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Kenaisa Anderson

TPACK Template Mobile Applications Assignment

C Mobile Application for Creating Mobile Application for Collaborating

o Subject History
n Grade Level 7th grade 7th grade
t Learning Objective USI.8 The student will demonstrate knowledge USI.8 The student will demonstrate
e of westward expansion and reform in America knowledge of westward
n from 1801 to 1861 by expansion and reform in
t c) describing the impact of America from 1801 to 1861 by
inventions, including the cotton a) describing territorial expansion
gin, the reaper, the steamboat, and how it affected the political
and the steam locomotive, on life map of the United States, with
in America;
emphasis on the Louisiana
d) identifying the main ideas of the Purchase, the Lewis and Clark
abolitionist and womens expedition, and the acquisitions
suffrage movements. of Florida, Texas, Oregon, and
California;
b) identifying the geographic and
economic factors that influenced
the westward movement of
settlers;
c) describing the impact of
inventions, including the cotton
gin, the reaper, the steamboat,
and the steam locomotive, on life
in America;
d) identifying the main ideas of the
abolitionist and womens
suffrage movements.
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P Activity 1. The teacher will present the lesson first/
e introduce it to the students on the
d smartboard.
a 2. The teacher will have some names and
g definitions written on the board of
o historical figures of the abolitionist and
g womens suffrage movements.
y 3. Next, the teacher will divide the class in
small groups of 3. Each group will go up to
the board and pick from the categories. ( 1
student from each group per category. So 1
student will have a figure from the
abolitionist movement, 1 student will have
a figure from the suffrage movement and
one student will have a term related to the
content. )
4. Next, the students will get out their devices
including tablets, iPads, and/or cell phone.
5. They will download the Mad libs app.
6. Once on the app, they will type in the
term/person they have and then write
adjectives to describe them.
7. Finally, once their finished, the end result
will be a cute poem to further their
knowledge about the content.
1. Once the teacher presents the lesson to the
students and they create their Mad libs
poem from the previous day, then they will
begin collaborating.
2. First, I will show them the educreation app.
I will complete the objectives a and b
listed above and have a map of the
territorial expansion and listed points of
the economic factors.
3. I will then share this presentation will all of
them through the app.
4. Next, everyone who was apart of the same
category. (meaning everyone who got a
word from the abolitionist category,
suffrage category and term category) will
all get into a group.
5. They will then collaborate on this app and
share their ideas about their related
category. Then they will update it to the
app and share it with everyone.
6. On the next day assignment, they will all
get into the groups they were in on first day
when they created their mad libs. Meaning,
they each should have a DIFFERENT
category. One student will have a word
from the abolitionist movement, one
student will have a word from the suffrage
movement and the next student will have a
term.
7. They will all collaborate together with their
different categories and have a mini review
lesson.
8. Finally, at the end of this unit. The students
will present these collaborative
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assignments and we could use it as a unit

test review.

T Technology The name of the creating tool my students will be The name of the collaborative tool my students will
e using is Mad Libs. be using is Educreations.
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