EDUC 2220- Educational Technology Lesson Plan Template

O-H-I-O

Kalee Bartko
4th grade/Social Studies

Common Core Standards:

Standard 4.2- Primary and secondary sources can be used to create historical narratives.
Standard 4.13- The population of the United States has changed over time, becoming more diverse (e.g.,
racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the multicultural
diversity of the United States.
Standard 4.15- Individuals have a variety of opportunities to act in and influence their state and national
government. Citizens have both rights and responsibilities in Ohio and the United States.
Standard 4.20-Tables and charts organize data in a variety of formats to help individuals understand
information and issues.

Lesson Summary:

Students will be able to point out the state in which they live on the map of the United States, know the capital
and where it is located as well as where about they live within the state. Students will learn key terms of the
state in which they live in by learning about its history. We will review the state bird, state tree, and state flower
then make connections such as “The Ohio State Buckeyes”. (The teacher will provide examples of each). This
will benefit those who need visuals and physical touch within their learning environment. After children are
comfortable with the above information, I will give a discussion regarding our upcoming assignment. We will
be creating a piece of Ohio art with individual photographs of each student. Students will be divided in groups
of four. Each child within the group will be given a letter. Either O-H-I-O. Once students know their groups and
their assigned letter, the groups will then be provided with digital cameras. Students will have the obligation to
take the camera home on the assigned day to take their picture(s) holding up their assigned letter (O-H-I-O) in
the spot that they choose and then return it back to school within two days (this can be in front of their home, or
in front of somewhere they enjoy visiting within their hometown). After students decide where their picture will
be taken, they will brainstorm one historical fact from their picture location. If they choose to take the picture at
home, I will be expecting one historical fact about their family, focusing mostly on where their family
originated from (state or country). If students choose to take their picture at an enjoyable spot, I am expecting
one historical fact about that exact place (example: what year it was built, etc.)

Estimated Duration:
This lesson will take a week (5 school days) with 50 minutes sessions each day. The first day will be an
introductory day where we review locations and history of the state as well as divide the class into groups of
four. The other four days will consist of 10 minutes at the beginning of class to review each day/touching base.
This allows time for questions/comments or ideas. The other 40 minutes will be spent letting children get out of
their seats and be hands on through arts and crafts and technology.

Commentary:

I anticipate that this task could be a challenge for the children having the responsibility of taking and bringing
back a digital camera to and from school. Each parent will be notified ahead of time of the assignment and
expectations. I gave each child one digital camera to test them as well as teach them responsibility. They are
working as a team for this lesson, just like The Ohio State Buckeyes. I will get my students “hooked” by giving
them more freedom to pick their own locations, take their own picture(s), and also by making sure work time is
enjoyable by listening to music and allowing them to be creative on their own.

Instructional Procedures:

Day 1: Introductory day. This will be a 50-minute lesson discussing/reviewing both geography and history
within the state of Ohio. Using google maps from a projector or Smartboard, we will start with a map of the
United States, understand basic directions such as North, East, South and West and continue to zoom into our
state. Once we have zoomed into Ohio, we will learn key terms of our state such as the state bird, state tree, and
state flower. I will have physical examples of each to pass around in class. Next, we will zoom into the capital
of the state, Columbus. After discussing Columbus, we will zoom into our current location (the school) within
Columbus and discuss how each student within the class lives within this city/district. I will have students go
back to their seats and divide into groups of four then assign each student within each group a letter. Each
student will be either O-H-I-O. After determining who is what, the students will use their assigned letter and
hold it up in their picture in whatever location they choose. I will then pass out digital cameras to each student.
We will discuss the importance of responsibility as well as keeping their cameras safe (returning it in its case
when finished using). Students are expected to take pictures this day or the following and return the cameras no
later than the third day of class.
Day 2: First 10 minutes will be discussion, questions, or concerns. The remaining 40 minutes will be the
beginning of any hands-on work. Those who already took their pictures can return their cameras and start
printing off their photos. After, printing those students can either choose to get on a computer to research their
historical fact to verify if it is factual. The students who have not, will spend class deciding where their picture
will be taken and brainstorm ideas of what historical fact they will give.
Day 3: First 10 minutes will be discussion/sharing ideas. The remaining 40 minutes will be left for any other
students who needed to take their pictures. All students will print their photos and make sure they each have a
historical fact.
Day 4: First 10 minutes will be discussion/sharing ideas. The remaining 40 minutes will be spent splitting the
class into two groups. One group will be all students who took their photos at home and the other group will be
all students who chose an enjoyable spot. I want to take this time for students to share their photos with each
other, talk about their experiences and what they have learned. After splitting into groups of two, students will
reconnect with their group of four and begin putting together their O-H-I-O’s.
Day 5: The last day will consist of bringing each and every groups photos together and gluing it on the state of
Ohio cut-out. After our Ohio is complete with everyone’s photos, we will gather around and discuss the
historical facts. Anyone who chose their house will use a tac to mark where in the world their family is from.
The class will watch as each student marks where on the world map they come from. We will then discuss
diversity within our state and make an understanding that people come from all over the world. Just because
you live in a state, doesn’t mean that you always have or you always will. After this is finished, the remaining
time will be spent on those who chose an enjoyable spot to share why they like this spot and what historical fact
they found. This will show students the history of the places around them as well as make connections for those
students who have been to the same places or are interested. We will wrap up this assignment by finding the
best place in the classroom to hang our state of Ohio.

Pre-Assessment:
As a teacher, I plan to consistently ask questions. I will start off with asking the class what they already know
about our state whether it is directional, or informational, this will help children become aware of what is to
come and also begin to have background information on the lesson before it even begins. I might have each
child take 5 minutes to write down anything that they already know about our state and have each student share
their work aloud with the class. I will take notes on the Smartboard on what is factual.

Scoring Guidelines:
I will grade their pre-assessment very leniently, giving up to 5 points for participation, not every student will
know correct information, but as long as they are participating and attempting to be involved in the class, they
will receive credit.

Post-Assessment:
The post-assessment for this assignment will be a one page exam consisting of 5-10 questions regarding key
terms such as our states capital, the state bird, flower, tree, and filling in directions on a compass. This will be
up to 10 points.

Scoring Guidelines:
I will simply have a score and percentage for the post-assessment. I am mainly focusing on the
expectations of the assignment and if students can follow directions for a project-based lesson. After
they complete that, I will be focusing on how much they learned from all that they did by testing their
abilities to remember definitions or at least recognize the key terms used.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or
accelerated students: For any gifted students, I will have them learn how to print off the photos and work as a
guide for other students struggling to use it to print their own pictures.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material: For any students struggling, I will have them take their picture at the school and then give one fact
about the school itself or something of their interest around town by using computers to search.
Extension
http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Social-Studies/Ohio-s-Learning-Standards-
for-Social-Studies/Ohio-s-Learning-Standards-for-Social-Studies.pdf.aspx?lang=en-US

This site gives students or parents the access to all of the standards in Ohio for grades K-12. They can review or
learn more about the standards I am addressing in my classroom as well as what they can expect in the future.
This is beneficial because it gives students an idea of what they will be learning about in each grade. This
leaves time for students to get ahead if they are interested.

Homework Options and Home Connections

Students will be expected to take their digital cameras home, choose a location, and get their pictures taken.
Next, students will come up with their historical fact that they wish to share, write it down and bring to class
with their photo. The fact can come from a pamphlet from their place, newspaper, or computer.

Interdisciplinary Connections

This lesson can be integrated with language arts as they focus on correct grammar/wording as they describe
their historical fact and the location in which they choose. It can also be integrated with geography as they
understand more about locations and where they live or where their families are from.

Materials and Resources:

For teachers Projector/Smartboard, computers, Google maps, digital cameras with cases, a picture
printer accessible for the camera. physical examples of state flower, tree, and bird (a
real carnation, buckeye, and photograph of a cardinal). A large cut out of the state of
Ohio (big enough for pictures to fit), a good-sized copy of the United States as well as
each of the other continents to make indications of where families are from.

For students Paper, pencil, markers, crayons, colored pencils, scissors, glue, cameras, computers.
Key Vocabulary

Country, State, City, Capital, Map, Compass, North, South, East, West.

Additional Notes

I want students to get as creative as possible for this lesson. I want them to express their abilities to work hands-
on both creatively and also advancing themselves with technology. This should be enjoyable for the student, not
stressful.