Teaching with Video Lesson Plan

Name: Erin
Title of Video:Beginning Math Adventures of the Lollipop Dragon: Place Value (Digital video invites many different student voices, and representations into learning (Yerrick et al., 2003, p.16))

URL of the Video: __http://player.discoveryeducation.com/index.cfm?guidAssetId=FCD16136-C0E2-49A3-BBD5-A26BDE14D423&blnFromSearch=1&productcode=US__

Learning Goal(s) or Objective(s):
Students will use tens and ones to represent two digit numbers.

Student Understanding(s):
Students will learn that by making groups of ten you can count more quickly and with less errors.

Essential Questions:
How can we count a large amount faster and without making too many mistakes?

Instructional Delivery Method (How will your students get to the video?):
Teacher will present video through overhead.

Scaffold: (Will you provide kids a scaffold to help them focus on the important points? If so, what will you use?)
The video uses a tens and ones two-column worksheet that I will create and provide to students. The video has pausing points for the teacher to work with students and solve problems in the video. I will also pause the video at points where I feel the students might need clarification and ask them questions (technology can become a tool for developing and exploring understanding in the classroom (Ching, Wang & Kedem, 2006, p. 267))

Organization : (How will your students organize the information they are learning from the video?)
Students will use the tens and ones two-column worksheet, and National Library of Virtual Manipulatives (NLVM)

Collaboration Tool: (How will your students share what they know with each other or you? do you want them to?) Students will come up and share their work on the overhead using the base ten blocks from the NLVM (working with technology allows students more opportunity to work with each other and with their teacher (Roschelle, J., & Pea, R. 1999 p.24).)


Product: (What will the students create with the information learned from the video?)
Students will also create their own tens and ones like in the video (because technology can be appealing to many learning styles it often increase students’ motivation (Roschelle & Pea, 1999, p. 23)). In the video the students bagged lollipops in groups of ten, in the class groups of students will work together to bag small objects in groups of ten. Each group will bag a different object. Then they will count the bags (tens) and the leftovers (ones) display the amount on the provided worksheet. Students will travel to each group and count the bagged and leftover of each group. They will record the total on the worksheet.

Assessment: (How will they know that learned? How will you know that they learned?)
Each group will check to see if the students got the correct amount. Students will explain how they came up with their answers. Teacher will oversee and facilitate groups in helping to clarify explanations. Following this students will go to brainpopjr.com and take the place value quiz.
(research shows that students tend to be more collaborative among themselves when working on computers (Ching, Wang and Kedem, 2006, p. 255)).
Teacher will decide whether a student should take the easy or the hard quiz located on the website (classroom networks "overcome one of the greatest hurdles to improving classroom assessment: the collection, management and analysis of data" (Roschelle, Penuel, & Abrahamson, 2004, p. 53)).



Strategies that support strategic learning:

  • Provide multiple examples- video- Beginning Math Adventures of Lollipop Dragon: Place Value, NLVM, hands on students creating groups of tens with ones leftover, Brainpop Jr quizzes. Several examples will be provided using each of the listed formats.

  • Highlight critical features-



  • Provide multiple media and formats- digital video, brainpopjr.com, National Library of Virtual Manipulatives
  • Support background context- Video describes how students first learned how to count by ones and then how students now how to count by tens. Video uses pictures of groups.

Strategies that support recognition learning:

  • Provide flexible models of skilled performance- digital video- progresses from easy to hard, brainpopjr.com- easy/hard quiz, National Library of Virtual Manipulatives- can be adjusted from easy to hard, from one digit through four digit numbers
  • Provide opportunities to practice with digital video has pauses for discussion, brainpopjr.com, National Library of Virtual Manipulatives can be manipulated by teacher.
  • Provide ongoing, relevant feedbackdigital video- teacher provided, brainpopjr.com- provided by program, National Library of Virtual Manipulative- teacher provided
  • Offer flexible opportunities for demonstrating skill.digital video- with teacher interaction, brainpopjr.com- different levels, National Library of Virtual Manipulative- flexible with teacher interaction

Strategies that support affective learning:

  • Offer choices of content and tools digital video, brainpopjr.com, National Library of Virtual Manipulatives
  • Offer adjustable levels of challenge brainpopjr.com- easy/hard quiz, National Library of Virtual Manipulative- adjust columns to add hundreds
  • Offer choices of rewards- all of the activities are highly motivating
    digital video, brainpopjr.com, National Library of Virtual Manipulatives
  • Offer choices of learning context.digital video, brainpopjr.com, National Library of Virtual Manipulative, hands on activities

Rose, D, & Meyer, A. (2002). Teaching Every Student inthe Digital Age [Chapter 6]. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter6_x.cfm