Verizon Thinkfinity Integration Plan

General Information
Name:
Mindy Hintze / District/School or Organization:
Utah Education Network
Subject Area/Topic:
Earth Systems: PlateTectonics / Grade Level(s):
9

Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one or more related Verizon Thinkfinity learning object(s) aligned to the standards.

State or National Standards; 21st Century Skills / Title and URL for one Learning Object
National Geography Standards
·  Standard 7: The Physical Processes That Shape the Patterns of Earth’s Surface
·  Standard 8: The Characteristics and Spatial Distribution of Ecosystems on Earth’s Surface
National Science Education Standards
·  (5-8) Standard C-5: Diversity and adaptations of organisms
·  (5-8) Standard D-1: Structure of the earth system / National Geographic Education Deep-Sea Geysers
http://education.nationalgeographic.com/education/activity/deep-sea-geysers/

Part 2 – Determine instructional elements - Integration

A. Which type of learning object is this? / B. Where will I use this learning object in the instructional cycle? / C. Which instructional strategies will I employ?
Learning Object for Teacher Use
Online (requires a computer)
Offline (no computer required)
Learning Object for Student Use
Online (requires a computer)
Offline (no computer required) / Opening Motivational Activity
Central Focus of Lesson Plan
Research Tool for Students
Closure Activity
Assessment Tool
Remediation Tool
Enrichment Tool / Direct instruction
Indirect instruction
Experiential learning
Independent study
Interactive instruction
Other
Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.
Notes:
Students will watch a short video and use an interactive map online. They will transfer information from the online map to a paper copy.

Part 3 – Plan for student success - Implementation

A. How will I configure my classroom for the learning activity?
Classroom Configuration:
Computers not needed - printable resource
Whole group instruction, using a projector and / or interactive white board
Whole group activity, with small groups using mobile laptops simultaneously
Small group, using classroom computers or mobile laptops as rotating stations
One to one, using classroom computers or mobile laptops as rotating stations
One to one, in a computer lab setting
One to one, with individual student laptops
Other / Notes:
Students will be in groups of 2-3 per computer.
B. How will I manage implementation?
Classroom Management:
General computer rules / procedures
Specific directions for activity
Helping Hands
Other / Notes:
C. What additional considerations will support successful implementation?
Software
Hardware
Supplemental Materials
Other / Notes:
Make a copy of the NG Plate Tectonics – World Map (1 per student).

Part 4 – Develop the student learning activity

A. Learning Activity Description - What will my students do with the learning object(s)?
Students will watch a short video (20 min) and use an interactive map online. After watching the video and using the interactive map, students will indicate on a paper map where in the world hydrotheramal vents are likely to be found.
Students will be able to:
·  define vocabulary terms geysers and hydrothermal vents
·  explain where in the ocean the vents can be found and how the animals who live near them survive
·  analyze a map of plate tectonics to identify where in the world hydrothermal vents are likely to be found
How will this learning activity support students’ development of 21st Century Learning and Innovation Skills (Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration)?
This supports critical thinking skills of understanding, communication and collaboration.
How will this learning activity support students’ acquisition of current, accurate, and up-to-date information or reinforce concepts in core content areas?
Students will e engaged in an activity designed to strengthen their skills in the core content areas of Science and Geography.
B. Differentiation - How will I modify the activity to meet the diverse needs of my students?
Pair struggling student with a higher functioning student.
Allow for Google translate of the website for ELLs.
C. Effectiveness – What indicators do I expect to see / hear from students, which will inform me about the effectiveness of the learning activity?
As students are using the interactive, I will circulate around the room. I expect to see students watching the short video and recording

Part 5 – Consider the bigger picture

How does this learning activity fit within my lesson or unit plan?
NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included.

http://www.thinkfinity.org

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Revised – 4/1/11