Veronica

Thinkfinity Integration Plan

General Information Name: Veronica Doxtader District/School or Organization: Yuma School District #1, O.C. Johnson Elementary School Subject Area/Topic: American History-Lewis and Clark Expedition Grade Level(s): 5th grade, Resource

Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.

State or National Standards	Name of learning object(s) / URL(s) AZ-Social Studies- S-1:C-5:PO-3 Identify how economic incentives and geography influenced early American explorations: a. Explorers (e.g., Lewis and Clark, Pike, Fremont)	http://www.econedlink.org/lessons/index.cfm?lesson=EM314&page=teacher

Part 2 – Determine instructional elements - Integration

A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ? Learning Object for Teacher Use 1 Online (requires a computer) 0 Offline (no computer required)

Learning Object for Student Use 1 Online (requires a computer) 0 Offline (no computer required) 1 Opening Motivational Activity 1 Central Focus of Lesson Plan 1 Research Tool for Students 1 Closure Activity 1 Assessment Tool 1 Remediation Tool 1 Enrichment Tool 1 Direct instruction 0 Indirect instruction 0 Experiential learning 0 Independent study 1 Interactive instruction 0 Other

Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.

Notes: I will be using a laptop with a projector to model and guide the students as they are using their laptops

Part 3 – Plan for student success - Implementation

A. How will I configure my classroom for the learning activity? Classroom Configuration: 0 Computers not needed - printable resource 1 Whole group instruction, using a projector and / or interactive white board 1 Whole group activity, with small groups using mobile laptops simultaneously 0 Small group, using classroom computers or mobile laptops as rotating stations 0 One to one, using classroom computers or mobile laptops as rotating stations 0 One to one, in a computer lab setting 0 One to one, with individual student laptops 0 Other Notes: The students will use the mobile computer lab to follow the guided instruction.

B. How will I manage implementation? Classroom Management: 1 General computer rules / procedures 1 Specific directions for activity 1 Helping Hands 0 Other Notes: The students have worked with the laptops before and are aware of acceptable use policies. The students will be working in small groups of two. They will have graphic organizers/worksheets with directions that are based on the interactive video they will be watching.

C. What additional considerations will support successful implementation? 0 Software 1 Hardware 1 Supplemental Materials 0 Other Notes: Projector, Trophies Book-5th grade, Supplemental Reading Material-http://www.edhelperblog.com/cgi-bin/vspec.cgi

Part 4 – Develop the student learning activity

A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)? I will begin lesson by reviewing vocabulary and concepts from the Trophies story “Lewis and Clark”. The students will follow as I demonstrate to them how to navigate to the website that will be used during the lessons. We will discuss the concepts of scarcity, economic incentives and how geography influenced them. We will define scarcity, as the condition of not being able to have all the goods and services one wants. Once the students are able to demonstrate verbal understanding of scarcity we will move onto the Time Machine. The student will determine whether or not to take certain materials or supplies on a virtual trip via an interactive quiz on the U.S. Mint website. The students must fill in their graphic organizer and analyze their choices by reference to present and future consequence. The student must be able to defend the reason for taking or leaving a resource behind. --

B. Describe how the learning activity will address students’ individual needs – Differentiation The student will have access to the laptop computers, leveled background reading packets, small group instruction, graphic organizers, and visual and audio input.

C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity? I expect the students to be engaged with the activity. The fact that there is a game type of interactive video for them to work with makes it engaging. I expect my students to complete the activities and be able to discuss and defend their various choices.

Part 5 – Do a complete trial run of the learning activity you described in step 3D.

Reflect on the learning activity. Considerations: The students may not be able to read the text on the screen-working in groups of two may address this problem The students require a great deal of support and this may take longer than the allotted time period.

Part 6 – Consider the bigger picture

Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.

NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included. Additional learning activities would be centered on the expedition members-Sacagawea, Lewis and Clark. Also activities on the route taken and the implications of their choices on all the members of their team.