Mike+Schiller

Mike Schiller: Unit Plan

systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive). ** L.OL.05.42 ** Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities. ||
 * **Technology Integration for Meaningful Classroom Use** ||
 * **Daily Lesson GAME Plan** ||
 * **Lesson Title:** See/Think/Wonder for an artificial human heart. |||| **Related Lessons:** Building a Better Body (creating synthetic organs PBL) ||
 * **Grade Level:** 5th |||| **Unit:** Human Body Systems ||
 * **GOALS** ||
 * **Content Standards:** **L.OL.05.41 ** Identify the general purpose of selected animal
 * **IST NETS-S****X 1. Creativity and innovation****2. Communication and collaboration****3. Research and informational fluency****X 4. Critical thinking, problem solving, & decision making****5. Digital citizenship****6. Technology operations and concepts****Instructional Objective(s):**In this lesson, students will log onto their net books and go to our class webpage. A picture (of an artificial human heart) will be linked on the page for them to open up. Once they open it up, we will perform a See/Think/Wonder exercise for the photo. The students will take 5 minutes to list the things they see in a word file, then 5 minutes to list the things they think about the picture, and then finally 5 minutes to list the things they wonder about with the picture. Upon completion, the class will discuss the results of their see/think/wonder. The completed word files will be submitted to me via online dropbox. The intention of the lesson is to get the students asking questions about organs and how they can be replaced with a man-made option. ||
 * **ACTION** ||
 * **Before-Class Preparation:** This lesson requires no pre-class preparation on the student’s part. It is an introductory exercise. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 45-50 Minutes |||| As a class, students will log into a net book, log in to our class webpage on MOODLE, and open a file containing a picture of an artificial human heart, and word pad. Once all students are prepared, the students will take 5 minutes to look at the picture and make a list of all of the things in the picture that they SEE. Then, take 5 more minutes to create a list of the things they THINK about the picture. And finally, take 5 minutes to make a list of the things they still WONDER about the picture. Once they complete this, we will discuss at length as a class what they put down for each section. I will use leading questions throughout the process to get them to what the item in the picture is, so as to lead us into a larger overall project. Upon completion on the discussion, the word files will be submitted to me via digital drop-box. || Net BooksPicture of artificial heartWord pad programMOODLE ||
 * **MONITOR** ||
 * **Ongoing Assessment(s):** Assessment will be done based upon student participation and their observations that are handed in. Because this is only an introductory exercise, the content of the lesson is not the prime objective yet and assessment will not be based on it yet.**Accommodations and Extensions:** Should students be able to figure out what the item is in the picture very quickly, they can use google to do some quick research on other artificial body parts and come up with some interesting information to share with the class. Facts can be posted on a discussion forum to foster online discussion and model online citizenship.**Back-up Plan:** In the event that the net books fail or the network does not cooperate, I can project the picture onto the screen in the classroom and the students can complete the assignment on paper by dividing a single piece of paper in three columns for the SEE, THINK, and WONDER’s. ||
 * **EVALUATION** ||
 * **Lesson Reflection and Notes:** Students always embrace this assignment and love that they get to interpret a picture based upon what they think is going on. Spend time allowing the students to express their point of view and explain themselves. ||

**Group Comments:**

Mike,I love the idea for this lesson! I have never heard of the See, Think, Wonder activity but I really like it and will be using it with students the next chance I get. When reading through this lesson plan I immediately thought of Voice Thread for the response to the picture. Students could create a whole Voice Thread around the one picture and classmates could make comments about whether or not they thought or wondered the same things. This could be a wonderful resource to use for a parent night or to showcase technology resources for other teachers. The students will probably have amazing answers with great insights. Just some thoughts about how to get even more technology into this lesson. I look forward to reading your follow up lesson plans. Brittany Washburn I agree with the above comment by Brittany. You have a great view of how science can work and the ideas that students can come up with from their imagination. Working with 5th graders must be a lot of fun, they probably have some good ideas and are not afraid to share. I work with high school students and to get them to be creative is almost a challenge and sometimes they only want to do the bare minimum. I love the idea of the VoiceThread for your assignment. I was trying to think of other technology things you might use. One I was thinking of was using Paint or some other illustration program to create a picture of of the organ. I will try a similar activity with some 10th graders. Cheers. James Pier

Mike: I have to agree with Brittany and James, I absolutely love this lesson. I really like the see, think, wonder, which is very similar to the K-W-L charts. This visual technology tool is a great way to bring about some introduction into the lesson. I wish I was at the point I had a drop box other than one on the school server. Have you used one with home access for the students? What a great way to integrate some problem solving into a hard topic. Great! Bethany

**L.OL.05.41 ** Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive). ** L.OL.05.42 ** Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities. . || **1. Creativity and innovation****X 2. Communication and collaboration****X 3. Research and informational fluency****4. Critical thinking, problem solving, & decision making****X 5. Digital citizenship****6. Technology operations and concepts** Instructional Objectives: Students will participate in an online forum to share ideas, pose questions, and post information on a discussion question on organs of the human body. Students will model positive and correct online forum etiquette and work to find information on human organs, their functions, and the systems they are in. Also, they will find resources online for information and post links on the board for others to check out to further discussion. || Day 1 (45 Minutes) Day 2 (45 minutes) Day 3 (45 minutes) |||| Instructional Activities Class will begin with the homework exercise, a writing piece about what they think the most important organ in the body is and why. Examples will be read aloud, and a discussion will follow. Students will make their case for why thy think their chosen organ is more important than the others. From this discussion, I will pose the question “what would happen if that organ broke down and stopped working?” The discussion would move toward this area for the remainder of the class period. In the last ten minutes of the class period, I would let the class know about what we will begin working on the next day. They will be spending the class period online in our discussion forum posting about their chosen organ, finding facts, describing its job, the system it is part of, and any other information they can find about it. The posting of links will be encouraged. Today the students will conduct their searches and discussions on specifically labeled forums that I created on MOODLE. There will be individual discussion forums for each chosen organ. Students will have a 45 minute period to discuss, search, and post. Continuation of the lesson outside of class will be strongly encouraged. On day three, results will be discussed as a class. We will lead into the artificial organ project. || Materials and Resources Net books Internet Data projector || Accommodations and Extensions: Students who need accommodative software or hardware will be provided with it. In the event that a para-pro is needed for a student, one will be made available. Back-Up Plan: If the assignment cannot be completed online as desired, students will be put into groups of three based upon their chosen organ, and a class text will be used to gather information on the organ. ||
 * Daily Lesson GAME Plan ||
 * Lesson Title: Online Discussion of Artificial Organs Forum |||| Related Lessons: See/Think/Wonder: Artificial Heart, Artificial Organ Creation Project ||
 * Grade Level: 5th grade |||| Unit: Human Body Systems ||
 * GOALS ||
 * Content Standards:
 * ISTE NETS-S
 * ACTION ||
 * Before-Class Preparation: Prior to this class, students will perform the See/Think/Wonder exercise from the prior lesson plan. In addition to that, the students will be given a homework assignment to write about what they think the most important organ in the body is, and explain why. These assignments will be used as a discussion point to begin class and lead into the discussion forum exercise. ||
 * During Class ||
 * Time
 * Note student groupings, environmental modifications needed, etc: ||
 * MONITOR ||
 * Ongoing Assessment(s): Student work in the forums will be monitored for progress and participation. I will interject with posts to foster further discussion and correct information within forums. I will have to circulate the room often during the forum portion of the lesson due to student issues with computers. In the end, I will use a rubric to grade student achievement in this lesson.
 * Ongoing Assessment(s): Student work in the forums will be monitored for progress and participation. I will interject with posts to foster further discussion and correct information within forums. I will have to circulate the room often during the forum portion of the lesson due to student issues with computers. In the end, I will use a rubric to grade student achievement in this lesson.
 * EVALUATE AND EXTEND ||
 * Be specific and include the evaluation that you will use for this lesson: ||  || 1 || 2 || 3 || 4 ||
 * Participation || Student did not participate. Did not find information or add anything to the discussion || Student showed little participation in the discussion. Made minimal comments, and added one resource to the forum. || Student made average effort to participate in the discussion. Made posts where applicable and found 2 to 3 resources for the forum. || Student makes extra effort in participating in the forum. Fosters strong discussion by adding points to others thinking, and finds several different resources for the forum. ||
 * Effort || Student showed no effort in their forum. Time was wasted. || Student showed minimal effort in the forum. || Student showed average effort in the forum. || Student showed maximum effort in the forum. Goes above and beyond in their work. ||
 * Accuracy of information || Student finds no information for the forum. || Student finds false information for the forum and does not check their sources. || Student finds mostly true information, checks their resources for reliability. || Student finds excellent resources, and checks all for reliability. ||

LESSON REFLECTIONS AND NOTES: This lesson could potentially take another day based upon how deep the class gets into the lesson. A flex day (or some amount of time) should be allowed for in planning.


 * Group Comments:**

Mike, I continue to love this idea for a unit plan. Your rubric is fantastic for the online discussion. Did you use rubistar or make it yourself? A discussion like this makes the content come alive for the students. Hopefully they will see that all organs have their individual functions but are critical to the operation of the body. I like that you break this lesson down into a few days of work. This will allow students to have discussions with their friends and family about what they are learning and hopefully help them reflect on the importance of the lesson. Brittany Washburn

**L.OL.05.41 ** Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive). ** L.OL.05.42 ** Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities.
 * = Daily Lesson GAME Plan  = ||
 * Lesson Title: Digital Storytelling – An Organ’s Perspective |||| Related Lessons: See/Think/Wonder: Artificial Heart, Artificial Organ Creation Project ||
 * Grade Level: 5th grade |||| Unit: Human Body Systems ||
 * == GOALS == ||
 * Content Standards:

. || **X 1. Creativity and innovation** **X 2. Communication and collaboration** **X 3. Research and informational fluency** **4. Critical thinking, problem solving, & decision making** **5. Digital citizenship** **X 6. Technology operations and concepts**
 * ISTE NETS-S

Instructional Objectives: Student will research the functions of a chosen human body organ. They will then create a story that encapsulates “a day in the life of…” on that organ. The story will be used as a narration in a video format where the student takes part in digital storytelling. The story must have visuals of the student’s choosing that go along with the story. The story must include information on what an organ’s purpose is and what it does as normal, or abnormal, functions. ||
 * == ACTION == ||
 * Before-Class Preparation: Students will take part in the See/Think/Wonder for an artificial heart. They will also be part of the on-line forum for body system information. Prior to this exercise, students will spend a class period searching online for videos about organ functions to get ideas for their own videos, and perhaps some pointers on how to not do theirs. ||
 * During Class ||
 * Time

Day 1 – 45 Minutes

Day 2 – 45 Minutes

Day 3 – 45 Minutes

Day 4 – 45 Minutes

Day 5 – 45 Minutes

Day 6 – 45 Minutes |||| Instructional Activities

Students will choose partners, and an organ on which they plan to do their digital story. Upon choosing an organ, they will be responsible for finding information on the functions of that organ, its location, the system it is part of, as well as any interesting or odd facts about it as well. Once enough information is compiled to create a “day in the life of..” video, the student will begin scripting a story idea.

Students will continue scripting their stories, and practicing them. Students will create prop lists where necessary. Time will be spent searching for pictures or files for videos.

Students will continue scripting their stories, and practicing them. Students will create prop lists where necessary. Time will be spent searching for pictures or files for videos.

Students will begin filming or creating videos. Class time will be given for filming and editing.

Students will continue day 4 activities. Projects due on day 6.

Share projects and present to class. || Materials and Resources

Net books Flip Cam Film Editing Software ||
 * Note student groupings, environmental modifications needed, etc: ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Throughout the assignment, student work will be monitored by quick interviews with the pairs. Should students need direction, guidance, or re-focusing, it will happen during these times.
 * Ongoing Assessment(s): Throughout the assignment, student work will be monitored by quick interviews with the pairs. Should students need direction, guidance, or re-focusing, it will happen during these times.

Accommodations and Extensions: Accommodative software will be made available to those in need of it. Should a parapro be necessary, one will be in the classroom for the students who need the support.

Back-Up Plan: If technology does not cooperate with plans, students will create a play and act it out in front of the class in lieu of planned assignment. ||
 * == EVALUATE AND EXTEND == ||
 * Be specific and include the evaluation that you will use for this lesson:|| || 1  ||  2  ||  3  ||  4  ||
 * Overall Video Presentation || Student did not create video or created a video far below standards. || Student created a video that may lack some information or is below bare minimum in requirements. || Student makes a video that meets requirements for the assignment. Video illustrates knowledge of subject matter and has creative touches. Work is up to students ability. || Student makes extra effort in creating the digital story. The work is evidence of hard work and knowledge on part of the student. Student turns in work that is exceeding ability level. ||
 * Effort || Student showed no effort in their work. Time was wasted. || Student showed minimal effort in the work. || Student showed average effort in the work. || Student showed maximum effort in the video. Goes above and beyond in their work. ||
 * Accuracy of information || Student finds no information for the project. || Student finds false information for the project and does not check their sources. || Student finds mostly true information, checks their resources for reliability. || Student finds excellent resources, and checks all for reliability. ||
 * Creativity || Student showed no creativity in their work. || Student work shows some creativity, but student does only in small amounts. || Student creativity is evident, though does not exceed what student normally turns in. || Student project is full of creative touches that show care was taken and project was given much consideration. ||

LESSON REFLECTIONS AND NOTES: This lesson could potentially take another day based upon how deep the class gets into the lesson. A flex day (or some amount of time) should be allowed for in planning.