Technology Planning Ten Essential Elements, Research Paper Example

Standards & Goals

Research shows that technological innovation expands learner’s high request intuition abilities. People can conceptualize, examine and tackle more intricate issues. Innovation gives approaches to educators and school to use time all the more effectively (Burdette 2001). Technology could be utilized to present data in another, more suitable way. Instructive technology apparatuses most regularly utilized are PowerPoint, Word and Excel. Innovation without anyone else present does nothelp in teaching others.The combo of the educator, learner and innovation decides the level of comprehension. Technology must be incorporated in the classroom with the concentrate on the educational program and running across enhanced approaches to educate people. Innovation sways people when there is steady tie between substance benchmarks and technology being utilized (Barnett, 2001).As the instructors we must coordinate innovation to the greatest advantage of the scholar. Instructor parts must change keeping in mind the end goal to stay aware of today’s general public. The reconciliation of innovation must be utilized to push new taking in objectives and instructing systems that are understudy focused, shared, self-coordinated and focused around higher request intuition aptitudes. Instructors who execute/coordinate innovations confront a few impediments that incorporate absence of authority, constrained workstation access, expense of technology, and time. Exploration demonstrates the principle issue in executing technology is the absence of educator preparing to utilize innovation as a part of the classroom (Kelley, 2002). The reason for this lesson plans is to discover new strategies to viably coordinate science with technology.

Audience

Elementary: 2^nd-5^th Grade

Lesson Plan: Science and Technology

Unit Topic: Solar System

Time Span: Week Long Lesson Plan that focuses on integrating technology with science aimed at the elementary school aged children in the 3^rd to 5^th grades. This lesson plan will also help with ESL or ELL students, so they are able to comprehend the lesson plan through visuals which helps to break down the language barrier in the classroom.

Day One: Clouds

Students will need to comprehend the different types of clouds.  Objective: to teach each students about the basic types of clouds: cirrus, stratus, and cumulus. The students will then be able to identify the clouds as well as draw each type of cloud. Vocabulary: cumulus, stratus, cirrus. Materials: pencils, blue construction paper, cotton balls, and glue.

Activity: Will inquire as to whether any of them have seen the sorts of mists examined in class 2. I will indicate the people pictures of a cumulus, stratus, and cirrus cloud 3. I will then illustrate to the learners that they will be making their own particular mists utilizing development paper and cotton balls. 4. I will draw on board a case of every distinctive sort of cloud that students need to make. 5. I will exhibit how to utilize the cotton balls to make a basic cloud, so the people realize what they should do 6. I will advise the people that they have to make a sample of each of the three primary sorts of mists: cumulus, cirrus, and stratus on their development paper and name them. 7. The students will then start making their clouds, and I will stroll around and help people that need it and verify they are making the mists right. 9. After everybody has wrapped up their clouds, I will request a couple of volunteers to share with the class. Assessment: Learners will be assessed by taking a gander at the clouds the class made, I will have the capacity to check whether thestudents to see if they comprehended the lesson and in the event that they recognize what the three principle cloud sorts look like.

Day Two: Sun

Students will need to be able to compare temperatures of the water and soil that are affected by the sun, and how the sun heats up the elements on the Earth. Objective: Students will be able to learn how the Sun is essential to Earth and the other planets in the Solar System. How the Sun can heat the land, water, and air.Vocabulary: sun, shade, and heat.Materials: Sheet to record temperatures, Styrofoam bowls (4 white bowls), 2 liter bottle of room temperature water, marker, and two thermostats.

Activity: I will begin by telling students that they will be testing to perceive the amount the sun warms land and water. 2. Disperse four dishes to each one gathering of learners. Studentswill write their names on the sides of the dishes. Marking one dish “Sun – soil” and one vessel “Shade – soil.” Students will fill these bowls with soil. Permit time or two students from each one gathering to go to the zone where the dirt is to fill their dishes. The other two dishes need to be marked “Sun – water” and “Shade – water.” 3. Educate students that one dish of soil will be set in the shade, and the other vessel will be put in the sun. Let them know that they will do the same thing with bowls of water; then again, to forestall spills, they will put water into the dishes once they are outside. Additionally have them choose who in their gathering will be the recorder, to take out the recording sheet and thermometers. 4. After coming back to the classroom, have learners round out the before area on their recording sheet.5. Students will examine and foresee what will happen to the temperatures of the water and soil. Students will record these on their recording sheet. 6. Following 25?30 minutes, do a reversal outside and have each one gathering assembles their bowls. Make certain the copyist takes their thermometers and recording sheet to record the temperature. 7. Share their discoveries and think about their encounters. Assessment: Learners will be assessed in class as a gathering, what they composed on their recording sheets and how well they comprehended the class. Extra to this every people will round out a worksheet at the end of class.

Day Three: The Moon

Students will be able to describe the Earth and the other Planets movements in accordance with the moon. Objective: Students will be able to use technology formations in helping to process thinking skills, and visuals to see the different phases of the moon throughout the day and year. Materials: Paper, Markers, Plastic Cups, and Poster Board.

Activity: Utilizing a lamp in which shows the image of the moon, I might ask the students to name the periods of the moon as it travels through the eight periods of lights on the light. This is an incredible allurement. The people will be eager to take in more. 2. In the wake of showing the light, pass out paper cups and a bit of paper to make a paper form of their own moon stages. 3. Utilize the paper mug to make eight loops on a bit of plain paper. At that point draw each of the stages on the distinctive loops and remove them. Fold the rounds fifty-fifty vertically. 4. Paste the left a large portion of the first stage to the right 50% of the following stage thus on until we have stuck the distance around. 5. They now have their moon. Assessment: Learners will be assessed on their moon unit and on a test will be taken at class.

Day Four and Five: Planets and Earth

Students will be able to use technology and science together in which to discover the planets in the solar system, along with the features of Earth. Understand the structure and the composition of the universe, and Earth’s place in it.  Objective: Comprehend the position of each planet in the solar system, and get to create 3-D representations. Understand their position relative to Earth, and how the Earth functions within the solar system.Vocabulary: Axis, Fusion, Nebula, Solar System, and Astronomy Materials: Computer with Internet Access, Books with information on the Solar System and Earth. Different size balls, string, construction paper, paper clips, and tempera paint with paint brushes.

Activities: Before we start the action, we will need to make a group of “space glue.” We can do this by blending flour and water to make a thick glue. Use something like one a piece of flour to three-quarter part water. 2.  When the glue is primed, isolate the students into nine groups. Relegate each groupa planet. Ask students to fill in a graph with the planet points of interest. The data could be gotten from library books, the Internet where they download pictures.  3. Give each group a long bit of angling line. Request that they tie the line around the end of their model they created. 4 Give each group a supply of space glue and daily paper strips. Educate them to plunge each one strip into the glue, tenderly draw it through their fingers to wipe off additional bunches, and afterward glue it onto blow up. They ought to utilize numerous layers, working until the modelis secured totally. 5. Allow for models to dry. While they are drying, students will choose how they will paint each model, based on the pictures downloaded from the internet, which will help in painting each surface of their models. 6. Meet with each group, while the painted planets are drying, to figure out where its planet ought to hang in connection to the sun picture. 7. Then the class will hang up the plants in line with pictures of the solar system. Assessment: I will have eachgroup give an oral summary with the class about their planet. Students will be able to demonstrate their model. Tell why they painted the planets that color, and their position to the sun. Also help with relaying the information used from books and computer. This will guarantee students understanding of the data. It will additionally permit other learners in the class to look into the planets they did not explore.

References

Barnett, H. (2001). Successful K-12 Technology Planning: Ten Essential Elements. ERIC Clearinghouse on Information Technology. Syracuse, NY.

Burdette, K., McGraw T., Ross, J. (2001). Toward an effective use of technology in education. A summary of research.ERIC. Retrieved from http://eric.ed.gov/?id=ED462963

Echevarria, Jana. (2011). Sheltered content instruction: Teaching English Language Learners with diverse abilities. 4^th Edition.Boston, MA: Pearson Education.

Kelley, Loretta, Ringstaff Cathy. (2002). The learning return on our educational investment.A review of findings from research.WestED RTEC. Retrieved from http://www.wested.org/online_pubs/learning_return.pdf