Instructional Plan

New Literacy Institute

Denise Stuart and Tanesha Hendley
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Grade Level: 6-8th grade


Inquiry Question: How can we use technology to address diverse learning styles when teaching content vocabulary of biodiversity?


Objectives:

  • Evaluate comprehension of biodiversity vocabulary by 80% of students completing a Penzu pretest on biodiversity.
  • Introduce how to evaluate online information by viewing VOKI presentation and identifying three credible websites on biodiversity.
  • Create a wordle of biodiversity vocabulary by using 1 of 3 credible articles.
  • Review biodiversity vocabulary by identifying 3 out of 5 common words used in wordle posters.
  • Evaluate comprehension of biodiversity vocabulary by choose one common word used in wordle poster to reteach biodiversity using Web Kareoke, flip video, toondoo or voicethread.
  • Review biodiversity vocabulary by presenting vocabulary projects.
  • Evaluate comprehension of biodivesity vocabulary by completing Penzu freewrite activity.

Content: biodiversity and key related vocabulary

http://www.nrel.colostate.edu/projects/iboy/biomonth/pdf/difference.pdf
  • What biodiversity is and why it is important for you, your family and the things that you value.
  • The effect your actions have on biodiversity.
  • What you can do to help conserve biodiversity

Technology: Penzu, Web Kareoke, wordle
, toondoo , voicethread, flip video, VOKI, laptops, printers

Pedagogy:



  • learning styles: auditory, visual/spatial, kinesthetic
  • indepenent work
  • collaborative work, peer scaffolding (Vygotsky)
  • inquiry approach

Grouping: individual/paired activity

Time Frame: 5 days

Day 1

Preassessment: Use Penzu to have students freewrite on what they know about biodiversity.


Teacher will introduce class to Madame Vert Monde. Madame Vert Monde will explain to students the week’s activities.

Students will find a partner to complete week’s activities.

Students will find a credible website on biodiversity definition by using "one click" strategy.

The "one-click" strategy is where students search to determine which one link they will select and explain why in discussion.

Teachers will demonstrate how to focus search with "define:biodiversity" approach.


Exit Slip: Students will list three websites that they found to be credible in their article search.



Day 2

Students will search their three credible websites to find a definition of biodiversity.

Students will copy the best definition of biodiversity and paste it into www.wordle.com
.

Students will edit their posters for language, layout, font, and color.



Flip Video Presentation.
"Technology Product A"

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Students will print their posters and post them around the class.

Students will participate in a gallery walk of posters and notate common words seen in all posters on Post-It notes.

Students will post common words seen in gallery walk on board.

Day 3

Teacher and students will discuss the common words seen in the gallery walk.

Students will pick one of the common words seen in the gallery walk to complete their project (pairs).

Teacher will show students examples of products for voice thread, Toondoo and flip video.

Teacher will provide students with rubric for each project.

Project Models
"Technology Product B
"

**Voice Thread model**
**Flip Video Model**
**Toondoo model**
**Web Karoeke Model**

Rubrics
**Voice Thread Rubric**
**Flip Video Rubric**
**Toondoo Rubric**
**Web Kareoke Rubric**

Groups will decide if they are going to do the Web Kareoke, voice thread, toondoo or flip video.

Students will brainstorm ideas, figure out materials they need to complete projects, and begin to work on projects.

Exit Slip: Students will turn in their plans for their project.

Day 4

Students will complete and edit biodiversity vocabulary projects.

Day 5

Students will present their biodiversity vocabulary projects.

Post Assessment: Use Penzu to have students freewrite on their current knowledge of biodiversity.

Closure: Open discussion with students addressing the following TPACK guideline question and assessment question:

1. How did technology help you understand the vocabulary of biodiversity?

2. How does biodiversity relate to global issues?

Extension Activity

Teacher could allow students to participate in global biodiversity project through
**www.epals.com**.

Closure question will help teachers in evaluating whether the lesson addressed TPACK issues.