Lesson A: Introduction of Authentic Problem
| Lesson Title: Musicology (Day 1) |
Related Lessons: Graphing Data, Scatter Plots |
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| Grade Level: Middle School |
Unit: Data Analysis & Probability |
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| GOALS |
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| Content Standard(s): Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them |
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| ISTE NETS-S þ Creativity and Innovation þ Communication and Collaboration o Research and Information Fluency þ Critical Thinking, Problem Solving, & Decision Making o Digital Citizenship þ Technology Operations and Concepts |
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| Instructional Objective(s): · Students will form collaborative groups based on music interests. · Students will brainstorm ideas on the topic of the impact on mp3 and the music industry. · Students will determine artists they wish to research during the project. · Students will create a digital representation of the mind map developed. |
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| ACTION |
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| Before-Class Preparation: · Reserve computer lab for class use. · Obtain three volunteers from each class to bring mp3 players and/or CD players. · Create group accounts and on http://bubbl.us/for student groups to use to create mind map. · Provide students with instructions on how to use http://bubbl.us/ · Create presentation with current music video clips to share with classes. |
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| During Class |
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| Time |
Instructional Activities |
Materials and Resources |
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| 5 minutes |
The teacher will initiate a discussion with students about how music acquisition has changed the music industry. Ideally, there will be 1 student with a CD player (if possible) and 2 – 3 students with mp3 players. |
Students with music devices: 1 CD player 2 – 3 mp3 players |
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| 3 minutes |
The teacher will then show a video clip about the progression of multimedia devices (vinyl, cassette tape, CD, and mp3 players). |
Downloaded video from http://www.youtube.com/ watch?v=_l506XT1fxY |
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| 3– 5 minutes |
Students will form groups of 3 – 4 students based on their music interests. The class will then transition to the reserve computer lab. |
Computer lab |
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| 30 minutes |
Students will begin to brainstorm on various effects the rise of digital music has had on the music industry. Students will also begin to make decisions regarding the tool they will use to create their final project. |
http://bubbl.us & Tutorial |
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| 5 – 10 minutes |
Students will share their digital mind map with classmates and using the group's wiki.Each group member will have a page to also journal their progress throughout the project. |
www.wikispaces.com |
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| Notes: If YouTube is blocked on your computer, download it on your home computer to share with classes. The add-on Clipta will allow you to save practically any video available on your computer. |
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| MONITOR |
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| Ongoing Assessment: Student examples of progress on mind map will be displayed to the class at various steps in the process. Additionally, a timekeeper will be chosen from each group to drive the creation of the mind maps. |
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| Accommodations and Extensions: · Provide students with a completed mind map on another topic. · Considering the mind map is created using an online tool, allow students to complete the mind map at home |
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| Back-up Plan: · Mind Maps may also be completed on paper instead of the with http://bubbl.us · If the computer lab is unavailable, create a rotation schedule for student groups to use classroom computers. Each group may need 7 – 10 minutes to create the digital mind map. |
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| EVALUATION |
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| Lesson Plan Reflections and Notes: It is important to actively monitor groups and provide guiding questions on the first day because the topic is one which will automatically engage students. Consider using http://bubbl.us at other times in the school year prior to this day to expose students to the capability. |
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