Emerging Tech Proposal

Emerging Technology Unit: Our Land We Share
Jule Peterson
University of Alaska Southeast
Classroom Research EDET678
Dr. Virgil Fredenberg, Ph.D.
July 28, 2017

The following unit is a sample lesson of how students can use digital portfolios to enhance their learning. My proposal is for new
tablets or Ipads in the range of $199.00 to $299.00. These tools are essential for integrating student-centered learning and
accountability. Students can use apps like SeeSaw to keep a portfolio of their learning, communicate with their parents, and document
projects. The districts vision is to create:
1. Relevant, innovative, and engaging learning opportunities;
2. Clear goals and high expectations;
3. Opportunities for collaboration among students, parents, staff, and community using an active
outreach to stakeholders.
Digital portfolios can begin in the Kindergarten years and follow students through their senior year. It also enables students to clearly
articulate their work with video and audio capabilities. Students, teachers, and parents can all communicate on one simple, accessible,
app. These opportunities are available for all students with support from the district to have properly running tablets in each
classroom. Additionally, it is our duty as educators to teach our students responsible and healthy technology habits. By incorporating
technology in the classroom we can teach about digital citizenship. Likewise, we are providing students opportunities to engage in
technology in an otherwise unlikely methods. Below is a sample lesson of how I would use the tablets to record and document
students interdisciplinary learning.

Stage 1 Desired Results
ESTABLISHED GOALS Transfer
Students will be able to demonstrate Students will be able to independently use their learning to
understanding of cultures living in the same Identify and discuss various similarities and differences between they live in their bioregion and
geographic location by creating a visual art the way indigenous tribes live in that same bioregion.
presentation. Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Standards: Students will understand that 1) What are the characteristics of the
ALASKA GEOGRAPHY STANDARD B: We can live in the same bioregion and use the region I live in?
A student should be able to utilize, analyze, land and its resources for various reasons 2) How do I use resources from the land
and explain information about the human and depending on our culture. and how does this compare to the
physical features of places and regions. Tlingit traditions and customs?
3) relate how people create similarities
and differences among places; Acquisition
4) discuss how and why groups and Students will know Students will be skilled at
individuals identify with places;
The land features and resources that are Be skilled at understanding and showing
found around the land where they live. They appreciation for where they live, how they
will understand the traditional lifestyle in the interact with the land, and how the Tlingit
ALASKA ARTS STANDARD bioregion and how that compares or contrasts community uses the land and resources.
VA:CR1a-2 to their own.
Collaboratively brainstorm multiple
approaches to an art or design problem
VA:CR2a-2
Experiment with various materials, tools, and
approaches (such as using elements and
principles of design, applying artistic ideas
from diverse cultures, etc.) to explore
personal interests in a work of art or design.
VA:CR3a-2
With peers, discuss and reflect about choices
made in creating artwork.
ISTE standard 6:
Creative Communicator
6a Students choose the appropriate
platforms and tools for meeting the
desired objectives of their creation or
communication.
Stage 2 - Evidence
Evaluative Criteria Assessment Evidence
Projects must be: PERFORMANCE TASK(S):
neat and organized Students will be given a few options for demonstrating learning:
have a clear purpose 1) scale model in a shoe box
applicable to the real world 2) writing (poetry, descriptive, narrative)
use technology to document 3) art project
4) digital project
5) any other idea
They will use a self-assessment rubric to score themselves.
can students answer the essential questions? OTHER EVIDENCE:

What is culture? My formative assessments will be digital formats like Kahoot and GoNoodle. GoNoodle has a
How do you live in this bioregion? program that allows me to insert my own review questions and students do physical activity
How do other cultures, such as Tlingits, live in while answering the questions and moving up levels.
this bioregion?
How do they compare and contrast? I will do exit tickets asking questions such as,
What does bioregion mean in your own words? or draw a picture of your bioregion.
How do you use the land?
How do traditional Tlingits use the land?
Stage 3 Learning Plan

Summary of Key Learning Events and Instruction
Day 1:
Step 1: Ask students to look outside and observe what they see. Call on a few students to share. (2 minutes) Tell students what they are looking
at is their bioregion. Bioregion is the area where you live. As teacher explains bioregion, connect a motion to the word and then have students
repeat word and motion. Ask students to share with a partner what bioregion means (while using motion).
Step 2: Tell students that they are going to be biologists (or use scientists) to explore their bioregion. Discuss a few rules that biologists follow:
Respectful to nature and friends
Kind and caring
Only pick up what he/she can carry
Step 3: Go on a nature walk outside. Give each student a paper lunch bag or small container and tell them they can choose a few items from
their bioregion to collect. (15 minutes)
Step 4: Once back inside students can do a quick show and tell with the class or a small group. Students will keep items in a safe place with name
and refer back to it during the lesson.
Step 5: Form a circle and teacher will model how he/she uses different items from nature in their own life or community.
I use wood to make fires in my house, in the woods, or on the beach. I found rocks that I ride my bike on. The leaves represent the
berries that grow and we eat in the summer. The branches are for harvesting herring during herring season.
Let students share items from their bag and how they use them in their own life. (20 minutes)
Day 2
Step 5: Invite an Elder in to tell a story about the land and explain with students how they life off the land and its resources.
Step 6: Do a follow-up of the presentation by having students create a painting (using sticks, leaves, moss, and seaweed) to illustrate how
Tlingits live off of the land. They will take a photo of this and upload it to Seesaw.
Day 3:
Step 7: Do a quick formative assessment by playing Tlingit traditional song and asking students to (as a whole class) move to the music. When
the music stops they must find a partner and tell them a way that Tlingits live off of the land. Another variation would be when the music stops
they must strike a pose that represents something Tlingits use from the land.
Step 8: Introduce performance project--
You may do any art or digital art project you wish. Some examples are a shoebox model, an art painting, a PowerPoint, a drawing on the Ipad,
an interview/audio voice recorder, a short movie, puppet show, or another idea to tell a Kindergarten how you live off the land in Sitka and how
that is similar or different to how traditional Tlingits live off the land.
Students will have 45 minutes to brainstorm and conference with teacher their idea. Students will get 40 minutes to work on project and will be
expected to do some at home if not finished in class.
Step 9: Students will upload their projects to SeeSaw with and recording describing their project.
Performance Assessment:
Thetitleofmyproject________________________
Name______________________
Inonesentencewhatistheprojectyou
created?_______________________________________________________________________________________
______________________________________________________________________________________________
__________
Excelling Developing Needs

Improvement

Score
Icanshowor Icandescribe Icandescribe Icandescribe

explainthe 8ormore 6to7features 5orless
landwhereI featuresabout abouttheland featuresabout
live thelandwhere whereIlive. thelandwhere
Ilive. Ilive.
Icanidentify Ihaveshownor Ihaveshownor Ihaveshownor

similarities described10or described8to described8to
and more 9similaritiesor 9similaritiesor
differences similaritiesor differences. differences.
ofmylifeto differences.
traditional
life.
Myprojectis Allwordsare Mostwordsare Wordsare

organizedand spelled spelled spelledwrong
thoughtful correctly. correctly. anditisnot
Itismybest, Therearesome organizedand
neatwork. messyparts. thoughtful

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Emerging Technology Unit: Our Land We Share

University of Alaska Southeast

Classroom Research EDET678

Dr. Virgil Fredenberg, Ph.D.

July 28, 2017

projects. The districts vision is to create:

1. Relevant, innovative, and engaging learning opportunities;

2. Clear goals and high expectations;

students interdisciplinary learning.

can students answer the essential questions? OTHER EVIDENCE:

How do you use the land?

How do traditional Tlingits use the land?

Stage 3 Learning Plan

Excelling Developing Needs

Icanshowor Icandescribe Icandescribe Icandescribe

Icanidentify Ihaveshownor Ihaveshownor Ihaveshownor

Myprojectis Allwordsare Mostwordsare Wordsare

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