TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE Daily Lesson GAME Plan

Lesson Title: Do They See Us? # of Classes: 3 Related Lessons: What I Know Is, Dear Council Members Unit: What About the Youth?

Course and Grade Level: COM1205 (Grades 10-12 Digital Photography)

GOALS
Content Standards COM1205 2. Use various photographic equipment to demonstrate basic photographic skills (Alberta Education, 2010) 4. Choose the proper ISO and capture settings for photographic images 6. Apply consistent and appropriate work station routines 7. Demonstrate basic competencies (fundamental skills, personal management, teamwork). Content Standards Social Studies Social studies provides learning opportunities for students to thrive in their evolving identity with a legitimate sense of belonging to their communities, Canada and the world (Alberta Education, 2005) ISTE NETS-S

1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency

4. Critical thinking, problem solving , decision making 5. Digital citizenship 6. Technology operations and concepts.

Instructional Objectives: Students will identify areas of need concerning Town Councils level of awareness of young peoples place in our towns economy. They will seek to discover answers to questions such as Does the Council plan to incorporate youth in their plans for economic change How? If not, how can young people show their value? Students will express their understanding of measures the town has taken to involve youth through photojournalism. In seeking answers to these probing questions, students will understand the basics of digital photography.

ACTION
Before-Class Preparation: Arrange for Skype discussion between Sarah Kraft, Ponokas Economic Development Officer (EDO) and the class about Ponokas Strategic Plan and how it affects Ponokas youth. Prepare a list of guiding questions to assist students with EDO interview. Convert the Strategic Plan from a PDF to an editable Word document and upload it, along with the guiding questions, to www.techyteachy.webs.com. Add links to Ponokas mission and value statements.

During Class
Time Instructional Activities Anticipatory Set: Show Hollowing Out the Middle (BeaconBroadside, 2009) to initiate discussion about whether Ponokas economy is dying, or if it serves all citizens equally. Advise students they will be examining Ponokas economic state, and use the basics of photography to create images to tell the story about their ideas for economic growth. Modeling/Guided Practice: Using the Summarizing and Notetaking Strategy (Pitler, Hubbell, Kuhn & Malenoski, 2007), show students how to highlight items in the Strategic Plan that are relevant to their lives. Independent Practice: Working in groups of three, students will review the remainder of the Strategic Plan to highlight areas that are relevant to their lives and consider aspects they believe should be included in the Plan. Check for Understanding/Closure: Students reconvene as a full group to discuss what they highlighted and whether they believe there are additional items they believe should be added. This concludes 1/3 of this lesson. The next class will involve students preparing their discussions using concept maps to organize their arguments. The final class will entail the Skype discussion with Ponokas Economic Development Officer. Materials and Resources Hollowing Out the Middle (BeaconBroadside, 2009) YouTube video.

5-10 minutes

Word version of the Strategic Plan.

5-10 minutes

20-30 minutes

Word version of the Strategic Plan for students to access (Webs.com).

Concept mapping software to organize ideas for discussion.

5-10 minutes

Notes:

MONITOR
Ongoing Assessment(s): Monitor whole class and small group discussions to ensure all students are participating. Ask open-ended, guiding questions to elicit responses from individuals not volunteering input. Assign roles to groups such as, recorder, reporter and researcher. This ensures each member has an opportunity for hands-on participation. As the lesson progresses, students will use wikis to share their notes. Accommodations and Extensions: Students requiring assistive technology will be provided with the necessary tools to achieve the goals set out in this lesson. Students have the freedom to explore the multitude of graphic organizers available online and present their findings in as graphically elaborate a method they choose. The class will be involved in developing a rubric for their graphic organizers. This involvement ensures a greater degree of student buy-in and allows them to include avenues for extension based on their strengths and interests. Back-up Plan In the event the Economic Development Officer is unavailable, I will provide her with the questions student wish to ask ahead of time so that she can prepare and, if required, email her responses for discussion.

EVALUATION
Lesson Reflection and Notes: This lesson is likely the first opportunity students will have to engage with public officials. They should be briefed on professionalism to avoid embarrassing conversation faux pas and to ease their comfort beforehand. Meeting the EDO in person to discuss her involvement will ensure she is aware of the dynamics of the class and what our expectations are regarding her involvement. Working on this unit early in the school year opens the door for developing a relationship with town officials for future projects.

References:

Alberta Education. (2005). Social studies kindergarten to grade twelve. Retrieved July 18, 2011 from http://education.alberta.ca/media/773701/soc10_1.pdf Alberta Education. (2010). Communication technology (COM). Retrieved July 18 2011 from http://education.alberta.ca/media/2205702/com.pdf Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Ertmer, P., & Simons, K. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 4054. Retrieved July 18, 2011 from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.