Example ICT Lesson Plan
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Example ICT Lesson Plan



Example ICT enabled lesson plan.

Example ICT enabled lesson plan.



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Example ICT Lesson Plan Document Transcript

  • 1. TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE Daily Lesson GAME Plan Lesson Title: My Roots and My New Home Related Lessons: Self-introduction, Family Descriptions, Places in the World Class Level: Std 1 Unit: Living in the Global Village Objectives:  Identify towns and villages within Trinidad and Tobago.  Describes the town and village in which they reside  Identify the type of development area they reside  Discuss the towns and villages in which they reside in within their groups.  Compose a presentation on their current place of residence ISTE NETS-S 1. Creativity and innovation 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts ACTION Before-Class Preparation: Find or develop a WebQuest page with the assignment instructions and links to resources students can use for finding information about countries and cities. Include sources for images, such as National Geographic. Arrange for lab time if computers are not available in the classroom. Set up a template in presentation software for the final product that students will create, including these slides:  Title slide  Slide showing the name of home country and space for an image; spaces for data on size, population, political system, etc.  Slide with information on the student’s journey to the current place of residence This is an example of Technology Standards Students are to achieve by the end of the lesson. These standards are based on the USA education system
  • 2.  Slide showing the name of current home/residence and space for image; spaces for data on size, population, political system, etc.  Changes student has observed in lifestyle, foods with spaces for images  Summary slide with space for image and reference list including original location of images and data used in the presentation Upload the template for the presentation and link it to the WebQuest page. If the teacher doesn’t have access to online pages, save to a network or on machines students will use in completing the assignment. Make sure that all supporting files, if sound or video is used in the presentation, are included in the uploaded folder containing the presentation. Create the checklist of skills used for self-evaluation. Internet resources:  Internet 4 Classrooms’ Guide to Using WebQuests: http://www.internet4classrooms.com/on-line_quest.htm  National Geographic videos: http://video.nationalgeographic.com/video/player/places/index.html  National Geographic Music Videos from around the world: http://video.nationalgeographic.com/video/player/music/index.html  Google: http://www.google.com/earth/ Time Instructional Activities Materials and Resources 30 Minutes Introduce the assignment with a model of the final product showing your home location, compared to your current place of residence. If you have grown up in the same area, use a friend or relative’s location for comparison to the village or borough in which you live. Explain your own goal in making this presentation and how you met the problems you encountered: “I wanted to show how different my home is from where I’m teaching now. I thought I could do that with pictures of the countryside around my house, but I couldn’t find any good ones. Instead, I decided to show pictures of the kinds of things I did as a child; like playing football at the community centre in my neighbourhood, and contrast that with what I do for exercise now, working out in a gym.” Walk students through the presentation and point out places you made a decision or dealt with a formatting or language problem. Model the strategies you used for problem solving when discussing these: “I wasn’t sure what the population was of my hometown, and I couldn’t find it in the atlas. So I decided to look on the city’s website. It had all the numbers I needed.” Point out where the information was found for each slide. Make links to original information active in the presentation if the  Computer with Internet Access  Projector and screen or large monitor  Sample presentation based  on teacher’s template WebQuest page created by teacher
  • 3. Time Instructional Activities Materials and Resources computer used for display has Internet access. Introduce the WebQuest page, using a school site or a file saved locally. Show students how to click on the links to get to a source for data on countries, and then how to search within the resource. Ask students to suggest a country to search for data on, and follow the WebQuest instructions for the data needed about each location. Explain that the location of each piece of information should be saved for the reference list at the end of the project. Show how to modify the template for inclusion of audio or video files (e.g., use the Insert menu in PowerPoint) and how to add more pages if needed. 5 minutes Instruct students to use the strategy of Planning for a few minutes before beginning their research. Provide a worksheet where students can outline the points they want to include in the presentation. Next ask students to choose a resource where they will start to look for the information. Planning worksheet 40 minutes Let students open the WebQuest page and begin searching for the content about their hometown and current place of residence. Make sure all have successfully downloaded the template for the presentation and saved it to a local drive or flash memory drive. Allow students time to complete their research outside of class if necessary. Computers with Internet access Presentation software 60 minutes When students have their presentations ready, give each one time to show and explain their presentation. If you have the equipment, videotape the students so they can watch themselves later and complete a self-evaluation of their presentation. Complete an evaluation yourself to provide positive feedback, and give a feedback form to only a couple of students to complete while their classmate is presenting. Giving everyone a feedback form may mean there is no one left looking up at the presenter – they’re all looking down at the paper – so they have no one with whom to make eye contact! Presentation software Computer with large monitor or projector and screen 10 – 20 minutes Ask students to reflect on what they have learned from this project. Guide this with a checklist of skills they developed such as web research, information and media manipulation, and oral presentation skills. Students should indicate their level of confidence with the skills as well as those they need to practice more. Did the application of learning strategies make the task easier? (“Remember stopping to Plan before you began your research – how did that help you?”) Expand on the activity by discussing how students can use these skills in other academic work, such as social studies class, when they have to give a report about a country. Checklist of skills addressed
  • 4. Notes: Students from the same country can collaborate on a presentation and share information they gather from the online resources. Information about the current place of residence can be shared among all class members. MONITOR On-going Assessment(s):  Review student presentations in progress to make sure they are using the template properly.  Check on comprehension of the assignment and when projects are complete, ask students to run automatic spelling and grammar checks before giving their presentations.  Students can record commonly misspelled words for later review. Accommodations and extensions:  Students with poor keyboarding skills can dictate the captions they want for images they include in the presentation and have the teacher or another student type in the text.  Some students with poor keyboarding skills may be able to record audio tracks. Back-up plan:  For the event, in which the network is down, prepare a folder with images of the countries represented by the students that they can access on the local computer drives.  Have CD-ROM or print versions of an atlas or encyclopaedia available for research on places and demographic information. EVALUATION  Lesson Reflections and Notes: Students can work in peer groups or pairs for feedback on their planning document.  Collect the self-evaluation forms from each student.  Summarize student comments about the lesson in your own reflection. References: CERNIAMO, K. S., ROSS, J. D. & ERTMER, P. A. 2010. Technology Integration for Meaningful Classroom Use, Belmont, CA 94002-3098, Cengage Learning.