ISTE 2011 Closing Keynote: Chris Lehmann (full)

An insightful speech about using technology in the classroom and getting students more engaged and excited in topics. Yes it is long but it has some good points.

My Field Experience and Interview

I recently got to interview and observe in a 5th grade classroom for my EDU 533 class. I really like 5th grade and hope to teach it when I graduate. It was neat to see technology being used in an actual classroom and the opportunities it allows. Read all about it in my paper.

EDU 533 Digital Story, Science Lesson Intro: What's the Matter?

Here is a complimentary digital story video intro to the lesson plan, What's the matter?

Science Lesson Intro: What's the Matter?

Song and Picture Credits:

Song from Animoto Music Library.

Carpet Stain, By Stephani Spitzer on Flickr.

Jello Cubes 8-3-09 5, by Steven Depolo on Flickr.

Water-Molecule-Vector, by Ilya Sedykh on Flickr.

Monterey Ocean View, by David Glover on Flickr.

Frozen Ice Cubes IMG_1021, by Steven Depolo on Flickr.

Water Vapor, by Mads Johansen on Flickr.

Light through clouds, by Florin Gorgan on Flickr.
Gorilla picture from Animoto ImageLibrary.

miny BP in my garage, by michael on Flickr.
Jitterbug_dancers, by New York World-Telegram on wikimedia commons, Public Domain.

Melting Ice Cubes, by jar () on Flickr.

Tovolo Perfect Cube ice trays, by Kenn Wilson on Flickr.
Stick in the mud, by thecoffeeguy on deviantart.
Polarbearonice, by U.S. Geological Survey on wikimedia commons, Public Domain.

Robert's First Animoto Take iii

Robert's First Animoto Take iii Because some things get better with time.

Robert's First Animoto

Robert's First Animoto

Potential Student Artifact from Lesson Plan

Second Post for Lesson Plan on edmodo:

How would the states of water be different if they switched random properties? What would that world be like to live in?

If some random properties of water in a gas state changed it may have definite shape. Even if the water in gas form was in a large room or outside it would only fill a certain area, let's say a cube 3 ft cubed. If a person walked through that cube they may notice a moisture change while their body is in the cube. It would be similar to living with constant fog in defined areas. It could also have a molecular structure similar to a solid's usual structure since it has a defined area. It may have wavy sides since its molecules may not be as organized as the usual solid's structure.

A Link to My Diigo Library Page

My Diigo Library Page

Pencil Grips, My Student Artifact

Pencil Grips, a photo by APMus on Flickr.

I am uploading this picture because I feel it shows an important part of school. One student I work with needs help with skills other students do not have trouble with. The student has OT help and is learning how to hold a pencil correctly using a pencil grip. Something as simple and overlooked as a pencil grip can become a tool to help a student succeed and master a skill.

My First Lesson Plan, What's the Matter?

Enter your name and specific age group(s) to use this lesson: Robert Coffield,  5th grade

List the Web site you found your lesson on:  Collaborated with Stratham Memorial Teachers, Kate Bucklin, Jess Valenti and Steve Gagnon, to create this lesson plan.

“Big Idea” this lesson plan supports: This lesson will teach about the states of matter using water as a solid, liquid and gas. It will emphasize the properties of the states i.e. how energy and molecular motion relate to states and how temperature can affect the state.

Lesson Plan Component	Criteria
Title - Name of Lesson	Whats the Matter?
GSE’s/GLE’s/ Frameworks/Common Core/NETS- Standards (listed under Course Documents)	NH Grade Level Expectations: Science :Physical Science 1:8:2.6 Represent or explain the relationship between or among energy, molecular motion, temperature, and states of matter. [PS1(5-8)SAE+MAS-4] Science :Physical Science 1:4:2.1 Recognize that substances can be classified by observable properties. Science :Physical Science 1:4:2.2 Explain that some materials can exist in different states; and describe the distinct physical properties of each state of matter. Science :Physical Science 1:4:2.3 Explain how some materials, such as water, can change from one state to another by heating or cooling. ISTE/NETS Standards: 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies Possibly, if online discussion(s) starts: 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems
Lesson Objective(s) - The Student can or will … using a verb from Blooms Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Remembering - Understanding - Applying - Analysing - Evaluating - Creating - Higher Order Thinking Skills (HOTS)	Students will show the ability to: Identify the properties of three states of water Explain how and why water changes states due to temperature Explain how and why energy and molecular motion changes in different states Structure, plan and produce a presentation to show the properties of a state of water
Materials - What will they need to complete this assignment? Be as specific as possible.	Students will need a home device with internet connection to view the at home lecture. Students will need an edmodo account linked to the class’s page. Students will need paper and pencils for in class notes during discussions and planning the presentations, or students can use internet connected devices to take notes and/or create their presentations. Students could use google docs or similar sites to create their presentations and would need necessary accounts for the sites. Students could also use available materials to use as, or make, props for the presentations.
Anticipatory Set - Prior Knowledge - How will you “hook” students prior to teaching the lesson	Presumably, students would have some prior knowledge from past grades’ science lessons about the three states of matter. I would make the evening lecture interesting, engaging and explain how water, in its different states, is everywhere. The post lecture comments could start interesting questions or topics that could lead into in class discussions.
Procedures - What will student and teacher do? Best practices - Ask 3 questions here to promote higher order thinking related to lesson plan.	This is a lesson using a flipped classroom approach where the lecture is created using the app, educreation, and the students watch it the night before the in class lesson. The lecture would cover the properties of the three states of water and how temperature can affect which state water is in. After watching the lecture students would comment about the topic on edmodo, they could start a discussion about a certain part of the lecture or just leave a brief comment about their favorite part. The in class lesson would start with a short discussion addressing any difficult questions posed or any confusion or questions about the lecture. The class would then break up into three groups giving each group a different state of water. Each group would discuss the properties of the given state and then create a presentation of the state emphasizing properties. Many different forms of presentation would be allowed as long as it could show the necessary information i.e. glogs, posters, a show, etc. In the presentations the groups would need to answer the question “What evidence proves the distinction between their state of water and other states?” Groups would do their presentations for the other groups and teacher. The teacher would move from group to group and listen to discussions. The teacher would pose the question, “What are the similarities and differences between the states of water?” and listen to the groups’ answers. If a question arose that could be answered by the lecture the student would be directed to ask group peers or directed to that part of the lecture via a nearby computer. After the presentations the teacher would have the students comment on edmodo about, “How would the states of water be different if they switched random properties?” And “What would that world be like to live in?” Students could finish the comment at home if we run out of time.
Closure - How will you have students reflect on what has been learned in this lesson?	I would have a google docs survey to assess the students’ knowledge of the properties of the states of water. Included at the end of the survey would be questions about how they thought the lecture and in class groups went and if they liked or had trouble with any part of the lesson. A self assessment would be the last question, “I deserve this grade ____ because…”.
Assessment- Assessment is directly correlated to stated objectives (listed above) and provides an opportunity for every student to demonstrate progress toward meeting the objective(s)   Create a rubric that shows objectives relating to project. - Assessment can be completion of project. Something student creates.	There are a lot of things to assess in this lesson. Many of them would be mostly completion based. As long as the post lecture comment was on topic and proved the student watched the entire lecture a full mark would be awarded. Participation in the group and presentation would be mostly completion based as long as effort and good teamwork was seen from student. The student’s self assessment may play a role, depending on how honest and detailed the reasoning is, as well as if the student’s name came up in multiple students’ group assessment answers. The second online comment would be graded mainly on effort and completion. The presentation would need to show that the group understood and correctly explained the properties of the state of water. The post presentation survey would show the individual student’s knowledge of the properties of the states of water.
Modifications/ Accommodations Lesson plan includes appropriate modifications and/or accommodations for students needing enrichment, remediation, or alternative strategies Students with IEP - Individualized Educational Plans or 504’s would require modifications or accommodations -	Students wanting more enrichment would be free to research more about the topic and share, via comment(s) on the classpage of edmodo, about their findings. Students could also have discussions about the given topics via edmodo. Students’ parents, hopefully, are able and willing to help students understand the information in the evening lecture. Students could come into class early to talk with teacher about the topics to better understand the content. Students could have peer, teacher or aide support to be successful during the group planning and presentation phases. Students without a home device or without internet connection could come in early and view the lecture or special arrangements could be made so the students would see the lecture before class.