Subject: Science/Nature

Grade/Age Level: 3rd

Lesson Topic: Life cycle observations of salmon in the river.

Learning Goal(s): Students will learn about salmon swimming upstream to spawn and how the eagles then feed on them.

How will technology play a role in meeting the learning goals? StoryJumper can be a quick link used to send an eBook to my students,
possibly to be used for an example in a writing lesson.

Materials Needed for Lesson (tech and non-tech) Computer or tablet.

What do you need to do to get the technology ready? (setting up accounts, differentiating, etc.) StoryJumper has an easy account set up for
the user to use.

How is the Tool Being Integrated? How will you assess the activities happening through the tool?
☐Monitoring/observations
☒Individual
☐Formative assessment
☐Pairs
☐Informal assessment
☒Teams
☐Summative assessment
☐Other
What features of the technology tool
have elements of engagement? Can the technology allow students to focus on the assignment/learning with less distraction (Time on
Answer the Triple E Engagement Task)?
questions concerning how technology ☐No ☒Somewhat ☐Yes
can bring about co-use, time-on-task
learning and focus on the learning goals Can the technology motivate students to begin the learning process?

☐No ☐Somewhat ☒Yes

Can the technology cause a shift in behavior, from more passive to active social learners (co-use)?
☐No ☒Somewhat ☐Yes

Which teaching moves could be ☐Guided practice ☐Purposeful partnering

integrated to aid technology in helping
students engage in the learning goals? ☐Modeling thinking ☐Gradual release of learning
☐Modeling navigation of the tool ☐Create a mentor text
☒Software tour ☒Share-aloud
☐I do, we do, you do ☐Turn and talk
☐Teacher monitoring ☐Switcheroo
☐Student self-reflective monitoring ☐Other Click or tap here to enter text.
☒Co-use or co-engagement
What features of the technology tool
include elements to enhance student Can the technology allow students to develop or demonstrate a more sophisticated understanding of
learning? the learning goals (possibly use higher-order thinking skills)?
Answer the Triple E Enhancement
questions concerning how technology ☐No ☒Somewhat ☐Yes
can bring about learning
supports/scaffolds, higher-order Can the technology create or provide supports (scaffolds) to make it easier to understand concepts or
thinking, and value-added over ideas (possibly differentiate or personalize)?
traditional tools.
☐No ☒Somewhat ☐Yes

Can the technology create paths for students to demonstrate their understanding of the learning
goals in ways they could not do with traditional tools?

☐No ☐Somewhat ☒Yes

Which teaching moves could be ☒Active listening ☐Questioning practices

integrated to aid technology in
enhancing the learning goals? ☐Switcheroo ☐Predicting
☐Self-reflective practices ☐Differentiation
☐Visible thinking routines ☒Personalization
☐Graphic organizers ☐Share-aloud
☐Visual representations of learning ☐Other Click or tap here to enter text.
☐Reflective notebooks
☐Anticipation guides
How does the technology extend the
learning goals? Can the technology create opportunities for the students to learn outside the typical school day?
Answer the Triple E Extend questions ☐No ☒Somewhat ☐Yes
concerning how technology can bring
about learning that connects to Can the technology create a bridge between school learning and everyday life (authentic
everyday life, allows learners to continue experiences)?
to learn 24/7 and helps them develop ☐No ☐Somewhat ☒Yes
soft skills.
Can the technology allow students to build authentic life skills, which they can use in their everyday
life (soft skills)?
☒No ☐Somewhat ☐Yes

Which teaching moves could be ☐Real world issues ☒Student’s investigate and direct their own
integrated to aid technology in
extending the learning goals? ☐Partner with real world organizations project

☐Connect with authentic experts ☐Role playing

☐Engage students in authentic discourse with ☐Use authentic tools that are prominent in
others everyday life

☐Pen Pals ☐OtherClick or tap here to enter text.

 UDL Guidelines (select all that apply)
Provide multiple means of Engagement Provide multiple means of Representation Provide multiple means of Action & Expression
Affective Networks Recognition Networks Strategic Networks
The “WHY” of Learning The “WHAT” of Learning The “HOW” of Learning

Provide options for Recruiting Interest (7) Provide options for Perception (1) Provide options for Physical Action (4)
☒Optimize individual choice and autonomy (7.1) ☐Offer ways of customizing the display of information ☐Vary the methods for response and navigation (4.1)
☐Optimize relevance, value, and authenticity (7.2) (1.1) ☐Optimize access to tools and assistive technologies
☐Minimize threats and distractions (7.3) ☒Offer alternatives for auditory information (1.2) (4.2)
☐Offer alternatives for visual information (1.3)
Provide options for Sustaining Effort & Persistence (8) Provide options for Expression & Communication (5)
☐Heighten salience of goals and objectives (8.1) Provide options for Language & Symbols (2) ☒Use multiple media for communication (5.1)
☐Vary demands and resources to optimize challenge ☐Clarify vocabulary and symbols (2.1) ☐Use multiple tools for construction and composition
(8.2) ☐Clarify syntax and structure (2.2) (5.2)
☐Foster collaboration and community (8.3) ☐Support decoding of text, mathematical notation, and ☐Build fluencies with graduated levels of support for
symbols (2.3) practice and performance (5.3)
☐Increase mastery-oriented feedback (8.4) ☐Promote understanding across languages (2.4)
☐Illustrate through multiple media (2.5) Provide options for Executive Functions (6)
Provide options for Self-Regulation (9) ☐Guide appropriate goal-setting (6.1)
☐Promote expectations and beliefs that Provide options for Comprehension (3) ☐Support planning and strategy development (6.2)
optimize motivation (9.1) ☒Activate or supply background knowledge (3.1) ☐Facilitate managing information and resources (6.3)
☐Facilitate personal coping skills and strategies (9.2) ☐Highlight patterns, critical features, big ideas, ☐Enhance capacity for monitoring progress (6.4)
☐Develop self-assessment and reflection (9.3) and relationships (3.2)
☐Guide information processing and visualization (3.3)
☐Maximize transfer and generalization (3.4)

Triple E Framework by http://tripleeframework.weebly.com is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

UDL Guidelines from http://udlguidelines.cast.org/