TPACK Unit Plan Design
Elizabeth Garrett-Thomas
EDT 510
February 11, 2011
Lesson #1 Outline
Lesson Title – What is Perimeter?
Lesson Author – Elizabeth Garrett-Thomas
Grade Level / Subject Area – 3rd grade/ Math
Time Allotted for Lesson – The lesson will require 3 - 5 days (1 hr 15 mins / day).
Short Description of Lesson – The purpose of this lesson is to introduce perimeter to
the group on students. They will use cooperative learning groups to work together.
They will play group learning games, and they will be working on individual learning
activity through a virtual website. They will use PowerPoint to learn the meaning of
the words. They will also become skilled at how to calculate perimeter.
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 playing a game, they are in 4’s. When they are
doing a worksheet, they are in 2’s. 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.
a.
b.
c.
d.
e.
i.
j.
Instructional Objectives –
Students Will Be Able To:
1. Identify the meaning of perimeter,
2. Find the perimeter of squares and rectangles,
3. Identify real life situations where they would need to use perimeter.
4. Work together in a cooperative learning group.
5. Generate individual score reports by completing individualized learning
module on website.
Materials, Resources, and Technology –
i. Computers with internet access
ii. Eggspert
iii. Online Odyssey
iv. Microsoft PowerPoint
v. Students Practice Worksheet
k. Students’ Present Level of Performance and Skills –The students has the adequate
knowledge to complete the lesson. Students must be able to add multiple numbers.
Students must know how to turn on a laptop, log on to the schools networks and get on
Odyssey. They also must also know how to work in classroom teams. The students already
know how to do this from previous lessons.
l. Instructional Procedures – The lesson will begin with a PowerPoint presentation of
the vocabulary words with pictures showing examples of each. The teacher will show
numerous examples on how to find the perimeter of squares and rectangles. Students
will be given a worksheet to find the perimeter of the squares and rectangles. They
will work in cooperative learning pairs. After completion, the whole cooperative team
will get together and they will play a team game with Eggspert (a wireless buzzer
system that allows the kids to buzz in to answer the questions as if it is a game show.)
The students will individually get laptops and complete a perimeter learning module
assignment on Odyssey. An assessment is at the end of the learning module. The results will
be sent to the teachers account. This will give the teacher immediate feedback.
m. Supplemental Activities: Students will have a homework worksheet to take home. They
will also have a worksheet that they will do with their partner.
n. Adaptations for Special Learners – A different learning path can be selected through
Odyssey for students who learn differently. They will be able to have headphones and
listen to the lesson. For students who have a hard time working with others, incentives
will be in place.
o. Assessment –The assessment will be provided through the Odyssey website at the end
of the learning module where an assessment will take place.
p. Student products – Student products will be the results of the Odyssey lesson.
TPACK Analysis
a.
b.
Content (C)
- The definition and introduction of perimeter.
- The definition of length and width.
- Learning how to find the perimeter of a square and rectangle.
Pedagogy (P)
- Vocabulary Teaching – Teacher introduces vocabulary to the students
- Modeling – Teacher shows students how to calculate perimeter.
- Cooperative Group Learning – Teacher allows students to work together on
worksheet to demonstrate knowledge.
- Team Game Show – Students play a review game show to practice finding
answers.
c.
- Individual Assessment – Students will follow an individualized learning practice
module about perimeter with assessment at the end.
Technology (T)
- Students utilize laptops for Odyssey.
- Students view PowerPoint to review vocabulary.
- Students use Eggspert to play a game show.
- Students use Odyssey for online learning module with assessment at the end.
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) –It is important to embrace many types of learning styles. It
also keeps the students engaged at all times. All students are responsible for every part of
the lesson. I have used these different techniques numerous of times and have seen great
success in the results. I have attended several seminars on cooperative learning groups
and the successes of them. It is a researched topic. Cooperative learning allows every
student to have an equally important role, no matter his or her ability levels. The
individualized computer module lessons will give the teacher a detailed individualized
report.
f.
Technology Knowledge (TK) – The technology in the lesson is very successful. I have
been trained in several types of the technology and I have also conducted a Professional
Development on some types of technology used. The Odyssey program is a school wide
initiative that promotes growth in learning through engagement and individual attention.
Complex Interplay
g.
Pedagogical Content Knowledge (PCK) –It is essential to any lesson that a student knows
the meaning of a new word when being introduced to it for the first time. This will break
the confusion before a student looses interest because they do not understand. Mixing
students up into groups based on ability not only challenges the higher end students, but
keeps the lower performing students attention. Group work inspires people to think
differently and to talk things out while they are solving it. They are forced to
communicate the steps and it becomes routine. Students learn the new language by using
it in conversation with each other. They talk to each other and get use to using the
vocabulary. “Students to a large extent learn to speak by speaking. The single greatest
advantage of cooperative learning over traditional classroom organization for the
acquisition of language is the amount of language output allowed per student.” (Kagan,
1995). I have found from personal experience that this is very true.
d.
h.
Technological Content Knowledge (TCK) PowerPoint is used in today’s business’.
Every presentation is presented with a projector and a computer. The early exposure to
this software will get their minds ready for the inevitable. Students also are learning on
the computer. Odyssey provides a mini-lesson as well as an assessment. This is great for
the students who do not learn by just listening and watching the teacher. According to
research, “Experts are at our fingertips, through our keyboards or cell phones, if we know
how to find and connect to them. Content and information are everywhere, not just in
textbooks.” (Richardson, 2008). Students have the ability to practice the newly learned
concept from any computer and this will highly engage every learner. PowerPoint
presents the vocabulary words a way that is going to become very familiar to kids as they
grow older.
i.
Technological Pedagogical Knowledge (TPK) - The technology is used in a group setting
as well. The students will work in teams to answer questions and use buzzers to buzz the
answer in. This is a similar style as Jeopardy. Engagement is key when working with a
group at this age level. The technology will enforce teamwork and cooperation because
they have to share the buzzer and agree on the answer. Based on research, “New tech
tools for visualizing and modeling, especially in the sciences, offer students ways to
experiment and observe phenomenon and to view results in graphic ways that aid in
understanding. And, as an added benefit, with technology tools and a project-learning
approach, students are more likely to stay engaged and on task, reducing behavioral
problems in the classroom.” (Edutopia, 2008). The technology and the team work works
hand in hand and creates a win-win environment.
j.
Technological Pedagogical Content Knowledge (TPACK) Math is an interesting subject
because it can be taught many ways. No matter how you teach it, there is only one right
answer. It’s not always about the road traveled but the final destination. Kids learn
differently. Teamwork builds on this. What might work for one kid might not work for
another. Or one student might introduce something to another student that they never
knew before. The students coach each other. The technology comes in because you can
build individualized lessons based on what the student knows already. The cooperative
learning builds the knowledge and the technology extends it even further. It takes them
on different learning paths but in the same direction. It’s a lot like a personalized practice.
Research stated that, “The report also said student achievement is higher in classes that
use instructional software than in those that do not…If students answer a problem
incorrectly, the program may give them a review session, and afterward, it tests them on a
similar question to gauge whether they've learned the material.” (Smith, 2008). Students
working on problems with no knowledge if it is correct will continue to do the problem
the wrong way. Therefore combining the needed content of perimeter to a cooperative
learning environment with individualized and group technology will provide a
stimulating learning environment for any type of learner.
Edutopia. (2008) Why Integrate Technology into Curriculum? The Reasons are Many.
Retrieved February 17, 2011 from www.edutopia.org/technology-integrationintroduction.
Kagan, S. (1995). We Can Talk: Cooperative Learning in Elementary ESL Classrooms. Retrieved
February 10, 2011 from
http://www.kaganonline.com/free_articles/dr_spencer_kagan/ASK40.pdf.
Richardson, W. (2008) World Without Walls: Learning Well with Others. Retrieved February 10,
2011 from www.edutopia.org/collaboration-age-technology-will-richardson.
Smith, L. (2008). Winning Equation: How Technology Can Help Save Math Education. Retrieved
February 10, 2011 from www.edutopia.org/technology-math-education.