Maureen Hart Global Classroom Module EDTC 645 November 5, 2013 Dr.

Blesh

Global Classroom Module Pre-Planning Template

Note: Minor changes were made to the preplanning template after further depth into designing this unit. I changed the time frame from 6 weeks to 4 weeks. Also changed the grade level to a range from second grade to fifth grade because I fell as though it can be done with students in these grades. I also want to add that I have posted this project on ePals and it has been approved however I do not have a partner classroom from another country that has accepted it yet.

Designer: Maureen Hart Summary: This unit will expose students at a second grade level to technologies we use around the world. Students will research technologies that are important to their everyday lives as well as those important to students their age in another country. They will be expected to prepare a research report on the technology they choose and prepare an oral presentation of that report on a Screen-cast omatic or other media to share their findings. Students will also discuss with other children from other countries about the technologies they use and prepare a report describing them using video or some other form of media to tell about what they learned. Students will also (as a group project) create a new type of technology that would help students from the partner school in their everyday lives in some way, and build a model of it. Students will also have an opportunity to compare and contrast the United States Technology usage to the usage of technology in other countries. Background: The school that I will be working in for this unit is New Castle Elementary School located in New Castle, Delaware. I will be working with a second grade classroom to incorporate a STEM related activity that includes areas of Science, Technology, Engineering, and Math. The school that I am working in has a 100% free breakfast and lunch. Most students do not have access to the Internet at home.

Time frame: This unit will take about 4 weeks depending on the research we get as we try to contact other countries and their schools to make the connection to learn about the technologies. Subject And Grade level: Second Grade Fifth Grade Language Arts and Science Proposed Topic and Rationale: The rational for this unit will be to introduce students to the ISTE standards and to collaborate with one another and students from around the globe to gain a different perspective on what technologies are more important to school aged children and adults and why. They will learn how different cultures value different technologies depending on the different lifestyles, climate, economic status and needs of the countries. Global Network You Plan to Use: ePals Key Challenges: A challenge that I might see as a potential problem is that it may be difficult for us to find other countries to work with on this project. To try to overcome this obstacle I will begin my searches early enough to try to see what is available and try to secure a couple potential global schools early on. Another obstacle is that I may have trouble with students using the different media to present their research findings. To try to make this work, I will be pairing up with our technology specialist to help me with these presentations. Prior Knowledge: Students will have learned about different technologies people used in the past verses the present. In first grade they spent much time in Social Studies on this concept. Now we are looking at technologies in the present verses in other countries and also looking into future needs by having them create their own technologies that they think would be beneficial to them in their own lives as well as the lives of the students in their partner school. Standards and Key Concepts

Content Standards: CCSS.ELA-Literacy.RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. CCSS.ELA-Literacy.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.

National Education Technology Standard for Students NETS 1. Creativity and Innovation Students will be asked to create a new technology that will enhance their everyday life. 2. Communication and Collaboration Students will be asked to create a presentation concerning their research and share it with the global classroom participants. 3. Research and Information fluency Student will have to know what they researched and give information about it through source of media.
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4. Critical Thinking, Problem Solving, and Decision Making The culminating activity where students are creating their own piece of technology and sharing it with others is where these areas with come into play. They will be working with a group where they will need a lot of decision making strategies and also they will have to really think about a new piece of technology and how it will effect their daily lives for the better. 5. Digital Citizenship Students will have to practice their digital citizenship skills throughout this entire unit since they

will be working with different facets of the Internet as well as other forms of media.

Global Theme: The Technocratic Revolution: Science/Technology/Communications. This theme will be incorporated throughout this unit because the whole unit is about raising awareness of global technology. We will compare and contrast the technologies and their importance to the different countries associated with them. Pre-Lesson Steps: 1. I need to create a username and password on the ePals website. 2. Post this idea onto the ePals site to see if anyone is interested in working with us. Make contact with anyone that seems interested and start planning with that global classroom as needed. Technology Use: The technology will be used in some fashion everyday that the unit is taught. Essential Question (s): How does technology enhance our everyday lives? How can technology help us to learn about other countries and global issues around the world? Starting Activity For Module: As an activating strategy for this unit, I will have students discuss one thing in their lives that they cannot live without and tell why. We will then list as a class how many of those things are effected in some way by technology. Discussion will lead to first lesson. Lesson Plans: Summary of Two Lesson Plans: One lesson that will be illustrated in this unit is the lesson on researching a technology that they use everyday in their lives that they cant live without. They are to give facts about this piece of technology, how they use it, and why they could not live without it. They will be asked to create a presentation

illustrating this information to be shared with a global classroom connection. Another lesson is that students will (in groups) design, build and create a piece of technology that would improve the daily living experience of students they interview from their partner school. It can be anything they want. They will have to present information about their creation to the rest of the class as well as on some type of media to be shared with their global classroom connection.

Summative Assessment: The summative assessment for this unit will be the final project where students must design (with their group) a technology that would help students they interview from another country or their partner school to enhance their daily lives. Student will have several steps to complete this project and will be graded on a rubric containing the entire process.

Lesson 1: Introduction (about 5 days) Learning Objectives: 1. Students will create a survey using survey monkey asking about technology and how it is used in other countries. 2. Students will collect data (using email set up through the ePals project) from the survey from students in a partner class that was discovered through ePals project and share the results. 3. Students will discuss and analyze the results of the survey. Materials and Resources: 1. Each group of 4 students will need at least 2 laptops or desktop computers.

2. Email addresses from students we are working with from another country (we will refer to it as our partner class) 3. Set up email accounts through ePals using these links: http://en.community.epals.com/epals/support/p/set-up-onepals.aspx#manageStudentAccounts and http://en.community.epals.com/epals/support/p/set-up-onepals.aspx#createStudentAccounts 4. Survey monkey address: https://www.surveymonkey.com/ 5. Workspace on ePals set up for students to collaborate http://en.community.epals.com/teaching-resources/p/epals-forteachers-workspaces.aspx Activities: Day 1: Teacher will introduce the start of this unit by telling students that they will be gathering information about different technology that students and other people use around the world. We will then use this information for further study and review. Teacher will introduce the classroom from another country that has joined their project through ePals. Teacher will explain that this is a collaborative project between them and this other classroom and much of the work will be done through email and the collaborative workspace on ePals. Students will be given their ePals email addresses at this time as well as email addresses of students from the global classroom working with us. Below is a screen shot of what it looks like after the teacher requests email accounts on ePals.

image retrieved from epals.com

Students will be assigned 2 groups. One group is from their own class and the other is from the class from the ePals project site. Students will be asked to send a welcome email to the 4 students from the partner class, now their partner group, and tell them a little bit about themselves. Students will also be reminded at this time about global citizenship and how they are to interact with others appropriately through emails. Day 2: With their own classroom group, students will be asked to develop together a survey using survey monkey (which they are already familiar with) to be given to their partner group from the partner

classroom. This survey will have to ask questions that pertain to the technology that they use in their everyday life that they cant live without. Students will have to collaborate with one another on good questions to ask so that they get enough information to help them create a report on this information. Teacher will give a mini lesson on questioning strategies that can help when developing a survey. The class will also discuss which type of questions will be helpful to ask when trying to gain information about a certain topic. Students will be given time to develop questions for survey and then send link to survey questions to their group members from ePals project partner class. Day 3: (this activity will take 2-3 days) Day 3 activities will probably occur after students get all responses back from survey. It may not be a consecutive day depending on timely responses. For the Day 3 activity, students will analyze the results of their group surveys. They will then be asked to create a presentation that tells what their survey results showed about technology use in another country based on how their partner group responded. Student will create a 3- slide power point showing their conclusions from the data. (Students already know how to use power point as they have used it several times this year.) They will present this presentation to their own class as well as the ePals class. When presenting the information to their own class they will use their computers and Smartboard and talk through the presentation. When presenting to the ePals class, they will use email and send the presentation as an attachment.

Assessment: See Rubric Labeled Lesson 1 Lesson 1 activities will be graded on a rubric that encompasses all of the activities in the first lesson. Teacher will also observe to see that

all students are engaged in these activities and contributing to the collaboration pieces of the lesson.

Lesson 1 Rubric Lesson 1 will be graded on a rubric. The rubric is as follows: Possible Points Welcome Email Activity 3 Students wrote welcome emails to all students assigned to their partner group. Emails introduced themselves to their group members and digital citizenship skills were followed. 2 Student wrote welcome emails but not much attention was given on details explaining who they are to their group members. Most digital citizenship skills were addressed. Survey questions were completed on Survey Survey questions were incomplete and/or did not No evidence of survey question 1 0

Some group None of this members work is contacted evident. with little or no attention to details about introducing themselves. No digital citizenship skills noted.

Survey Survey Questions questions were completed on Survey

Monkey with Monkey with have a a working a working working link. link. link. Questions were detailed enough to gather enough information on technology use by other students in a different country. Data Analysis of Survey Questions Each group member engaged in good data conversation and created accurate analysis of data collected. Some questions used good questioning strategies while others could use some work.

available.

Some group members engaged in data conversation and created data analysis that was mostly correct.

Data analysis is weak and much information was misinterpreted or not accurate.

No data analysis was evident.

Power Point

Power point presentation is clear and gives sufficient information about data collected.

Power Point presentation gives some information but may be missing a few main points.

Power Point is unclear and missing information from the data.

No Power Point presentation was made to support the data.

Score: 14-16 = A 11-13 = B 8-10 = C 7 0 = not passing

Lesson 2: What piece of technology cant you live without? (2 days) Learning Objectives: 1. Students will research a piece of technology that they use today that they consider something they could not live without. 2. Students will find 5 facts about that piece of technology using the web as a reference tool. 3. Students will site resources where they get their information about the technology. 4. Student will prepare a Screen-cast omatic presentation telling what they learned about the technology and telling why they consider it something that they cant live without. 5. Students will share their report with their partner class from ePals. Materials and Resources: 1. Laptop computers or desktop computers for each student. 2. Tutorial on how to create a Screen-cast omatic presentation http://www.youtube.com/watch?v=ylPCMtW12EA 3. Access to Internet for research 4. workspace from ePals 5. Email addresses of students from partner school on ePals Activities: Day 1: Teacher will ask each student to think about technology and how we use it today. Teacher will then ask the students to narrow that

technology down further by asking them what pieces of technology do you or your families use each day that you dont think you could live without. Students will be asked to tell what that technology is and why they feel as though they could not live without it. They will record these responses on the classroom discussion page created on the workspace in ePals. Access to how to set this workspace up is provided in this link: http://en.community.epals.com/epals_project_workspaces/projectws_ 1977/f/25633/p/94889/403673.aspx#403673 This screenshot shows what a section of the workspace I created looks like.

Students from the partner classroom will have access to this discussion page as well so that they can provide feedback and answer any questions or ask questions that need clarification. Day 2: Using the web students will research and find out more about the technology they say they cant be without. They will then post to the blog (found on ePals site) several things they learned about that

technology and ask their partner class to comment on the blog and give feedback if they can.

image retrieved from: http://en.community.epals.com/controlpanel/blogs/posteditor.aspx?SelectedNavItem=Ne wPost&WeblogID=25636

Day 3: Using Screencast o'matic and in their assigned groups, students will create a 2-3 min presentation telling about the technologies they chose and why their life would be different if they did not have it. Student will post the Screen-cast to the blog and share the information they collected with the partner class. Assessment: Students will be graded on their final presentation as well as their research and group collaboration using the rubric on the next page.

Lesson 2 Rubric: Point Totals Research on technology chosen 3 Research is complete and accurate with at least 5 details about technology chosen and resources sited Students collaborated with group members to make their screencast and followed the 2-3 min presentation guidelines. 2 Most of research is accurate but may be missing some details. Resources cited. Some collaboration was evident and screencast was available but somewhat incomplete. 1 Research is incomplete and no resources cited.

Collaboration

No evidence of collaboration or a final product.

Score: 4-6 points = Passing 1-3 points = Not passing

Lesson 3: Compare and Contrast (1-2 days) Learning Objectives: 1. Using the information that was collected and reproduced in Lessons 1 and 2 students will compare and contrast the technology used in their country verses the technology used in the partner classroom from a different country. Materials and Resources: 1. Students will need notes and products from last two lessons. 2. Students will need laptops/desktop computers. 3. This link is needed to access the online Venn diagram that students will need: http://www.readwritethink.org/files/resources/interactives/venn_diagra ms/

Image from thinkfinity.com

Activity: Day 1: Students will use their resources and notes and collaboration from the past two lessons to create a Venn diagram comparing and contrasting the technology that our country uses verses the other country we are working with. The students from our partner class will be doing the same thing. For this activity students will need to access the Venn diagram online through the link listed above. A picture of what a blank template looks like is also shown above. Day 2:Students will then have a video chat with the partner class through Skype to discuss their findings with the compare and contrast activity. Assessment: Teacher will collect Venn Diagrams and students will get an individual grade based on the rubric on the next page.

Lesson 3 Rubric: Points Content 2 Venn diagram is complete and reflects that students used their resources and notes from past lessons to make comparisons. Student participated in Skype discussion with partner class. 1 Venn Diagram is not complete and lacks information collected from the past two lessons.

Skype Discussion

Student did not participate in Skype discussion.

Score: 3-4 points = passing 0-2 points = not passing

Lesson 4: Create your own Technology (1-2 weeks) Culminating Activity Lesson Objectives: 1. Students will conduct interviews with the partner classroom about technology needs in their everyday life. 2. In groups, students will design and invent a piece of technology that could help one of the needs that were presented in the interviews. 3. Students will present through either Screencast o'matic or Skype their newly invented piece of technology to the partner school.

Materials/Resources: 1. Skype access 2. interview questions made up by groups 3. various materials that students could use to build or make the model of the piece of technology they invent like cardboard boxes, string, tape, scissors, glue and anything else that may come in handy (once the groups have discussed their inventions the teacher can get a better idea about materials needed to gather) Activities: Day 1: In groups students will develop interview questions that will help them gain information about some technology needs or wants that would make the lives of students from the partner class easier. Day 2: Through email or Skype (students will have a choice in how they want to conduct interviews) students will interview another group from the partner country to gain knowledge about the technology

needs/wants. Students will take notes so they can use them for the next activity. Days 3 and 4: Student will collaborate in their groups about these needs/wants and try to discuss how they could help these students. Students will need to try to invent or create a new technology that the students from the partner class may be interested in using. Students will you the Design Process for this project-based activity. See link for details: http://www.sciencebuddies.org/engineering-designprocess/engineering-design-processsteps.shtml#theengineeringdesignprocess

Image from Science Buddies retrieved from: http://www.sciencebuddies.org/engineeringdesign-process/engineering-design-process-steps.shtml#theengineeringdesignprocess

Once students have decided on what they are going to try to build or make they will need to decide together any materials they may need or want to start creating the model of the invention. Students will probably take 2-3 class periods or longer to create their design.

Day 5 and 6: Once their design is completed and tested, the group will need to write directions on how to use the product in a pamphlet form. Also included in the pamphlet will need to be specific uses for their invention. Day 7: Students will then need to come up with a presentation for their design to share with the partner class. Days 8 and 9: Students will give their presentation live through Skype to their partner class. Partner class can give students feed back through email telling them if they would use their product and why or why not. In return the partner class will be doing the same activity and will ask our class for feedback. Assessment: For this final activity students will be graded on a rubric. The rubric for this activity is as follows on the next page.

Culminating Activity Rubric: Possible Points Interview Process 3 Questions were appropriate and fit the task and Interviews were conducted with a professional collaborative manner. 2 Questions were somewhat week and did not give as much detail and interviews were conducted. 1 Questions were Week and did not allow for detailed answers. Interviews were not conducted.

Design Process The design process was followed in the group. Invention of New Technology New design met the needs of one or more of the ideas presented from partner school during interviews. Presentation was clear and described how the new design worked with complete details.

Parts of the The Design Design Process Process was were followed incomplete and some were missing. New design met some criteria from interviews but not all. New design had little or no content that was discussed during interviews.

Presentation

Presentation was somewhat clear and explained the new design in some ways but not totally

Presentation lacked clarity and was confusing.

understandable. Pamphlet Pamphlet showed how the design could be used and how it worked. All group members took part in this design and were a valuable part of contributions during the group work times. Pamphlet was missing either how the design could be used or how it worked. Some group members took part in this design and were a valuable part of contributions during the group work times. Pamphlet was incomplete and/or unclear.

Collaboration

Collaboration was week in the group and members did not get along.

Score: 15-18 points = A 11-14 points = B 8-10 points = C 7 and below = not passing grade

After the final presentations for the culminating activity teacher will ask students to reflect about what they learned about collaborating globally. Students will explain in writing what they learned and how this experience with their partner class from another country was different from a project they have done before. This will help the teacher to gain a better understanding of how global networks can enhance student learning.

References:

CCSS. (2012). Common core state standards initiative. Retrieved November 5, 2013 from http://www.corestandards.org/the-standards.

Design Process Science Buddies retrieved November 5, 2013 from: http://www.sciencebuddies.org/engineering-designprocess/engineering-design-processsteps.shtml#theengineeringdesignprocess

ePals. (2013). ePals global community: Where learners connect. Retrieved November 5, 2013 from http://www.epals.com.

ISTE. (2012). Iste nets: advancing digital age learning. Retrieved November 5, 2013 from http://www.iste.org/standards/standards-forstudents