Dec
2023
Planning for Technology
Name: Crystal Bedinghaus
Date: Fall 2023
Grade Level: Kindergarten
Subject Area: Math
Directions: Work with your Cooperating Teacher to complete the Class Profile.
Class Profile
Grade Level: Kindergarten
Age Ranges of Students: 5-6 years old
Number of Students
· Male: 12
· Female: 11
· Other: 0
Number of Students’ Ethnic Distribution
· Hispanic or Latino: 0
· American Indian or Alaska Native: 0
· Asian: 0
· Black or African American: 0
· Native Hawaiian or Other Pacific Islander: 0
· White: 23
· Multiple Races: 0
· Unknown: 0
Number of Students Receiving Mental Health Services: 0
Number of Students Receiving Free/Reduced Lunch: 2
Number of Students Qualifying for Section 504 Services: 1
Number of Students Receiving an IEP: 3
Number of Students in each IDEA Disability Category
· Autism: 1-currently in progress to be tested
· Deaf blindness: 0
· Deafness: 0
· Emotional Disturbance: 1
· Hearing Impairment: 0
· Intellectual Disability: 1
· Multiple Disabilities: 2
· Orthopedic impairment: 0
· Other health impairment: 0
· Specific learning disability: 0
· Speech or language impairment:
· Traumatic brain injury: 0
· Visual impairment (including blindness): 0
Number of Students with other Exceptionalities or Learning Differences
· High Ability learners (including gifted):
· English Language Learners: 0
· Twice Exceptional: 0
Check which General Description of Family Structure Applies to Most of your Students
☐ Two Guardian Household :16 students
☐ One Guardian Household: 6 students
☐ Other
Important Details of any Significant Cultural Aspect of Students (e.g., belief, practices, norms)
· The clothing people wear: One student only wears dresses.
· The food they eat n/a
· The holidays and traditions they celebrate n/a
· Interpersonal relationships: n/a
· Family values: Pentecostal denomination: does not allow movies to be played in class or dancing.
· Familial roles and obligations: n/a
· Interactions between peers and community members: n/a
· Beliefs about power and authority: n/a
· Other:
Directions: Work with your Cooperating Teacher to survey students to find answers to the following questions.
Survey – Collaborate with Students on Technology Tools
1. What digital tools do students already use?
Students use individual I-PADs, Clevertouch
2. How was the student’s learning experience with using these digital tools?
It was hard for some students to understand logins or how to find certain apps on the I-Pad, but once we figured out how to use the tools, students were able to explore their learning tool with better ease.
3. What digital tools are students interested in exploring?
Students love their I-Pads.
Student Characteristics
My kindergarten class came into the school year with a decent amount of technology experience. Five students went to preschool at Bogan, so they were aware of the similar learning apps that take place in kindergarten. Most of our classroom had some knowledge of technoilogical tools, so it wasn’t hard to take a few days of detailed practice to understand the technology rules and how to use some of our learning apps.
Student Strengths & Learning Needs
We have one student who struggles with communication and comprehending small tasks. This was difficult to get him to take the I-Pad and use for testing, assessments, and learning assignments. We utilized our classroom family to our best ability with peer engagement and activity. Several students were able to assist others with their technology tools if their peer was struggling. This allowed teachers to assist the more severe needs.
Equitable Access
Technology tools with our more advanced learners has helped tremendously. If our fast finishers are done with an assignment and it’s completed well, they can utilize our Clevertouch or I-Pad for some more challenging assignments.
This Lesson Plan needs to include the following ISTE components: Technology for ALL Learners, Technology for Deep Learning, Digital Learning, Student Ownership, Solving Meaningful Problems, Digital Assessments, and Assessment To Guide Progress.
Wherever you have satisfied each of these components in the Lesson Plan, insert a comment box with the name of the component.
| I. Leaves Graphing | |
| Standards | MP.1 Make sense of problems and persevere in solving them. K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. K.CC.3 Write numerals from 0 to 20. Represent several objects with a written numeral 0-20 |
| Learning Objective (Purpose) | Students will be able to count the leaves in each bar on the graph. Students will be able to write the numeral of the leaves on each bar. Students will be able to identify most, least, and equal on the bar graph. Students will use their I-Pads and the SeeSaw app to show leaves from smallest to largest. |
| Differentiation | Enrichment: Have numerals available for copying if necessary and encourage your students to write their own numbers. Have additional graphs available if your students would like to create more than one. Utilize the SeeSaw app for students to fill out the leaves that are smallest to largest. Add additional challenges to fast finishers to play the Happy Numbers app. Support: Create a graph with only two to three bars. If a student is unable to write numbers, highlight the numbers and allow student to trace. |
| Resources | https://www.youtube.com/watch?v=bmY28wdGL9M. SeeSaw app, Happy Number app I-Pad Clevertouch tool in classroom |
| II. Delivery & Assessment of the Lesson | |
| Anticipatory Set | Activating Prior Knowledge AND/OR Hook: Before the lesson, put all the leaf cutouts on the table. Explain to your students that they will be used to create a graph, which is a visual that shows information. Hand out a premade graph to every student and also place on Clevertouch for an additional visual for students. Statement of Learning Objective: Students will be able to count the leaves in each bar on the graph. Students will be able to write the numeral of the leaves on each bar. Students will be able to identify most, least, and equal on the bar graph. Students will use technology to advance their understanding using leaves from smallest to largest in the SeeSaw assignment placed from teacher. |
| Sequential Step-by-step Procedures (Input and Modeling) | Include the following: Input, Modeling, Checks for Understanding, & Questioning Strategies Ask your students to find a leaf on the table that matches one of the leaf labels on their graphs. Instruct your students to place the picture of the leaf on the correct bar of their graphs. Have them glue the leaf on the bar and to continue matching the leaves to those on their graphs. Encourage students to place as many leaves on the graph as they can. Explain that not all the bars will have the same numbers and talk about how one of the bars on the graph may have leaves than another, and some might be equal. Review each student’s graph with him individually to check for understanding, asking questions about which number is more, less, or equal. Students will open the SeeSaw app and look for the leaf assignment from teacher. Students will place leaves from the smallest to largest category. |
| Student Practice | Have your students count the number of leaves they have in each of the bars on the graph. Direct your students to write the corresponding numeral if they are able. Ask them to identify which bar on the graph has the most and least leaves. Ask students to get out there I-Pad and finish the leave assignment. Students will add leaves to the smallest to largest category in the SeeSaw app. |
| Assessment | Observe if your students are matching the correct leaves with the correct bars on the graph. Observe your students counting the leaves in each line and note if they are counting accurately. Look over SeeSaw app and see each students’ assignments and view their progress. |