Integrated Lesson Plan: Part 2

Substance of the Lesson/Activity:

In the activities listed in Part 1, Power Point and Internet videos are the two main pieces of technology that will be used in the lesson. I will also have the students maintain an online blog. The blog will serve as a means to discuss classroom activities. Power Point and videos will be used to stimulate the visual learners of the classroom. The videos will also serve to highlight major topics that I am presenting. Overall, the technology skills that students will need will mainly revolve around the online blog.

Activity Procedures:

Open Ended Questions:

            (Discussed in Part 1) – This activity will require a total of 10-15 minutes.

Agree or Disagree:

            (Discussed in Part 1) – This activity will require 10 minutes.

A Good Partner:

            (Discussed in Part 1) – This activity will require 10-15 minutes

Healthy Relationship:

            (Discussed in Part 1) – This activity will require 10-15 minutes.

Resources: Power Point slides, scenario cards

Performance Task:

Assessment of student achievement will be based off of student participation, class discussion, and displaying the knowledge in a short answer test that will be given at the end of the unit. I will know if the learning goals have been met if the students are displaying well thought out opinions and discussions when talking and/or writing about these topics.

Along with the classroom discussions and activities, I will also have the students answer similar questions on their online blog. I will post videos that will relate to what I want them to talk about and have them write about their opinions based off of the videos and class activities.

Week: 11 & 12 Integrated Lesson Plan: Part 1

STANDARD 2.4 (HUMAN RELATIONSHIPS AND SEXUALITY) ALL STUDENTS WILL LEARN THE PHYSICAL, EMOTIONAL, AND SOCIAL ASPECTS OF HUMAN RELATIONSHIPS AND SEXUALITY AND APPLY THESE CONCEPTS TO SUPPORT A HEALTHY, ACTIVE LIFESTYLE.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Relationships

1. Investigate how different family structures, values, rituals, and traditions meet basic human needs.

2. Discuss how personal independence, past experiences, and social responsibility influence the choice of friends in young adulthood.

3. Recommend strategies to enhance and maintain mature, loving, respectful, and healthy relationships.

For this lesson plan, I will be focusing on “Sex Ed,” but more specifically on human relationships. The purpose of this lesson plan is to learn about the many types of human relationships and different types of love. This lesson will discuss the different relationships people may have in their life (family, friends, boy/girl friends, marriage etc.) what makes a relationship healthy, what makes a good partner, and what love is. I will use a variety of activities that will: have the students think intra-personally, discuss opinions inter-personally in small groups, and promote class participation in forming new knowledge and ideas on human relationships. With this knowledge, students will be able to understand how the many different relationships work in one’s life, different types of love, be able to understand when a relationship is healthy or unhealthy, etc.

This lesson supports curricular unit objectives by focusing, thinking, discussing, learning, listening, applying and formulating new ideas and knowledge on the topic of human relationships.

Classroom Learning Activities

Open ended question: I will propose to the class using Power Point and open ended question. The question will read, “If you’re in love, you…”

I will ask the student to brainstorm on their own and write down as many responses as they can think of and then come up with a definition of love. We will then discuss the answers and highlight that love can happen between family, friends, pets, and/or spouses.

Agree or Disagree: On a Power Point slide I will display statements and have the students read and think about them individually. On a piece of paper, they will write Agree, Disagree, or Not Sure. Examples of questions would be: 1. When someone really loves you, they will show signs of jealousy. 2. By having sex, a person can prove they are in love. We will discuss as a class the students’ answers.

A Good Partner: In coed groups of 2-3, students will come up with their opinions of what makes a good partner. They will discuss: 1. Important/Not important qualities 2. Differences in qualities guys and girls look for. Each group will share with the class what they came up with. We will then discuss theses answers. I will also try to promote further discussion by adding to the list.

Healthy Relationship: In groups of 3-4, groups will have 5 cards. Each card has a scenario on it. The students must decide if it is a healthy relationship or an unhealthy relationship. When they decide, they will tape that card under the designated sign that I have posted on the board. Once all of the groups have done this with their cards, we will discuss the scenarios and see if any should be moved.

Student Learning Objectives

The objective of these activities is to help:

1.      examine the word love

2.      look at the qualities they look for in a partner

3.      define the characteristics of healthy and unhealthy relationships

Technology Used

1.      Power Point

2.      Internet: Planned Parenthood relationship videos from website

As stated earlier in the semester, technology is a tool. I feel it isn't always necessary in the classroom. This lesson is an example of that. I feel that the minimal technology use is fine. The point of the lesson is the knowledge and the application of the knowledge, not the technology.

Week 10: Sexting

I have heard many stories involving sexting. These stories and the readings we read this week further prove to me that sending nude or provocative images of one's self over the internet is never good. Parents must take the initiative and responsibility to educate their children of the dangers of sexting just as they would teach their kids to not talk to strangers. Sometimes, however, immaturity gets the better of today's youth and they do things anyway.  When the parents find out that this has happened, their child committing suicide is probably the last thing on their mind. Anger and embarrassment probably come to mind first.  Suicide must be considered, especially since bullying can weigh heavily on one's self esteem and self worth. The parent needs to be a leader. They must not only teach, but in a way, motivate their children to be the best they can be. Even when something of this magnitude has occurred. Lastly, parents put this technology in their children's hands.  If you insist on your child having a phone, then get one without a camera. Don't give them access to digital cameras or webcams. These are easy preventative measures. Sometimes parents can be too nice and too giving.  Set boundaries. You are their parent, not their friend!

As far as schools go, I don't believe schools should be required to educate students on the proper use of social media and personal images. They aren't the ones giving the students camera phones, webcams, digital cameras, and/or facebook/myspace use. This, however, gets into the grey area if schools should just do what's required or should they go above and beyond.  How long would it take to have a school assembly talking about these dangers? They could discuss the readings we read and the potential dangers of sending provocative images, bullying, and suicide.  Unfortunately, life skills are secondary when it comes to academics. It's all about doing well in the main subject areas so one can score well on college placement exams and then go to college. The 21st Century Skills could cover areas such as sexting, but will that be covered on a state standardized test or SAT? No. Standardized tests don't test life skills. Will it help them get into college? Debatable. This is why not many schools would take the time and effort to educate about this.

There's too much of a discrepancy between how the 21st Century Skills want students to transform their learning into real world skills and the SATs and ACTs. If I had my way, schools would teach about the dangers of sexting and bullying, regardless if it takes time away from algebra.

Week 9: Ethics and Legal Uses of Technology

This week's readings focused on copyright law and how it relates to fair use. Fair use is a term that talks about legal usage of an item that has been previously copyrighted. There are three rules that demonstrate fair use: 1. The nature of the work borrowed. 2. The amount you borrow. 3. It doesn't change the original work's market value. Copyrighted material can sometimes be used for educational purposes, but this and many other aspects of copyright law, is what falls into the gray area. 

In relation to education, I believe that many of these laws are being broken everyday in the schools and society. I remember watching movies in class as rewards. This, as I just found out, can be illegal if the rented movie was donated by the local video store. There are many ins and outs to copyright law, which is probably why it is a whole separate branch in the practice of law. I, however, have yet to understand why downloading songs is illegal. (Here comes my rant) If it is for my own personal use, I don't see what I'm doing wrong. I do understand that it is ethically wrong because the musicians lose money, but what I'm doing is downloading it from someone else, which is why I don't see it as wrong. If I bought the copy at a lower price from this person, then yes, I could see that as being illegal. It comes down to ethics vs. the law. Is it ethically wrong to not feed someone who is hungery? I think so, but how many of us, including myself, pass the homeless on the street asking for money without even looking at them? This is not illegal, but are we being ethically wrong? The same with downloading music. Is it ethically wrong? Yes. Is it illegal? Well yes, but I don't understand why. I do understand that as teachers, we must promote that plagerism and the illegal use of copyrighted matierial is a serious offense.

This is such a diverse and complicated topic, it seems that there should be an entire class dedicated to learning copyright law. I hope teachers learn about this information in their teacher workshops, because it is not taught in continuing education.

Week 8: Matrix

Video Example of Learning Activity

Brief Summary: The teacher is instructing his 3rd grade class on the function of the lungs in the human body and the passage of airflow.  In doing so, the teacher uses physical models to give the students a hands on look at what the lungs look like and a website that interactively shows the students how oxygen enters and is used by the body. The lesson also goes into air pollution and how personal choices and community choices can effect the lungs.  This progresses into Google searches on pictures of black lungs caused by various pollutants.


NETS for Teachers -  Specific Standard(s):

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

b.	engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

The students are using physical models and Internet use to study the human lungs, how air pollution can effect the lungs, and how personal and community choices can lead to negative consequences toward the lungs.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

c.	customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

The diverse learning styles of the students were met by the incorporation of lecture, the use of hands on models of the lungs, real life tissue samples of the lungs, Internet use to find pictures of the lungs, and personal reflection on how personal choices can effect the lungs.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.	demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b.	collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c.	communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
d.	model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

The students navigated a website that allowed them to view the process of human respiration.  They then used a search engine to locate pictures of pollution damaged lungs.  They used this technology to reflect on how personal and community choices can effect one's lung health.

My Personal Level of Technology Integration:

I am much more confidant in my abilities in integrating technology into the classroom now than I was two months ago.  I definitely need a lot more practice. This assignment showed many examples of how we can do this.  I must continue to research ways to integrate technology into a Health and P.E. class. The Technology Matrix showed 3-4 examples of Health lessons, but none for P.E. The use of stop watches to find one's pulse, heart rate monitors, etc. can be used.  Overall, technology is only a tool to aid in the learning and real world use of knowledge and skill.

Week 7: Podcasts

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For this learning activity, I chose to create a mock 10 question quiz going over some bones and joints of the human body.  I could use this as a review for a test or as a homework tool so they open their books.

I see no reason why I wouldn't be able to post many of these all at once. Each would be of a different topic.  This way, students can get ahead if they choose.

Audacity was much easier to use the second time around.  Overall, I'm feeling more comfortable with the technology.  My submissions might not be that good, but I feel I am getting better.  It just takes time and practice.

Week 6: Do Schools Kill Creativity

Wow! What an amazing speaker Sir Ken Robinson is. That was a great presentation. That story about the ballet dancer floored me. It was so good. I really connected with him on a lot of what he was saying.

He mentioned that the main basis for grade school is for college entrance. That seems so true thinking about it. Of course, schools want to teach students topics they feel are necessary to be productive in one's community, but at the same time, geared toward college and the business world. I have a problem with this. Too much emphasis is placed on the business world. By business, I mean exactly that. A business company basically means, Money. Finance, accounting, banking, stock broker, etc. are all jobs that revolve around money. Business is also one of the most highly populated college majors for freshman students who really don't know what else they want to do. Why is this? What good are these people to society? Why is pushing money around good? Obviously, it's a job that can pay well, but what does it do for people aside from helping to grow their investments or retirement funds? We all saw and still see what these people did to the economy. I may be wrong, but these 21st Century Skills seem to be focused on the business world. It seems that we want to create better business people.

It's sad that the world revolves around money. Another thing Ken Robinson said was that there is an Education Inflation going on. Jobs that needed a B.A. now need a M.A. and soon they'll need a Ph.D. I feel this is because people are running out of skills that set them apart from other prospective job applicants. This allows colleges and universities to continue to drain students' bank accounts and further put them in debt by requiring them to take meaningless classes in order for them to graduate. I personally can't remember 75% of the content I learned in college. Mostly because it was meaningless. Did I really need to take two semesters of a foreign language being an Exercise Science major? I can't remember more than 5 words I learned in my Japanese 101 and 102 classes. I got an A in both FYI.

People must be allowed to be creative in choosing their classes in order to make themselves more attractive to potential employers. Why should I have to take the exact same classes as everyone else? How does this set me apart from others? Colleges, especially, should not be able to dictate what I take in order to get my degree. For example, if a school district wants their teachers to have taken a technology class, then it is my job to take that technology class in college. But what if everyone takes the technology class, what sets us apart now? This is why school districts can have thousands of job applications of teachers wanting jobs. Colleges take the role of saying, "We prepare our students to be top candidates in job application pools by requiring them to take all these classes that set them apart from the rest." This may be true, but why on earth would a school district care if I took Japanese if I'm applying for the Health and P.E. position? I loved taking Japanese and hope to go to Japan someday, but taking those classes was a waste of money aside from improving my GPA and knocking out six General Education credits.

Long story short, yes, schools kill creativity.