Video-Enhanced Lesson Plan
Video-Enhanced Lesson Plan
Embedded Files
JANEAL GROSINGER - EDTECH 541
In this activity, I have created a video-enhanced lesson plan. I am using one of the videos found in my library to create a lesson plan which incorporates the use of the video as well as focuses on the content theme and grade that I am working on for this course. In this course, I am working on Grade 2-3 Math lesson which incorporates Minecraft into the lesson.
Name: Janeal Grosinger
Name: Janeal Grosinger
Lesson Title: Minecraft Math for Base-Ten Learning
Lesson Title: Minecraft Math for Base-Ten Learning
Introduction
Introduction
At the end of this instruction, students will be empowered through the incorporation of this game-based learning platform into their math lesson to help provide critical-thinking skills, collaboration, and a passion for learning. While building technological skills within an open learning environment, students will develop problem solving skills they will carry through their academic careers. Using the Minecraft program, students will learn how to use base-ten addition and subtraction while simultaneously learning about area and perimeters.
Content Area and Grade Level of Students
Content Area and Grade Level of Students
Math Class for 3rd - 4th Grade students
Goals
Goals
Goal # 1 - Learners will be empowered to provide critical thinking and problem-solving skills.
Goal # 1 - Learners will be empowered to provide critical thinking and problem-solving skills.
1.1 Students construct as they use the mouse to add squares together within the Minecraft program. Students will use their critical thinking skills to solve the problem of how to build a wall.
1.2 Students design as they create a door by subtracting two rows of three cubes. Students will use critical thinking skills and prior knowledge to remove 3 ones from a ten – in 2 adjacent columns.
1.3 Advanced feature: Students create a second floor in the building with steps going up through the opening. Students strategize how to include a second floor in the building, and once the floor is created, then add the risers/steps. (Scaffolding is recommended for this objective to allow for peer-to-peer tutoring.)
1.4 Once the entire house is complete, Students create a swimming pool by subtracting blocks to make 3 ft., 6 ft., and 12 ft. deep levels. Students compare and contrast how adding blocks will build (addition) and removing blocks will dig holes (subtraction).
Goal # 2 - Learners will create an open-learning environment that encourages collaboration.
Goal # 2 - Learners will create an open-learning environment that encourages collaboration.
2.1 Students proceed through the lesson in their own direction – no need to instruct to build one wall first and then the other. Students lay the first row of all ten columns, then the second row on top, etc. (Teachers encourage the “heads together” strategy.)
2.2 Students interact as they think-pair-share with other students. If students have questions on game play they should ask a peer first.
2.3 Students enhance their own surroundings by adding trees/flowers. While sharing with partners, students will see how other students added flowers, trees, and fire lanterns to their yard and want to add it to their own.
2.4 Students evaluate and critique the creations of other students.
Goal # 3 - Build technology skills to develop a passion for learning.
Goal # 3 - Build technology skills to develop a passion for learning.
3.1 Students photograph progress at each stage of development. (Teachers will use the grade-as-you-go strategy for formative assessment of the student’s progress. Instruct students to raise their hands after each picture.)
3.2 Students grow plants/trees by adding bone meal. Students relate real-life experiences to their project. (Students should be encouraged to take a before and after photo of the process.)
3.3 Students create a portfolio for final assessment. Using the instructional strategy of reflection, students add their photos to a portfolio (included in the game) in a step-by-step order for use as a performance assessment at the end of the lesson.
3.4 Students engage in the program and are eager to complete each task - learning math skills as they move through the program.
Learning Objectives based on Bloom's Taxonomy
Learning Objectives based on Bloom's Taxonomy
Knowledge: Students will identify the difference between addition and subtraction (building a house and digging a swimming pool) by measuring and counting blocks of ten.
Understanding: Students will arrange blocks in a base-ten order and create four walls of a building.
Apply: Students will calculate how sets of one block is equal to another set o 10 blocks; and how many sets of 10 blocks is equal to another set of 100 blocks
Analyze: Students will illustrate a portfolio with the pictures they take throughout the lesson.
Evaluate: Students will explain how the difference between area and perimeter.
Create: Students will combine unit squares to create a structure they can measure using area and perimeter.
Standards Addressed
Standards Addressed
Students will be working with base-ten groupings, and area/perimeter.
Students will be working with base-ten groupings, and area/perimeter.
This lesson will be based on the Common Core State Standards for Math in third and fourth grades. The standards being used are listed below.
This lesson will be based on the Common Core State Standards for Math in third and fourth grades. The standards being used are listed below.
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Relative Advantage
Relative Advantage
The tutorial video in this lesson is used a the beginning of the lesson to provide background knowledge and encourage motivation of the students. In addition, it is used as supplemental material for students to reference throughout the lesson. Therefore, several relative advantages are identified to using video in this lesson plan.
By using a video tutorial, students will be able to see a person working inside the Minecraft program as the instructions are being given. This will help to build background knowledge of the program for students who have not used it before in their personal life.
The video will be able to be paused during the tutorial to help answer questions and point out specific aspects of the game that are important for this lesson.
Students will be able to go back to the video once they begin working on their own program in case they forgot some of the training or have a question. For students who did not understand the video the first time through, they can replay it and listen to it again on their own laptop.
The video will help inspire and engage the students. The tutorial will help motivate students once they see first-hand how easy it is to use the program; especially the ones who have not used the program before.
With closed captions turned on, the video will help with accommodations for students of all learning needs and levels, including ELL students. In addition, the video can also be viewed at a slower or faster speed for students who need this special accommodation.
As an additional option, the teacher can assign the video to the students to watch in the evening before the lesson is planned, which would then allow more class time for the students to work on their projects.
Timeline
Timeline
The length of this lesson is 3 days. Each day will be one 60-minute class period.
This timeline will allow time for watching the video tutorial, learning the program basics, and completing the task and a summative assessment.
Materials
Materials
Online Program - Minecraft - https://www.minecraft.net/en-us
Video Tutorial - Minecraft Basics Mode Video Tutorial - https://www.youtube.com/watch?v=mKq7o84T6rI&feature=emb_title
The video used for this lesson will be a beginner training video for all students on how to navigate and build things within the Minecraft program. The video will be shown to all students at the beginning of the lesson and paused as needed to answer questions or point out important details of the lesson that may not be included in the YouTube video. In addition, students will have access to the video throughout the lesson to refer to in order to answer questions.
Grouping Strategies
Grouping Strategies
Each student will have their own laptop computer. Students will be seated at their desks which are arranged in a group of 4 desks together, two by two across from each other. This will enable the students to consult and collaborate with their peers throughout the lesson, if needed for additional help or encouragement.
https://pixy.org/108121/
Learning Activities and Video Training
Learning Activities and Video Training
Day One Instructions Part 1: Video Training - Inform Students / Engage Motivation
Day One Instructions Part 1: Video Training - Inform Students / Engage Motivation
(15-20 minutes)
(15-20 minutes)
Prior to the students opening their computers, set up the training video on the projector so all students can see the screen.
Set the video to play with Closed Captions.
Set audio so all students in the room can hear the narrator.
Play the video (embedded below) - watch the students for comprehension throughout the video. If needed, stop the video periodically to explain important facts, answer questions, or replay information if needed.
Explain to students they are able to view the video again on their laptops if needed. Write the link to the video on the board, or post on the LMS for students to link to.
Learning Activities
Learning Activities
Day One Instructions Part 2: Navigation of the Program
Day One Instructions Part 2: Navigation of the Program
(40-45 minutes)
(40-45 minutes)
1. Review base ten computation. Review area and perimeter.
2. Open the program on the projector so all students can see the layout. Open the “grass” template.
3. Review keyboard controls: (teacher can also write this on the board)
The keyboard key "W" = moves avatar forward
The keyboard key "A" = sidestep left
The keyboard key "S" = moves avatar backward
The keyboard key "D" = sidesteps right
4. Review mouse controls: (write on the board)
Right click on the mouse = throw or place a block
Left click on the mouse = break or remove a block
5. Review usable materials
The keyboard key "E" = inventory
In the search bar of the Minecraft inventory box, type the item you are looking for. A selection of items will appear similar to what you typed. Click the item and then click an empty space in your inventory section. Continue for all items listed below.
Add the following to inventory items to your inventory box
o Stone (for the house)
o Planks (for the house)
o Wool – a variety of colors (perfect for vision impaired students for contrast)
o Camera
o Portfolio
6. Review how to use the space bar
the spacebar will allow the avatar to jump
the double-click spacebar (clicking the spacebar quickly twice) will allow the avatar to fly above
7. Now have students open their laptops and start the program.
8. Walk students through these steps. Encourage peer tutoring. Students can walk around the program and view the landscape. They can choose the location where they would like to build their house – it should have enough open space for a house and possibly an in-ground pool.
Teachers can offer feedback and answer questions from students through the Classroom Mode where they can use the chatbox features. Students can also communicate through chat with other students.
9. Students will probably not start building the house today; there will be time to do that tomorrow. There is plenty to see in the landscape – ask students to look for animals, small villages, forest and lakes.
10. Students should save the program and return laptops to charging station.
(Viinamäki, 2017)
(Osmscot, 2015)
(Fryer, 2013)
Day Two Instructions Providing Practice / Guiding Strategies / Providing Feedback
Day Two Instructions Providing Practice / Guiding Strategies / Providing Feedback
(60 minutes)
(60 minutes)
1. Set up laptops and open the program. Review the Tutorial Video with the students. Each students can watch the video on their own laptop. Students will be able to watch as faster or slower speed, depending on the amount of tutoring they need. Students can also chose a certain portion of the video to watch if they only need help on how to complete a certain task (for example, how to make water for the pool).
2. Students can add additional inventory items (if needed, follow inventory instructions above)
Glass (for windows)
Lapis Lazuli Block (blue for the swimming pool)
Flowers
Trees
Animals
3. Circulate the room and guide students as needed. Offer feedback as you go. Teachers can also use the Classroom Mode to provide feedback to students and view their work.
4. Write the keyboard controls on the board and review with the students again.
5. Write the dimensions of the house on the board in a base-ten format – you can set your own dimensions, but it should look similar to this:
Add ten sets of one on top of each other
Using the camera, take a picture of one set of tens. Students should refer to the video for guidance.
Label the picture with the number of blocks used to build this column
Next to this, add another set of ten ones
Continue this process until you have ten sets of ten in a row
Using the camera, take a picture of ten sets of ten
Label the picture with the number of blocks used to build this wall
Turn your view and continue on the next wall of the house creating ten sets of ten
Move backwards to get the entire building in the picture.
Using the camera, take a picture of both walls together
Continue until you have four walls
Using the camera, take a picture of the structure after each new wall is added
Once all walls are complete – subtract 2 rows of three ones in the middle of one wall, near the ground. Students can choose the wall they want to use. Use the diagram on the right only if students do not understand 2 sets of 3 ones.
Using a camera, take a picture of the doorway
6. For students that complete the task early, they can begin adding flowers and trees in the yard outside their house.
Teachers should ask students questions throughout the process to check on feedback and their responses to it.
7. Students should save the program and return laptops to charging station.
Day Three Engaging Creativity / Peer Review / Submission of Portfolio
Day Three Engaging Creativity / Peer Review / Submission of Portfolio
(60 minutes)
(60 minutes)
1. Set up laptops and open the program. Review the Tutorial Video with the students. Each students can watch the video on their own laptop. Students will be able to watch as faster or slower speed, depending on the amount of tutoring they need. Students can also chose a certain portion of the video to watch if they only need help on how to complete a certain task (for example, how to make water for the pool).
2. Students can add additional inventory items (if needed, follow inventory instructions from Day One)
Bone meal – makes trees and flowers grow
Water – for the pool
3. Circulate the room and guide students as needed. Offer feedback as you go. Use the chat feature to offer feedback from student-teacher, and student-student.
4. Allow students to work on their projects. Students should be allowed to be creative once they complete the required construction.
5. Students can use subtraction to build a pool in the backyard – recommend a three foot deep section, a six foot deep section, and a twelve foot deep section of a pool. It is recommended that for the water to work easily, that students only build the pool 2 blocks wide – it can be as long as they want to accommodate the 3 different depths.
6. Students can also plant trees and flowers – add bone meal to the grass, trees and flowers and watch them grow.
7. Students should be taking photos of each new task as they complete it so they can add it to their portfolio. See Assessment section below for more information on how to complete and submit the portfolio.
Assessment
Assessment
Summative Assessment
Summative Assessment
The assessment for this lesson will happen throughout the lesson plan. As students complete each step of the building process, the student will use the camera built into the program to take a picture of the completed step. Once the student completes the entire lesson, the student will add at least one picture for each step to a portfolio, also found within the Minecraft program. Each picture will require a label which describes in detail what the picture shows and the step number completed. Example: Students should label the pictures in the following format:
one set of ten blocks = 10
ten sets of ten blocks = 100
perimeter of four walls = 10+10+10+10 + 40
area of four walls = 10 sets of 10 = 100 sq. units
Students should refer to the tutorial for guidance on how to add photos to the portfolio and how to label the photos, if needed.
After the portfolio is complete, the student will download the portfolio to a pdf and share with the teacher through the class Learning Management System for a summative assessment. Students will also share a summation or reflection of the feedback received during class and through the chatbox with the teacher.
1. Instruct students to add their pictures to the portfolio.
2. Students can ask peers for assistance if they are not able to figure it out. Students can also review the video tutorial for help on this section.
3. Students should save the portfolio as a pdf and submit to the teacher on the classroom LMS.
Peer Evaluation
At the end of the third day of class, the students will walk around the room and complete peer-evaluations on the other student's Minecraft projects or portfolios.
1. Hand out paper to each student. Ask them to write their name on the paper. Instruct students they are going to walk around the room and view the houses and yards of other students and offer feedback.
2. Give examples of allowable feedback – “great job”, “nice flowers”, “I like your house”, etc.
3. Students should write a few words on the paper next to several of the other student’s laptops.
4. Allow students to walk around the room for peer evaluations and encourage feedback on the paper. Once the students have evaluated several other students, have them all turn in their papers.
5. Students should save the program and return laptops to charging station.
Adaptations for Learners with Special Needs
Adaptations for Learners with Special Needs
Within the Minecraft Program:
Here is a full list of accessibility setting within Minecraft
Chat features are enabled with speech-to-text functionality.
Minecraft Launcher includes audio clues to help players log in.
Help function is available to ask for questions or get more detailed information.
Within the Tutorial video:
Closed Caption/Subtitles function is available for students with hearing impairments and is a helpful function for ELL students.
Ability to adjust the the speed of the video either faster or slower.
All students have a link to the video if they need to watch it again to review instructions or listen at a slower speed on their own laptops.
Font size, color and background color can be adjusted for vision impaired students.
The video can be watched either within the LMS or expanded to full screen depending on the students needs.
Headphones are available for students who need to watch the video individually or for students who need help with concentration (to block out other distractions).
References
References
Champaign-Urbana Community Fab Lab. (2015, July 18). Minecraft Creative Mode Basics Tutorial (Updated!). https://www.youtube.com/watch?v=mKq7o84T6rI&feature=emb_title
Cranston, Eartha. (n.d.). School desks and chairs in a school classroom in japan. https://pixy.org/108121/
Fryer, Wesley. (2013, March 3). Minecraft - Tools. https://www.flickr.com/photos/wfryer/8522384515
Osmscot. (2015, November 29). Left Click Right Click. https://openclipart.org/detail/233024/left-click-right-click
Viinamäki , Santeri. (2017, December 27). WASD keys on computer keyboard. https://commons.wikimedia.org/wiki/File:WASD_keys_on_keyboard_20171227.jpg
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