Page 1 of 11 Lesson Plan for Implementing NETS•S—Template I (More Directed Learning Activities) Template with guiding questions Teacher(s) Name Frank Graham Position 5 th Grade Teacher School/District Mountain Road ES/Cherokee County E-mail [email protected]Phone 678-360-4721 Grade Level(s) 5 th Grade & 1 st Grade Content Area Social Studies Time line 4 days Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed.
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Page 1 of 11
Lesson Plan for Implementing
NETS•S—Template I (More Directed Learning Activities)
This lesson was designed to give students the opportunity to apply and improve social
studies skills through exploration of the real world using geospatial technologies.
Several fifth grade social studies standards are addressed. The lesson incorporates
science and physical education standards. The group assignment will provide students
will an experience to use higher level thinking skills when examining, analyzing and
creating a shared product. Specific standards are summarized below.
Social Studies
Students locate important places in the United States (SS5G1a & b).
Students use cardinal and intermediate directions (map skills).
Students use latitude and longitude to determine location (map skills).
Students compare different locations and evaluate how geography affected
human activities in history.
Science
Students use tools and instruments for observing, measuring and manipulating
objects in scientific activities (S5CS3).
Physical Education
Students participate in physical activities that provide important opportunities
for challenges in social interaction and group membership with the goal of
voluntary participation outside of class (PE5.3c)
Fifth graders teach cardinal and intermediate directions to the first graders. Fifth graders will introduce location and place through geocaching. First graders will be introduced to latitude and longitude in reference to location and place. First Grade Map & Globe Skills:
1. use cardinal directions
2. use intermediate directions
NETS*S Standards:
The incorporation of technology into this lesson provides students with opportunity to
practice the following NETS*S standards:
Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked
devices (2b).
Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits (3a).
Students create original works or responsibly repurpose or remix digital
resources into new creations (6b).
Students communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models or simulations
(6c).
Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal (7c).
APPLICATIONS FOR ALL STANDARDS: Canvas, Google Earth, handheld GPS devices,
Padlet, Office 365, Internet for pictures, translation tools, etc.
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Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Fifth Grades students use latitude and longitude and technology to gain real world knowledge about
important places in American History in this lesson. This unit consists of four tasks. The first
assignment is the Latitude and Longitude Webquest. This task is a student directed activity where
students use BrainPop to review the basics of latitude and longitude. Students then use Google Earth
Civil War Tour as an engaging way to learn about important places in history. GPS Jobs Website
provides students will real world connections by exploring people and businesses that rely on geospatial
technology. ScribbleMaps website allows students to apply and develop map skills.
The second assignment is an outdoor activity where groups of students use handheld GPS units to find
specific locations using latitude and longitude. Four hidden containers called caches were hidden
around the school campus. Working in pairs, the students took turns using the GPS unit to find these
caches.
Students work in small cooperative groups to accomplish the third assignment. Roles are Researcher,
Picture Finder, Google Earth Scientist and Writer. Each member contributes to the final project by
collaborating. Students use higher level thinking skills to analyze and evaluate how location and
geography were important to famous U.S. places. Students will create and produce a Padlet post about a
location of historical importance. Students get to decide for themselves which location they would like
to create a post about. Students will use NetTrekker to research locations and pictures. Google Earth
will be used to locate the exact latitude and longitude of the place. Office 365 and Outlook will be used
to collaborate and share information between group members. After submitting the Padlet post, each
group will read and discuss all other posts. Students will choose two posts to make comments on.
The final culminating activity of this unit is to teach first graders to geocaching. Prior to geocaching,
fifth grade students will teach cardinal and intermediate directions though the compass rose and
directions song. First graders will then partner up with fifth graders to use the GPS handheld units. The
older students will assist the younger students with geocaching.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.
How can longitude and latitude be used to find real world locations?
How can the use of Global Positioning System be useful to people and businesses?
How did location and geography affect human actions in important places in history?
How can you use cardinal and intermediate directions to find a specific location?
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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.
Student learning will be measured formatively and summatively during this unit.
Formative assessments:
Students will complete short answer questions following the Webquest Activity. By differentiating the
Bloom’s taxonomy level of the questions, the needs of all students can be met.
During the Geocaching Activity, each container holds a question that must be read and answered by
each pair after they find the cache. The teacher will informally review all content questions at the end of
the activity through a back channel using TodaysMeet.com.
Summative assessment:
Students use higher level thinking skills to analyze and evaluate how location and geography were
important to famous U.S. places. Students will create and produce a Padlet post about a location of
historical importance. Posts and peer comments will be assessed based on the project rubric.
Students will complete a Unit Self Reflection.
Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
Technology supports student learning by providing the students with real world examples of longitude
and latitude through geocaching. Students use Canvas LMS to navigate the Webquest. The digital tools
used during the webquest are Google Earth, BrainPop, and ScribbleMaps. Technology enables students
to view locations and geography through Google Earth. Students can explore and organize historical
events through timeline tours of locations through US History Tours powered by Google Earth. The
website Socialnomics.net is used to research jobs that rely on GPS technology.
Garmin Magellan handheld GPS units will be used to read latitude and longitude locations during the
Geocaching activities. Students should be introduced to these units prior to the day of use. Prior
knowledge of how to operate these devices is needed.
Students will research content information and visual images regarding locations using NetTrekker.
Office 365 will be used by fifth grade students to share and collaborate through Outlook.
Padlet was chosen as the medium to share group posts. Students should be familiar with how to edit and
post content on Padlet prior to this unit.
Rubicstar.com was used to develop the rubric for the Padlet Post and peer comments.