Allison+Heiple's+Page


 * Problem-Based Learning Lesson **

Grade Level/Subject Area 4th Grade/Math

Introduction

Students will consider the time it takes to prepare for a long move and decide what supplies they need to stockpile that they will need for the journey. Students will compare what it was like to prepare for a big move in the 1870’s to making the same move today. Planning a cross-country move, even in modern times, is no minor feat. In this lesson, students use math skills to get engaged with the frontier. Looking at an actual supply list from an 1870's homesteader, they'll examine what supplies were needed to travel to Montana, and how much it cost. Along the way, they'll learn about multiplication, frontier life, and inflation.

Learning Objectives

Students will: • Research information on the Internet. • Practice multiplication and addition skills. • Work with adding and multiplying decimals. • Work cooperatively and collaboratively on a project. • Find modern day items that would be comparable to those from the past. • Relate historical information to their lives. • Write creatively about their experiences. • Learn the basics about inflation.

Standards

<span style="font-family: 'Times New Roman',Times,serif;">National:

<span style="font-family: 'Times New Roman',Times,serif;">Mathematics Standard 3: Use basic and advanced procedures while performing the processes of computation. <span style="font-family: 'Times New Roman',Times,serif;">Mathematics Standard 1: Uses a variety of strategies in the problem-solving process

<span style="font-family: 'Times New Roman',Times,serif;">ISTE-NETS

<span style="font-family: 'Times New Roman',Times,serif;">1. Facilitate and Inspire Student Learning and Creativity <span style="font-family: 'Times New Roman',Times,serif;">2. 2. Design and Develop Digital-Age Learning Experiences and Assessments

<span style="font-family: 'Times New Roman',Times,serif;">Steps of the Lesson

<span style="font-family: 'Times New Roman',Times,serif;">1. Present students with the following scenario: <span style="font-family: 'Times New Roman',Times,serif;">Your parents got new jobs so they need to relocate your family to a different state. What would you need to pack with you? What do you need to do? Pack, close down the house, say good-bye to friends and family, find a new home, send out change of address cards? Start a running list about the process of moving. Then start a list of what the students and families would need to pack if they were moving next month. (The list should include clothing, furniture, appliances, toys, etc.) What would they leave behind? Why?

<span style="font-family: 'Times New Roman',Times,serif;">2. Students will work in teams to research moving in the 1870’s and compile a list of items taken on the trip and their prices at the time. They should create an Excel or paper chart of items with the 1870s price and what it should cost today according to the US Inflation Calculator at []. Combining computer and paper-based activities is often appropriate when learning certain skills (Cennamo, Ross, & Ertmer, 2009). Hopefully, students will notice that the prices are significantly more in today’s economy. The students should brainstorm reasons why this may be so.

<span style="font-family: 'Times New Roman',Times,serif;">3. Finally, the students will calculate buying supplies for a trip with today’s prices. Once the students have found the prices of the items in question, they need to total the numbers and find the final cost.

<span style="font-family: 'Times New Roman',Times,serif;">Technology Incorporated

<span style="font-family: 'Times New Roman',Times,serif;">The students will use the Internet to research taking a trip in the 1870’s and taking a trip today. The students will also use Excel to create a spreadsheet of their information. In addition to these tools, the students will create a digital story in my next lesson to present their conclusions of this research.

<span style="font-family: 'Times New Roman',Times,serif;">Meeting the Needs of Diverse Learners

<span style="font-family: 'Times New Roman',Times,serif;">Students will be working in groups, which will help lower learners to be involved. Connecting the lesson to everyday life and presenting a scenario that could happen to many of the students will increase engagement. “Technology used in non-routine ways can deepen students mathematical learning and foster achievement in math” (Cennamo, Ross, & Ertmer, 2009, p. 250).

<span style="font-family: 'Times New Roman',Times,serif;">Assessment <span style="font-family: 'Times New Roman',Times,serif;">The students will be assessed based on the prices and total amount found on their Excel spreadsheets. In addition to the data found, the students will come to conclusions to the following questions to show their understanding of the concepts. What are the differences between your modern day list and the list from 1870? How would travel and lodging be different along the way? Why are they different? Would every family in the class need the exact same amount of food and clothing for the trip? Why or why not? Why might people in 1870 bring stationary? Why would you not need to bring stationary? Asking probing questions helps to maintain that student engagement throughout the activity (Ertmer & Simons, 2006).

<span style="font-family: 'Times New Roman',Times,serif;">Conclusion

<span style="font-family: 'Times New Roman',Times,serif;">During this lesson, I will take on the role of a facilitator, as the students become self-directed learners (Laureate Education, Inc., 2008). Before a large group project, I will set clear goals for the students so they know what they are working towards. The students will then have the ability to assign roles and make choices about their research as a team. The beauty of PBL strategies is the lesson shifts from being teacher-centered to student-centered.

<span style="font-family: 'Times New Roman',Times,serif;">References

<span style="font-family: 'Times New Roman',Times,serif;">Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

<span style="font-family: 'Times New Roman',Times,serif;">Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from [].

<span style="font-family: 'Times New Roman',Times,serif;">Laureate Education, Inc. (Producer). (2009). Program eight. Spotlight on Technology: Problem-Based Learning: Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.


 * <span style="font-family: 'Times New Roman',Times,serif;">Online Collaboration Lesson **

<span style="font-family: 'Times New Roman',Times,serif;">Grade Level/Subject Area <span style="font-family: 'Times New Roman',Times,serif;">4th Grade/Math/Language Arts

<span style="font-family: 'Times New Roman',Times,serif;">Introduction <span style="font-family: 'Times New Roman',Times,serif;">Students will collaborate with peers, teachers, and ePals to share ideas about going on a long trip in the 1870’s and going on a trip now. Students will participate in an email exchange to discuss the process. Students have already discussed many engaging questions within the class. Now, the lesson will go one step further and have the students expand their horizons and communicate with a student in a different state or even country. Interacting with people from a different cultural background would allow the students to gain invaluable experiences (Laureate Education, Inc., 2008).

<span style="font-family: 'Times New Roman',Times,serif;">Learning Objectives <span style="font-family: 'Times New Roman',Times,serif;">Students will: <span style="font-family: 'Times New Roman',Times,serif;">Brainstorm ideas about the challenge of moving in the 1870’s compared to today. <span style="font-family: 'Times New Roman',Times,serif;">Communicate and work collaboratively with peers, teachers, and ePals. <span style="font-family: 'Times New Roman',Times,serif;">Understand that digital storytelling is an effective way to have their voices heard and make a meaningful connection with others.

<span style="font-family: 'Times New Roman',Times,serif;">Standards

<span style="font-family: 'Times New Roman',Times,serif;">National:

<span style="font-family: 'Times New Roman',Times,serif;">Mathematics Standard 3: Use basic and advanced procedures while performing the processes of computation. <span style="font-family: 'Times New Roman',Times,serif;">Mathematics Standard 1: Uses a variety of strategies in the problem-solving process

<span style="font-family: 'Times New Roman',Times,serif;">Language Arts Standard 4: Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. <span style="font-family: 'Times New Roman',Times,serif;">Language Arts Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

<span style="font-family: 'Times New Roman',Times,serif;">ISTE-NETS

<span style="font-family: 'Times New Roman',Times,serif;">1. Facilitate and Inspire Student Learning and Creativity <span style="font-family: 'Times New Roman',Times,serif;">2. Design and Develop Digital-Age Learning Experiences and Assessments <span style="font-family: 'Times New Roman',Times,serif;">3. Model Digital-Age Work and Learning <span style="font-family: 'Times New Roman',Times,serif;">4. Promote and Model Digital Citizenship and Responsibility

<span style="font-family: 'Times New Roman',Times,serif;">Steps of the Lesson <span style="font-family: 'Times New Roman',Times,serif;">The students have already discussed as a class, the many differences between traveling today and traveling in the 1870’s. The teacher will contact a fellow teacher on ePal and have the partner class complete the same problem-based learning activity so they are prepared to discuss the same topics. After the individual classes research is complete, each student will be given an ePal to collaborate with through email. The students will follow the guide below when emailing their ePal. <span style="font-family: 'Times New Roman',Times,serif;">Email #1: The students will introduce themselves and share some basic information about themselves as well as their school. <span style="font-family: 'Times New Roman',Times,serif;">Email #2: The students will discuss the cost differences between the items in their modern day list of things to take and their list from 1870. Why are these items different from prices today? <span style="font-family: 'Times New Roman',Times,serif;">Email #3: The students will discuss how travel and lodging will be different along the way. Why would it be different? <span style="font-family: 'Times New Roman',Times,serif;">Email #4: The students will discuss their specific family situation. How many people are in their family? Would they need the same amount of food and supplies as a family of 10 or a family of 2? Why or why not? <span style="font-family: 'Times New Roman',Times,serif;">Email #5: The conclusion email will be open to any other questions or topics the students found interesting during their research.

<span style="font-family: 'Times New Roman',Times,serif;">Meeting the Needs of Diverse Learners <span style="font-family: 'Times New Roman',Times,serif;">The students will need different amounts of help from the teacher to create their emails. Some students will be very familiar and other students will never have seen an email before. The higher-level students that finish their emails quickly can be used as teachers with the students in need of some extra assistance. Pairing the students in this way will be beneficial to both students. Many tools such as spell check and an online dictionary or thesaurus will also help address the needs of certain students during this activity.

<span style="font-family: 'Times New Roman',Times,serif;">Conclusion <span style="font-family: 'Times New Roman',Times,serif;">The teacher’s role during the above activities is facilitator and encourager. The teacher needs to help the students create their own opinions and then use the information they found to support these opinions. Another important role of the teacher is to monitor the emails being sent from their students and coming in from the other students. The students will be assessed based on their ability to answer and discuss the topic question of each email, which will be clearly stated at the beginning of each day. “Creative thinkers are able to examine ideas from various perspectives, make inferences, and elaborate on their thinking” (Cennamo, Ross, & Ertmer, 2009, p.25). Through online collaboration the students are accomplishing just that. They are getting a different perspective from their ePal and responding with their own thoughts.

<span style="font-family: 'Times New Roman',Times,serif;">References

<span style="font-family: 'Times New Roman',Times,serif;">Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful <span style="font-family: 'Times New Roman',Times,serif;">Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

<span style="font-family: 'Times New Roman',Times,serif;">Laureate Education, Inc. (Producer). (2009). Program ten. Spotlight on Technology: <span style="font-family: 'Times New Roman',Times,serif;">Social Networking and Online Collaboration: Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.


 * <span style="font-family: 'Times New Roman',Times,serif;">Digital Storytelling Lesson **

<span style="font-family: 'Times New Roman',Times,serif;">Grade Level/Subject Area <span style="font-family: 'Times New Roman',Times,serif;">4th Grade/Math/Language Arts

<span style="font-family: 'Times New Roman',Times,serif;">Introduction <span style="font-family: 'Times New Roman',Times,serif;">In this lesson, students will learn about storytelling and use 21st century tools to create their own digital story, using images to support their story. Students will explore digital storytelling as a way to tell a story, promote cross-cultural understanding, and build meaningful connections with others. Students will then present their stories to the class.

<span style="font-family: 'Times New Roman',Times,serif;">Learning Objectives <span style="font-family: 'Times New Roman',Times,serif;">Students will: <span style="font-family: 'Times New Roman',Times,serif;">· Students will understand and create a personal narrative to explain their move across the country. <span style="font-family: 'Times New Roman',Times,serif;">· Students will demonstrate an understanding of digital storytelling by creating a digital story from their personal narrative. <span style="font-family: 'Times New Roman',Times,serif;">· Students will demonstrate an understanding of the role images play in a story and will find appropriate images to support their story. <span style="font-family: 'Times New Roman',Times,serif;">· Students will identify differences between making a long trip now and in the past throughout their story.

<span style="font-family: 'Times New Roman',Times,serif;">Standards

<span style="font-family: 'Times New Roman',Times,serif;">National:

<span style="font-family: 'Times New Roman',Times,serif;">Mathematics Standard 3: Use basic and advanced procedures while performing the processes of computation. <span style="font-family: 'Times New Roman',Times,serif;">Mathematics Standard 1: Uses a variety of strategies in the problem-solving process

<span style="font-family: 'Times New Roman',Times,serif;">Language Arts Standard 6: Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. <span style="font-family: 'Times New Roman',Times,serif;">Language Arts Standard 12: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

<span style="font-family: 'Times New Roman',Times,serif;">ISTE-NETS

<span style="font-family: 'Times New Roman',Times,serif;">1. Facilitate and Inspire Student Learning and Creativity <span style="font-family: 'Times New Roman',Times,serif;">2. Design and Develop Digital-Age Learning Experiences and Assessments <span style="font-family: 'Times New Roman',Times,serif;">3. Model Digital-Age Work and Learning

<span style="font-family: 'Times New Roman',Times,serif;">Steps of the Lesson <span style="font-family: 'Times New Roman',Times,serif;">1. Students will use a graphic organizer to help them write their story about moving and add details. Students should keep in mind that the final product (digital story) will be 2-3 minutes in length. <span style="font-family: 'Times New Roman',Times,serif;">2. Ask the students to then close their eyes and think about what the story might LOOK like. They should make a quick list of ideas that came to mind. Share some tips with students about how to choose appropriate images for the story. <span style="font-family: 'Times New Roman',Times,serif;">3. Students will create and use a storyboard to help choose images, objects, and places that will enhance the message in their story. <span style="font-family: 'Times New Roman',Times,serif;">4. Students will use storybird.com to create their digital stories. Prepare the students for this by allowing the students to view the many examples of stories on the website. Then, show the students the process of creating a story on the Smart Board before having the students complete a story on their own. <span style="font-family: 'Times New Roman',Times,serif;">5. Finally, have the students share their stories with the class.

<span style="font-family: 'Times New Roman',Times,serif;">Technology Incorporated <span style="font-family: 'Times New Roman',Times,serif;"> The students will once again be using a variety of technology during this activity. A Smart Board is needed to help the students see what and how they are to be creating. A computer with Internet access and a microphone is needed to allow the students to use storybird.com.

<span style="font-family: 'Times New Roman',Times,serif;">Meeting the Needs of Diverse Learners <span style="font-family: 'Times New Roman',Times,serif;"> According to Dr. Abrams, visual is the new literacy (Laureate Education, Inc., 2009). By using digital stories, the students’ different needs will be addressed. The students are in groups and can help each other throughout the process. The students with a strength in writing can fill in the graphic organizer and write the text for their digital story. The students with a strength in connecting visuals with text can decide on the pictures to use in the story.

<span style="font-family: 'Times New Roman',Times,serif;">Assessment <span style="font-family: 'Times New Roman',Times,serif;">The students will be assessed on the completeness of their story. They will be required to have a certain number of pages in their final product. Also, the digital story will be evaluated based on effective use of personal narrative and images.

<span style="font-family: 'Times New Roman',Times,serif;">Conclusion <span style="font-family: 'Times New Roman',Times,serif;">Teacher involvement will vary based on students’ ability. Some classes may need a lot of teacher support with this aspect of the project. Other students, who are more familiar with digital media, may need less support. Management will be handled by moving around the room constantly while the students are working, and helping the groups who need help. The students will be using creative thinking throughout their entire process of making their digital stories, especially when visualizing the images that would best fit with their story. Although each of the students will be creating a similar story, they will all express different opinions and therefore end up with unique pieces of digital art.

<span style="font-family: 'Times New Roman',Times,serif;">References

<span style="font-family: 'Times New Roman',Times,serif;">Laureate Education, Inc. (Producer). (2009). Program twelve. Spotlight on Technology: Digital Storytelling: Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.