Project Based Learning Unit, Funding Proposal, & Reflection

EDTC620: Project 4
Gabby Simala

 
Part I.  Project Based Learning Unit

Lesson Topic: Animal Habitats and Adaptations

Content Areas Addressed: Reading, Writing, and Science

Grade Level of the Students: Second Grade

Goal: Students’ use of Virtual Reality (VR) will expand their understanding of how animals
adapt to survive in their habitats. Students will compile information to create a Google Slides
presentation in which they share information and images of their specific animal.

Enduring Question: How can I use online research databases and other VR tools to learn more
about a specific animal, its habitat, and adaptations?

Prerequisite Student Skills: In order to successfully complete this project, students must be
able to independently navigate research databases, collect research, and produce online
presentations. Students must have background knowledge of how to create a Google Slides
presentation, including how to type in text boxes and upload pictures.

Lesson Plans

Lesson One - Introduction

Project Idea (for lesson one): Students will use kid-friendly online research databases to learn
about a certain animal. Students will gather information from these sources to create a Google
Slides presentation.

Content Standards: 
Common Core State Standards
 Reading: Range of Reading and Level of Text Complexity
o CCSS.ELA-Literacy.RI.2.10 By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts,
in the grades 2-3 text complexity band proficiency, with scaffolding as needed at
the high end of the range (CCSSI, 2019).
 Writing: Research to Build and Present Knowledge
o CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a report; record science
observations) (CCSSI, 2019).
 
ISTE Standard for Students:
  Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
o 3A: Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits (ISTE, 2018)
 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
o 6A: Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication (ISTE, 2018)

Objectives for Lesson:

 Students will be able to create an informative online presentation.
 Students will be able to insert an image into their presentation.

Tools: 
 Chromebook
 Internet access (to use online research databases: Britannica School Elementary &
National Geographic Kids)
 Google Slides
o To create presentation
o Students can choose to use the speech-to-text feature offered on Google Slides to
support them in their note-taking.
 Headphones: Students are allowed to listen to audio recordings of the online research
database articles instead of reading them.
 Promethean Board
o For teacher to display example Google Slides presentation

Teacher Directed Activities:

Front-Load Vocabulary
 First, the teacher will introduce important vocabulary terms that will be useful throughout
the project.
 By beginning with a vocabulary introduction, students will start the project with a solid
understanding of adaptations and animal habitats. Introducing complex terms also
supports English Language Learners by front-loading vocabulary they may see in
complex texts during research.
 The following vocabulary terms are a selection from the Animal Adaptations & Habitat
Vocabulary used to provide students with a background in relevant terms before
beginning the habitat project:
Animal Adaptations & Habitat Vocabulary (Hcota, 2019).
1. Learned behavior: a behavior that an animal learns
2. Camouflage: the coloring, markings, or other physical features of an animal that help it
blend with its surroundings
3. Hibernate: to go into deep sleep during cold months when food is hard to find
4. Migrate: to move to warmer regions during cold months when food becomes scarce.
 5. Mimicry: An adaptation that allows an animal to protect itself by looking like another
kind of living thing that is poisonous or otherwise harmful.
6. Talons: curved claws that help a bird grab and hold prey.
7. Adaptation: a body part or behavior that helps a living thing survive in its environment
8. Behavior: the way that a plant or animal acts
9. Prey: an animal that is hunted or killed by another animal for food
10. Predator: an animal that lives by killing and eating other animals : an animal that preys on
other animals
Introduce Project
 The teacher will share a complete Google Slides presentation to give students an idea of
what their final product should look like. The teacher will explain that today students will
complete the cover page of their presentation.
 Link to Complete Google Slides Presentation:
https://docs.google.com/presentation/d/1qiWmYLy-
a5j_pX5EPRUMgb0ZodAbH96GO3DFwOVaUaA/edit?usp=sharing

Student Directed Activities:

Explore website
 Students will grab a Chromebook and go back to their seats.
 Students will to explore the kid-friendly online research databases provided to become
familiar with the information they have to offer and to guide them in choosing an animal
to focus on.
 Websites:
o National Geographic Kids: https://kids.nationalgeographic.com/
o Britannica School Elementary: https://school.eb.com/levels/elementary
Begin project
 Students will open a new Google Slides presentation to begin their project.
 Students will re-name this project with their full name and complete a cover page.
o On the cover page, students must include: a title, the name of their focus animal,
their own name, and a picture of their focus animal.
 Students can use the example provided by the teacher to create a cover page that meets all
of the requirements. Their Google Slides presentation will automatically save to their
Google Drive and they will access it tomorrow to add another page.

Performance Based Assessment:

Students will be informally assessed on their ability to complete the cover page of their Google
Slides presentation. Students should stay on task while browsing their online research databases
and only go one the websites provided by the teacher. The teacher will browse around the room
to support students and make a note of which students are working independently, which need
support to stay on task, and which are not following directions at all. Student’s completion of the
cover page will be a formative assessment. When all pages of their presentation are complete,
they will be assessed formally as a summative assessment.

Sample Finished Product: 

Lesson Two – Choose an Animal

Project Idea (for lesson two): Students will use kid-friendly online research databases to learn
about a certain animal. Students will gather information from these sources to create a Google
Slides presentation.

Content Standards: 
Common Core State Standards
 Reading: Range of Reading and Level of Text Complexity
o CCSS.ELA-Literacy.RI.2.10 By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts,
in the grades 2-3 text complexity band proficiency, with scaffolding as needed at
the high end of the range (CCSSI, 2019).
 Writing: Research to Build and Present Knowledge
o CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a report; record science
observations) (CCSSI, 2019).

ISTE Standard for Students:

 Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
o 3A: Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits (ISTE, 2018)
 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
 o 6A: Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication (ISTE, 2018)

Objectives for Lesson:

 Students will be able to compile research from online research databases.
 Students will be able to create an informative online presentation.
 Students will be able to identify details about a specific animal
 Students will be able to insert an image into their presentation.

Tools: 
 Chromebook
 Internet access (to use online research databases: Britannica School Elementary &
National Geographic Kids)
 Google Slides
o To collect research and create presentation
o Students can choose to use the speech-to-text feature offered on Google Slides to
support them in their note-taking.
 Headphones: Students are allowed to listen to audio recordings of the online research
database articles instead of reading them.
 Promethean Board
o For teacher to display example Google Slides presentation

Teacher Directed Activities:

Introduce “My Animal” Page
 The teacher will explain to students that today they will begin recording research in their
Google Slides presentation.
 The teacher will tell students that their “My Animal” page should include a title, 4 facts
about their animal, and a picture of their animal.
 The teacher will share a complete Google Slides presentation to give students an idea of
what their final product should look like. The teacher will explain that today students will
complete the “My Animal” page of their presentation.
 Link to Complete Google Slides Presentation:
https://docs.google.com/presentation/d/1qiWmYLy-
a5j_pX5EPRUMgb0ZodAbH96GO3DFwOVaUaA/edit?usp=sharing

Student Directed Activities:

Complete “My Animal” Page
 Students will go back to their seats with their Chromebook
 Students will use information from the online research databases to guide them in filling
out their “My Animal” page
 Websites:
o National Geographic Kids: https://kids.nationalgeographic.com/
o Britannica School Elementary: https://school.eb.com/levels/elementary
 Once students are finished, they can continue to browse the provided websites to find
more information about their chosen animal for future research
Performance Based Assessment:
Students will be informally assessed on their ability to complete the “My Animal” page of their
Google Slides presentation. Students should stay on task while browsing their online research
databases and only go one the websites provided by the teacher. The teacher will browse around
the room to support students and make a note of which students are working independently,
which need support to stay on task, and which are not following directions at all. Student’s
completion of the “My Animal” page will be a formative assessment. When all pages of their
presentation are complete, they will be assessed formally as a summative assessment.

Sample Finished Product: 

Lesson Three – Habitats & VR Experience

Project Idea (fore lesson three): Students will use kid-friendly online research databases and
virtual reality (VR) to learn about a certain animal and its habitat. Student will be able to deeply
understand their chosen animals’ habitat by being able to virtually explore it themselves.
Students will gather information from these sources to create a Google Slides presentation.

Content Standards: 
Common Core State Standards
 Reading: Range of Reading and Level of Text Complexity
o CCSS.ELA-Literacy.RI.2.10 By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts,
in the grades 2-3 text complexity band proficiency, with scaffolding as needed at
the high end of the range (CCSSI, 2019).
 Writing: Research to Build and Present Knowledge
o CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a report; record science
observations) (CCSSI, 2019).
 
Maryland Next Generation Science Standards (NGSS)
 Standard 2-LS4-1. Make observation of plants and animals to compare the diversity of
life in different habitats (NGSS, 2019).

ISTE Standard for Students:

 Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
o 3A: Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits (ISTE, 2018)
 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
o 6A: Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication (ISTE, 2018)

Objectives for Lesson:

 Students will be able to compile research from online research databases.
 Students will be able to create an informative online presentation.
 Students will be able to identify details about a specific animal and its habitat.
 Students will be able to use their VR experience to collect information about a specific
habitat. 
 Students will be able to insert an image into their presentation.

Tools: 
 Chromebook
 Internet access (to use online research databases: Britannica School Elementary &
National Geographic Kids)
 Google Slides
o To collect research and create presentation
o Students can choose to use the speech-to-text feature offered on Google Slides to
support them in their note-taking.
 Headphones: Students are allowed to listen to audio recordings of the online research
database articles instead of reading them.
 Promethean Board
o For teacher to display example Google Slides presentation and habitat video
 Google Expedition Kit (for 5 students) which includes…
o 5 student devices
o 5 virtual reality viewers
o Device case
o Rapid chargers
o Teacher device
o Router
o Geek Squad® White Glove service
 o Geek Squad® 24/7 Support
 Expedition App from Google (downloaded on each device)
o Available on Google or Apple products
o Potential Google Expeditions: Antarctica, Borneo Rainforest, Galapagos Islands,
Ocean Safari, and many more!
o Link to available expeditions list:
https://docs.google.com/spreadsheets/d/1uwWvAzAiQDueKXkxvqF6rS84oae2A
U7eD8bhxzJ9SdY/edit#gid=0

Teacher Directed Activities:

What is a Habitat?
 Students will be invited to the carpet to watch a short video giving an overview of
habitats. This video will guide student’s understanding of what habitat their specific
animal lives in.
 The video “Home Sweet Habitat: Crash Course Kids #21.1” can be accessed on YouTube
 Video Link: https://www.youtube.com/watch?v=p15IrEuhYmo
Introduce “My Animal’s Habitat” Page
 The teacher will tell students that their “My Animal’s Habitat” page should include a
title, 4 facts about their animal’s habitat, and a picture of their animal in its habitat.
 The teacher will share a complete Google Slides presentation to give students an idea of
what their final product should look like. The teacher will explain that today students will
complete the “My Animal’s Habitat” page of their presentation.
 Link to Complete Google Slides Presentation:
https://docs.google.com/presentation/d/1qiWmYLy-
a5j_pX5EPRUMgb0ZodAbH96GO3DFwOVaUaA/edit?usp=sharing
 The teacher will explain that today students will not only be using online research
databases to help them fill out their Google Slides presentation, they will also be using a
virtual reality (VR) experience. Students will also have the opportunity to experience the
habitat their animal lives in through VR. 
 The teacher will take out the tools that students will need for this VR experience and
direct students to open up the Google Expeditions App of the provided device. Students
should choose a Google Expedition in which they visit a location that matches the habitat
that their animal lives in.
 Not all students can participate in the VR experience at the same time because of limited
VR goggles so while students are waiting for their turn they will be completing their
Google Slides presentation using the online research databases.

Student Directed Activities:

Complete “My Animal’s Habitat” Page
 Students will go back to their seats with their Chromebook
 Students will use information from the online research databases to guide them in filling
out their “My Animal’s Habitat” page
 Websites:
o National Geographic Kids: https://kids.nationalgeographic.com/
o Britannica School Elementary: https://school.eb.com/levels/elementary
  Once students are finished, they can continue to browse the provided websites to find
more information about their chosen animal for future research
 Students will be working on filling out their “My Animal’s Habitat” page while they are
waiting for their turn to be invited to use the VR goggles. After they have their turn,
students should go back to their presentation and add information they learned from their
VR experience.

Performance Based Assessment:

Students will be informally assessed on their ability to complete the “My Animal’s Habitat” page
of their Google Slides presentation. Students should stay on task while browsing their online
research databases and only go one the websites provided by the teacher. The students should
also respect the VR tools and use them as instructed. The teacher will browse around the room to
support students and make a note of which students are working independently, which need
support to stay on task, and which are not following directions at all. Student’s completion of the
“My Animal’s Habitat” page will be a formative assessment. When all pages of their
presentation are complete, they will be assessed formally as a summative assessment.

Sample Finished Product: 

Lesson Four – Adaptations & Presentation Submission

Project Idea (fore lesson four): Students will use kid-friendly online research databases to learn
about a certain animal and its adaptations. Students will gather information from these sources to
create a Google Slides presentation.

Content Standards: 
Common Core State Standards
 Reading: Range of Reading and Level of Text Complexity
 o CCSS.ELA-Literacy.RI.2.10 By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts,
in the grades 2-3 text complexity band proficiency, with scaffolding as needed at
the high end of the range (CCSSI, 2019).
 Writing: Research to Build and Present Knowledge
o CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects
(e.g., read a number of books on a single topic to produce a report; record science
observations) (CCSSI, 2019).
 
Maryland Next Generation Science Standards (NGSS)
 Standard 2-LS4-1. Make observation of plants and animals to compare the diversity of
life in different habitats (NGSS, 2019).

ISTE Standard for Students:

 Knowledge Constructor: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning
experiences for themselves and others.
o 3A: Students plan and employ effective research strategies to locate information
and other resources for their intellectual or creative pursuits (ISTE, 2018)
 Creative Communicator: Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital
media appropriate to their goals.
o 6A: Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication (ISTE, 2018)

Objectives for Lesson:

 Students will be able to compile research from online research databases.
 Students will be able to create an informative online presentation.
 Students will be able to identify details about a specific animal and its adaptations.
 Students will be able to insert an image into their presentation.
 Students will be able to present their completed Google Slides Presentations.

Tools: 
 Chromebook
 Internet access (to use online research databases: Britannica School Elementary &
National Geographic Kids)
 Google Slides
o To collect research and create presentation
o Students can choose to use the speech-to-text feature offered on Google Slides to
support them in their note-taking.
 Headphones: Students are allowed to listen to audio recordings of the online research
database articles instead of reading them.
 Promethean Board
o For teacher to display example Google Slides presentation and adaptations video
o For students to display their Googles Slides during their class presentation
Teacher Directed Activities:
How do Animals Adapt?
 Students will be invited to the carpet to watch a short video giving an overview of animal
adaptations. This video will guide student’s understanding of the adaptations their
specific animal may have.
 The video “Living Things Change: Crash Course Kids #41.1” can be accessed on
YouTube
 Video Link: https://www.youtube.com/watch?v=xDSFlRunlrU
Introduce “My Animal’s Adaptations” Page
 The teacher will tell students that their “My Animal’s Adaptations” page should include a
title, 4 facts about their animal’s adaptations, and a picture of their animal.
 The teacher will share a complete Google Slides presentation to give students an idea of
what their final product should look like. The teacher will explain that today students will
complete the “My Animal’s Adaptations” page of their presentation and the “References”
Page.
 The teacher will share the “References” page with students so they can add it to their
google slides presentation. All student’s references pages will be the same, as they used
the same sources for their research.
 Link to Complete Google Slides Presentation:
https://docs.google.com/presentation/d/1qiWmYLy-
a5j_pX5EPRUMgb0ZodAbH96GO3DFwOVaUaA/edit?usp=sharing

Student Directed Activities:

Complete “My Animal’s Adaptations” Page
 Students will go back to their seats with their Chromebook
 Students will use information from the online research databases to guide them in filling
out their “My Animal’s Adaptations” page
 Websites:
o National Geographic Kids: https://kids.nationalgeographic.com/
o Britannica School Elementary: https://school.eb.com/levels/elementary
 Once students are finished with their “My Animal’s Adaptations” page they should use
their provided example to complete their “References” page
 When all of the pages in their presentation is complete, students should share their
presentation with their teacher’s email.

Performance Based Assessment:

Students will be informally assessed on their ability to complete the “My Animal’s Adaptations”
page of their Google Slides presentation. Students should stay on task while browsing their
online research databases and only go one the websites provided by the teacher. The teacher will
browse around the room to support students and make a note of which students are working
independently, which need support to stay on task, and which are not following directions at all.
Student’s completion of the “My Animal’s Adaptations” page will be a formative assessment.
When all pages of their presentation are complete, students should share their presentation with
their teacher. After receiving their presentation, the teacher will invite students to share their
presentation with the class by projecting their slides on the Promethean Board. Students will be
formally assessed using the rubric below on the content of their presentation and their ability to
successfully share it with the class. Their complete Google Slides presentation and their sharing
with the class will both be formal summative assessments.

Sample Finished Product: 

Link to Complete Google Slides Presentation:

https://docs.google.com/presentation/d/1qiWmYLy-
a5j_pX5EPRUMgb0ZodAbH96GO3DFwOVaUaA/edit?usp=sharing
 Rubric for Complete Google Slides Presentation

“My Habitat A B C D
Project” Pages

Includes a title. Is missing one of Is missing two of the Does not include a
Identifies focus the following items: following items: title. Fails to identify
animal. Includes title, name of focus title, name of focus focus animal. Does
Cover Page student name. animal, student animal, student not include student
Includes at least one name, picture of name, picture of name. Does not
picture of focus focus animal. focus animal. includes at least one
animal. picture of focus
animal.

Includes 4 facts Includes 3 facts Includes 2 facts Includes 1-0 facts

about animal. about animal. about animal. Does about animal. Does
Includes relevant Includes relevant not include relevant not include relevant
“My Animal” picture. Uses picture. Uses picture. Uses some picture. Uses
Page information from information from information from minimal information
online research online research online research from online research
databases to support databases to support databases to support databases to support
answers. answers. answers. answers.

Includes 4 facts Includes 3 facts Includes 2 facts Includes 0-1 facts

about animal’s about animal’s about animal’s about animal’s
habitat. Includes habitat. Includes habitat. Does not habitat. Does not
relevant picture. relevant picture. include relevant include relevant
“My Animal’s Uses information Uses information picture. Uses some picture. Uses
Habitat” Page from online from online information from minimal information
research databases research databases online research from online research
and Virtual Reality and Virtual Reality databases and databases and Virtual
experience to experience to Virtual Reality Reality experience to
support answers. support answers. experience to support answers.
support answers.

Includes 4 facts Includes 3 facts Includes 2 facts Includes 0-1 facts

about animal’s about animal’s about animal’s about animal’s
adaptations. adaptations. adaptations. Does adaptations. Does not
“My Animal’s Includes relevant Includes relevant not include relevant include relevant
Adaptations” picture. Uses picture. Uses picture. Uses some picture. Uses
Page information from information from information from minimal information
online research online research online research from online research
databases to support databases to support databases to support databases to support
answers. answers. answers. answers.

Prepared for Mostly prepared for Somewhat prepared Is not prepared for
presentation. presentation. for presentation. presentation. Does
Presents Presents Does not present not present
Presentation information in an information in an information in an information in an
of “My interesting way. interesting way. interesting way. interesting way. Does
Habitat Speaks loudly and Speaks somewhat Speaks somewhat not speak  loudly and
Project” clearly. Makes eye loudly and clearly. loudly and clearly. clearly. Makes little
contact with Makes some eye Makes poor eye to no eye contact
audience. contact with contact with with audience.
audience. audience.

References
Britannica School Elementary. (2018). Britannica Digital Learning. Encyclopedia Britannica,

Inc. Retrieved from https://school.eb.com/levels/elementary

Common Core State Standards Initiative (CCSSI). (2019). Read The Standards. Common Core

State Standards Initiative. Retrieved from http://www.corestandards.org/

Crash Course Kids (2015). Home Sweet Habitat: Crash Course Kids #21.1. Retrieved from

https://www.youtube.com/watch?v=p15IrEuhYmo

Crash Course Kids (2015). Living Things Change: Crash Course Kids #41.1. Retrieved from

https://www.youtube.com/watch?v=xDSFlRunlrU

Hcota (2019). Animal Adaptations & Habitat Vocabulary. Quizlet. Retrieved from

https://quizlet.com/342472701/animal-adaptations-habitat-vocabulary-flash-cards/

International Society for Technology in Education (ISTE). (2018). ISTE Standards For Students.

ISTE national educational technology standards (NETS). Retrieved from

https://www.iste.org/standards/for-students

Maryland Next Generation Science Standards (NGSS). (2019). Grade 2. NGSS Science.

Retrieved from https://www.nextgenscience.org/overview-topics

National Geographic Partners (2018). National Geographic Kids. National Geographic Society.

Retrieved from https://kids.nationalgeographic.com/

 
 

Part II.  Funding Proposal

Link to my Donorschoose.org proposal: https://www.donorschoose.org/project/virtual-reality-
in-second-grade/4277247/

Virtual Reality in Second Grade

In my class, I have 20 curious second graders who love to explore new things, especially
technology. Their excitement to try new things and explore the unknown can be seen in how
brave they are to try any new technology tool I present to them. Every time I introduce a new
tech tool, their motivation to learn increases. My students have enjoyed using the technology we
already offer at our school including, Chromebooks, Google Classroom, and online research
databases such as Britannica School Elementary and National Geographic Kids. To expand how
my students are learning about the world, I would love to bring Virtual Reality (VR) into our
classroom. Through VR students will be able to see places they have never seen before and
experience them as if they were really there. My hope is for students to have access to VR
goggles from a Google Expedition Kit so they can go anywhere and everywhere with a few
simple tools. The first project we would use these goggles for is to guide our research for a
habitat project. In this project, students will explore animals, their habitats, and their adaptations.
To enrich this lesson, I want to give students the opportunity to deeply explore their chosen
animal's habitat through virtual reality. Students could use their VR goggles and a downloaded
Expedition App from Google to virtually visit different habitats. Traditional classroom resources
would not be able to provide students with this memorable experience. Through VR, students
would be able to gain a deeper understanding of what animals need to survive. During this
project, students would collect information from online research databases and from their VR
experience to create a Google Slides presentation including details about the animal, its habitat,
and its adaptations.

Project Information

Learning Objectives:
 Students will be able to compile research from online research databases.
 Students will be able to create an informative online presentation.
 Students will be able to identify details about a specific animal, its habitat, and its
adaptations.
 Students will be able to use their VR experience to collect information about a specific
habitat. 
 Students will be able to insert an image into their presentation.

Tools:
 Google Expedition Kit (for 5 students)
o More details about what this kit includes are below
 Expedition App from Google (downloaded on each device)
o Available on Google or Apple products
o Potential Google Expeditions: Antarctica, Borneo Rainforest, Galapagos Islands,
Ocean Safari, and many more!
 o Link to available expeditions list:
https://docs.google.com/spreadsheets/d/1uwWvAzAiQDueKXkxvqF6rS84oae2A
U7eD8bhxzJ9SdY/edit#gid=0
 Chromebook
 Internet access (to use online research databases: Britannica School Elementary &
National Geographic Kids)
 Google Slides
o To collect research and create presentation
o Students can choose to use the speech-to-text feature offered on Google Slides to
support them in their note-taking.
 Headphones: Students are allowed to listen to audio recordings of the online research
database articles instead of reading them.

Assessment:
Students will be formally assessed on the content of their Google Slides presentation and their
ability to successfully share it with the class. Their complete Google Slides presentation and their
sharing with the class will both be formal summative assessments. Here is a link to an example
completed Google Slides presentation: https://docs.google.com/presentation/d/1qiWmYLy-
a5j_pX5EPRUMgb0ZodAbH96GO3DFwOVaUaA/edit?usp=sharing

To allow students to virtually explore a variety of habitats, my class needs the tools to make this
experience possible. We are in need of Google Expedition Kits for our students to share. Since
not all of the students will be using the kits at once, we only need 5 for our class of 20 students.
On the Best Buy website, Google Expedition Kits can be purchased. The specific kit that would
work best for my student is the Google Expeditions 5 User Kit for DonorsChoose.org.

This Kit Includes…

 5 student devices
 5 virtual reality viewers
 Device case
 Rapid chargers
 Teacher device
 Router
 Geek Squad® White Glove service
 Geek Squad® 24/7 Support

Pricing Information:

Google Expeditions 5 User Kit for $1,998.95

DonorsChoose.org

Materials cost $1,998.95

State sales tax $119.94
 3rd party payment processing fee  $29.98
Fulfillment labor & materials  $30.00
Total project cost  $2,178.87
Suggested donation to support DonorsChoose.org  $384.51

Total project goal $2,563.38

Sustainability: I am seeking funding for these VR goggles to incorporate this new technology
into my classroom. These VR goggles will not only enrich our science curriculum by allowing
students to virtually explore different habitats, they can also be used to enrich our math, reading,
writing and social studies curriculum. In social studies, my class could explore different
historical monuments. In reading, we could explore the setting of the books we read. In writing,
we could go on virtual field trips to add more details to our stories. In math, we could visit
building locations and map out the design of a these building, using our measurement skills. This
equipment could enrich our curriculum in every subject for many years to come.
 Part III. Reflection

My Technology Philosophy

During the process of creating my Final Unit Project, I learned how I can incorporate
technology into my lessons, not just for the sake of including something new and cool, but to
support students in meeting their learning objectives. The creation of this lesson led me to be
thoughtful about my inclusion of technology. I ensured that the technology I included in my
Final Unit Project was there only if it supported students.
I believe technology should be used in the classroom in ways that it makes sense.
Technology should not be forced into lessons where it does not benefit the lesson or the students.
It should accompany lessons where it can lend a hand in the learning process. For example,
within a science lesson about planting seeds, math could be integrated in the form of mapping
out a garden plot. Student would need to use their understanding of measurement to support their
garden plot creation. Technology would support this lesson if students used an online gardening
tool that guided them in virtually creating a garden plot. Students would still receive practice
with measurement, but their learning would be enhanced through the use of technology. If this
same lesson was extended and students were asked to bring their garden plot designs to life by
creating a real garden at their school, students would be given the opportunity for a hands-on
learning experience. An example of technology being unnecessary and forced would be having
students virtually plant a garden. In this situation, it would be more beneficial for the students to
actually plant the seeds in a real garden because this would support their understanding of the
plant lifecycle. Virtually planting their garden would not benefit the students because they would
miss out on the opportunity to experience the plant lifecycle in real life. Sometimes technology
supports learning, sometimes it hinders it. It is the teacher’s responsibility to recognize the
situations in which technology can be useful in a lesson and when to skip it.

Effectively Incorporating Technology

My philosophy that technology should only be used if it makes sense in a lesson is

reflected in my Final Unit Project Lesson Plan. I was particular to only use technology that
supported students in meeting their learning objectives. The emerging technology tool that I
chose to incorporate into my lesson was Virtual Reality (VR). In my lesson, students use VR to
experience different habitats and therefore learn more about their chosen animal and its habitat.
Through VR, students will be able to deeply understand their chosen animals’ habitat by
virtually exploring it themselves. The technology I chose to include absolutely supports student
learning. Without this experience students would still be able to learn about their animal and its
habitat through online research databased, but I believe the VR portion of the project will be
what students remember the most. They will almost become their animal by exploring their
animal’s habitat through its eyes. I believe VR is a valuable technology tool students can use to
support their research. In addition to VR supporting the research portion of the project,
technology was incorporated in all aspects of my Final Unit Project Lesson Plan.
Technology was included in my content standards through the inclusion of writing
standards that mentioned “research”. In the case of this project, students will be conducting their
research using online research databases and their VR experience. Technology was included in
my ISTE standards by students using digital tools (Britannica School Elementary, National
Geographic Kids, Google Expeditions) to become knowledge constructors and using digital
media (Google Slides) to creatively communicate their presentations. Technology was included
in my objectives through the inclusion of online research databases and online presentations
being a requirement for this project. Technology was included in my tools for this project (i.e.
Chromebook, internet, Google Slides, etc.). Not only did every aspect of the lesson include
technology, so did their final performance assessment. Students demonstrated their
understanding of the research topic by compiling information in a presentation that they used
technology to produce. It was challenging to incorporate technology into every aspect of my
project, but through the support that this course provided, I was able to produce a useful Final
Unit Project Lesson Plan.
Conclusion & Moving Forward

Overall, this course guided me in the appropriate inclusion of technology tools into my
lessons. The Final Unit Project is a culmination of everything I have learned throughout this
course including: how to incorporate technology into content standards, student activities, and
assessments. This course provided me with the structure to thoughtfully reflect on how I include
technology into every aspect of my teaching. In addition to learning about how to incorporate
technology effectively into my teaching, I also learned a great deal about technology itself. The
part that stuck with me the most was our discussion about online privacy. This topic made me
nervous about all of the information that I have unintentionally revealed and is possibly out there
somewhere on the internet for hackers to find. This feeling of nervousness motivated me to not
only protect my own information, but the information of the students I teach. I plan to have a
conversation with the students in all of my future classes about online privacy and how they can
do their part to keep their own private information secure. This course has guided me in
becoming a more informed, and therefore better teacher for my students. I know I can
successfully guide my students in using technology in meaningful and appropriate ways.