ISLT

7377‐ Introduction to Technology in Schools

Rachel Piland
October 2016
Technology Integration Learning Plan
Overview:

This Technology Integration Learning Plan will be used with fifth graders in one classroom that has the
same teacher all day. It is assumed that the students have background knowledge of technology and have
experience working with the technology used. This plan is developed to teach the States and Capitals of
the United States as well as the geography over the course of 3 Modules in a Unit. The plan is laid out with
the ADDIE model and focuses on using technology to help them learn the standards involved.

Analysis:
Characteristics:

A typical fifth grade is around the age of ten or eleven years old. Developmentally students in fifth grade are
experiencing many changes both physically and cognitively. Fifth grade is the period in which many students
begin puberty. Their bodies are changing quite rapidly, and students can become awkward and clumsy.
However, socially and cognitively students tend to be sociable and need opportunities to express feelings and
opinions. Students in fifth grade have not yet developed the ability to view issues from the perspective of a
whole society, but students need to be confronted with the types of analytical questions about history, society,
and social and political behavior. History and geography are distinct fields of study in the fifth grade, and
students should be able to use several different kinds of maps. Fifth graders are also introduced to primary
sources like historical records, diaries, and newspapers to enlarge their understanding of other people and other
time periods. American history is the main focus in fifth grade and students are also expected to learn the names
and capitals of all of the fifty [Link] will have a general knowledge of the states and capitals from
earlier elementary grades, but were never assessed on their knowledge.

Rationale:

Students need to participate in the study of the geography of the United States because the students need to
learn about the physical properties of the country in which they live. When students understand the elements of
geography and how they affect the lives of humans and animals. According to the National Association for the
Education of Young Children (1988), the rationale of social studies education is that engaging in these studies
“equip [students] with the knowledge and understanding of the past necessary for coping with the present and
planning for the future, enables them to understand and participate effectively in their world, and explain their
relationship to other people and to social, economic, and political institutions.” Studying geography provides
students with the knowledge and understanding of the environment around them. The NAEYC (1988) explains
“geographic concepts provide continuing opportunities for children to understand the spatial relationships of
their immediate environment as well as those of areas of the world.” Students need to develop an understanding
of physical and cultural environments and to enable them to consider how resources will be allocated in the
future.

Goals:

 Students will be able to correctly locate and label all fifty states and the corresponding state capitals.
 Students will develop topography map reading skills.
 Students will work independently on a research project.
 Students enjoy learning about the history of the different states.
  Students will work cooperatively in groups.
 The students will gain knowledge about geography
 Students will understand why studying geography will enable them to become mindful U.S. citizens.

Learner Needs:

To determine learner needs, there will be a few things that need to be done. I need to asses the students in
formal and informal ways. The learners will take a pre-test of their knowledge that will not be graded but rather
used to determine the constraints and timeline of the unit. The unit will be covered in 60-90 minute spans over
the course of a month and will result in the working knowledge of the United States and the geography. Many
factors can impact the learner’s ability to concentrate so there will be an environmental rating scale that the
students will complete. Using the results from the rating scale, the environment can be prepared to make
learning more impactful on their achievement. Observations from the previous months of instruction will help
when deciding on which individual differences that need to be focused on. Considering: (a) the nature of
learning characteristics in the class, (b) the constraints involved in the learning situations, and (c) the demands
of the content. A learner-centered design is said to be the most powerful contribution to effective instruction
resulting from a systematic approach (Larson &Lockee).

Design and Development

Missouri Learning Standards Addressed and Tested:

MLS 5.5. – Knowledge of major elements of geographical study and analysis and their relationship to
changes in society and the environment.
A. Reading and constructing maps. Use geographic sources to acquire information, answer questions
and solve problems. Construct maps for relevant social studies topics.
B. Understanding the concept of location to make predictions and solve problems. Name and locate
specific regions, states, capitals, river systems, and mountain ranges in the United States based on
historical or current topics. Locate and describe real places, using absolute and relative location.
E. Understanding relationships between and among places. Evaluate how changes in communication
and transportation technologies affect people’s lives.
MLS 5.7 – Knowledge of the use of tools of social science inquiry.
A. Identify, select, analyze, and evaluate resources to create a product of social science inquiry.
Evaluate and use artifacts to share information on social studies topics.
B. Use visual tools to interpret, draw conclusions, make predictions, and communicate information
and ideas. Create and present products such as maps, graphs, timelines, charts and models,
diagrams etc. to communicate information on understanding social studies topics.
C. Conduct and present social studies’ research to an audience using appropriate sources.

Common Core Standards Addressed using Technology (also aligned with CCSS:
ISTE
E Standard
ds Addresssed:
Inteegration Sttrategies used:
u

Effecctive techno
ology integrration must happen acrross the curriculum in ways w that reesearch sho
ows deepen
and enhance the learning process.
p In particular,
p itt must supp
port four key y componen nts of learniing: active
engaagement, paarticipation in groups, frequent
f intteraction an
nd feedback k, and conneection to thee real world.
Effecctive techno
ology integrration is achhieved when n the use of technology y is routine and
a transpaarent and
wheen technologgy supports curricular goals. Learn ning through projects while
w equipp ped with technology
toolss allows stu
udents to bee intellectually challengged while prroviding theem with a reealistic snap pshot of
whaat the moderrn office or workforce looks
l like. Through
T pro
ojects, studeents acquiree and refine their
anallysis and prooblem-solviing skills as they work individually y and in teaams to find, process,
p andd
syntthesize inforrmation theey've found online.

Media a
and Technology used
d in Unit:
 SmarttBoard
 iPad
 Perso onal Computters/Laptop ps
 Canvaa ([Link] m)
 Sketchup (Sketch [Link])
 PoweerPoint
 Audaccity
 Googlle Maps
 Googlle Earth
 Online games and quizzes
(Back up plans will be
b made or daily lesson ns will be sh
huffled arou
und if there ever is an
issue witth technologgy being useed that day. Technologyy is wonderrful but doess not alwayss
work thee way we exp pect it to.)

Mod
dule Sequeencing and
d Assessm
ment:

This unitt of study will

w encompaass all 4 theoretical learning persppectives to ensure
e all ty
ypes of
learn
ners will beenefit from the
t curriculum. (1) Beh
haviorist Orrientation: The
T educato or will see obbservable
behaaviors from the students that learn
ning occurreed. The env
vironmental rating scalee results will help the
educator provide an environment that elicits the desired behaviors and extinguishes the undesirable
behaviors. (2) Cognitive Orientation- Students will use their internal mental processes that include:
inputting, organizing, storing, retrieving, and finding relationships between information. New
information is linked to old knowledge schema and scripts. (3) Humanist Orientation- This emphasis is
focused on the potential for individual growth in the learner. In this unit they will bring the affective
functioning of the human into the arena of learning. (4) Social Learning Orientation- Students will
observe and work with others in a social setting throughout many of the lessons in the unit. Attention,
retention, rehearsal, and motivation contribute to learning by observation.
The technology chosen for this unit will support the students learning by directly involving and
connecting the students to the material. Each time technology is incorporated it is tied to a Missouri
Learning Standard, Common Core Technology Standard, and an International Society for Technology in
Education (ISTE) standard.
Students are expected to have certain attitudes when completing this unit of study. They are
expected to have a determination to learn the material and willingness and drive to study in their free
time to master the material. They must be eager to be involved in numerous class discussions and have
ambition to finish projects given. They must also motivate themselves and be good classmates to
encourage others.

Module 1:
States that compromise the United States
 Identify all 50 States
o Activity 1: Using SmartBoard Software, have students locate and label the
States
 Activity 1(a): Discuss states students have visited and have them
sign their name on states visited.
o Activity 2: Learn the 50 states song to aide in memorization
 Activity 2(a) Record the song with a partner on Audacity to play
for the class.
o Activity 3: State Race – Divide Class in two teams to see who can first
identify the state called out by the teacher on the map on the SmartBoard
correctly.
o Activity 4: Identify States online – Using the iPad app, students will take
informal quizzes on labeling the states and dragging them into the correct
position on the blank map.
o Activity 5: Students will independently research a state (randomly
chosen) and collect important information that represents the State.
 Activity 5(a)- Students will present findings using PowerPoint to
the class.
 Assessment 1: Students will correctly label all states when given a blank
sheet.
 Assessment 2: Using a rubric students will develop a PowerPoint to show
their understanding of a given state.
 Assessment 3: Students will be informally assessed with exit tickets using
the SmartBoard clickers on a daily basis on what was covered that day.
Module 2:
Capitals of all the States in the United States
 Identify all capitals of the States in the United States
o Activity 1: In groups, students will create cards to play a capitals and
states version of the “Go Fish” game.
o Activity 2: Students will partner up and use the iPad to quiz each other on
the capitals of the states.
 o Activity 3: Students will fill out all 50 states and capitals on the
SmartBoard collaboratively as a group without the teachers help
o Activity 4: Using their computer, move the capital city star symbol to the
correct location on the map. The map determines by how many miles, on
average, you miss pinpointing the exact location of the capitals.
o Activity 5: Using Google Earth, Students will locate the state and capitals
and placing marks, then compare results with other students.
o Activity 6: Learners will research a state capital and organize their
findings in a presentation
 Assessment 1: Students will correctly fill out the states and capitals in a
list form.
 Assessment 2: Students will correctly identify the states and capitals on a
blank map.
 Assessment 3: Using a rubric, students will be scored on their capital
presentations.

Module 3:
Geography of the United States
 Identify Rivers and Mountain Ranges in the US
o Activity 1: Design a post card using Canva to show their prior knowledge
of 50 states and geography.
o Activity 2: In teams design a Topographical map using Sketchup with
correct locations of rivers and mountain ranges
 Activity 2(a) Students will create an imaginary state and designing
the geographical makeup of their state then present it to the class
o Activity 3: Trace back the trip of Louis and Clark’s Expedition on the
rivers using Google Maps and Google Earth.
 Activity 3(a) Students will create their own river expedition using
Google Earth and their knowledge of the rivers in the United
States.
o Activity 4: Geography Bingo
o Activity 5: Discussion of geography and how it effects the economy
 Activity 5(a) Ask students to make up a fictional American
company that produces a very desirable electronic product, and
appoint themselves to the job of vice president in charge of
logistics and supplies. Write a memo to your boss recommending a
long-term strategy for ensuring that your supply chain is never
interrupted for long by an international disaster.
 Assessment 1: Using a rubric students will create an American company
and develop a plan to utilize the geography of the US.
 Assessment 2: Students will create their own river expedition using a
specially designed rubric.
 Assessment 3: Students will color and label a map of the important rivers
and mountain ranges in the United States.

Implementation:
When dealing with middle school education classes there are many things to consider. There may
be a detailed outline of the unit and lessons compromising the unit but there are many factors that will
delineate from the original plan. Behavior is a factor to consider and there may be days where students
are not focused on the lesson being taught. There may be social events (such as a school assembly or pep
rally) coming up that mentally take students away from the classroom. It is important to be aware of the
situations and have a back up plan ready to go so learners get the most out of a lesson. Some activities
that are integrated in the unit may take more days than expected. I don’t want to rush my students to get
a project done if they are working diligently. However, if they have a hard time staying on task and
motivating themselves, they will need extra support in some form or fashion (such as discipline and
redirecting) from the educator. A plan should be made for students who have a low attendance
percentage during the time period the unit is taught. ESL students, high ability students, and Students
with learning disabilities, will have their own set of criteria and will be individually cared for the duration
of the unit. It is important that after each lesson and module, the curriculum and teaching methods are
evaluated with the help of the student involvement, observations, and assessment scores.

Evaluation:
To evaluate the success rate of the unit, there will be a plan to formally assess the curriculum
using student scores. The students will be given a pre-test before the unit begins and a post-test after the
unit is complete. The scores of the students will be averaged to see the mean score of the class. To
determine if each individual improved over the course of the unit, each student will have their pre-test
and post-test score compared and given a percentage of improvement by using a [Link] rate of
improvement from each student will determine if the unit was a success. Formal assessments cannot be
the only factor to evaluate the learning activity. Informal daily observations should be conducted to see if
students are engaged, because engaged learners are soaking up the information given. Students should be
involved in making the unit interesting to them. By asking the students how they want learn an activity, it
could open the educators eyes and they would be able to integrate some of the suggestions provided.
By using the data collected, educators will be able to improve upon the unit, making it stronger
and better each time it is taught. Educators should take their results to an expert, such as a principal,
fellow grade teachers, or Subject Matter Expert to review work samples and scores. It is always
wonderful and extremely helpful to get feedback from an outside source.