ED200 Technology Integrated Lesson Plan Template

A View from the Top 3rd Grade Lesson Title: Grade Level: Subject Area: Geography and Language Arts Time Frame: 2 full Class Periods Teacher Name: Miss Nicole Heyer This lesson will last for two class periods. On the first day it will be introduced, and as a class we will read/ listen to the first chapter of “The Adventures of Amelia the Pigeon” called How Amelia got her camera. This chapter of the book is online, and plays out loud to the students including animations that move and make noise, making the story come to life. After reading the story as a class we will talk about aerial photos and examples of some the students may be familiar with. I will then show a real life class example of an aerial photo of our school at the surrounding area using Google Earth. After showing the kids how it works the nest step will be for each student to select a place like there house, a park or a favorite place to look up on Google earth. They will think about this for homework. The next class period each student will have time to look up their selected place on Google earth and explore for a little while. After looking around I will have them think back to Amelia and ask what Amelia would see if she were to fly over their location? The task will then be to type a creative story about what Amelia saw with her camera when she flew above. In addition the will draw a picture to go Summary: along with their story. Lesson Plan http://www.microsoft.com/education/aviewfromthetop.mspx adapted from:

Connection to Basic Geographic Literacy 7.1.3. A. Identify geographic tools and their uses. PA Core • Characteristics and purposes of different geographic Curriculum � Maps and basic map elements Standards: � Globes � Graphs � Diagrams � Photographs • Geographic representations to display spatial information � Sketch maps � Thematic maps

7.1.3. B. Identify and locate places and regions. • Physical features � Continents and oceans � Major landforms, rivers and lakes in North America � Local community • Human features � Countries (i.e., United States, Mexico, Canada) � States (i.e., Pennsylvania, Delaware, Maryland, New Jersey, New York, Ohio, West Virginia) � Cities (i.e., Philadelphia, Erie, Altoona, Pittsburgh, Scranton, Harrisburg, Johnstown, Allentown, Washington D.C., Baltimore, New York, Toronto, Cleveland) � Local community

The Physical Characteristics of Places and Regions 7.2.3 A. Identify the physical characteristics of places and regions. • Physical properties � Landforms (e.g., plains, hills, plateaus and mountains) � Bodies of water (e.g., rivers, lakes, seas and oceans) � Weather and climate � Vegetation and animals

Learning to Read Independently 1.1.3 A. Identify the purposes and types of text (e.g., literature, information) before reading.

1.1.3 B. Preview the text formats (e.g., title, headings, chapters and table of contents).

1.1.3 C. Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand

1.1.3 G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text. Retell or summarize the major ideas, themes or procedures of the text. Connect the new information or ideas in the text to known information. Clarify ideas and understandings through rereading and discussion. Make responsible assertions about the text by citing evidence from the text.

Reading Critically in All Content Areas 1.2.3. B. Use and understand a variety of media and evaluate the quality of material produced. Use electronic media for research. Identify techniques used in television and use the knowledge to distinguish between facts and misleading information. Assess the quality of media project (e.g., Script, play, audiotape) that has been developed for a targeted audience.

Reading, Analyzing and Interpreting Literature 1.3.3. A. Read and understand works of literature. B. Identify literary elements in stories describing characters, setting and plot.

Types of Writing 1.4.3. A. Write narrative pieces (e.g., stories, poems, plays). Include detailed descriptions of people, places and things. Use relevant illustrations. Include literary elements

1.4.3. B. Write informational pieces (e.g., descriptions, letters, reports, instructions) using illustrations when relevant

Quality of Writing 1.5.3. A. Write with a sharp, distinct focus identifying topic, task and audience.

1.5.3 B. Write using well-developed content appropriate for the topic. Gather and organize information. Write a series of related sentences or paragraphs with one central idea. Incorporate details relevant and appropriate to the topic.

1.5.3 C. Write with controlled and/or subtle organization. Sustain a logical order. Include a recognizable beginning, middle and end.

Speaking and Listening 1.6.3 A. Listen to others. Ask questions as an aid to understanding. Distinguish fact from opinion.

1.6.3 D. Contribute to discussions. Ask relevant questions. Respond with appropriate information or opinions to questions asked. Listen to and acknowledge the contributions of others. Display appropriate turn-taking behaviors.

Technology 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative Standards: products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression.

c. Use models and simulations to explore complex systems and issues. d. Identify trends and forecast possibilities.

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems,

and operations. Students: a. Understand and use technology systems. b. Select and use applications effectively and productively.

c. Troubleshoot systems and applications. d. Transfer current knowledge to learning of new technologies.

What is aerial photography and how can in help us understand the geography where we live? How does the student’s story relate to the story read in class about Amelia? Do they sound Essential similar? Questions: Does their writing demonstrate creative and organized writing? How has geography changed over time? (Objectives) How does the geography of the area looked at effect the type of buildings or settlements found there?

In order to show that the students learned form the activity the will be writing their own story and illustration which will be graded with a rubric they will be provided with. Mostly based on the detail and accuracy of their story based on the images they saw on Google earth. Also Assessment: their writing overall will be graded. Finally their participation in the class discussions and ability to use Google earth will also be assessed.

The students will need basic reading, listening and creative writing skills. As well as understanding of Microsoft word and the ability to type their story. In addition they will need Prerequisite basic internet skills and be some what familiar with Google earth (a small demonstration will Knowledge: be provided with the lesson).

Computers, Printers Hardware Microsoft Word, Internet Explorer Materials and Software Resources: Google Earth, http://science.hq.nasa.gov/kids/imagers/amelia/ Amelia the Pigeon website which contains the first chapter of Internet Websites the story which we will be reading. Other Materials Paper and crayons/markers to draw and color a picture 1. Begin with a class discussion of the meaning of a Birds eye view. Talk about the different perspective things can be seen from. Ask questions and have the students imagine what a bird sees and how everything looks from up in the sky. Also incorporate the geography of the land and the area around the school. 2. After that have the entire class listen to and watch the first chapter of Amelia the Pigeon called “How Amelia got her Camera”. 3. When the story is over talk about Amelia and the views that she saw as she was flying and what she may see if she were to fly over your school, house etc. 4. After the discussion show an example of Google earth and the basics on how to work it. Procedures: 5. Then allow the students to think about an area that interests them like their home, a park, a favorite place. 6. When they return for the next class period each child is given time to explore Google earth and look at the place they choose and the surrounding areas. Make sure to note that they look at the aerial view as well as the surrounding geography. 7. After they feel comfortable with the area they choose, they have to imagine what it would look like to Amelia if she were to fly above. 8. Each student will then draw a picture of what the picture Amelia’s camera took would look like. 9. They will then write a creative story describing what both what they saw on Google earth, the geography and the buildings as well as what Amelia would have seen.

For special education students I will have them listen to the story and with assistance look at Modifications Google earth then draw a picture, then depending on their abilities modify the requirements of for the story. While the gifted students can be expected to have a more detailed in depth story as well as Differentiated looking more into the geography aspect of the lesson. Instruction: