Technology Time Travel: Day 1

5E Lesson Plan

Name: Leslie Ferre Pima Course: 277 Instructor: Radloff, M.

Subject: Science Topic: Technology Grade Level: 8 Duration:
1 class period (52 minutes)
List of Materials, Handouts, Rubrics, and other Documents:
student notebooks, large pieces of paper (poster sized), markers

Purpose/Goal and/or Essential Question(s):

This is the first of two lessons that will end with students writing a one-page essay about the essential task that is
performed by their most valued piece of technology.
The essential question for these two days of lessons is the same as the essential question for the entire unit: What
role does technology play in your daily life?
Components Description of Plan
Content Standards S2 C1 PO3 Evaluate the impact of a major scientific development occurring
within the past decade.

8.SL.1 Engage effectively in a range of collaborative discussions with diverse

partners on grade 8 topics, texts, and issues, building on others ideas and
expressing their own clearly.

Learning Objective By the end of the lesson, students will be able to identify and explain the most
important function performed by their most valued piece of technology. This
information will be communicated in all of the following formats:
a quick write, a verbal presentation, and a graphic presentation in their
notebook.

Est ENGAGEMENT Students will complete a 4-minute, silent quick write after being told the
# of
Mins following:
Close your eyes. Think of the electronic device that you use the most and
8 imagine yourself using it right now. Now, imagine I just grabbed it out of your
hands and threw it under the wheels of an 18-wheeler. Do a SILENT
quickwrite telling me how you feel and what you will miss the most about your
device.
I will use the bouncyballs noise monitor as a way to help the class self-regulate
the volume in the room. https://bouncyballs.org/

Est EXPLORATION Students will get together in groups of 3 to 5 students and read their quick
# of
Mins writes aloud to each other.
Students will then discuss what their essential functions (what the device does
that they will miss the most) have in common with each other, how they are
different, and what it is each student values in their chosen function.
15 The group will then create a graphic on a large piece of paper that summarizes
their essential functions and what makes them essential.
Guiding Questions
How similar are the essential functions that you identified?
What is it about the essential function that makes it so important to you?

Est EXPLANATION Each group of students will present, summarize, and explain their graphic to
# of
Mins the class. During the presentation, students will identify the essential functions
 Technology Time Travel: Day 1
5E Lesson Plan

that their chosen technologies perform as well as a brief explanation of why

those functions are essential to the student.

20 Guiding Question
What is it about your essential functions that make them so important to you?

Checks for Understanding The teacher will circulate around the room while students are doing the quick
write and make sure that each student is engaged in the writing activity. If a
student is not doing the quick write, the teacher will talk to the student to figure
out why they are not writing.
During the group discussion, peer interactions will be one way students are
checked for understanding because they have to explain their reasoning to
their peers. The teacher will also circulate during this time to listen in on the
conversations.
When the groups present their ideas to the class, each student will describe
their essential function and why it is important to them.

Est ELABORATION Once all the groups have presented their essential functions, there will be a
# of
Mins short, whole-class discussion about whether there is an overarching theme that
5 covers all or most of the essential functions.
For example, are they all forms of communication, navigation, information
gathering?

Est EVALUATION Students will demonstrate their understanding when they share their quick
# of
Mins writes with each other and then present the same information to the entire
on class.
goi Students can assess their own progress by comparing their answers to those
ng of the other students.

Est Closure Students will recreate their groups graphic in their notebook, adding any
# of
Mins information that clarifies what is so essential about their essential function.
5
Assessment Options Since this is the first of two days on the topic of identifying essential function,
this formal assessment is meant to motivate students to complete the
brainstorming and thought organizing activities. The quality of writing and the
justification of ideas will be assessed on the second day based on the more
formal writing assignment.

Each student will be assessed a score out of 10 using the following checklist:

Did the student identify his or her favorite technology?

yes2 pts no 0pts

Did the student mention the essential function?

yes1 pt no0 pts

Is the essential function described thoroughly?

yes2 pts no0 pts
 Technology Time Travel: Day 1
5E Lesson Plan

Is the essential function description easy to understand?

yes 1 pt no0 pts

Did the student give an explanation of what makes the function essential?
yes 2 pts no 0 pts

Is that explanation easy to understand?

yes 2 pt no0 pts

Is the explanation related to the

Students will be allowed to choose which of the products created during the
class will be used for the assessment: either the quick write, the verbal
presentation, or the graphic presentation in their notebook.

Differentiation Options Since the students are able to choose their own technology and essential
function, the content will be differentiated by each student.
This lesson offers differentiated process and product by allowing for a written,
verbal, and graphic way of working with and then demonstrating knowledge.
21st Century Learning This lesson focuses particularly on communication and collaboration. In this
lesson, students are communicating in writing, verbally with their peers, and
through a graphic representation of the ideas. Critical thinking is also included
as students analyze the importance of technology in their daily lives.

Additional Information: