lesson plan for implementing nets•s—template i€¦ · this lesson integrates social studies,...

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Lesson Plan for Implementing

NETS•S—Template I (More Directed Learning Activities)

Template with guiding questions

Teacher(s) Name Kristin Siembieda

Position Instructional Technology Coach

School/District Conley Hills Elementary School in Fulton County Schools

E-mail [email protected]

Phone 404-583-7667

Grade Level(s) 3rd Grade

Content Area English as a Second Language (ESOL); Language Arts and Social Studies

Timeline 1 Month

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you

expect students to gain? Are there connections to other curriculum areas and subject area benchmarks?) Please

put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which

standards were addressed.

This lesson integrates social studies, language arts, English language development standards, and ISTE standards. The students will be able to analyze Native American cultures and determine how they used their natural resources to survive. The students will be able to create an oral presentation and an artifact to synthesize the information. The students will make decisions if surviving was easy or difficult and justify their reasoning. The students will decide how Native Americans survival can be applied to the world today. Social Studies Georgia Standards of Excellence (GSE) SS3H1 Describe early American Indian cultures and their development in North America. a. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast. b. Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter. c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature). Language Arts Georgia Standards of Excellence (GSE) ELAGSE3RI1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3W6: 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. ELAGSE3W7: Conduct short research projects that build knowledge about a topic. ELAGSE3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (Georgia Standards of Excellence, 2015)

mailto:[email protected]

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English Language Development (ELD) Standards Key Use of Explain Reading: Describing the connection between a series of historical events Writing: Elaborating topics with facts, definitions, and details (English Language Development Standards, 2014) ISTE Technology Standards for Students 3a- Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. 3c-Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. 4b-Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. 6a-Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 6b-Students create original works or responsibly repurpose or remix digital resources into new creations. 6d-Students publish or present content that customizes the message and medium for their intended audiences. 7b-Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints. 7c-Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal. (International Society for Technology in Education, 2017)

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

This project is designed to teach students how Native Americans used the resources in different regions to survive. Students will create a Native American museum exhibit in collaborative groups to demonstrate knowledge of the how Native American regions are similar and different and how natural resources were used for survival. The students will connect the Native American experiences to their own lives. The teacher will serve as a facilitator that guides the students through researching, creating an oral presentation, and creating a technology artifact for the museum. Additionally, students will share their museum with parents and students in the school and reflect on their experiences.

Essential Questions (What essential question or learning are you addressing? What would students care or

want to know about the topic? What are some questions to get students thinking about the topic or generate

interest about the topic? Additionally, what questions can you ask students to help them focus on important

aspects of the topic?) (Guiding questions) What background or prior knowledge will you expect students to bring

to this topic and build on? Remember, essential questions are meant to guide the lesson by provoking inquiry.

They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

What can Native America regions tell us about how Native Americans survived?

What contributions did Native Americans make to society?

How can you use writing to communicate your research and ideas?

How can you use technology to explain your ideas?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new

knowledge? How will you assess how students are progressing (formative assessment)? How will you assess

what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or

rubrics. Include these in your presentation as well.

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The students will research and write oral reports and in collaborative groups that demonstrate their knowledge of a Native American region. The students will produce an artifact that represents their region. The students will use an outline and a daily assessment to guide their progression. The teacher will sign off as each student completes a piece of the project and conference with the students if they need to revise sections.

The students will be placed in heterogeneous, flexible groups to allow students to increase peer collaboration, creativity, and allow for peer tutoring. The products will be differentiated by allowing the students choice in how they present their oral report. The students will be allowed to practice reading using Immersive Reader. For students that are confident with their oral skills, they will be allowed to record using a Voki. This will allow students to read the whole report. For students who need more support, they will use Adobe Spark. This Web 2.0 tool allows the students to record their report in sections.

The students will have a choice in how they create their artifact. The students will be allowed to choose a Web 2.0 tool based on their learning style. Students that are auditory may choose to create an Animoto. Students who are kinesthetic may choose to create a stop-motion video. Visual students may create a Piktograph.

Student projects will be graded using a rubric.

Resources (How does technology support student learning? What digital tools, and resources—online student

tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or

explain the content or allow students to interact with the content? What previous technology skills should students

have to complete this project?)

The students will use Google Tour Builder to review Native American regions and compare and contrast. The technology will be used to introduce concepts to the students and allow them to get a visual of the different regions. A Hyperlinked Google Slide document will be used to allow the students to research on the Internet safely. Co-Writer and Snap & Read Universal tools will be used to allow students to research and remove barriers for students that have limited English proficiency. Microsoft Word will be used to aid in the writing of an oral presentation from their research. Adobe Spark or Voki will allow the students to produce a product for a class presentation. Screencasts will provide direct just-in-time instruction when needed. The students will use the technology when they need tutorials for the tools. Stop-Motion Videos, Piktochart or Animoto will allow students to design an artifact that summarizes the region they researched. For a final reflection, students will use a Padlet to share their project with other students at different schools and to reflect on their projects and other projects.

Digital Tools: Google Tour Builder, Hyperlinked Google Slide, Co-Writer, Snap & Read Universal, Microsoft Word, Adobe Spark, Voki, Stop Motion App, Piktochart, Animoto, and Padlet

Resources: Graphic Organizers, Checklist, Screencasts tutorials, Writing Outline, Rubric

Previous Technology Skills:

Students should be able to navigate Microsoft Word.

Students should know how to use Co-writer and Snap & Read Universal.

Students should be able to locate information on a website.

Instructional Plan

Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can

you find out if students have this foundation? What difficulties might students have?)

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The teacher will introduce the lesson with a KWL chart on Native Americans. The students should be learning about Native Americans in their social studies class so they will have some background knowledge. The students will have some difficulty with the vocabulary because they are ELL students. The teacher can use some tools such as Google translate and Google images to clarity.

Management Describe the classroom management strategies you will use to manage your students and the use

of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,

classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this

lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or

trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as

throughout the process. Be sure to indicate how you prepared for problems and work through the issues that

occurred as you implemented and even after the lesson was completed.

The teacher will introduce the lesson in whole group. The class will complete the know and want to know sections of the KWL chart. The students will work in small, heterogeneous groups. Each group will have a laptop and an iPad to research and to complete artifacts. All of the assignments will be completed in class. Some students may lack technological ability, and the teacher will be available to provide direct just-in-time instruction. Screencasts will be available for tutorials as well. If a group needs more assistance, the students will be allowed extended time in morning tutorial.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will

use with this lesson. How will your learning environment support these activities? What is your role? What are the

students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or

creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,

relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge

and skills? How will students use digital tools and resources to communicate and collaborate with each other

and others? How will you facilitate the collaboration?

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Differentiation (How will you differentiate content and process to accommodate various learning styles and

abilities? How will you help students learn independently and with others? How will you provide extensions and

opportunities for enrichment? What assistive technologies will you need to provide?)

The teacher will begin by pre-assessing the students using a KWL chart. To differentiate the content, the students will be placed in flexible, heterogeneous groups. The websites that are being used to research are hyperlinked in a Google Slide, and the students will have access to assistive technology tools. The students will be able to translate unknown words using Google translate or with the Snap & Read Universal translation to make the content assessable.

To differentiate the process, the research will have multiple means to obtain information. In the Google Tour Builder, the students will be able to view pictures and view videos. The Google Slide will be hyperlinked to websites that the students can read and discuss with their collaborative groups to digest the information. The students will be allowed to use Co-writer to help draft their writing. Additionally, students can use Immersive Reader to help revise writing and also to help them practice reading their oral report.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be

asked to provide feedback on the assignment itself? What will be your process for answering the following

questions?

• Did students find the lesson meaningful and worth completing?

• In what ways was this lesson effective?

• What went well and why?

• What did not go well and why?

• How would you teach this lesson differently?)

The strategies in this lesson were designed to provide ELL students with an authentic learning approach. Knight’s explains, “At its core, authentic learning is student work that addresses real issues, or student production of real products that can be assessed by real-world standards (as cited in Zwahlen, 2017, p. 37). The students will be visited by the principal who informs the students that they will be creating a Native American museum for the school. The students will also be sharing their products with other classrooms. Research shows that “the introduction of authentic learning techniques and assessment methods can not only make student learning more effective in terms of better pass rates but also that students enjoy the learning experience more” (Simpson, 2016, p.68). The teacher’s role will be to facilitate the learning environment. The students will be explorers and producers of content. The students will collaborate in heterogeneous flexible groups to complete a product. The students will use the technology tools for research and creation. The students will find content using teacher created tools to help the students safely research. Once students have obtained knowledge, they will analyze and make decisions about how easy or hard it would be to survive in the region they researched. They will also determine what lessons we could learn from the Native Americans that we could apply to our world. The students will create an oral report and use the technology to practice and demonstrate their language skills. The students will create an artifact that synthesizes their research and opinions. Allowing the students to do this will allow the students to critically think and improve academically. The advantage of providing the students this opportunity is discussed in in Zwahlen, (2017), “Authentic learning fosters the development of language and academic proficiency through work that allows ELLs to use language and content in realistic ways” (p,42). When the projects are complete, the students will share their oral report and their artifact on Padlet. Students will be able to view projects from third-grade classes across the Metro-Atlanta area. The students will have the opportunity to learn from these projects, provide feedback, and reflect on their work.

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The students will have the opportunity to share their end-product with the students at the school, parents, and community members, and it will be shared virtually with other classes. The students will be able to post their work on a Padlet. This will allow others to see their end product. Also, it will let them reflect on their work. A reflection rubric is included to get students to think critically about their products.

Reading the students’ questions will help the teacher adjust the lesson. Additionally, the teacher will ask the students to complete a survey that addresses how engaged the students were.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with

implementing this lesson. What advice would you give others if they were to implement the lesson? Please

provide a quality reflection on your experience with this lesson and its implementation.

The lesson was implemented with an ELL teacher. The lesson went reasonably smoothly. We had to readjust the flexible groups because some students were doing all the work and some were not as engaged. Once we did this, all students became involved. Having the outline for writing was very helpful to scaffold the writing. The students really loved the project, and we had a hard time getting them to stop working. We did allow the students to work independently or in group when they were designing the artifact because some groups could not agree on which product they wanted to complete.

We had the students write their oral report together sharing a laptop. I like this over allowing the students to have their own laptop because many of the students spoke their native language, Spanish, as they worked. This allowed the groups to clarify language if needed. Most groups consisted of two students. The groups that had three students struggled more with sharing the responsibilities.

I co-planned with the ELL teacher throughout the lesson. He wanted to be proficient with the Web 2.0 tools so that he could teach the lesson with other 3rd grade classes. Occasionally, I had to go in and help him with those classes because he was having some problems teaching the tools. I would recommend that the teacher make some sample products to show the students and also to practice using the tools.

Another recommendation is to have some extension activities for the students who finish quickly. iCivics has an interesting Native American simulation that the students enjoyed when they finished. We also allowed some of the students to make some hands-on projects. The students enjoyed making dioramas to go with their technology tools.

I wish that I had reviewed digital citizenship with the students before the lesson. I had to spend time explaining what pictures the students could or could not use. I also had to review the importance of citing their research. I would have spent more time in the beginning conducting this lesson. I would have also made it part of my checklist and rubric.

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Resources

Supporting Materials

Materials:

KWL Chart (Appendix A)

Project Outline (Appendix B)

Checklist-Daily Work (Appendix C)

Observation Graphic Organizer (Appendix D)

Research Graphic Organizer (Appendix E)

Writing Outline (Appendix F)

Native American Project Rubric (Appendix G)

Reflection Rubric (Appendix H)

Link to Example Google Tour Builder (Appendix I)

Link to Example Google Slides (Appendix J)

Picture of a Sample Pictograph (Appendix K)

Animoto Link (Appendix L)

Resources:

Adobe Spark. (2017). Retrieved from https://spark.adobe.com/

Adobe Spark Screencast. (2016, August 02). Retrieved from https://screencast-o-

matic.com/watch/cDjnr9imRC

Animoto. (2017). Retrieved from https://animoto.com/

Flipgrid [Mobile application software]. (2017). Retrieved from https://flipgrid.com/

Google Slides. (n.d.). Retrieved from https://www.google.com/slides/about/

Google Tour Builder. (2017). Retrieved from https://tourbuilder.withgoogle.com/

How to Animoto. (2014, June 23). Retrieved from https://screencast-o-matic.com/watch/c210cZnCS9

Johnston, D. (n.d.). Co:Writer Universal. Retrieved from http://donjohnston.com/cowriter/

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Johnston, D. (n.d.). Snap&Read Universal. Retrieved from http://donjohnston.com/snap-read/

Piktochart. (2017). Retrieved from https://piktochart.com/

Rogers, S. (2017, February 12). Voki screencast. Retrieved from https://screencast-o-

matic.com/watch/cbnlb46jhl

Smith, M. (2014, July 07). Skype in the Classroom Lessons. Retrieved from

https://centerofthewest.org/2014/06/30/skype-in-the-classroom-lessons/

Stop Motion Studio. (n.d.). Retrieved from https://www.cateater.com/stopmotionstudio/

University Relations. (n.d.). Retrieved from http://www.umt.edu/urelations/info/experts/native-

american-studies.php?s=Beck

Voki. (2017). Retrieved from http://www.voki.com/

http://www/

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References

English Language Development (ELD) Standards. (2014). Retrieved from

https://www.wida.us/standards/eld.aspx

Fincher, D. (2004). Reflection Rubric. Retrieved from http://derrel.net/exp/0304/reflection_rubric.htm

Georgia School Reports. (n.d.). Retrieved from https://schoolgrades.georgia.gov/conley-hills-

elementary-school

Georgia Standards of Excellence. (2015). Retrieved from https://www.georgiastandards.org/Georgia-

Standards/Pages/default.aspx

International Society for Technology in Education. (2017). Retrieved from

https://www.iste.org/standards/for-students

Irubric: Native American Artifact And Description Rubric. (n.d.). Retrieved from

http://www.rcampus.com/rubricshowc.cfm?code=K6AA65&sp=yes&

Oral Presentation Rubric - ReadWriteThink. (2004). Retrieved from

http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-

30700.html

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Appendix A

K

(Know)

W

(Want to Know)

L

(Learned)

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Appendix B

Project Outline

Task: Create a Native American Museum

Requirements:

I. Explore Native American Regions

a. Take notes on observations.

b. Discuss observations.

c. Record in journal similarities and differences.

II. Research A Region

a. Use Google slides to visit websites.

b. Record information on graphic organizer on the following

i. Geography:

1. Climate: temperature and rainfall

2. Landforms

3. Natural Resources

ii. Daily Life

1. Food

2. Shelter

3. Clothing

4. Weapons/Tools

5. Art/Games

III. Write an oral report.

a. Revise report.

b. Record oral report.

IV. Design an artifact.

V. Present information.

VI. Reflect on learning.

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Appendix C

Daily Checklist

Get the teacher to sign after each section is complete.

Color in the Native American symbol once it is signed to keep track of progress. Tasks Teacher Signature Student Tracker

Explore Native American Regions

a. Take notes on observations.

b. Discuss observations

c. Record in journal similarities

and differences.

Research A Region

Record information

Geography:

Daily Life

Oral Report Draft

Oral Report Revision

Oral Report Recording

Artifact

Presentation

Reflection

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Appendix D

Native American Regions Observations

Review the Native American Regions and record observations on the graphic organizer.

Arctic

Northwest

Southwest

Northeast

Southeast

Plains

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Appendix E

Team:

Native American Tribe Graphic Organizer

Tribes:

Geography Climate

Landforms

Natural Resources

Daily

Life

Food

Shelter

Clothing

Weapons/tools

Art/Games

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Appendix F

Writing Outline

Paragraph 1: Introduction

A. Hook the reader.

B. Introduce the region.

C. Explain characteristics that make it unique.

Paragraph 2: Geography

A. Describe Tribes that lived there.

B. Explain the Climate: temperature and rainfall.

C. Describe landforms.

D. Discuss natural resources.

E. Synthesize if it would be easy to survive and justify answer.

Paragraph 3: Daily Life

A. Describe how did the tribe get food.

B. Explain how they made their shelter.

C. Discuss how they made their clothing and what they wore.

D. Analyze the use of weapons/tools.

E. Explain the art and or games they played.

F. Compare and contrast lifestyle with today’s world.

Paragraph 4: Conclusion

A. What did you learn about the region?

B. What lessons could we learn from tribes?

C. What is your opinion on Native American lifestyle?

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Appendix G

Native American Project Rubric

Poor

10 pts

Fair

15 pts

Good

20 pts

Excellent

25 pts

Content Poor

The project content is poor

and suggests the student has

not done sufficient research on

his/her topic. The content is

minimal, or there are several

factual errors.

Fair

The project content is

fair and suggests the

student has not

discovered most of the

important facts. There is

some true essential

information about the

topic, but there are 1-2

factual errors.

Good


good and suggests the

student discovered most

of the important facts

about his/her topic. It

includes essential

knowledge of the topic.

Excellent


exemplary and accurate

in its portrayal of

assigned area; i.e.,

clothing, food,

weapons/tools, and

shelter. Covers topic in-

depth with details and

examples.

Oral

Report

Student mumbles incorrectly

pronounces terms and speaks

too quietly for a majority of

students to hear

Student’s voice is low.

Student incorrectly

pronounces terms.

Student’s voice is clear.

Student pronounces

most words correctly.

Student uses a clear

voice and correct,

precise pronunciation of

terms so that all

audience members can

hear the presentation.

Artifact Minimal or no effort was

made to complete the artifact.

Some effort was made

on the project. Some

aspects were displayed.

Good creative effort.

The project shows

evidence of time spent

on it. Most or all aspects

were displayed.

The project is

excellently presented

reflecting creativity and

much thought. All

aspects were displayed

Content of

the

Artifact

The project content is poor

and suggests the student has

not done sufficient research on

his/her topic. The content is

minimal, or there are several

factual errors.


fair and suggests the

student has not

discovered most of the

important facts. There is

some true essential

information about the

topic, but there are 1-2

factual errors.


good and suggests the

student discovered most

of the important facts

about his/her topic. It

includes essential

knowledge of the topic.

Student demonstrates

full knowledge (more

than required) and fully

explains the relevance of

their project to the

Native Americans.

Grade:

Comments:

Adapted from:

Irubric: Native American Artifact And Description Rubric.(n.d.). Retrieved from

http://www.rcampus.com/rubricshowc.cfm?code=K6AA65&sp=yes&

Oral Presentation Rubric - ReadWriteThink. (2004). Retrieved from

http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-30700.html

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Appendix H

Reflection Rubric

4

Reflection thoroughly connects the research to the student’s life.

Reflection has supporting details and examples.

Refection explains the student’s thinking process.

3

Reflection shows connections between the research to the student’s life.

Reflection has some supporting details and examples.

Reflection attempts to explain the student’s thinking process.

2

Reflection shows little thoughtfulness.

Reflection has few details or examples.

The reflection does not explain the student’s thinking process.

1

Reflection shows no thoughtfulness.

Reflection has no details.

The reflection does not explain the student’s thinking process.

Adapted from

Fincher, D. (2004). Reflection Rubric. Retrieved from http://derrel.net/exp/0304/reflection_rubric.htm

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Appendix I

Sample Google Tour Builder Link

https://tourbuilder.withgoogle.com/tour/ahJzfmd3ZWItdG91cmJ1aWxkZXJyEQsSBFRvdXIYgIDAt5jr

vggM

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Appendix J

Sample Google Slide Link:

https://docs.google.com/presentation/d/1Rrb0clO1v80stIdlY4mm2rGAQEG2o6C5WeIkOz0eNA/edit?u

sp=sharing

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Appendix K

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Appendix L

Sample Animoto Link:

https://animoto.com/play/q6

lesson plan for implementing nets•s—template i€¦ · this lesson integrates social studies,...

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