Unit Description

ETEC 562-Technology Integration Unit Project

Emma Jones
May 2, 2015

UNIT: ALL ABOUT ME

Subject Area(s): Language Arts & Technology Integration
Intended Audience: Grade 5

Suggested Time Frame: 7 hrs 20min (split between Monday through Friday class sessions)

Unit Description: Students will explore and learn more about themselves, and each other, by planning, collaborating, and creating an
autobiography (“All About Me” Photo Story) that they will present to their family and peers. The autobiography will display their creativity,
technology skill level, communication skills, and writing skills. This unit consists of technology tools to appeal to diverse learners and engage
students.

Instructional Objectives:
Students will:
• design, develop, evaluate, and articulate technological solutions.
• operate and manage technological systems.
• speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.
• communicate information and ideas effectively and clearly, and respond personally and critically.
• select, read, and view with understanding a range of literature, information, media, and visual texts.
• interpret, select, combine information using a variety of strategies, resources, and technologies.
• respond critically to a range of texts, applying their understanding of language, form, and genre.
• use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and
use their imaginations.
• create text collaboratively and independently, using a wide variety of forms for a range of audiences and purposes.
• use a range of strategies to develop effective writing and other ways of representing and enhance their clarity, precision, and
effectiveness.
TECHNOLOGIES INCORPORATED

➢ Computers (with speakers)

➢ Kidblog.org –Kidblog is a safe online classroom blog site that
provides teachers with the ability to help students create and
➢ Projector
publish their writings online. Students will learn digital
citizenship within a private classroom blogging space, where
➢ Printer/Scanner teachers can monitor all activity within their blogging
classroom blogging space. The classroom blog can give
➢ Internet access students a feeling of ownership in their writings, while making
the process of writing meaningful. Kidblog is deeply rooted in
the pedagogy of writing and gives teachers a way to engage
➢ Apple iPads students in the process of pre-writing, drafting, revising,
editing, publishing, and commenting.

➢ Digital camera (with video)

➢ Popplet program- Popplet is a web program that can be used
and accessed in the classroom and at home. Popplet is used
➢ Computer microphone to create a virtual mind-map that helps students brainstorm
and learn visually. Students can learn to create relationships
between facts, ideas/thoughts, and images. For this unit,
➢ Windows Photo Story 3 Software-Computer software program
students will use Popplet to brainstorm and create an
used to create slideshows using your digital photos. All images
organizational map for planning out their autobiography
can be edited with user friendly features, which include stunning
information presentation.
special effects, soundtracks, and ability to access a computer
microphone to voice narrate photo stories. Photo stories can be
customized with titles and captions as well. Photo Story creations
are easy to share and they can be seen from a TV, a computer,
or a Windows Mobile–based portable device or even through the
web. Students will use this technology to develop their All About
Me autobiographies.
LEARNING THEORIES AND INSTRUCTIONAL DESIGN MODELS

Constructivism

The autobiography photo story allows students to construct their own knowledge, problem solve, and use
traditional research methods and essay writing in a non-traditional form. Students will reflect on personal
experiences to support their learning and make connections to what they have learned, and apply it to other
learning contexts, and situations. This approach will help students improve their research and writing skills.
This approach will also encourage and aid students in their communication skills (listening, and speaking).
Visual representations will be created by students using multi-media tools in the form of Popplet, Kidblog,
digital photographs, microphones, and the Windows Photo Story 3 software.

Multiple Intelligences

This unit appeals to a variety of learning styles by presenting materials in a variety of ways to facilitate
effective learning. Students will be given opportunities to learn through the Verbal-Linguistic, Musical, Visual-
Spatial, Interpersonal, and Intrapersonal Intelligences.
INSTRUCTIONAL ACTIVITIES
• Students will be given an introduction to the unit through a teacher-led class discussion about how we commonly tell about ourselves to
others.

• The teacher can then give more details by discussing autobiographies. Optional: show and/or read from prescribed literature.

• The teacher will show his/her autobiography that s/he has prepared in advance in the Windows Photo Story 3 program by accessing the
classroom blog at Kidblog.org.

• The teacher will pass out a K-W-L Chart handout to students, and then will draw a version of the chart on the on the dry erase board. The
teacher will first brainstorm with students a list of what they already Know about themselves, and what they Want to find out about
themselves. The teacher will simultaneously fill in the K-W-L Chart drawn on the board to demonstrate and lead students in filling out the
chart.

• After brainstorming for the K-W-L chart, the teacher will use the collaborated list of responses to create an organizational map. The
teacher will demonstrate how to first put the ideas from the K-W-L Chart into broad categories, and then expanding on them using the
Popplet app.

• Students will gain access to Popplet by logging on to the classroom blog at Kidorg.com. Finally, students will begin to independently plan
their autobiography by creating their own organizational map using Popplet from an iPad or Computer.

• Students will research what they need to find out in their list from their personal K-W-L chart as a homework assignment.

• Students will modify their organizational maps in Popplet if needed when their research is complete and print a copy of their
organizational map the next day at school.

• Students will then collect materials for presentation (i.e., take digital photos, scan images, download video clips/music, etc.) and use their
printed Popplet as a guide.

• First, the teacher will demonstrate how to use the Windows Photo Story 3 program. Next, students will begin their autobiographies and
finish downloading their images.

• Students will upload their final presentations to the classroom blog provided on Kidblog.org.

• The teacher will display the classroom blog using the projector, and will play each uploaded presentation on Kidblog.

• Students will be given a Student Questionnaire handout to complete as a homework assignment.

Resources & References

➢ Windows Photo Story 3 (http://www.microsoft.com/en-us/download/details.aspx?id=11132)

➢ Popplet program (http://www.popplet.com)
➢ Kidblog (http://kidblog.org/home/)

Method(s) of Assessment

➢ Student Questionnaire

➢ Observation

Unit Documents and Demonstrations

➢ Detailed Lesson Plan
➢ K-W-L Chart handout
➢ Student Questionnaire handout
 Teacher/Studen Time Technology
Step Activity Materials Theory or Theories Used
t Led Frame Integrated
Begin with an introduction to the unit
-Interpersonal Intelligence
1 through class discussion about how we Teacher 10 min.
-Constructivism
commonly tell about ourselves to others.
The teacher can then give more details by
Optional:
discussing autobiographies.
2 Teacher 20 min. Autobiograph -Constructivism
Optional: show and/or read from
y literature
prescribed literature.
Computer,
projector,
The teacher will show his/her
speakers,
autobiography that s/he has prepared in
internet -Visual-Spatial Intelligence
3 advance in the Windows Photo Story 3 Teacher 20 min.
access, & -Constructivism
program by accessing the classroom blog
Windows
at Kidblog.org.
Photo Story 3
software
K-W-L Chart handout: Teacher will pass
out a K-W-L Chart handout to students,
and then will draw a version of the chart
on the on the dry erase board. Teacher Dry erase
-Verbal-Linguistic Intelligence
will first brainstorm with students a list of marker, dry
-Visual-Spatial Intelligence
4 what they already Know about Teacher/Student 20 min. erase board,
-Interpersonal Intelligence
themselves, and what they Want to find K-W-L Chart
-Constructivism
out about themselves. The teacher will fill handout
in the K-W-L Chart drawn on the board to
demonstrate and lead students in filling
out the chart.
After brainstorming for the K-W-L chart,
teacher can use the collaborated list of -Verbal-Linguistic Intelligence
responses to create an organizational Computer, -Visual-Spatial Intelligence
5 map. The teacher will demonstrate how to Teacher 20 min. projector, & -Intrapersonal Intelligence
first put the ideas from the K-W-L Chart internet access -Interpersonal Intelligence
into broad categories, and then expanding -Constructivism
on them using the Popplet app.
 Teacher/Student Time Technology
Step Activity Materials Theory or Theories Used
Led Frame Integrated
Students will gain access to Popplet by Computers,
logging onto the classroom blog at iPads,
Kidorg.com. Now students will begin to Student K-W- speakers, -Visual-Spatial Intelligence
6 independently plan their autobiography by Student 40 min. L Chart internet access, -Intrapersonal Intelligence
creating their own organizational map using handout as well as the -Constructivism
Popplet from an iPad or Computer. Popplet app for
iPad access
-Verbal-Linguistic Intelligence
Students will research what they need to find Student K-W-
Homework -Intrapersonal Intelligence
7 out in their list from their personal K-W-L Student L Chart
Assignment -Constructivism
chart handout

Computers,
Students will modify their organizational speakers,
Completed -Visual-Spatial Intelligence
maps in Popplet if needed when their Student printer, iPads,
8 10 min. student K-W-L -Intrapersonal Intelligence
research is complete and print a copy of internet access,
Chart handout -Constructivism
their organizational map. & Popplet app
for iPad access

Computers,
Students will then collect materials for 60-120 min. -Visual-Spatial Intelligence
speakers,
presentation (i.e., take digital photos, scan Student/Teacher (divided -Interpersonal Intelligence
9 scanner, digital
images, download video clips/music, etc.) assisted into 2 class -Musical Intelligence
sessions) camera, video
and use their printed Popplet as a guide. -Constructivism
clips, and music
Computers,
speakers,
projector,
First, the teacher will demonstrate how to Students -Verbal-Linguistic Intelligence
60-120 min. scanner, digital
use the Windows Photo Story 3 program. completed K- -Visual-Spatial Intelligence
(divided camera, video
10 Next, students will begin their Teacher/Student W-L Charts -Intrapersonal Intelligence
into 2 class clips, music,
autobiographies and finish downloading their sessions) and Popplet -Musical Intelligence
microphone,
images. print out -Constructivism
and Windows
Photo Story 3
Software
Ste Teacher/Student Time Technology Theory or Theories
Activity Materials
p Led Frame Integrated Used
Computers, -Visual-Spatial Intelligence
Students will upload their final
speakers, & -Intrapersonal Intelligence
11 presentations to the classroom Student 20 min.
internet -Interpersonal Intelligence
blog provided on Kidblog.org.
access -Constructivism
Computer,
The teacher will display the -Visual-Spatial Intelligence
speakers,
classroom blog using the -Interpersonal Intelligence
12 Teacher 60 min. projector, &
projector, and will play each -Constructivism
internet
uploaded final presentations.
access
Homewo -Verbal-Linguistic
Students will be given a Student Student
rk Intelligence
13 Questionnaire handout to Student Questionnai
Assignm -Intrapersonal Intelligence
complete ent
re Handout
-Constructivism

Click on the box to see

the
All About Me
Example for Students
 STUDENT QUESTIONNAIRE
All About Me Student Name:
Answer each question with as much information as possible!
1. Did you enjoy the unit? Yes or No

Explain Why or why not?______________________________________________

2. Explain what you liked best about the unit.

3. List three things you’ve learned about yourself or your family.

4. List two skills you can do better now since you’ve completed the unit.

5. Write about two facts or memories you’ve learned about a classmate from their presentation.

6. What was something you would have liked to have learned about in the unit?