ETC Math Lesson Plan

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: 4th

Subject(s): Math
Topic of Study: Operations and Algebraic Thinking

Time Allotment: 60 Minutes

Standards:  4.OA.A.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Objectives: (What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment) 
Students will be able to place the states on an empty U.S map.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson Students need to be some what comfortable with most of the states and recognize major states. How will prior knowledge and experience be assessed? Prior knowledge will be assessed through an activity where as a class we will brainstorm all the states we can think of and write them on the board. Each student will then be given a printed out worksheet of the country with states outlines and will write in the states names in which they are familiar.  How will you use this information in the planning process? Based on the students previous knowledge, I will be able to gage the difficulty of the factors used in the lesson and how much time should be spent with teacher based instruction. Why should the content of this lesson be taught at this grade level? The Az Common Core standards require students to understand and know where each state belongs on a map of our country.  How do the objectives that you have for the lesson align with the standards? The objectives are a direct reflection of the standards.  When will the lesson be taught in the course of the school year? Why? This lesson will be taught in the beginning of the school year because it provides a basis for deeper understanding of the states. (Capitals, landmarks, historical moments)

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)
-The lesson will begin as a class reviewing the states we are familiar with.
-The Blank United States worksheet will be passed out and the students will work on it to the best of their ability individually. http://www.superteacherworksheets.com/maps/usa-blank_WMWTD.pdf
-Once the worksheet is complete (5-7 minutes) the students will use the U.S Map app on the ipads.
-They can use different levels based on their previous knowledge to practice placing the states and their names in the proper place.
-This activity will continue for 10-12 minutes.
-Once finished, student will open Kidspiration and use the social studies section to build a map of the US on their own.
-This map will be saved and used for assessment.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)
-ipads with the US Map app and computers with Kidspiration will both be used in this class.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay- For students with a cognitive delay, they will be provided with an alternative activity such as a puzzle to complete.
• Gifted- Gifted students will be given the harder option on the app.
• ELL- ELL's will be provided with one on one instruction from the teacher or aid.

  Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? The instruction begins with being teacher lead and then leads into student exploration. This allows students to see examples and ask questions and then test out on their own time what they have previously learned.  How do the instructional methods align with what you know about best practices (think about your methods classes)? These methods allow an encouraged atmosphere followed by independent exploration. How are you engaging students in creative and higher order thinking? Students will be able to create the map on their own. This allows students to visually see the country come together in a hands on way.

  IV. ASSESSMENT
  Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process)) At the end of the lesson students will create the map on their own in kidspiration. Kidspiration will provide each state but the students will then place the states in the correct place almost as if it were a puzzle. It will be saved for the teacher to assess. 
  Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test) Kidspiration

  Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The assessment measures the students understanding of factors in any form they comprehend it the best.  How does the assessment demonstrate that the students have been successful in learning the content? The students must arrive to the same answer, which will be shown at the end of each problem.  How does the assessment demonstrate student engagement in higher order thinking? The assessment allows students to use their creativity in showing how they understand factoring best.  How does the assessment demonstrate that individual student needs were met? The assessment demonstrates each individual students ability through their shown work. Whether it be factoring trees, words or pictures.

  IIV. MATERIALS AND RESOURCES
  In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

  Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? It allows students to use technology to further their learning experience outside of a textbook. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? This lesson uses a computer to enhance the child's learning experience which is then transferred onto a practice sheet after the activity.  How does your lesson meet Standard 3: Model Digital-Age Work & Learning? It uses an application on a computer to provide activities to challenge children.  How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Through this activity students learn to use an efficient tool to better their learning experience in the classroom. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. This lesson meets needs of different learners through, assisting their learning, providing more challenging questions and allowing those with visual minds to be creative with their factoring representations.  promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. Children will learn the use of a program created to help the individual learner instead of a social atmosphere.  developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

Phase III:

Hannah Mirizio
ETC 447
Signature Assignment

Standard 1: Facilitate and Inspire Student Learning and Creativity

1. promote, support, and model creative and innovative thinking and inventiveness.
• Through the use of SmartBoard I was able to successfully model creative thinking in most of my lessons. Through the use of SmartBoard I was able to promote and model creative lessons and a way of thinking I personally have not experienced much of. The lessons created through the SmartBoard gave children a new way to think about math and science.
2. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
• Through my "Grocery Store" lesson, students were able to explore a real-world activity. They used a google spreadsheet to keep track of their spending. With the use of their computers they were able to solve the authentic problem of budgeting and learned how to spend money while rounding in their head. 
1. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
• Students will be able to reflect through a Google Doc. They will be able to discuss what they have learned and understood together as a class and then record and collaborate on a Google Doc their thoughts. 
2. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
• In my last lesson, I was able to collaborate with a friend. I successfully demonstrated collaborative knowledge construction through planning and teaching together. As a pair, we were able to use our strengths to create a lesson that was engaging and useful for our students. 

Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

1. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
• The last lesson I taught was a budgeting lesson which allowed students to shop in a virtual store and spend their money accordingly. They were required to take into consideration wants vs. needs and were only allowed a certain amount to spend. This lesson allowed students to shop in a virtual store created on the Mac's. The students were also responsible for creating a spreadsheet to keep track of their spendings. This allowed students to be independent in their work while using digital tools to complete the task. 
2. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
• I will provide a classroom allowing students to be independent with their work. Providing lessons that are relevant to their lives outside of the classroom is also a way for the students to become active participants. Students will feel motivated by their independence and knowing the goals they are working towards will have an impact on their lives outside of the classroom. Quarterly goals and meetings will be set to try and achieve the goals. 
3. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
• It is my goal to provide students with resources to further their learning experience in and outside of the classroom. While I cannot control the technologies used at home, in my classroom I would hope to provide opportunities for students to gain experience with tools they may have no prior experience using. From iPads to computers to a stereo, I hope to provide an understanding of all the different types of digital tools available. 
4. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
• During my states lesson plan, their final assessment asked them to create a map of the United States on Kidspiraiton. This assessment measured how well they know their states and where they belonged. It was clear to see which students struggled and which areas needed more work. This assessment was accurate for the teacher but also helpful for the students. It required the students to fully understand the work they were creating on the computer in a fun and engaging way. 

Standard 3: Model Digital-Age Work and Learning 

1. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
• In this class I learned how to use a SmartBoard, Tablet, PC and Mac, and google documents/spreadhseets/drive. I was able to experience these new technologies and learn new tips on how to use them efficiently in the classroom. 
2. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
• As stated above, I collaborated with a classmate on my final lesson on budgeting. We used Google Drive to share and collaborate on our lesson. Through this technique we were able to communicate effectively.
3. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
• I found I was able to effectively communicate the most with my peers. I learned new ways to share ideas and complete tasks. In my future classroom I hope to create blogs and websites geared towards parent involvement. This way parents can stay involved and have an understanding of the happenings in our classroom. 
4. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
• In each lesson I model the effective use of digital tools in the beginning. I show students how we will be using the computers/smartboards/ipads/tablets throughout the lesson and their appropriate uses. After the initial example, students will then be given the chance to work independently on their own digital device. 

Standard 4: Promote and Model Digital Citizenship and Responsibility

1. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
• Throughout each lesson the students, while working independently are being monitored. I will initially show the students proper use of these tools and how effective they can be in our learning. If needed, we will review how to be safe and use the tools appropriately. 
2. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• Based on the tools provided in our classroom, students will be provided with the tools necessary for their success. Some students may need to have the digital tools speak to them or have a larger font for easier reading. Some students may need apps with simplified versions of activities we will be doing in class. Another option would be to have digital tools with translators to help those whose first language is not English.
3. promote and model digital etiquette and responsible social interactions related to the use of technology and information.
4. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
• Keeping topics in my classroom up to date with the cultural importance of my students will be managed by asking students monthly topics of their interest. With the students input, I will be able to gage the appropriate and engaging material for my students. 

Phase II

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?
•  This lesson provided students with a lesson they can use in real life and they could easily relate to any problems they faced. 
• How well was the alignment to objectives and standards maintained?
• The standards of using mental work and being able to calculate while rounding were met.
• Describe any modifications made during the implementation of the lesson
• We did not have to use any modifications for this lesson. 
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)?
   • We used MacBook Pro's and the SmartBoard for this lesson.
   • How were the technologies used (by whom and in what manner)?
   • The computers were used by the students. They used Google Drive to go "shopping" and to record their spendings. The teachers used the SmartBoard as a guide throughout the lesson.
   • My lesson was within the correct time frame
     • It was short because we had fewer students than planning and therefore the lesson was short than expected.
     • It was too long because…
     • The lesson was within the correct time frame because...
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• *Miss Brooklyn Meister
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• The students were successful in critically thinking about the items they were buying and their necessity. The students also showed their rounding skills on the paper and adding up to a total price without tax. 
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?
  • The students enjoyed how the lesson let them think about their lives outside of the classroom. They understood the concept of money and how to round up in order to get a more accurate total.
  • How do the comments from your classmates support this?
4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities?
• I learned how to create a lesson that provides students with a skill they will use in an everyday task. I learned how to make it age appropriate and engaging for their skill level. 

Coteaching Budgeting Hannah and Brooklyn

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: 4th

Subject(s): Mathematics

Topic of Study:Operations and Algebraic Thinking (OA)

Time Allotment: 60 minutes

Standards: 4.OA.A.3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Objectives: Students will be able to create a budget and keep track of their Grocery Store spendings on a spreadsheet. They will use numbers that require mental computation and estimation in their spreadsheets.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson? Students should know basic addition, subtraction, multiplication and division skills.  Students should also have a real-life experience with spending money/budgeting-this is to establish that the students have something to build upon in the lesson. How will prior knowledge and experience be assessed? Prior knowledge and experience will be assessed by asking students to do a quickwrite about an encounter they had with money, and how they decided to spend/save it. How will you use this information in the planning process? This information will be used to ensure that students have an area to build upon within the lesson.  It will also put them in the correct mindset for the lesson, preparing them to think about how they spend their money. Why should the content of this lesson be taught at this grade level? At this age students start to use money independently and it is important for them to begin to understand the concept of money and how to budget. How do the objectives that you have for the lesson align with the standards? The students will be required to use estimation and mental computation, which align with the standards. When will the lesson be taught in the course of the school year? Why? This lesson will be taught towards the end of the school year.  There are many components to this lesson plan: math, technology, critical thinking, planning ahead, etc.  Thus, this lesson might be better fitting towards the end of the school year, after the children have developed more over the course of the year.

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

Launch: First, the teacher will ask students to recall a real-life encounter they have had with money.  Students will be asked to write for 3-5 minutes about this encounter in a quickwrite format.  Then, students will be given time to share their writing with an elbow buddy.

Verbally, prompt students with questions to stimulate critical thinking about shopping and spending money. How often do you all go shopping? Have you ever shopped in the clearance rack or sale section? How much do you think an average shirt sells for? Allow children to speak out their answers and give examples of shopping trips they have been on.

Explore: Mathematical Practice 1: Make sense of problems and persevere in solving them.

Students will then be given an opportunity to do a little shopping of their own.  The teacher will invite students to shop at the store Babs’s Bargains via a Google Doc.  This store will provide food, articles of clothing, etc.  The teacher will explain that the students will each have the opportunity to shop at Babs’s Bargains, and will each be given $50 of allowance to spend.  Within the store, certain products will have multiples, and all prices will be recorded in a pricing list accessible via Google Sheets. The students will be given a spreadsheet (via Google Sheets) to keep track of their spendings and will be instructed to buy whatever they please BUT should spend their money wisely, and figure out how many products they can buy without exceeding their budget ($50). The children will be in charge of spending and calculating their own money.  While shopping, students will record their purchases in Google Sheets.  They will have to compute the reciept through estimation, and may not use the calculator in Google Sheets to calculate their total until they are at the checkout line.  Students will take turns shopping, with order decided by students picking a number between 1 and 10.

-Explain how the spreadsheet works.

-Allow children 20-25 minutes to explore and buy products and calculate their totals.

-After a child has bought a product, the store manager (teacher) must record it in the pricing

sheet. Once the item has run out, it is “Out of Stock,” and other children may not buy it.

-Allow each child their turn to shop until each child has completed their shopping trip.

Summarize: Discuss with the class the meaning of the word “reflect,” allowing the students to supply their own definitions.  Then, tell the students that they are to reflect on their experiences from their shopping trip.  Provide prompting questions to guide the conversation.  For example, ask students: “How was your shopping experience?  How much money did you spend?  How much money did you save?  What would you differently if you could shop again?  Would you have chosen the same items/spent the same amount of money?  How would you have spent your $50 differently if it was all the money you had for a month?”(M.P. 8. Look for and express regularity in repeated reasoning).  As these questions are asked, call on different students, allowing them to share their experiences.

Summarize: Ask the students to perform a quickwrite about their overall thoughts and findings about the shopping trip.  Provide the students 3-5 minutes to complete their quickwrite. The work they completed in class will also be turned in as an assessment.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

Students will visit Babs’s Bargains store via a Google Doc. The students will not only interact with the virtual shop, but will be required to record their purchases in Google Sheets on their own computers.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay-  Those with cognitive delay will, instead of a budget in terms of money, create a budget in terms of things. For example, instead of having a budget of $50.00 and computing using money, they will have a budget of, say, 10 items.
• Gifted- Gifted students will be asked to include taxes, and might have additional limits on their budget (i.e. required bills, paying back a friend, etc.).
• ELL- The ELL students will be provided with an aid or one-on-one work with a teacher to help them with the lesson, step by step.  These students will also benefit from the pictures and numbers included in this lesson.

Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? These methods provide students with a stimulation of a real life experience. They allow students to feel in charge of their decisions and emphasize on the important concept that is decision making. How do the instructional methods align with what you know about best practices (think about your methods classes)? The instruction is mostly student directed. The students will create their own budget and complete their own “grocery shopping”. How are you engaging students in creative and higher order thinking? The students will be in charge of their own work and will be making the decisions they want to make, regarding their given allowance.  The lesson relies heavily on student choice.

IV. ASSESSMENT

Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process))

Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test)

• The spreadsheets and quickwrites will be the tools used to measure overall achievement within this lesson.  Our philosophy is that quickwrites are never graded for anything other than completion.  The spreadsheets will serve as a means of checking students’ own computation-thus, this will serve as a completion grade, too.  The main focus in this lesson is not 100% accuracy, rather 100% participation and experience.

Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The final assessment will ultimately be turning in their completed class work. Their class work will prove that they can successfully create a grocery list budgeting out their spendings. The students will also turn in a quickwrite explaining any mental work they had to use and their difficulties. This aligns directly with the standard.  Even if the work is incorrect, the students will have checked it on their spreadsheet and adjusted their errors.  In experiencing failure, there is learning. How does the assessment demonstrate that the students have been successful in learning the content? Through completing the spreadsheets and quickwrites, students will have undoubtedly experienced a heavy decision-based process.  This, alone, as well as the academic aspects (completing multistep math problems) will serve to prove that students have been successful in learning the content. How does the assessment demonstrate student engagement in higher order thinking? The quickwrite will provide evidence if the students used higher order thinking in their work, as it is intended to be a very reflective exercise. How does the assessment demonstrate that individual student needs were met? As mentioned, although the aligned standard covers multistep word problems and mental math, the assignments within this lesson are graded based on completion.  This meets individual needs, as it allows students to feel as though they can perform to the best of their own abilities with no fear of judgement.  In other words, students who are “good” at math will still demonstrate this in their computation, while students who might struggle will have the opportunity to practice these skills, while having the tool of a calculator to aid their learning process.

V. MATERIALS AND RESOURCES

In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

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

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
• This lesson allows students to be independent with their decisions, therefore inspiring dependability among themselves.
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
• The students will be using their computers to shop in the digital Grocery Store.
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
• The teacher will provide an example on the smart board for the class to see.
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
• advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
1. This activity allows students to use a tool convenient for everyday life. Students can understand how to create and properly use a spreadsheet.
• addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
• promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
1. While this activity does not use social interactions, students will follow the instructors lead when it comes to creating a budget and spreadsheet.
• developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

Phase ll

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson? This lesson was engaging for each student and was perfect for the time allotted. 
• How well was the alignment to objectives and standards maintained? The objectives were maintained and the students were able to recognize the states and place them in the proper places on a map.
• Describe any modifications made during the implementation of the lesson A few of the students finished earlier than planned so I had them continue to place capitals on the states they were familiar with and look up the capitals they were not familiar with.
2. Mechanics:
   • What technologies did I use (for the teacher and the learner)? Both the iPads and Computers were used during this lesson. 
   • How were the technologies used (by whom and in what manner)? The computer was used for the students to complete their final assessment using Kidspiration and the iPads to complete the U.S Map game and to look up capitals if needed. 
   • My lesson was within the correct time frame
     • It was short because…
     • It was too long because…
     • The lesson was within the correct time frame because there were enough activities to be completed for the students intellectual level. 
3. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning
• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson
• Camille Artifact:
• https://bblearn.nau.edu/courses/1/1151-NAU00-ETC-447-SEC003-3573.NAU-PSSIS/db/_5122966_1/Alabama.jpg
• Melissa Artifact:
• https://bblearn.nau.edu/courses/1/1151-NAU00-ETC-447-SEC003-3573.NAU-PSSIS/db/_5122976_1/us%20states.jpg
• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• Most of my students succeeded in achieving the standards. One students needed a little more time on each activity to place the states in the correct place but her understanding was there. 
• Describe the level of success you had in teaching the lesson
  • How do your individual reflections support this?  The activity was successful because the students were able to complete the work and the students enjoyed the challenge. 
  • How do the comments from your classmates support this? The students commented, "Great lesson!"
4. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities. I enjoyed creating a lesson allowing students to create their country from a blank state. It challenged students to really understand what their country looks like and each individual states place on the map. I will incorporate technology in my classroom in this way. 

ETC States Lesson Plan

I. RATIONALE:

Provide a reason for teaching the lesson. (i.e. Grade level curriculum, meets the common core standards/Arizona’s College & Career Ready Standards)

II. OVERVIEW

Grade Level: 4th

Subject(s): Social Studies

Topic of Study: Geography, Identifying States

Time Allotment: 30 Minutes

Standards: Strand 4: Geography PO 5. Identify each state on

a U.S. map.

Objectives: (What do you want the students to know or be able to do?, I will be looking carefully on how they align with your assessment) 
Students will be able to place the states on an empty U.S map.

Reflection: Assessing Prior Knowledge and Planning Instruction What do the students need to know prior to the lesson Students need to be some what comfortable with most of the states and recognize major states. How will prior knowledge and experience be assessed? Prior knowledge will be assessed through an activity where as a class we will brainstorm all the states we can think of and write them on the board. Each student will then be given a printed out worksheet of the country with states outlines and will write in the states names in which they are familiar.  How will you use this information in the planning process? Based on the students previous knowledge, I will be able to gage the difficulty of the factors used in the lesson and how much time should be spent with teacher based instruction. Why should the content of this lesson be taught at this grade level? The Az Common Core standards require students to understand and know where each state belongs on a map of our country.  How do the objectives that you have for the lesson align with the standards? The objectives are a direct reflection of the standards.  When will the lesson be taught in the course of the school year? Why? This lesson will be taught in the beginning of the school year because it provides a basis for deeper understanding of the states. (Capitals, landmarks, historical moments)

III. IMPLEMENTATION

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)
-The lesson will begin as a class reviewing the states we are familiar with.
-The Blank United States worksheet will be passed out and the students will work on it to the best of their ability individually. http://www.superteacherworksheets.com/maps/usa-blank_WMWTD.pdf
-Once the worksheet is complete (5-7 minutes) the students will use the U.S Map app on the ipads.
-They can use different levels based on their previous knowledge to practice placing the states and their names in the proper place.
-This activity will continue for 10-12 minutes.
-Once finished, student will open Kidspiration and use the social studies section to build a map of the US on their own.
-This map will be saved and used for assessment.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)
-ipads with the US Map app and computers with Kidspiration will both be used in this class.

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay- For students with a cognitive delay, they will be provided with an alternative activity such as a puzzle to complete.
• Gifted- Gifted students will be given the harder option on the app.
• ELL- ELL's will be provided with one on one instruction from the teacher or aid.

  Reflection: Designing Instruction (InTask Standards 7 and 8): Why are you using the instructional methods you have described? The instruction begins with being teacher lead and then leads into student exploration. This allows students to see examples and ask questions and then test out on their own time what they have previously learned.  How do the instructional methods align with what you know about best practices (think about your methods classes)? These methods allow an encouraged atmosphere followed by independent exploration. How are you engaging students in creative and higher order thinking? Students will be able to create the map on their own. This allows students to visually see the country come together in a hands on way.

  IV. ASSESSMENT
  Procedure: Read Assessing Student Learning (Include a description of how you will determine the students' success in meeting the standards and objectives of the lesson (You must include what artifacts and activities will be assessed as well as a description of the assessment process)) At the end of the lesson students will create the map on their own in kidspiration. Kidspiration will provide each state but the students will then place the states in the correct place almost as if it were a puzzle. It will be saved for the teacher to assess. 
  Instruments: (Include [or link to] any tools that you will be using to assess your students (i.e.. rubric, checklist, worksheet, test) Kidspiration

  Reflection: Planning Assessment (InTask Standard 6): How does the assessment align with the standards and objectives of this lesson? The assessment measures the students understanding of factors in any form they comprehend it the best.  How does the assessment demonstrate that the students have been successful in learning the content? The students must arrive to the same answer, which will be shown at the end of each problem.  How does the assessment demonstrate student engagement in higher order thinking? The assessment allows students to use their creativity in showing how they understand factoring best.  How does the assessment demonstrate that individual student needs were met? The assessment demonstrates each individual students ability through their shown work. Whether it be factoring trees, words or pictures.

  IIV. MATERIALS AND RESOURCES
  In this section include any examples you have created for the students, resources (software, web links, books, crafting items, etc.) and other necessary items

  Reflection: How does your lesson meet each of the ISTE NETs Standards? How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? It allows students to use technology to further their learning experience outside of a textbook. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? This lesson uses a computer to enhance the child's learning experience which is then transferred onto a practice sheet after the activity.  How does your lesson meet Standard 3: Model Digital-Age Work & Learning? It uses an application on a computer to provide activities to challenge children.  How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Through this activity students learn to use an efficient tool to better their learning experience in the classroom. addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. This lesson meets needs of different learners through, assisting their learning, providing more challenging questions and allowing those with visual minds to be creative with their factoring representations.  promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. Children will learn the use of a program created to help the individual learner instead of a social atmosphere.  developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

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