EDLD+5364+Assessment+of+Ecosystem+Technology+Projects

= CAST’s UDL LESSON BUILDER =

Lesson Overview
Days 3 and 4: Students will complete a survey created by each group using SurveyMonkey.com. || (9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to: (A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements; (B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers; (C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and (D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals. (10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to: (A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals; (B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and (C) describe the differences between complete and incomplete metamorphosis of insects. NETS || **1.** || **Creativity and Innovation** ||
 * **Title: ** || Assessment on Ecosystem Technology Projects ||
 * **Author: ** || Bobbi Prince ||
 * **Subject: ** || Science, Technology ||
 * **Grade Level(s): ** || 5 ||
 * **Duration: ** || 4 days ||
 * **Subject Area: ** || Life Science, Technology ||
 * Unit Description: || Students will evaluate the technology projects on ecosystems created by groups of their peers using a rubric and a survey each group created on SurveyMonkey. ||
 * Lesson Description for Day: || Days 1 and 2: Students will use a rubric to evaluate ecosystem technology projects presented by their peers.
 * State Standards: || TEKS
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * ||  || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. ||  ||
 * **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. Students: ||
 * ||  || 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. ||  ||
 * **3.** || **Research and Information Fluency** ||
 * || Students apply digital tools to gather, evaluate, and use information. Students: ||
 * ||  || a. || plan strategies to guide inquiry. ||
 * b. || locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * c. || evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ||
 * d. || process data and report results. ||  ||
 * **4.** || **Critical Thinking, Problem Solving, and Decision Making** ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * ||  || a. || identify and define authentic problems and significant questions for investigation. ||
 * b. || plan and manage activities to develop a solution or complete a project. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions. ||  ||
 * **5.** || **Digital Citizenship** ||
 * || Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ||
 * ||  || 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. Students: ||
 * ||  || 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. ||  ||



Goals
2. Students will create a survey on SurveyMonkey.com in order to review the success of their own project. 3. Students will complete a survey on SurveyMonkey.com in order to review peer technology projects. ||
 * ====**Unit Goals: ** ==== || Students will research, plan and present information about ecosystems in order to understand how organisms rely on and help each other. ||
 * **Lesson Goals: **  || 1. Students will use rubrics to assess peer technology projects.

Methods
Bottom of Form || 2. Students will watch a video about using rubrics at @http://www.youtube.com/watch?v=fvJ6qZkXDc4&feature=related 3. Teacher will walk students through creating a survey on surveymonkey.com while discussing each type of question that can be used. || 2. Students will practice creating a survey on surveymonkey.com. ||
 * ==== **Anticipatory Set: ** ==== || Explain that each student will have the opportunity to contribute to the grade on each project by completing a rubric and survey. They will also have the opportunity to create the survey used in the activity.
 * ==== **Introduce and Model New Knowledge: ** ==== || 1. Provide example of a rubric and discuss how to complete.
 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Provide Guided Practice: ** ==== || 1. Students will complete a rubric and explain answers.
 * ==== **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Provide Independent Practice: ** ==== || 1. Student groups will create their group survey on surveymonkey.com. ||

Assessment

 * **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Formative/Ongoing Assessment: ** || Students and teacher will be available to answer questions and/or provide suggestions. ||
 * **<span style="font-family: 'Tahoma','sans-serif'; font-weight: normal;">Summative/End Of Lesson Assessment: **<span style="font-family: 'Tahoma','sans-serif';">  ||  Students will evaluate each project using a rubric and survey then review rubrics and surveys about their ecosystem project. <span style="display: none; font-family: 'Arial','sans-serif'; font-size: 8pt;">Bottom of Form  ||

Materials
> [] > Step-by-step instructions on how to create a survey in SurveyMonkey.com. || > [] > Short video explaining rubrics || [] ||
 * * How to Create a Survey in SurveyMonkey
 * * Rubrics-an Introduction
 * * <span style="font-family: Times New Roman; layout-grid-mode: char; tabstops: list .5in; tabstops: list .5in;">Various technology rubrics
 * * <span style="font-family: Times New Roman; layout-grid-mode: char; tabstops: list .5in; tabstops: list .5in;">Paper/pencils/pens
 * <span style="font-family: Times New Roman; layout-grid-mode: char; tabstops: list .5in; tabstops: list .5in;">Computers
 * <span style="font-family: Times New Roman; layout-grid-mode: char; tabstops: list .5in; tabstops: list .5in;">Printers
 * <span style="font-family: Times New Roman; layout-grid-mode: char; tabstops: list .5in; tabstops: list .5in;">Storyboards ||

Reflection: Creating this UDL brought back memories of lesson plans created while taking my college education courses. They are long, very detailed and if done correctly, assure you consider the needs of students who need assistance. Although these are not lesson plans that most schools use, they could possibly be used for specific students in the classroom to show how you are adressing their modifications or accommodations. My school currently uses Response to Intervention (RtI) in order to document what teachers are doing to assist students that have not been formally identified as being in special education. On a weekly basis, teachers have to document that a student is receiving special modifications in order to help them achieve teacher-determined goals. A UDL could be a way of showing the help the student is receiving and helping to determine if that help is working. According to the UDL web site, "individiuals bring a variety of skills, needs, and interests to learning" and UDL can "provide a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone-not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."

"CAST: About UDL." //CAST: Center for Applied Special Technology//. N.p., n.d. Web. 13 Mar. 2011. <http://www.cast.org/udl/index.html