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Danielle Nixon

Classroom Lesson Module

EDTC 645

Summer 2014

Tamara Blesh

Designer: Danielle Nixon

Summary: In this assignment, students will work with a partner classroom in another country to share what their community is like. The project will begin with creating a map of their community that highlights important structures and places. The map will be created using the age appropriate software program Pixie. Accommodations will be made for students with beginner or advanced skills. The partner classes will exchange maps. The second part of the assignment has students communicating with each other through email. Classes will take turns asking and answering questions about specific features of the community. The final project will be a descriptive paragraph about the town and students will use a double bubble map to compare the towns.

Background concerning the school and the group you are working with:

Germantown Elementary School is a Title One school in Annapolis, MD. The school is a International Baccalaureate Primary Years Program school. Students in pre-k through fifth grade attend Germantown Elementary School. Since Germantown is a Title One school, there is a high level of poverty and many students receive free and reduced lunches. 53% of the students are English as a second language learners. At IB schools, a foreign language is taught. Our school teaches the students Italian. For this project, I will be looking for an Italian partner class.

Time frame: Over a six week period divided into two units of three weeks each.

Subject And Grade level: First Grade/Social Studies

Proposed Topic and Rationale:

This project is called, “Life in my Community.” Students will research important places, structures, transportation in their community and how it relates to where they live. Students will create a map of their community using the program Pixie and send it to the partner class. Students will exchange emails to make comparisons will be made between the places in the two different communities.

Global Network You Plan to Use: ePals will be used to find a partner classroom to collaborate with.

Key Challenges: One challenge will be the use of technology skills. Students will be required to use the program Pixie to create a map of the community. As first graders, some students will have a lot more experience working with technology than others. Students will be given time to practice using Pixie. If differentiation is still needed, a template will be available for students to work with. Students will also need to be able to type brief sentences.

Prior Knowledge:

Map skills will be increased during this project. Students will continue to learn about the compass rose, symbols, keys, and reading a map. There will be quick checks to assess that students have learned the knowledge required. The quick checks will include answering questions about a map, identifying parts on a map,and adding features to a map. Students will also need to be able to write complete sentences. Grades will be taken from the sentences written.

Standards and Key Concepts

Content Standards:

MD State Standards

Locate and gather data and information from appropriate non-print sources, such as music, maps, graphs, photographs, and illustrations

Display information on various types of graphic organizers, maps, and charts

Interpret information from sources including pictures, graphics, maps, atlases, and timelines

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

National Education Technology Standard for Students NETS

Creativity and Innovation

a. Apply existing knowledge to generate new

ideas, products, or processes

b. Create original works as a means of personal

or group expression

c. Use models and simulations to explore complex

systems and issues

Communication and Collaboration

a. Interact, collaborate, and publish with peers,

experts, or others employing a variety of digital

environments and media

b. Communicate information and ideas effectively

to multiple audiences using a variety of media

and formats

c. Develop cultural understanding and global

awareness by engaging with learners of

other cultures

Digital Citizenship

a. Advocate and practice safe, legal, and

responsible use of information and technology

b. Exhibit a positive attitude toward using

technology that supports collaboration,

Global Theme:

This project connects with the global them, “Race and Ethnicity:Human Commonality and Diversity.” As students create their final products, they will be able to easily see how where they live is similar and different from where the partner school students live.

Pre-Lesson Steps:

Prior to introducing the lessons to students these steps will be followed:

1. Create project on ePals

2. Find a partner classroom/teacher.

3. Develop lesson plans and a timeline for completion that fits with both classrooms' schedules.

4. Develop templates for students that will need differentiation.

5. Get parent permission for students to collaborate with another school.

Technology Use:

The software Pixie will be used to provide students with a program to create a digital version of the map of their community. Technology will be differentiated by ability. Students with a greater understanding of technology will be able to use Pixie to design their maps as well as use sound to describe the places. Students that are not as advanced with technology will have the opportunity to use a template and add features to the already created template. Students will type short sentences on email. Students may work with parent volunteers to help with typing skills.

Essential Question (s):

How is my community different from my partner's community?

How is my community similar to my partner's community?

What are the features of a map?

How can I describe my community using descriptive words?

Starting Activity For Module:

The lesson will start with a world map. Students will discuss if the places around the world are the same as ours. Students will ask questions about the types of communities to drive instruction. The students will be then told that we will be learning about communities in other places around the world.

Lesson Plans:

Summary of Two Lesson Plans:

Lesson One:

The first lesson will activate and build on prior knowledge about maps. Students will be shown different maps and will identify the features that are the same on the maps.

We will read the children's book, “Mapping Penny's World” to learn about creating a map about our location.

In groups students will fill out an organizer to identify the different places in our town that are important to them.

Students will create their maps by drawing them first.

Once drawings are completed, students will create their maps using the software program Pixie.

Formative Assessments: Drawing of map, organizer

Lesson Two:

For the second lesson, students will build on the map they have created. Students will use an organizer to identify descriptive words about their maps. If needed this can be done with partners to increase word choices.

Teacher will model what a descriptive paragraph looks like. Students will write a paragraph about their map. Students will be asked to form a topic sentence and three descriptive sentences about places in their community. Students may use more than four sentences for differentiation. Students may use sentence frames for differentiation.

Students will go through the writing process to edit and revise their paragraphs.

Formative Assessments: Organizer identifying topic sentences, paragraph

Summative Assessment: The final assessment will piece the Pixie map and descriptive sentences together on a wiki. Students will view the partner school's maps and identify similarities and differences between them. Students will use a double bubble thinking map to identify the similarities and differences.

Lesson Module

|Week 1 |Lesson 1 |Lesson 2 |Lesson 3 |

|Part One | | | |

| |Introduction |Map Skills |Map Skills |

| |Show a map of the world. Locate the United |Read Mapping Penny's world. |Sketch a map of Annapolis whole group. |

| |States and Italy. |Introduce map vocabulary: compass rose, |Brainstorm important places and |

| |Discuss the similarities and differences |symbol, key |structures that need to be added to the|

| |between the locations. |Identify the parts on different maps. |map. |

| |Parent permission slips will be handed out.| |Provide a template for students and add|

| | | |each place whole group. |

|Week 2 |Lesson 4 |Lesson 5 |Lesson 6 |

|Part One |Using the sketch of Annapolis, students |Students will continue using Pixie to create|Students will email their Pixie maps to|

| |will transfer the drawing into a digital |their map. |our partner classroom. Today we will |

| |form using Pixie. |Students will need to have a compass rose, |also look at the maps created in Italy.|

| |Students will begin adding the important |symbols, and a key. | |

| |places to the map. |Differentiation will include: |Students will view their partner's map |

| | | |on the computer. |

| | |Below grade level students will use a |There will be a “Gallery Walk” around |

| | |template already created on Pixie. Advanced |the computer lab to view all of the |

| | |students will add sound to name different |maps. |

| | |places on the map. | |

|Week 3 |Lesson 7 |Lesson 8 |Lesson 9 |

|Part Two |School |School |Hospital |

| |Part two has students writing descriptive |Read the answers from our partner school. |Read the partner school's email. They |

| |sentences about the places in the |Describe similarities and differences |will have two sentences describing the |

| |community. Each class will take turns |between schools. |hospital in their community and two |

| |between asking and answering questions. | |questions. |

| |Write two sentences describing school in | |Identify where the hospitals are in |

| |the USA. | |each community. |

| |Ask two questions about our partner | | |

| |classes' school. | | |

| |Email partner school. | | |

|Week 4 |Lesson 10 |Lesson 11 |Lesson 12 |

| |Hospital |Market |Market |

| |Answer questions about the hospitals. | | |

| |Type up sentences and send email. |Write two sentences describing markets in |Read the answers from our partner |

| |Describe similarities and differences |the USA. |school. |

| |between schools. |Ask two questions about our partner classes'|Describe similarities and differences |

| | |markets. |between markets. |

| | |Email partner school. | |

|Week 5 |Lesson 13 |Lesson 14 |Lesson 15 |

| |Structures |Structures |Transportation |

| |Read the partner school's email. They will |Answer questions about the structures. |Write two sentences describing |

| |have two sentences describing the |Type up sentences and send email. |transportation in the USA. |

| |structures in their community and two |Describe similarities and differences |Ask two questions about our partner |

| |questions. |between structures. |classes' transportation. |

| |Identify the structures. | |Email partner school. |

| |Begin brainstorming for our sentences. | | |

|Week 6 |Lesson 16 |Lesson 17 |Lesson 18 |

| |Transportation |Final Project |Final Project |

| | | | |

| |Read the answers from our partner school. |Students will combine all of the sentences |Read the partner school's paragraphs. |

| |Describe similarities and differences |they have written into a descriptive |Complete double bubble map to compare |

| |between transportation. |paragraph about their community to go with |and contrast. |

| | |their Pixie Map. | |

| | |Students will add illustration. | |

Detailed Lesson Plans

|Instructional Lesson Plan Anne Arundel County Public Schools |

|Subject |Language Arts/Social Studies |Unit |Where we are in Time and Place |

|Lesson Topic |Week 1 Lesson 3 |Date |MP 4 |Grade 1 | |Class |24 |

| | | | | | |Size | |

|Teacher |Danielle Nixon |School | Germantown Elementary |

|Student Outcome(s) |Students will be able to identify parts of a map. |

| |Students will create a map. |

|Context for Learning |

| |

|There are 24 children in the classroom. 10 boys and 14 girls. |

|The students have been introduced to the project. |

|Students understand basic map features. |

|Lesson is part of the introduction of our global learning project. |

|The lesson will take place over six weeks. |

|This lesson is part of the sixth unit of inquiry for the IB PYP curriculum. |

| |

|Instructional Delivery |

|Opening Activities/Motivation |

|State student outcome, as posted on board |

|Recall features of a map. |

|Complete a vocabulary review with the words compass rose, symbol, key. Students will match the vocabulary word to a picture of the word. |

|Procedure |

| |

|Review the story “Mapping Penny’s World.” Discuss the important places Penny put on her map. |

|Ask if we were creating a map of Annapolis, what types of places would be important to put on it? |

|Create a class circle map. In the middle put Annapolis. Guide discussion and write important places in Annapolis on the map. (Germantown Elementary, Naval |

|Academy, Hospital, City Dock, etc.) |

|Share with the students that today they will be creating a map of Annapolis. |

|Hand out map template. Have the students add a compass rose and a map key to the map. |

|With teacher modeling, add the important places to the map. |

|Allow students to create their own symbol for each place and add it to the map key. |

| |

|Assessment/Evaluation |

|Assess that maps have a compass rose, map key, and symbols. |

|Assess that the symbols match the map key. |

| |

|Closure |

|Review the lesson outcome with group. |

|Tell students that tomorrow we will turn the map into a digital version. |

| |

| |

|Differentiation |

|The teacher will monitor student achievement through observation. |

|Students may receive individual help if needed by classroom assistant and teacher |

|The teacher will make decisions on how guided the map process needs to be by observing and monitoring students. |

|Instructional Lesson Plan Anne Arundel County Public Schools |

|Subject |Language Arts/Social Studies |Unit |Where we are in Time and Place |

|Lesson Topic |Week 6 Lesson 18 |Date |MP 4 |Grade 1 | |Class |24 |

| | | | | | |Size | |

|Teacher |Danielle Nixon |School | Germantown Elementary |

|Student Outcome(s) |Students will be able to identify similarities and differences between places. |

|Context for Learning |

| |

|There are 24 children in the classroom. 10 boys and 14 girls. |

|Students have created maps and descriptive sentences about their town. |

|Lesson is part of the introduction of our global learning project. |

|The lesson will take place over six weeks. |

|This lesson is part of the sixth unit of inquiry for the IB PYP curriculum. |

| |

|Instructional Delivery |

|Opening Activities/Motivation |

|State student outcome, as posted on board |

|Review the descriptive paragraphs written in the lesson from the previous day. |

|Bring up email from the partner class and share that we have received our last email. |

|Procedure |

|Tell students that today we are going to be comparing and contrasting all aspects of the two towns. In previous lessons we have only looked at one feature at a|

|time. (hospital, transportation, etc.) |

|Review what it means to compare/contrast with a double bubble map by using a familiar subject such as apples and oranges. |

|Have students work in partners at the computer lab to bring up the email from their partner. |

|Students will read the descriptive paragraph written from their partner. |

|Have students discuss the similarities and differences. |

|Return to the classroom and have a discussion about similarities and differences. |

|In partners students will work together to identify similarities and differences between the paragraphs about their town vs. the paragraph about the partner |

|town. |

|Using a double bubble map, students will identify 3 similarities and 3 differences. |

| |

|Assessment/Evaluation |

|Assess the double bubble maps and partner work. |

|Assess that the students have identified 3 similarities and 3 differences. |

| |

|Closure |

|Review the lesson outcome with group. |

|Review the PYP unit of inquiry, how does our project fit with Where we are in Place and Time? |

| |

| |

|Differentiation |

|Partners will be grouped based on accommodations needed. |

|Some groups will have a double bubble map that is color coded and partially filled in. |

|Advanced groups will turn their double bubble maps into a comparing paragraph. |

Lesson Materials

Parent Letter (to be sent out prior to unit)

Dear Parents,

Our class has some very exciting news! We will be working with a partner school in Italy to learn more about communities around the world. This assignment will align with our PYP Unit, “Where We are in Space and Time.” As students complete this assignment, they will be interacting with the partner school through email. Students will work with parent volunteers to type emails about places in Annapolis. In return, we will be receiving emails from the students in Italy about the places in their town. Please sign and return the attached form if you give your child permission to use a school email account.

This should be a very exciting opportunity for the students and I am looking forward to the outcome! If you have any questions, please do not hesitate to contact me.

Sincerely,

Ms. Nixon

djnixon@

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

______ I give my permission for __________________ to participate in the project using email.

______ I do not give my permission for __________________ to participate in the project using email.

_______ I would like to volunteer to help students with typing.

Vocabulary Matching Lesson 3

Name________________________________________________________

Vocabulary Quick Check

Directions: Match the word to the picture.

Map

Compass rose

Symbol

Key

Map Template Lesson 3

Name_________________________________________________________________

Mapping Your World!

Directions: Add important places to the map. Create symbols for the places and add them to the key.

Compass Rose Key

Final Project Rubric

Writing Rubric – Lesson 17

Name __________________________ Date ____________________________

Descriptive Writing Students will write about Annapolis in a descriptive way.

Communication:

|Student has a topic sentence and a closing sentence. |/2 |

|Student has complete sentences. |/2 |

|Sentence(s) describe at least 4 things about the community. |/4 |

Communication Grade: /8

Conventions:

|Student uses correct punctuation at the end of each sentence. |/2 |

|Student uses neat presentation with their handwriting. |/1 |

|Student uses correct spacing between words. |/1 |

|Student uses capital letters appropriately in a sentence. |/2 |

Conventions Grade: /6

Lesson 18 Double Bubble Map

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