Lesson #2 - Phase I

I. RATIONALE:

I based this lesson off of several Arizona's College and Career Ready Standards. This lessons covers standards from the subjects of Language Arts/English and Technology.


II. OVERVIEW

Grade Level: 1^st grade

Subject(s): Language Arts/English (Language and Writing), Technology

Topic of Study: Parts of Speech

Time Allotment: 30 minutes

Standards:

• Language Arts/English
• AZ.1.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

1. Print all upper- and lowercase letters
2. Use common, proper, and possessive nouns
3. use singular and plural nouns with matching verbs in basic sentences (e.g., He hops. We hop.)
4. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
5. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
6. Use frequently occurring adjectives
7. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
8. Use determiners (e.g., articles, demonstratives).
9. Use frequently occurring prepositions (e.g., during beyond, toward).
10. Produce and expand complete simple and compound declarative, interrogative, imerative, and exlamatory sentences in response to prompts.
11. Write multiple sentences in an order that supports a main idea or story.

• Technology:
  • Strand 1: Creativity and Innovation – Concept 1: Knowledge and Ideas – PO 1: Evaluate information to generate ideas.
  • Strand 1: Creativity and Innovation – Concept 4: Original Works – PO 1: Use digital creativity tools to develop ideas and create a project.
  • Strand 6: Technology Operations and Concepts – Concept 2: Applications – PO 1: Understand keyboarding techniques when using the keyboard to type letters, numbers, and special key functions.

Objectives:

• The students will be able to discuss the various parts of speech as a class.
• The students will be able to complete an online Mad Libs story using the various parts of speech discussed.
• The students will be able to create their own Mad Libs story through an online website using the various parts of speech discussed.

Reflection: Assessing Prior Knowledge and Planning Instruction

Before this lesson, the students need to know the basics of working a computer. This is a review lesson, so prior to this lesson, the students will have already learned about each of the parts of speech in great detail. This lesson is mainly to help them be able to apply this lesson to the real world and stories. The only new part will be exploring the two websites that will help them apply what they have learned previously. The websites include one in which the students will complete prefabricated Mad Lib stories and the other is one in which they can create their own Mad Lib story. Before starting the lesson, we will have class discussion about parts of speech. From this discussion, we will make a list on the white board to represent what the students already know. After we go through the parts of speech presentation, we will add and/or take away items from this list, if we need to. I will then have the students go to the first website where they complete prefabricated Mad Lib stories. After completing a few stories and becoming comfortable with them, I will direct the students to the website where they can create their own story. I will remind the students to make sure their stories are school appropriate as I will be seeing and grading them. The content of this lesson is great for this grade level, because it is an introductory lesson. It also meets several of the Arizona College and Career Ready Standards for this grade and covers multiple subject areas. My objectives are based directly on these standards. This lesson would be taught after we discuss the parts of speech in great detail. This is just a review lesson that helps the students apply what they have learned. Also, I would like to spend the first month or so assessing the students on what they already know about using technology. During this time, I could also teach them some of the basics (working the internet, Microsoft Office/Excel/PowerPoint, etc.), if they do not know it.

III. IMPLEMENTATION

Procedure:

• Pre-assess the students by having a class discussion. Ask them what they already know about the parts of speech. Write their answers on the white board, no matter if they are correct or not.
• Show the students a PowerPoint that reviews all of the various parts of speech (noun, pronoun, verb, adjective, preposition, conjunction, article, etc.)
• Discuss if what we wrote on the board was correct or not. Ask if there is anything we should add or take off.
• Have the students go to the first website (www.eduplace.com/tales). Explain to them that they can pick any story listed. When they click on it, it will pop up with various blank boxes and what part of speech they will need. They will fill in these boxes with the appropriate part of speech (making sure it is school appropriate). They will then click continue and it will enter their words into the story they chose.
• Walk around and help as needed.
• Have the students do a few stories until they feel comfortable with the Mad Libs story style.
• When they are comfortable, direct them to the second website (www.wordblanks.com/mad-libs/create). On here they will write their own story. On the first page, there is a giant blank box. They will type their stories into this box. Remind them that their stories need to be school appropriate, because you will be reading and grading them. When writing their story, they must follow the criteria in the checklist below.
• Walk around and help as needed.
• When they have finished writing their story (and it has a title), they will click the continue button. This will take them to another page where they will start removing words and inserting blanks. They need to make sure that they label the blanks with the appropriate part of speech. Explain to them that the 'auto insert' button isn't always correct and they must double check it each time. They must follow the checklist below when completing this part of the lesson as well.
• Walk around and help as needed.
• When the students are done, have them screenshot their story, or email you the link, so that it can be graded.

Technology Integration:

• This lesson is filled with technology. The students will be using one website to complete prefabricated Mad Libs stories. In addition, they will be using another website to create their own Mad Libs stories. Both of these help the students become more comfortable using a computer and the internet, all while applying their new knowledge of the part of speech.
• I will be creating a PowerPoint that reviews all of the various parts of speech that the students are expected to know (noun, pronoun, verb, adjective, preposition, conjunction, article, etc.).

Differentiated Instruction:

• Cognitive delay – For students with cognitive delay, I will provide small group instruction if needed. I can pull these students to a table in the classroom and go in more detail about each of the parts of speech. As a group, we would do a prefabricated Mad Lib story together. I could then also help them with their stories, spending one-on-one time with students as necessary.
• Gifted – For gifted students, I can have them do the same activity. However, I would encourage them to write a more in depth story. I would also encourage them to find other parts of speech that we did not learn about as a class. They could incorporate some of these into their stories. And if they wanted to, they could create a poster for one of the parts of speech that they found using the Mac and iPad app called Glogster. If they choose this, they will present their poster to the class afterward.
• ELL – For ELL students, I could once again use the small group method that I mentioned using with students with cognitive delays. I could also provide Mad Lib stories in the child's native language. In addition, I could allow students to write their stories in their native language, or just have them do the best they they can in English.

Reflection: Designing Instruction (InTask Standards 7 and 8):

I am using these instructional methods, because it provides the students with hands on experiences. By teaching the material in many different ways (oral – discussion, visual – teacher PowerPoint, and hands on – completing Mad Lib stories and creating their own story) the children will more likely learn the information. The hands on, practice activities also allow the children to practice the material they were just taught. This reinforces the learning process. I am engaging the students in creative and higher order thinking by having them use the information they learned to complete and create their own Mad Lib stories. They must think about each of the parts of speech and then think about a word that falls in that category and enter it into the prefabricated story. When creating their own story, they have to pick out words that they are going to turn into blanks. In order to do this, they have to think about what part of speech that word is. Both of these apply to the child's higher order thinking.

IV. ASSESSMENT

• The students will be discussing the various parts of speech and reviewing what they learned previously in class. The teacher will assess who participates in this class discussion and note who does. Next, the children will go to the first website where they will complete at least one prefabricated Mad Lib story. When they are done, they will take a screenshot of the page and send it to the teacher to be assessed. They will then go to the second website, where they will write their own Mad Lib story. Again, when they are done, they will take a screenshot of the final page and send it to the teacher to be assessed. There will be very specific criteria for the story that they write. All of these will be assessed using the checklist below. They will be given this checklist before they begin, so that they know what is required.

Instruments:

• The students will be graded based on the following checklist:

Question	Answer	Points Awarded
Did the student participate in the class discussion about the various parts of speech?	YES / NO	/1
Was the student on task for at least 20 minutes during the activity time (while working on the prefabricated story and creating their own story)	YES / NO	/2
The student sent a screenshot/picture to the teacher of the prefabricated Mad Lib story they filled out (must show it completed).	YES / NO	/1
The student used the correct part of speech in each blank, at least a majority of the time.	YES / NO	/2
The student sent a screenshot/picture to the teacher of the Mad Lib story that they created.	YES / NO	/1
The student included at least two noun blanks within the story they created.	YES / NO	/2
The student included at least two pronoun blanks within the story they created.	YES / NO	/2
The student included at least two verb blanks within the story they created.	YES / NO	/2
The student included at least two adjective blanks within the story they created.	YES / NO	/2
The student included at least two preposition blanks within the story they created.	YES / NO	/2
The student included at least two conjunction blanks within the story they created.	YES / NO	/2
The student included at least two article blanks within the story they created.	YES / NO	/2

Reflection: Planning Assessment (InTask Standard #6):

I based my assessment checklist on the standards and objectives that were created. In some parts, I took the objectives word for word and put them in the checklist to make sure that they were covered. The assessment makes sure that the students understood the content taught about the parts of speech. This lesson requires them to correctly process this information in order to complete the prefabricated Mad Lib stories and create their own story. By having the students write their own story and leave blanks for specific parts of speech, it engages them in higher order thinking. The assessment lists the criteria of story and the specific parts of speech that the students need to include. The assessment demonstrates individual student needs, because it lists all of the criteria very specifically. This makes it easier for students that have difficulty focusing (like students with ADD or ADHD) to make sure that they met the criteria. The students can easily look at the checklist to make sure that they have covered all required aspects.




V. MATERIALS AND RESOURCES

• Whiteboard
• Dry Erase Markers/ Eraser
• Computer Lab
• Computers
• PowerPoint Software (or Prezi through the internet) – My PowerPoint can be found on Prezi at the following link: http://prezi.com/y7jbj9eqkhws/parts-of-speech/
• Internet
• Access to the prefabricated Mad Lib stories website at the following link: www.eduplace.com/tales
• Access to the website where the students will write their own Mad Lib story at the following link: www.wordblanks.com/mad-libs/create
• The checklist that will be used to grade the students' projects.

Reflection: How does your lesson meet each of the ISTE NETs Standards?

This lesson facilitates and inspires student learning and creativity, because they are writing their own Mad Lib story using the knowledge they have gained throughout the parts of speech unit. They can be as creative as they want when writing their story, as long as they meet all of the criteria listed in the checklist. This lesson provides digital-age learning experiences and assessments, because the students are able to apply the new knowledge they learned about parts of speech in order to create their own Mad Libs story. Also, by using an online application to help in creating their story, they are creating a digital-age assessment. The students model digital-age work and learning by creating their story and typing it into the online application that they go to. When completing this project, the students are expected to be safe, legal, and ethical. They are told several times throughout the lesson to make sure what they write is school appropriate, because the teacher will be reading and grading them. They are given the opportunity to work with and use various writing websites. However, the teacher will also be walking around, so they will know if a student is not using the website in a safe, legal, or ethical way. Using technology in lessons really helps in addressing the diverse needs of students and providing equitable access for all. Computers have the capability to be altered (contrast, magnification, color, etc.) so that all students can easily use them, no matter if they have a disability or not. Like mentioned in the safe, legal, and ethical section, the teacher will be walking around and can help promote responsible social interactions. The students can discuss ideas with their peers, but the teacher will be monitoring to make sure that the social interactions are positive, responsible, and project oriented. This lesson is great for developing cultural understanding and global awareness. Learning about the various parts of speech can help the students learn to read, speak, and write in English. Later in life, this could also help them in learning a new language, such as Spanish or Italian.

Lesson #1 - Phase II

Instructional Decisions / Teaching (InTask Standard #9):

For my first technology lesson, I was surprised that a lot went well.  I honestly, didn't have much that went wrong.  I made sure going in that I was extremely prepared and that all of my links worked.  The students were really entertained by the fact that the Prezi presentation was a mountain and matched our lesson theme of Mount Everest.

From my peer feedback survey, the main tips that peers had for me were to explain the instructions a little more, to walk the students through some of the fun facts on the Mount Everest panorama website, and to give an example of how to take these fun facts to create a question for their scavenger hunt.  The picture below shows the little fun facts that I am talking about.  When the student scrolls over the various question marks on the panorama website, they bring up various fun facts.

As I taught, I made sure to continuously be thinking about what the goals and objectives of the lesson were.  I feel like I met them really well.  The students used the Mount Everest panorama website in order to create an online scavenger hunt.  The students were able to locate specific peaks on the panorama website and use addition and/or subtraction to find the difference (pictured later in this posting).  Finally, the students were able to critically think about the Mount Everest area in order to discuss what may happen if environmental changes occur and what adaptations people and animals need in order to live in this area (also pictured later in this posting).  All of these objectives were shown within the scavenger hunts the students created.

The only modification that I made during my implementation was the fact that I went through the Prezi powerpoint faster than I would have with an actual 4th grade class.  Since, my "students" were actually in college, they had some previous knowledge of Mount Everest and we were able to go through the presentation faster.  This also allowed them more time to complete their scavenger hunts.  In an actual 4th grade classroom, I would also have to make this a longer lesson.  There is no way that I would be able to cover all of the material and still provide them time to do their scavenger hunts in just 30 minutes.  In addition, I also thought about providing another class period where they could complete each others' scavenger hunts.  This would give them even more time to explore the Mount Everest panorama website and more practice on the math objective and critical thinking.



Mechanics:

During my lesson, each student had access to a computer.  We used the internet and Google Forms throughout this lesson.  They used the internet to access the Mount Everest panorama website and Google Forms was used to create the students' scavenger hunts.  Below is a picture of the beginning of my lesson when we were going over the presentation.

The lesson I implemented was within the correct time frame, because I made sure to watch the clock and make sure I was on time.  I continuously assessed where the students were in their project.  I walked around and made sure that the students were on task and working.  If they had questions I would answer them right away.  This helped me to stay on time, because I didn't let the students sit there confused and fall behind schedule.  



Assessment of Learning (InTask Standard #6):

When working on their scavenger hunt projects, my students used the checklist provided in my last blog.  They worked on creating questions that reflect each criteria.  They did not have enough time to fully complete their scavenger hunts.  However, from the questions that they included, I could tell that they were definitely on the right track.  You could tell that they understood what the criteria of the project was.  With more time, I would like to believe that all of the students would have met all of the criteria listed within the assessment checklist.  Instead of doing a formal assessment, such as a test, at the end of this lesson, I used the following checklist to assess the knowledge that students gained from this lesson.

Below are pictures of each of my students' (peers) scavenger hunts.  Below each picture, I will discuss what this student has accomplished during this lesson.  Again, these are just the beginning of them.  With an actual 4th grade class, I would have provided even more time for the students to complete these projects.

Many of the students have included at least one of the two questions required for each of the checklist objectives.  I would like to point out that I did not require the students to do any particular type of questions.  I wanted them to explore Google Forms and see what all they could do with it.  Some did short answer questions, multiple choice, yes/no, and mark all that apply questions.  Some students chose to do all the same type of question, while others did all types of questions.  Either way, they are testing all of the objectives within the checklist.

I would say that overall this lesson was a huge success for both the students and me as the teacher.  Through this lesson we covered many standards from all different types of subjects.  Like mentioned previously, I did not really get any bad comments from my peers that participated in this lesson.  They only had a few tips, but nothing mandatory.  The tips they gave me included explaining the instructions a little more, walking the students through some of the fun facts on the Mount Everest panorama website, and giving an example of how to take these fun facts to create a question for their scavenger hunt.  These are all easy things that I can add or fix for the next time I teach this lesson.

Lesson #1

I. RATIONALE:

I based this lesson off of several Arizona's College and Career Ready Standards. This lessons covers standards from the subjects of Social Studies, Science, Math, and Technology. These standards are listed below.




II. OVERVIEW

Grade Level: 4^th grade

Subject(s): Social Studies, Science, Math, and Technology

Topic of Study: Mount Everest

Time Allotment: 30 minutes

Standards:

• Social Studies:
  
  • Strand 4: Geography – PO 5 – Describe characteristics of human and physical features: a) physical (i.e. river, lake, mountain, range, coast, sea, desert, gulf, bay, straight, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes); b) human (i.e. equator, four hemispheres, city, state, country, harbor, dams, territory, county)
    
• Science:
  
  • Strand 3: Science in Personal and Social Perspectives – Concept 1: Changes in Environments – PO 2: Evaluate the consequences of environmental occurrences that happen either rapidly (e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion)
    
  • Strand 4: Life Science – Concept 4: Diversity, Adaptation, and Behavior – PO 2: Give examples of adaptations that allow plants and animals to survive
    • Camouflage – horned lizards, coyotes
    • Mimicry – Monarch and Viceroy butterflies
    • Physical – Cactus spines
    • Mutualism – Species of acacia that harbor ants, which repel other harmful insects
• Math:
  
  • Strand 4: Number and Operations in Base Ten – Concept 4: Use place value understanding and properties of operations to perform multi-digit arithmetic – 4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm
    
• Technology:
  
  • Strand 1: Creativity and Innovation – Concept 1: Knowledge and Ideas – PO 1: Evaluate information to generate ideas and processes
    
  • Strand 1: Creativity and Innovation – Concept 2: Models and Simulations – PO 2: Explore and experiment with system variables using models or simulations.
    

Objectives:

• The students will be able to navigate the Mount Everest Panorama website in order to create an online scavenger hunt that their peers will complete at a later time.
  
• The students will be able to locate specific peaks on the panorama website and use addition and/or subtraction to find the difference in heights.
  
• The students will be able to think critically in order to describe characteristics of the Mount Everest area, discuss what may happen to this area if environmental changes occur, and discuss what adaptations people and animals may need to undergo in order to live in this area.
  

Reflection: Assessing Prior Knowledge and Planning Instruction

Before this lesson, the students need to know how to add and subtract. This is needed in order for them find the difference in the various peak heights. They will also need to know the basics of working a computer. Lastly, they will need to know how to create documents using Google Forms, which will be covered in a lesson prior to this one. However, as a class we will go over how to work the Mount Everest Panorama website. Before starting the lesson, we will have a class discussion to figure out what the children already know about Mount Everest. I will ask questions such as “Who has heard of Mount Everest?”, “Who knows what Mount Everest is?”, “Who knows where Mount Everest is located?”, and “What other things do you know about Mount Everest?”. I will use this information to help guide my entire lesson. I will have a PowerPoint ready to briefly go over these questions if they do not know much about them. After this PowerPoint, we will then go and explore the website. The content of this lesson is great for this grade level, because it meets several of the Arizona College and Career Ready Standards for this grade and covers several different subject areas. My objectives are based directly on these standards. This lesson could be taught anytime after the first month or so of the school year. I would like to spend the first month or so assessing the students on what they already know about using technology. During this time, I could also teach them some of the basics (working the internet, Microsoft Office/Excel/PowerPoint, etc.), if they do not know it.






III. IMPLEMENTATION

Procedure:

• Pre-assess the students by having a class discussion. Ask them questions such as “Who has heard of Mount Everest?”, “Who knows what Mount Everest is?”, “Who knows where Mount Everest is located?”, and “What other things do you know about Mount Everest?”
  
• Briefly review how to find the difference of two numbers. This should just be a refresher for the students, because they should have learned this in a previous grade. By reviewing it, they will make the connection to finding the difference between the various peak heights. Give them numbers and ask them to find the difference between them (7425 and 5301; 2467 and 5460).
  
• Show the students a Powerpoint that goes over basic Mount Everest facts (where it is located, how tall the highest peak is, who the first person to climb it was, etc.).
  
• Explain what the children are going to be doing throughout this lesson (exploring the Mount Everest panorama webpage and creating a scavenger hunt for their peers to complete at a later time).
  
• Have the students log on to Google Forms, so they can create their scavenger hunt as they explore.
  
• Pass out the rubric to each student, so they know what is expected of them and what they will be graded on.
  
• Have the children log on to the Mount Everest panorama webpage and start exploring what they can do with this website. Then have them start working on their scavenger hunt.
  
• Walk around and help students as needed.
  
• Keep informing the students about how much time they have left to work on it this project.
  
• Depending on how far the students have gotten by the end of the class, you can make the decision on whether you will continue this lesson on another day or have them finish it on their own time (at home, at the public library, etc.).
  

Technology Integration:

• This lesson is filled with technology. The students will be exploring the Mount Everest panorama website. They will also create a scavenger hunt, using Google Forms, for their peers to complete at a later time.
  
• I will be creating a PowerPoint that includes some basic facts about Mount Everest. I will also check out the Mount Everest panorama website before the lesson to make sure that the site is safe and healthy for the students to use.
  

Differentiated Instruction:

• Cognitive delay – For students with cognitive delay, I will provide small group instruction if needed. I can pull these students to a table in the classroom and go in more detail with the pre-assessment. We can then do this project together using a Smartboard or projector. I can have them create a scavenger hunt as a group. I would provide assistance as needed.
• Gifted – For gifted students, I can have them do the same activity. However, when they are done, I would ask them to continue exploring the panorama webpage. I would encourage them to find at least three facts about Mount Everest that they found to be extremely interesting or surprising. They could type these facts and give them to me or they could present them to the class (orally, presentation, etc.).
• ELL – For ELL students, I could once again use the small group method that I mentioned using with students with cognitive delays. I could also provide the materials and scavenger hunt in the child's native language. I would explore the Mount Everest webpage to see if there is a way to change the language to the student's native language as well. This will make it so I know if the student understands the material being taught, because it removes the language barrier that could become problematic.

Reflection: Designing Instruction (InTask Standards 7 and 8):

I am using these instructional methods, because it allows the students to explore and do their own learning. They are given the opportunity to discover the knowledge about Mount Everest on their own. By having them create a scavenger hunt that their peers will complete at a later time makes the learning process more fun as well. One of the main methods that we have learned about in my education classes is to provide hands on activities that make the learning fun and entertaining. By doing this, the students will more likely want to learn the material being taught. I feel like this lesson greatly fits this method. This is a new website that the students get to explore and it has many fun and interesting facts on it. I believe that the students will really enjoy this lesson and gain a lot of knowledge, because they are able to explore on their own instead of being told the information by their teacher. By creating a scavenger hunt based on the information they find, they are using creative and higher order thinking. They will have to look at the rubric, figure out what they need to include in their scavenger hunt, find the information on the panorama website, form questions for the scavenger hunt, and provide the answers to their questions on the answer key. This gets them to start thinking like the teacher and the student.




IV. ASSESSMENT

• The students will be creating a scavenger hunt based on some interesting facts they learn from the Mount Everest panorama webpage. With this, they will also need to submit an answer key to show that they understand the materials on their scavenger hunt. They will also be assessed on their participation and the amount of time that they are on task during this lesson. They will be graded using the checklist included in the “Instruments” section. They will be given this checklist before they start their project, so that they know what is required of them.

Instruments:

• The students will be graded based on the following checklist:
  

Question	Circle Answer	Points Awarded
Did the student participate in the pre-assessment discussion at least two times?	YES NO	/2
Was the student on task for least 20 minutes during the exploration and scavenger hunt part of the lesson?	YES NO	/2
The student included at least two questions on their scavenger hunt that requires their peers to find the difference between two peaks’ heights.	YES NO	/2
The student included at least two questions on their scavenger hunt that requires their peers to critically think about what would happen if an environmental change were to occur in this area.	YES NO	/2
The student included at least two questions on their scavenger hunt that requires their peers to critically think about the adaptations people and animals in this area would have to undergo in order to live there.	YES NO	/2
The student included at least two questions on their scavenger hunt that requires their peers to describe characteristics of the Mount Everest area.	YES NO	/2
The student created a scavenger hunt using the Mount Everest panorama webpage and Google Forms.	YES NO	/2
The student provided an answer key for the scavenger hunt they created.	YES NO	/1

Reflection: Planning Assessment (InTask Standard #6):

I based my assessment checklist on the standards and objectives that were created. In some parts, I took the objectives word for word and put them in the checklist to make sure that they are covered. The assessment makes sure that the students understood the content on the website. They are then required to process this information in order to create scavenger hunt questions. By answering the questions on the answer sheet, it shows that they understand the content. By having the students create their own scavenger hunt, it engages the students' higher order thinking. The assessment lists the criteria of the scavenger hunt and the types of questions that the students need to create. The assessment demonstrates individual student needs, because it lists all of the criteria very specifically. This makes it easier for students that have difficulty focusing (like students with ADD or ADHD) to make sure that they met the criteria. The students can easily look at the checklist to make sure that they have covered all required aspects.






V. MATERIALS AND RESOURCES

• Computer Lab
  
• Computers
  
• PowerPoint Software (or Prezi through the internet) – My PowerPoint can be found on Prezi at the following link: http://prezi.com/5oekzfddpjeb/mount-everest/
  
• Internet
  
• Access to the Mount Everest panorama website at http://www.airpano.ru/files/Everest-Nepal/2-2
  
• Access to Google Forms
  
• The checklist that will be used to grade the students' projects.

Reflection: How does your lesson meet each of the ISTE NETs Standards?


This lesson facilitates and inspires student learning and creativity, because they are able to create their own scavenger hunt with the knowledge they have gained from exploring the Mount Everest panorama website. They can be as creative as they want with the questions they make. This lesson provides digital-age learning experiences and assessments, because the students are able to take an online “field-trip” to Mount Everest, where they can discover and learn interesting facts about the area. Also, by using Google Forms to create the scavenger hunt, they are creating a digital-age assessment. The students model digital-age work and learning by creating the scavenger hunt for their peers. When their peers complete the scavenger hunt, they are seeing what that student learned during his/her exploration of the website. When completing this project, the students are expected to be safe, legal, and ethical. They are given the opportunity to explore on their own, but the teacher will also be walking around, so they will know if a student is not using the website or Google Forms in a safe, legal, or ethical way. Using technology in lessons really helps in addressing the diverse needs of students and providing equitable access for all. Computers have the capability to be altered (contrast, magnification, color, etc.) so that all students can easily use them, no matter if they have a disability or not. Like mentioned in the safe, legal, and ethical section, the teacher will be walking around and can help promote responsible social interactions. The students can discuss ideas with their peers, but the teacher will be monitoring to make sure that the social interactions are positive, responsible, and project oriented. This lesson is great for developing cultural understanding and global awareness. The students are learning about another part of the world (a part where they have probably never traveled to before). One of the sections of the checklist requires the students to critically think about what adaptations people and animals would have to go through in order to live in the Mount Everest area and I feel like this could also apply to cultural understanding and global awareness.