Creating Mini Lesson Plan and Exemplar
Teacher name:
Richard Scarper
Subject:
Social Studies (United States History to 1865)
Grade Level:
6th
Time duration:
80 minutes
Materials needed:
Smartboard, internet access, PowerPoint, laptops
Lesson Objective:
SOL USI.2a: “The student will use maps, globes, photographs, pictures, or tables to a) locate the seven continents and five oceans.”
Students will be able to identify the locations of all seven continents and all five oceans using digital mapping skills.
Purpose of the lesson:
This lesson will familiarize students with online digital maps and increase their geographical skills in locating continents and oceans on unlabeled world maps.
Activity:
This edifying game allows students to drag and drop individual puzzle pieces that represent the seven continents and five oceans. The website imposes no time limit and displays a score for each correctly placed item. Each pair of students will collaborate to play the game at least once until time is called by the teacher.
Assessment:
Exemplar
http://prezi.com/c81gdrpofrzz/?utm_campaign=share&utm_medium=copy
Resources:
Virginia Department of Education (2008) History and Social Science Standards of Learning, United States History to 1865. http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_ushistory_to1865.pdf
Richard Scarper
Subject:
Social Studies (United States History to 1865)
Grade Level:
6th
Time duration:
80 minutes
Materials needed:
Smartboard, internet access, PowerPoint, laptops
Lesson Objective:
SOL USI.2a: “The student will use maps, globes, photographs, pictures, or tables to a) locate the seven continents and five oceans.”
Students will be able to identify the locations of all seven continents and all five oceans using digital mapping skills.
Purpose of the lesson:
This lesson will familiarize students with online digital maps and increase their geographical skills in locating continents and oceans on unlabeled world maps.
Activity:
- The teacher will introduce the term continent and explain that there are seven distinct continents in the world. The teacher will then inform students that there are a total of five formally recognized oceans.
- The teacher will explain to students that they are going to study the locations and defining characteristics of the seven continents and five oceans.
- The teacher will use a Smartboard to present an introductory video (3 min. 48 sec.) with a song created by Chesapeake Bay Middle School students and their Social Studies teacher. The teacher will click on the following link: https://youtu.be/lQ2V-VgCJgI.
- Following this video, the teacher will use the Smartboard to display a PowerPoint presentation consisting of 14 slides. The first slide will display a world map labeled with both continents and oceans. The teacher will provide basic geographical facts such as the largest continent and ocean. Building upon this foundational information, slide two will focus exclusively on the seven continents. Each of them will be labeled on a world map. Similarly, the third slide will illustrate and label the five oceans.
- Slides four through ten will present individual maps of each continent while providing interesting facts and details regarding each one. For example, students will learn that North America is the only continent with all kinds of weather and has the third largest population with 529 million people. Most inhabitants of North America speak English, Spanish, or French. Mexico City distinguishes itself as the continent’s largest city. Additionally, Antarctica stands out as the coldest continent on Earth with recorded temperatures of minus 89 degrees Celsius. The average rainfall is only 2 ½ inches annually.
- Slide eleven will contain a concise list of the continents. It will also include the helpful mnemonic: Ants Always Afraid After Seeing Elephants Napping (Africa, Antarctica, Asia, Australia, South America, Europe, North America). Similarly, slide twelve will list the names of the oceans with the mnemonic: A Snake Is A Predator (Atlantic, Southern, Indian, Arctic, Pacific). The thirteenth slide will invite students to ask questions.
- At the conclusion of this PowerPoint presentation, the teacher will continue using the Smartboard by accessing an interactive world map on the following link: http://mapmaker.education.nationalgeographic.org/?ls=000000000000. This map contains noteworthy features such as the ability to zoom, place a marker on any location, add circles or rectangles around specific areas, create text boxes, and use lines to plot routes, distance, migration patterns, etc. Students will initially view a world map that labels most features including topography, countries, rivers, and major cities. Subsequently, the view will be changed to provide a distant perspective of the world that displays only the outlines of continents and oceans.
- Students will volunteer or be selected to choose one continent or ocean, create a text box around it, and type the name inside the box. The teacher will have a poster with the names of continents and oceans available as a key. The teacher will proceed to erase the text boxes and conceal the poster. Students will then be called to identify the continents and oceans from memory. This task will provide an opportunity to utilize the previously discussed mnemonics.
- Students will be divided into pairs and use laptops to access the online game, “World Continents and Oceans” (Level Two, Intermediate). It can be found on the following link: http://www.sheppardsoftware.com/world_G1_drag_drop.html
This edifying game allows students to drag and drop individual puzzle pieces that represent the seven continents and five oceans. The website imposes no time limit and displays a score for each correctly placed item. Each pair of students will collaborate to play the game at least once until time is called by the teacher.
Assessment:
- Students will be assessed by individually producing a Prezi presentation that includes a blank map of the world. They will proceed to label the map with correct locations of each continent and ocean. This task will be completed by creating text boxes and accurately indicating locations. Students will provide a list of properly spelled names of the continents and oceans. A minimum of three digital illustrations will also be required. Students will include mnemonics for remembering the names of continents and oceans. Lastly, they will each depict their favorite continent and integrate a corresponding image.
Exemplar
http://prezi.com/c81gdrpofrzz/?utm_campaign=share&utm_medium=copy
Resources:
Virginia Department of Education (2008) History and Social Science Standards of Learning, United States History to 1865. http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_ushistory_to1865.pdf
Collaborative Tools Assignment
The following list consists of five digital collaborative tools that demonstrate impressive educational potential. Each one possesses unique features that facilitate communication and cooperation among young scholars. Exploring the multiple qualities and capabilities of these five tools reveals them to be especially suitable for seventh grade Social Studies students. Accordingly, the following list offers a compilation of resources intended to help Social Studies teachers promote collaboration among seventh grade learners. These specially selected digital tools will help immensely in my personal endeavors to implement collaborative techniques. I plan to use them as conduits for students to interact, share information, and work together on projects.
Bubbl.us:
This tool enables users to create word bubbles that can be connected to form word webs, charts, and diagrams. Users can customize the appearance of word bubbles by selecting the color, shape, and size of each one. The program allows users to insert images into word bubbles. These features provide an excellent means for brainstorming individually or with other participants. Bubbl.us promotes collaborative learning by allowing students to work together on designing word webs, charts, and diagrams. As a teacher, I can assign group projects that require multiple students to use the program simultaneously. In addition to allowing students to work on the same assignment from separate computers, this tool enables learners to share creations with their classmates and me. I can use Bubbl.us to generate formative assessments. For example, groups could produce diagrams centered on the American Revolution and create word webs with various causes and factors surrounding the outbreak of war.
ThinkBinder:
ThinkBinder includes an interactive digital whiteboard on which multiple students can write and post simultaneously. It allows files to be saved, stored, and conveniently accessed. The program provides a means for users to upload and share videos, images, and links. Additionally, it facilitates video chats and enables users to exchange typed messages. The creators of this program announce a desire to revolutionize collaborative studying and increase the efficiency of group work. In my future classroom, ThinkBinder’s interactive digital whiteboard will prove valuable when completing group assignments and solving problems collaboratively. Students can use it to study together and ask one another questions. Similarly, they can exchange typed messages and participate in video conversations. Students can also use ThinkBinder to contact me and seek clarification when necessary.
MixBook:
This tool serves as a conduit for designing, storing, and sharing various types of projects. It includes devices for uploading, editing, and compiling photographs. MixBook also includes mechanisms for creating student portfolios, storybooks, class progress books, event invitations, event programs, graduation invitations, homework calendars, event calendars, and class calendars. MixBook fosters collaborative learning by providing a secure online environment in which students can work together on projects and assignments. The program enables them to save, store, edit, and share work with me and their classmates.
Groupboard:
Groupboard includes a digital whiteboard on which users can post files and images. It hosts video chats and facilitates typed discussions.
Groupboard promotes collaboration by enabling students to communicate with one another through video chats and typed messages. Students can use this program to discuss class concepts, share their thoughts, ask questions, and study together.
Socrative:
This tool includes a video chat forum in addition to a means for recording and storing data. It allows users to upload and share information with one another. Equally beneficial, the program includes tools for automatic grading of previously designed assessments. This tool supports collaborative learning by enabling students and teachers to communicate with one another in real time. It allows teachers to provide instant feedback by conversing with students. Socrative enables educators to customize assignments and assessments to fit the needs of individual classes. It also serves as a means for teachers to record data while monitoring student performance. The program is compatible with virtually any modern device. Students can use it to discuss material from lessons and work together on assignments.
The use of these collaborative digital tools corresponds unmistakably with the ISTE Standards-Students. For example, Bubbl.us and MixBook reflect the standard of Creativity and Innovation by enabling students to use their knowledge to produce new works and design imaginative projects. The second standard of Communication and Collaboration becomes evident when exploring the capacities of ThinkBinder, Groupboard, and Socrative. Each of these programs facilitates video chats, typed dialogue, and prerecorded messages. The potential for Bubbl.us and Socrative to help students assemble, organize, and process information brings to mind the third standard of Research and Information Fluency. Similarly, the manner in which ThinkBinder and Bubbl.us assists in planning, managing, and strategizing corresponds with the standard of Critical Thinking, Problem Solving, and Decision Making. All five of the aforementioned collaborative tools reflect the standard of Digital Citizenship by promoting safe, legal, ethical, and responsible usage of technology. Similarly, the standard of Technology Operations and Concepts brings to mind the capacity of all five tools to help students experience, practice, and familiarize themselves with various forms of technology and their proper functions.
Reference:
ISTE standards – students. International Society for Technology in Education. (2007). Retrieved March 14, 2016, from iste.org/standards
Bubbl.us:
This tool enables users to create word bubbles that can be connected to form word webs, charts, and diagrams. Users can customize the appearance of word bubbles by selecting the color, shape, and size of each one. The program allows users to insert images into word bubbles. These features provide an excellent means for brainstorming individually or with other participants. Bubbl.us promotes collaborative learning by allowing students to work together on designing word webs, charts, and diagrams. As a teacher, I can assign group projects that require multiple students to use the program simultaneously. In addition to allowing students to work on the same assignment from separate computers, this tool enables learners to share creations with their classmates and me. I can use Bubbl.us to generate formative assessments. For example, groups could produce diagrams centered on the American Revolution and create word webs with various causes and factors surrounding the outbreak of war.
ThinkBinder:
ThinkBinder includes an interactive digital whiteboard on which multiple students can write and post simultaneously. It allows files to be saved, stored, and conveniently accessed. The program provides a means for users to upload and share videos, images, and links. Additionally, it facilitates video chats and enables users to exchange typed messages. The creators of this program announce a desire to revolutionize collaborative studying and increase the efficiency of group work. In my future classroom, ThinkBinder’s interactive digital whiteboard will prove valuable when completing group assignments and solving problems collaboratively. Students can use it to study together and ask one another questions. Similarly, they can exchange typed messages and participate in video conversations. Students can also use ThinkBinder to contact me and seek clarification when necessary.
MixBook:
This tool serves as a conduit for designing, storing, and sharing various types of projects. It includes devices for uploading, editing, and compiling photographs. MixBook also includes mechanisms for creating student portfolios, storybooks, class progress books, event invitations, event programs, graduation invitations, homework calendars, event calendars, and class calendars. MixBook fosters collaborative learning by providing a secure online environment in which students can work together on projects and assignments. The program enables them to save, store, edit, and share work with me and their classmates.
Groupboard:
Groupboard includes a digital whiteboard on which users can post files and images. It hosts video chats and facilitates typed discussions.
Groupboard promotes collaboration by enabling students to communicate with one another through video chats and typed messages. Students can use this program to discuss class concepts, share their thoughts, ask questions, and study together.
Socrative:
This tool includes a video chat forum in addition to a means for recording and storing data. It allows users to upload and share information with one another. Equally beneficial, the program includes tools for automatic grading of previously designed assessments. This tool supports collaborative learning by enabling students and teachers to communicate with one another in real time. It allows teachers to provide instant feedback by conversing with students. Socrative enables educators to customize assignments and assessments to fit the needs of individual classes. It also serves as a means for teachers to record data while monitoring student performance. The program is compatible with virtually any modern device. Students can use it to discuss material from lessons and work together on assignments.
The use of these collaborative digital tools corresponds unmistakably with the ISTE Standards-Students. For example, Bubbl.us and MixBook reflect the standard of Creativity and Innovation by enabling students to use their knowledge to produce new works and design imaginative projects. The second standard of Communication and Collaboration becomes evident when exploring the capacities of ThinkBinder, Groupboard, and Socrative. Each of these programs facilitates video chats, typed dialogue, and prerecorded messages. The potential for Bubbl.us and Socrative to help students assemble, organize, and process information brings to mind the third standard of Research and Information Fluency. Similarly, the manner in which ThinkBinder and Bubbl.us assists in planning, managing, and strategizing corresponds with the standard of Critical Thinking, Problem Solving, and Decision Making. All five of the aforementioned collaborative tools reflect the standard of Digital Citizenship by promoting safe, legal, ethical, and responsible usage of technology. Similarly, the standard of Technology Operations and Concepts brings to mind the capacity of all five tools to help students experience, practice, and familiarize themselves with various forms of technology and their proper functions.
Reference:
ISTE standards – students. International Society for Technology in Education. (2007). Retrieved March 14, 2016, from iste.org/standards