Academy is an interactive app for children ages 8 and up. Adventure Academy was created by the creators of ABC Mouse. This app o ers many collections of educational games, books, learning challenges, and more designed to help students strengthen their elementary skills in reading, math, science and social studies. Age of Learning, Inc. (2007). Adventure Academy. [iTunes App, Cost: Free] Retrieved on September 13, 2021 from Adventure Academy Technology Standard 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. Technology Standard 7a: Students use digital tools to connect with learners to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning. Seasons and Hemispheres The Seasons and Hemispheres video is a fun and colorful way to enhance students education about the four hemispheres, the four seasons, the equator, and the prime meridian. The video explains how the

equator separates the earth into the Northern and Southern hemispheres; and how the prime meridian

separates the earth into the Eastern and Western hemispheres. The video also discusses the di erent seasons that occur in each hemisphere when the earth is in a certain position. Happy Learning English (2019, February 19). The Seasons and Hemispheres | LEARNING WITH SARAH | Educational videos for Kids. Retrieved on September 13, 2021 from https:// www.youtube.com/watch?v=qHgs8dcmB4M

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. Technology Standard 6c: Students communicate complex ideas clearly and e ectively by creating or using a variety of digital objects such as visualizations, models or simulations. World Geography Orboot Earth AR is an interactive app for children ages 6-8. The way the app works is to scan the Orboot Globe with the Orboot app to access exploration of countries and cultures in 3D with detailed information and interactive quizzes and activities. The app works to expand knowledge about the world, build linguistic abilities, develop cognitive skills, inspire imagination and creativity, and to encourage selflearning. This app allows students to explore the world and build on their prior knowledge. Mobilizar Technologies Pvt. Ltd. Orboot Earth AR. [Google Play App, Cost: Free but o ers in app purchaces.] Retrieved on September 13, 2021, from Orboot Earth AR by PlayShifu - Apps on Google Play Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Technology Standard 2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

IMAGE REFERENCES

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Bureau of Labor Statistics. (2021). Science, technology, engineering, and mathematics (STEM) occupations: past, present, and future. [Image]. Retrieved on October 27, 2021 from https:// www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-pastpresent-and-future/images/01-v3-cover-shutterstock.png Drew, C. (2019). The 8 Elements of a Story - Explained for Students! [Image] Retrieved from HelpfulProfessor on November 12, 2021 from https://helpfulprofessor.com/wp-content/uploads/ 2019/07/elements-of-a-story-infographic.jpg earth.com (2021). How your brain learns to recognize familiar faces. [Image]. Retrieved on November 8, 2021 from https://c 2.earth.com/uploads/2018/10/01175217/How-your-brains-learns-torecognize-familiar-faces.jpg Family Online Safety Institute. (2021). Five Things Parents Should Know from the Kahoot! Survey. [Image]. Retrieved on November 1, 2021 from https://global-uploads.web ow.com/ 5f4dd3623430990e705ccbba/5f7f7e5bd189db2d86f419be_Kahoot_full_logo_purple.original.png Kinooze. (2021). Hemispheres - Earth Facts for Kids. [Image]. Retrieved on September 17, 2021 from http://kinooze.com/hemispheres/ Kotzin, Amber (2013). Craft and Structure: Story, Drama, and Poem (Common Core Aligned). [Image]. Retrieved from Teachers Pay Teachers on November 12, 2021 from https:// ecdn.teacherspayteachers.com/thumbitem/Craft-and-Structure-Story-Drama-Poem-Common-CoreAligned-1491333909/original-578268-1.jpg Marshall, J. (2021). What Do Analog and Digital Mean? [Image]. Retrieved on November 2, 2021 from https://www.quickanddirtytips.com/sites/default/ les/images/7855/analog-vs-digital-clocks.jpg Montessori123.com. Pinterest Account. (2021). Coin Equivalency 3-Part Cards with Working Charts - Teaching money, Money kindergarten, Money math [Image]. Retrieved on November 2, 2021 from https://i.pinimg.com/736x/b8/18/1e/b8181ec1081db1fc3 4ae228c4ca696--english-coins-mathcharts.jpg VectorStock (2021). Colorful 2D shapes with names. [Image] Retrieved on October 29, 2021 from https://cdn1.vectorstock.com/i/1000x1000/47/55/colorful-2d-shapes-with-names-vector-36124755.jpg

YourDictionary. (2021). Core Di erence between Fiction and Non ction. [Image]. Retrieved on August 31, 2021 from https://grammar.yourdictionary.com/writing/core-di erence-between- ction-andnon ction-writing.html

3rdGradeTidbits.Blogspot.com (2021). Third/Fourth Grade Tidbits: Phonic Cards. [Image] Retrieved on September 18, 2021 from http://3rdgradetidbits.blogspot.com/2013/08/phonics-cardsvowels-and-digraphs.html

UNIT DEVELOPMENT BY CONTRIBUTOR Contributor

Grade

Subject/

Level

Content

Topic

Page

Buggs, Breighel

Math

Analog & Digital Clocks

Co ey, Sherri

Math

Coin Currency

Cooper, Ryan

Science

Science, Engineering, and Technology

Lacasse, Morgan

Literacy

Applying Grade Level Phonics

Robinson, Dionna

Literacy

Craft and Structure

Simmons, Leighanne

Social Studies

The Four Hemispheres

Sparks, Cailyn

Literacy

Familiar People, Places, Things, &

115

Sutton, Shelisa

Literacy

Fiction v. Non-Fiction

Williams, Destiny

Math

Shapes and Their Attributes

Events 103 76

Teaching Without Excuses, EDCI 4190, Fall 2021

Articles inside

Science

Math

Analog and Digital Clocks

English Language Arts

Science, Engineering, and Technology

Applying Grade Level Phonics

The Four Hemispheres

Shapes and Their Attributes

Familiar People, Places, Things, and Events

Craft and Structure