Michigan Department of Education s9

Michigan Department of Education Technology-Enhanced Lesson Plan

Lesson Title: A Day in the Life—Comparing the Past and the Present Created by: Sue Balcueva Lesson Abstract: In this unit, students will compare their everyday activities to the everyday activities of a Lumberjack in the 1800’s. Students will record details from the Lumberjack’s day and create a timeline of a day in their life to produce a combined timeline comparing both days. For each entry in the daily timeline, students will include a short description of what they are doing and include a photo or drawing that demonstrates the activity. Subject Area: Social Studies Grade Level: Second Grade Unit Title: Historical Perspective

Michigan Educational Technology Standards Connection: Basic Operations and Concepts a. Students demonstrate a sound understanding of the nature and operation of technology systems 6. Students proofread and edit their writing using appropriate resources including dictionaries and a class developed checklist both individually and as a group. b. Students are proficient in the use of technology. 1. Use various age-appropriate technologies for gathering information (e.g., dictionaries, encyclopedias, audio/video players, phones, web resources). 2. Students use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story). Technology Resource Tools a. Students use technology to locate, evaluate, and collect information from a variety of sources. 1.Know how to recognize the Web browser and associate it with accessing resources on the internet. 3. Use a variety of technology resources (e.g., CD-ROMs, DVDs, search engines, websites) to locate or collect information relating to a specific curriculum topic with assistance from teachers, parents, or student partners. Technology Productivity Tools a. Students use technology tools to enhance learning, increase productivity, and promote creativity. 1. Students know how to use a variety of productivity software (e.g., word processors, drawing tools, presentation software) to convey ideas and illustrate concepts.

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 1 Technology Communication Tools b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 1. Students know how to use age-appropriate media (e.g., presentation software, newsletters, word processors) to communicate ideas to classmates, families, and others. 2. Students will know how to select media formats (e.g., text, graphics, photos, video), with assistance from teachers, parents, or student partners, to communicate and share ideas with classmates, families, and others.

Michigan Curriculum Framework Connection: Social Studies I.1.EE.1. Use analog and digital clocks to tell time. Social Studies I.1.EE.4 Place events of their lives and the lives of others in chronological order. Social Studies I.2.EE.1 Identify who was involved, what happened and where it happened in stories about the past. Social Studies I.2.EE.2 Describe the past through the eyes and experiences of those who were there as revealed through their records. Social Studies I.2.EE.3 Recount events from simple biographies of women and men representing a variety of societies from the past

Estimated time required to complete lesson or unit: 5-6 days, about an hour each day. Instructional resources: http://www.michigan.gov/mikids/0,1607,7-163-15941_20565---,00.html Lumberjack Day Website Lumberjack’s Day Recording sheet A Day in Your Life Recording sheet Final project template in Word or PowerPoint OR word processor or presentation software Student Project Checklist Prior required technology skills: Using a Web browser Word processing Saving a document Printing a document Scanning a picture Saving photos and/or images to a common file

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 2 Use of a digital camera Use of drawing software Use of presentation software Being able to insert an image from a file Use of electronic spell check and dictionary Sequence of Activities: See individual lessons included in the unit. Lesson 1 Lesson 2 Lesson 3 Lesson 4

Assessments: See individual lessons.  Pre-Assessment: o Scoring Criteria:  Post-Assessment: o Scoring Criteria:

Technology (hardware/software): Internet access Word processing software Printer Ability to save work electronically Drawing software Scanner Digital camera Presentation software

Key Vocabulary: Chronological Biography

Application Beyond School: See individual lessons.

Teacher Reflection and Notes:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 3 Michigan Department of Education Technology-Enhanced Lesson Plan

Lesson Title: Lesson 1: A Lumberjack’s Day Created by: Sue Balcueva Lesson Abstract: What time did lumberjacks wake in the morning? What time did they go to bed? When did they have lunch and what did they eat? Students will discover the details of a lumberjack’s day and record the information on the Recording Sheet provided. Subject Area: Social Studies Grade Level: Second Grade Unit Title: A Day in the Life –Comparing the Past to the Present

Michigan Educational Technology Standards Connection: Basic Operations and Concepts b. Students are proficient in the use of technology. 1. Use various age-appropriate technologies for gathering information (e.g., dictionaries, encyclopedias, audio/video players, phones, web resources). Technology Resource Tools b. Students use technology to locate, evaluate, and collect information from a variety of sources. 1.Know how to recognize the Web browser and associate it with accessing resources on the internet. 2. Use a variety of technology resources (e.g., CD-ROMs, DVDs, search engines, websites) to locate or collect information relating to a specific curriculum topic with assistance from teachers, parents, or student partners.

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 4 Estimated time required to complete lesson or unit: 1 hour Instructional resources: http://www.michigan.gov/mikids/0,1607,7-163-15941_20565---,00.html Lumberjack Day Website Lumberjack’s Day Recording sheet Prior required technology skills: Using a Web browser Word processing Saving a document Printing a document

Sequence of Activities: 1. Group students in partners and have them use a Web browser to access the following webpage: http://www.michigan.gov/mikids/0,1607,7-163-15941_20565---,00.html 2. Students click on each time listed for the lumberjack’s day and record the main events on the recording sheet. Each student will need to fill in a recording sheet to use with the personal Day in the Life activity.  The recording sheet can be printed and filled out by hand or saved as a template for students to access on the computer and fill in electronically.  If recording sheet is used electronically, students will need to save and/or print their work for future reference. 3. Save the recording sheet for future reference and use.

Assessments:  Pre-Assessment: None o Scoring Criteria:  Post-Assessment: Completion of the Recording sheet. o Scoring Criteria:

Technology (hardware/software): Internet access Word processing software Printer Ability to save work electronically

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 5 Key Vocabulary: Chronological Biography

Application Beyond School: Students begin to think about the order of their individual day.

Teacher Reflection and Notes:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 6 Lumberjack Recording Sheet

Student Name______

Time Events What is he doing? Details:

What is he doing? Details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 7 Michigan Department of Education Technology-Enhanced Lesson Plan

Lesson Title: Lesson 2: A Day in Your Life Created by: Sue Balcueva Lesson Abstract: Students use the recording sheet to put their day in chronological order. What time did they wake up? When did they eat breakfast and what did they have? When did they leave for school and how did they get there? Students will begin to gather digital photographs of their daily activities to add to their final project. Subject Area: Social Studies Grade Level: Second Grade Unit Title: A Day in the Life—Comparing the Past to the Present

Michigan Educational Technology Standards Connection: Technology Communication Tools b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 2. Students will know how to select media formats (e.g., text, graphics, photos, video), with assistance from teachers, parents, or student partners, to communicate and share ideas with classmates, families, and others.

Estimated time required to complete lesson or unit: 1-2 hours Additional time to take digital photos during the day, scan photos from home and/or draw pictures by hand or electronically to represent various activities. Instructional resources: A Day in Your Life Recording sheet, see below. Prior required technology skills: If using the recording sheet, electronically, students will need prior word processing experience and know how to save and/or print their work for future use.

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 8 If scanning pictures or drawings, prior knowledge of scanner use and how to locate a saved image to insert into their final project. Sequence of Activities: 1. Review with students the Lumberjack’s Day activity from before. Explain that this is a timeline, if only for one day. Have students brainstorm similarities and differences between the Lumberjack’s Day and what they have done so far on this day. 2. Distribute copies of the Day in Your Life Recording Sheet for students to list their daily activities in chronological order. Each activity listed by students should correspond with an activity or time period from the Lumberjack’s Day. Some ideas to include may be: wake up, breakfast, school in the AM, lunch, school in the PM, after school activities, dinner, bedtime.  This can be done on the computer as well. Save the Recording Sheet as a template so students can access using the computer and complete the information electronically. 3. Save the Student’s Day Recording Sheet for future use.

Assessments:  Pre-Assessment: None o Scoring Criteria:  Post-Assessment: Completion of the Student Recording Sheet o Scoring Criteria:

Technology (hardware/software): Drawing software Word processing software Printer Ability to save work in electronically

Key Vocabulary: Chronological

Application Beyond School: Students record a day in their life starting from home and carrying over into the school day.

Teacher Reflection and Notes:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 9 A Day in Your Life

Student Name______Time Events What are you doing? Details:

What are you doing? Details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 10 Michigan Department of Education Technology-Enhanced Lesson Plan

Lesson Title: Lesson 3: Adding Images Created by: Sue Balcueva Lesson Abstract: Students take digital photos of the daily activities listed on the Day in Your Life template they previously completed. To obtain photos relating to home activities, students can bring in pictures to be scanned, or draw pictures by hand or electronically to include in the final project. Subject Area: Social Studies Grade Level: Second Grade Unit Title: A Day in the Life—Comparing the Past to the Present

Michigan Curriculum Framework Connection: Social Studies I.1.EE.4 Place events of their lives and the lives of others in chronological order.

Estimated time required to complete lesson or unit: 1-2 Days: taking of pictures during the day to show school activities; bringing photos from home or drawing pictures to depict activities. Instructional resources: A Day in Your Life completed activity from before. Prior required technology skills: Use of a digital camera Use of a scanner Use of drawing software Saving photos to a file for future access Sequence of Activities: 1. Students will need one image for each time period they listed on their A Day in Your Life recording sheet.

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 11 This can be an on-going activity for a day or two. As the teacher, you can help take photos that the class can use (e.g., pictures of the students during lunch, specials, recess, class activities). Save these pictures in a location that is accessible to all students.

Students can bring photos from home to be scanned into a folder accessible to all students. Photos from home can also be brought to school on a disk to transfer to the final project.

Another option for pictures is to have students either draw pictures by hand, to be scanned into the computer or have students use drawing software and save their pictures to include in the final project.

Assessments:  Pre-Assessment: o Scoring Criteria:  Post-Assessment: A photo or drawing is created for each time listed in the student’s timeline. o Scoring Criteria:

Technology (hardware/software): Digital camera Scanner Drawing software

Key Vocabulary: Chronological

Application Beyond School: Students are to include pictures of activities that occur in their day outside of school.

Teacher Reflection and Notes:  If you have a volunteer who is comfortable with technology, ask that person to help with scanning. This can save time.  Create a folder to store the scanned images, photos and drawings. This will keep all images in one location for students to access. Label each image with the student’s name followed by a number in succession (e.g., jimmy1, jimmy2, jimmy3).

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 12 Michigan Department of Education Technology-Enhanced Lesson Plan

Lesson Title: Lesson 4: A Day in the Life—Comparing the Past to the Present Created by: Sue Balcueva Lesson Abstract: Using the information gathered from the Lumberjack’s Day and the Student’s Day, students create a presentation that combines the two timelines to show the similarities and differences between the two timelines. Students can use one of the templates included, or other means of presenting their results. Subject Area: Social Studies Grade Level: Second Grade Unit Title: A Day in the Life—Comparing the Past to the Present

Michigan Educational Technology Standards Connection: Basic Operations and Concepts b. Students demonstrate a sound understanding of the nature and operation of technology systems 6. Students proofread and edit their writing using appropriate resources including dictionaries and a class developed checklist both individually and as a group. c. Students are proficient in the use of technology. 2. Students use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story). Technology Productivity Tools c. Students use technology tools to enhance learning, increase productivity, and promote creativity. 1. Students know how to use a variety of productivity software (e.g., word processors, drawing tools, presentation software) to convey ideas and illustrate concepts. Technology Communication Tools b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 1. Students know how to use age-appropriate media (e.g., presentation software, newsletters, word processors) to communicate ideas to classmates, families, and others. 2. Students will know how to select media formats (e.g., text, graphics, photos, video), with assistance from teachers, parents, or student partners, to communicate and share ideas with classmates, families, and others.

Michigan Curriculum Framework Connection: Social Studies I.1.EE.1. Use analog and digital clocks to tell time.

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 13 Social Studies I.1.EE.4 Place events of their lives and the lives of others in chronological order. Social Studies I.2.EE.1 Identify who was involved, what happened and where it happened in stories about the past. Social Studies I.2.EE.2 Describe the past through the eyes and experiences of those who were there as revealed through their records. Social Studies I.2.EE.3 Recount events from simple biographies of women and men representing a variety of societies from the past

Estimated time required to complete lesson or unit: 2-3 hours Instructional resources: Project template in Word or Power Point Lumberjack’s Day Recording sheet from previous lesson Student’s Day Recording sheet from previous lesson Student Checklist: see below Prior required technology skills: Use of presentation software Word processing Being able to insert an image from a file Use of electronic spell check and dictionary Sequence of Activities: 1. Students use the template to combine their Day in the Life timeline with that of the Lumberjack. 2. Each activity listed by students should correspond with an activity or time period from the Lumberjack’s Day. 3. Students include one image for each entry on their timeline. 4. Have students check their spelling with the spell check tool and make corrections.

Assessments:  Pre-Assessment: none o Scoring Criteria:  Post-Assessment: Completion of final project o Scoring Criteria: See Rubric below

Technology (hardware/software): Presentation software Word processor

Key Vocabulary: Chronological order

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 14 Application Beyond School: Students can compare a day in their lives with that of their parents, friends, grandparents, etc. Teacher Reflection and Notes:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 15 A Day in the Life—Comparing the Past and the Present Student Checklist

Student Name ______

 I have times listed from when I wake up to when I go asleep.

 I have written details that explain what I am doing at each time of the day I listed.

 For each time I included in my day, I included a time from the Lumberjack’s Day that was similar.

 I have included a picture or drawing for each time that shows what I am doing.

 I have read my sentences to make sure they make sense and relate to the time I listed.

 I checked my spelling to make sure my words are correct.

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 16 A Day in the Life Rubric

Student Name: ______

CATEGORY 4 3 2 1 Score Times and Times and Times and Times and Few times and Activities Activities activities listed activities listed activities are listed span cover most of cover part of listed. and entire the day. the day. day. Relation to Comparison to Comparison to Comparison to Comparison to Past the the the the Lumberjack's Lumberjack's Lumberjack's Lumberjack's day is present day is present day is present day is present for every for many of for some of for few of the student time the student the student student times listed. times listed. times listed. listed. Images An image is An image is An image is An image is included for included for included for included for every student many of the some of the few of the time and student times student times student times activity listed. listed. listed. listed. Spelling and Writer makes Writer makes Writer makes Writer makes Grammar no errors in 1-2 errors in 3-4 errors in more than 4 grammar or grammar or grammar or errors in spelling that spelling that spelling that grammar or distract the distract the distract the spelling that reader from reader from reader from distract the the content. the content. the content. reader from the content. Details All sentences Most Most Sentences are well- sentences are sentences are lack structure constructed well- well- and appear are relate to constructed constructed incomplete or the topic. and relate to but not always rambling. the topic. relating to topic. Total Score:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 17 Word Template

A Day in the Life--

Comparing the Past to the Present

Student Name

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 18 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing here: Time: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 19 Lumberjack’s Day

Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 20 Lumberjack’s Day

Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 21 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing here: Time: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 22 Lumberjack’s Day

Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 23 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 24 Lumberjack’s Day

Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 25 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 26 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 27 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 28 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 29 Lumberjack’s Day Time: Activity and details:

My Day

Insert a photo or drawing Time: here: Activity and details:

036621c03c8edbeeef5a93f41e4bd0b5.doc - Page 30