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Central focus and central technology of the lesson (The central
focus should align with the CCSS/content/ISTE
standards)
Key questions:
●
what do you want your students to learn?
Students will learn about the
five ancient civilizations
●
what are the important understandings, core concepts,
and skills you want students to develop within the learning segment?
Students
will gain an understanding about how geography/topography effects early
settlements.
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Knowledge and skills of students to inform teaching (prior
knowledge/prerequisite skills and personal/cultural/community assets)
Key questions:
●
What do students know, what can they do, what are
they learning to do?
Students know how to research
information on their own to learn about new topics, not they are learning how
to read and interpret maps.
●
What do you know about your students’ everyday
experiences, cultural backgrounds and practices, and interests?
Students
enjoy learning new things especially new digital tools.
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Common Core State Standards/Content Standards/ ISTE Standards (List the number and text of
the standard. If only a portion of a standard is being addressed, then only
list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)
CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs,
photographs, videos, or maps) with other information in print and digital
texts.
ISTE Standards
1.Creativity and Innovation
d. Identify trends and forecast possibilities.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate
and use information.
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate,
synthesize and ethically use information from a variety of sources and media.
c. Evaluate and select information sources and
digital tools based on the appropriateness to specific tasks.
d. Process data and report results.
4. Critical Thinking, Problem Solving and Decision Making
d. Collect and analyze data to identify solutions and/or
make informed decisions.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology
concepts, systems and operations.
b. Select and use applications effectively and
productively.
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Support literacy (traditional literacy, domain specific
literacy, or new literacy) development through language (academic language)
●
Identify one language function (i.e. analyze, argue,
categorize, compare/contrast, describe, explain, interpret, predict,
question, retell, summarize or another one appropriate for your learning
segment)
●
Identify a key learning task from your plans that
provide students opportunities to practice using the language function.
●
Describe language demands (written or oral) students
need to understand and/or use.
Vocabulary
●
General academic terms: analyze, argue, categorize,
compare/contrast, describe, explain, interpret, predict, question, retell,
summarize or another one appropriate for your learning segment
●
Content specific vocabulary (i.e. equation, variable,
balance, evidence, claim, inquiry)
Discourse
●
Text structure, message, conversation, discussion
Note: Consider range of students’ understanding of
language function and other demands-- what do students already know, what are
they struggling with, and/or what is new to them?
Students will interpret maps to understand certain
concepts and be able to express their understanding in an oral and written
fashion.
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Learning objectives
·
Students will learn about the five ancient
civilizations
·
Students will learn the effects of living near
a body of water
·
Students will learn how to use google maps
and/or google earth
·
Students will learn how to read and interpret
maps
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Formal and informal assessment (including type[s] of
assessment and what is being assessed)
●
Explain how the design or adaptation of your
assessment allows students with specific needs to demonstrate their learning.
Consider all students, including students with IEPs, ELLs, struggling
readers, and/or gifted students.
Formal- teacher will collect and
grade students’ assignments
Informal-
Teacher will float around the class while students are working are their
assignments.
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Instructional procedure: Instructional strategies and
learning tasks (including what you and the students will be doing) that
support diverse student needs. Your design should be based on the following:
●
understanding of students’ prior academic learning
and personal/cultural/community assets
●
research and theory
and technology affordances
●
developmental appropriateness
Consider all students, including students with IEPs, ELLs,
struggling readers, and/or gifted students.
1.
Teacher will begin the
lesson with a question/assignment: Use Google Maps and/or Google Earth to
understand why the five ancient civilization began/settled where they did.
2.
Teacher will show
students on the smartboard how to use Google Maps and Google Earth.
3.
Students will have
time to use computers provided in the classroom to do their assignment.
4.
After using Google Maps/Earth,
students will write jot down answers to the question then they will write a paragraph
on the subject.
5.
Students will hand
in their paragraphs to the teacher.
6.
Teacher will go over
the answer to the assignment using Google Maps/Earth with the class.
7.
Teacher will conduct
an informal class discussion about why the five ancient civilization all
settled around a body of water.
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Instructional resources and materials used to engage students in learning.
·
Smartboard
·
Computers
·
Google Maps
·
Google Earth
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Reflection
●
Did your instruction support learning for the whole
class and the students who need great support or challenge? yes
●
What changes would you make to support better student
learning of the central focus?
I would not
make any changes for I feel that the central focus is well supported in the
lesson.
●
Why do you think these changes would improve student
learning? Support your explanation from evidence of research and/or theory.
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