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m5 Template

- The document describes a lesson plan for a 3rd grade history class that uses Google Docs. Students will work in groups to research different early American Indian cultures and create a group history project in Google Docs. - The lesson addresses standards about describing early American Indian cultures and their environments. Students will critically curate resources to construct knowledge about these cultures. - In Google Docs, students can collaborate on their project, which applies and creates knowledge about the cultures. They can choose formatting and resources to demonstrate their understanding.

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81 views2 pages

m5 Template

- The document describes a lesson plan for a 3rd grade history class that uses Google Docs. Students will work in groups to research different early American Indian cultures and create a group history project in Google Docs. - The lesson addresses standards about describing early American Indian cultures and their environments. Students will critically curate resources to construct knowledge about these cultures. - In Google Docs, students can collaborate on their project, which applies and creates knowledge about the cultures. They can choose formatting and resources to demonstrate their understanding.

Uploaded by

api-515094372
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Basic Productivity Tools (BPT)

Lesson Idea Name: Group History Project with Google Docs

Content Area: History


Grade Level(s): 3rd
Content Standard Addressed: SS3H1 Describe early American Indian cultures and their
development in North America. a. Locate the regions where American Indians settled in North
America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast. b. Compare and contrast
how American Indians in each region used their environment to obtain food, clothing, and shelter.
c. Discuss how American Indians continue to contribute to American life (e.g., arts, literature).

Technology Standard Addressed: Students critically curate a variety of resources using digital
tools to construct knowledge, produce creative artifacts and make meaningful learning experiences
for themselves and others.
Students: c. curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.

Selected Technology Tool: Google Docs

URL(s) to support the lesson (if applicable): docs.google.com/document/d/


18qqgk1x5hv2vj8XcXff7chc8_LLwSj5zT5_gMc3n-Dw/edit?usp=sharing

Bloom’s Digital Taxonomy Level(s):


☐ Remembering ☐ Understanding X Applying ☐ Analyzing ☐ Evaluating X Creating

Levels of Technology Integration:


☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice
or Choice” during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is
student-driven. Students have “Voice and Choice” in the activities, selecting the topic of study
and determining the technology tool to demonstrate mastery of the standard. The teacher
becomes more of a facilitator.
X Expansion Level: The projects created are shared outside of the classroom, publishing student
work and promoting authorship. This could be reached by showcasing the project on the
school’s morning newscast, posting the project to the classroom blog, or publishing via an
outside source.

SBooker, 2020
Basic Productivity Tools (BPT)
Universal Design for Learning (UDL): I chose to create this lesson with Google Docs as many
students are familiar with this tool already, and for those that are not, it is relatively
straightforward to use. I created the template as an example of what I expect from the
students, and will emphasize that they may use any of the report templates as long as they
have the required information. Google Docs allows users to spellcheck, import pictures, make
font and size different, as well as having a voice to text option. With all of the tools that this
BPT offers, I feel confident all of my students can navigate this tool with ease after a little
practice. Because of this tool’s sharing and collaboration features, students can work on this at
home if they have devices, or use class time to do their part. This tool is one that they will use
more in later grades such as high school, and will be a good skillset for their professional lives
after school. The students have the option to pick their templates as well as their topic (within
the standard) reflecting engagement of my lesson. As for representation, Google Docs hosts a
multitude of options that will make the project easier even for students who have impairments
(visual, auditory, etc.). Students can make the project their own by creating a work that
reflects their project, having free reign over font, color, template, what pictures they include,
etc.
Lesson idea implementation: The project will be introduced by me writing on the board the two
standards the project includes. I will give out the topics they may choose from relating to the
history standard, and show them the template as well as the rubric I will use to score their overall
project. The project should not take more than one class period, as each student has a specific
part to add in their project. They have the option to work on it at home as well, and for students
who might not have devices at home, I will give the first ten to fifteen minutes of class time the
next day to add any changes. My goal is to have students research in depth their part of the
project, and then help their group members with any other information they find on other pieces
of the project, so that they learn about the topic as a whole.
Student learning will be assessed while they present their projects, as I expect a good bit of
information for each bullet point since they get to work together. I will provide feedback to
students by taking notes during their presentation and filling out the rubric for each group.The
group presentation will be scored as well as their individual work on the project. Due to the fact
students were allowed to express their creativity with the templates and what information they
added, students should see a variety of different presentations that all convey the content
knowledge they discovered. The student learning is already at a high level, with students applying
their research to create these presentations. I will conclude the lesson by filling in any important
information students missed in their Google Docs and give an overview of the Native History as a
whole, including everyones topics.
Reflective Practice: I feel as if this particular project will further develop their skills with word
processing tools as well as evolving their ability to work with others. They will also develop
research skills and editing skills, and will hopefully start to learn how to teach themselves, as
this is particularly prevalent in high schools. To further extend this, I could perhaps allow them
to edit and offer suggestions on others presentations, and after it is given the green light from
another group they could transfer their date to a Google Slides.

SBooker, 2020

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