ITP+Lesson+Template

Mrs. Loomis - 2nd grade teacher Mrs. Shoenle - Library Media Specialist
 * Teacher’s Name **

schoenle@maryvale.wnyric.org loomis@maryvale.wnyric.org
 * Email **

Maryvale Primary
 * School District **

2nd Grade
 * Grade Level(s) **


 * Date Modified **

3/5/2009 What is it that you hope your students will be able to do and/or know at the end of this lesson? What is the important content and concepts that the students will learn? SW use the Internet to analyze information about a Buffalo Landmark. SW describe an urban community, past and present. SW use a 4 square to take notes on important information. SW use notes to type a paragraph into a Wiki space. SW create a picture of their Buffalo landmark. SW record their paragraph into a Voki.
 * Objective (Goals and Content) **


 * Assessment **

How will the student’s work be assessed? Teacher will assess paragraph for content (social studies) and conventions (writing). Teacher will assess speaking standard by listening to recording in Voki. 2.R.1.12 SW use graphic organizer to record details from informations texts. 2.R.1.1 SW use library media resources to aquire information. 2.S.1.8 SW present a short oral report, using at least one source of information. 2.W.1.7 SW Produce clear, well-organized, short reports to demonstrate understanding of a topic. 2.W.1.2 SW Take notes to record facts by following teacher directions with assistance. Social Studies Standards: My community and region today My urban, suburban, or rural community can be located on a map. Urban, suburban, and rural communities differ from place to place. Events, people, traditions, practices, and ideas make up my urban, suburban, or rural community. Communities in the future may be different in many ways. My urban, suburban, or rural community has changed over time. Roles and responsibilities of families in rural, urban, and suburban communities change over time
 * NY State Standards **

Students demonstrate a sound understanding of technology concepts, systems, and operations. || What is the estimated time needed to implement this lesson? (Periods, Days, Weeks, etc). One week
 * __ NETS Standards __**
 * || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * || **Digital Citizenship** ||
 * || Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ||
 * || **Critical Thinking, Problem Solving, and Decision Making** ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * || **Technology Operations and Concepts**
 * || **Technology Operations and Concepts**
 * || **Technology Operations and Concepts**
 * Taken from ISTE Website, [|NETS for Students]
 * Time Needed **


 * Classroom setup and materials **


 * Study material for research-teacher provided
 * Markers/poster paper
 * Computers With Internet
 * Research material at home, using 4 square note taking (handout)
 * Computer lab time two days


 * Procedure **

Students used 4 square note taking strategy to learn about their area of Buffalo. Students then wrote a report about their place. The report was corrected. Students typed report into the teacher created wiki. The teachers created a blank page on a wiki for each student to work. On the main page of the wiki, the teacher placed a Voki with a welcome message. Then the teachers embedded a google map with placemarks indicating the landmarks of Buffalo, NY. Also on the main page of the wiki, the teachers embedded a Buffalo Weather Gadget from Google Gadgets.

1st time in lab the students typed the reports onto their Wikispace. When the page was proofread and corrected the students then saw a demonstration on formatting (colors, font styles, sizes, etc.). They then formatted their Wikispace.

When students completed this step, they were introduced to Voki's. ([|www.voki.com]) Students taking turns creating their Voki's. They were asked to create a Voki that resembled them. We also ensured that each Voki met the school dress code.

After the Voki was created, the teachers placed them into the Wiki, by embedding.

Students then used colored pencils to draw their landmarks. A digital picture of the drawing was then taken and placed onto each students wikipage. This is where you will add any additional information you feel another teacher would need to know. Examples might be; prior learning, pre-requisites, assumptions, or tips.
 * Teacher Notes **

How did technology enhance this lesson? How was this lesson taught in the past?
 * Technology Integration **

The students are presenting their work for a worldwide audience and they are excited to show the wiki to family members. The discussion area could also lead students to talk about learning at home. It helps to extend the lesson into the home. The students were able to blend multimedia into the projects. The recording of the reading gives the page more authenticity.

Previously this lesson would be taught with the students using a book report format.
 * This topic was not taught in previous years.**

Please attach any work created by the students and/or teacher:

[|www.mrsloomisclass29.wikispaces.com]