Technology Emergency Sub Plan for 9th Grade

Objective

Students will engage with technology concepts through a warm-up activity, learn basic programming principles or digital literacy skills, and complete an independent task that reinforces their understanding.

Materials/Resources

• Warm-up Activity:

  • Quiz on the history of technology (print copies or online quiz tool like Kahoot)
  • Gadget scavenger hunt (list of common classroom gadgets)

• Main Lesson:

  • Computers or tablets with internet access
  • Spreadsheet software (Google Sheets or Excel)
  • Coding platform (Scratch or Code.org)

• Independent Task:

  • Handouts with coding instructions or spreadsheet templates

• Assessment:

  • Quiz or reflection prompts

Lesson Plan Procedure

Opening/Lesson Hook (10 minutes)

1. Warm-up Activity: Choose one of the following:

   • Quiz on the History of Technology: Distribute printed quizzes or direct students to an online quiz platform. Allow students to work individually or in pairs. Collect answers for review.
   • Gadget Scavenger Hunt: Provide a list of gadgets (e.g., stapler, computer, projector) for students to find in the classroom. Give them 5 minutes to locate as many as possible and write them down.

Guided Practice (15 minutes)

1. Main Lesson:

   • Basic Programming: Introduce students to coding using Scratch or Code.org.

     • Explain what an algorithm is (a step-by-step procedure for solving a problem).
     • Show a simple example of a Scratch project (e.g., a character moving across the screen).
     • Walk students through creating a basic program that animates a character.

2. OR

   • Digital Literacy: Introduce students to using spreadsheets.

     • Explain the basics of spreadsheet functions (e.g., adding numbers, creating charts).
     • Demonstrate how to input data into a spreadsheet and create a simple bar chart using sample data.

Independent Practice (20 minutes)

1. Independent Task:

   • For Coding:

     • Direct students to complete a small coding exercise on Scratch or Code.org, such as creating a simple animation or game.
     • Provide a handout with step-by-step instructions for the exercise.

2. OR

   • For Spreadsheets:

     • Give students a small dataset (e.g., class grades) and ask them to create a basic digital chart using the data.
     • Provide a template handout with instructions on how to input data and create charts.

Differentiated Activities

• Below Grade Level:

  • Provide additional visual aids or examples for coding or spreadsheet skills.
  • Pair students with a peer mentor for support.

• At Grade Level:

  • Encourage students to create a more complex animation or data visualization.
  • Allow students to explore additional features in coding or spreadsheets (e.g., sound in Scratch or formulas in spreadsheets).

• Above Grade Level:

  • Challenge students to add interactivity to their Scratch project (e.g., making the character respond to keyboard inputs).
  • Ask students to analyze their spreadsheet data and write a brief summary of what the data shows.

Closing (5 minutes)

1. Reflection: Ask students to share one new thing they learned today about technology, programming, or spreadsheets. Collect their responses as a quick formative assessment.

Extension Activities or Sample Questions

• Formative Assessment:

  • What is an algorithm, and how is it used in programming?
  • How can spreadsheets help us organize and analyze data?

• Summative Assessment:

  • Create a simple Scratch project that includes at least three different movements.
  • Develop a spreadsheet that tracks a week's worth of your daily activities and visualize it with a chart.

Reflection

• Observe students' engagement levels during activities.
• Assess their completed tasks and understanding of concepts taught.
• Note any challenges faced by students and adjust future lessons accordingly.