Proposal - formatting messed up : )

EDLF 545 Proposal

Content Area/Subject: Science – Oceans
Grade Level(s): 5th Grade (+ ESOL population)

TIP Student: Ana Casanova
Cooperating Teacher/School: ___________, ESOL (+ __________, Science Teacher) at G_____ E_______

GOALS and OBJECTIVES

What should the _____________ students be able to do?
Content Objectives:
Virginia Science Standards of Learning – 5th Grade
Standard 5.6
The student will investigate and understand characteristics of the ocean environment. Key concepts include
a) Geological characteristics (continental shelf, slope, rise);
b) Physical characteristics (depth, salinity, major currents)

Technology Objectives:
Technology Foundation Standards for Students –
1. Basic operations and concepts
* Students demonstrate a sound understanding of the nature and operation of technology systems.
* Students are proficient in the use of technology.
3.Technology productivity tools
* Students use technology tools to enhance learning, increase productivity, and promote creativity.
* Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Technology communications tools
* Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
5. Technology research tools
* Students use technology to locate, evaluate, and collect information from a variety of sources.
* Students use technology tools to process data and report results.
* Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Language Objectives (ESOL students):
Oral Language (both Listening and Speaking) –
The students will:
-respond to simple directions.
-Ask and answer questions of their peers and the teacher.
-Respond to factual information.

Reading-
The students will:
-Read and demonstrate comprehension of nonfiction.
-Answer questions about what is read and researched.
-Use pictures to make predictions about text and topic.

Writing-
The students will:
-Write to communicate ideas and information.
-Draw or copy from a model.
-Use English grammatical constructions, punctuation, and spelling conventions.
What should the TIP student be able to do?
Technology Objectives:
Technology Foundation Standards for Teachers-
1. TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:
1. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students)

2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
1. Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
3. Identify and locate technology resources and evaluate them for accuracy and suitability.
5. Plan strategies to manage student learning in a technology-enhanced environment.

3. TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
1. Facilitate technology-enhanced experiences that address content standards and student technology standards.
2. Use technology to support learner-centered strategies that address the diverse needs of students.
3. Apply technology to develop students' higher order skills and creativity.
4. Manage student learning activities in a technology-enhanced environment.

4. ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
3. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication, and productivity.

5. PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice. Teachers:
2. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning.
4. Use technology to communicate and collaborate with peers, parents, and the larger community in order to nurture student learning.

6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers:
2. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
4. Promote safe and healthy use of technology resources.
5. Facilitate equitable access to technology resources for all students.




The module should include at least two detailed lesson plans.
-This module will include three separate lessons – one of pre-assessment, one of post assessment and in between the two one where the meat of instruction takes place

The module should address specific SOLs.
-See table above

The module should address specific NETS for students and teachers.
-See above

This module should be able to be used again by other teachers.

PROCEDURE

Where will the instruction take place? The instruction will take place in Kim Wilson’s 5th grade science classroom.
What is the availability of technology in those places? __________ has a Smart Board Set up in her classroom, as well as the3rd through 5th grade laptop carts made available to her through reservation.

What will the students be doing? Will they be doing the same thing at the same time? Students will all be working at the same time, on laptops, navigating the web quest (server quest) to find out information they need to know about Ocean Environments.

Will students be working individually? In teams? The students will work in small groups or partners, yet to be determined.

Are there small group activities? Large group activities? The activities are primarily small group.

Are there activities for a one-computer classroom? A computer lab? This activity would also work in a computer lab setting – and could possibly be modified for a one-computer classroom if student groups took turns.

INSTRUCTIONAL ROLES

What is the role of the classroom teacher?
What is the role of the TIP student?
-Both the classroom teachers (ESOL – __________ primarily, and ________ – science) will work with the TIP student to assist in the planning and implementation of the curriculum.
-The TIP student will plan and teach the lesson to the 5th grade group, but with assistance and overseeing performed by the classroom teachers.
-Both the TIP student and the classroom teachers are gathering materials and planning for the content aspect of the lesson.
-The classroom teacher __________ is assisting and teaching the TIP student how to create and use the “server” for the web quest assignment.
-Both classroom teachers are going to teach the TIP student how to use the smart board and teach the TIP student about the classroom space available for the lesson.
-The classroom teacher and TIP student are going to gather and reserve and check on the technology available for the lesson.

What types of technology will be used? (at least two is desirable)
-As of now, the technology used will be the school server (to locate the web quest on), the Internet, the individual student laptops, and the classroom Smart Board for whole group instruction and guidance along the way.


Is the instruction with technology or about technology?
I would say the instruction is both. The students are already comfortable with the laptop use and the Internet as a search and research engine, but need more practice with it. I do hope that they are much more comfortable with it by the end of the lesson. The content is definitely being taught WITH technology to make the resources accessible to the students.

How will the instruction enhance technology skills and understandings?
The instruction will enhance technology skills – using the mouse and keyboard on a laptop, using the Internet and finding URLs appropriately, students knowing how to use a very user-friendly web quest.
The instruction will enhance technology understandings – the students will understand the ideas and concepts and the way the internet works, students will find out ways to use the internet they had not used it for prior.

How will the instruction enhance content knowledge and understanding?
This is a very content heavy lesson – with a web quest students will be finding information and researching (in a guided way) all about Ocean environments. The students are not just pretending to look up information but are going to be guided through how to find information and need to organize, process, discuss and learn from it.

What strategies will be used to engage different types of students and different types of learners?
Throughout the teaching of this lesson I hope to make the curriculum accessible to the ESOL students I have worked with at this grade level. I hope to provide visual support, user friendliness, structure with the assignments, and flexibility in the activities and the pace at which students move through the quest. I hope that these additions and awarenesses not only benefit my ESOL students but also others in the class who might learn differently, need some behavioral and focus support and others with learning disabilities.

EVALUATION

How will students be assessed (formative or summative) to ensure that they have accomplished the objectives of the module as a whole and the lessons in particular?
Students will be assessed before and after their experience with the web quest. With a sort of concept map/web students will be asked to write and draw and list all that they know about ocean environments both prior to and after having “quested.” Students will also be assessed along they way through their interactions with the teacher, by answering questions as they work through the information and during discussions with peers.

How will you know you’ve met your goals for this project?
I will have met my goals for this project by having successful experiences with the technological equipment (and by being prepared for moments when it might not work). I will also know I’ve met my goals for my project when I hear positive things about students having enjoyed the module. I will know how much students learned and gained through their assessments, their opinions shared with me. I will know I’ve met my goals for this project through the feedback the classroom teachers as well as my Professor Dennis Pipes has given me.

TIMELINE

List the important benchmarks with approximate dates.
The only date we have tentatively set in stone is the “teaching” day of April 17th. We are working out other benchmarks and our “to-do” list:
-Work on Proposal Draft by March 19th
-Reserve technological equipment
-Draft lesson plans
-Create server quest
-Check all sites being used for appropriateness and working URLs
-Practice using the web quest
-Learn how to teach with the smart board
Etc.