Technology
Transformation
Kristen Dyksterhouse
Ashley Gwinn
Taylor Kirkwood
Stacy Martinez
Daniel Rhode
Technology Transformation Theme
 Generalizations:
 Technology has both positive and negative impacts on learning in the classroom
 The influence that technology can be seen as negative or positive based on the point of view
 Technology is a part of life.
 Technology is a vital component of 21st century education.
 When proper education meets freedom to explore the resources used and learner engagement is
profound.
 Concepts:
 Pedometers, Heart Rate Monitors, Stationary machines, DVD’s/VHS, Video Games, change,
differences of opinions, respect, socioeconomic power, entertainment value, resources, freedom,
fairness, strategy, efficiency, choice, creativity, gaming, game shows, video games, computer
games, board games, dice, spinners, coin flip, Printing Press, Recording Technology, and the
Internet
 Facts:
 Individuals who take more than 12,500 steps/day (pedometer) are likely to be classified as "highly
active.” You maximize the benefits of cardiovascular activity when you exercise in the zone of your
target heart rate (THR). In general terms, your THR is 60-80% of your maximum heart rate.
 Vocabulary, point of view, how to write a fiction piece as a manuscript, how to edit, proper debate
format, probability, statistics, chance, fairness, odds, real life data analyses, playing to win.
7th Grade Standards
Mathematics
Physical Education
Language Arts
Social Studies
Music Education
Mathematics: Statistics and Probability
Investigating chance processes and developing, using, and evaluating probability models.



7.SP.5.7.SP.5. Understand that the probability of a chance event is a number between 0 and 1
that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood.
A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that
is neither unlikely nor likely, and a probability near 1 indicates a likely event.
7.SP.6. Approximate the probability of a chance event by collecting data on the chance process
that produces it and observing its long-run relative frequency, and predict the approximate
relative frequency given the probability. For example, when rolling a number cube 600 times,
predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.
7.SP.7. Develop a probability model and use it to find probabilities of events. Compare
probabilities from a model to observed frequencies; if the agreement is not good, explain
possible sources of the discrepancy.
 Develop a uniform probability model by assigning equal probability to all outcomes, and use
the model to determine probabilities of events. For example, if a student is selected at
random from a class, find the probability that Jane will be selected and the probability that
a girl will be selected.
 Develop a probability model (which may not be uniform) by observing frequencies in data
generated from a chance process. For example, find the approximate probability that a
spinning penny will land heads up or that a tossed paper cup will land open-end down. Do
the outcomes for the spinning penny appear to be equally likely based on the observed
frequencies?
Mathematics: Statistics and Probability
Investigating chance processes and developing, using, and evaluating probability models.

7.SP.8. Find probabilities of compound events using organized lists, tables, tree
diagrams, and simulation.
 Understand that, just as with simple events, the probability of a compound event is
the fraction of outcomes in the sample space for which the compound event occurs.
 Represent sample spaces for compound events using methods such as organized
lists, tables and tree diagrams. For an event described in everyday language (e.g.,
“rolling double sixes”), identify the outcomes in the sample space which compose
the event.
 Design and use a simulation to generate frequencies for compound events. For
example, use random digits as a simulation tool to approximate the answer to the
question: If 40% of donors have type A blood, what is the probability that it will
take at least 4 donors to find one with type A blood?
Physical Education Standards
1.
2.
3.
4.
5.
6.
Demonstrates competency in motor skills and movement
patterns needed to perform a variety of physical activities.
Demonstrates understanding of movement concepts,
principles, and tactics as they apply to the learning and
performance of physical activities.
Participates regularly in physical activity.
Achieves and maintains a health-enhancing level of
physical fitness.
Exhibits responsible personal and social behavior that
respects self and others in physical activity.
Values physical activity for health, enjoyment, challenge,
self-expression, and/or social interaction
Standards – Language Arts

Reading

Informational Text


Comprehension



R.CM.07.02 – retell through concise summarization grade-level narrative and informational text
R.CM.07.04 – apply significant knowledge from grade-level science, social studies, and mathematics texts
Metacognition


R.IT.07.02 – analyze organizational text patterns including sequential, compare/contrast, and
cause/effect
R.MT.07.02 – plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading
comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides
Writing

Writing Genre


Writing Process


W.GN.07.01 – write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth
that includes appropriate conventions to the genre employing literary and plot devices
W.PR.07.05 – proofread and edit writing using grade-level checklists and other appropriate resources
both individually and in groups
Handwriting

W.HW.07.01 – write neat and legible compositions
Standards – Language Arts

Speaking

Conventions


Discourse


S.CN.07.03 – present in standard American English if it is their first language
S.DS.07.02 – respond to multiple text types in order to anticipate and answer questions, offer opinions and
solutions, and to identify personally with a universal theme
Listening and Viewing

Conventions



L.CN.07.01 – distinguish facts from opinions and question their validity when listening or viewing a variety
of speeches and presentations
L.CN.07.02 – listen to or view critically while demonstrating appropriate social skills of audience behaviors;
critically examine the verbal and non-verbal strategies during speeches and presentations
Response



L.RP.07.01 – listen to or view knowledgeably a variety of genre to identify, state, and react to a speaker’s
point of view bias
L.RP.07.04 – ask probing questions of speakers, focusing on claims and conclusions presented
L.RP.07.06 – evaluate the credibility of a speaker by determining whether the speaker’s point of view is
biased or not
Social Studies Standards
 Geography

G4.2 Technology Patterns and Networks
 Describe how technology creates patterns and networks that connect
people, products and ideas. Technology affects the patterns and networks
that develop on Earth and that enable people, products, and ideas to be
exchanged.
 7-G4.2.1-List and describe the advantages and disadvantages of
different technologies used to move people, products, and ideas
throughout the world (e.g., opportunities for employment,
entrepreneurial and educational opportunities using the Internet; the
effects of technology on reducing the time necessary for
communications and travel; the uses and effects of wireless technology
in developing countries; and the spread of group and individual’s ideas
as voice and image messages on electronic networks such as the
Internet).
Standards - Music
 1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied
repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified
guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts,
and disciplines outside the arts.
9. Understanding music in relation to history and culture.
EMPOWERING learners to
know and grow
Empowering Learners
Mathematics: It will be my responsibility as an educator of mathematics to ensure that I am
challenging, motivating, and supporting learners in becoming proficient readers, writers,
problems solvers, thinkers, listeners, and do-ers, but it is the students interests and concerns
that will drive the course of the class. Today, mathematics learners are answer finders. They are
taught rules without reason and do not understand why they makes sense. I will empower my
learners by incorporating mini-lessons and discovery based activities that are practical,
relevant and meaningful to their personal lives and encourage them to explore why real world
phenomena makes sense. Moreover, my learners will be utilizing resources and exploring
probability problems by playing board games, TV game shows, computer games, and video
games, and I will act as a facilitator by providing support along the way. All of the activities and
explorations will support their final project where they are creating a game of chance that they
will market to Milton Bradley. The common goal for all learners is reach conceptual
understanding and mastery of the content explored, but it is essential that differentiation
occurs to scaffold the varied learning processes and approaches that learners make take to
reach that goal. By acknowledging that each student brings different characteristics with them
into the classroom, I can adjust the teaching and learning strategies I use to include a balanced
literacy approach that meets the needs of all diverse learners. The guiding principles explored
in my classroom are based on a constructivist, developmental approach with focus on how to
effectively instruct a classroom of learners coming from all different walks of life as they
become adept in doing and understanding mathematics in a way that makes sense to them.
Empowering Students


English: I plan on teaching in a facilitative manner centered on a constructivist
approach. The students will have multiple opportunities to tailor this instruction to
their individual learning preferences. Their interests will drive their learning and I
will facilitate this learning through planed open ended activities. Students will
evaluate the learning of their peers with the debate process. When students are
personally invested in their learning and are able to effectively articulate their
constructive criticisms of the works of their peers then their learning is expanded
and proven in a more operative manner.
Physical Education: Physical Education is the most important class a student can
take. Physical activity strengthens the mind so learning in other classes can take
place. In a perfect world, students k-12 would take part in physical education class 1
hour everyday for maximum potential physically, mentally, and emotionally. My job
as a physical educator is to motivate students to not only be active in physical
education class, but to help them find activities they can continue to enjoy
throughout their entire life in order to stay active and healthy. Because choices are a
great motivator for students, students will have an input on what team and
individual sports they would like to learn in my class.
Empowering Students

Social Studies-I plan on teaching social studies in a manner to which students
will have the opportunity to learn material in a non-traditional differentiated
approach. I will accomplish this through differentiated instruction as well as
following a constructivist approach. My role as an educator is to give students
the necessary tools to be successful both in and out of the classroom. I intend to
achieve this by using students’ real life experiences and relating it to the content I
am teaching. Not only engaging, this constructivist approach allows students to
relate themselves to what they are being taught and subsequently allow them to
be more successful. I want the walls of my classroom to be limitless, safe,
exciting, and inspiring. As a result of this, my students will have the ability to
connect with me and reach their highest potential.

Music- In most music classes, Students only play music and learn about the
history and context of the music. In this unit I will go over three different
technology that dramatically changed the way that music was composed and
performed. This will allow the student to understand the past ,but also be
prepared to understand further technological changes in music. For example, we
listen to music dramatically different now that we iPods with 2000 songs on it.
My music classroom is multi disciplinary in execution. We will cover history ,
reading ,critical thinking and history through the lens of music. This will allow
student a different way to experience this knowledge
Assessment Plans
“Educational assessment seeks to determine how well students are learning and is an
integral part of the quest for improved education. It provides feedback to students,
educators, parents, policy makers, and the public about the effectiveness of educational
services.”
-- Knowing what students know: the science and design of educational assessment Committee on the
Foundations of Assessment, Center for Education, Division on Behavioral and Social Sciences and Education, National Research Council; James
Pellegrino, Naomi Chudowsky, and Robert Glaser, editors, p. 1
Mathematics Assessment Methods



Daily warm-up problems
 The schema activation should be engaging and fun for learners to investigate. One way the teacher could
do this is by relating it to the learners’ lives. This is the most important feature of the lesson because it is
the deciding factor on whether the learners are engaged and actively participating or not. The warm-up
serves as an introduction to the activity so it should also encourage them to build on prior knowledge and
guide them towards the lesson objectives.
 Assessing warm-up participation and engagement can be evaluated through teacher observation or
individual journal entries.
Group Work/Group Interaction
 Good group work focuses on problems that truly require group effort, not just problems assigned to a
group that individuals could easily do alone. Not only does the teacher need to plan challenging activities
and appropriate problems, she also has to model what effective group work looks and sounds like.
 Assessing group work can be done using several methods of evaluation: group conferences, journal
reflections, confidential contribution forms, confidential group evaluations, and walk around assessment.
These methods should all be done to some extent and should encourage positive group behavior and
effort as the assessments hold each learner accountable. Further, group work allows first hand evidence
of the learners thinking processes and demonstrates how learners can use each other as resources.
Self Assessment/Reflection
 Make accommodations to lessons
 Reflect on learners journals and growth. Use the journals to bridge thinking gaps and misconceptions.
 Reflect daily on whether the goals/objectives are being met and progress is being made
Mathematics Assessment


Homework
 Homework allows the students the opportunity to think on their own, to make more connections among
ideas discussed in class, to extend what they learn beyond the textbook, and to practice their new learning.
In addition, homework is the most consistent link to home and can be used to encourage family members
to get involved. The homework should incorporate activities that help learners make connections to other
areas of mathematics or beyond the mathematics classroom to develop conceptual understanding.
 Homework needs to be managed efficiently. That is, the teacher needs to have an effective plan for
managing students' homework during class time so that the learners who struggled receive help while not
holding back others. A few methods the teacher may implement are: Tuesdays for homework, Self-check,
Group check, or Homework discussion.
 The method the teacher uses to assess homework needs to relate directly to the assignment and goals. A
few options for homework assessment are Effort grades, Random check of homework, Teach checks, Spot
checks, or Homework quizzes. The teacher should implement each of these strategies according to the
assignment and the learners should have an understanding of what each assessment method entails.
Open Ended Problem Solving Writing:
 One Think-Aloud or Metacognitive Memoir based on one of the activities to promote problem solving,
connections, reasoning, written communication of thinking, and reflection within a real world context.
These projects are implemented to encourage learners to really understand what they are doing and why
they are doing it. These methods encourage learners not to erase their thinking but to build off it and
explain the methods they use in terms of their findings. This method gives the teacher insight to how
students learn and can help identify misconceptions or gaps in understanding.
Mathematics Assessments



Journal entries:
 Journals are non-graded assessments that are based on genuine, complete responses and are used to
encourage learners to share their feelings and understandings about mathematics in four major ways:
to help students grow in their understanding of mathematics over time, to help students think about
their own learning., to help students assess themselves, their group members, and the class., and to
summarize and reflect daily learning.
 Managing and assessing journal entries go hand in hand. In order for the journals to be effective, the
teacher needs to read and comment regularly. Journals should be a clear indication of student growth
and understanding over time. This progress can be discussed most effectively through individual
conferences with students. At this point, the teacher can address whether the learner is reflecting
actively and appropriately in the journal and they can also discuss the learners’ growth and
understanding. This should be a rewarding process for learners. The journals are meant for the
learners to share their honest opinions, too, so the teacher must take the learners considerations
seriously and reflect upon the journals to make teaching accommodations.
Final game project
 This project is based on learners’ own creations so we will create the rubric together as a class.
Unit Test: Problem Writing
 The learners will write sample test or homework questions using appropriate vocabulary, contexts, and
mathematics. Problem writing is an assessment method that the teacher can use to see if the learner
has mastered the topic and gained conceptual understanding.
Assessment Plan

English: Students will demonstrate mastery of the standards specified by this lesson by
creating manuscripts, evaluating work of peers, delivering effective debates, creating rubrics
for manuscripts, class discussions, group work, and journals. There will be no homework
assigned aside from finishing anything not finished in class. I will allow all students ample
time to work on projects. This time will allow me to witness their thinking processes so that I
can measure their progress of accomplishing goals set. Further, the final timeline day will
allow me to asses what their learning has accumulated to. Students will evaluate the debate
techniques of peers, they will work on creating a rubric for their own manuscripts, group
work and partner shares will also be completed.

Physical Education: Students will demonstrate mastery of the standards specified by this
lesson by participating in all classroom physical activities, class discussions, and writing to
learn strategies. There will be no homework assigned other than to reflect and think about the
new things they learned in my class. I will carefully read and reflect on my students enter/exit
slips and quick writes to better teach them and to assess what I need to review with them. The
timeline day will be a great activity for students to put all their learning from all their classes
together to better see the big picture of the use of technology and how it has shaped our world
today. Students will continue to build intrinsic motivation while motivating their peers to
always do the best they can.
Assessment Plan

Social Studies -Students will demonstrate mastery of the standards specified by this
lesson by effective debating, writing letters to demonstrate understanding, entrance
and exit slips, constructing own creations, active class discussions, podcasting, web
questing, and developing wiki projects. Students will be given class time to work on
projects, especially those where the internet is needed. In giving class time for many
of the major assessment projects, I will be able to help guide students through
requirements to ensure students are fully understanding the task at hand. Finally, the
Timeline Day will be a collective interdisciplinary assessment in which students will be
able to see the connection among all the contents. In addition, students will be able to
demonstrate their full understanding of the entire unit across the different disciplines.

Music-In music class constant informal assessment is going on. It is very clear when a
student does not get the concept ,because their voice or movement does not line up
with the class. I will keep a class list to check off proper participation and mastery for
each students. This will guide my informal assessment. There will be a written test at
the end of the unit test the students understanding of the three main technological
changes. I will also record the musical performances of the class and have the class to
write reflections on their performance. These assessments will test the students in
numerous ways.
Literacy Strategies
Literacy Strategies

Mathematics
 Venn diagrams
 Think Aloud
 Metacognitive Memoir
 Problem Writing
 Journals
 Group Discussion/Class Discussion
 Newspapers/Reading Materials for situational contexts
Literacy Strategies

English Strategies:
KWL
 Discussion Groups
 Journaling
 Quick Writes
 Concept Mapping


P.E. Strategies:
Bubble Map
 Discussion Groups
 Enter Slips
 Exit Slips
 Quick Write

Literacy Strategies
Social Studies
Journal Entries
 Concept Maps
 Think-Pair-Share
 Entrance and Exit Slips
 KWL
 Venn Diagrams
Music
 Exit Slips
 Journaling
 Quick Writes
 Self Reflection Prompts
 Concept Maps


Interdisciplinary Unit Plan
Week One
Math
Monday
Tuesday
Wednesday
Thursday
Friday
Introduction to
probability unit:
PLAYING TO WIN!
Class décor reflects
games of chance,
probability statements,
casinos, etc.
Class discussion: what
do we know?
Activity: Writing
probability statements
about each other and
ourselves.
Probability and Relative
Frequency
Concept mapping activity on
difference between relative
frequency and probability.
Equally Likely or Not? Cards,
dice, spinner
Experimenting with Dice:
Students toss die and record the
outcomes of a single dice. They
recall vocabulary of certain,
likely, unlikely, and impossible
and where these values might fall
on a number line. They simulate
the die tossing with a calculator
or computer and see that each
number is equally likely.
Probability and Relative
Frequency
Analyzing Data
Students toss small paper
cups and record when they
land on top, bottom, or
side. Again, they graph
small group results, pool
class results, graph the
class results, and compare
the graphs for small and
large samples using Venn
diagrams. Students
recognize that larger-scale
experiments produce
stronger patterns.
NCTM ONLINE coin
flip simulator activity
Journal: Why do you
think larger-scale
experiments are more
accurate? Give an example
of a real life experiment!
Considering the Odds
Students conduct
experiments with
different spinners, some
in which the outcomes
are equally likely and
some in which they are
not.
Discuss in groups the
probability of an event
and the odds it will
happen. Then as a class
discuss the odds of real
life situations made up
by learners.
-Dance lesson to Dark
Side of The Moon by Pink
Floyd using pedometers
-Introduce the use of
treadmills (1952) and
how it’s impacted fitness
-Exit Slips: Thoughts on
pedometer use
-Use exercise equipment
in class. Treadmills,
stationary bikes,
elliptical
COIN FLIPPING
GAME
Homework: play the
Boundary Game with a
family member and
reflect on wining
strategies in your journal.
PE
-Define fitness using
bubble map
-Discuss the 5
components of fitness
(muscular endurance,
muscular strength,
cardiovascular endurance,
flexibility, body
composition)
THE PRICE IS RIGHT:
Plinko
Shoots and Ladders (spinner)
-Overview of technology and
how it has changed the world and
everything we do
-Discussion groups: Divide
students into different groups,
each with different technology
uses in P.E.
THE PRICE IS RIGHT: Let
‘Em Roll Game
BOARD GAME: TROUBLE
Experimenting with Dice:
Students explore the sum of
two dice and graph the
outcomes of this experiment
using MS excel. They pool
class results to see that
stronger patterns emerge with
more data.
Random Number
Generator: Using the
calculator and computer to
simulate rolling dice. Journal
how you could adjust the
conditions of simulation.
-Enter Slips: Have students
try to put P.E. technology in
order (pedometers, treadmills,
TV, VHS/DVD’s, heart rate
monitors, internet, video
games)
-Introduce Pedometers (1786)
and their positive influence on
fitness.
-Give each student pedometer
and teach them how to track
their steps
THE PRICE IS
RIGHT. Several games
are set up in stations.
Final Showdown
spinner on computer. I
am Bob Barker.
Week One
Monday
Tuesday
Wednesday
Thursday
Friday
Music
Introduce the three
technologies of Change in
Music:
Printing Press-Introduce Sing Gregorian
Chant (Pre-Printing Press
example )
-Listen to a recording of a
Bach Choral Piece
Exit Slip that Compare and
Contrast the Bach and
Gregorian Chant
Review Gregorian
Chant
-Have the students
hand copy some music
to reinforce the
difficulty of pre
printing press copying.
-Introduce a minstrel
song and start
composing a epic poem
with music .
-Exit slips on negatives
of pre printing press
music.
-Continue working on
epic poem song.
-Record the class
performance of the epic
poems.
-Discussion and exit slips
on positive s of pre
printing press music.
-Printing Press=
Notation
-Bring in different
examples of early
notation and
compare it with
modern notation
-Group Venn diagram
about the difference
between early and
modern notation
-Class debate on the
positive and negative
changes brought
about by the printing
Press
-Review the
Gregorian Chant and
Epic Poems.
English
Age of Memory
Technology: voice/orators
-hear dramatized
memorized Greek legend
-learn genres of this
time period:
myth
mythic history
epic poems etc…
-continue samples and
discussions
Age of Manuscripts
-text replaces the
spoken word
-I will dress up as a
scribe
-students retell story, learn
that stories varied greatly
-learn about literature
being used for performance
and team building
-learn about oral tradition
-read examples of these
genres and discuss why
they were used
-learn about using
repetition and epithets to
memorize text
-quick write epithets to
describe themselves
-Think-pair-and share
these epithets with a
partner
-journal about what a
manuscript might be
-examples of
manuscripts are
displayed around the
room and students
will walk around and
write observations
about the “gallery”
-learn about authors
being supported by
the rich
-learn about the role
of scribes
-learn about the
influence of the
church. Use lecture,
read, and discuss
Week One
Monday
Social
Studies
Industrial
Revolution
Prezi on what
technology
is…how it
happened,
important people,
inventions and
events of I.R.
Concept Map
(Double Bubble
Map): Of I.R.
Tuesday
Assembly
Line
Simulation
Journal
Entries on
what their
feelings were
during
exercise, how
might the
workers have
felt, what
implication
did I.R. have
on American
society?
Wednesday
Thursday
Video and Question
worksheet
Read primary
source about
problems of child
labor during I.R.
-Childhood Lost
Benefits and
Problems of
Industrial Revolution
Question sheet to be
turned in at end of
class
Read as a class
and discuss
during class.
Exit Slip – What
were the
advantages of
child labor? Do
this make it
right, why or why
not?
Friday
Discuss I.R.
debate. Give
directions and
rubric for I.R.
debate.
Debate due
Week 3Thursday.
Pick groups
and give class
time to begin
brainstorming.
http://www.youtube.com/watch?v=3Efq-aNBkvc
Math
PE
Week Two
Monday
Tuesday
What’s fair anyways?
More experimentation
with spinners and
considering the odds.
They discuss the results
and the issue of fairness.
They use angle
measures to find
probabilities based on
the sectors of the circle
on the spinners and
compare these to their
experimental findings
using a Venn diagram.
The teacher models a
metacognitive memoir
for activity.
JEOPARDY. Use final
jeopardy.
DDR. Have one student
be a dancer.
Let’s Make a DEAL: The
teacher uses
representations (lists,
charts, area models, etc) to
model a think-aloud. For
the game show. PLAY.
-Introduce TV and its
impact on fitness
-Discuss other ways TV has
impacted fitness
-Richard Simons (1970’s
Personality of Fitness)
-Discussion Groups:
Biggest loser, Yoga/Pilates
DVDs/VHS’s, other
motivational shows
-Participate in a Richard
Simons workout on the
big screen
-Simons, R. (Performer)
(2001). Disco sweat
[VHS].
Creating probability
problems. The teacher
models problem writing
and the learners create
problems and creating a
group think-aloud about
the show Let’s make a deal.
. Newspapers, magazines,
etc will be available to
encourage creativity.
Teacher conferences with
groups.
Wednesday
Thursday
Friday
Game: Students play a
game of chance, Diagonal
Duel, and analyze the
probabilities of different
outcomes of the game.
They continue to compare
relative frequencies of
outcomes with
probabilities resulting from
analyses.
Playing and Analyzing
probability games:
Drawing colors from
a bag
Students analyze simple
games of chance . PLAY
BOARD GAME: LIFE
Students use organized,
systematic lists, charts,
area models, and tree
diagrams on computers
or the smartboard to find
all possible equally likely
outcomes of the game.
Students become familiar
with properties of
probabilities.
Homework: bring in
board games that you
think display probability
and chance
Playing and Analyzing
probability games: from
home.
Students analyze simple
games of chance .
Students use organized,
systematic lists, charts, area
models, and tree diagrams to
find all possible equally likely
outcomes of an experiment.
Students become familiar with
properties of probabilities.
HAVE AN ASSORTMENT OF
BOARD GAMES, PC GAMES,
VIDEO GAMES, ETC.
Journal: What makes a game
good? Reflect on the analyses
from class and the games from
home.
-Pilates workout DVD
-Siler, B. (Performer)
(2010). Element: Pilates
weight loss for beginners
[DVD].
-Pilates workout DVD
-Siler, B. (Performer)
(2010). Element: Pilates
weight loss for beginners
[DVD].
--Dance lesson to Katy Perry’s
Firwork using heart rate
monitors
-Yoga workout DVD
-Yee, R. (Performer)
(2009). Yoga for beginners
[DVD].
-Yoga workout DVD
-Yee, R. (Performer)
(2009). Yoga for
beginners [DVD].
-Quick write:
Likes/dislikes of yoga and
Pilates.
-Quick write:
Likes/dislikes of yoga and
pilates.
Game: Mathematics
Dodgeball. Focus:
strategy.
Group work: use
vocabulary skills to define
an outcome, sample space,
and event in the context of
the game.
-Exit Slips: Thoughts on
heart rate monitor use
http://www.youtube.com/watch?v=2Dvp7aU5Aqo
Week Two
Monday
Tuesday
Wednesday
Thursday
Friday
Music
Recording Technology
-Read excerpts of Mark Katz
Recording Sound Book.
-Make Class wide Concept
map brainstorm about
changes of recording
-Reflect on last weeks
recordings of the epic
poems with the aid of a
short writing prompt.
-Introduce Examples
and sing a few musical
examples from Mark
Katz’s recording book.
-Add Orff instruments
to musical examples
-Record Orff
orchestrations from
previous day
-Introduce a Mau stick
song
-Discuss how we can
learn music from any
where due to hearing on
a record.
-Exit slip on positive
changes of recording
-Listen to real
recording of a mau
stick dance
-learn the stick dance
by watching video of
the dance
-Discuss negatives of
world connected
musical culture
brought about
recording.
-Debate positive and
negative changes
caused by recording
-short quiz on
recording technology
and printing press
English
-students get to act as
scribes and add personal
influences and/or
reflections to the storyline
of classic stories like The
Lion King
-Manuscript project
assigned and
dimensions decided
upon as a class
-watch printing press
video
Age of Books
-identical copies
-words are fixed
-discuss editors of
books
-these additions will be
journaled and shared with
partners
-Concept map
manuscript ideas
-TPS about changes this
brought
-write poem/ lyric/
ballad/ short myth as a
manuscript
-class discussion about
how the printing press
changed literature
manufacturing and
consumption
-all hour to work and
brainstorm
-extra time to work on
rough drafts in class
-learn about how the
audience of writing
changes
-peer edit
manuscripts using a
check list that we
devise for class
-discuss how writing
now has changed to
fit today’s consumers
-edit over weekend
come to class with
final draft on Monday
-read John Quelch’s
article and
brainstorm other
ideas
Week Two
Monday
Social
Studies
Tuesday
Transportation
Technology
Turn in questions
for Mr. Ford.
Prezi on iconic
transportation
inventors.
-Henry Ford, Wright
Brothers, etc.
Students select an
inventor of
transportation and
they must write a
patent request from
that perspective of
the inventor they
chose.
Journal Topic: Why
is transportation
important? How did
it change American
society? So what?
Announce: Henry
Ford will be visiting
our classroom!!
Homework: Each
student must come
up with 3 questions
for Mr. Henry Ford.
Students will be
given an example,
guidelines, and
rubric.
Wednesday Thursday
Come to school
dressed as Henry
Ford!
Ford will discuss his
life, the model T,
assembly lines, and
answer questions
the students
created.
Entrance slip:
Give me 3 things
you learned
about Mr. Ford.
Discuss field trip
tomorrow. And
the test we will
have after the
trip.
Friday
*Field trip to
Henry Ford
Museum
http://www.youtube.com/watch?v=GDfpHWZw67Y
Week Three
Math
Monday
Tuesday
Wednesday
Thursday
Friday
Class Discussion:
What’s in a game?
Unit Test:
Problem Writing. Could
write a question for the
game they are developing
if they chooose.
Game Creation:
Analyze the game and
compare probabilities
from analyses and
relatives frequencies
from experiments.
What are the odds?
Individual think-aloud on
how you will market your
game. What is the
probability that the
contestant on who wants to
be a millionaire will guess
two correct answers in a
row?
Present findings and play
classmates games.
Students design their
own means to
simulate a game of
chance.
Reflect on progress in
journal as well as
group member
participation.
More game creation.
Reflect on progress in
journal as well as group
member participation.
Discuss in groups
what you need to fix
and what works well.
Make changes and
complete.
Journal: How did the
project go? Was
everyone actively
involved?
WHO WANTS TO BE A
MILLIONAIRE. (No
lifelines)
Participate in technology
timeline.
Homework: Journal on
home technology has
increased ease in this unit
and in mathematics as a
whole.
Use computers for
marketing research
Last minute changes.
PE
-Discussion Group:
In what ways has the
internet had an
influence on fitness?
-Give students a
chance to explore on
the internet and come
up with one way they
will use the internet to
better their fitness
(ex: reading articles,
counting calories on
livestrong.com, etc)
-Introduce P90X, the
most intense DVD pack to
promote fitness (2004)
-Workout to a P90X
-DDR
-Overview of video
games and their
negative (laziness) and
positive influence on
fitness
-Introduce Wii Fit and its
impact on fitness (2007)
-Dance Dance
Revolution (DDR) in
class
-Quick Write: Overall,
what technology do you
think had the biggest
impact on your fitness and
why?
-Wii Fit lesson in class
-Wii fit plus [DVD]. (2007).
All students all classes
timeline day
Week Three
Music
Monday
Tuesday
Wednesday
Thursday
Friday
Introduce iPod musical
changes.
Have the class listen to
The Dark Side of the
Moon by Pink Floyd on
vinyl
-Listen to Katy Perry
Fireworks on ipod
-The Teacher will bring
in a turn table and give
an introduction to
Djing before mp3
players.
-Teach basic vinyl Djing
techniques.
-Have the students
create a playlist for a
imaginary party.
-Debate the positive and
negatives of iPod
listening culture
-Review for Technology
Test
-Learn Taxman by the
Beatles
-Technology Written
Test
-Review Songs learned
in this unit.
Prep for student
timeline day.
-Wrap Up Unit.
All students all
classes timeline day
-gallery viewing of
students’ manuscripts
which I will have
laminated and
displayed
-read article s about the
kindle vs. books in groups.
Debates
All students all
classes timeline day
-Exit Slip –Compare the
difference in listening
experience between the
pink Floyd and Katy
perry.
English
-Make final draft into
handwritten ornate
manuscript
-one on one conferences
with students discussing
work so far and any
questions about class so
far
-class discussion about
changes so far KWL
-class will then assume a
stance pro or con Kindles
and will construct debates
according to the Lincoln
Douglass format
Students evaluate the
work of their peers
using rubric and the
sandwich compliment
form where students
write one good thing,
two things to work on,
and end it with one
more positive note
Week Three
Monday
Social
Studies
Field Trip
Assessment Test
-Students may use
notes from field
trip.
If class time left
over, break into
debate groups and
work on finalizing
debate.
Tuesday
History of
Computers and
Internet
Prezi presentation
about the
development of
present day
technology.
Class discussion
on: is the constant
developments of
new technology,
good or bad? Why?
Wednesday
Thursday
Group Work: Class
will be divided and
given each a
different piece of
technology to
present to rest of
class. What are their
technologies, how
have they influenced
society, etc.
Debates in class
Journal Entry: How
has technology
affected your life?
Exit Slip: What
were the feelings
of debate?
Lesson?
Friday
All students all
classes timeline
day!
Invite
administration to
building, parents,
and members of
community to
event.
Self Evaluation
Self - Evaluation

Taylor: I think this unit plan reflects the knowledge I have gained this semester very well. This
semester as been a semester or learning while doing and this unit plan exemplifies learning while
doing for my students. Everyone worked together very well and each had a specific integral part of this
unit for it to be a successful learning experience for students.

Ashley: This unit plan is a manifestation of the learned dynamics of integrating content areas in
school. Through the completion of this project my eyes have been opened to the complexities of
coordinating curriculum across disciplines. Although challenges arose in the beginning, I came to the
conclusion that they were worth the overall benefit this type of teaching would have on students. As a
group we worked together well and created with continuity.

Kristen: My portion of the unit definitely reflects knowledge I have gained in the field this semester. I
explained more in-depth in the mathematics assessment section what literacy and assessment
methods I chose and why, but in general, the way I implemented them into this unit is directly related
to the growth and understanding I have gained as an educator and learner this semester. Further,
working together on this project taught me how effective it is to work and communicate with
colleagues. There are so many resources, like Google docs, that make interdisciplinary planning
reasonable without meeting too often. I think our project speaks for itself and the positive effects
interdisciplinary design has on our learners.
Self Evaluation
 Daniel: This unit has more writing and class discussion than there is usually is in
music class, but I believe this is alright because of how the unit links with other
classes. In this unit I am taking time to cover concepts that rarely get touched in an
average music classroom. I was inspired by fellow group members contributions to
create such an integral learning experience.
 Stacey: The unit plan I have designed is a reflection of all of the tools I have been
given throughout the semester in how to engage, differentially instruct, and
adequately assess my students. The beautiful part of this particular assignment was
creating cohesive units with other content areas and making them work fluidly.
Although this type of unit could be challenging for teachers, it is so eye-opening and
beneficial for students. Students always want to know why they are learning
something and how it relates to them and their life. This interdisciplinary unit can
teach them just that. Our use of a timeline day is for students to understand that all
contents connect and are equally as important. Once this connection is established,
students will be able to look at all different contents and try and figure out how they
connect to each other, the world around them, and themselves.
Materials Needed
Materials Needed: Mathematics

Materials:
 Computer with probability software or calculator with
probability capacity
 Microsoft Excel
 Dice, two per group
 Small paper cups
 Graph paper
 Spinners, one set per group
 Protractors, one per group
 Activity Sheets (teacher created), markers
 Internet/Classroom Library
 Assortment of board games, computer games, and video
games. Some of which are listed in the unit but are definitely
not limed to just those!
Materials Needed: Social Studies
Computer and Prezi software for instructor
 Materials for Assembly Line Simulation
 Three different sizes of paper
 Stapler
 Markers
 Stopwatch
 Whistle
Primary Source Book, Childhood Lost
Youtube video: “Turning Points in History - Industrial Revolution.” and worksheets
Rubistar rubric for Debate
Henry Ford clothing
Field Trip permission slips and worksheets
Model Airplanes, cars, and trains
Journals for students

Materials Needed: Language Arts






Barbour, Sara. "Kindle vs. books: The dead trees society."
Los Angeles Times 17 June 2011: 1. Web. 23 Oct. 2011.
MacManus, Richard. "5 Ways That eBooks Are Better
Than Paper Books." Read Write Web. N.p., 10 Aug. 2010.
Web. 21 Oct. 2011.
Monet, Dolores. "Kindle VS Real Books - Will E-Books
Replace Traditional Books?." Hub Pages. HubPages
Family, 2011. Web. 19 Oct. 2011.
Qureshi, Andy, Sweta Patel, Garrett Patton, and Mari
Powers. "What is a Manuscript?." . Ed. Josh McPherson.
University of North Carolina, n.d. Web. 23 Oct. 2011.
Histeria! the printing press:
http://www.youtube.com/watch?v=GDfpHWZw67Y
Lincoln/Douglas Debate Format :
1AC (first Affirmative Constructive) – 7 minutes
A good introduction that attracts the audiences attention and
interest in the topic
Clearly state the resolution
Clearly state each of your contentions
Support with reason and evidence
Conclude effectively
Cross Ex of the Aff by the Neg – 3 minutes
You ask questions – have a strategy or at the very least a
direction to your questioning
Be courteous
Face the audience
1NC (first Negative Constructive) – 8 minutes
A good introduction that attracts the audiences attention and
interest in the topic
Clearly state the Negative’s position on the topic
Clearly state the Negative’s Observations
Support with reason and evidence
Attack and question the Affirmative’s Contentions/evidence
Conclude effectively
Cross Ex of the Neg by the Aff – 3 minutes
You ask questions – have a strategy or at the very least a
direction to your questioning
Be courteous
Face the audience
Materials Needed: Language Arts
Class Debate : Pro or Con Kindles: How can they change society for better or worse
Teacher Name: Ms. Gwinn
Student Name:
________________________________________
CATEGORY
Respect for Other Team
4
All statements, body language, and responses were
respectful and were in appropriate language.
3
Statements and responses were respectful and used
appropriate language, but once or twice body language
was not.
2
1
Most statements and responses were respectful and in Statements, responses and/or body language were
appropriate language, but there was one sarcastic
consistently not respectful.
remark.
Information
All information presented in the debate was clear,
accurate and thorough.
Most information presented in the debate was clear,
accurate and thorough.
Most information presented in the debate was clear and Information had several inaccuracies OR was usually not
accurate, but was not usually thorough.
clear.
Rebuttal
All counter-arguments were accurate, relevant and
strong.
Most counter-arguments were accurate, relevant, and
strong.
Most counter-arguments were accurate and relevant,
but several were weak.
Counter-arguments were not accurate and/or relevant
Use of Facts/Statistics
Every major point was well supported with several
relevant facts, statistics and/or examples.
Every major point was adequately supported with
relevant facts, statistics and/or examples.
Every major point was supported with facts, statistics
and/or examples, but the relevance of some was
questionable.
Every point was not supported.
Presentation Style
Team consistently used gestures, eye contact, tone of
voice and a level of enthusiasm in a way that kept the
attention of the audience.
Team usually used gestures, eye contact, tone of voice
and a level of enthusiasm in a way that kept the
attention of the audience.
Team sometimes used gestures, eye contact, tone of
voice and a level of enthusiasm in a way that kept the
attention of the audience.
One or more members of the team had a presentation
style that did not keep the attention of the audience.
Organization
All arguments were clearly tied to an idea (premise) and Most arguments were clearly tied to an idea (premise)
organized in a tight, logical fashion.
and organized in a tight, logical fashion.
All arguments were clearly tied to an idea (premise) but Arguments were not clearly tied to an idea (premise).
the organization was sometimes not clear or logical.
Understanding of Topic
The team clearly understood the topic in-depth and
The team clearly undestood the topic in-depth and
presented their information forcefully and convincingly. presented their information with ease.
The team seemed to understand the main points of the The team did not show an adequate understanding of
topic and presented those with ease.
the topic.
Date Created: Oct 23, 2011 02:53 pm (UTC)
Materials Needed For Music
 Djing Equipment
 Dark Side of The Moon by Pink Floyd Vinyl
 iPod with Katy Perry’s Firwork (2009)
 Zoom Recorder
 iPad with MadPad Application.
 Capturing Sound: How Technology Has Changed Music
by Mark Katz (Roth Family Foundation Music in
America Book 2009)
 Exit Slips
 Midway Quiz
 Final Test
Materials Needed: Physical Education
 Dark Side of The Moon by Pink Floyd
 Simons, R. (Performer) (2001). Disco






sweat [VHS].
Siler, B. (Performer) (2010). Element:
Pilates weight loss for beginners
[DVD].
Yee, R. (Performer) (2009). Yoga for
beginners [DVD].
Katy Perry’s Firwork
Tony , H. (Performer) (2008). P90x
extreme home fitness [DVD].
Sportime: Dance dance revolution
[DVD]. (2000).
Wii fit plus [DVD]. (2007).