This project, created in collaboration with Lynne Bullock, Vicki Fruge', and Janet Kelly, Master's candidates at Lamar University, was approached from the perspective of technology facilitators working with fifth grade science teachers to integrate technology resources into a unit on Earth science. Our unit involves approximately two weeks of integrated lessons which address the main content standards, including layers of the Earth, the rock cycle, weathering, and constructive/destructive forces. Below are a selection of learner activities that highlight both science and technology content standards: the activities are color-coded to correspond to the team member's UDL lesson set from which they originate. The accompanying lessons, along with a wide selection of resources, can be found at the TNT Rockin' with Technology site.
DAYS ONE THROUGH THREE - LAYERS OF THE EARTH (Julia Wilson)
Activity 1: Students will work in teams to create a labeled diagram of the earth's layers using a productivity or publishing application such as a Microsoft Office suite application, Kidspiration, or Paint Shop Pro, then peer conference to revise their diagrams. Post final diagrams on class website or wiki.
Activity 2: Students will work with the SMART Board to match vocabulary to various diagrams, then record their results on their diagram templates; then complete a SMART Response quiz using diagram templates.
DAYS FOUR AND FIVE: THE ROCK CYCLE (Lynne Bullock)
Activity 3: Students will access online videos to gather information for completing rock cycle graphic organizer
Activity 4: Students will work in groups of three to complete a publication representing components of the rock cycle
DAYS SIX THROUGH EIGHT: WEATHERING (Janet Kelly)
Activity 5: Students will complete the TIC TAC lab to visualize and learn the process of weathering and create a photostory to show the dissolution of the TIC TACs and the lab results.
DAYS NINE THROUGH ELEVEN: CONSTRUCTIVE AND DESTRUCTIVE FORCES (Vicki Fruge')
Activity 6: Students will create an eBook on Constructive Forces after reading an eBook on Destructive Forces.
RESEARCH/RATIONALE:
Across the unit:
To support diverse recognition networks:
· Provide multiple examples
· Highlight critical features
· Provide multiple media and formats
· Support background context.
To support diverse strategic networks:
· Provide flexible models of skilled performance
· Provide opportunities to practice with supports
· Provide ongoing, relevant feedback
· Offer flexible opportunities for demonstrating skill.
To support diverse affective networks:
· Offer choices of content and tools
· Offer adjustable levels of challenge
· Offer choices of rewards
· Offer choices of learning context.
(Rose and Meyer, 2002, Chapter 6)
Activity 1: This activity offers students the opportunity to create combination notes. These style of notes, which employ outlining, webbing, and pictographs in addition to words, have been shown to be effective: "Graphic representation has been shown to produce a percentile gain of 39 points in student achievement" (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 124)
Activity 2: This activity utilizes interactive whiteboard technology to create and work with pattern organizers. Pattern organizers are useful in teaching critical characteristics of vocabulary and are particularly useful in science. (Pitler, Hubbell, Kuhn, and Malenoski, 2007, pp. 93-94) The use of classroom response systems such as SMART Response allows teachers to collect data immediately and work with students to analyze data and make instructional decisions (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 45)
Activity 3: This learning activity, which incorporates the use of graphic organizers, provides students opportunities for nonlinguistic representation. According to McREL’s research, the purpose of nonlinguistic representation is to allow students to elaborate on knowledge and the effects on achievement are strong (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 86).
Activity 4: This digital storytelling activity is conducted through cooperative learning groups. Pitler (2007) states “student-centered multimedia is a natural environment for cooperative learning” (p. 141). David Jakes’ presentation (as cited in Solomon & Schrum, 2007) documents that digital storytelling has become one of the most powerful 21st century learning processes available to teachers and students.
Activity 5: This activity provides adaptation for the hearing impaired student because "one of the most effective forms of nonlinguistic representation is multimedia" (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 172). This activity also incorporates the affective network as it utilizes both the recognition and strategic networks to demonstrate student learning. Pilter (2007) states "the most engaging learning comes from having the student create the presentation or movie themselves as part of the learning process" (p.104).
Activity 6: The eBook creation is a multimedia project that is student centered and Pitler (2007) states “student-centered multimedia is a natural environment for cooperative learning” (p. 141). This activity also provides adaptation for the hearing impaired student because "one of the most effective forms of nonlinguistic representation is multimedia" (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 172). The eBook also incorporates the affective network as it utilizes both the recognition and strategic networks to demonstrate student learning. Pilter (2007) states "the most engaging learning comes from having the student create the presentation or movie themselves as part of the learning process" (p.104).
Professional Development:
Communities of practice bring their collective knowledge to solve problems and develop collaboration through interaction while working toward similar goals (Solomon and Schrum, 2007, pp. 104-105).
Teacher self-evaluation gives educators and opportunity to identify both what instructional strategies are working effectively and what areas might need review and change (Taylor, 1994).
Teacher reflection replenishes and energizes teachers in their work and also increases the teacher's understanding and familiarity with various practices and uses of technology in the classroom (Dana, 2009, p. 186).
Resources:
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher.Thousand Oaks, CA: Corwin.
Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.
Taylor, L. (1994). Reflecting on teaching: The benefits of self-evaluation. Assessment & Evaluation in Higher Education , 19 (2), 109-120.
