Planning+for+Technology+Integration

__**Planning for Technology Integration Activity**__ The objective for all these activities I am about to describe include the same SPI I used for my digital storytelling project. In the three different ways for this activity to be conducted using technology, the students will identify different parts of a plant and the functions of those parts.  The grade level is third and the subject is science.   **SPI 0307.1.1 Identify specific parts of a plant and describe their function.**  The two outlets for learning I chose was the whole class with one computer and individual use in a computer lab.  Activity 1: First, in the environment with the entire class and one computer present, an activity I feel is most effective would be to use the resource of a projection screen from a computer that displays a modified version of jeopardy. I use the term modified because in the classroom version, from the projection screen the students can choose from different topics within function of a plant and describing parts of the plant for a point based value. During this activity, the classroom could be divided into two teams ideally, and each team will take turns switching back and forth for a chance to identify and showcase their knowledge of plants and functions sparking the engagement of each student due to the competition factor. The students on the teams will take turns in selecting a term or part for however many points they decide on as a team, and each participant at the time of question can receive help from their team, making it more of a group effort. Two students however will not participate and be the score keepers for each team, so that there is a fair tally. The teacher will operate the computer which will have the questions, points and topics included. Also the teacher will mediate fairness of ties, or students who may not be participating. Materials needed would be; a computer, with a pre-made jeopardy game on the computer, a projection machine, a drop down screen, sheet or board to display the projection on. Also two score sheets for each team. Other materials would include the student’s textbooks. If a team gets certain questions correct, they may earn bonus points, or they can opt immunity to use their textbook on a new question. The jeopardy formation is found from this source: [] Before class preparation, will include making sure that the projection screen is working, and that the program being used is properly working from the web. Also in the jeopardy layout I chose, the top portion where the topics are supposed to go, are not visible. Therefore, for my class I will write on the board beside the projection screen the 5 major topics of questions I will want to ask them. That way in case there is extra time, I would be able to add more topics about plants to those five categories so that the game could continue. I will have bonus options for the higher fifty point questions. Guidelines for the students consist of the teams being quiet as each team member selects a question for the group. Also if the team that selects the question does not get the correct answer, the other team will have a chance to answer that question, if the question is still not correctly answered, the question dies. In support of a special needs student, there will be extra help regarding what questions to choose and how to properly answer that question. During Instruction I will need to watch how the teams are split up and make sure that not two buddies who will cause disruption are on the same team. I will also need to pay attention to those who think they know it all and do not give other students a chance to equally play the game. Possible problems include upset students because they did not get on their friends team. In that situation, I would explain that it is not the end of the world if they are not on their friend’s team, and I would explain that it is important for them to learn to work with others. Special rules consist of the student being able to go to the laptop and click on the question that they want for their team. However the student will not stay up by the computer the whole entire time. Just to simply select the question then go back to their team. The rest of the time the instructor will be the one facilitating the control of the computer to that no unfairness is justified. My back up plan would consist of a manual form of the questions from the jeopardy game on the computer. I would have the points written on one side and the questions written on the other side, and they would be laid out on the floor or a larger table or desk for the student to choose from if the technology were to fail.  Activity 2: In this activity I selected the option to have individual use of computers in the computer lab. What will happen during the lesson is I will review the parts and functions of a plant and different types of plants, based on the textbook defined by the state. The students will then pay attention to the review and introduction to the activity. As the students will have individual use of computers, the teacher will walk around and make sure that the students are staying on task and do not need any help with computer operations. The computer will be used so that the students can partake in an activity on the computer where they use the mouse to click and label different parts of the plant. I will include some bonus points for this assignment if the students can write down any additional information about what part of the flower or the plant in general on a separate sheet of paper. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials will include a computer lab with enough computers to enable each student to have access to a computer. The students will need a sheet of paper to write their bonus facts on for extra points. For the review before the students are assigned to the computers, for the teacher’s sake, it would be nice if there were a white board in the computer lab, if not however; the teacher should bring in a board or something to write on for an aide when reviewing material for the days lesson. The activity the students would be able to use on the computer comes from this source: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Before class preparation would include the teacher making sure that every single computer that a student should have access too, be working properly and in good condition. Guidelines for the students would consist of no food or drink in the computer lab, after use each student should get a handy wipe and clean the mouse and hardware; the students should do their own work on the computers, and should work quietly as other students will be trying to think as well. One modification that might help a disabled student on the computer is have to program activity already pulled up and ready to use so that the disable student does not have to navigate much of the computer to get to the activity. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">During instruction, the things that the instructor would need to watch for and monitor is whether or not the student is sitting in an area of another problem student. If so, they should be separated in order to dissolve any possible disputes or distractions. Possible problems could entail that a student brought food or drink into the lab or computer area. If that occurs, then it would be necessary to remove the products and maybe have to student sit out for a few minutes before resuming the computer activity. Special rules during the time that technology is being used is that one person at a time be permitted to use the restroom, in effort of maximizing the students time with the technology so that large groups of kids are not in the bathroom at the same time. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">If the technology fails then, I would have made a diagram of a plant, without the proper names of the specific parts and functions and students would take turns coming up and labeling the plant and explaining the function of whatever part the child picked to label. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">