Final Reflection

• Standard 1: Facilitate and Inspire Student Learning and Creativity

1. promote, support, and model creative and innovative thinking and inventiveness.
• During my lessons that I created for this class, I tried really hard to create authentic, creative activities for my students to do. In my lesson on the Oregon Trail I believe I accomplished this very well because I had my students create a journal that was unique to themselves but also integrated things that they had learned during the lesson.
2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
• During my lessons, I did not have my students use the internet to explore one of the subjects, but if I would have been able to go more in depth, for my Oregon Trail lesson, I would have had them conduct research on the trail and create a project on what they learned.
3. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
• In each of my three lessons, I had all of my students share their assignments at the end. This promoted my students to reflect on their work as well as collaborate with one another about what they learned.
4. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
• During my lessons I tried to allow for some group work or whole group instruction. This allowed everyone to share their knowledge and understanding with one another as well as created face-to-face interaction.

• Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
• With the three lessons that I created for this class, I tried to relate my content to my students' lives and incorporate technology to help with this. I don't believe that technology promotes more creativity in students but rather it promotes a different type of creativity than they would us if they were not using technology.
2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
• By allowing my students to use technology to create their activities, I feel as if it kept them engaged longer with the lesson because they have so many different resources available to them. During my lessons I allowed my students to use the tools that they found the most interesting to them in the Pixie app.
3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
• Along with what I said above about allowing my students to use the different resources in the Pixie app, I also allowed them the opportunity to create their activities in the format of their choosing. During my 5 senses lesson, I had the students represent the 5 body parts that went with the senses as well as a picture or drawing to represent what we use them for. This allowed students to personalize their activity and make it different then the activities of the other students in the class.
4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
• During my lessons I sort of combined my formative and summative assessments.  Throughout the lesson I had them working on projects in Pixie, and as a formative assessment I walked around and observed what students were doing and if I saw something that needed to be address then I would. For my summative assessment I had the students turn in their work so that I could assess and check for their understanding.

• Standard 3: Model Digital-Age Work and Learning 

1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
• During my 5 senses lesson, I introduced Pixie to my students and I showed them where everything was that they would need. Once we got to the last lesson on the Oregon Trail, my students were able to take things into their own hand and get started right away working on their projects.
2. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
• For my lessons I did not collaborate with parents or community members but if I had the opportunity to, I would hold a parents night to introduce them to the different technologies that we will be using in the classroom throughout the lesson. 
3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
• During each of my lessons I incorporated the smart board. I did this to communicate relevant information by showing them videos, displaying their work, and doing practice problems on the board.
4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
• During my lessons, I didn't have my students conduct research on the computer but I did have them go outside during one of my lessons and use their ipads to record data during their activity. 

• Standard 4: Promote and Model Digital Citizenship and Responsibility

1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• During my lessons I used Pixie which is a kid friendly app that provides students with age appropriate content. I also showed my students examples of how to use the technology by making an example for them before I allowed them to get started.
2. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• During each of my lessons I provided my students with the choices to use paper rather than the computer, or to dim the lighting on their computer as well as make font larger so that they were able to see better.
3. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
• At the end of each of the lessons, I had my students present their activities with one another. This provided students with positive and responsible social interactions because they presented with manners and observed one another with respect.
4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
• During my 5 senses lessons I talked with my students about people with hearing or sight disabilities and this allowed my students to consider the differences between everyone and how everyone is unique. Also, during my Oregon Trail lesson, I introduced my students to the society and culture in a part of our countries history. This had them look at others and see the difficulties others have faced and relate themselves to the historical figures.

Lesson 3 Blog Phase 3

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• I think my lesson went fairly well and it seemed like everyone enjoyed creating their own journals based on what we saw in the video and discussed.
• The video that I picked for my lesson ended up being a little bit to long to keep everyones attention so next time I would try and find something a little bit shorter.
• How well was the alignment to objectives and standards maintained?
• I think that the alignment to the objectives and standards was well maintained. I taught them about the Oregon Trail and I also had them create a journal which met my writing standard.
• Describe any modifications made during the implementation of the lesson
• I had to modify my lesson because the video was a little bit long so I ended it a little early when I thought they understood the point.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? How were the technologies used (by whom and in what manner)?
   • For the students I used pixie so that they could create a journal using multiple pages.
   • As the teacher, I used my computer to show them a video because a smartboard was not available.
   • My lesson was within the correct time frame
     • My lesson went with the correct time frame well. We ended maybe two minutes before we were supposed to finish.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• I think that my students succeeded in achieving the standards and objectives for my lesson because they were all able to create journals that included information we learned about before starting our journals.
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • I think I was successful in teaching my lesson to my students. I wish that I would have had my students use an app called mystory instead of using pixie but that didn't harm their learning.
  • How do the comments from your classmates support this?
  • I think I got some good ideas in my feedback. Something I saw a few times was how I should have picked a better video to show the class on the Oregon Trail.

Micro Lesson #3

1. Rational
I will be teaching my students about The Oregon Trail by having them create a personal journal of "their" experience traveling. This will allow students to learn about westward expansion, how to recall facts in their writing, and lastly, how to tell a story with detail and coherent sentences.

2. Overview
Grade Level: 2nd grade
Subject: Writing, Social Studies
Topic of Study: The Oregon Trail
Time Allotment: 60 minutes
Standards: 

• Strand 1 Concept 5 PO 4. Describe how new forms of transportation and communication impacted the westward expansion of the United States: 
• a. transportation (e.g., trails, turnpikes, canals, wagon trains, steamboats, railroads)
• Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (2.W.3)
• Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. (2.SL.4)

Objective: Students will recreate a story about The Oregon Trail using the different facts they learn in the video, book, and discussion.

Reflection:

• What do the students need to know prior to the lesson? 
• Before this lesson students need to have the knowledge of how to write a story that includes fact, and a beginning, middle, and end.
• How will prior knowledge and experience be assessed? 
• Before this lesson, I would have my students sequence a story and retell it by using a beginning, middle, and end, as well as do a research paper where they use an article to find facts and then write about it.
• How will you use this information in the planning process? 
• I will use this information in my planning process to adjust the requirements by their skill levels. If one student finds it easier to write a story I will expect more from them and if a student struggles writing, I will guide them a little more and help them with their writing.
• Why should the content of this lesson be taught at this grade level? 
• This should be taught in second grade because it is the introduction to writing stories and research papers as they move on in their schooling. It also helps them structure sentences to make comprehensible paragraphs.
• How do the objectives that you have for the lesson align with the standards? 
• The objective that I have for this lesson align with the standards because...
• It requires students to use facts about transportation during the westward expansion 
• Students need to recount a story (the video, book, or discussion) when writing a narrative
• Tell a story
• When will the lesson be taught in the course of the school year? Why? 
• This lesson will be taught in the second half of the year when students have a better understanding of writing comprehensible texts.

3.  Implementation

Procedure:

• Teacher procedures

1. Introduce the lesson with a video on The Oregon Trail.
2. Have students make a KWL chart on pixie about The Oregon Trail.
3. Read students a book about The Oregon Trail.
4. Brainstorm and make a web with all of the challenges people faced when traveling on The Oregon Trail.
5. Have students create a journal with pictures of "their" trip on The Oregon Trail.
• The journals should contain a story about traveling the trail and includes a beginning, middle, and end, as well as the facts they learn from the discussion, video, and story.
6. Have students share their journals with the class.
7. Have students finish their KWL charts.

• Student procedures

1. Watch the video.
2. Make a KWL chart on pixie.
3. Listen to book.
4. Brainstorm challenges people faced.
5. Create a journal.
6. Share journals with the class.
7. Fill out the rest of the KWL chart.

Technology Integration:

• Smartboard
• Pixie
• educreation

Differentiated Instruction:

• If students do not feel comfortable using the technology, students will be able to write on paper instead. Also, if I have a student with visual or hearing problems, I will move them closer to the board and myself. 

Reflection:

• Why are you using the instructional methods you have described? 
• I am using the different instructional methods I picked so that students may receive information in multiple different ways. This will be beneficial because it allows students to see, hear, and talk about the information.
• How do the instructional methods align with what you know about best practices? 
• I am connecting the content to students' lives by having them place themselves in the situation of the travelers.
• How are you engaging students in creative and higher order thinking? 
• I am having them create a journal where they place themselves in the shoes of the travelers which will make them look at the content in a different way.

4. Assessment

Procedure: I will be collecting students' KWL charts, as well as their journals so that I may see what they learned and how they were able to connect the content to their own lives.

Reflection:

• How does the assessment align with the standards and objectives of this lesson? 
• This aligns with the standards and objectives because it has them exploring one of the ways of transportation during the westward expansion, as well as writing a story and a narrative.
• How does the assessment demonstrate that the students have been successful in learning the content? 
• This will demonstrate students' learning because they will be required to use facts they learned about The Oregon Trail, in order to write their journal. The KWL chart will also allow me to see what students feel they got out of the lesson.
• How does the assessment demonstrate student engagement in higher order thinking? 
• This demonstrates higher order thinking because I will see how students would visualize themselves in the situation of the travelers.
• How does the assessment demonstrate that individual student needs were met? 
• This will show that individual needs were met because for the higher students, they should have more detail and expression, but for the lower students I should see well thought out short sentences to write.

5. Materials and Resources

Resources:

• Smartboard
• ipads
• Computers

Materials:

• Video
• Book

Reflection:

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
• This lesson will facilitate and inspire student learning and creativity because I am having them put themselves into the lives of the people who traveled The Oregon Trail. This is different then just teaching and telling them about the experiences of the people because this way they have to visualize themselves in their place which generally excites students.
• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
• This lesson provides digital-age learning experiences and assessments because we are using the smartboard instead of paper to show a video and make a web of facts they learned. We will also be using pixie on the computer to make a KWL chart, and lastly, we will be using mystory to create journals that they will share with the class.
• How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
• I model to my students how to properly use the technology and they will learn what is acceptable and what is not when using it.
• How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• Students will be using a kid friendly app called pixie where I know things are monitored as well as mystory which is not connected to the internet and is for children.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• I will address the diverse needs of all my learners by allowing for adjustments when needed. If there is a student that is unfamiliar with using the computer I will have them get with a partner to help them learn. 
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
• I will be expecting my students to show digital etiquette and responsible social interactions otherwise they lose the access and have to do their collage on paper.
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
• 
  

  -This will model cultural understanding and global awareness because when the students show their journals, everyone will have come up with a different expression of "their" experience which will allow students to see how one another thinks about something.

Lesson 2 Blog Phase 2

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• I think my lesson went fairly well and it seemed like everyone enjoyed going out side and measuring plants because it got them up and moving.
• The smartboard was having major issues which interrupted the lesson and kind of screwed with the flow of the rest of the lesson because I was in a hurry to finish in time.
• How well was the alignment to objectives and standards maintained?
• I think that the alignment to the objectives and standards was well maintained. I wish that I would have gone more in depth with the relationships between the different types of measurements. 
• Describe any modifications made during the implementation of the lesson
• I had to modify my lesson because the smartboard wasn't working for the first 8 minutes so I had to cut some things so that we could finish on time.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? How were the technologies used (by whom and in what manner)?
   • For the students I used the iPads so that they could record their measurements on a chart they made and then they took a screenshot and sent me their data charts.
   • As the teacher, I used the smartboard to show my students the expectations I had of them for making their chart and recording their data. I also used it at the end of the lesson to show different students' work.
   • My lesson was within the correct time frame
     • My lesson probably would have been right on time but because the smartboard was not working I cut out some of the discussion and then we ended up ending early because I rushed to much to make up time.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson




• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• I think that my students succeeded in achieving the standards and objectives for my lesson because they were all able to accurately record their data and explain to me what their measurements mean.
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • I think I was successful in teaching my lesson to my students. I wish that I would have had my students measure specific types of plants for each measurement so that we could talk about how everything is unique and has a different measurement.
  • How do the comments from your classmates support this?
  • I think I got some good ideas in my feedback. Something I saw a few times was how I should have had my students record exactly what they were measuring outside.

Micro Lesson #2

1. Rational

I am doing this lesson so that students may learn how to use different measuring tools and see what the different tools' measurements look like when compared.

2. Overview

Grade Level: 2nd grade

Subject(s): Math 

Topic of Study: Measurement and Data

Time Allotment: 30 minutes

Standards: 2.MD.A.2: Measure the length of an object twice, using 

length units of different lengths for the two 

measurements; describe how the two 

measurements relate to the size of the unit chosen.

Objectives: I want my students to be able to measure something using a different tool and see the comparison between the two measurements and describe how they relate.

Reflection:

• What do the students need to know prior to the lesson?
• Students need to know how to use the different measuring tools and how to write them down correctly.
• How will prior knowledge and experience be assessed?
• I will hold up each of the measuring tools and ask my students what they are and see if they can answer or not and then practice measure something with them.
• How will you use this information in the planning process?
• I will use this information to pair up students so that if one does not understand fully how to use the tools, then their partner can help them to understand.
• Why should the content of this lesson be taught at this grade level?
• This should be taught in second grade because it leads into measuring lengths to find areas in later grades.
• How do the objectives that you have for the lesson align with the standards?
• The objectives align with the standards because both require the students to understand how to measure and compare two types of measurement. 
• When will the lesson be taught in the course of the school year? Why?
• This would be taught in the second quarter because it builds their knowledge to move on to the next standards in the measurement and data section. 

3.  Implementation

Procedure:

• Teacher procedures

1. Ask students the different ways to measure objects. (rulers, meter stick)
2. Hold up the different tools and explain them to the students and then measure a few things as examples. 
3. Have students get iPads and then show students how to make a chart using the smart board as they make one with me.
4. Take the students outside with their iPads and have them measure five different plants with each of their measuring tools. 
5. Have students come inside and send me their charts with their measurements written in.
6. As a class discuss what we learned and make comparisons between the two measuring tools and talk about why they got different measurements.

• Student procedures

1. Tell the me the different ways to measure objects.
2. Listen and watch how to use the different measuring tools
3. Get iPad and make a chart as the teacher makes an example on the smartboard.
4. Go outside with me and measure five different plants, recording their measurements in their chart.
5. Come inside and send me the charts.
6. Discuss what they learned with me and make comparisons between the two measuring tools and talk about why they got different measurements.

Technology Integration: I will be using the smartboard to show students how to make a chart on doodlebuddy to record their measurements on. Then I will have students make their own chart on their iPads using doodlebuddy to record their measurements while they are outside.

Differentiated Instruction:

• If students are unable to use the iPads they may use a clipboard and paper to make their chart to record their measurements on.

Reflection:

• Why are you using the instructional methods you have described? 
• I am using these instructional methods because it gives students choice on what plants they want to measure so that they will hopefully be more engaged and excited.
• How do the instructional methods align with what you know about best practices? 
• They will gain the knowledge to help them eventually develop the ability to estimate measurements.
• How are you engaging students in creative and higher order thinking? 
•  I am engaging students by allowing them to move around and go outside.

4. Assessment

Procedure: After students are finished making their charts outside I will have them send me them so that we can first look at them as a class and discuss what students found out about measurements and then I will look at them individually to see if students are able to record measurements accurately and make accurate measurements.

Reflection:

• How does the assessment align with the standards and objectives of this lesson? 
• This aligns with the standards and objectives of this lesson because has students measuring multiple objects using multiple measuring tools which allows students to compare the results between the two measurements. 
• How does the assessment demonstrate that the students have been successful in learning the content? 
• The assessment demonstrates that the students have been successful in learning the content because it will tell me what they measured so that I can see if I get about the same measurement as they do and then it will also show me that they are able to use the different measuring tools.
• How does the assessment demonstrate that individual student needs were met? 
• This will demonstrate that individual students' needs were met because I will allow them to make a choice on what they want to measure so if something is to difficult for them they will not take that route.

5. Materials and Resources

Resources:

• Ipads
• Smartboard

Materials:

• rulers
• metersticks

Reflection:

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
• I inspire and facilitate student learning and creativity because I allow students to make their own choices on what they want to measure and explore for their assignment.
• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
• This lesson provides digital-age learning experiences and assessments because I have the students use iPads to record their measurements rather than using paper.
• How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
• I model to my students how to properly use the technology and they will learn what is acceptable and what is not when using it.
• How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• Students will be using a kid friendly app called pixie where I know things are monitored.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• I will address the diverse needs of all my learners by allowing for adjustments when needed. If there is a student that is unfamiliar with using the computer I will have them get with a partner to help them learn. 
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
• I will be expecting my students to show digital etiquette and responsible social interactions otherwise they lose the access and have to do their collage on paper.
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
• This does not address this section.
  

  
  

Blog Phase 2

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
• The things that went well were the participation when making the "I can describe my popcorn" chart. Another thing that went well was the collages that they made on Pixie.
• The things that didn't go that well were the time frame, and I feel like I read the book to quickly for the students. Another thing that I should have done was buy butter popcorn ahead of time so that they didn't have to pretend it was butter popcorn and I could have used more examples for them to try and relate to their five senses.
• How well was the alignment to objectives and standards maintained?
• I think that I followed along with the objectives and standards well, although I think that I could have had the students share more and hear their thoughts and ideas on their five senses. If this would have been kindergarten, I would have spent more time and used more examples so that they fully understand the concept. 
• Describe any modifications made during the implementation of the lesson
• I didn't really have to make any modifications during the implementation of my lesson but if I had students I probably would have had to speak louder and go more in depth in order to gain the comprehension and knowledge I was aiming for.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? How were the technologies used (by whom and in what manner)?
   • I used the smart board to make a chart that described our popcorn and then I used it to do an example of the pixie collage I was going to have them make. 
   • I had the students use their computers to use pixie to make collages after the lesson.
   • My lesson was within the correct time frame
     • It was short because I read the book way quicker than I would have if I was reading to actual kindergarteners. If I would slowed down I think I would have been perfectly on time or just within a couple minutes.
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson







• 
  
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• I think that the students were successful in achieving the standards and objectives because they were all able to accurately pair up a sense with something that they can use their sense for.
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • I think the individual reflections support my success because I had some improvements that I could make next time.
  • How do the comments from your classmates support this?
  • I think my classmates gave similar comments as to what I gave myself about my lesson. 

Micro Lesson #1

1. Rational
I am going to be teaching my students their 5 senses and why they are important in everyday life.

2. Overview
Grade Level: Kindergarten
Subject: Science
Topic of Study: The 5 senses
Time Allotment: 30 minutes
Standards: PO 3. Identify the five senses and their related body parts:

• sight – eyes 
• hearing – ears 
• smell – nose 
• taste – tongue 
• touch – skin

Objective: Students will be able to identify their five senses and their associated body part.

Reflection:

• What do the students need to know prior to the lesson? 
• They need to know what their body parts are and that for example, if they are breathing through their nose they are smelling or when they are eating they are tasting.
• How will prior knowledge and experience be assessed? 
• I will read them the book and then I will ask them to identify their 5 senses and what body parts are associated with each. If they are struggling I will help by pointing to the specific body part or do something to give them a hint like smell something.
• How will you use this information in the planning process? 
• I will use this information to see which students will need assistance when doing their collages and which students will be able to work on their own.
• Why should the content of this lesson be taught at this grade level? 
• It is a life skill that they need to know as they further their education.
• How do the objectives that you have for the lesson align with the standards? 
• They both require students to identify their 5 senses and their associated body part.
• When will the lesson be taught in the course of the school year? Why? 
• It will be taught in the first quarter so that they can start learning about describing words and identifying body parts.

3.  Implementation

Procedure:

• Teacher procedures

1. Have students sit down and read them My 5 Senses and discuss what they learned and already knew.
2. Pop some popcorn and pass cups out to each student.
3. Ask them to describe the popcorn using their five senses in partners or groups of three. Write their responses on the smartboard.
4. Have students make a collage on powerpoint using pictures showing eyes, ears, nose, mouth, hands and then find a picture of something that you see, hear, smell, taste, and feel and make a line connecting the sense to the describing picture.
5. Have students share their work if they would like and close up the lesson having them identify their five senses.

• Student procedures

1. Listen to the book and share what they already knew about their five senses.
2. Help pass out popcorn/discuss their senses while they wait for me to finish up.
3. Describe their popcorn using their five senses, first with a partner/group and then as a whole class.
4. Make a collage on powerpoint.
5. Volunteer to share their collages if they would like and then tell me what they learned about their senses.

Technology Integration: I will be using a smartboard to write the children's describing words in a chart. I will have students get an computer and using pixie I will have them find pictures to make a collage showing the body parts associated with the senses and a picture of something you see, hear, smell, taste, and touch.

Differentiated Instruction:

• Allergies: I will make sure that I accommodate for all allergies present in the classroom and if I need to change the food to something else I will. I will also make it healthier rather than junk food.
• If students are unable to use the computer I will allow them to use crayons or a magazine to make their collage. I will also allow students to adjust the brightness on their computer if needed.
• They may work with partners when doing their collages if needed.

Reflection:

• Why are you using the instructional methods you have described? 
• I am using these instructional methods because they relate to their students' real life experiences by finding things that they hear, smell, taste, touch, and feel.
• How do the instructional methods align with what you know about best practices? 
• Since I am using something material it will allow them to make meaning to the lesson rather than just hearing examples.
• How are you engaging students in creative and higher order thinking? 
• I am engaging students by giving them material objects to relate the 5 senses to as well as allowing them to use their life experiences to identify the 5 senses with.

4. Assessment

Procedure: I will walk around and check their computers to make sure they are on task with their collages and then before leaving I will have them save their work and send it to me.

Instruments: Pixie or a picture of their hard copy if they use paper rather than the computer.

Reflection:

• How does the assessment align with the standards and objectives of this lesson? 
• It has the students identify the 5 senses as well as their related body part.
• How does the assessment demonstrate that the students have been successful in learning the content? 
• They will be able to explain their pictures to me and tell me why you would smell, hear, see, taste, or touch the object that the chose. 
• How does the assessment demonstrate student engagement in higher order thinking? This is an introduction lesson to the 5 senses so there is no need for higher order thinking yet.
• How does the assessment demonstrate that individual student needs were met? 
• The assessment will show that students needs were met because it will be unique to each student and they are able to do their collage in whatever way they please as long as it shows what I am asking of them.

5. Materials and Resources

Resources:

• Pixie/computers
• Smartboard

Materials:

• Popcorn

Reflection:

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
• This lesson will facilitate and inspire student learning and creativity because I am having them come up with describing words for the popcorn rather than having them pick from a list of words. I am also doing this by having the students create a collage on pixie showing the five senses and a picture of something they personally see, hear, touch, taste, and feel.
• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
• This lesson provides digital-age learning experiences and assessments because we are using the smartboard instead of paper to make a table describing our popcorn. We will also be using pixie on the computer to make a collage rather than using paper to show how they interpret the 5 senses. 
• How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
• I model to my students how to properly use the technology and they will learn what is acceptable and what is not when using it.
• How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• Students will be using a kid friendly app called pixie where I know things are monitored.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• I will address the diverse needs of all my learners by allowing for adjustments when needed. If there is a student that is unfamiliar with using the computer I will have them get with a partner to help them learn. 
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
• I will be expecting my students to show digital etiquette and responsible social interactions otherwise they lose the access and have to do their collage on paper.
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
• 
  

  - This will model cultural understanding and global awareness because when the students show their work they show others their interpretation of their senses which may be different things from other students in the class which reflects on their upbringing.