2021

PROJECT-BASED UNIT

LAUREN SHKRELI

COURSE: EME 2040 | Instructor Dr. Brown

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Save The Dolphins

Table of Contents Save The Dolphins ............................................................................................................ 0

State Standards ........................................................................................... 2

ISTE Standards ............................................................................................ 2

Introduction ................................................................................................ 3

Lessons ........................................................................................................ 3

Final Project ....................................................................................................................... 4

Assessment 1: ..................................................................................................................... 5

Assessment 2: .................................................................................................................... 5

Nearpod Lesson ................................................................................................................. 7

Assistive Technology for Students with Special

Needs .......................................................................................................... 11

Google Classroom ....................................................................................... 12

Universal Design for Learning ................................................................... 12

Communication and Collaboration Plan .................................................... 14

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State Standards SC.5.L.14- Analyze how plants and animals in the

retrospect of humans are alike in some ways and

different in others.

SC.5.L.17- Research plants, animals, and humans

in which they have internal parts and structures.

In a way that functions in keeping them alive and

helping them grow and reproduce. With careful

observation humans can understand a natural

world.

SS.5.G.3.Pa.a- Student’s will recognize a natural event that causes an impact on change.

ISTE Standards Digital Citizen: 2a. Students cultivate and manage their digital identity and reputation and are

aware of the permanence of their actions in the digital world.

2b. Students engage in positive, safe, legal and ethical behavior when using technology,

including social interactions online or when using networked devices.

2d. Students manage their personal data to maintain digital privacy and security and are aware

of data-collection technology used to track their navigation online.

Creative Communicator: 6a. Students choose the appropriate platforms and tools for meeting

the desired objectives of their creation or communication.

6c. Students communicate complex ideas clearly and effectively by creating or using a variety of

digital objects such as visualizations, models or simulations.

6d. Students publish or present content that customizes the message and medium for their

intended audiences.

Knowledge Constructor- 3a. Students plan and employ effective research strategies to locate

information and other resources for their intellectual or creative pursuits.

3b. Students evaluate the accuracy, perspective, credibility and relevance of information,

media, data or other resources.

3c. Student’s curate information from digital resources using a variety of tools and methods to

create collections of artifacts that demonstrate meaningful connections or conclusions.

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3d. Students build knowledge by actively exploring real-world issues and problems, developing

ideas and theories and pursuing answers and solutions.

Curricular Areas

Curricular Areas: Science and History

Introduction

Dolphins are intelligent creatures just like us, who like to be outspoken and

adventurous. A problem they suffer with is the pollution with debris and toxins we

create. Plastic is one problem when it enters the ocean, it can affect all marine life. In

what ways can we find a solution to this problem? How can we avoid plastic going into

the ocean? Can we find a way to save dolphins and marine life? Students will

understand effectively to research and use digital tools to promote reasons to save

toxins from going into the ocean. Students will analyze how animals and humans are

alike and different in other ways. Students will research plants, animals, humans with

the internal and structures of their parts. Students will recognize how debris and toxins

can impact on the ocean.

Lessons

Lesson 1- We will talk about Dolphins and history, why they are important for our

ocean. I will show a PowerPoint explaining all the information needed.

Lesson 2- Explore how the ocean is being polluted by plastic, research what this can do

to the dolphins and marine life.

Lesson 3- We will play a game with flashcards, what is right or wrong to do with

recycling in preventing harm in the ocean.

Lesson 4- Explore Dolphin/ human relationships, and how each treat each other.

Lesson 5- I will have the students do an infographic on how to help to save the Dolphins.

This will be from their creativity.

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Final Project

In the final project, the students will display a photo essay using Adobe Spark software,

explaining the dangers of plastic in the ocean affecting marine life/ dolphins. It will

explain useful solutions and ways to save the dolphins. It will also show how humans

and dolphins communicate together, how dolphins are intelligent just like humans. It

will explain a healthier environment and how to recycle instead of bringing trash into

the ocean. I will show the students how to use the software and prepare what to expect

from this project.

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Assessment 1:

https://www.rcampus.com/rubricshowc.cfm?code=D22XA58&sp=yes

Assessment 2:

https://share.nearpod.com/lxI3cri1ydb

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Nearpod

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Nearpod Lesson

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Seesaw activity

https://app.seesaw.me/pages/shared_activity?share_token=5QTAL0ARQaqBEQDYI7nWYA&prompt_id= prompt.7ca6c4bd-9dbc-4961-88e9-44fcbdd94c7b

https://app.seesaw.me/pages/shared_activity?share_token=wzuMG7i0TFyYYwqKyB4L3A&prompt_id=p

rompt.fb0f02be-a9c5-4fba-92eb-d185c6803bfd

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https://app.seesaw.me/pages/shared_activity?share_token=_YkpupKkQc6JxkzFEkd2DQ&prompt_id=pr

ompt.7ea10206-b2b7-4f60-b2c1-328e16ca3d43

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Assistive Technology for Students with

Special Needs Teacher Candidate Name: Lauren Shkreli

Project Based Learning Unit Title: Save the Dolphins Unit

Grade Level: 5th

Disability and ESL Technology Tools Description

Hearing impairment Communication Access to

real-time translation (CART)

Instant translation of spoken English text

using a stenotype machine, notebook

computer or software. The text is

displayed on the computer or tablet,

projected onto a screen, or combined

with a video presentation as captions.

Visual impairment Speech to text software or

app (speech recognition or

voice to text)

This software displays a person’s spoken

words as written text on a screen.

Learning disability in

reading

Smart Tutor This is a web- based program for children

grades 1-5. It identifies 5 key areas of

reading from phonics to comprehension.

It takes an in-depth assessment of the

child’s skills. The program gives feedback

and focuses on the child’s strengths and

weaknesses.

English as a second

language

(OCR tools) Optical

character recognition and

reading

This tool helps enable texts to be read

and translated. It scans texts into

software and displays it on screen for

people learning English.

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Universal Design for Learning

Engagement

•The Why of Learning

•Students will be engaged or motivated by different things. Provide options for personalising activities and assignments, and show the connection of course concepts.

•In the project- based unit, this principle will be used when the students will look at the background information of the assignment and learn as to why the assignment is important through interactive activities such as using nearpod with the PowerPoint and personalized games made on there for the students.

Representation

•The What of Learning

•Learners will recognize and process information in different ways. Using multiple modes to access different learning techniques. It helps learners to understand the information and connect with different ideas.

•In the project- based unit, this principle will be used for pior knowledge seeking information on content and research. Student's will work on Seesaw activities to find their research through links given on the website and Google. I will explain the lecture with using a projection Whiteboard for them to take notes. From that, they will be directed on how to access Seesaw and other software using the directions on paper and given a list of websites where to find sources. They will work together in small groups making a concept map with Prezi to organize their ideas.

Action and expression

•The How of Learning

•The learner plans, organizes, and demonstrates through different learning tasks. They will act and express their ideas in different ways through creativity.

•In the project- based unit, this principle will be used where the students will communicate their creativity and ideas They will be showing their ideas what they learned through their work. Using choice boards, which are graphic organizers that will help them learn a particular concept. Then put their ideas for the final project of a photo essay visually using Adobe Spark software that will be presented to the class. After the final project, everyone will submit a paragraph of a reflection where they will explain what they learned.

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Google Classroom

https://sites.google.com/fau.edu/marinescience/home

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Communication and Collaboration Plan

Communication and Collaboration Plan

Identify at least three tools you would use to communicate with parents. What

type of information would you share? Provide an example.

Types of tools What type of information would you share with parents

using this tool?

ClassDojo We will monitor the children’s behavior through

days/week. An account will be created for the

student with a unique code where the parent can

access the account seeing the behavior of the child.

BuzzMob We will communicate with parents sending updates

and reminders when assignments are due and post

pictures of events that will be happening.

Google Hangouts This will be a way for parents to virtually visit the

teacher through office hours and open house/

meetings. Information will be said about how the

student is progressing.

PuppilAsset Parent App PuppilAsset app connects with parents to view

through the child’s attendance, behavior, reports and

progress.

Identify at least three tools you would use to communicate with students.

Provide an example.

Types of tools Example of how the tool would be used to

communicate with students

Google Docs Through assignments, you can make comments on

the document for feedback. Also, in Google Docs you

can work on a document together as a group.

Teacher/ class blog We can provide information and resources to students

with their assignments/ activities. Examples from the

teacher or previous students work will be shown to

students.

Screen Chomp This iPad app will allow to create a learning lesson with

audio and whiteboard style visuals in making a video

for students to watch.

Astrid This is a to- do list where peers and teachers can use

to share reminders, tasks, and announcements.

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Identify at least three collaboration tools you would use in your classroom. What

instructional strategy would you pair with this collaboration tool? Provide an

example.

Types of tools What instructional strategy would you pair with this

tool? Provide an example.

Teams by Microsoft I would use Teams by Microsoft where students will

communicate with a research topic. They will work

together and record their ideas on a designated

shared word document or PowerPoint document

where I can track their progress.

Slack Slack would be used to manage group projects,

where each group can channel through sharing files

and communicating through the project while

messaging one another.

Discussion boards in

Schoology

Using Schoology with discussion boards, the students

can post to a critical thinking question the teacher

askes. Then the students will respond to others from

their responses on the question. You can upload files

as well with your responses, and the kids can respond

to that file.

Identify at least two tools you would use to collaborate with fellow teachers.

Provide an example of how you use that tool.

Types of tools Example of how the tool would be used to collaborate

with fellow teachers.

Podio This is like a Social Media tool, collaborating with

sharing information or documents. You would add

people to your work group, click invite and add the

educators email addresses. Then you would click on

add to classroom collaboration. After that, you will

work on the documents with other teachers.

TitanPad This is an online document- creation collaborating with

others tracking revisions on the document. When you

get to TitanPad’s homepage you will create public

pad. Once you begin your document, you can

change the look of your document. Then you will click

the share this pad button, either share by link or email.

You will then enter your name in the box so that your

collaborator knows who they are working with. Then

the both of you will work together creating the

project.