Standards:
Phase 1- Relative Advantage
Using Digital Storytelling to show differences in shape of apples and oranges, pictures of the type of trees they each grow on, and the different colors of each. Our main focus would be the difference in shapes so that the students may relate and be able to tell the difference between the orange and apple because of the shape. The differences in color and what they grow on will help support the difference telling.
Phase 2- Standards of Assessment:
VPA II. Using the knowledge of Structures and Functions.
Students will identify the differences between the two fruit by using their five senses.
NETS-S. Technology problem-solving and decision-making:
Students will use technology to locate, evaluate and collect information from a variety of sources.
Phase 3- Instructional Strategies:
Students will break into groups of two and each group will get an apple and orange. One student will observe the orange will his or her five senses while the other student observes the apple while doing the same things. Once they do that they will switch observations with each other and share the knowledge they have recently gained from using their senses. After doing this observation and sharing of both fruit, each group will make a power point to show their results to share with the rest of the class. After each group shares with the class, the teacher will then show her own power point that she has created herself to show the difference.
Phase 4: Instructional Enviroment-
The students will begin in a classroom to do their group observations, results, and sharing. Then they will move to the computer lab to transfer their written results into a power point that will be used to share with the rest of the class.
Phase 5: Evaluation and Revision-
Before the group projects, observations, occur, the students will be quizzed on previous knowledge of the subject at hand. After the projects are finished and power points are made, the teacher will then judge knowledge learned by the differences between the quizzes and power points.
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Jennifer, Melissa, Alice, Chris
Phase One: Finding the relative advantage
We would use Digital Story telling in order to show steps of making a paper airplane so students will be able to create a story on their own. This gives the students different representations of the content in order to help them understand the concept and see the information in multiple ways.
Phase Two: Objectives and Assessments
Assessment:
1) Students understand and can show each step to the in the story of how they make the airplane.
2) Students are able to create their own story on the steps.
3) The students are also able to make an airplane on their own following their steps.
Phase Three: Design Integration Strategies
Before Technology: We would show them the digital story and explain the steps along the way. And then we would show the students in person at how we make a paper airplane. Put them in groups of two or three students and we would then take them to a computer lab or give them access to computers and then show them the steps of making a digital story. Create a short digital story as a class so they can see it being created and better understand the concepts.
During Technology: Students will have prior knowledge from the lesson taught therefore they will be able to create a digital story on their own. We will assist the students when they need help. Other teachers or volunteers will also assist the students. It is important to make sure that the students are on task and are clear about the instructions.
After Technology: Ask for just a few volunteers to share their story with the class and also show the class how they would make a paper airplane. Give the students the option of having their work put on a disc to show their parents or a hard copy printed.
Phase Four: Prepare the Instructional Environment
It would take place in the classroom and also the computer lab. We would explain the rules to the students about lab etiquette.
Phase Five: Evaluate and Revise
Observe the students while they were doing the activity. Give the students a survey to see if they enjoyed the activity. Assess the students work to see if a majority of them were able to grasp the use of the technology as well as understand the information to evaluate if the technology had a relative advantage.
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