Active Learning: Adaptation Level

(K-4 Lesson)

Technology in Hand!
You need to install Adobe Flash Player to view this video.
Grade Level
3
Classroom Configuration
  • Whole group activity, with small groups using mobile laptops simultaneously, or
  • Small group, using classroom computers or mobile laptops as rotating stations, and
  • One to one using laptops or a lab to generate final paper.
Arizona State Content Standards
  • Math
    • Strand 2: Data Analysis, Probability and Discrete Math
      • Concept 1: Data Analysis
        • PO 1: Collect, record, organize, and display data using frequency tables, single bar graphs, or single line graphs.
        • PO 2: Formulate and answer questions by interpreting and analyzing displays of data, including frequency tables, single bar graphs, or single line graphs.
  • Science
    • Strand 2: Inquiry Process
      • Concept 3: Analysis and Conclusions
        • PO 1: Organize data using the following methods with appropriate labels: bar graphs, pictographs, tally charts
        • PO 2: Construct reasonable interpretations of the collected data based on formulated questions.
        • PO 3: Compare the results of the investigation to predictions made prior to the investigation.
        • PO 4: Generate questions for possible future investigations based on the conclusions of the investigation.
    • Strand 3: Science in Personal and Social Perspectives
      • Concept 2: Science and Technology in Society
        • PO 1: Identify ways that people use tools and techniques to solve problems.
        • PO 2: Describe the development of different technologies (e.g., communication, entertainment, transportation, medicine) in response to resources, needs, and values.
        • PO 3: Design and construct a technological solution to a common problem or need using common materials.
  • Language Arts: Writing
    • Strand 3: Writing Applications
      • Concept 6: Research
        • PO 2: Organize notes in a meaningful sequence.
        • PO 3: Write an informational report that includes main idea(s) and relevant details.
Arizona Educational Technology Standards (2009)
  • Strand 1: Creativity and Innovation
    • Concept 1: Knowledge and Ideas
      • PO 1: Evaluate information to generate ideas and processes.
    • Concept 2: Models and Simulations
      • PO 1: Recognize and explain relevant interdependent elements of a digital model or simulation.
      • PO 2: Identify and describe how aspects of a situation change using models or simulations.
      • PO 3: Transfer understanding of how one system operates by comparing it to another system.
    • Concept 3: Trends and Possibilities
      • PO 1: Examine patterns and identify trends to generate questions.
    • Concept 4: Original Works
      • PO 1: Use digital creativity tools to create original works.
      • PO 2: Use digital collaborative tools to analyze information to produce original works.
  • Strand 4: Critical Thinking, Problem Solving, Decision Making
    • Concept 1: Investigation
      • PO 1: Identify an authentic issue and collaborate as a class to define an essential question using digital tools and resources
    • Concept 2: Exploring Solutions
      • PO 1: Manage a learning project using digital planning tools to develop solutions
      • PO 2: Generate alternative solutions using collected resources and data
Objectives
  • The student will conduct a survey, create a graph, and analyze the results of the data.
  • The student will write a report, drawing conclusions of the data, with one main idea and focus.
Procedure
  1. The teacher will conduct a brainstorm session with the students using a free, Internet-based brainstorming software, such as Bubbl.us. The questions posed to students are:
    • What are some technology tools that people use today?
    • What tools do people need?
    • What tools do people want?
    • What is the difference between a need and a want?
  2. Students make a list of technology tools that people use, such as, but not limited to:
    • iPods, cell phones, Social Networking, such as Facebook and Twitter, iPads, laptops, video games, etc.
  3. Students design a survey based on the questions above. In groups, they decide on questions that they would like to investigate around the values of using technology in our lives. Survey topics could include:
    • What technology tools do you use everyday?
    • What tools do you never use?
    • What technology do you feel you need to have access to every day?
  4. In groups, students then begin to create their survey, using a laptop and a word processing program or an online survey tool.
  5. After data is collected, student groups will use the graphing software to create their graph. They have a choice of types of graphs within the software, and must choose the graph that will best represent their data.
  6. After their data has been placed in the graph, the students generate several statements that draw conclusions from their data.
  7. Each student will write a research finding report that states their findings, and explains the conclusions they draw. This will be a 3-paragraph essay:
    1. The first paragraph: Explain the process
    2. The second paragraph: Explain the survey
    3. The third paragraph: Explain the conclusions, and then pose the next question for further study.
  8. Students will choose the technology tool they want to use for this assignment.
Materials
Assessment
  • This lesson is a multi-step lesson that encompasses multiple disciplines.
  • The teacher will evaluate the following:
    • Collaborative skills
    • communication skills
    • higher order thinking skills
    • writing skills using a rubric
TIM - Active: Adaptation
Northern Arizona University