Our nation's capitol   k. carroll
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Our nation's capitol k. carroll

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Lesson on our nation;s capitol

Lesson on our nation;s capitol

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Our nation's capitol   k. carroll Our nation's capitol k. carroll Presentation Transcript

  • Our Nation’s Capital :Washington D.C.
    Second Grade Technology Integration Plan
    By: Kellie Carroll
  • Phase I – Relative advantage
    Many students who would not have the opportunity to visit Washington D.C. can use technology to go on virtual tours. This is the situation in my current school in Yonkers, N.Y..
    Our nation’s capital is part of the second grade curriculum.
    Many textbooks only give a general overview of the capital, this unit study will go into more depth.
    The students will be able to virtually visit many important sites which is not always possible on a trip to Washington D.C.. Furthermore, the virtual visit is free.
  • PHASE II: Objectives and Assessments
    The expected outcome of this unit study is for the students to have a better understanding of our capital.
    Unlike the brief history and limited pictures in their text books, this unit study encompasses many more elements of Washington D.C..
    The children will be pre-assessed with a quiz which is based solely off of their text book lesson (the quiz is given prior to this unit of study).
    The children will be assessed at the end of this unit study with a similar quiz to evaluate the impact on learning that the technology has had.
  • PHASE III: INTEGRATIONSTRATEGIES
    A constructivist approach should be taken. The student will be an active participant in this lesson.
    The lesson will take place in a large group setting and also a small group setting.
    The large group setting will be used to give general overviews of the buildings and history of the capital.
    The small group setting will be used for students to actively participate and learn.
    At times, cooperative learning will be employed, the students will break off into small groups and share computer time and websites. They can share thoughts and ideas.
  • PHASE IV: ENVIRONMENT for INSTRUCTION
    A smart board and computers will be needed.
    If possible enough computers for children to be grouped into pairs. If not, they could rotate at computer time.
    All websites should be reviewed prior to the lesson to ensure that they are up and running.
    The following websites are necessary for the lesson. www.kids.dc.gov/kids_main_content.html;
    www.zunal.com/webquest.php?w=60873;
    http://www.kids.niehs.nih.gov/musicpatriot.htm
  • TIME LINE FOR LESSON:
    Day 1: Review the text book and have a brief discussion on Washington D.C.. Highlight the important symbols, people and places in our capital. Pre-assess by having the students take an interactive quiz on the link in www.zunal.com/webquest.php?w=60873. The quiz is the American Symbols game link under the “Process” category. This can be done as a whole group lesson. The teacher will be able to get a general idea of her class’s knowledge.
    Day 2 : Introduce the web quest found at www.zunal.com/webquest.php?w=60873. This web quest will take the students on a journey with Annie and Jack from the Magic Tree House series by Mary Pope Osborne. The goal of the web quest is to teach the children about important symbols in American History. It will also teach them about our capital. Begin the web quest and have the students do the first 3 symbols, The Flag 1, The White House 1, and The Statue of Liberty 1. The symbols labeled 1 are more age appropriate then the ones labeled 2.
  • Time line for lesson
    Day 3: The students should continue with their symbols, they should do 4, 5 and 6. The Bald Eagle, The Liberty Bell and The Pledge of Allegiance. The web quest will take them to other sites including bensguide.gpo.gov/k-2/index.html.. They will need time to explore the sites. The Ben Franklin site goes beyond the symbol and takes them to other important relevant information.
    Day 4: Today is for symbols 7 and 8. The Star- Spangled Banner and The Charters of Freedom. They can use any extra time to go back and review the symbols.
    Day 5 : The students will be in a whole group setting. They will again take the quiz (American symbols game) on the web quest. The teacher should be able to assess how much they have learned by comparing the quiz results from before the web quest and at this point in it.
  • Time line for lesson
    Day 7: The students view as a class the You-Tube video on the web quest. They will go on a scavenger hunt looking for symbols. You-Tube video # 2 should only be used. After the video, a research guide of American Symbols will be given to the children. They will be required to draw and write about the 8 symbols that they have just learned about. The sheet is attached to the web quest. This can be the final assessment.
    Day 8: To close this lesson, the students will learn about patriotic songs. Many students are not aware of the words and meanings of these songs. The teacher should go to the website: http://www.kids.niehs.nih.gov/musicpatriot.htm .
    The National Anthem and Star Spangled Banner can be played while the words are on the smart board. There are many songs on this website and the class can select them and hear them while learning the words and meaning.
  • TIME LINE FOR LESSONACTIVITY DAY:
    Days 9: The students should be permitted a day to explore websites, they can go back to ones that they have used in the web quest or they can also use www.kids.dc.gov/kids_main_content.html. These websites will reinforce what they have learned.
  • EVALUATE and REVise strategies
    After completing this lesson the teacher should reflect on how well the technology strategy worked. Did the technology benefit this lesson?
    How did the web quest lesson help the children? Was it more beneficial than the text book? Did it give the students a broader and deeper understanding of the lesson.
    Was the follow up activity successful in reinforcing the lesson?
    Is there anything that could be improved in the lesson?