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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
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
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
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:
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
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 4 Classrooms’ Guide to Using WebQuests:
National Geographic videos:
National Geographic Music Videos from around the world:
Time Instructional Activities Materials and Resources
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
Projector and screen or
on teacher’s template
WebQuest page created
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
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.
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
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!
Computer with large monitor
or projector and screen
10 – 20
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
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.
Review student presentations in progress to make sure they are using the template
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.
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.
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.
CERNIAMO, K. S., ROSS, J. D. & ERTMER, P. A. 2010. Technology Integration for Meaningful
Classroom Use, Belmont, CA 94002-3098, Cengage Learning.