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 * Technology Facilitator Lesson Collaboration Form **
 * Lesson Summary: ** Mrs. H and classroom teachers will build review games for mathematics concepts. This will take approximately 2 class computer lab periods beginning week of October 24 and will continue week of November 7. This will serve as the first lesson where the teacher and tech facilitator are co-teaching during scheduled computer lab class times. Each class is pairing with another class to develop question sets for one of four topics. The classes will view examples of websites that already have questions generated for these topics. Copyright issues will be covered. (Can we copy these questions and use them as our own? Why is this wrong? Is it okay to get ideas from them?) Using a rubric as a guide, students will create questions for their group and then gather together in a cooperative learning group to evaluate and share their questions. Students will word process their questions using Word, possibly placing them on a wiki or on wallwisher.com.

Other information:
 * Classes || Topics for use in creating questions ||
 * Doss/Washington || Place value ||
 * Hart/Wiggins || Patterns ||
 * Roy/Olmstead || Temperature ||
 * Poole/Dutton || Graphing ||

Questions for Rubric: 1. Can you solve your problem? 2. Is your problem written in kid friendly terms? 3. Is your question a word problem? 4. Are your words spelled correctly? 5. Is your question a “just right” question about your topic? 6. Did you write your question using your own words?

Cooperative Learning Group Roles 1. Quality Control – make sure everyone uses the rubric to evaluate questions. 2. Time Keeper- make sure we are using our time wisely and finishing within time given. 3. Print Master- make sure everyone has printed and is responsible for turning in group’s papers. 4. Key Master – makes sure problems can be solved and make sure each person has worked out his/her own problem before turning it in to the Print Master. (1 and 2 can be combined if working in groups of 3)

2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. __ 2.NBT.4. __ Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. __ 2.MD.10. __ Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problemsusing information presented in a bar graph.
 * ** Content Objectives: **
 * Mathematics CCS **
 * Math SCoS **** Objectives **
 * 5.01 ** Identify, describe, translate, and extend repeating and growing patterns.
 * 2.01 ** 2.01 Estimate and measure using appropriate units. B. Temperature (Fahrenheit)


 * Information Technology Essential Standards **
 * 2.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. **

2.TT.1.1Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). 2.TT.1.2Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 2.TT.1.3Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration t ools, etc.).

2.SE.1.1Use technology hardware and software responsibly. 2.SE.1.3Use simple citation rules for print and electronic resources. ||
 * 2.SE.1 Understand issues related to the safe, ethical, and responsible use of information and technology resources. **
 * Teacher Role in Lesson**
 * Teacher Role in Lesson**


 * Before:** Teacher will have taught concepts of place value, patterns, temperature, and graphing during class times. Teachers will have covered solving word problems and writing complete sentences. Teachers helped develop rubric and topics during grade level planning held Oct. 4, 2011.


 * During:** Teacher will create cooperative learning groups of 3 to 4 students and supply list to Mrs. Hollingsworth; Teacher will also help facilitate lesson in lab by aiding in describing the task to the class, help ensure they are forming just right questions, guiding groups to stick to topic, use rubric, and check questions. Teacher will facilitate sharing of questions in lab.

After: Teacher will allow students to play review games created by other classes. They can also use the rubric to review questions within games. Teacher will discuss in classroom co-teaching opportunity with Mrs. Hollingsworth. Teacher will use created wiki page/resource page to access games and allow students opportunity to access and use wiki page/resource page. ||
 * **Technology Facilitator Role**


 * Before:** Plan with teachers at grade level planning. Find at least 3 to 4 websites that have good questions pertaining to the topics above. She will create a link on either the school website or a technology wiki page so that students can easily access web links. She will also recruit Mrs. O’Quinn to give a “problem based” learning statement and produce a clip to share with the class depicting the need for the project.


 * During:** Mrs. H will cover the reason for the project by sharing the clip. She will introduce the class to the Super 3 framework for problem solving. She will work with the class to evaluate questions in a whole group setting (reviewing one website as a class, with the rubric). She will discuss what makes a good question versus a not so good question (use rubric), discuss roles within the cooperative learning group, facilitate use of website for reference point (and copyright adherence) and typing of questions using Word for game. Some students might post their questions on Wallwisher.com as well.

Global awareness-working collaboratively with individuals Critical thinking and problem solving-exercising reasoning in understanding (using rubric) Communication-articulating thoughts clearly (forming questions and sharing) Information Skills-creating effective written/multimedia communication; analyzing and accessing information in a variety of forms and media Creativity-demonstrating originality Collaboration-working effectively with team and being helpful ICT Literacy-using technology to attain and use 21st century skills || We ended up using question stems to build one big game. We did evaluate the websites which was very helpful. This was an excellent lesson to teach website evaluation and reliability as well as basic copyright rules. Mrs. O’Quinn was unable to do the introduction but the students had fun creating questions regardless. ||
 * After:** Mrs. H will build games using review questions created by class. She will then place the games on the same page as the student links for other teachers to see. She will follow up with the classroom teachers to ensure students are successful in playing the games. ||
 * **21st Century Content**
 * **Reflection**

Website Resources – I tried to pick sites that were not in game format. I hope to guide them to see the need to build a game that is enjoyable and practical as well. These are the sites I will be using with the students. We might evaluate one site together before we work on our own topics.

Most all topics [] [|**http://www.ixl.com/math/grade-2**]

Place Value [] []

Graphing []

Temperature, patterns, and more (more standardized test questions) [] [] [] (examples of questions)