Educ 352 Unit Lesson Plan
Denise Smalley
Unit Lesson Plans: My Five Senses - Kindergarten
EDU 352 Foundations of Educational Technology
Instructor Judy DonovonMay 26, 2014
“In a technology-rich classroom, students don 't "learn" technology. Technology merely provides the tools to be used for authentic learning. It is a means, not an end” (Schrum, n.d.). For an effective and efficient classroom, teachers should include technology that meets the ISTE standards while teaching to meet the CCSS standards. When developing this unit lesson plan about the five senses and any future lesson plans, I hope to always remember that the most effective teachers utilize technology as a tool. Technology should be useful and helpful in helping students do something they may not have been able to …show more content…
do without it. It should make learning a new concept easier and/or faster and also be used for students to show the teacher what they have learned to meet the required standards.
Using what I have learned from our Ashford University course the past five weeks: about ways educational technology can impact student engagement, teacher planning and instruction, and assessment for data-driven instruction, I am going to develop a unit lesson plan for approximately 20 kindergarten students. The unit will be about Our Five Senses. There will be five lesson plan titles. Each lesson will last 30-45 minutes over a two day period for a total of ten 30-40 min lessons. The titles are Taste, Smell, Sound, Touch and Sight.
The first lesson to be implemented will be The Sense of Taste. When learning about taste students will be able to: differentiate between the four basic tastes of the tongue, record their favorite likes, dislikes, and favorite foods and create a graph, and compare the tastes of the class. The following Texas Essential Knowledge and Skills (TEKS) will be met when teaching this lesson: A.K.2. (C) The student is expected to gather information using simple equipment and tools to extend the senses, C.K.2. (E) The student is expected to communicate findings about simple investigations, and D.K.4. (A) The student is expected to identify and use senses as tools of observation (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of taste include: A Different assortment of foods, Salt/Salty popcorn (Salty), Sugar/Watermelon (Sweet), Lemon (Sour), Grapefruit (Bitter), Interactive White Board, Student Response System.
For lesson one I will introduce the different types of taste to the class and will then link the information about the taste types with actual food. I will then introduce different foods that have different tastes. Next I will choose a food and have the children taste it as I explain what taste it is. I will follow this same pattern for the next 7-10 food items I brought to share with the class. When we are done tasting and investigating we will use the smart board graph to see which taste most students liked best and which the liked least. On day two I will let children taste the food items blindfolded or with their eyes closed and try to figure out what the foods are. I will use interactive Smart Exchange lesson: The senses-taste (http://exchange.smarttech.com/details.html?id=c9df3d91-949d-4ff6-9f0c-2f7fc59efefc) to assess the class as a whole. This activity shows me if the students can identify the taste of various common food items. Using the interactive white board for reviewing and assessing will fall under Goal Directed Learning: Adoption Level on the TIM scale.
The purpose of using the interactive whiteboard in this lesson is to keep the students actively engaged. Students in this class and at this age really want to show you what they know so they desperately want to use the active vote to answer questions about taste.
The second lesson to be implemented will be The Sense of Smell. When learning about smell students will discover that we use our senses to learn about the world around us and that we breathe in odors in the air and our brain makes sense of what we smell. The following TEKS will be met when teaching this lesson: (K.4B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment and (K.6A) use the five senses to explore different forms of energy such as light, heat, and sound (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of smell will be: bowls/containers for ingredients, vinegar (strong/unpleasant), perfume (strong/pleasant/unpleasant), air freshener (pleasant), flowers (pleasant/unpleasant), bleach (strong/unpleasant), smartboard for graphing
For lesson two the teacher will divide class into partners. The teacher will place already prepared ingredients in front of each set of partners. Teacher will open the chart on the smartboard with labels: Strong, Weak, Pleasant, and Unpleasant. The teacher will choose an ingredient for the students to smell. Each pair will determine which odor(s) each ingredient falls under. The teacher will ask each pair for their response. The teacher will write that ingredient under each type of odor it falls under. The teacher will do the same thing with the rest of the ingredients. The children will smell all ingredients and decide the proper odors. At the end, the teacher and children will talk about the chart and wrap up by completing The Senses: Smell lesson on the smart board (http://exchange.smarttech.com/details.html?id=03f03c2c-6a37-4930-8363-fd1c5ee49a55). Using the interactive white board for reviewing and assessing what students have learned falls under Goal Directed Learning: Adoption Level on the TIM scale. The purpose of using the interactive whiteboard in this lesson is to keep the students actively engaged as they relay what they have learned in a fun and exciting way. Using this method, most times students do not even realize they are being assessed!
The third lesson to be implemented will be The Sense of Sound. When learning about sound students will be able to: identify characteristics of sound energy, such as pitch and volume, be able to create music using technology and identify the sounds of various common objects and its interpretations. The following TEKS will be met when teaching this lesson: A.K.2. (C) The student is expected to gather information using simple equipment and tools to extend the senses, C.K.2. (E) The student is expected to communicate findings about simple investigations, and D.K.4. (A) The student is expected to identify and use senses as tools of observation (Texas Essential Knowledge and Skills, n.d.). The materials we will need to complete the lesson about our sense of sound include: different musical instruments (ex. Flute, Recorder, Piano, Drum, Cymbals, Musical Triangle, Maraca, and Tambourine), empty water bottle, and three water bottles with different water levels, whistle, paper, pencils, low and high pitch worksheet, Smart board, and iPads.
For lesson three the teacher will explain the concept of both high pitch and low pitch.
The teacher will then play each instrument separately. The children will determine if instruments are low pitched or high pitched by marking their worksheets with either an L or an H next to each instrument on their worksheet. When everyone is done completing the worksheet, the class will come back together and the teacher and students will go over worksheets talking about each instrument. The teacher will ask how many of the instruments were low pitched and how many of them were high pitched. For individual assessments on this lesson I will use a teacher-created test, the students will use their worksheets to mark either “S” for the same sounds or “D” for different. On the second day of lesson 3 we will complete the interactive lesson The Senses – hearing HD. (http://exchange.smarttech.com/details.html?id=739cab4f-b65c-4551-92fa-2070008e99ae). This activity helps students to identify the sounds of various common objects and its interpretations. Students will then be directed to a website (http://web.media.mit.edu/~ericr/melodymorph.php) that they will use to make their own music using their Ipads and the MelodyMorph
App.
As students work independently on making their music I will conduct an individual performance assessment with each student: I will put pictures of objects in a box and will have students sort them by things they can hear (that make noise) and things they can’t hear (don’t make noise).
Using the interactive white board for reviewing and assessing falls under the Goal Directed Learning: Adoption Level in the TIM scale and the students using the website to make their own music will fall under Constructive Learning: Adaption Level.
The purpose of the students using the app to make their own music is that they are in an active role rather than the passive role and my hope is that after becoming comfortable making music in our class room, the students will continue exploring when they leave the walls of their school.
The fourth lesson to be implemented will be The Sense of Touch. When learning about touch students will be able to: sort the pictures by their texture, incorporate descriptive vocabulary when using the sense of touch, observe and describe the properties of a variety of non-living materials using the senses and discover objects based only on the sense of touch. The following TEKS will be met when teaching this lesson: (K4-D) collect, analyze, and represent data using tools such as word processing, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages, (K4) observe and describe the natural world using their five senses (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of touch include: Five empty boxes with a hole in the top, cotton balls (soft), sand paper (rough), marbles (smooth), wet sponges (squishy), bricks (hard), IPad for recording and charting data, Student Response System.
For lesson four children will get in groups of 3 or 4. Each group will be given a handout with a list of the different textures. Each group will walk to each of the five numbered stations. Each child will put a hand in each of the boxes to feel what is inside. Each group will determine which station is each texture by writing a number next to each label on their handout. When everyone has had a turn to touch each of the five stations, the teacher and students will me on the rug to discuss results. The teacher will meet with the children to determine what they came up with. Using the assessment chart the teacher will document each group’s results on a graph using the smart board as she reinforces the correct way to complete a graph. The chart will have a column for each of the five textures. The teacher will ask each group to number the textures. Then we will discuss the chart and explain the correct answers. I will use Smart Exchange lesson: Hard and Soft Textures (http://exchange.smarttech.com/details.html?id=320ef824-d113-4406-983b-3b706887d3f1) and the student response system to assess the class as a whole. This activity shows me if the students can sort the pictures by their texture. Using the interactive white board for reviewing and assessing will fall under Goal Directed Learning: Adoption Level in the TIM scale.
The purpose of using the Student Response System in this lesson is to see how students respond to my questions; then if I need to adjust the lesson for the next day, I can. The student response system is great because it encourages participation from each and every student in a class instead of calling on one student at a time. It keeps all students actively engaged and the results are immediate.
The final lesson to be implemented will be The Sense of Sight. When learning about sight students will be able to: differentiate between the four basic tastes of the tongue, record their favorite likes, dislikes, and favorite foods and create a graph, and use the graph to compare the tastes of the class. The following TEKS should be met when teaching this lesson: (A) name the five senses; (K6) (A) use the five senses to explore different forms of energy such as light, heat, and sound, (K.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom, (K.1C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of sight include: Magnify glass, microscope, rock, shell, piece of hair, pencils, paper, objects from each child, Smart board for graphing. The Five Senses computer game
For the fifth and final lesson children will get in groups of 3 or 4. Each group will look at each item with no tool, with a magnify glass, and with a microscope. Each group will decide which method they feel shows the most detail. Each group will write down on a piece of paper which tool they feel shows the most detail. After experimentation is complete, the children will sit down on the rug to discuss their findings. The teacher will have a graph designed in Smart Exchange, labeled No Tool, Microscope, and Magnify glass. The teacher will get a basic understanding of what the children comprehended. The teacher will ask each group which method they felt showed the most detail. The teacher will guide the students in graphing their choices. When the graph is complete, the teacher and students will count how many marks are in each column. That number will be written at the bottom of the column. Then the students and teacher will create a math equation using those numbers. On the second day of this lesson I will allow 30 minutes for students to demonstrate what they have learned throughout the entire unit by allowing them to play The Five Senses computer game found at Turtlediary.com. I will assess students’ progress by walking around the room and observing as they play.
At the end of day one’s lesson on sight I will use Smart Exchange lesson: The senses – seeing (http://exchange.smarttech.com/details.html?id=9602369d-2d5b-44ce-aa79-241c34fdf0d2) to assess the whole class over what they learned about their sense of sight. This activity helps students to discuss the sense of sight and how humans use it. Using the interactive white board for reviewing and assessing will fall under Goal Directed Learning: Adoption Level and letting them learn through the computer game would fall under Goal Directed Learning: Adaption Level in the TIM scale.
The purpose of letting students play the online computer game about the five senses is that play is such an important element of preparing students with the essential skills they need. When they are engaged, they are learning!
When developing this kindergarten unit about the five senses I approached it a little differently than I might have before completing the course, Foundations of Educational Technology. I have learned about the ways that educational technology can impact student engagement, teacher planning and instruction, and student assessments. The purpose of using the interactive whiteboard in lessons one through five is to keep the students actively engaged and to get a clear understanding of what each student learned about the five senses. In lesson three students were assigned the task of creating their own unique piece of music using the app MelodyMorph. The purpose of technology in this lesson was to enhance the student’s learning by providing an interesting and engaging learning experience for them. Beyond the immediate benefit of engaging students, technology can improve education efficiency and standards and can enhance the basic, formative skills (such as the five senses) taught in this kindergarten class.
.
References
Boss, S. (2011). Technology integration: A short history. Eudotopia. Retrieved May 26, 2014 from http://www.edutopia.org/technology-integration-history
Florida Center for Instructional Technology. (n.d.). Technology Integration Matrix. Retrieved May 26, 2014 from http://fcit.usf.edu/matrix/
ISTE. (n.d.). National educational technology standards-Standards for students (NETS-S). Retrieved May 26, 2014 from http://www.iste.org/standards/standards-for-students/nets-student-standards-2007
MacAurthur Foundation. (2010). Rethinking Learning: The 21st Century Learner MacArthur Foundation. YouTube. Retrieved May 26, 2014 from http://www.youtube.com/watch?v=c0xa98cy-RwSchrum, L. (n.d.). Technology as a Tool to Support Instruction. <i>Education World:</i>. Retrieved May 25, 2014 from http://www.educationworld.com/a_tech/tech/tech004.shtml
Schufreider, B. (n.d.). UNIT: THE FIVE SENSES. Retrieved May 25, 2014 from HYPERLINK "http://web.calstatela.edu/faculty/jshindl/teaching/BrookeSchufreiderISP.htm" http://web.calstatela.edu/faculty/jshindl/teaching/BrookeSchufreiderISP.htm
Texas Essential Knowledge and Skills. (n.d.). Texas Education Agency -. Retrieved May 26, 2014, from http://www.tea.state.tx.us/index2.aspx?id=6148
Turtlediary.com The Five Senses. Retrieved May 26, 2014 from http://www.turtlediary.com/kindergarten-games/science-games/the-five-senses.html
Unit Lesson Plans: My Five Senses - Kindergarten
EDU 352 Foundations of Educational Technology
Instructor Judy DonovonMay 26, 2014
“In a technology-rich classroom, students don 't "learn" technology. Technology merely provides the tools to be used for authentic learning. It is a means, not an end” (Schrum, n.d.). For an effective and efficient classroom, teachers should include technology that meets the ISTE standards while teaching to meet the CCSS standards. When developing this unit lesson plan about the five senses and any future lesson plans, I hope to always remember that the most effective teachers utilize technology as a tool. Technology should be useful and helpful in helping students do something they may not have been able to …show more content…
do without it. It should make learning a new concept easier and/or faster and also be used for students to show the teacher what they have learned to meet the required standards.
Using what I have learned from our Ashford University course the past five weeks: about ways educational technology can impact student engagement, teacher planning and instruction, and assessment for data-driven instruction, I am going to develop a unit lesson plan for approximately 20 kindergarten students. The unit will be about Our Five Senses. There will be five lesson plan titles. Each lesson will last 30-45 minutes over a two day period for a total of ten 30-40 min lessons. The titles are Taste, Smell, Sound, Touch and Sight.
The first lesson to be implemented will be The Sense of Taste. When learning about taste students will be able to: differentiate between the four basic tastes of the tongue, record their favorite likes, dislikes, and favorite foods and create a graph, and compare the tastes of the class. The following Texas Essential Knowledge and Skills (TEKS) will be met when teaching this lesson: A.K.2. (C) The student is expected to gather information using simple equipment and tools to extend the senses, C.K.2. (E) The student is expected to communicate findings about simple investigations, and D.K.4. (A) The student is expected to identify and use senses as tools of observation (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of taste include: A Different assortment of foods, Salt/Salty popcorn (Salty), Sugar/Watermelon (Sweet), Lemon (Sour), Grapefruit (Bitter), Interactive White Board, Student Response System.
For lesson one I will introduce the different types of taste to the class and will then link the information about the taste types with actual food. I will then introduce different foods that have different tastes. Next I will choose a food and have the children taste it as I explain what taste it is. I will follow this same pattern for the next 7-10 food items I brought to share with the class. When we are done tasting and investigating we will use the smart board graph to see which taste most students liked best and which the liked least. On day two I will let children taste the food items blindfolded or with their eyes closed and try to figure out what the foods are. I will use interactive Smart Exchange lesson: The senses-taste (http://exchange.smarttech.com/details.html?id=c9df3d91-949d-4ff6-9f0c-2f7fc59efefc) to assess the class as a whole. This activity shows me if the students can identify the taste of various common food items. Using the interactive white board for reviewing and assessing will fall under Goal Directed Learning: Adoption Level on the TIM scale.
The purpose of using the interactive whiteboard in this lesson is to keep the students actively engaged. Students in this class and at this age really want to show you what they know so they desperately want to use the active vote to answer questions about taste.
The second lesson to be implemented will be The Sense of Smell. When learning about smell students will discover that we use our senses to learn about the world around us and that we breathe in odors in the air and our brain makes sense of what we smell. The following TEKS will be met when teaching this lesson: (K.4B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment and (K.6A) use the five senses to explore different forms of energy such as light, heat, and sound (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of smell will be: bowls/containers for ingredients, vinegar (strong/unpleasant), perfume (strong/pleasant/unpleasant), air freshener (pleasant), flowers (pleasant/unpleasant), bleach (strong/unpleasant), smartboard for graphing
For lesson two the teacher will divide class into partners. The teacher will place already prepared ingredients in front of each set of partners. Teacher will open the chart on the smartboard with labels: Strong, Weak, Pleasant, and Unpleasant. The teacher will choose an ingredient for the students to smell. Each pair will determine which odor(s) each ingredient falls under. The teacher will ask each pair for their response. The teacher will write that ingredient under each type of odor it falls under. The teacher will do the same thing with the rest of the ingredients. The children will smell all ingredients and decide the proper odors. At the end, the teacher and children will talk about the chart and wrap up by completing The Senses: Smell lesson on the smart board (http://exchange.smarttech.com/details.html?id=03f03c2c-6a37-4930-8363-fd1c5ee49a55). Using the interactive white board for reviewing and assessing what students have learned falls under Goal Directed Learning: Adoption Level on the TIM scale. The purpose of using the interactive whiteboard in this lesson is to keep the students actively engaged as they relay what they have learned in a fun and exciting way. Using this method, most times students do not even realize they are being assessed!
The third lesson to be implemented will be The Sense of Sound. When learning about sound students will be able to: identify characteristics of sound energy, such as pitch and volume, be able to create music using technology and identify the sounds of various common objects and its interpretations. The following TEKS will be met when teaching this lesson: A.K.2. (C) The student is expected to gather information using simple equipment and tools to extend the senses, C.K.2. (E) The student is expected to communicate findings about simple investigations, and D.K.4. (A) The student is expected to identify and use senses as tools of observation (Texas Essential Knowledge and Skills, n.d.). The materials we will need to complete the lesson about our sense of sound include: different musical instruments (ex. Flute, Recorder, Piano, Drum, Cymbals, Musical Triangle, Maraca, and Tambourine), empty water bottle, and three water bottles with different water levels, whistle, paper, pencils, low and high pitch worksheet, Smart board, and iPads.
For lesson three the teacher will explain the concept of both high pitch and low pitch.
The teacher will then play each instrument separately. The children will determine if instruments are low pitched or high pitched by marking their worksheets with either an L or an H next to each instrument on their worksheet. When everyone is done completing the worksheet, the class will come back together and the teacher and students will go over worksheets talking about each instrument. The teacher will ask how many of the instruments were low pitched and how many of them were high pitched. For individual assessments on this lesson I will use a teacher-created test, the students will use their worksheets to mark either “S” for the same sounds or “D” for different. On the second day of lesson 3 we will complete the interactive lesson The Senses – hearing HD. (http://exchange.smarttech.com/details.html?id=739cab4f-b65c-4551-92fa-2070008e99ae). This activity helps students to identify the sounds of various common objects and its interpretations. Students will then be directed to a website (http://web.media.mit.edu/~ericr/melodymorph.php) that they will use to make their own music using their Ipads and the MelodyMorph
App.
As students work independently on making their music I will conduct an individual performance assessment with each student: I will put pictures of objects in a box and will have students sort them by things they can hear (that make noise) and things they can’t hear (don’t make noise).
Using the interactive white board for reviewing and assessing falls under the Goal Directed Learning: Adoption Level in the TIM scale and the students using the website to make their own music will fall under Constructive Learning: Adaption Level.
The purpose of the students using the app to make their own music is that they are in an active role rather than the passive role and my hope is that after becoming comfortable making music in our class room, the students will continue exploring when they leave the walls of their school.
The fourth lesson to be implemented will be The Sense of Touch. When learning about touch students will be able to: sort the pictures by their texture, incorporate descriptive vocabulary when using the sense of touch, observe and describe the properties of a variety of non-living materials using the senses and discover objects based only on the sense of touch. The following TEKS will be met when teaching this lesson: (K4-D) collect, analyze, and represent data using tools such as word processing, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages, (K4) observe and describe the natural world using their five senses (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of touch include: Five empty boxes with a hole in the top, cotton balls (soft), sand paper (rough), marbles (smooth), wet sponges (squishy), bricks (hard), IPad for recording and charting data, Student Response System.
For lesson four children will get in groups of 3 or 4. Each group will be given a handout with a list of the different textures. Each group will walk to each of the five numbered stations. Each child will put a hand in each of the boxes to feel what is inside. Each group will determine which station is each texture by writing a number next to each label on their handout. When everyone has had a turn to touch each of the five stations, the teacher and students will me on the rug to discuss results. The teacher will meet with the children to determine what they came up with. Using the assessment chart the teacher will document each group’s results on a graph using the smart board as she reinforces the correct way to complete a graph. The chart will have a column for each of the five textures. The teacher will ask each group to number the textures. Then we will discuss the chart and explain the correct answers. I will use Smart Exchange lesson: Hard and Soft Textures (http://exchange.smarttech.com/details.html?id=320ef824-d113-4406-983b-3b706887d3f1) and the student response system to assess the class as a whole. This activity shows me if the students can sort the pictures by their texture. Using the interactive white board for reviewing and assessing will fall under Goal Directed Learning: Adoption Level in the TIM scale.
The purpose of using the Student Response System in this lesson is to see how students respond to my questions; then if I need to adjust the lesson for the next day, I can. The student response system is great because it encourages participation from each and every student in a class instead of calling on one student at a time. It keeps all students actively engaged and the results are immediate.
The final lesson to be implemented will be The Sense of Sight. When learning about sight students will be able to: differentiate between the four basic tastes of the tongue, record their favorite likes, dislikes, and favorite foods and create a graph, and use the graph to compare the tastes of the class. The following TEKS should be met when teaching this lesson: (A) name the five senses; (K6) (A) use the five senses to explore different forms of energy such as light, heat, and sound, (K.2) Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom, (K.1C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems (Texas Essential Knowledge and Skills, n.d.).
The materials we will need to complete the lesson about our sense of sight include: Magnify glass, microscope, rock, shell, piece of hair, pencils, paper, objects from each child, Smart board for graphing. The Five Senses computer game
For the fifth and final lesson children will get in groups of 3 or 4. Each group will look at each item with no tool, with a magnify glass, and with a microscope. Each group will decide which method they feel shows the most detail. Each group will write down on a piece of paper which tool they feel shows the most detail. After experimentation is complete, the children will sit down on the rug to discuss their findings. The teacher will have a graph designed in Smart Exchange, labeled No Tool, Microscope, and Magnify glass. The teacher will get a basic understanding of what the children comprehended. The teacher will ask each group which method they felt showed the most detail. The teacher will guide the students in graphing their choices. When the graph is complete, the teacher and students will count how many marks are in each column. That number will be written at the bottom of the column. Then the students and teacher will create a math equation using those numbers. On the second day of this lesson I will allow 30 minutes for students to demonstrate what they have learned throughout the entire unit by allowing them to play The Five Senses computer game found at Turtlediary.com. I will assess students’ progress by walking around the room and observing as they play.
At the end of day one’s lesson on sight I will use Smart Exchange lesson: The senses – seeing (http://exchange.smarttech.com/details.html?id=9602369d-2d5b-44ce-aa79-241c34fdf0d2) to assess the whole class over what they learned about their sense of sight. This activity helps students to discuss the sense of sight and how humans use it. Using the interactive white board for reviewing and assessing will fall under Goal Directed Learning: Adoption Level and letting them learn through the computer game would fall under Goal Directed Learning: Adaption Level in the TIM scale.
The purpose of letting students play the online computer game about the five senses is that play is such an important element of preparing students with the essential skills they need. When they are engaged, they are learning!
When developing this kindergarten unit about the five senses I approached it a little differently than I might have before completing the course, Foundations of Educational Technology. I have learned about the ways that educational technology can impact student engagement, teacher planning and instruction, and student assessments. The purpose of using the interactive whiteboard in lessons one through five is to keep the students actively engaged and to get a clear understanding of what each student learned about the five senses. In lesson three students were assigned the task of creating their own unique piece of music using the app MelodyMorph. The purpose of technology in this lesson was to enhance the student’s learning by providing an interesting and engaging learning experience for them. Beyond the immediate benefit of engaging students, technology can improve education efficiency and standards and can enhance the basic, formative skills (such as the five senses) taught in this kindergarten class.
.
References
Boss, S. (2011). Technology integration: A short history. Eudotopia. Retrieved May 26, 2014 from http://www.edutopia.org/technology-integration-history
Florida Center for Instructional Technology. (n.d.). Technology Integration Matrix. Retrieved May 26, 2014 from http://fcit.usf.edu/matrix/
ISTE. (n.d.). National educational technology standards-Standards for students (NETS-S). Retrieved May 26, 2014 from http://www.iste.org/standards/standards-for-students/nets-student-standards-2007
MacAurthur Foundation. (2010). Rethinking Learning: The 21st Century Learner MacArthur Foundation. YouTube. Retrieved May 26, 2014 from http://www.youtube.com/watch?v=c0xa98cy-RwSchrum, L. (n.d.). Technology as a Tool to Support Instruction. <i>Education World:</i>. Retrieved May 25, 2014 from http://www.educationworld.com/a_tech/tech/tech004.shtml
Schufreider, B. (n.d.). UNIT: THE FIVE SENSES. Retrieved May 25, 2014 from HYPERLINK "http://web.calstatela.edu/faculty/jshindl/teaching/BrookeSchufreiderISP.htm" http://web.calstatela.edu/faculty/jshindl/teaching/BrookeSchufreiderISP.htm
Texas Essential Knowledge and Skills. (n.d.). Texas Education Agency -. Retrieved May 26, 2014, from http://www.tea.state.tx.us/index2.aspx?id=6148
Turtlediary.com The Five Senses. Retrieved May 26, 2014 from http://www.turtlediary.com/kindergarten-games/science-games/the-five-senses.html