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USING THE INTERNET FOR INSTRUCTION Janice Bezanson EdTech 541 - Spring 2011 Image Courtesy Flickr Creative Commons
OVERVIEWThis lesson is designed as a culminating activity for a regular-education ﬁfth grade classroom following the completion of aunit on the colonies. Students will be assigned to work in smallcollaborative groups while utilizing internet resourcesincluding:•Xtimeline•Google Earth•Google Docs•ToonDoo•Delicious Image courtesy Flickr Creative Commons
OBJECTIVES✦Using Xtimeline students will complete a timeline showing the settlementdates of the 13 colonies.✦Using Google Earth students will locate the relative location of where thecolonies were established. This activity will help them understand theimportance geography played in their economy.✦Using Delicious students will save the websites used during their searches forpertinent information.✦Using Google Docs students will write collaboratively answering questionsabout the colonies.✦Using ToonDoo students will write and create a comic strip that will tell thestory about their colony region.
LESSONTime Allotment - This lesson will take place over one month. Students will be given time during class to work collaboratively.They can also access the online sites at home to facilitate the conclusion of this assignment.Group Assignment - Each group will be assigned one section of colonies to research: New England Colonies, MiddleColonies, or Southern Colonies.ResearchEach section will have the following identical steps to complete this web-based lesson.•Students will conduct internet searches to complete the following list of required information. Students will save importantwebsites to a delicious account.•Students will identify which colonies are located within their assigned region.•Students will determine the year each colony was established•Students will identify the important people of each colony and why they are significant to the colony.•Students will describe how religion affected life in the colonies.•Students will understand how geography effected the economy in the different colony regions.Tasks•Students will create a timeline using Xtimeline.•Students will keep notes and share information using Google Docs.•Students will collaboratively write a historical fiction cartoon story to share with the class that includes all the necessaryinformation described above.
RUBRIC The rubric shown on this page was created using Rubistar. It can be used interactively over the internet or can be printed out.
XTIMELINEThis is a screenshot of the page set up for the Settling of the 13 Colonies.
GOOGLE EARTHThis is a screen shot of Google Earth.
GOOGLE DOCSThis is a screen shot of Google Docs.
STANDARDSThe following content standards are covered in this web-based lesson.English-Language Arts Content Standards for CA Public Schools1.0 Writing StrategiesResearch and Technology1.3 Use organizational features of printed text to locate relevant information1.4 Create simple documents by using electronic media and employing organizational features.Evaluation and Revision1.6 Edit and revise manuscripts to improve the meaning and focus of writing b adding, deleting, consolidating, clarifying, and rearrangingwords and sentences.2.0 Writing Applications2.1 Write narratives:a. Establish a plot, point of view, setting, and conflictb. Show, rather than tell, the events of the story.History-Social Science Content Standards for California Public Schools5.4 Students understand the political, religious social, and economic institutions that evolved in the colonial era.1. Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.2. Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding.3. Describe the religious aspects of the earliest colonies.
The following NETS standards were used in this web-based lesson:1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues.2. Communication and CollaborationStudents 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:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.Students:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions.5.Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:a. advocate and practice safe, legal, and responsible use of information and technology.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c. demonstrate personal responsibility for lifelong learning.d. exhibit leadership for digital citizenship.6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students:a. understand and use technology systems.b. select and use applications effectively and productively.c. troubleshoot systems and applications.
SUMMARYJulene Reed wrote an article for EdTech Magazine titled How to create a world of success without leaving your classroom. She begins thearticle by stating “Today’s students face a future where boundaries are abstract and global learning is critical. Tomorrow’s citizens mustbe global communicators, must be able to participate successfully in project-based activities, and must have collaborative skills.”We are living in a world where technology tools and their uses seem to be growing exponentially. As a teacher I feel the responsibility ofarming my students with the tools necessary to be successful in this technology driven world.I used a quote by Al Gore in an earlier blog that succinctly states the importance of preparing our students for the twenty-ﬁrst century.He states “Access to the basic tools of the information society is no longer a luxury for our children. It is a necessity…We must give ourchildren…the chance to succeed in the information age, and that means giving them access to the tools that are shaping the world inwhich they live” (Tumulty & Dickerson, 1998. p.55).Using the internet for instruction by incorporating web-based lessons can help ensure that today’s students are prepared to face a worldwhere technology has taken root in every aspect of our living. Web-based lesson can be used for: • electronic pen pals • electronic mentoring • virtual ﬁeld trips • electronic publishing • group product development and collaboration • problem-based learning • social action projects • and more (Doering & Roblyer, 2010, p. 242)It is a new day. They way we teach needs to reﬂect the global changes that have taken place. The way children learn has changed. Aseducators we need to embrace today’s technology and equip our students with the skills necessary to succeed in the twenty-ﬁrst century.ReferencesDickerson, J. , & Tumulty, K.. (1998). Gore’s costly high-wire act. Time, (151)20, 52 – 55Doering, A. H., & Roblyer, M. D. (2010). Integrating educational technology into teaching (5th ed.), United States of America: PearsonEducation Inc.EdTech Magazine