Technology ePortfolio

           Throughout the ED609 course I postponed using a website builder as a way to display my assignments. For example, it would have been really nice if I had created a website to display my ASSURE Multimedia Lesson Plan, but instead I resorted to posting it on this blog. Knowing that I did not have much time to complete assignments as I was taking two summer classes and that I am a perfectionist when it comes to formatting (PowerPoint presentations, creating movies in iMovie), creating a website would have been a time consuming, overwhelming task that I was not yet prepared for. It was especially daunting as I had never created a website before; simply choosing a template was difficult enough for me! As my ePortfolio assignment required that I build a website, I thought it would be best to save this learning experience for this particular assignment. After 19 hours of working on my ePortfolio website, starting at 12pm on Sunday afternoon, then pulling an all-nighter and not sleeping until the next morning at 8am, I am proud to say that my Technology ePortfolio is the best that I could possibly imagine it to be. I welcome you to view and peruse my website by clicking on the following link: 

Katrina Quinata - Technology ePortfolio

Importance of Online Safety

          More and more children at younger and younger ages are being exposed to the World Wide Web and its immense amount of information and tools. In a survey that asked participants what Internet devices they used most often, smart phones, tablets and laptops ranked highest among young people (Bridgestock, 2013). From YouTube to Instagram to a web browser on a smartphone, tablet or laptop, accessing the Internet has become second nature to this next generation of students. Although being knowledgeable and capable of navigating through such technology tools are necessary skills for this day and age’s reliance on technology, the familiarity can cause students to be unaware of certain dangers when using the Internet. Students should be educated of certain dangers on the Internet through appropriately chosen discussion and integration of their school’s classroom.
          When on the Internet students can be both the victim as well as the offender of online dangers. Online dangers students need to be aware of include the Fair Use Policy (FUP), Copyright Law, cyber bullying, textual harassment, sexting, pharming and phishing. It is important for students to know about the FUP and Copyright Law as everything on the Internet can easily be downloaded, saved, modified, copied, pasted, uploaded and shared without the proper permission or credit given where due. It is important for students to know the definition, laws and consequences of cyber bullying, textual harassment and sexting as they can play the role of the bully or the victim. It is important for students to know about phishing and pharming as students learn just how informative they should be of personal information and how to validate a website.
          In terms of the FUP and Copyright Law, students are so accustomed to right clicking, saving, highlighting, copying and pasting work on the Internet without giving a second thought about whose work they are using. As students use the Internet more and more as their research tool than an actual library and are being required to do research and presentations, it is important they understand that information on the Internet is the intellectual property of someone somewhere in the world. Just the same way taking something physical from someone else is wrong, taking someone else’s literary works, musical works, dramatic works, choreographic works, pantomimes works, pictorial works, graphical works, sculptural works, motion pictures, other audiovisual works, sound recordings or architectural works from the Internet is just as wrong (U.S. Copyright Law, 2011). Just as teaching students how to cite is important, students should also be taught how to ask for permission when wanting to use something found on the Internet or know when it is acceptable and how to use it without asking for permission.
          With the introduction of the Internet and mobile devices, name calling and teasing that was once isolated to a school courtyard has transformed to name calling and teasing on social media sites and through text messages. With cyber bullying, textual harassment, and sexting, victims have no way of escaping their torment as it follows them home. Bullies may not understand that by putting their hurtful words and posts in digital writing that can go viral so quickly and last forever, can have a more devastating effect on their victims than a name calling in the hallway. Students need to know when they are being bullied or when they are bullying so that both individuals of the situation can receive the necessary help they need.
          In regards to phishing and pharming, students may not be the main targets of such a danger online, but it is always safer for students to be informed. The knowledge they learn in school can be brought home to educate their parents who might not be as technologically educated. The generation of kids today is considered to be in an “over sharing” mode with their constant updates of locations, activities, and interests. Also, with almost everything and anything being purchasable online, it is quite probable that students are borrowing parents’ credit cards to make such purchases. Being too giving of personal information and not being careful if websites are valid when making a payment can place these students in danger of being a victim of identity theft. By being informed of what phishing and pharming are, students can avoid such a danger.
          With all these online dangers, the integration of technology in the classroom is ever important to serve as an opportunity of discussion. To focus on the danger of sexting amongst our students, a possible lesson in a mathematics classroom could include students taking a poll of how many of their peers know what sexting is, creating and analyzing a bar graph that includes variables such as gender and grade, and researching the topic using an electronic device and laptop. I could introduce the poll using an online survey of their responses and demonstrate how to create and analyze a bar graph based on their data using the technology tools they would use. Although middle school students might be considered young for such a discussion, I believe it is better for them to be informed of such a danger before rather than after, especially with the extent of the consequences.
          As students and classrooms increase their use of technology and the Internet, it is increasingly important that teachers discuss the dangers of online behavior whenever integrating technology in the classroom. As educators we must model the behavior we expect from our students, both in class and online. As much as possible while still teaching our content, educators must teach their students about how to ask for permission before taking what is not theirs, to do onto others as they would want them do onto them, and to not be too forthcoming with personal information when online. By doing so, educators are helping to develop their students in being more knowledgeable navigators and consumers of the World Wide Web.

References 

Bridgestock, L. (2013, April 24). Most popular Internet devices for students [Web log post].
          Retrieved from http://www.topuniversities.com/blog/most-popular-internet-devices-students
U.S. Copyright Law, 17 U.S.C. §102 (2011). Retrieved from http://www.copyright.gov/title17
          /92chap1.html#102

Note: Images are Public Domain

Technical Katrina

Making the Technological World Easier with a Couple of Tools in my Belt

As the incorporation of technology in the everyday classroom continues to expand from devices to online tools, awareness of technology tools available for educational use is very important in providing the most optimal learning environment for both students and teachers in the classroom. Whether it be assisting a teacher to make his or her life a bit easier or creating an online environment to hosts online classes, technology tools are great to have in anyone's tool belt. Thus, the following is my personal evaluation of the 8 technology tools—MOODLE, Firefox, Google Apps, LiveBinders, emaze, Rubistar, Cisco WebEx and PowToon—using the following rating scale.

		
Excellent	Acceptable	Unacceptable
I highly recommend	I recommend	I do not recommend

 



 Modular Object-Oriented Dynamic Learning Environment, more commonly referred to as MOODLE, is a learning management system (LMS) that provides a variety of users all over the world a free open-source learning environment online. Since my first semester as an undergraduate, MOODLE has always been the online LMS. Almost five years later and I can honestly say that MOODLE has grown so much in terms of what it can offer as an online classroom. First, as MOODLE is an online LMS platform, it can be accessed from anywhere around the globe. That is, as a student I can enroll in a UOG online class while visiting family in California or as a professor I can teach online courses while doing research in New Mexico. Secondly, the features on MOODLE allow for a great learning experience online. Features include hosting/sharing documents and multimedia files (course syllabus, course schedule, handouts, lecture notes, videos), submitting assignments, grading and providing feedback for assignments, grouping of students into designated groups for the course, notifications to your main email address to always keep you in the loop, messaging with professors and classmates, and posting and replying on discussion forums. Personally I have found the features of MOODLE to be very effective as an online classroom. However, in the very near future, UOG MOODLE classroom will have the ability to include video posting and replying in discussion forums. This new feature will definitely increase the interactivity amongst participants in an online classroom, especially for language courses. Lastly, for all the semesters I have used MOODLE, as both a student enrolled in an online course and as a teaching assistant grading assignments, I have always found it to be very user friendly. From its global accessing, great features and user friendly design, I highly recommend MOODLE as a technology tool and give it three apples!



Mozilla Firefox is one of several Web browsers that has been available for users since its launch in 2004. Firefox has been my go-to Web browser for as long as I can remember, whether it be my personal laptop or another computer that I use. Although I am an avid Apple device user (MacBook, iPhone 5, iPad) and Firefox is associated with Android devices, I find its features to surpass its inability to sync to my preferred mobile devices. One of Firefox’s amazing features include the Do Not Track option that lets third-parties know users choose to opt-out of sending them browsing data. Other features include its ability to customize, available add-ons and address bar capabilities. Its ability to customize allows users to personalize their Web browser window to match their personality and choose what buttons are most important for their unique needs. I personally love how I can easily add my frequented websites onto my toolbar along with their corresponding logo for accessibility. I have not personally used the add-ons feature on my Firefox, but add-ons could include applications such as the weather forecast downloaded onto your Web browser for easy access. Lastly, Firefox’s address bar capabilities include suggestions for what you are searching for based on your history, bookmarks and current browsing tabs. I do have to share that recently Firefox has quit unexpectedly several times on my laptop, and although this might cause other users to be wary and choose another Web browser, the fact that Firefox apologizes and gives me the option to restore all my current browsing tabs, I still choose Firefox over all the others. I have dabbled with other Web browsers throughout my academic years, but my loyalty will remain with Firefox. In my opinion, choosing a Web browser is similar to choosing a search engine—it all depends on the preferences of the user. That being said, I would recommend Firefox as a technology tool and give it two apples!



Google Apps are online collaborating application tools that are completely free and easy to use on any device. Google Apps include Google Classroom, Gmail, Google Docs, Google Sheets, Google Slides, Google Drive, Google Sites, Maps, Blogger and many, many more. Once users create their free Gmail account, they have access to all these free Google applications. Google as a company has definitely always appealed to online users around the world due to its user-friendly graphic design and functionality. Google Docs, Sheets and Slides are an amazing set of applications everyone should learn to use as they are completely online (easy to save and easy to use when on the go), shareable with other Gmail accounts, and most importantly editable by all who have access to them ALL AT THE SAME TIME! This simple ability to edit simultaneously makes the world of a difference and surpasses all the other online sharing tools (i.e. Dropbox). Although Google Apps are very user-friendly, if a user ever finds him or herself in need of some trouble shooting, there is a library of helpful tips online that will come to the rescue. Google Apps have so many positive features that I have yet to find a reason why anyone should not use them. Let me remind you once again that they are all free and all on the Internet! That being said, without hesitation, I would highly recommend Google Apps as a technology tool and give it three apples!



LiveBinders is a digital version of the everyday 3-ring binder we know so well equipped with tabs and so much more! LiveBinders can be very versatile in the classroom, office and at home. Features of LiveBinders are limited based on the type of account a user chooses. As a free user, one can upload as many as 10 Binders, have 2 levels of sub tabs, storage up to 100MB and file size uploads no more than 5MB. Although the free account does not allow private uploads, there are options to restrict who can view Binders using an access code as well as preventing viewers to download contents on your Binders. Besides its ability to to be a digital copy of your paper binder and accessible wherever there is Internet, LiveBinders is a great tool for organizing digital resources such as PDF documents, cloud documents, websites, YouTube videos, educational online games, and Pinterest boards, to name a few. Users can insert a website link into a Binder, but certain websites do have limitations and can only be viewed in its own browser window, not within LiveBinders. Nonetheless, LiveBinders keeps all those digital resources in one place without having to remember the URL of the website or finding that one graphic organizer handout in a pile of papers. Also, users are able to customize how their Binders appear, such as coloring options for specific tabs, layout of content of each tab and format of the Binder itself (horizontal or vertical tabs). LiveBinders is a great education tool and every educator should definitely use it in his or her classroom, but since all the features are not entirely free, I would recommend it as a technology tool and give it two apples.



Emaze is an online presentation software that gives an entire face lift to what we used to refer to as digital presentations. Emaze actually makes listening to a presentation enjoyable! Emaze provides different plans users may sign up for based on their presentation needs. All plans include beautifully designed templates equipped with animations, transitions and 3D and HD backgrounds all accessible through the Internet. Features may differ in terms of collaboration amongst users, visibility, ability to download presentations to view offline, and ability to change or create templates in terms of fonts, colors and backgrounds. As an average person who creates a presentation now and then, I find the free account to be sufficient. The created templates allow me to spend less time on the delivery of the presentation and more time on the content of the presentation. Emaze includes formatting tools such as text, image, media, shape and chart that are very user-friendly. Inserting videos into emaze is especially easy to do as users only need to insert the URL; gone are the days of struggling to get your video in your presentation to play.  Overall, emaze is the latest and greatest presentation software that I highly recommend as a technology tool and give it three apples!



Rubistar is an online tool that allows teachers to find, create and save rubrics for free. Rubistar provides assistance in categories such as oral projects, multimedia, math, writing, products, reading, art, work skills, science and music by suggesting category names and breakdown of each criteria. Although the graphic design of Rubistar is not entirely appealing (pink, white and red does not seem a professional choice of colors), navigation on the website tool is very straight forward. Rubistar is offered in both the English and Spanish language. A limitation of Rubistar is that there is a 40-minute expiration time that users must be aware of before data can no longer be saved. As long as users submit their rubric before the expiration time, users can continue work on their rubric in editing mode. Once rubrics are ready to be used, they are one click away from being handout ready. As rubrics are a very vital component in students’ evaluation of their work and teachers vary in their approach to using and creating rubrics, I recommend Rubistar as a technology tool and give it two apples.  



Cisco Webex is a web conferencing tool available for free or purchased for more unique and specific web conferencing needs. Selecting WebEx Meetings Free, users are allowed up to three participants, one host, VoIP audio connection, video streaming, sharing of desktop, whiteboard and documents, collaboration tools such as commenting, annotating and chatting, recording of meetings and Active Speaker that informs participants who is speaking. When using the screen sharing feature, participants are able to let other participants have access and control of their computer files. This can be very helpful when troubleshooting, but users must be very cautious when allowing this feature as others have access to and can make definite changes to computer files when given this ability. WebEx software was very easy and quick to download. Once downloaded, meetings are accessed using any Web browser. In comparison to other web conferencing tools, WebEx Meetings appears very professional and sleek with its crisp white and grey color choices and sleek format. Given that WebEx Meetings is limited to how many participants are allowed and that there are other web conferencing tools that are just as user-friendly, free, and allowing more than three participants, I would recommend WebEx as a technology tool and give it two apples. 



 PowToon is an online video animation and presentation software that is available for free or purchased to access certain upgraded features. Users can select templates either as an existing style or create one from scratch. PowToon allows users to access its library of animations, texts, and sounds, to insert videos from computer or directly from YouTube, and to decide how animation will enter, leave, and act during each scene. Once a PowToon is created, it can be accessed as either a video download or as a YouTube video. As PowToon is a combination of video animation and presentation software, users will need to set aside time to familiarize themselves with how to use its functions. PowToon provides several video tutorials online for users to access if ever they need assistance. PowToon's approach to capture audiences of all ages with its engaging and appealing use of animation will definitely be a plus both inside and outside of the classroom. I have spent little time on PowToon, but as I familiarize myself with the software, I definitely plan on using this technology tool in my future classroom and for personal use. As PowToon is one of many online presentation tools and that educators may vary in their ability to use its certain features, I would recommend PowToon as a technology tool and give it two apples.

Assistive Technology for Inside and Outside of the Classroom

          In today’s age, technology has become so common both inside and outside of the classroom. Generally to educators and students, technology may include a computer, projector, smart phone, the Internet, educational online games, web conferencing tools, and software programs, such as Microsoft Word, PowerPoint and Excel, among many other things. Although these technology tools are common, as an educator of a mainstream classroom, some technology tools are less known that would benefit our students with disabilities. Assistive technology (AT) includes equipment, such as devices, or services that help compensate for an individual’s disability (Smith & Tyler, 2010). Through the use of AT, students are able to gain independence inside and outside of the classroom.

Susanna Sweeney-Martini

          A goal for any student, with or without disabilities, is to learn the skills and know how to access tools and resources in order to live independently. Since students with disabilities face more challenges in their everyday lives, AT can assist students in gaining independence inside the classroom. In terms of a class lesson, AT could be used as an accommodation for students who face hearing, communication, and writing challenges. For example, a student with a hearing problem can gain independence in their learning by having an FM transmission placed on their desk instead of relying on a nearby classmate to inform him or her what the teacher is saying. In the video Assistive Technology: Enabling Dreams (2010), a student uses his identified switch site (his eyebrows) in order to communicate to a computer what he wants the computer to communicate to those around him. Another example of the use of AT in this video is when Susanna Sweeney-Martini shares that she uses a computer and voice recognition software program in order to write her college essays. Susanna shares, “Assistive technology is the major foundation of my life. Without it I could not exist as I am today” (Edutopia, 2010). The use of AT to assist students in the areas of hearing, communicating and writing is a very small set of examples of the opportunities AT offers for students with disabilities in the classroom. It is apparent though that for these particular barriers discussed, AT has allowed Susanna Sweeney-Martini as well as many other students to be as independent as they possibly can be in the classroom.

Lukas Bratcher

          Another goal for any student, but specifically students with disabilities, is to assist them in finding their purpose in life when they graduate from high school or from an institute of higher education. This may include equipping and preparing students with the correct AT to allow for independence in their daily lives or workplace or using an AT to help them find their passion. Although it may not seem technological, adjustments in the workplace for a person who uses a wheelchair, such as Susanna, may include the ability to adjust her desk in her work area to allow her wheelchair to flow in and out. This would be a small service in her workplace that would allow her to work independently and comfortably. Lukas Bratcher, another student featured in Assistive Technology: Enabling Dreams (2010), is a prime example of how an AT, an adjustment to his musical instrument, has allowed him to develop and feed his passion for music. This AT has opened a door for Lukas not just to independently explore his passion, but also the opportunity to make a future career out of his passion, such as offering music lessons. AT is not restricted for just the classroom. It is also necessary outside of the classroom for students to gain independence, whether it is finding a job or finding their passion.

          More than ever are we pushing our students with disabilities to live as much of an independent life as they possibly can. AT allows them to do so both inside and outside of the classroom. A girl with Cerebral Palsy using an AT to assist her in standing by herself one minute longer than she did before is one step towards her independence just as Susanna uses a recording software program on her computer to assist her in writing her latest college essay. Just as the degree of independence an AT offers a student varies as each student’s needs and degree of disability varies, it is clear to see that AT allows all students the opportunity to be one step closer towards independence.

 GSAT provides assistive technology–related services to the Guam community to help children and adults with disabilities live productive, independent, and quality lives.

References

Smith, D. D., & Tyler, N. C. (2010). Introduction to special education: Making a difference. Upper  

          Saddle River, NJ: Pearson Education, Inc.

Edutopia. (2010, July 28). Assistive technology: Enabling dreams [Video file]. Retrieved from
          http://www.edutopia.org/assistive-technology-enabling-dreams-video

ASSURE Multimedia Lesson Plan: Setting the Bar on Breakfast Cereals

ASSURE Model Instructional Plan

Lesson Title: Setting the Bar on Breakfast Cereals

Grade Level: Grade 6

Lesson Length: 60-minute period

Analyze Learners

Learners’ general characteristics: The lesson is designed for Grade 6 students at Inarajan Middle School. The percentage of students in this school that are on the Free & Reduced Lunch program is 74%. Ethnicities of this school include Chamorro (82%), Pacific Islander (12%), Filipino (2%), CNMI (2%), White (1%) and Other (1%). Class is comprised of 15 students: 6 male students and 9 female students. Age ranges from 11 to 12-years-old. There are 5 ESL follow-up students and 2 ESL students currently going through consultation. Four students have listed Chamorro as their first language while 3 have listed Chuukese as their first language. Academic abilities and learning styles vary. Entry characteristics:  The students in this class are familiar with accessing the Internet on a computer and can identify a nutrition label. Students have experience with cooperative learning groups. However, students will be creating a bar graph for the first time on the Internet. Learning styles: (estimate % of students) ·      Visual: 30% ·      Auditory: 30% ·       Kinesthetic: 40%

State Objectives

The following are the Common Core Standards for Mathematics this lesson will address: CCSS.Math.Content.6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. CCSS.Math.Content.6.SP.B.5 Summarize numerical data sets in relation to their context, such as by: CCSS.Math.Content.6.SP.B.5.a Reporting the number of observations. CCSS.Math.Content.6.SP.B.5.b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Objective 1: Students will be able to differentiate between healthy and unhealthy breakfast cereals 2 out of 3 times by analyzing bar graphs of the amount of salt, fat and sugar of breakfast cereals. Objective 2: Students will be able to describe at least 5 of the 6 different parts of a nutrition label using a provided sample nutrition label as a guide.

Select Methods, Media, and Materials

Methods: Cooperative Learning Groups Materials: Images of breakfast cereals with corresponding nutrition label 1.    Cinnamon Toast Crunch 2.   Honey Nut Cheerios 3.   Total 4.   Frosted Flakes 5.    Special K 6.   Raisin Bran Computer (mobile cart) Computer and Projector Printer Internet Handouts ·      Rate Your Cereal ·      Questions Sheet ·      Advance Organizer ·      Data Collection Sheet Media: YouTube Video The Nutrition Facts Label: Look for It and Use It! Bar Graph Review Online Math Tool Make Your Own Bar Graph Digital Presentation (E-maze)

Utilize Media, Materials, and Methods

Prepare the Materials: With the assistance of the librarian, the mobile cart of laptop computers (need 5-10 laptop computers) will have access to the Internet, Adobe Flash Player installed (need this for students to create bar graph) and charged. Make sure all handouts are photocopied with a few extra. Prepare the Environment: Desks are to be arranged into groups of 3-4 to allow for small group work. Groups will not be given a computer laptop until data collection is complete and verified. Prepare the Learner: Students were introduced to the purpose and characteristics of a bar graph prior to this lesson. Students can refer to notes or the Bar Graph Review sheet as needed. Methods: Cooperative Learning Groups Students will be placed into groups of three (3). Each member will be given a role: recorder, researcher, and fact checker (double-checker)/speaker. Each role will be alternated as the group collects data for the next cereal so that each member has an opportunity to be in each role. Materials: Images of breakfast cereals with corresponding nutrition label Students will use the images for discussion and to collect sugar, salt and fat information 1.  Cinnamon Toast Crunch 2.  Honey Nut Cheerios 3.  Total 4. Frosted Flakes 5. Special K 6. Raisin Bran Computer (mobile cart) Students will be placed into groups of three and create a bar graph on the Internet comparing the salt, fat and sugar of all three breakfast cereals (one graph comparing the salt, one graph comparing the fat, one graph comparing the sugar) Computer and Projector This will be used by the teacher to show the YouTube video and image steps for students to follow when creating their graphs Printer This will be used to create a hard copy of each group’s three graphs. Internet Teacher will use this to access the YouTube video. Students will use this to access the website where they will create and print their graphs. Handouts ·      Rate Your Cereal: This will be used as an introduction to the lessons. Students will rank cereals from favorite cereal to least favorite cereal. They will refer back to this sheet at the end of class to see if they will change their ranking. ·      Questions Worksheet: Students will have to answer a set of questions in regards to their graphs to achieve Objective 1 ·      Advance Organizer: Students will use this graphic organizer to identify the different parts of a Nutrition Facts label and write notes for each part ·      Data Collection Sheet: Students will use this to record their data for each of their cereals. Media: YouTube Video The Nutrition Facts Label: Look for It and Use It! This video will give an explanation of the six different parts of a Nutrition Facts label to review students where to find the salt, fat and sugar for their breakfast cereals. Online Math Tool Make Your Own Bar Graph Softschools.com offers a grade level appropriate way for students to create a bar graph. Is not too tech or language heavy. Students will use these bar graphs to complete Question Worksheet. E-maze Presentation This presentation will include the YouTube video and will then explain the steps for how to input data onto the website tool. Bar Graph Review A quick review website for students who need to recall the parts of a bar graph and why it is important.

Require Learner Participation
Time	Lesson	Notes
10 minutes	Open: How will you start lesson –write what you will say, do, and how you will do.
2 minutes	Introduction of class topic and objectives	Write objectives on board Have students read the objectives out loud
8 minutes	Have students get into groups of three (3) according to abilities. Rate Your Cereal Activity: This activity will introduce the topic. Each group will be given images of three different breakfast cereals (kid friendly, popular, healthy) with its corresponding Nutrition Facts label. Based on the images, students will complete the “Rate Your Cereal” sheet in terms of favorite and least favorite. Students will return to this sheet at the end of class and rate the cereals based on the information they gather during the lesson. Give students 3 minutes to share how they decided on their ranking with their group. Make sure to remind them when the next member should start sharing. After three minutes, have one or two students share their ranking with the whole class.
43 minutes	Class Activity: Clear, detailed, steps with examples of what you might ask, say do and how you will do.
3 minutes	Learning About the Nutrition Facts Label: Groups will now be given a few minutes to examine the Nutrition Facts Label on their breakfast cereals. They will be asked to list three things the label tells them about the cereal. Based on their responses, lead them into showing the YouTube video.	Use scratch paper
10 minutes	YouTube Video “The Nutrition Facts Label: Look for It and Use It!”: The video will explain the six (6) different parts of a Nutrition Facts label. Students will be given prior to the video an advance organizer that will help them identify and write notes of the different parts (see advance organizer). This will be done individually. Have groups spend three (3) minutes recapping what each member wrote down. Then have each group share one part of the label and give a brief description. This activity will transition students into being able to identify the salt, fat and sugar amount of each of their cereals.	Objective 2 is met
5 minutes	Salt, Fat & Sugar Data Collection: Students will now collect the data on the amount of salt, fat and sugar found in each of their cereals. They will record their data in a given table on the Data Collection Sheet. Students must be reminded to switch roles. Once groups are done with their data collection, they will be given a computer laptop to create their bar graphs.	Double check data collections
15 minutes	Creating and Analyzing Bar Graphs: Groups will access Make Your Own Bar Graph on the Internet to create bar graphs comparing the amount of salt, amount of fat, and amount of sugar between their three cereals. Groups will print their bar graphs using the printer. Students will have a visual aide of directions on how to create a bar graph using this online tool and can refer to notes and website for further review.	Remind students to first get approval before they print their graphs
10 minutes	Question Sheet: Once groups have their graphs, they will proceed to answer the questions given to them on the Questions Sheet. Students will be able to differentiate between healthy and not so healthy breakfast cereals. Groups will be asked to share their answers for the questions.	Objective 1 should be met *Need to find better names for these handouts
7 minutes	Closure Whole class is engaged in a summary that ties together the purpose/meaning and concepts learned from activity – need to see you encouraging students to use the data they found to support their statements.
7 minutes	Rating Your Cereal Again: Students will be given the opportunity to rank their cereals from favorite to least favorite again seeing if the data they collected had any affect on how they view their cereals. Students will discuss their thoughts

Evaluate and Revise

Student Performance: ·      Student/Group performance will be evaluated on how well they worked with their peers throughout the lesson. ·      Group bar graphs will be graded using the following rubric. ·      Group’s Question Sheet will be evaluated using a teacher prepare answer key as the breakfast cereals can vary. Media Effectiveness: ·      Was the YouTube video an appropriate choice? Were students interested and engaged? ·      Was the online tool to create the bar graphs easy to use for all students? ·      Did the Question sheet get students critically thinking? ·      Did students’ opinions change about the cereals they found to be their favorite although it was found to be unhealthy? ·      Were students familiar with the selection of breakfast cereals? Did this affect their ranking or does this demonstrate the eating habits of the students? Instructor Performance: ·      Did the lesson run smoothly? Was it well planned (timing)? ·      How did the students respond to the lesson (interested, engaged, bored, etc.)? ·      Were the learning objectives met? ·       What are some improvements?

Rubric for Creating a Bar Graph

Category	4	3	2	1
Title	Title clearly relates to the information being graphed. It is printed at the top of the graph.	Title relates to the information being graphed and is printed at the top of the graph.	A title is present at the top of the graph.	A title is not present.
Labels	Labels are neat and clear and accurately describe the information presented.	Labels are clear and describe the information presented.	The labels are present, but may not describe the information.	Labels are not present
Units	All units are described and are appropriately sized for the data set.	Most units are described and are appropriately sized for the data set.	All units are described, but are not appropriately sized for the data set.	Units are neither described NOR appropriately sized for the data set.
Accuracy of Bars	All bars are correct size and are easy to use.	All bars are correct size and are easy to see.	All bars are correct size.	Bars are not correct OR extra bars were included.