Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric

University of West Alabama

COE
5E Individual Lesson Plan

Teacher: Tina Byerly

Date: 06/05/2023

Subject Science/ Digital Literacy & Computer Science/Second Grade

Area / Course
/
Grade Level:
Materials: Laptops/Tablets

Smartboard

Voki Website

Google Kids Search Engine

Standards: SC15.2.7

Obtain information from literature and other media to illustrate that there are

many different kinds of living things and that they exist in different places on

land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).

DLIT18.2.R6

Produce, review, and revise authentic artifacts that include multimedia using

appropriate digital tools.

Objectives: Students will use Google Kids search engine to obtain information and use that

information to create an animation using the Voki website.

Differentiatio Participate in activities that show many different living things in different
n Strategies:
environments.
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
2

ENGAGEMENT:
To begin the lesson, the teacher will ask students if they have ever seen an animated character

such as a cartoon. The teacher will allow the students to share their prior experiences with their

classmates. After students have a few moments of sharing, the teacher will briefly explain

what animated characters are and tell students how they will get the opportunity to create their

own animated character.

Assessment: While students are sharing their experiences, the teacher will use this time to

observe who is and is not familiar with animated characters. This will inform the teacher

whether she should continue or show examples.

EXPLORATION:
The teacher will use the Smartboard to display the short article “What Lives in a Desert?” from

the Readworks Website. Then the teacher will show the animated character she made on Voki

that goes along with article.

Assessment: The teacher will ask the students to point out how the words and pictures of the

animation relate to the article she read to them.

EXPLANATION:
Once students are aware of how the animation relates to the article the teacher will explain

how she used the Voki website to make her animated character. The teacher will show the

students how to select a background, choose a character, and record the text.

Assessment: The teacher will answer any questions the students have and clarify anything they

do not understand.

ELABORATION:
The student will decide to answer the question, “What else lives in a pond?”, or “What else
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
3

lives in the desert?” Once the student decides, the student can use Google Kids, prior

knowledge, or imagination and create their own Voki by selecting a background, choosing a

character, and recording text to answer the question.

Assessment: During this time, the teacher will be walking around the classroom observing

students to following directions, or need any assistance with using Vokior deciding what to

include in their animation.

EVALUATION:
Evaluation Tool for Pixtoon Comic Strip
Evaluated using ISTE Technology Standards for Students

Proficient Emerging Beginning

Empowered Learner: Student had no Student had some Student needed

Student used difficulty using Voki difficulty but was still assistance to create an
technology to seek website to create an able to use Voki an animation using
feedback that informs animation that website to create an Voki website and
and improves their demonstrated mastery animation and/or constant reminders of
practice and to of the subject matter student is still subject matter.
demonstrate their taught. developing mastery of
learning in a variety of subject taught.
ways.

Digital Citizen: Student Student remembered Student had to be Student had to be

demonstrates an to only use pictures or reminded to only use reminded to only use
understanding of and characters on Voki pictures or characters pictures or characters
respect for the rights website and to site from Voki website and from Voki website and
and obligations of source for article used to site source for article to site source for article
using and sharing for text when creating used for text when used for text when
intellectual property. an animation. creating an animation. creating an animation
even after being
reminded.

Knowledge Student was able to use Student showed Student was only able
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
4

Constructor: Student multiple resources and satisfactory ability to to use resources and
curates information many tools and use multiple resources tools shown to the
from digital resources methods on Voki and tools to create an student by the teacher
using a variety of tools website to create an animation on Voki when creating an
and methods to create animation that website. animation on Voki
collections of artifacts demonstrated a website.
that demonstrate meaningful conclusion.
meaningful
connections or
conclusions.

Innovative Designer: Student was able to Student became Student was unable to
Student exhibits solve any issues when frustrated with some work through issues
tolerance for creating an animation issues when creating an when creating an
ambiguity, on Voki website animation on Voki animation on Voki
perseverance, and the through perseverance. Website but was able website and relied on
capacity to work with to work through them. teacher to resolve.
open-ended problems

Computational Student easily broke Student needed some Student needed much
Thinker: Student assignment down into assistance breaking assistance breaking
breaks problems into component parts, assignment into assignment into
component parts, extracted key component parts, component parts,
extracts key information from extracting key extracting key
information, and articles read and information from information from
develops descriptive developed a descriptive articles read and articles read and
models to understand animation to show developing a developing a
complex systems or understanding of descriptive animation descriptive animation
facilitate problem- diverse habitats. to show understanding to show understanding
solving. of diverse habitats. of diverse habitats.

Creative Student used Voki Student used Voki Student's animation

Communicator: website to create an website to create an created on Voki did not
Student communicates animation that clearly animation that vaguely clearly and effectively
complex ideas and effectively and basically communicate the
effectively by creating communicates the communicates the inhabitants of diverse
or using a variety of inhabitants of diverse inhabitants of diverse habitats.
digital objects such as habitats. habitats.
visualizations, models,
or simulators.
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
5

University of West Alabama

COE
5E Group Lesson Plan

Teacher: Tina Byerly

Date: 06/05/2023

Subject
Area / Course
/
Grade Level:
Science/ Digital Literacy & Computer Science/Second Grade

Materials: Laptops/Tablets

Smartboard

Pixtoon Website

Readworks Website

Standards: SC15.2.7
Obtain information from literature and other media to illustrate that there are
many different kinds of living things and that they exist in different places on
land and in water (e.g., woodland, tundra, desert, rainforest, ocean, river).
DLIT18.2.R6

Produce, review, and revise authentic artifacts that include multimedia using

appropriate digital tools.

Objectives: Students will use articles on Readworks website to obtain information and use

that information to create a comic strip using the Pixtoon website.

Differentiatio Participate in activities that show many different living things in different
n Strategies: environments.
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
6

ENGAGEMENT:
To begin the lesson, the teacher will ask students if they have ever read a comic book graphic

novel. The teacher will allow the students to share their prior experiences with their

classmates. After students have a few moments of sharing, the teacher will briefly explain

what comic books/graphic novels are and tell students how they will get the opportunity to

create their own science comic strip.

Assessment: While students are sharing their experiences, the teacher will use this time to

observe who is and is not familiar with comic books/graphic novels. This will inform the

teacher whether she should continue or show examples.

EXPLORATION:
The teacher will use the Smartboard to display the short article “What Lives in a Pond?” from

the Readworks Website. Then the teacher will show the comic strip she made on Pixtoon that

goes along with article.

Assessment: The teacher will ask the students to point out how the words and pictures of the

comic strip relate to the article she read to them.

EXPLANATION:
Once students are aware of how the comic strip relates to the article the teacher will explain

how she used the Pixtoon website to make her comic strip. The teacher will show the students

how to select a background, add characters, and place text into the comic strip.

Assessment: The teacher will answer any questions the students have and clarify anything they

do not understand

ELABORATION:
In groups of three or four the students will read the article “What Lives in the Desert?” and
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
7

create their own comic strip by selecting a background, adding characters, and adding text

based on the article.

Assessment: During this time, the teacher will be walking around the classroom observing

students to see if they are cooperating with their group, following directions, or need any

assistance with using Pixtoon or deciding what to include in their comic strip.

EVALUATION:

Evaluation Tool for Pixtoon Comic Strip

Evaluated using ISTE Technology Standards for Students

Proficient Emerging Beginning

Empowered Learner: Student had no Student had some Student needed

Student used difficulty using Pixtoon difficulty but was still assistance to create a
technology to seek website to create a able to use Pixtoon comic strip using
feedback that informs comic strip that website to create a Pixtoon website and
and improves their demonstrated mastery comic strip and/or constant reminders of
practice and to of the subject matter student is still subject matter.
demonstrate their taught. developing mastery of
learning in a variety of subject taught.
ways.

Digital Citizen: Student Student remembered Student had to be Student did not use
demonstrates an to only use pictures or reminded to only use pictures or clipart that
understanding of and clipart that was pictures or clipart that was copyright free and
respect for the rights copyright free and to was copyright free and to site source for article
and obligations of site source for article to site source for article used for text when
using and sharing used for text when used for text when creating a comic strip
intellectual property. creating a comic strip. creating a comic strip. even after being
reminded.
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
8

Knowledge Student was able to use Student showed Student was only able
Constructor: Student multiple resources and satisfactory ability to to use resources and
curates information many tools and use multiple resources tools shown to the
from digital resources methods on Pixtoon and tools to create a student by the teacher
using a variety of tools website to create a comic strip on Pixtoon when creating a comic
and methods to create comic strip that website. strip on Pixtoon
collections of artifacts demonstrated a website.
that demonstrate meaningful conclusion.
meaningful
connections or
conclusions.

Innovative Designer: Student was able to Student became Student was unable to
Student exhibits solve any issues when frustrated with some work through issues
tolerance for creating comic strip on issues when creating when creating comic
ambiguity, Pixtoon website comic strip on Pixtoon strip on Pixtoon
perseverance, and the through perseverance. Website but was able website and relied on
capacity to work with to work through them. teacher to resolve.
open-ended problems

Computational Student easily broke Student needed some Student needed much
Thinker: Student assignments down into assistance breaking assistance breaking
breaks problems into component parts, assignment into assignment into
component parts, extracted key component parts, component parts,
extracts key information from extracting key extracting key
information, and articles read and information from information from
develops descriptive developed a descriptive article read and article read and
models to understand comic strip to show developing a developing a
complex systems or understanding of descriptive comic strip descriptive comic strip
facilitate problem- desert habitats. to show understanding to show understanding
solving. of desert habitats. of desert habitats.

Creative Student used Pixtoon Student used Pixtoon Student's comic strip
Communicator: website to create a website to create a created on Pixtoon did
Student communicates comic strip that clearly comic strip that vaguely not clearly and
complex ideas and effectively and basically effectively
effectively by creating communicates the communicates the communicate the
or using a variety of inhabitants of a desert inhabitants of a desert inhabitants of a desert
digital objects such as habitat. habitat. habitat.
visualizations, models,
or simulators.
 Tina Byerly Technology and Education 5E Group Lesson Plan with Rubric
9

Global Collaborator: Student worked well Student worked with Student did not work
Student contribute with fellow students on fellow students on well with fellow
constructively to a team to create a team, but only students on team to
projects teams, comic strip on Pixtoon provided suggestions create a comic strip on
assuming various roles by providing for items to include or Pixtoon. Student
and responsibilities to suggestions for items suggestion on how to provided little to no
work effectively to include and use Pixtoon, but not suggestions for items to
toward a common suggestions on how to both. include nor suggestions
goal. use Pixtoon website. on how to use Pixtoon
website.