Integration+Plan

=﻿ ﻿**__Intergration Plan:__** =

Name of Designer: //Beth Green// School/District: //Winner School District//

A. **Subject Area/Topic**: //Technology education, math/ parts of computer, part to whole// Grade Level: //Kindergarten//

B. **Targeted Standard**: //K.NC.2.1 Identify that parts make a whole. (Knowledge)//

C. **Unpack the Standard**: What do students need to know? //That a whole object can be broken down to parts such as a computer.// What do students need to be able to do? //Use their thinking skills to take the object apart, name the parts, and put it back together as a whole.//

D. **Academic Vocabulary**: List the key terms students will need to know in order to understand the content.//part, whole, computer, technology, keyboard, mouse, moniter, modem,//

E. **Assessments** Formative:: //Before naming and describing a part of the computer ask the students if anyone knows the name of that part and what it is used for. Have pictures available to represent each part of the computer for them to see the function of the parts of the computer. To begin with have a picture of the whole computer and let them color the particular part the named color.// Summative: //After completing the instruction ask the students again to help you name the parts of the computer and what the function of each part is. This will help me to know what parts need to be reviewed again before moving on to using the computer. When we have completed the lesson the students will be tested on the parts of a computer by gluing the correct symbol on the correct part of the picture of the computer. An example would be gluing music notes on the speakers or gluing a pictures of letters on keyboards.//

F. **Student Learning Activity** (copy/paste this section between the horizontal lines as many times as needed):

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 * 1) What will students be asked to do? //Identify the parts of the computer and a basic understanding on how the parts work to make a whole.//
 * 1) How might this be framed as an inquiry based situation? //For the students to understand how the parts fit together to make a whole and how they can make the computer work on their own using the parts.//
 * 2) In what ways could this be connected to an authentic learning experience? //Once the students understand the parts and how they work to make a whole they will sit down at individual computers or in small groups and try the computer themselves using the parts discussed.//

Which type of resource is this? (Teacher or Student) (Online or Offline) //Student/ Offline// > Where will I use this activity in the instructional cycle? //This will be done the first day of technology class or the first couple of days of school to have the basic understanding of the computer which they will use for a lifetime.//
 * 1) Opening Motivational Activity S//how them a computer and describe what the activity is and what it is meant for, have a computer available for them to look at and investigate before even turning it on. Introduce them to the parts of the computer by using the site [] on the smartboard to introduce the parts.//
 * 2) Central Focus of Lesson Plan //To have a basic idea of what the parts of the computer do and how they will aide the students//
 * 3) Research Tool for Students //A computer; we will also visit brainpopjr.com to learn more about the parts; [] (There is a fee for this if you choose to use this and your school doesn't already subscribe.)//
 * 4) Closure Activity //Have the students name the parts of the computer and how they work as a whole; here again we can//
 * 5) Assessment Tool //The ability to name the parts and understand what a computer is for//
 * 6) Remediation Tool //Take a little extra time to describe the parts and let them try them for the students who are having trouble understanding or have never been exposed to a computer.//
 * 7) Enrichment Tool //Computer(s) for the students to try//

Which 21st century skills wil be addressed?//Learning the basic parts of one of the basic tools in 21st century learning.// Critical Thinking and Problem Solving Research and Information Fluency
 * 1) Identify and define authentic problems and significant questions for investigation. //Not understanding what the name of the parts are, not understanding the function of the parts and how they work as a whole, not ever being exposed to a computer//
 * 2) Plan and manage activities to develop a solution or complete a project.//Let them touch and feel the parts on a computer, the students will be given a computer to experiment with the parts on,//
 * 3) Collect and analyze data to identify solutions and/or make informed decisions. //If the students are appearing confused give them a picture of a computer, name the part and have them color it a named color: ex. color the keyboard blue//
 * 4) Use multiple processes and diverse perspectives to explore alternative solutions. //These activities can be completed as many times as needed for students who struggle with the understanding//
 * 1) Plan strategies to guide inquiry. //Let the students experiment on word to learn how to use the basic parts that you discussed. If some of the students are struggling use partners placing these students with those who have learned the basic knowledge.//
 * 2) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.//Have a variety of types of computers available whether they be pictures or the real thing for the students to look at. Example would be a desk top versus a laptop.//
 * 3) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. //Can pull up the internet to show the students different types, kinds, brands, and pictures of how to break the computer apart from a whole.//
 * 4) Process data and report results. //This will have to be done with the coloring activity or by roaming the room answering questions and observing the students using the computers when you have moved on to this portion. Otherwise, the first part will be how they answer the given questions when asked.//
 * 5) Notes:

G. **How will I configure my classroom** for the learning activity? > Computers not needed - printable resource: //The students will need a picture of a computer and colors. They will be asked to color a named part of the computer a certain color. At the end they will need glue to paste the symbol on the correct part of the computer, such as a picture of ABC to glue on the keyboard.// //﻿// > Whole group instruction, using a projector and / or interactive white board: ﻿ //This will be the main source of learning. The smartboard is the ideal tool for group learning.// > Whole group activity, with small groups using mobile laptops simultaneously: //This will be used in the follow up for the students to experience what they have learned as a group.// > Small group, using classroom computers or mobile laptops as rotating stations: //This could be used as a follow up using the stations with one having a keyboard activity, one a mouse activity, and one a music or speaker activity. Another way would be to match students who have not grasped the concept with those who have to experiment.// > One to one, using classroom computers or mobile laptops as rotating stations: //This would be the same as above.// > One to one, with individual student laptops: //This would be after the concept has been grasped by all.// > Other: > How will I manage implementation? Classroom Management > General compu.ter rules/procedures: ﻿ //This falls generally in with the whole lesson and has to be a must to follow through with the plan.// //﻿// > Specific directions for activity: ﻿ //The students will have to know specific parts and how to work them before they are able to move on. So this is a important part of the lesson.// > Helping Hands > Other > What additional considerations will support successful implementation? > Software: //After they have grasped the concept there are a lot of programs for students to use to practice the skills and parts used.// > Hardware: ﻿ //I will use the smartboard and a computer to start out and then move on. Then a computer for each student or each small group.// > Supplemental Materials: //Worksheets, crayons, scissors, glue,pencils// > Other:

H. **Reflect on the integration plan**. What considerations need to be made? What is my alternate plan if for some reason the technology is unavailable? //What I want to include in the definition of basic parts, the access the students have had to a computer before coming to class, the access to a smartboard; If technology is not readily available at all times we may have to consider the coloring project as a whole.//

I. **How does this plan fit** with the rest of your general curriculum to support student learning? //There are several times throughout school let alone life that they will need the use of computers. I do believe if they are taught the basics from the beginning this will aid them as they grow.//

N. In what ways could you tailor this integration plan to meet the **individual student learning needs**? //One on one instruction with students who need the extra help while those who have grasped the concept experiment with the computers provided. Have the students who have an understanding of the concept to work with the students who need the extra support. There are several tools that can be used for specific disabilities to aide them in the use of the computer. It would also be good to have the other students see some of these tools and how they work.//