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.
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