Technology Integration Lesson Plan

Stacy DeSanto

Grand Canyon University

TEC 516: Instructional Theories and Models in Technology Education

Dr. Helen Teague

October 13, 2021

 Reflection

The ISTE-S technology standards meaningfully enhanced the lesson plan by adding a layer of student
application. Students use their Chromebooks to access Jamboard and demonstrate their understanding of
terms and science standards. They can use sticky notes to answer questions or add comments to other
students' remarks. This deepens content knowledge by allowing students to share their thoughts and ideas
with their peers, as well as read their peers' responses and reflect on both. This is a great way to build
confidence in science content knowledge and work together to come up with a collective response to scientific
theories and ideas all while using technology. Students that are shy or do not like to speak in front of others
can participate without being overwhelmed. Students with accommodations, such as text read out loud or
speech to text can use these technology tools right on their one-to-one device provided by the school district.
Incorporating the ISTE-S technology standards has enhanced this lesson in many ways.

The ISTE-E standards helped me create the lesson plan by encouraging continual professional
development which encourages the exploration of technology practices that improve student learning (ISTE
Standards for Educators, 2017). The ISTE-E standards will assist me in delivering the lesson to students by
promoting ethical standards for educators to incorporate technology. When collaborating with colleagues to
create assessments that show deep science content knowledge, the ISTE-E standards help provide ideas to
show students' understanding. The ISTE-E standards will be very useful in years to come when assisting in
instructional delivery.
GCU College of Education

Teacher Candidate:
Stacy DeSanto
Grade Level:
Date: 7th Grade
Unit/Subject:
nstructional Plan Title October 13, 2021

Energy/Science

Use Jamboard to facilitate student engagement while confirming student understanding of energy
ransfer within a system.

I. Planning

Lesson summary and Students will use the evidence and reasoning gathered in the initial windmill investigation to make a claim
focus: about how the windmill will operate when the wind speed is changed. Students will label and discuss a
diagram using Jamboad with their peers.

Classroom and Students with accommodations will be considered when giving instructions and modeling the activity.
tudent factors: nstructions will be broken down into small repetitive phrases. Check-ins will be administered at appropriate
imes to check for understanding. The teacher will make sure to leave enough time during the lesson to
allowing for repetitive modeling and check-ins.
National / State Developing and Using Models
Learning Standards:
Develop a model to describe unobservable phenomena. (MS-PS3-2)

Engaging in Argument from Evidence

Construct, use, and present oral and written arguments supported by empirical evidence and scientific
easoning to support or refute an explanation or model for a phenomenon. (MS-PS3-5)

PS3.C: Relationships Between Energy and Forces

When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or
from the object. (MS-PS3-2)

PS3.B: Conservation of Energy and Energy Transfer

When the motion energy of an object changes, there is inevitably some other change in energy at the same
ime. (MS-PS3-5)

Systems and System Models

Models can be used to represent systems and their interactions – such as inputs, processes, and outputs – and
energy and matter flows within systems. (MS-PS3-2)

Energy and Matter

Energy may take different forms (e.g., energy in fields, thermal energy, energy of motion). (MS-PS3-5)

STE Student Standard 1- Empowered Learning 1c “Students use technology to seek feedback that informs
and improves their practice and to demonstrate their learning in a variety of ways” (ISTE, 2017).

STE Student Standard 1- Knowledge Constructor 3c “Students build knowledge by actively exploring
eal-world issues and problems, developing ideas and theories and pursuing answers and solutions” (ISTE,
2017).

Specific learning target(s) / objectives: Teaching notes:

Students will be able to use their Chromebooks and the Student are studying, “Off the Grid”: Creating an Energy Plan Unit
Jamboard application to clearly identify, share, receive 7.1 Lesson 6.
feedback, and demonstrate their learning of science ideas and
heories with their peers. Students are investigating the lesson question, how does energy
change as it is transferred between objects in a system?
Agenda: Formative assessment:
1. Students watch a short video clip of a wrecking 1. Students create a consensus system model of the
ball demolishing a building. Through a class pinwheel system that helps them complete a wind turbine
discussion, students describe how the energy is diagram in the Unit Challenge.
transferred from the ball to the building and the 2. Students participate in a Jamboard to reflect on their
evidence of this energy transfer. Students then watch a thinking and learning from the last few lessons. Students
video clip of a person being blown over by the wind. revisit the Unit Bubble Map to reflect on questions that
Students reflect on how the energy is transferred in have been answered; cross out questions that no longer
this situation. matter/make sense; and add new questions that need to be
2. Students construct a windmill designed to pick up answered.
a cup (or another small object) as the windmill moves.
Students experiment with different fan (wind) speeds
and time how long it takes for the cup to be picked up.
Students repeat their trials, and record their data to be
used in the next phase.
3. Students draw a model of how the energy was
transferred within the windmill system and share their
ideas about how the system functions. Students
identify the claim, evidence, and reasoning of the
windmill investigation.
4. Students create a consensus system model of the
pinwheel system that helps them complete a wind
turbine diagram in the Unit Challenge.
5. Students participate in a Jamboard to reflect on
their thinking and learning from the last few lessons.
Students revisit the Unit Bubble Map to reflect on
questions that have been answered; cross out
questions that no longer matter/make sense; and add
new questions that need to be answered.
Academic Language: Key vocabulary: Function: Form:
Transfer of energy: the movement of Students will create a model that The teacher will create a
energy from one place or object to demonstrates their knowledge of Jamboard posing questions on the
another. where the transfer of energy 3 systems they are presented with,
occurs in their system. uch as:
The teacher will post the term on a 1. How is energy
Jamboard slide and ask students to transferred within each
describe where the transfer of energy system (wrecking ball,
occurred in their lab. wind blowing a man, and
windmill lab) they are
presented within the
lesson?
2. Create a
model demonstrating
understanding of energy
transfer within the
windmill, they
constructed.
3. Students
complete exit slip to
reflect on their thinking
and learning
4. Students
revisit unit bubble to
support or change their
questions surrounding
the unit challenge.
 nstructional Student materials:
Materials, · 1 piece of paper for group
Equipment and
· 1 piece of paper per students for windmill model
Technology:
· Piece of 8.5 x 11in cardstock or thick paper
· Paper should have the windmill template pre-printed on it
· Pencil
· Single hole punch
· 2 rubber bands
· Scissors
· Straw (not bendable type)
· Small paper cup, or washer, or other small objects
· Piece of string (1m of string)
· Stopwatch
· Box fan (with low, med, high speed)
· Chromebook
Teacher materials:
· PC
· Projector
· Unit bubble map
· Windmill drawing template & expectations & answer key
· Jamboard Template & answer key

Grouping: Students will work within their lab groups. Students with accommodations will receive specific tools to meet
heir learning needs.

II. Instruction

A. Opening

Prior knowledge n the previous lesson, students continued working with their pendulum systems to investigate factors that
connection: affect energy. Through a physical investigation, students saw that mass proportionally affects kinetic energy.
Through a video highlighting some measuring devices not available in the school, students saw that speed
also affects kinetic energy, but not in a proportional way. Students saw that when a change in kinetic energy
s desired, a change in speed will create a larger change in kinetic energy than a change in mass of the same
amount.

Students will tap into their prior knowledge and lives during the instructional anchor experience part of the
esson. Students will watch a wrecking ball take down a building, and a person walking in extreme wind
conditions. The student will then discuss personal connections to these videos.
Anticipatory set: Student will see that energy can transfer within multiple systems in everyday life, such as demolition, and
extreme weather forces.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

1. The teacher will show a short video clip 1. Students watch a short video clip of a . No accommodations needed.
of a wrecking ball demolishing a building. wrecking ball demolishing a building.
The teacher will facilitate a class discussion Through a class discussion, students describe 2. After posting directions, the
on how energy is transferred from the ball how the energy is transferred from the ball to eacher will check in for
o the build and the evidence of the energy he building and the evidence of this energy understanding with students who need
ransfer. The same will be done for a wind ransfer. Students then watch a video clip of a added support. Notes can be provided
video. person being blown over by the wind. n advance if needed.
Students reflect on how the energy is
2. The teacher will visually post ransferred in this situation. 3. The teacher will check for
directions to guide student lead understanding of model directions and
construction of the windmill lab. 2. Students construct a windmill designed give any assistance necessary.
o pick up a cup (or another small object) as
3. The teacher will present an example he windmill moves. Students experiment 4. The teacher would provide a
with expectations of how a student should with different fan (wind) speeds and time emplate to fill in rather than drawn
draw a model of how the energy was how long it takes for the cup to be picked up. from scratch for students who need
ransferred within the windmill system. Students repeat their trials, and record their accommodations.
data to be used in the next phase.
4. Teacher will post system model for 5. The teacher will sit with students
tudents to complete diagram in the unit 3. Students draw a model of how the energy n a small group and guide them
challenge. was transferred within the windmill system hrough the expectations of their
and share their ideas about how the system Jamboard.
5. The teacher will create a Jamboard to functions. Students identify the claim,
facilitate student reflection on their evidence, and reasoning of the windmill 6. The teacher will provide
hinking and learning from the last few nvestigation. tudents with accommodations an
essons. updated version of the unit bubble
4. Students create a consensus system map from the class discussion.
6. Teacher will guide students to revisit model of the pinwheel system that helps them
heir unit bubble map and reflect on complete a wind turbine diagram in the Unit
questions that have been answered. Challenge.
f students finish early, they can
5. Students complete a Jamboard reflect on access Science World Magazine and
heir thinking and learning from the last few explore current science issues.
essons.

6. Students revisit the Unit Bubble Map to

eflect on questions that have been answered;
cross out questions that no longer
matter/make sense; and add new questions
hat need to be answered.
 III. ASSESSMENT

Summative Summative Assessment: Windmill Model Differentiation:

Assessment: · The windmill model summative assessment The teacher will collect and correct
measures students understanding of where and how heir windmill model
energy transfers to systems. and ask for any verbal clarification
· See attachment for details. on windmill templates.
Summative Assessment: Windmill Jamboard Discussion
· The windmill Jamboard discussion will show During small group instruction of
student understanding through written short answers. Jamboard the teacher can verbally
· See attachment for details. clarify students answers and
understanding.

Closure: Teacher will guide students to revisit their unit bubble map and reflect on questions that have been
answered surround the unit the challenge.
Question 1
Would wind be a strong enough force to create energy for our daily electricity use?
Question 2
Where would be an appropriate place to build a windmill on your property?

Homework: Our science department has chosen to do hands-on-experiments and assessments and not assign any
homework. We facilitate inquiry-based learning and provided materials needs for these lessons in the
ab and not at home (homework).

Summative Assessment: Windmill Model (Answer Key)

Summative Assessment: Windmill Jamboard Discussion (Answer Key)

1. Write a short definition of each of the following words.

a. Potential Energy:
the energy possessed by a body by virtue of its position relative to others, stresses within itself, electric charge, and other
factors.

b. Kinetic Energy:

energy which a body possesses by virtue of being in motion.

c. Transfer of Energy:

the movement of energy from one place or object to another

2. When an object transfers energy to another object, does it always transfer all of it’s energy? Explain your thinking
in two to three complete sentences.

No, students answers may vary

3. What questions do you still have about the two types of energy we’ve studied (potential and kinetic) and about
how objects can transfer energy?

Students answers may vary

References

ISTE Standards for Educators, (2017). [Link]

ISTE Standards for Students, (2017). [Link]

Next Generation Science Standards (n.d.). [Link]