Lesson Plan for Implementing NETSSTemplate I

(More Directed Learning Activities)

Lesson Plan Presentation: https://www.youtube.com/watch?
v=UZHRKRdK4Z4

Name

Thao Tran

Content
Area/ Grade
Level(s)

Social Studies/ Second Grade

Time line

10 days, 45 minutes per day

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?
Content Standards:
SS2H1 The student will read about and describe the lives of historical figures in Georgia history.
a. Identify the contributions made by these historic figures: James Oglethorpe, Tomochichi, and
Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie
Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human
rights).
b. Describe how everyday life of these historical figures is similar to and different from everyday
life in the present (food, clothing, homes, transportation, communication, recreation, rights, and
freedoms).
SS2CG2 The student will identify the roles of the following elected officials:
a. President (leader of our nation)
b. Governor (leader of our state)
SS2CG3 The student will give examples of how the historical figures under study demonstrate the
positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good
sportsmanship, patience, and compassion.

NETS-S Standards:

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1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
c. Create original works as a means of personal or group expression
2. Communication and Collaboration: Students use digital media and environments to communicate
and work collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use
information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will research and present a culminating biography project to assess Jimmy Carter. They will
discuss his various political and personal roles using the themes of distribution of power and
individuals, groups, and institutions. The ideas of location, time, change, and continuity will help
students explore the differences in Jimmy Carters life and their own lives, and also the changes that
have occurred within President Carters lifetime. Students will demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology. They will use and apply
digital tools to gather, evaluate, and use information. The tools that they will use are Canvas (a learning
management system), Tagxedo, and Google Drive (Google Slides). The teacher will provide all the
appropriate resources on the Canvas platform. In groups, students will use critical thinking skills to
plan and conduct research to make informed decisions using appropriate digital tools and resources.
They will use Canvas as a platform for research, Tagxedo to create and demonstrate positive citizenship
traits, and Google Slides to create their presentation. Students will present their final projects to
classmates. After presenting, each group will be given another groups presentation to review and make
suggestions for improvement via video or text on the Canvas platform. The project and presentation
will be assessed using a teacher-created rubric.
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? What questions can you ask students to help them focus on important
aspects of the topic? What background or prior knowledge will you expect students to bring to this topic
and build on?)
How is your life the same and different as Jimmy Carters life when he was small?
How are the jobs of Governor and President the same and different?
How does Jimmy Carter show compassion for others?
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?)

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Students will create a Google slides presentation that will show the audience a biography of Jimmy
Carter. The presentation includes pictures, Venn diagrams to show compare and contrast between
Jimmy Carters life and their life, researched facts, and positive character traits about Jimmy Carter.
Students presentations will be assessed by the use of a teacher-created rubric to determine if students
have a firm grasp on the historical figure as well as their ability to create a presentation of the findings.
Students will see how the use of research can be applied to an authentic and meaningful task. Students
will be differentiated with partners of different ability levels. The presentations that they produce will
also be differentiated according to their ability levels. In the Canvas page, I have recorded videos and
included text to help aid in students learning. After presenting their Google Slides, students will have
the option of recording or writing suggestions for another group in the Canvas Discussion Board.

Resources (How does technology support student learning? What digital tools, and resourcesonline
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?)

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Students are encouraged to use technology to research and produce authentic and meaningful
information from the unit. The use of Google Slides, Tagxedo, and Canvas allows students to become
the creators of information. Students will learn how to locate information from chosen websites as well
as experience using the tools available to form their presentation. They will also learn how to evaluate
their peers work by using the video recording tool or typing a response from the Canvas platform.
Students will be provided with whole class instruction as well as individualized help to aid in the
production of their presentation. The teacher will provide all necessary materials, links and rubrics on
the Canvas platform to help students locate information necessary for the completion of the project.
The teacher will also provide students with an example of a presentation that will be shared on their
Google Drive accounts. The previous technology skills that students should have are basic computing
skills and access to their Google Drive and Canvas accounts.
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?)
Students need to know their user login for the Canvas platform as well as how to access their Google
Drive. They also must know how to navigate the teacher website from Canvas and where to find the
appropriate activities.
Students will be provided with instructional materials about Jimmy Carter prior to creating their
presentations. The teacher will also model whole-class the basics of using Google Slides. To find out if
students have the foundational knowledge of Jimmy Carter, students will create a plan of their slides on
paper first before the teacher allows access to Google Drive. The teacher will check their plan before
they begin creating it on Google Slides.
The difficulties that students may encounter are time and the number of computers available. The
teacher will have to work out a schedule with the media specialist to ensure that there are enough
computers on the project days. It is expected that students will have trouble with technology. The
teacher will allocate enough time to implement this unit taking into consideration of the technology
issues and troubleshooting.
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 troubleshoot them?
Students will be working with partners of different ability levels. They will complete the project in the
classroom using the schools laptop computer cart that the teacher will check out. The teacher and the
teachers intern will provide extra support. If students choose the video recording option to evaluate
another groups presentation, they will be led by teachers intern to a quiet area in the school to record
their videos. There may be times that the Internet may not be strong because grades 3-5 are using it to
practice standardize testing online. I will provide students with paper copies, if needed, on the days that
the Internet is slow or not working. Students will be given extended classroom during another part of
the school day to complete projects, if not completed within the allotted time.
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
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role? What are the students' roles in the lesson? How can you ensure higher order thinking at the
analysis, evaluation, or creativity levels of Blooms 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 collaborating with each other in cooperative learning groups. The teacher will facilitate
and guide student learning by providing assistance of the digital tools. Students will take on the role of
being producers of authentic learning. Their role is to become a historian and be experts in Jimmy
Carter. They will become the teachers and help others learn about one of Georgias most influential
people. To ensure higher-order thinking, students will be conducting research and synthesizing the
information to share the most important information to their peers. This scores high on the Blooms
Level of Taxonomy because students are in second grade and this is their first time creating a
presentation of this capacity to share with classmates. The technology will support teaching by allowing
students a platform of resources to conduct their research. Please see the screenshots below of the
teacher-created Canvas pages that students will use:

The Jimmy Carter page is the homepage of students project. It introduces students to the task and
links all related materials necessary to complete the project.

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The Jimmy Carter Research Activities page allows students teacher-approved resources that will be
helpful in retrieving information. They will build the knowledge and skills of sorting out important
information that is necessary for a presentation and following the guidelines of a rubric.

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The Beginning the Project page allows students direct links to their Google Drive through
LaunchPoint, an access point to all of the districts apps. Google Slides is cloud-based and can be
accessible anywhere there is an Internet connection. Students are able to collaborate outside of the
classroom on the project.

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The Jimmy Carter Research Activities page contains all teacher-approved websites that are used as a
resource for students to find information relevant to the presentation.

The Jimmy Carter Partner Reviews page allows students a direct link to the online discussion board
that will be used to evaluate another groups project via text or video recording. Students will have the
opportunity to write their reviews in their writing notebook prior to typing or recording their video
message.

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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 class consists of Tier 2, Tier 3, ELL, and Gifted students. Students will work in partners to complete
the tasks. The partners will be placed in mixed ability groups. Each person in the partnership will have
important roles, according to their abilities and knowledge of technology, so that no one person carries all
of the weight. Students will complete the project collaboratively, but a few Gifted students have chosen
to work independently. This semester, the class was also provided with a teacher intern from the nearby
university. Students will receive support from the teacher, their peers, and the teacher intern. The teacher
has embedded a variety of videos in Canvas to also help in the aid of visual and auditory learners.
Extensions of student presentations are optional for students who finish early, want to further their
research, and include more slides or embed their own video using the Canvas video recording. Assistive
technology will be provided in the form of larger text through of increasing fonts on websites,
headphones, and/or the use of closed captioning. Students will also be spread through various stations in
the classroom to ensure that they are focused and minimizes distractions of others around them.
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 the opportunity for students to share their presentation with the class. The
teacher will share students presentations with parents via the Google Drive. Students reflections will be
posted and made available on the Canvas Discussion Board and students can access it anywhere there is
an Internet connection. The teacher will provide an exit survey for students after the presentations and
reflections have been made. Students will be asked on what they liked and disliked about the overall
project, what takeaways in technology and information did they learn, and improvements the teacher can
make for the next time.
Overall, the students responses were all positive. I had students asking everyday when they would get
to work on the project. They showed great enthusiasm and engagement throughout the whole project.
Students found this lesson very meaningful and worth completing. They learned how to integrate
technology into content standards. The lesson was also effective because I had an extra adult in the
room. My teacher intern helped a lot in preparing the computers by locating the computer carts and
having it ready for students to work. Most days went fairly well because I did all the preparation work
building the Jimmy Carter Unit on my Canvas page. However, there were a few days that the Internet
did not cooperate due to the high volume of students in the building using the Internet. Third, fourth,
and fifth graders were using it frequently to practice for the Milestones test. Also, when students started
using the video recording on the Canvas Discussion Board, there was no sound or the sound was very
high-pitched from the student laptops. We ended up using the iPad to record their video reflections and
then uploading onto Canvas. If I could teach this lesson differently, I would have taught this lesson prior
to the end of the school year. There were a lot of schedule changes that we had to adapt to and we tried
to fit it in as best as we could. Students were fairly familiar with using Google Docs, however, I would
like to have spent more time doing whole group lessons of students interactively practicing basic typing
skills. Being second graders, this is the first time that most of them are learning how to type. The task
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was very challenging at times because they are still learning how to read and write correctly. Regardless
of a few minor bumps in our project, I was extremely proud of my students work and they dedication
they put into creating amazing presentations.

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?
I was very hesitant to implement such a huge technology project to second graders. This is my first
time ever teaching second grade and I was nervous about the work involved and whether or not they
can complete the tasks. I was very surprised at what they could do on their own. Students
immediately grasped the Web 2.0 tools that I used for my lessons. They were able to teach me a few
things as they discovered while using Google Slides and Tagxedo. I feel more confident in
introducing Web 2.0 tools for students at this age. I was fortunate to have a teacher intern to provide
students with the necessary assistance on technology. Otherwise, I would have had more struggles
in gathering enough computers and helping everyone with their technology needs. Based on my
students and notes I took throughout the unit, I would advise teachers to be prepared ahead of time
with the necessary online links or platform that students can access. Be sure to teach students how
to access and what to do on these links. Make sure you provide examples of what the final product
will look like, especially for younger students who have had little to no experience with
presentations. Also, provide students with teacher modeling as well as student modeling to properly
navigate Canvas, Google Drive, and Tagxedo in order to build up their confidence in completing the
required tasks.

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