Lesson 1: PBL


Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title: Running for Office

Related Lessons: City, State, and National Government
Grade Level: Third
Unit: Government (Social Studies)

GOALS
Content Standards:

Wisconsin Social Studies, Standard C: Political Science and Citizenship Performance Standards - Grade 4

C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of government
C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community

ISTE NETS-S

þ Creativity and innovation
þ Communication and collaboration
þ Research and information fluency


þ Critical thinking, problem-solving, & decision-making
þ Digital citizenship
þ Technology operations and concepts
Instructional objective(s):
-The students will be introduced to their government unit via problem-based learning
-The students will be guided in a KWHL lesson on the U.S. president
-The students will develop a plan of action for creating their campaign

ACTION

Before-class preparation:
The teacher will prepare for the class by ensuring that has a SmartBoard for the unit and setting it up. She will create a KWHL hart with Notebook software to guide the students through the lesson. She will also create a final project rubric using the website http://rubistar.4teachers.org/, so the students can use it as a guide for their project.

During class

Time
Instructional Activities
Materials & Resources
One 45 minute social studies class period.





*The teacher will lead the students in creating a KWHL chart on the SmartBoard.
*The teacher will pose the question to the students:
“The U.S. government has just decided that citizens only need to be 8 years old to run for president. How will you run your presidential campaign?” This question is relevant to student learning because it will encompass the government standards being taught for social studies. It will allow students to personalize the information while learning about government processes in general.
*The teacher will put children into groups of 4 – one will act as president, one as vice-president, a campaign manager, and a finance manager.
*The teacher will have the students complete the activity “How Would You Run the Country?” at http://www.scholastic.com/kids/president/game.htm/ to get them thinking about the important decisions that presidents make.
*To end, the teacher will pass out the unit rubrics and discuss them with the students so they understand the project expectations.


*SmartBoard
*Computer Lab time or Netbook Cart
*Notebook Software
*Rubrics
Notes: Student groupings, environmental modifications needed, etc.
*The students will be grouped in homogenous groups – based off their reading level and prior social studies performance.
*The teacher needs to ensure that she has either scheduled computer lab times or reserved the netbook cart for use by the students during the entire unit.
*The teacher will schedule some work times around special education staff, so that students will have resource teachers available to them.



MONITOR

Ongoing assessment(s):
-The students will be assessed based on participation throughout the project and on the actual culminating project, via the assessment rubric.
Accommodations and extensions:
-The teacher will assign roles based on student needs (i.e. – a student that struggles with mathematical concepts will not be assigned to the financial manager role, etc.)
-The teacher will group the students homogenously so that the students can differentiate within their own groups. Academically high students will challenge each other in their group – and the teacher can give them different guidance and less assistance along the way.
-The teacher will ensure that resource teachers are available for students that require assistance.
-For students that are lacking in government background knowledge, the teacher will provide resources to bring them up to speed with the rest of their peers (websites, picture books, and online audio stories).
Backup plan:
-If the SmartBoard is unavailable during this unit (it’s on a cart and checked out to teachers on an as-needed basis), the lesson will be taught in the computer lab. If the computer lab is unavailable, the lesson will be taught in the classroom and the netbooks will be used.
EVALUATE AND EXTEND
Lesson reflections and notes:






Lesson 2: Online Collaboration


Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title: Creating A Campaign Website

Related Lessons: City, State, and National Government
Grade Level: Third
Unit: Government (Social Studies)

GOALS
Content Standards:

Wisconsin Social Studies, Standard C: Political Science and Citizenship Performance Standards - Grade 4

C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of government
C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community

ISTE NETS-S

þ Creativity and innovation
þ Communication and collaboration
þ Research and information fluency


þ Critical thinking, problem-solving, & decision-making
þ Digital citizenship
þ Technology operations and concepts
Instructional objective(s):
-The students will be use a wiki to create a campaign website for presidency.
-The students will explore other wiki websites to learn how they are set up, how they work, and how to navigate through them.
-The students will learn about political issues and determine their stance on them.

ACTION

Before-class preparation:
The teacher will prepare for the class by reserving the netbook cart for the duration of the lesson. She will also create a final project rubric using the website http://rubistar.4teachers.org/, so the students can use it as a guide for their project. She will use www.sharetabs.com to create a list of websites for the students to use to research political issues, create their wiki, and explore other wikis.

During class


Time
Instructional Activities
Materials & Resources


15 minutes




15 minutes








20 minutes






20 minutes






30 minutes










50 minutes
Day 1

*To begin, the teacher will have the students visit Simple English Wikipedia (http://simple.wikipedia.org) to introduce them to the concept of wikis.

*Then, the teacher will lead the students to http://presidentialelection.wikispaces.com/. This is a wiki that was created for the Obama/McCain election. The students will use this website to research different political issues and to familiarize themselves more with wikis.

*Using links on www.sharetabs.com, the students will research other political issues and find 5 to take a stance on.

Day 2

*The teacher will introduce the students to the website www.pikiwiki.com. She will lead them in setting up an account for their group. She will hand out the assessment rubrics, which will guide the students in their leanring.

*The students will work in their groups to create a campaign website for their presidency nomination. They will use digital cameras to take pictures of their “president” and “vice president” nominees to post on their wiki. They will use collaboration at school and at home to complete their website.

Day 3-8

*The students will have work time, guided by the teacher, to complete their wikis.





*SmartBoard
*Netbook cart



















*Smartboard
*Netbook cart
*Headsets
*Digital cameras













*Smartboard
*Netbook cart
*Headsets
*Digital cameras
Notes: Student groupings, environmental modifications needed, etc.
*The students will be grouped in homogenous groups – based off their reading level and prior social studies performance (these groups were determined in lesson one of this unit).
*The teacher needs to ensure that she has reserved the netbook cart for use by the students during the entire unit.
*The teacher will schedule some work times around special education staff, so that students will have resource teachers available to them.



MONITOR

Ongoing assessment(s):
-The students will be assessed based on participation throughout the project and on the actual culminating project, via the assessment rubrics.
Accommodations and extensions:
-The teacher will assign roles based on student needs (i.e. – a student that struggles with mathematical concepts will not be assigned to the financial manager role, etc.)
-The teacher will group the students homogenously so that the students can differentiate within their own groups. Academically high students will challenge each other in their group – and the teacher can give them different guidance and less assistance along the way.
-The teacher will ensure that resource teachers are available for students that require assistance.
-For students without internet access at home, the teacher will provide times during the school day for them to collaborate on their wiki (outside of the social studies time).
Backup plan:
-If the teacher observes students that aren’t making adequate connections and learning towards the standards, she will do some direct instruction in a small group setting. This could be done during Daily 5 literacy or in lieu of a work day on the netbooks.
EVALUATE AND EXTEND
Lesson reflections and notes:






Lesson 3: Digital Storytelling



Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach
Description: Students will continue with their government unit by creating presidential campaign commercials with digital storytelling software. They will work in their groups using Microsoft PhotoStory in order to create the commercials that will be uploaded to the district website so community members and other students can vote for their favorite candidate.

Daily Lesson GAME Plan Template

Lesson Title: Digital Storytelling: Creating a Campaign Commercial

Related Lessons: Intro: Running for Office, Wikis: Creating a Campaign Website
Grade Level: Third
Unit: Government (Social Studies)

GOALS
Content Standards:

Wisconsin Social Studies, Standard C: Political Science and Citizenship Performance Standards - Grade 4

C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of government
C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community
ISTE NETS-S

þ Creativity and innovation
þ Communication and collaboration
þ Research and information fluency


þ Critical thinking, problem-solving, & decision-making
þ Digital citizenship
þ Technology operations and concepts
Instructional objective(s):
-The students will be use digital storytelling software to create a campaign commercial for presidency.
-The students will explore actual presidential commercials to get ideas and inspiration for their own.
-A presidential candidate will be elected based off of internet voting.
-The students will continue to learn about the big political issues and what their personal stances are on them.
ACTION


Before-class preparation:
The teacher will prepare for the class by reserving the netbook cart for the duration of the lesson. She will also create a final project rubric using the website http://rubistar.4teachers.org/, so the students can use it as a guide for their project. She will use www.sharetabs.com to create a list of websites for the students to use during this lesson.


During class


Time
Instructional Activities
Materials & Resources


10 min.






40 min.











50 min.









50 min.






50 min.
Day 1

*The teacher will hand out the rubrics (made using www.rubistar.com) for the digital storytelling project and explain the project details and requirements to the students.


*Using the teacher’s sharetabs (www.sharetabs.com) website, the students will visit the website The Living Room Candidate: Presidential Campaign Commercials 1952-2008 (http://www.livingroomcandidate.org/). This website shows all bipartisan presidential television commercials from that period. The students will use this website to gain ideas and inspiration for their own campaign commercial.


Day 2

*The teacher will teach the students how to use the Microsoft PhotoStory software (http://www.microsoft.com/windowsxp/using/digitalphotography/PhotoStory/default.mspx). She will teach them how to insert images, text, and audio in order to create a video with their group.


Day 3-7

*The students will have work time, guided by the teacher, to complete their presidential campaign commercials.

Day 8

*The teacher will have a viewing party, so that all the students can view the campaign commercials together. Then, she will upload the videos to the district website so the students and community members can vote for their favorite candidate (using Survey Monkey (http://www.surveymonkey.com/) to create the poll.



*rubrics
*SmartBoard
*Netbook cart
*websites bookmarked using Sharetabs












*SmartBoard
*Netbook cart
*Microsoft PhotoStory software
*headsets with microphones
*digital cameras
*Flip Video camera



*Smartboard
*Netbook cart
*Microsoft PhotoStory software
*headsets with microphones
*digital cameras
*Flip video camera






Notes: Student groupings, environmental modifications needed, etc.
*The students will be grouped in homogenous groups – based off their reading level and prior social studies performance (these groups were determined in lesson one of this unit).
*The teacher needs to ensure that she has reserved the netbook cart for use by the students during the entire unit.
*The teacher will schedule some work times around special education staff, so that students will have resource teachers available to them.



MONITOR

Ongoing assessment(s):
-The students will be assessed based on participation throughout the project and on the actual culminating project, via the assessment rubrics.
Accommodations and extensions:
-The teacher will group the students homogenously so that the students can differentiate within their own groups. Academically high students will challenge each other in their group – and the teacher can give them different guidance and less assistance along the way.
-The teacher will ensure that resource teachers are available for students that require assistance.
Backup plan:
-If the teacher observes students that aren’t making adequate connections and learning towards the standards, she will do some direct instruction in a small group setting. This could be done during Daily 5 literacy or in lieu of a work day on the netbooks.
-This lesson could also be done using the Flip Video digital video cameras if computers/internet are not available.
EVALUATE AND EXTEND
Lesson reflections and notes:
The teacher will need to be ready to remind students about how to choose appropriate pictures from our database of free picture websites or cite copyright information at the end of their commercials. A clause should be written and posted on the district website with the videos explaining that measures were taken to try and ensure that best practices were used in using images.