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Running Head: BLACK HISTORY MONTH RESEARCH PROJECT 1 Black History Month Research ProjectStacey MurphyLiberty UniversityEDUC 630Black History Month Research Project 2Black History Month Online Research ProjectGrade 3ELA ProjectOhio CCSS ELA Standards: 3.RI.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.3.W.5- 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.3.W.7- Conduct short research projects that build knowledge about a topic.3.SL.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.ISTE Technology Standards for Students:6.A-Understand and use technology systems6.B-Select and use applications effectively and productivelyBlack History Month Research Project 3Lesson Objectives:Students will model appropriate usage of the Google Chrome Book and proper digital citizenship (e.g. netiquette).Students will gather information to share collaboratively with classmates through a teacher-created Google document and sharing documents through GClass folders.Through research, students will create a Google Presentation to share their information with the class. Students will share the Presentation with a partner to have edited and reviewed before submitting the presentation for a grade.Materials Needed:Teacher materials-Desktop computer, promethean board, Google Drive and Gmail AccessStudent materials-At home internet access, Google Chrome Book (net book), Google Drive, research materials and Gmail AccessClass diversity and instructional considerations:Males-10, Females-7There are three students who are on writing IEP’s; these students will have accommodations when it comes to the writing portion of the assignment (teacher assistance-scribe). There is one ELL student in the room who will be allowed access to a dictionary in order to better understand multi-syllable words in the presentation. 80% of the class is of low-socioeconomic status and have not had previous exposure to electronic devices. Four of the students are on behavior Black History Month Research Project 4monitoring plans and will demonstrate appropriate behavior during the lesson in order to earn incentives. There is one student in the classroom that suffers from Autism and becomes over stimulated easily. If the student becomes over stimulated during the lesson, the teacher will redirect the student and allow the student to complete the lesson at another time. There is no aide in the classroom to assist the teacher so all considerations must be taken into account when planning in order to make the lesson beneficial for all. Technology Inclusion:Students will be using the school issued Google Chrome books in order to complete today’s lesson. Students have also been given the opportunity to work independently on this project at home by logging into their Google accounts on a home device. Each student in the district has access to their own personal (district owned) Google account. Students will need log in and password information in order to access the web. Previous Lesson (background):Students have investigated the impact that segregation has had on society and some of the lingering effects that segregation still holds on society as of today. Through learning about the impact of Dr. Martin Luther King Jr., and his famous speech demanding freedom for all, students were able to see some of the hardships that African Americans endured during the years of segregation. Students also investigated slavery, Abraham Lincoln’s presidency, and how his presidency abolished slavery in the south. Black History Month Research Project 5Procedures:All students have been assigned a famous African American to research for the purpose of this project (the list was shared with the students through the Google Drive in order for the students to access the list outside of class and know how to spell names appropriately for searches-see attachment).Through GClass and Doctopus, the teacher was able to share the research document with the students through the drive. Through the sharing of the document, each student was given the same copy of the document which allows them each to edit their own document (see attachment).Students have been given time both in school and outside of school to research for the project. Students are responsible for finding information for each question on the document. Once all information is found, teacher will instruct the students on how to embed a video into the presentation as well as photos of their person. Once all areas of the document have been completed, students will begin to design their Google Presentation which will allow them to share their information with the class. Through the designing process, students will peer edit and review a partner’s work providing constructive critism which will allow students to make adjustments to the presentations before presenting the final copy. Black History Month Research Project 6Assessment:Students will present their Google Presentation to the class in order to teach students about their famous African American. Research document, peer review and presentation will need to be submitted for grading of the project. Future Lesson:Students will continue to discuss the impact that segregation has had on society and feelings associated with events that occurred during segregated times. Students will complete a Venn diagram to compare Ruby Bridges schooling experience to their current schooling experience to see the changes that have occurred over time. Risk Analysis (Technology):Some of the risks associated with this lesson are as follows:Inability to log in through home technologyLow Wi-Fi signalImproperly operating Chrome Book deviceMisspelling of log in informationNot following directions, students venturing to other websites not assigned by teacherPop-up tabs Black History Month Research Project 7Teacher will assess the risks by completing the lesson before it is assigned to the students. Through assessing all possible risks, the teacher is able to make adjustments to the lesson so that the lesson runs smoothly. ................
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