Lili and Kierstons W200 Service-Learning Project

Lesson Plan:

Kierston Shively [shivelyk@umail.iu.edu]

Lili Ross [educlilross@gmail.com]

Step I: Project Information:

Teachers name and Suzanne Kobb level 3 comfort with technology

background (e.g.,
technology comfort level)

Grade level Kindergarten

Subject area Math

# of students and student 20 students. Whole group lessons work best and are proficient
characteristics with apps on the iPads. Reading directions is not possible.

Any students with special 3 students with autism

needs? Describe

Technology Accessibility iPads, projector, apps Osmos and Starfall are used
(Whats available in
school and classroom?)

Barrier(s) to technology When using the projector, Ms. Kobb has to remain seated at her
access if any desk

Lesson/Unit topic K.NS.11. - Develop initial understandings of place value and the base
10 number system by showing equivalent forms of whole numbers
from 10 to 20 as groups of tens and ones using objects and drawings.

Length of the lesson/unit 4-5 mini lessons, 10-15 minutes each with one technology
option per lesson

How the lesson/unit was Games are what Ms. Kobb likes to use and is working on
taught before? integrating technology to teach base 10

Common Student Reading directions is not possible. Has not used base 10 before with
mistakes/struggle her class

Teachers needs/ Whole group type lessons work best with this particular group of
changes for the students. We can break into small groups of 2-3 if necessary. They
 lesson/unit are generally proficient using apps on the IPads, much from being
exposed to smartphones/tablets since birth.

Reflection Questions:
1. How will the teachers background and technology ability level impact what you
might design or recommend?
Miss Kobb has a good knowledge of technology so we will not have to make many changes
for her, however she wants to use the Base 10 blocks and she has not done that in the
classroom yet. However that will not affect what we recommend to her because that is what
she wants to use. It will probably just take her a little more time to get a hang of the
technology tool.

2. How will the students grade level impact what you might design or recommend?
Specifically, think about what the students will be able to do at this age (can they create
a presentation, do research on their own, read at a certain level, etc.).
The students are not able to read or understand directions on their own. This will cause us to
probably not recommend anything that requires the students to be very self-sufficient. The
teacher says that group activities work best. Because they are kindergarteners we will
probably design something that doesnt required the students to do much reading or writing
on their own.

3. Keeping in mind your response to the previous question, what might students at
that grade level have learned about this topic already? Think about (and research)
what students at this grade level have already learned on the topic (e.g., they should
know basic addition, they should have knowledge of how to conjugate verbs, they should
know the basic structure of DNA).
Students at this age and at this point in the year should have a basic knowledge of numbers
and how to at least count to 20 - MAYBE count by 10s - however we are going to help them
learn place value.

4. If there are students with special needs, what accommodations might you need to
make? There are 3 students with autism. Might need more special help and attention. That
would be up to Miss Kobb.

5. How will the availability of technology impact what you might design or
recommend? For instance, iPads dont allow you to access websites that use Flash. Or
scheduled computer labs may require the teacher to reserve time in advance.
 Because all the children share the iPads the lessons might take longer however the biggest
thing we are looking at is the fact that she wants to use the Base 10 blocks on the iPad so we
will just recommend that.

6. Most concepts have typical things that students struggle with (misconceptions). For
example, when talking about the reason for seasonal changes (winter, summer), most
students describe that its due to the tilt of the earths axis. Using the information your
teacher provided about the concept in his/her class, as well as googling online to find
out common difficulties, what are some common misconceptions and how might you
design your lesson to overcome them?
One misconception we think students might struggle with especially with place holding is
thinking that a number refers to an object not a quantity. We would make sure that we count a
set one time, then mix up the objects and count it again. And talk about how it is the same
number of objects, regardless of what order you count them in. Instead of just saying 1, 2, 3,
4, for students that are struggling with this concept, we will say, 1 student, 2 students, 3
students, etc. to reinforce that the number names are connected to the number of students.

7. In terms of teachers needs or changes for the unit, what will you need to keep in
mind as you design/recommend your materials? (e.g., Teacher needs a group activity, I
need to think about tools that might help me group students).
We will most likely recommend whole group lessons because she says that is what works
best. And something that has to do with the iPads because that is the technology that she has
on hand and that it seems like the students know how to use.

STEP II. Analyze the Learning Objectives

Standards K.NS.11: Develop initial understandings of place value and the base 10
number system by showing equivalent forms of whole numbers from 10
to 20 as groups of tens and ones using objects and drawings.

a. Learning Objectives
Miss Kobb will have her students count as a class on the objects or drawings they have
created in base 10. She could have them draw pictures and have them count off of that. Also
make sure that they have an understanding of place value by doing the same whole-class
exercise.

After this class,

Objective 1: The students will be able to recognize place value for three places
 Objective 2: The students will be able to use the app proficiently
Objective 3: The students will at least be able to count by whole numbers from 10
to 20

STEP III. Outline of Instructional Tasks

Instructional Tasks Learning

(with estimated class time) Objectives
addressed

1 Introduce place value on Base 10 app (15 minutes) #1

2 Students will practice making groups of whole numbers from #3

10 to 20 using the base 10 blocks app on the iPad (15 min)

3 Students practice (together) doing what they feel they want to #1, #2, #3
work on more (10 minutes)

Reflection Question:
1. How do these activities meet the learning objectives?

Learning Objective #1: after being introduced to place value and being able to play around and
experiment with it on the app they will be able to understand and identify up to two or three
place values.

Learning Objective #2: after practicing on the app for 10 minutes and working what they feel
they need to improve on students will be proficient in the app and be able to use it without adult
supervision

Learning Objective #3: Students will practice together making groups of whole numbers and
learning how to count from 10 to 20

STEP IV. Search Options

Task Technology Option Description
(teachers or students) (and specific Link, if
available)

Task 1: Introduce Base 10 Blocks app: This app gives students hands-on
 place value https://itunes.apple.com/u practice with place value. By practicing
s/app/base-ten-blocks-mat with this app students will gain
h/id878351349?mt=8 knowledge of base 10 by interactively
engaging within the app. Using
technology rather than just being shown
on the board or from a worksheet will
keep the students effectively engaged in
the task.

Task 1 Base Ten Fun app: This app gives students three different
http://www.abcya.com/bas options of learning base 10. Read and
e_ten_fun.htm make, listen and make, and count and
write. There is also the option of
choosing place value of ones, tens, or
hundreds as the students build upon their
knowledge of place value. This app is
highly animated which will keep the
students engaged while they are learning
the material.

Task 1 Base 10 Blocks place This song and video is a good way to get
value song: children engaged and interested in
https://www.youtube.com/ learning place value. It is catchy and for
watch?v=5W47G-h7myY the more advanced readers in the
classroom it has the lyrics at the bottom
to assist with singing along. For those
that dont fully understand place value
just after playing with the app and class
instruction this is another way to
efficiently help explain it to them in a
different way not explored before.

Task 1 Counting app: This is an interactive app/game that

http://www.abcya.com/cou allows students to practice their counting
nting_fish.htm skills. There are 3 different levels of
difficulty so as the students obtain a
better grasp of what they are doing the
counting will become more challenging.
The game is very colorful and animated
and fish are being counted so it makes it
fun for the kids to stay engaged.

Task 1 Place value introduction This video is probably the best for an
 video more geared
towards the tangible place
value blocks (not the app):
https://www.youtube.com/
watch?v=fshyCNqHIbw
Task 2: Students will Whole number counting
practice making video:
groups of whole https://www.youtube.com/
numbers from 10 to watch?v=wiGEEJLLKd8
20
Task 2 Whole number counting
with zoo animals video:
https://www.youtube.com/
watch?v=B-83WJMAjMA
Task 2 Fun whole numbers
chant:
https://www.youtube.com/
watch?v=hypYAXmuois
Task 2 Counting and skip
counting app:
https://itunes.apple.com/u
s/app/counting-and-skip-c
ounting/id477052252?mt=
introduction to place value. In addition to
the Base 10 Blocks app there are also
tangible base ten blocks the children can
play with and this video is more geared
towards that. This is engaging because it
is a video however Ms. Kobb could do
the same thing without the video if she
just had the blocks - or even objects in
place of the blocks. Its a good
explanation in the video and a good use
of technology as well as being efficient
because it is quick and easy to use but it
isnt necessary - just an option.
This interactive animated video teaches
students to count from 10 to 20 while
also allowing them to follow along in
different physical activities like swinging
their arms, stomping their feet, and
clapping. This will allow the students to
be engaged and effectively enhance their
knowledge of counting.
This video still works on counting from
10 to 20 but implements zoo animals into
the mix. This will engage the kids
because they are also learning about and
seeing different animals so that makes it
a little more exciting for them.
This video teaches the students a chant
to practice how to count from 10 to 20.
The video is well animated so the kids
will be engaged throughout and with a
catchy chant to learn they will build on
their knowledge of counting whole
numbers from 10 to 20.
This is an app for counting and skip
counting. What we would focus on would
be counting by 10s to gain a better
understanding of place value. It is
engaging because the students will be
 8 working together hands on to learn with
an app which they will enjoy. It is also
efficient because it fits right into the
lesson plan and is easy to pull up and
show the students how to work it without
requiring much prep if any.

Task 2 Number Demolition This is a fun interactive game that will

game: allow the students to practice identifying
https://www.education.co numbers 11 to 20. Correct answers then
m/game/number-demolitio cause a brick to fall in the building and
n-11-20/ when all are answered the building falls.
This gives the kids a silly animation and
goal to look forward to that will keep them
engaged in the task.

Task 3: Students Math slide app: This app allows up to 4 players at a time.
practice (together) https://itunes.apple.com/u Students can play together and work on
doing what they feel s/app/math-slide-hundred their place values of ones, tens, and
they want to work on s-tens-ones/id588836426 hundreds.
more ?mt=8

Task 3 Number duel app: This interactive app allows the students
https://itunes.apple.com/u to look at two different numbers and
s/app/number-duel/id6341 choose the largest one. By using this app
98009?mt=8 they will be able to recognize and build
their knowledge of numbers, increasing
their ability of knowing place value.

Task 3 Cookie Factory app: This is a fun game for students to play.
https://itunes.apple.com/u They will be given a number and will
s/app/chocolate-chip-cook need to make that many cookies to
ie-factory/id556939800?m correspond with the number given. This
t=8 is similar to using the Base 10 Blocks
app or tangible base 10 blocks in order to
make a certain number. The fun of
making cookies will keep the students
engaged in the task.

Task 3 Place value song: This is a catchy song for students to

https://www.youtube.com/ learn that not only allows them to learn
watch?v=21l3Jg5_MCg and practice place value counting but
 encourages them to learn place value.
The animations and catchy tune keep the
students engaged.

Task 3 Place value video: This place value video interactively

https://www.youtube.com/ shows what is being taught while singing
watch?v=a4FXl4zb3E4 so the kids are effectively engaged in the
video and learning place value.

Reflection Questions:
Which task was the most difficult one to address with appropriate technology options? And
why?

The third task was the most difficult to address because it is based on what the kids feel they
need to practice the most. Its important to pay attention to what the students need help with the
most so depending on what that may be that will determine which apps and/or videos need to
be used.

STEP V. Selected Options

1. TASK: Introduce place value on Base 10 app

SELECTED OPTION(s):
For task number one we selected the Base 10 Blocks introduction to place value video from
YouTube (https://www.youtube.com/watch?v=fshyCNqHIbw) and the Base 10 Blocks app itself
(https://itunes.apple.com/us/app/base-ten-blocks-math/id878351349?mt=8). We believed that
these were the best options for fulfilling our task because they were in line with all of the 4 Es.
The video: The video was effective because it introduced place value in a simple way that is
also related to the app the students will later on use to practice and learn more about place
value. It is efficient because though the same thing could be accomplished without the video,
with the video there is less prep and without needing the actual Base 10 Blocks for Ms. Kobb to
demonstrate herself, money is being saved. It is enhancing because without technology
students would potentially not be able to receive this information as efficiently. And it is
engaging because students will pay closer attention to a video and technology.
The app: The Base 10 Blocks app goes hand in hand with the video introduction. It is effective
because it is a great follow-up to practice what the video taught and it is fulfills exactly what the
standard called for. It is efficient because the teacher will spend less time setting up the app for
the children than she would setting up the actual Base 10 blocks. In addition, the app is free so
she would be saving money having already been in possession of the iPads needed for the app.
It is enhancing because the students will be able to explore place value in a way they havent
done before and it is engaging because they will be working together in groups to basically play
a game on an iPad.

2. TASK: Students will practice making groups of whole numbers from 10 to 20 using the
base 10 blocks app on the iPad
SELECTED OPTION(s):
For task number two we decided to start with a video on whole number counting from Youtube
(https://www.youtube.com/watch?v=wiGEEJLLKd8) and follow up with a counting and skip
counting app for the iPad
(https://itunes.apple.com/us/app/counting-and-skip-counting/id477052252?mt=8). We chose
these two because they go hand in hand very nicely with the app giving the children an
opportunity to practice what the video taught them.
The Video: It is effective because it is a good intro into the teaching of the standard. It is efficient
because the teacher will save time and money by putting on a video. It is enhancing because it
is a song and dance that will assist in the students remembering of the material by singing and
doing motions and it is engaging because it requires students participation by singing along and
doing the motions in the video.
The app: It is effective because it is in line with the standard and it is a good follow up to
practicing what the students would have just learned in the video. It is efficient because it takes
very little prep time and saves money because it is free. It is enhancing because it is a
completely new way to learn something by using an iPad app and it is engaging because one
again it is an iPad game but students are working together and learning from it.

3. TASK: Students practice (together) doing what they feel they want to work on more
SELECTED OPTION(s):
For task three we are giving the students and option to practice their place values by giving
them an app other than the Base 10 Blocks. The Math Slide app
(https://itunes.apple.com/us/app/math-slide-hundreds-tens-ones/id588836426?mt=8) gives the
students a new way of looking at and practicing place value. It is effective because it is
designed to support the standard we were given to address and by using this tool the students
can apply their knowledge of a concept. It is efficient because it saves the teacher money and
time. It is enhancing because they can collaborate with one another and are given a new way to
look at and practice something they already learned. And it is engaging because the students
are working together and using technology which is fun in itself.

5. Were there any considerations from Step 1 (e.g., teachers comfort level, student grade
level, subject area, students with special needs, student misconceptions/struggles, technology
accessibility) that you did not address in your choices? Please describe.
 We really did not address the students with special needs. We did some research but really
what we are interested in is how Ms. Kobb handles that within her own classroom. We emailed
her with our question about it and informed her that once we found out what she did specifically
that we would go back and make changes as necessary. She didnt really specify in the survey
if there was any special exceptions we needed to make.

STEP VI: PROJECT ARTIFACTS PROPOSAL (300-500 words)

[Summarize the instructional tasks, and list the artifacts that you will create to support
the instructional tasks outlined above. Please consider the existing materials your
teacher already have, and the instructional consideration you outlined in step 1.] Then
share the proposed artifacts for your classroom teacher for feedback.

Instructional Tasks Summary

Artifact 1:
Description:

Artifact 2:
Description:

Artifact 3:
Description:

Artifact 4:
Description:

FEEDBACK FROM TEACHER

[enter feedback from teacher here and what you plan to do about it]