6-2 Activity:

Lesson 1

1. Genre: Math
2. Grade level: 9-12
3. Link to lesson: http://blnds.co/1hqdvlk
4. Short overview of lesson (2–4 sentences in your own words) The lesson intro
5. Lesson objectives: TLW use the Pythagorean Theorem and its

Converse. For the students to understand and apply the Pythagorean theorem and its converse to triangles to solve mathematical and contextual problems in two- or three-dimensional situations.

6. What was the procedure? The students are to use an ipad and use the

following  link  (http://www.padlet.com) post questions/comments second is to place work in a class blog for all to see, similar to this class. Last use Facebook to post content related questions and comments.

7. What level was activity? Entry – Transformation. This is an activity that is designed around ninth through twelve graders.
8. What level were the characteristics of learning environment? Active – Goal Directed:  The learning environment was set up to engage students through an excising pedagogy while using technology to scaffold learning.
9. What technology was used? (Provide link to tool if applicable): I pad, and the following links:

http://www.padlet.co

http://blnds.co/1hqdvlk

Bell Ringer:  Set of 3 Pythagorean theorem practice problems using http://www.socrative.com

Pythagorean Theorem Video:  http://www.teachertube.com/viewVideo.php?video_id=31257

10. Is the lesson age-appropriate? Why or why not?
11. Reflection on the lesson (guiding questions)
1. Was technology integration forced or seamless?

The lesson was provided with technology that could be used and was used in a process that was easy to follow. I believe students would flow fairly effertless through the lesson.

2. Does this lesson look difficult to replicate?

The lesson could be used in other subjects; you would just have to plug in new content with associated links curved toward subject area.

3. Would you be willing to try this in a classroom? Yes, it is an easy lesson to set up and try. I would use the lesson and changes, as I needed depending on student engagement.
4. Do you feel this was an accurate example of integrated technology?
1. The lesson notes standards as well questions and objection that are inline with one another.  So yes, I believe integration of technology was achieved and supports curriculum
2. Reflecting on my own education, I always questioned why I was learning a particular task or exercise. The question how is this relevant to future use? Students today are wondering the same thing. With todays technology it is fairly easy to apply “real world” exercises. I have suggested the following sights to visit and possibly use in this lesson.
1. The Pythagorean Theorem and Special Right Triangles - Math
2. Pythagoras in the Real-World - Columbus Regional Mathematics ...
3. Uses of the Pythagoras Theorem in Real Life Scenarios for Middle ...

Lesson 2

1. Genre: Biology
2. Grade level: 9-12
3. Link to lesson: http://blnds.co/16KpFmE
4. Short overview of lesson (2–4 sentences in your own words)
5. Lesson objectives: Determine the probability of a particular trait in an offspring based on the genotype of the parents and the particular mode of inheritance.

Apply pedigree data to interpret various modes of genetic inheritance.

6. What was the procedure? Gaining the knowledge of the subject through provided links and elaborate through group discussion on research. Then being able to apply the knowledge, using available quiz and worksheets with provide online links. The use of the class blog was a great way for the students to share work, communicate with teacher, parents and other students.
7. What level was activity? Entry – Transformation: The level of the lesson began at entry-level research on inheritance pattern. The lesson then transformed as the students gained knowledge through analyzing and collaboration using a blog and d Facebook.
8. What level were the characteristics of learning environment? Active – Goal Directed: The lesson was supported with online active research. As the students participated in online activities, the teacher was evaluating students using and question answer and student discussions, which is all appropriate and user-friendly to grades 9-12.
9. What technology was used? (Provide link to tool if applicable)

http://anthro.palomar.edu/mendel/mendel_1.htm

http://www.uvm.edu/~cgep/Education/Inheritance2.html

http://www.youtube.com/watch?v=v0lAW1s67EY  

http://quizlet.com/10055413/ch11-complex-inheritance-human-heredity-flash-http://www.biologycorner.com/worksheets/genetics_advanced_problems.html

http://www.quia.com/quiz/806830.html

http://vital.cs.ohiou.edu/steamwebsite/downloads/FurryFamily

http://anthro.palomar.edu/mendel/quizzes/mendqui2.htm

http://www.biologycorner.com/worksheets/genetics_xlinked.html

http://biologycorner.com/worksheets/genetics_codominance.html

http://www.youtube.com/watch?v=Wuk0W10EveU&feature=youtu.be

http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/bio%20101/Bio%2

http://highered.mcgraw- 

http://virtuallabs.stanford.edu/life/pedigree.swf

http://www.zerobio.com/drag_gr11/pedigree/pedigree1.htm

http://biologycorner.com/worksheets/genetics_project.html#.Ubi3KIKOy70

https://en.wikipedia.org/wiki/Genetic_engineering

http://www.buzzle.com/articles/genetically-modified-organisms-pros-and-cons.html

http://www.biotech.iastate.edu/biotech_info_series/bio11.html#anchor98393

10. Is the lesson age-appropriate? Why or why not? The lessons were built around state standards that were built on the intended age group. The links provided were hand picked by the instructor for the appropriate age group, so the lesson was age-appropriate.
11. Reflection on the lesson (guiding questions)
1. Was technology integration forced or seamless?

1. The technology was introduced and designed with a seamless and gradual approach. The first section of the lesson was picked with the intent for the learner to obtain a clear understanding on carried traits due to parent’s genetics.

2. Does this lesson look difficult to replicate? I feel it would be fairly painless to delete and input new data and assessment tools with the use of the Internet. The lesson was built around Internet data and we all know that there is endless amount of research materials inline with other subjects.
3. Would you be willing to try this in a classroom? Absolutely. I feel the students would like a break from the traditional lecture. This lesson is student-centered and using the technology as the driving force to engage and provide the students with knowledge of the subject.
4. Do you feel this was an accurate example of integrated technology? This lesson was built on using the Internet that the student used on a regular bases to collaborate and search for answers. So yes, the lesson is an accurate example of technology integration into the classroom.
5. What would you do differently? Perhaps give choices for different references for individual learners and incorporation of other media. I would ask the students to provide links they find to support findings in teacher selected links. This would allow students freedom to find the research on their own. 
11. Technology Activity Explanation - Summary of Project (4-5 sentences), technology needed, what tool is used, anything else you want to add here...Add link to

Overall the lesson was designed and built to allow for a clear path to achieve student learning. The student-centered approach the instructor took by using technology was engaging due to the rising popularity use of the interknit. Our young generation grew up with the web; why not allow them to use a tool that is so familiar in their every day life.

Perhaps give choices for different preferences for individual learners and incorporation of other media.  The only thing I am not sure of is how to turn in this assignment.  Possibly use a blog to keep track of student progress. All in all I feel the project a success.