Part One

Problem Based Learning

The Goal of this lesson is to answer, "What events caused the people of South Carolina to fire on Fort Sumter?" This is the question that my students will be asked. They have to research this topic to meet the state standards. The students will be told that in order for the principal to approve the field trip to Fort Sumter they need to explain to her why it was such an important event in South Carolina history. They need to answer the key question and create a Podcast or a Voicethread with their cooperative group to describe the key events leading to succession of South Carolina.

The Action component is to prepare the students for research. To introduce the lesson, the question will be posed. Students will work in their cooperative groups to brainstorm any information they might know about the topic. After the students have been given the oppurtunity to discuss their prior knowledge, we will review note taking methods. They will receive tips on how to take Cornell notes which lend themselves to this type of questionning and answering. Students will receive journals for their notes and to record thoughts or ideas.

To Monitor this plan students will be working in groups while formative assessments are occurring. Students will be introduced to various types of research materials. The students will be able to research on the internet, use textbooks, history newspapers, and tradebooks for information. They will work in cooperative groups to complete their research to answer the question. The teacher will observe students for formative assessment and provide feedback and instruction as needed.

The evaluate component of this lesson will include the analysis of the projects. The students will complete with their cooperative group a Podcast or a Voicethread where they will explain the causes of the firing on Fort Sumter. The Voicethread or Podcast will include the historical facts, and will also be graded on their presentation as well.

Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template


Lesson Title:
PBL Lesson

Related Lessons:

Unit: Civil War
GOALS- To identify the cause of the SC Secession during the Civil War.

Content Standards: Explain the events that led to the secession of South Carolina. Including the significance of the invention of the cotton gin, the abolitionist movement, the debate of states’ rights and the election of Abraham Lincoln to president.



ISTE NETS-S

X Creativity and innovation

oX Communication and collaboration
ox Research and information fluency
o Critical thinking, problem-solving, & decision-making
o Digital citizenship
o Technology operations and concepts

Instructional objective(s): Students will research the antebellum period and determine the events that led to SC involvement in the Civil War. They will answer the following problem. We want to go on a field trip to Fort Sumter, however before the principal will approve our trip we need to explain why it is such an important place to visit. We need to determine what events led South Carolinians to fire on Fort Sumter. We need to create a pod cast or voicethread to explain the information to our principal.




ACTION
Before-class preparation:
  • Prepare research materials.
  • Create links to sites for student navigation.
  • Obtain software and hardware needed for Podcast and Voicethread.
During class
Time
Instructional Activities
Materials & Resources
Day One (45 minutes)

Day Two and Three (45 minutes)

Day Four ( 45 minutes)

Pose problem to students
Brainstorm with group how they can research to solve problem. Place students in group and provide note taking journal. Introduce students to note taking format. (modified Cornell notes)

Review note taking format. Demonstrate web site links to students. Provide newspapers, books, and textbook for students to research together in group.Students will research and record their notes.

Students will create a podcast or voicethread explaining the significance of Fort Sumter.

Chart paper
Note taking Journals

Newspaper articles
Websites
Textbooks
Tradebooks
Note Taking journals

Digital Camera
Microphone
VoiceThread and Podcast software


Notes: Student groupings, environmental modifications needed, etc.


MONITOR


Ongoing assessment(s): Formative Assessments of research to include exit slips and observation of students.
Accommodations and extensions: Students will be heterogeneously grouped to help provide support for students. Online sources that read the information will be available as well as support for students.



Backup plan: Provide small group instruction as needed to students in area of need.


EVALUATE AND EXTEND

Lesson reflections and notes: Students will complete the assessment by creating the podcast or Voicethread. They then will build on this knowledge to complete the Civil War unit.




Part Two- Online Collaboration
Third grade students in my class will be working to complete a blog post to explain important people and events from the Civil War in South Carolina. The students will be able to determine the significance of the Union Blockade as well as identify the key events and people of that time.
To introduce the concept students will be shown primary source documents that show pictures of the H.L. Hunley, the blockade runner boat The Planter, Union Warships, and Robert Smalls. The teacher will then explain the reason behind the Union blockade. Students will be placed into cooperative groups for research. The groups will be heterogenous and will pair high and low students. Students will have access to video clips, the internet, newspapers, and textbooks to research. The different research avenues will provide many options for differentiation. The students will select a significant person or topic to post a blog about. After researching the groups will post information about their topic on the blog board. The groups will read the other students’ posts to jigsaw their learning. They will visit the post and comment on one thing that they learned in the blog.
To monitor the lesson the teacher will observe the students completing their research. Small group instruction will be provided to students as needed. They will complete their posts. Students will be assessed with formative assessments. The formative assessments will include their completed research and with at least five details recorded about their topic. They will also be assessed on their blog posts and their blog comments on other groups.



Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title:
The Union Blockade
Related Lessons: Fort Sumter Problem Based Learning

Unit:
Civil War

GOALS
Content Standards: The students will identify the significance of the Union Blockade of Charleston Harbor.



ISTE NETS-S

x Creativity and innovation
x Communication and collaboration
x Research and information fluency
o Critical thinking, problem-solving, & decision-making
o Digital citizenship
o Technology operations and concepts
Instructional objective(s): Students will research the Union Blockade and key people of that era. They will create a blog post about a topic of their choosing within this subject. Students will read other posts and comment on their learning.



ACTION
Before-class preparation: Obtain primary source documents and research materials. Prepare the blogs for each student.
During class
Time
Instructional Activities
Materials & Resources

Day One
50 Minutes
Days Two –Four
50 minutes

Day 5- Fifty Minutes

Introduce content to students. Assign groups and place students in heterogeneous groups.
Students will research information about the Union Blockade.

Students will post blogs

Primary Source Documents
Resources for Research
Streamline Video Clips
South Carolina Weekly Newspaper
Textbooks
Computers and Blog accounts.

Notes: Student groupings, environmental modifications needed, etc.



MONITOR


Ongoing assessment(s):Formative Assessments will include students completing a research outline and group work. Summative Assessments include the blog post, and comments on the blog.

Accommodations and extensions: Accomodations include high/low grouping. Streamline video clips and textbook supplemental materials.


EVALUATE AND EXTEND
Lesson reflections and notes:This lesson will provide students the chance to post and comment on information about the Union Blockade. They will jigsaw the learning.


Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title: Lesson Three
Digital Story Telling

Related Lessons
:Lesson One –Problem Based Learning
Lesson Two- Social Networking

Unit: Civil War

GOALS
Content Standards: The students will be able to explain the events of the Civil War in South Carolina. They will describe the Cause and Effect relationships of key events including the Secession Convention, firing on Fort Sumter, blockade running, and Sherman’s March on Columbia, SC.
ISTE NETS-S

þ Creativity and innovation
þCommunication and collaboration
þResearch and information fluency


þCritical thinking, problem-solving, & decision-making
o Digital citizenship
þTechnology operations and concepts
Instructional objective(s): The students will work in heterogeneous groups to create a digital story describing the key events of the Civil War. They will write a script that summarizes and explains the key events of the Civil War; they will illustrate their digital story with pictures that they have taken of their artwork. They also may use pictures or clipart from the web. They will also use the program Photo story to create music and narrate the story.

ACTION

Before-class preparation:
Students will research in their groups the events of the Civil War.
Prepare the computers and make sure they are installed with Photo story software.
Make certain to have microphones, digital cameras, and headphones available.
Prepare a class supply of art materials for illustrations.



During class

Time
Instructional Activities
Materials & Resources

Days One –Three
50 minute blocks













Days Four-Six














Day Seven








Day Eight
Demonstrate a Digital Story to students as an exemplar. Then explain to students that they will work in groups to create a Digital Story. Divide students into groups. When in groups, distribute storyboard templates. Allow students time to work together to plan the storyboard and write the script.


The students should now have their scripts. Model to the students the process of searching for clipart or photos on line and saving as a .jpeg. For the second option demonstrate how to take a photo with the digital camera and to upload it to the computer. Students will then work on groups for this part of the lesson.

Model how to upload the photos to Photo story to the students. Demonstrate editing effects for the pictures, including duration of the slides and transitions between slides.

Model how to record narration to the slides and create music. Students will record their narrations and create music to complete their presentations.
Pre-made Digital Story as an exemplar.
Storyboard templates
Computer and LCD Projector











Digital Camera
Art Supplies
Computer
LCD Projector
Computer Lab for students









Computer
LCD Projector
Computer Lab for students





Computer
LCD Projector
Computer Lab for Students
Microphones
Headphones
Notes: Student groupings, environmental modifications needed, etc.
Students will be grouped heterogeneously. They will work in the computer lab. The teacher will circulate and provide support as needed,

MONITOR

Ongoing assessment(s): Formative assessments will include observations and completion of the steps of the Photo story. For summative assessment students will be graded according to a rubric based on both technology skills and subject area content.
Accommodations and extensions: Students will receive extra support from the curriculum coach who will be in the room to assist students. Students will also be able to use spell check for their narrative scripts.



Backup plan: If computer lab is not available the students can use the computers in the back of the classroom on a schedule. The net books can also be used as an option.
EVALUATE AND EXTEND
Lesson reflections and notes: This lesson showed that the students really enjoyed digital storytelling. It was also evident when students were not knowledgeable of subject content area. A more formal note taking system for this lesson might be useful. The digital storytelling will be much easier to use next time because the students already have the process mastered. It will be used more often.