This template or process is for more open-ended ...



Lesson Plan for Implementing NETS?S—Template I(More Directed Learning Activities)Template with guiding questionsTeacher(s) NameChristi HarpPositionMedia SpecialistSchool/DistrictOla Middle School/Henry County SchoolsE-mail Christi.harp@henry.k12.ga.usPhone770-288-2108Grade Level(s)6Content AreaScienceTime line1 weekStandards (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. Content StandardsS6E5- Obtain, evaluate, and communicate information to show how the Earth’s crust is formed. Students will be able to ask questions to compare and contrast the Earth’s crust, mantle, inner and outer core, including temperature, density, thickness, and composition.Students will be able to construct an explanation of how the movement of lithospheric plates, called plate tectonics, can cause major geologic events such as earthquakes and volcanic eruptions. NETS*S Standards:NETS*S 3 (Knowledge Constructor)- Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. 6 (Creative Communication)- Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Overview (a short summary of the lesson or unit including assignment or expected or possible products)Students will create unit review materials over plate tectonics. They will be divided into groups of three to form ten groups. Each group will have a topic under the subject plate tectonics. The group will research and review what they have learned about their topic to create a wiki page that will be used for unit review for their class and other 6th graders. Students can create a glog with Glogster and attach this to the wiki page. Each student will also submit a Flipgrid video to the class Flipgrid where they share an interesting fact that they learned about plate tectonics. The end product for the class will be a class wiki on plate tectonics in which every student has contributed, and also a flipgrid video about plate tectonics.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. How does the movement of lithospheric plates cause major events on earth’s surface? What evidence do scientists have that continents were once joined together? Why is it important to know about volcanoes, earthquakes, and waves? What information do students need to know about my topic to study for the unit exam?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. Students will be able to create a Glog (interactive poster) on Glogster that describes their plate tectonics topic. Students will put the Glog into the class wiki. Students will record a short video to summarize what they have learned about plate tectonics. Students will research plate tectonics to generate new knowledge. I will assess how students are progressing by conferencing with them and checking their Glog and wiki page each day. The Glog and wiki page will be assessed using the rubric set forth for this assignment. The products will be differentiated because each Glog and wiki page will look different and contain different information. Students have the freedom to be creative in this assignment. 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?)Technology supports student learning for this assignment because they will be reading class notes about plate tectonics on google classroom, using websites such as Sirs Discoverer, Brainpop and Odysseyware to research plate tectonics, creating an interactive poster on Glogster, using Wikispaces to develop their wiki page about their specific topic, and recording a video of themselves via their Chromebook on Flipgrid. In order to complete this project, students will need to know how to access resources from Google Classroom, how to research online, know about the rules of using a wiki and how to use Wikispaces, Glogster, and Flipgrid. Instructional PlanPreparation (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?)Prior to doing this lesson, students will need the foundation of knowing about plate tectonics. They will have just finished a unit on this and will be creating unit test review materials. I can find out if the students have this foundation by doing a quick formative discussion with them such as a Kahoot about plate tectonics before we begin. Students might have difficulties figuring out which facts are most important to put on their wiki page, as well as how to put the information into their own words.Management Describe the classroom management strategies will you 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 students will work in the media center during Instructional Focus class for the week. This is a large class and the media center will give the students plenty of room to work. The students will be divided into groups of three, which will be selected by the teacher. For the beginning on day one, students will be in a whole group while the media specialist gives an overview of the entire assignment. The students will be shown the Google classroom and will sign up for this class. They will be shown the wikispaces site as well as Glogster. They will be taught how to sign up for Wikispaces and Glogster, and how to use Flipgrid (Flipgrid does not require students to sign up). One problem that may occur during this lesson would be if the internet went down. This rarely happens, but it is possible. If the internet were to go down while students were working on this lesson, I would have them use paper and pencil to design their wiki page. They would write the content that would be text on the page and create pictures in the place of digital pictures. This project will be worked on solely at school, and this way students will all have access to digital tools at school and will not have to rely on having the internet at home. I prepared for problems by testing out all of the web resources I set up (Wikispaces, Glogster, and Flipgrid) on the student chromebooks. I found a few problems in the planning process of this lesson. I had originally planned on students constructing a class Padlet to go on this wiki. However, I found that in order to sign up for Padlet, students needed a valid email address and most 6th graders do not have one. I then discovered Padlet Backpack, which is intended for lower grade students who do not have email addresses. I got this set up and then tried to access it via a student Chromebook, but it would not work. I decided not to use to Padlet since students cannot access the website at school.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? Students will be using 21st Century Skills of Collaboration, Communication, Creativity, and Critical Thinking. Students will be collaborating and communicating as they work in groups to create their wiki pages. Creativity is encouraged in the presentation of their Glog for the wiki page. Students will receive feedback from teammates, their teacher, and the media specialist. I will be the facilitator of learning the technology tools by helping to assist students in signing up for the Google Classroom, Wikispaces, and Glogster. I will show them how to edit their wiki page and how to create a Glog on Glogster and a Flipgrid video. Students will take on the role of creator of study materials for the other members of the 6th grade. Students will use critical thinking to evaluate and analyze what information they want to put on the page and what to leave out. Students will use digital tools and resources to communicate the study materials to the rest of the 6th grade science students. Each student must work together and contribute to their group page. Every student will do an individual Flipgrid page. Technology is used to support my teaching because it is an engaging way that students can show what they know about plate tectonics. Students will build on the knowledge and skills they have to use digital tools in a big way. Most of them have never created a wiki page or a digital poster like the ones on Glogster or a Flipgrid video. Students will be stretching their creative technology skills a little further with these websites. The class wiki is a perfect example of creative collaboration. I will facilitate student collaboration by guiding students on how to use these sites and by checking the wiki daily.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 content was differentiated when it was first introduced to the students by their Instructional Focus teacher, Ms. Dobbs. The lesson will be differentiated and personalized because students will work in groups and also as individuals. Creativity is encouraged and students have the freedom to make their Glogs and wiki page look how they would like it to look. They can create any review materials to put on the page, including pictures, text, video, etc. Opportunities for enrichment will be provided for students who wish to take this project further. They can make their wiki page more in-depth by adding video and hyperlinks to other resources about plate tectonics. They can also create their own formative assessment tools by making a Kahoot to test the class. Assistive technologies will be provided for students whose IEPS require read-alouds, in the form of Snap Read software. ESE students who required more scaffolding and support will have their wiki page set up with a few questions to answer and will be given a handout outline that describes what kind of info needs to be included in the wiki page.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 closing event will be when the class goes over the class wiki together on the day after the project is due. Students will be asked to reflect on their work by making a short Flipgrid video that tells one interesting fact they learned as well as a reflection of their thoughts on this project. Feedback will be taken from the students by way of a Google form which will be located in the Google classroom. This will be given to the students on the last day of the project. This is how I will find out if the lesson was meaningful and worth completing. This will also be how I figure out what went well and why and what could be done differently the next time I do the lesson.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. As I reflect on this lesson, I have learned that 6th grade students are great at experimenting and figuring things out when it comes to websites and web 2.0 tools. My advice would be to spend time up front explaining to students how the websites work (especially how everyone can see who has edited what on the wiki). I would include checkpoints along the way (each day) to make sure the students stay on track and do not get sidetracked spending too much time on one aspect of the project. I would take time to re-explain the web tools being used a little each day so they students do not get overwhelmed. The most important thing is to test out everything with the technology before the students use it and before I put the links in the Google Classroom. I had some trouble with one of the websites being blocked at school (Padlet), so I had to scratch this idea and start over. It was also important for me to basically do the assignment first on my own, to catch any technical errors that could come up. I am glad I took the time to do this, because I was able to catch several issues with Wikispaces and Glogster. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download