Characteristic of Learning: Active

Level of Technology Infusion Into the Curriculum: Adaptation

Lesson Title: Technology in Hand!

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Grade Level: 3

Classroom Configuration:

Whole group activity, with small groups using mobile laptops simultaneously, or

Small group, using classroom computers or mobile laptops as rotating stations, and

One to one using laptops or a lab to generate final paper.

Arizona State Content Standards


  • Strand 2: Inquiry Process
    • Concept 3: Analysis and Conclusions
      • PO 1: Organize data using the following methods with appropriate labels: bar graphs, pictographs, tally charts
      • PO 2: Construct reasonable interpretations of the collected data based on formulated questions.
      • PO 3: Compare the results of the investigation to predictions made prior to the investigation.
      • PO 4: Generate questions for possible future investigations based on the conclusions of the investigation.
  • Strand 3: Science in Personal and Social Perspectives
    • Concept 2: Science and Technology in Society
      • PO 1: Identify ways that people use tools and techniques to solve problems.
      • PO 2: Describe the development of different technologies (e.g., communication, entertainment, transportation, medicine) in response to resources, needs, and values.
      • PO 3: Design and construct a technological solution to a common problem or need using common materials.

Arizona Common Core Standards: ELA

Text Types and Purposes


Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illistrations when useful to aid comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases )e.g., also, another, and more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

Production and Distribution of Writing


With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Range of Writing


Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core Standards: Math

Math Practices

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3.MD.3. Represent and interpret data.

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.


Arizona Educational Technology Standards (2009)

  • Strand 1:
    • Concept 1: Knowledge and Ideas
      • PO 1: Evaluate information to generate ideas and processes
    • Concept 2: Trends and Possibilities
      • PO 1: Examine patterns and identify trends to generate questions.
    • Concept 3: Original Works
      • PO 1: Use digital creativity tools to create original works.
      • PO 2: Use digital collaborative tools to analyze information to produce original works.
  • Strand 4:
    • Concept 1: Investigation
      • PO 1: Identify an authentic issue and collaborate as a class to define an essential question using digital tools and resource


  • The student will conduct a survey, create a graph, and analyze the results of the data.
  • The student will write a report, drawing conclusions of the data, with one main idea and focus.


  • The teacher will conduct a brainstorm session with the students using a free, Internet-based brainstorming software, such as, MindMeister or other similar application. The questions posed to students are:
    • What are some technology tools that people use today?
    • What tools do people need?
    • What tools do people want?
    • What is the difference between a need and a want?
  • Students make a list of technology tools that people use, such as, but not limited to:
    • iPods, cell phones, iPads, laptops, netbooks, tablets, Social Networking, such as Facebook and Twitter, video games, etc. (Note: Teacher can divide the class in two groups to create and conduct the survey on hardware tools and software or web-based tools.)
  • Students design a survey based on the questions above. In groups, they decide on questions that they would like to investigate around the values of using technology in our lives. Survey topics could include:
    • What technology tools do you use everyday?
    • What tools do you never use?
    • What technology do you feel you need to have access to every day?
  • In groups, students then begin to create their survey, using a computer, a word processing program or Google Forms or an online survey tool.
  • After data is collected, student groups will use the graphing software to create their bar graph.
  • After their data has been placed in the graph, the students generate several statements that draw conclusions from their data.
  • Each student will write a research finding report that states their findings, and explains the conclusions they draw. This will be a 3-paragraph essay:
    • The first paragraph: Explain the process
    • The second paragraph: Explain the survey
    • The third paragraph: Explain the conclusions, and then pose the next question for further study.
  • They will choose the technology tool they want to use for this assignment.



This lesson is a multi-step lesson that encompasses multiple disciplines. The teacher will have the opportunity to evaluate the following:

Collaborative skills, communication skills, higher order thinking skills, and writing skills.


Technology Integration Matrix





Goal Directed