TECHNOLOGY UNIT

by Lorrie Vinson
Standards: I used the following State Standards in my unit: PS4.B Electromagnetic Radiation: When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the objects material and the frequency (color) of the light. (MS-PS4-2) PS4.B Electromagnetic Radiation: Th e path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-4) I used the following ISTE NETS-T Standards in my unit: 1. Creativity and Innovation: Students demonstrate creative construct knowledge and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas products or processes. b. Create original works as a means of personal or group expression 2. Communication and collaboration: Students use digital media and environments to collaborate, communicate and interact with others. b. Communicate information and ideas effectively to multiple audiences using a variety of multimedia formats. 3. Research and information fluency: Students apply digital tools to gather, evaluate and use information. b. Locate, organize evaluate, synthesize, and ethically use information from a variety of sources and media 4. Critical Thinking, Problem Solving and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. b. Plan and manage activities to develop a solution or complete a project. 5. Digital Citizenship: Students understand cultural and social issues related to technology and they practice ethical and legal digital behavior. a. Advocate and practice safe and ethical use of technology 6. Technology concepts and applications: Students demonstrate a sound understanding of technology concepts, systems and operations. a. Understand and use technology systems b. Select and use applications effectively

Pre Assessment: Light 1 Pre-Assessment:

This is the initial test over Inquiries 1-5 on our light unit. This quick assessment covers the basic concepts we will study over the next five weeks. These include light as it relates to energy transfer, reflection, refraction, shadows and light filtering. Most students have minimal understanding of the physics of light. Average score for the test was 36%.
Name___________________________________ Light Pre-Test 1 1. What kind of energy is light? a. Thermal b. Kinetic c. Thermal d. Radiant What is our main source of light? a. Electrical power b. Nuclear energy c. The sun d. Thermal energy What travels faster? a. Water b. Light c. Air d. Sound What does reflection mean? a. Light bounces off an object b. Light passes through an object c. Light slows as it passes thru air or water d. Light is absorbed by an object What does refraction mean? a. Light bounces off an object b. Light passes through an object c. Light slows as it passes thru air or water d. Light is absorbed by an object How can we see objects? a. Light reflects from an object to our eyes b. Light is absorbed by an object c. Light brightens an object

2.

3.

4.

5.

6.

d. 7.

Light is refracted through the object

How does light travel a. Light goes in various directions as it travels from its source b. Light travels in straight lines and spreads as it leaves the source c. Light bends as it leaves its source d. Light accelerates as it leaves its source How are shadows created? a. Light is reflected b. Light is refracted c. Light is blocked d. Light bends around the object When light passes through and object it is said to be _____________________. a. Reflected b. Transparent c. Opaque d. Translucent

8.

9.

10. When some light passes through an object, it is said to be ___________________. a. Reflected b. Transparent c. Opaque d. Translucent

Grade Report for Class 801: Here is a sample population from the Infinite Campus grade book.

The students had completed three weeks of lessons and labs when we started the technology portion of the unit. They needed a knowledge base to successfully create the projects. Teaching Strategies: I used the following technology tools in my unit: 1. JCPS Online for pre and post testing. 2. Google to how to get royalty free images 3. Document camera 4. Brain Pop & Brain Pop ESL for Spanish speaking students to make their Tagxedo 5. Class DoJo-behavior management

6. Comic Life-creating a comic about the nature of light 7. Animoto-creating a video 8. Tagxedo -create a word cloud 9. Weebly-website to display student work 10. Read Write Gold-aids ECE students in reading text from research sites I tried the following new and innovative technology idea. Using the technology tools listed above, I decided to have the students create a Weebly page of their own and upload three of their projects on light to the page. Students created word clouds, comic, video and of course the web page on which to display their work. I incorporated the following to support the use of distance learning systems appropriate in a school environment. All projects were located on websites students could access from home. Additionally my website, http://msvinsonstechpage.weebly.com/ a how to, was available for student use outside the classroom. This page contained PowerPoints with directions on creating a Weebly page and the three other projects to be posted on the students sites.

Unit:

Tues (March25)- Word Up: Energy Transfer Objective- I can explain how energy transfers from one form to another in regard to light. Entering Activity Brain Drain - Explain or draw the energy transfer in the flashlight we used in yesterdays experiment. Anticipatory Set- Discuss energy transfers ActivitiesReview homework using document camera highlighting (literally) energy transfers found in the lab notebook graphic p.49 Watch Brain Pop on Light as Energy Student moderator for review quiz on Brain Pop , students earn points on Class DoJo for correct answer. Use random select on DoJo o In this lesson students were finishing the inquiry on energy transfer to radiant forms. Students had a homework assignment to complete and we went over it as a class using the document camera. Student then watched a Brain Pop video on the same material. A student moderator was chosen to give the review quiz. Students were randomly selected using Class DoJo and given points for correct answers. Closure- Preview Comic Life Materials- NB p.49, Brain Pop Light as Energy Class DoJo, Example of Comic Life strip on light HW- None Reflection- Dont let moderator select contestant before reading the question. Students dont pay attention if it is not their turn to answer. Wed. (March26)- Word Up- Comic Life Objective- I can show my knowledge of light by creating a comic about light.

Entering Activity-Brain Drain- List five facts you know about energy transfer and light. Anticipatory Set- Discuss behavioral expectations when traveling, entering, using and leaving the computer lab Students are escorted to and from classes at Carrithers. When they come to the computer lab, they are seated at round tables in the center of the room for directions or instruction. There is a learning target they record and an entering activity called a Brain Drain. Students are dismissed to computers, they may sit where they like unless their behavior becomes a problem. I go over steps to complete the lesson the day before and we discuss it before they are allowed to go to the computers. I will then go over the steps while they are logged on so they can follow along. Afterward I am available to help individually. At the end of the class, students are asked to log off. They know to put the headphones back on the monitor and return to the center tables. We then close the class, reviewing any key points or discussing challenges with the projects. ActivitiesComic Life Intro o Here I demonstrated how to use Comic Life. This was done in the science classroom then we went to the computer lab. I demonstrated how to find images with no copyright limitations and save these images in My Pictures. Again I went over how to use Comic Life. Picture Bank- Students with IEP plans and one lower functioning class had access to a picture bank located on the student drive. They could use these instead of finding their own on the internet. There were some with captions so students could reference the material in one location. Closure- Discuss digital citizenship-How would you feel if someone took your comic and used it without permission or without giving you credit for your work. HW- None Materials-Computer Lab, Comic Life installed on machines in both labs. Reflection-Student MUST save images in My Pictures otherwise the file is difficult to find on their student drive.

Thurs (March 27) Word Up- Comic Life Objective- I can create a coherent storyline about light. Entering Activity Brain Drain - State the theme of your comic Anticipatory Set- Discuss the expectations for student helpers Only designated student tech assistants may be out of their seat Students in need of assistance raise their hand. Tech does not respond to call-outs Tech students do not touch other students mouse, only the screen to help Activity-

Finish Comic Life strip Saving to My Pictures Uploading to JCPS Online science files o Students were to finish their projects and upload them to my science files on JCPS Online. Students enjoyed the autonomy of this project and student tech helpers turned out to be some of my usual behavior problems. Having them help worked well for the class and gave these students an opportunity for leadership. Closure- Discuss success/challenges and idea elements for next years students HW- None Materials- Computer lab Reflection-Make sure student techs do not take control of the assisted students mouse and do not respond to call-out from students in need of assistance. The consequence for taking control of another students mouse was for the tech to return his/her original seat.

Thurs (April 10) Word Up- Animoto Objective- I can create an Animoto Video on light filtering Entering Activity Brain Drain - List three ways light can act when it encounters an object. Anticipatory Set- Review shadows, opacity, transparency, and translucent objects ActivityAnimoto Video Finding pictures using image filters for ethical use Saving images in My Pictures Creating an account on Animoto Begin creating video o Earlier in the week we did a lab on objects with transparent, translucent and opaque characteristics. Students were supposed to use this information to create an Animoto video. If they finished they could then start on another one about themselves using appropriate pictures from Twitter or other sites. Closure- Discuss concerns with video creation, reiterate digital citizenship and using others creations without permission HW- Finish video and create another using images from Twitter or elsewhere Materials- Computer Lab Reflection- 804 needed a word bank with definitions. Have that ready next year so there is no break in instruction to put it up for lower functioning classes. (Located at the end of the Animoto ppt)

Friday (April 11) Word Up: Email

Objective- I can email my completed video to my JCPS email account for backup

Entering Activity BD- How to incorporate facts into images. Anticipatory Set- Discuss email convention for JCPS Activities Introduce Weebly as the eventual repository for all three projects Show students my tech page with slide shows for each project and uploading instructions Finish and email video as a backup since so several lost their comic strip Begin personal Animoto Create and explore Weebly site o At this time in our unit, students were at various stages in their progress. The tech savvy students needed stimulation and the struggling students needed help. The personal Animoto video and creating a Weebly page offered enough engagement to allow student interaction. They could focus their attention on more advanced editing of their page. This is turn allowed me to give individual attention to students who had missed a class or had fallen behind.

Close- Where are we now? (Informal student progress assessment) HW- Finish projects Materials- Computer lab Reflections- Students were at such different levels of progress this became a bit hectic. Student tech helpers were involved in their own work. Perhaps reseating according to progress to group students would work. Call from tables to computers grouping furthest behind near tech cart.

Mon (April 14)- Word Up: Word Cloud

Objective- I can create a Word Cloud with terms about light

Entering Activity-Brain Drain - List 10 scientific terms about light. Anticipatory Set- Discuss Post Test and Word Cloud Activity JCPS Online Post Test Inquiries 1-5 Word Cloud with terms My technology How To page How to upload images to Weebly o Students took their post test on JCPS online. When they were finished they were to log onto Tagxedo and create a word cloud. Then upload the word cloud to their Weebly page. I posted my technology page and showed students how to access it. On this page are slideshows with screen shots. Comic life is requires more intensive direction as it must be exported as an image then uploaded as a slideshow for the best display on the web page.

Closure- Discuss progress on Weebly pages Materials- Computer Lab, Tagxedo.com & Weebly.com HW- Complete word cloud at home Reflections- Have all students pull up my tech page and show them how to use it. Two students being foolish during testing were told to take a break. They were both very angry to be pulled from their projects. They went back to work with admirable intensity and focus. Students are taking ownership and great pride in their work. Make sure all students know this website is theirs to keep, forever.

Tues (April 15)- Word Up: msvinsonstechpage.weebly.com

Objective- I can upload my projects to my Weebly page

Entering Activity Brain Drain - Write msvinsonstechpage.weebly.com into your lab notebook Anticipatory Set- Discuss how to use How To page. Students should have this page loaded before they ask for individual help Activities Post test on JCPS Online Explain Pages feature on Weebly Exporting from Comic Life Show embed code for Animoto Have students pull up the How To page msvinsonstechpage.weebly.com Tell students they must read and use the How To page

Closure- Discuss results Materials- Computer lab, Weebly, Comic Life file, Animoto file, msvinsonstechpage.weebly.net HW- Finish webpage if incomplete Reflection-Students struggled with remembering their Weebly and Animoto passwords. Using the student/school email helped with pw retrieval. There was confusion on changing the format when exporting the Comic Life file. Students should do this at the end of the Comic Life assignment and not before uploading everything. Using the Slide Show task icon creates a nice paging layout for the Comic and allows the user to flip through pages. Students were delighted with the embed feature. They were only used to linking and were very interested in learning about the embed code.
Student Inquiry and Research: Students used the following technology to do research.

In this technology unit, students were to use knowledge of light learned in the last five inquiries to create three different projects. The initial work, using the lab notebook, Class DoJo and Brain Pop were to solidify content knowledge. Students were to highlight energy transfers that produced light in a graphical image. Students then took turns using a document camera to

highlight and explain these transfers. Secondly, we reviewed the nature of light using a Brain Pop video. Afterward, a randomly selected student moderator gave the review quiz on Brain Pop. Class DoJo kept students engaged as they could earn points for correctly answering the questions on the review test using Brain Pop. The selector tool keeps students engaged as there is no volunteer system of answering. Additionally, students enjoy earning immediate visual and auditory rewards when correct. In the first project, students were directed to create a comic using Comic Life. We first went over how to find images with no copyright restrictions. They then needed to find graphical representation of features of light learned in earlier inquires. They were to then incorporate them into a storyline. The students were surprisingly creative with the images and bubble captions to convey facts in their comic. Students were then able to upload the comic to our science files on JCPS Online. The second project was to create an Animoto video using examples of light filtering objects and the creation of shadows. Students were to find pictures of transparent, luminous, opaque and translucent and put them in an Animoto video. Students were to use the caption feature to state the objects feature in relation to light. Using this feature had students using concise wording as there is a character limit in the typing. Additionally, the 30 second limit on the video was perfect for keeping students from feeling overwhelmed. Animoto allows students to log in to access their videos and many students created an additional video about themselves using images from Twitter. We discussed finding royalty free music to upload instead of the audio associated with the Animoto template. The third project was to create a word cloud using Tagxedo. Students used at least 10 different words about light to create their own word cloud. Tagxedo allows more creativity that the Wordle and students enjoyed editing their clouds shape and theme. Struggling students were able to use this program successfully and independently. They were to then email the Tagxedo to themselves using their JCPS email. Many students were unaware of their school email account. They also were unfamiliar with attaching files. We discussed how they could send work back and forth to home and school for editing and access availability not found with Gmail at school. The culmination of this unit was to post these three projects on a student created Weebly page. Initially the students did not realize this was their personal webpage and were delighted to find out this was theirs to keep. Students were able to upload the word cloud easily. It was

more challenging to upload the comic as this file had to be exported to an image. I realized students had very little knowledge on organizing their files and many lost their images multiple times. Have a specific lesson on this task is necessary the next time this lesson is given. Students loved seeing their video embed onto their page. They really took ownership of their projects and webpage. I used the following technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities .

Traditionally lower performing students enjoyed the autonomy of these assignments. They were able to focus on the creative aspect of the projects and were not as concerned with lengthy explanations. When they needed to research, these students know how to use Read Write Gold to help them with text on websites. There were headphones available as well. Also, I worked through each program before students were sent to the computers. My website was available for students to use. This site included step by step directions on how to create and upload the assignments to their web page. As more advanced students completed the days assignments, several were asked to offer individual help. Their directive included not touching the assisted students mouse. In this way the project remained the full possession of the individual owner. Surprisingly, this also helped students who can often be behavior problems. Many of these students were the ones to offer the greatest amount of support to their classmates. They seemed glad to be in a position of positive influence. Students were allowed to create an individual webpage reflecting their diversity. I showed some how to look for urban images, to better relate to their neighborhood. Latinos found flags and some had Spanish introduction pages. The next time we are in the computer lab, I will ask some students to create a comic or word cloud in Spanish. Watching students take ownership of their projects and add the flavor of their culture was enriching for all of us. The following adaptive/assistive hardware and software helped to assist students with special needs. Some students used the headphones with Read Write Gold, but the biggest help was to show student how to use the Control + keys to increase the reading area of th e screen. Several students definitely needed referrals to the Youth Service Center for eye exams. Large track balls are also available for use in the lab. I included the following technology resources to affirm diversity and address cultural and language differences.

Again, students were encouraged to make this project their own. Images were found on the internet were reflective of the students background. Our school is very diverse and this is reflected in the assignments submitted. When asked to find images students had the autonomy to find ones that reflected their diversity. Yet again, Brain Pop ESL was available for students to use.

Post Assessment:
Suggestions: Google forms, Survey Monkey, Clickers, etc. Include data you gained from your pre assessment. Attach a screenshot or attach the actual assessment to your Edmodo post. Be sure to attach this to your Weebly page also.

Test Results The team average on the post test was a 63%. This indicates a 27% increase in scores from pre to post testing. While this may seem low, I wanted to how the students would do after

the technology portion only. We did not review or study, the students were simply asked to complete the JCPS Online test in the computer lab. I feel there was significant learning from the technology portion. Students were engaged and excited about the work and they were proud of the end results of their efforts. Below are some of the reflections from my lesson plans. While most things went well, there is always room for improvement. Reflections from lesson plans Regarding Brain Pop and DoJo, dont let moderator select contestant before reading the question. Students dont pay attention if it is not their turn to answer. Student MUST save images in My Pictures otherwise the file is difficult to find on their student drive. Make sure student techs do not take control of the assisted students mouse and do not respond to call -out from students in need of assistance. The consequence for taking control of another students mouse was for the tech to return his/her original seat. 804 needed a word bank with definitions. Have that ready next year so there is no break in instruction to put it up for lower functioning classes. (Located at the end of the Animoto ppt) Students were at such different levels of progress this became a bit hectic. Student tech helpers were involved in their own work. Perhaps reseating according to progress to group students would work. Call from tables to computers grouping furthest behind near tech cart.

Have all students pull up my tech page and show them how to use it. Two students being foolish during testing were
told to take a break. They were both very a ngry to be pulled from their projects. They went back to work with admirable intensity and focus. Students are taking ownership and great pride in their work. Make sure all students know this website is theirs to keep, forever. Students struggled with remembering their Weebly and Animoto passwords. Using the student/school email helped with pw retrieval. There was confusion on changing the format when exporting the Comic Life file. Students should do this at the end of the Comic Life assignment and not before uploading everything. Using the Slide Show task icon creates a nice paging layout for the Comic and allows the user to flip through pages. Students were delighted with the embed feature. They were only used to linking and were very interested in learning about the embed code.

Work Samples
Isabelle B

Amaria H

Alex D

Keondre M

Video of Lesson:

This is the link to my third Video.

https://iu.box.com/s/jyapkdvg6qbuo4yohmji