Google Maps/ Google Earth Lesson Plan

Your name: Shaindy Schwartz

Grade Level: 6

Title of the lesson: The Five Ancient Civilizations

Length of the lesson: 50 minutes

 

 

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.

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.

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. d. Transfer current knowledge to learning of new technologies.

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.

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

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.

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.

Instructional resources and materials used to engage students in learning. ·         Smartboard ·         Computers ·         Google Maps ·         Google Earth

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.