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Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Name Anna Bilyeu

Grade Level(s) 3rd Grade

Content Area Social Studies

Time line 3 weeks

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?) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.

Content Standards: Social Studies


SS3H1 Describe early American Indian cultures and their development in North America.
a. Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest,
Plains, Northeast, and Southeast.
b. Compare and contrast how American Indians in each region used their environment to obtain food,
clothing, and shelter.

ISTE Standards for Students


Creative Communicator: 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.
6a Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
Students will choose from several technology tools when creating their final project, including
Adobe Spark, Animoto, Google Slides, Microsoft Sway, Weebly for Education, and Canva
6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital
objects such as visualizations, models or simulations
Students will communicate ideas by creating digital products using one of the following
technology tools: Adobe Spark, Animoto, Google Slides, Microsoft Sway, Weebly for Education,
or Canva
Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.
7a Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
Students will connect with learners from other schools in Georgia through Padlet and Skype
Empowered Learner: Students leverage technology to take an active role in choosing, achieving and
demonstrating competency in their learning goals, informed by the learning sciences.
1c Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
Students will seek feedback throughout the project via the comment feature in Google Docs and
after project completion via the comment feature in Padlet

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Connections to Other Curriculum Areas: English Language Arts
ELAGSE4RI9: Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
ELAGSE4W7: Conduct short research projects that build knowledge through investigation of different aspects of
a topic.
ELAGSE4W8: Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

For this lesson, students will explore early American Indian cultures and learn how the American Indians in each
region used their environment to meet their needs. The project begins with a virtual field trip using Google Tour
Builder, allowing each student to visualize the physical environment of several regions in North America - Arctic,
Northwest, Southwest, Plains, Northeast, and Southeast (Google Tour Builder, 2017). During this field trip,
students will investigate life for American Indians in each region, using resources shared throughout the tour to
guide their research. They will complete a HyperDoc in Google Docs to document their learning (Google Docs,
2017). After completing their research, students will choose one American Indian nation and create a model of an
American Indian artifact from that culture. After further research of the selected American Indian nation and
artifact, students will create a technology product that describes the artifact and how it is connected to the region
where the American Indian group lived. Students can choose from the following options:
Create a digital movie using Adobe Spark Video or Animoto (Adobe Spark, 2017; Animoto, 2017)
Create a digital presentation using Google Slides or Microsoft Sway (Google Slides, 2017; Microsoft,
2017)
Create a digital website using Weebly for Education (Weebly for Education, 2017)
Create a digital poster using Canva (Canva, 2017)

Students will create a digital museum by posting completed technology projects to a Padlet wall, where other
third grade classes in Georgia will also be posting their completed American Indian projects (Padlet, 2017). At the
conclusion of the project, third graders will connect with another class via Skype to provide each other feedback
and reflect on the experience (Skype, 2017).

As a result of this learning experience, the learners will:


Identify the regions where American Indians settled in North America
Synthesize information from multiple resources in order to explain how American Indians used their
environment to obtain food, clothing, and shelter
Compare how the American Indians in each region used their environment to meet their needs
Create a digital product that clearly and effectively communicates ideas
Use feedback to improve their practice
Demonstrate collaboration skills by making constructive contributions when engaging with learners from
other schools in Georgia

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.

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How do objects made by people of the past help us learn about their lives?
How did American Indians in each region of North America use their environment to obtain food, clothing,
and shelter?
How do physical systems affect human systems?
How can I use technology to clearly communicate complex ideas?
How does connecting with other learners outside of my school help me as a learner?
What reading strategies will help me write or speak knowledgeably about a topic I have researched?
What writing strategies will help me clearly communicate information?

During this lesson, students will build on prior knowledge related to geography and climate of North America.
Students also have prior experience with the technology used in this lesson, which will allow them to utilize these
tools to conduct research and create quality products.

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 illustrate their learning by producing a model of an American Indian artifact, along with a technology
product that explains the connection between their artifact and the American Indian region (see Appendix A for
handout describing product in detail). In order to create this product, students will synthesize information from
multiple resources to explain how American Indians used the environment to meet their needs. The technology
project also allows students to generate new knowledge that is published online in a digital museum used by
other students around Georgia to build their understanding of American Indian cultures of the past. The artifact
and technology product will be assessed using a rubric that aligns with learning objectives (see Appendix B).

There are also many opportunities for formative assessment throughout the lesson. While students research, the
teacher will have access to each students HyperDoc where they will record their research and plan their
technology project. Through in-person conferences and digital comments within students HyperDoc files, the
teacher will provide ongoing and timely feedback to students. The teacher will utilize anecdotal notes to annotate
how and when students have demonstrated learning objectives. Students will also use the Skype Collaboration
Checklist to self-assess their contributions during the collaborative experience with another third grade class (see
Appendix C).

The teacher will utilize these anecdotal notes, monitoring of progress within the HyperDoc, and checklist data to
track each students understanding as they work. This allows the teacher to meet with students to provide
additional guidance and support as needed, thus differentiating the task by providing support to meet individual
student needs. Products will also be differentiated as students have opportunities for choice throughout the
lesson. They can choose which Native American nation and artifact to focus on, as well as which technology tool
they use to create their product. As an additional challenge, students will also be invited to add additional
components that enhance their technology project.

Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp 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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Throughout this project, technology is used to support student learning in many ways. First, technology provides
structure and support to students during research as they complete online graphic organizers and templates
within their HyperDoc file. Technology also connects students to valuable online resources that are used to build
their understanding. The teacher uses Google Tour Builder and Google Earth to engage students through a more
immersive research experience.

Padlet and Skype are used to connect with other third grade classes, which gives students an authentic audience
for their work. This also gives them opportunities to build collaboration skills, constructively build knowledge, and
give and receive feedback that can be used to improve their practice.

Finally, students have a choice of several online digital tools, including Adobe Spark Video, Animoto, Google
Slides, Microsoft Sway, Weebly for Education, and Canva, to create a digital product that clearly and effectively
communicates ideas about how American Indians used their environment to meet their needs. This supports
student learning as they use technology to demonstrate their understanding in a creative way.

In order to complete this project, students should have a basic understanding of Internet navigation, using a
search engine to locate information, and word processing skills. Prior experience with the creation tools used in
this lesson is helpful, but certainly not required. The teacher will use various management techniques (described
below) to support students in their use of technology tools, regardless of their prior knowledge.

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?)

This lesson follows a third grade Geography unit about the regions of the United States. Students will have a
foundational understanding of the physical features and climate of each region, which they will build upon during
this lesson as they draw connections between each region and the American Indian nations that lived there. As
second graders, students also studied Creek and Cherokee American Indian tribes, so they are familiar with some
of the basic concepts in this unit, including the use of natural resources to meet needs. The teacher will check for
prior understanding of Social Studies content by opening the unit with a Know-Want to Know-Learned (KWL)
activity in which each student shares their prior knowledge, as well as their questions and interests related to the
topic.

When introducing technology tools, the teacher will invite students to share their prior knowledge. Any class
experts will be identified to serve as a resource to classmates during the product creation process. Students may
encounter difficulties when it comes to issues of digital citizenship. More specifically, when searching for images
to use in technology products, students may attempt to utilize copyright images. Similarly, students may have
difficulty paraphrasing ideas rather than copying and pasting from the original source. The teacher will utilize
targeted mini-lessons to provide support and guidance in these areas.

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.

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This lesson will be completed in a class with one-to-one computer access. For this reason, students will naturally
have equitable access to digital tools and resources as they work on their own individual device. In environments
with more limited access to technology, the teacher can still take steps to ensure equitable access. Options
include reserving a computer lab where each student can use a device, completing the project within a rotational
model where students each have a designated time to use available devices, or having students who are
researching similar topics work together on a shared device to complete their research.

Several strategies can be used to manage the use of digital tools and resources in the classroom. First, the
teacher should ensure that both project expectations and behavior expectations are clear before students begin
working with the technology. Students should also understand the consequences if they do not abide by rules and
expectations. It is recommended that the teacher give directions before students turn devices on to minimize
distractions. While students are working, the teacher should monitor their activities and progress. This can be
done by walking around the room while students work, and also through the use of the HyperDoc that allows
teachers to see each students up to date progress through the assignment.

Technical problems may arise during this project, but these can be minimized by planning ahead. Before
beginning the project, the teacher should test all websites, tools, and links from student devices to ensure that
they work. The teacher should also prepare a backup plan in the event that the network goes down while students
are working or if students forget their device at home. For example, having text-based resources available for
research in addition to the web-based resources will not only give students options in how they research, but this
will also provide a back-up option if issues with the Internet arise. Students can also complete their research on
paper and pencil if necessary. In projects like this one where students may potentially be working with multiple
technology tools at the same time, it is important for the teacher to consider how he or she will provide technology
support if and when students need it. Of course, whenever possible, the teacher can meet with small groups of
students during the lesson to provide face-to-face support with technology tools, but this is not always possible.
The teacher can also plan ahead by finding resources, such as instructional videos or online help pages, that
students can use to independently troubleshoot technology problems. An example of this can be seen within the
Choice Board in Appendix A, which includes links to help pages for each technology tool. It is also important for
the teacher to allow even more time than expected for students to complete the project. By building in extra time,
the teacher is prepared in the event that technology issues arise and will avoid getting behind schedule.

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 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?

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During this inquiry-based lesson, students will build knowledge and skills as they engage in the following
authentic, relevant, and meaningful learning activities in order to answer the question: How did American Indians
in each region of North America use their environment to obtain food, clothing, and shelter?

Week One: Initial Research


Students use a Google Tour to explore and research early American Indian cultures and learn how the
American Indians in each region used their environment to meet their needs. (Google Tour can be viewed
at this link:
https://tourbuilder.withgoogle.com/builder#play/ahJzfmd3ZWItdG91cmJ1aWxkZXJyEQsSBFRvdXIYgIDAr
42XuwoM)
Student will consider the physical environment of regions in North America and draw connections to how
American Indians would have used natural resources for food, shelter, and clothing.
Students will document their learning in a HyperDoc created using Google Docs. (HyperDoc can be
viewed at this link: https://docs.google.com/document/d/12wVHwJ4Trzo_YC8dJp4pZk8zSp3zaGsIGw-
oilkOnGY/edit?usp=sharing)

Week Two: Further Research and Planning


After completing their initial research, students will choose one American Indian nation of interest.
Students will research the American Indian nation and choose an artifact from that culture.
Students will research the chosen artifact and think critically to determine how the artifact is connected to
the natural resources available in that region.
Students will document their learning in a HyperDoc created using Google Docs.
Students will determine which technology product they would like to create for their final product (Adobe
Spark or Animoto video, Google Slides or Microsoft Sway presentation, Weebly webpage, or Canva
digital poster).
Students will create a script or draft for their technology product that:
o Describes the artifact
o Tells how it was used
o Explains what the artifact teaches us about the American Indian nation
o Tells how the artifact is connected to the region
o Includes at least three facts supported with details gathered from their research.

Week Three: Creation and Connection


Students will create a model of their selected American Indian artifact.
Based on the script or draft they wrote, students will create their final technology product.
Students will create a digital museum by posting completed technology projects to a Padlet wall, where
other third grade classes in Georgia will also be posting their completed American Indian projects.
The class will connect with another class via Skype to provide each other feedback and reflect on the
experience.

The HyperDoc provides enough structure that students can work independently, allowing them to take
responsibility for their learning. As students research, they think critically about content and analyze information to
recognize connections between each the natural resources in each region and how American Indians met their
needs. The nature of the task allows for higher-order thinking to take place, as students are presented with an
open-ended task that requires them to use what they have learned to create a technology product that
communicates their understanding.

The teacher supports student learning through the process of research and product creation by modeling,
explaining and clarifying when needed, and providing additional options and support to students as needed. The
teacher provides ongoing and timely feedback to students through both in-person conferences and through digital
comments within students HyperDoc files. The teacher will monitor student understanding and progress
throughout the process, meeting with students to provide additional guidance and support as needed. By
facilitating the lesson in this way, the teacher ensures students receive the individualized instruction they need to
succeed.

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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?)

This project is designed to accommodate various learning styles. Students have a great deal of choice throughout
the project, including research topics and the type of technology product they create, which gives them
opportunities to make decisions based on their learning preferences. A great deal of differentiation will take place
through the amount of scaffolding and support that the teacher provides students as they work. The structure of
the lesson allows for teachers to easily meet with individual or small groups of students to provide additional
support as needed. For students who have IEPs, the teacher must ensure that required accommodations are
provided. Students who need additional challenge and enrichment will have the opportunity to extend their final
technology projects. They might choose to research and compare multiple artifacts from an American Indian
nation. Or, they might choose to enhance their technology project with additional technology pieces, such as
linking an audio podcast to their Google Slides presentation.

Technology can be used to support students with visual, auditory, or physical disabilities. Devices, including
computers, Chromebooks, and iPads, include built-in accessibility options that can be customized to meet student
needs. For example, text can be magnified to make the screen easier to read or text-to-speech functions can be
utilized to support students with visual disabilities. Closed captions on YouTube assist students who have auditory
disabilities. Adaptive technologies like a trackball mouse, adaptive keyboard, and voice recognition software, such
as Voice Typing in Google Docs, all work to support students with physical disabilities.

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?)

Publishing completed student products to the Padlet page and Skyping with another third grade class will serve
as the closing event for this lesson. Through these experiences, students will have an opportunity to showcase
their creations, discuss their experience and learning as they completed this project, reflect on their work, and
receive feedback from others. The teacher will compile data and information collected through rubrics, checklists,
anecdotal notes, and conversations with students to determine what worked well and what could be improved.
This reflective practice will enable the teacher to better understand any difficulties faced by the students and/or
teacher, and also allow them to recognize and build on successes.

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.

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Overall, this lesson was a positive experience. The students enjoyed integrating a hands-on project to
complement their research about American Indian nations in North America. I saw students digital citizenship
skills improve as they created products to share with an authentic audience and searched the internet for images
to use in their projects. This lesson was an excellent opportunity to teach important digital citizenship concepts
within the context of an authentic learning experience. Overall, I saw an excitement and eagerness to learn that I
dont see with traditional paper and pencil tasks. As I watched the class complete the project, I enjoyed seeing
students take ownership over their learning. I found that the HyperDoc was an excellent way to guide students
through the step-by-step process of research and project creation. Moving forward, I am eager to consider other
ways that I can use HyperDocs to provide structure and guidance to students as they work independently on long-
term projects.

When designing this learning task, I did not expect how impactful the Google Tour experience would be for
students. Students were so excited to see the Google street view at each location of the Google Tour. These
standards require students to understand the natural resources and climate of each region in the United States.
However, most students have never actually visited these areas. Through the Google Tour students were able to
visit each region and visualize the environment. This successfully provided the background knowledge needed
for higher-level analysis to occur.

While this experience of visiting each region through Google Tours was valuable to students, I did notice that
they had difficulty switching between the two graphic organizers in the HyperDoc while they completed the
Google Tour. For this reason, when doing this lesson next time, I plan to separate these two tasks. I will first have
students visit each region through a teacher-directed Google Earth field trip. After seeing students excitement
about the street view in Google Maps, I anticipate that the impressive graphics in Google Earth would be an even
stronger hook for this lesson. During this field trip, students will record their observations in a graphic organizer.
Then, they will begin the Google Tour and spend this time focusing on the resources provided in the tour that help
them outline information about American Indian nations in the graphic organizer.

After teaching this lesson, I have a few recommendations to others who are implementing it. The first is to build in
a slight window of time between project completion and connecting with another class via Padlet and Skype.
During project implementation, we had several unexpected interruptions that set back our timeline. This then
forced us to also push back the collaborative component of the project, which is difficult because it involves
coordinating schedules with other classes at other schools. I could have avoided this change by expecting the
unexpected and building in extra time, just in case. Also, while I knew that students would be excited about
completing their technology projects, I was surprised by their enthusiasm to go above and beyond. Our time
limitation made me feel that I was cutting students off before they were able to fully develop their project the way
they envisioned. Building extra time into the pacing of the unit, as well as opportunities for students to work on the
project at home if they choose, would help alleviate this issue.

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References

Adobe Spark. (2017). Spark video. Retrieved from https://spark.adobe.com/about/video

Animoto. (2017). Retrieved from https://animoto.com/

Borders, M. (2017). Habitats unit Flipgrid/Skype collaboration checklist. Retrieved on November 26,

2017 from

https://docs.google.com/forms/d/e/1FAIpQLScPRruA4mCkNJlPvkDWlsgql1Up00iL19HaCQwf6ogsYkaO_

A/viewform

Canva. (2017). Retrieved from https://www.canva.com/

Google Docs. (2017). Retrieved from https://www.google.com/docs/about/

Google Slides. (2017). Retrieved from https://www.google.com/slides/about/

Google Tour Builder. (2017). Retrieved from https://tourbuilder.withgoogle.com/

Microsoft. (2017). Sway. Retrieved from https://sway.com/

Padlet. (2017). Retrieved from https://padlet.com

Skype. (2017). Retrieved from https://www.skype.com/en/

Weebly for Education. (2017). Retrieved from https://education.weebly.com

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Appendix A Product Description Handout

Make a Model of an Artifact


Introduction
What could people learn about you if they looked at your home? What about the objects in your home?
One way we learn about people who lived long ago is by studying artifacts, which are objects made by
people of the past. Some of the artifacts that help us learn about the American Indian nations are
arrowheads, pots, and beads. For this project, you will make a model of an American Indian artifact and
explain how the artifact is connected to the region where the American Indian group lived.

Project Overview
Complete the Google Tour of American Indian Regions and complete the chart to outline
information about the American Indians who lived in each region.
Choose one of the American Indian nations that you find most interesting (American Indian
tribes of the Arctic, Northwest, Southwest, Plains, and Southeast and Northeast)
Research the American Indian Nation you selected. Pay attention to the descriptions of any
artifacts. These artifacts might be homes, tools, objects used for cooking, or even artwork!
Look for more pictures of artifacts in reference books, the Internet, or an encyclopedia.
Choose an artifact you find interesting.
Make a model of the artifact using art materials. For example, you can use clay to make a small
pot or bits of fabric to make miniature clothing.
Research your artifact
Select a technology tool from the Choice Board below and create a product that shares
information about your artifact. Your technology product must include the following information:
Describe your artifact
Tell how your artifact was used by the American Indian nation
Tell what the artifact teaches us about the Native American nation
Explain how the artifact is connected to the region where the Native American nation
lived (for example, Inuit people made homes from stone, ice and snow because these
were the resources that were available. Trees did not grow in the Arctic!)
As always, do your best work - We will publish our completed technology products on a Padlet
wall to share with and learn from another third grade class in Georgia!

Create a digital movie using Create a digital movie using Create a digital website using
Adobe Spark Video Animoto Weebly for Education

Click here for help with Adobe Spark Click here for help with Animoto Click here for help with Weebly

Create a digital presentation using Create a digital presentation using Create a digital poster using
Google Slides Microsoft Sway Canva

Click here for help with Google Slides Click here for help with Sway Click here for help with Canva

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Appendix B Product Rubric

1 2 3 4
Artifact Student did not Student made an Artifact is an Artifact is an
make an artifact. artifact, but it does accurate accurate
not accurately representation of representation of
represent chosen chosen American American Indian
American Indian Indian nation. nation and shows a
nation. strong connection to
available resources
in that region.
Content No content is Student included Content describes Content describes
provided. content, but it does the artifact, tells the artifact, tells
not fulfill all how it was used, how it was used,
requirements. and explains what explains what the
the artifact teaches artifact teaches us
us about the chosen about the American
American Indian Indian nation, and
nation. also tells how the
artifact is connected
to the region.
Supporting Less than two Two supporting Three or more Three or more
Facts and supporting facts are facts are included, supporting facts are excellent facts are
Details included. but they lack detail. included, but they stated and
lack detail in some supported with
places. details gathered
from research. It is
evident that
information was
synthesized from
multiple resources.
Overall Project is Student completed Project shows Project is edited, all
Quality incomplete or project, but editing evidence of editing. ideas are clearly
missing. mistakes interfere All ideas are clearly communicated, and
with communicated. student shows
communication. attempt to engage
the audience.
Word Word choice is There is evidence of Word choice Word choice is
Choice limited. some attention to enhances the creative and
word choice. project. enhances the
project.
Visuals Visuals are not Visuals are related Visuals are Visuals are
directly related to to the topic. appealing and appealing, highly
the topic. support the main relevant, and
ideas. support the main
ideas.
Total
Comments

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Appendix C Skype Collaboration Checklist

Name ____________________________________ Date ___________________

I introduced myself to our collaborating class.

I spoke loudly and clearly when interacting with our collaborating class.

I helped my team or class generate thought-provoking questions to ask our collaborating class.

I responded to our collaborating class with a follow-up comment or question.

I took notes during the Skype session.

I was respectful to our collaborating class.

Other Notes:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Checklist based on Habitats Unit Flipgrid/Skype Collaboration Checklist (Borders, 2017)

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