WEBSITE AND CLASSROOM BLOG CREATION TOOLS

Name: Susana Beltran

Directions: The students will be using the classroom blog to complete a flipped classroom assignment. The
blog will lead them to a YouTube video where they will learn about U.S. coins. The blog will also instruct
them, through the use of a podcast, to gather data on the types of coins they count over the weekend. Once
these two activities have been completed through the blog, the students will be creating a graph through a
website also listed on the blog.
Grade Level: 1st
Content Area: Math
Technology Used (check all that apply):
Blog Wiki Other Website Creation Tool (list):
Content Area/Grade/Standards/Topics Addressed: MGSE1.MD.4 Organize, represent, and interpret
data with up to three categories; ask and answer questions about the total number of data points,
how many in each category, and how many more or less are in one category than in another.
Brief Description of Learning Experience: The students, along with the assistance of their
parents/guardians, will be using the blog to complete their flipped classroom assignment. Once they are on
the blog, they will click on the flipped classroom tab. Once they are on that page, they will be instructed to
click on the image that will lead them to a coin video lesson where they will be introduced the penny,
nickel, dime, and quarter. After they have watched the video, the students will go back to the flipped
classroom and listen to the podcast with their coin activity. In this activity the students will go
outside/inside of their home and list how many pennies, nickels, and dimes they have found in their math
journals. They can look throughout their house, outside, and in the car but they cannot check their
piggybanks since there might be too many. After they have them listed, the students will go back to their
flipped classroom page and go to the website link provided where they will create a graph so they can
compare how many pennies, nickels, and dimes they have.

The following class day, the teacher will allow the students to share their graphs with their classmates. The
teacher will also assist any student that had issues creating theirs. The teacher will review the students
math journals with the data and check to see if the graphs have the correct data. If the students were not
able to create the graph but did complete the video and activity, the teacher will work with the students to
begin setting up their graphs online. The flipped classroom will be a weekend activity with the graphs being
completed the following class day.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating

Student Engagement/Level of Technology Implementation (LoTi): What LoTi would this lesson be and
Why?
This lesson has a LoTi level 4 due to the multiple technologies being used and the students creating their
original graphs through technology.

Importance of technology: Why is using a website-creation tool critical to the project? Could the project
be completed without this technology? What would be lost without using it? What other types of
technology, if any, are going to be used in the learning experience?
The blog is critical to the project because this introduces the students to the graphing unit they will be
learning about the following class. The students will have had practice with graphs after this flipped
classroom assignment. This project could not be used without the use of technology because of the podcasts
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 WEBSITE AND CLASSROOM BLOG CREATION TOOLS
and links. The website https://nces.ed.gov/nceskids/createagraph/ will be used as well as YouTube to
introduce the students to the coins that they will be graphing.
Inspiration (optional): If you used existing example as a model for your project (whether in part or
whole), include the URL(s) so we can visit. Explain what concepts you borrowed from others.

Internet Safety and Student Privacy:

While implementing the learning experience, the students will be using the Internet which can come with
some issues regarding student safety. The risks are being minimized by choosing a website that does not
ask for any of the students personal contact information or name. Internet safety is being established by
providing the students with the direct links to the websites they will be using. There is not an instance
where they would have to type in the URL and possibly misspell it. Compliance with the Internet
Safety/Acceptable Use Policies also help keep this lesson safe for the students included.
Describe your personal learning goal for this activity.
This time I am allowing the students to create their own graphs through a website. Instead of having the
children traditionally create their graphs with a pencil and graph paper, they will be completing it online.
The students will also be listening to their podcasts for instructions which will better serve students who
learn better auditory teaching. I hope to learn how much the students have experimented with the graphs
and how well they work with a flipped classroom from this activity.
Other comments about your proposed activity: