Technology Application Plan By: Nicole DeMarco and Pam Thompson
Plan your lessons and the goals of your lessons as well as including important content
1. Evaluation
1.1. Rubric based on 3 levels
1.1.1. Level 1: Progressing
1.1.2. Level 2: Meets Expectations
1.1.3. Level 3: Accomplished
1.2. Rubric Assess 3 areas of objectives
1.2.1. Language
1.2.2. Technology Application
1.2.3. Content Learning
1.2.4. Differentiate score based on level of English Language Proficiency
1.3. Student Friendly and Specific
1.4. Offers direct feedback to students
2. Benefits of the Technology
2.1. Interest
2.1.1. customizeable
2.1.2. interactive
2.1.3. Incorporates prior knowledge and cultural individuality
2.2. Visual
2.2.1. Add pictures
2.2.2. Add Videos
2.2.3. Draw lines to show relationships
2.3. Vocabulary
2.3.1. Allows students to show depth of their vocabulary understanding
2.3.1.1. “Developing breadth and depth of vocabulary depends on building connections between words and developing elaborate webs of meaning.” Dalton and Grisham (2011)
2.4. Discussion Tool
2.4.1. Sharing concept maps and discussing with peers is a great way to lead to student inquiry and shared understanding
2.4.2. Allows for collaborative users to work on a single mind map together
3. Cautions
3.1. Students could become off task in customizing projects
3.2. Free version is limited in its uses
3.3. Be sure to model for students
3.4. Use collaboration
4. Objectives
4.1. Content
4.1.1. SWBAT categorize organisms based on their role in the ecosystem by creating an accurate concept map.
4.1.1.1. So what is a concept map exactly?
4.2. Language
4.2.1. SWBAT make an oral presentation to the class to accurately identify, describe, and explain the categories of consumers within an ecosystem
4.2.2. SWBAT use oral and written English to collaborate with other students to plan and develop a concept map of consumers in an ecosystem
4.3. Technology
4.3.1. SWBAT Create original works as a means of personal or group expression
4.3.2. SWBAT use the web tool to create a clear, and organized graphic containing media to explain the concept
4.4. Standards
5. Procedure
5.1. **Using Mindmeister will come after a previous lesson on consumers
5.2. Students will review prior lesson by watching a Brainpop video on Consumers
5.2.1. Can pause and discuss the new vocabulary
5.2.2. Strong visuals and examples
5.2.3. Can see (CC) and hear the vocabulary
5.3. Give a tour of the mindmeister tool
5.3.1. Use/Post a tutorial of Mindmeister for reference
5.3.2. Provide a model for students to reference
5.4. Using a sample, students will be called to the board to model "making a mind map"
5.5. Following classroom procedures that have been put in place, students will get their devices and work on their mind maps independently
5.5.1. www.mindmeister.com