TPACK Unit Plan Design
Elizabeth Garrett-Thomas
EDT 510
March 6, 2011
Lesson #2 Outline
a. Lesson Title – Microsoft Office/ Creating Tables/ Applying Area and Perimeter.
b. Lesson Author – Elizabeth Garrett-Thomas
c. Grade Level / Subject Area – 3rd grade/ Math
d. Time Allotted for Lesson – The lesson will require 3 - 5 days (1 hr 15 mins / day).
e. Short Description of Lesson – The purpose of this lesson is to apply the perimeter and
area skills learned in the 2 previous lessons. They will use Microsoft Word to create
tables out of squares. They will find the area and perimeter of the squares and
rectangles. They will identify the length and width of their squares and rectangles.
f. Classroom Layout and Grouping of Students – The class is broken up into
cooperative learning groups of four. They all have a team name and they are split up
based on ability levels. They are mixed up in their groups. (High, High Medium, Low
Medium, Low). The distribution is based on their NWEA test scores in which they
take three times a year. When they are on the computer, it is a 1:1 ratio.
g. Grade Level Content Expectations – M.TE.03.09 Estimate the perimeter of a square
and rectangle in inches and centimeters; estimate the area of a square and rectangle in
square inches and square centimeters.
h. Michigan Educational Technology Standards for Students –
3-5.CT. Critical Thinking, Problem Solving, and Decision Making - By the end of
Grade 5 each student will:
- Use information and communication technology tools (e.g., calculators, probes,
videos, DVDs, educational software) to collect, organize, and evaluate
information to assist with solving problems.
- Use digital tools to find, organize, analyze, synthesize, and evaluate information.
i. Instructional Objectives –
Students Will Be Able To:
1. Identify the meaning of area and perimeter.
2. Find the perimeter and area of squares and rectangles,
3. Create tables in Microsoft Office.
4. Identify length and width.
j. Materials, Resources, and Technology –
i. Computers with Microsoft Office
ii. Microsoft Word
iii. Kagan MegaTimer
iv. Projector
v. PowerPoint
k. Students’ Present Level of Performance and Skills –Some of the students has the
adequate knowledge to complete the lesson. Students must be able to multiply two
numbers or count squares. (They are in the process of learning their multiplication
tables). Students must know how to turn on a laptop and log on to the schools
networks. Students must know how to open up Microsoft Office and basic knowledge
of Microsoft Word. A lot of the students lack the basic knowledge of Microsoft Word
so they will need a lesson on it.
l. Instructional Procedures – The lesson will begin with a review game of area and
perimeter. The teacher will use MegaTimer to pick students to answer the questions
that will appear on PowerPoint slides. The Kagan MegaTimer selects students by
randomly selecting a team number and then randomly selecting a student. After
approximately 10 to 15 review questions, the students will have a lesson on how to
create tables on Microsoft Word. The teacher will teach the students how to use
Microsoft Word through a projector. The teacher will teach the students how to create
tables. After they learn how to create tables, they will create their own tables and find
the area and perimeter of the tables. Afterwards, the teacher will give certain lengths
and widths. The students must create the tables using the lengths and widths and find
the perimeter and area of their designed tables. After they complete the assignment,
they will print their papers and turn it in.
m. Supplemental Activities: Students will have a homework worksheet to take home. They
will also have a worksheet for their practice assignment.
n. Adaptations for Special Learners – Special Learners will have a pre-designed
Microsoft Office table so they can find the area and perimeter rather than create the
tables.
o. Assessment –The assessment will be the Microsoft Office table. The students must
create tables with certain requirements and find the area and perimeter.
p. Student products – Student products will be the student created tables on Microsoft
Word.
TPACK Analysis
a.
Content (C)
- The definition and application of area and perimeter.
- The definition of length and width.
- Learning how to find the area and perimeter of a square and rectangle.
- Creating tables in Microsoft Word.
b.
Pedagogy (P)
- Review- Teacher will review previously taught skills with students.
- Modeling – Teacher shows students how to create tables on Microsoft Office.
- Individual Practice – Students make tables on Microsoft Office. They must use
find the area and perimeter of the tables that they make.
- Individual Assessment – Students will complete an assessment that gives them
the length and width while they create the tables and find the area and
perimeter.
c.
Technology (T)
-Students utilize laptops for Microsoft Word.
- Students use MegaTimer.
- Teacher will use PowerPoint to show the problems
- Teacher will use projector to teacher students how to use Microsoft Word.
d.
Content Knowledge (CK) – I have taught 3rd grade for 3 years and I am strong in the area
of Math. I am pursuing an endorsement in K-8 Math and have passed the MTTC
Certification test.
e.
Pedagogy Knowledge (PK) – Students does extremely well with repetition. It is important
to review the previously taught skills so students won’t forget what was taught. Playing a
review game is engaging to all of the kids. Having the clock randomly pick students will
keep them on their toes. Application of learned skills to a new skill helps students to learn
the importance of the skill rather than just learning a skill and not knowing how it is
applied to real life.
f.
Technology Knowledge (TK) – I have been using Microsoft Office since I was in Middle
School. I am very familiar with Microsoft Word and its constant updates. I have used the
MegaTimer for several years now. It is extremely engaging for the students.
Complex Interplay
g.
Pedagogical Content Knowledge (PCK) –In an article about repetition in Math, it states
“In math, it is not possible to "work outside the square" unless one is competent with all
the skills contained within the square. For example, a student will not be able to solve a
problem concerning the amount of wire needed to fence Farmer Brown's paddock unless
they can accurately calculate perimeter first.” (Vanderly, 2008) It is important to review
the skills in taught in math instead of trying to force them to understand the application of
the skill without practicing the skill on a regular basis. This helps a lot with Math because
it is a skill-based subject. It is constant. When you know how to add you can apply to
new experiences. Learning about perimeter and area helps the students apply the skills to
other things such as making charts in Microsoft Word. This will teach a student to not
just apply the skill to a worksheet but to different real life situations.
h.
Technological Content Knowledge (TCK) Microsoft Office is used in the real world
quite often. As adults, we use Microsoft Office a lot, so it is important to expose it to kids
at a young age. Microsoft Word and Math isn’t something that people see often. A lot of
Math teachers actually veer away from it. But according to an article about Math in Word
and PowerPoint, “anyone, whether math specialist or primary teacher or middle-school
student, can use ubiquitous tools like Microsoft Word or PowerPoint to create and work
with the symbolic language of mathematics.” (Lengel, 2011) Microsoft is integrating
itself into the math world and this lesson shows great opportunities for lessons that will
last a lifetime.
i.
Technological Pedagogical Knowledge (TPK) – According to an article about brainbased research and technology, “Based on brain research, technology provides
opportunities to use such important science of learning principles as pre-existing
knowledge, active learning, mental models, transfer, and learning for understanding.”
(Curtis, 2003). This is an important quote because we as teachers are teaching for
understanding. The modeling, individual practice, and individual assessment are used
with technology. The students are learning for understanding with modeling and
Microsoft Word through a projector. They are learning principles as pre-existing
knowledge through review games with the MegaTimer. There is active learning with
Microsoft office and application of skills. The MegaTimer also provides students with an
engaging review session. By having the clock pick the students rather than the teacher,
every student is on his or her toes because they don’t know if the clock is going to pick
them, so they have to be ready with their answer at all times. No one can hide.
j.
Technological Pedagogical Content Knowledge (TPACK) – “Effective tech integration
must happen across the curriculum in ways that research shows deepen and enhance the
learning process. In particular, it must support four key components of learning: active
engagement, participation in groups, frequent interaction and feedback, and connection to
real-world experts”. (Edutopia, 2008). The Microsoft Word assignment is a great
example of technology integration and connection to real-world experts. Creating tables
on Microsoft Word is a great way to introduce students to the tasks of an architect.
Students create tables, find the area and perimeter, length and width, just like a floor plan.
By learning about perimeter and area, they apply the skills learned to real life examples
by creating blue prints. This technology integration definitely deepens and enhances the
learning process because the learning is beyond what they learn from a worksheet; they
are applying it to different situations as well as reviewing everything as we go along.
When we review, we make sure that the skills are not forgotten but rather enhanced.
Curtis, Diane. (2003). Brain-Based Research Prompts Innovative Teaching Techniques in
the Classroom. Retrieved March 5, 2011, from http://www.edutopia.org/brain-basedresearch-powerful-learning.
Edutopia. (2008) Why Integrate Technology into Curriculum? The Reasons are Many.
Retrieved February 17, 2011 from www.edutopia.org/technology-integrationintroduction.
Lengel, Jim. (2011). Math Equations in Word and PowerPoint. Retrieved March 5, 2011
from
http://www.powertolearn.com/articles/teaching_with_technology/math_equations_in_wo
rd_and_powerPoint.shtml.
Vanderly, Richard. (2008). Mathematics Concepts in Skills: Repetition in Math.
Retrieved March 5, 2011 from http://ezinearticles.com/?Mathematics-Concepts-andSkills---Repetition-in-Math&id=1602833.