Teacher(s) Name: Mr. Jones
School: Pinchbeck ES
Grade Level(s): Grade 1
Content Area(s): Social Studies
Lesson Summary
Students planned, predicted, collaborated, problem-solved, and created in this Famous Americans Unit. First, students researched using iPads and completed a website evaluation. They used iPads, computers, and the website Padlet to create questions to ask George and Martha Washington (Skype). Then, they reflected on the classroom blog on their efforts and teamwork. The students used the iPad app, Pixie, and the website, Checkthis.org., for predicting and comparing items from the past and present on iPads. Next, the students developed “Time Traveling Hats” on their Famous Americans using Pixie, and then produced their own ChatterKids video, in which the students mentioned a fact about their Famous American and what looks different in present day. At last, the students made a YouTube video from the ChatterKids videos that they put into the Book Creator app and took a Famous Americans test by way of a Google Form to prove mastery.
TIPC Ratings
Research & Information Fluency
Rating:Ideal – Explanation: My students formed their own groups and selected the famous American they wanted to research. Students selected Padlet or Google Docs as a digital tool to record information they already knew about their famous American and to create questions they wanted to answer about the individual. The students used a variety of sources to study their famous American including books, websites, and apps (Britannica, Pebble Go, Brainpop Jr). The students also Skyped with the famous Americans George and Martha Washington. The experts proved to be an invaluable tool, as the students had questions they could not find the answers to in books or on websites. Students evaluated the websites to make sure they were appropriate for their research and cited each of the sources they used. The students referred to their research when creating and creating their projects and reflecting on the class blog. In addition, the students used their research to compare the past times of the famous Americans to our present day.
Communication & Collaboration
Rating: Ideal – Explanation: At the beginning of the project, the students formed their own groups, chose their roles, and established rules (norms) for their groups, and selected which famous American they wanted to study. The groups then picked the digital tool they preferred for recording what they already knew about the famous American and for creating questions for their research. While studying their individual, students chose which sources they wanted to use for research. Students also had the opportunity to connect with experts through Skype (George and Martha Washington). They chose what research databases (Pebblego and Brittanica) they wanted to use, and which recording form (Padlet or GoogleDoc) they wanted to use. Once the research was complete, each group created a visual way to share what they had learned. Students reflected on the class blog and research evaluation as to how they worked with their partners and set goals for the future.
Critical Thinking & Problem Solving
Rating: Ideal – Explanation: During this initial prediction activity, students identified technology like television, lights, and magnets to be items that their famous Americans did not have in the past. They applied new knowledge to their existing knowledge by formulating a connection between what was used in place of the technology during the past time period and the present. (example, past – candle and present – light bulb) They chose their own digital tools through every phase of the project and worked with the mission to share their knowledge with other students globally by way of the class blog. The students also reflected on their critical thinking and problem solving skills and made goals for improvement by answering questions on the classroom blog.
Creativity & Innovation
Rating: Ideal – Explanation: As they were beginning the unit, the students took some time to predict what life was like for each of their famous Americans in the past. The students used checkthis.com to compare how they believed life to be long ago with their lives in the present. During this initial prediction activity, students identified technology like television, lights, and magnets to be items that their famous Americans did not have in the past. Later, after each group researched their famous American, the students were given the task of visually showing what they had learned. The students created Time Travel Hats to wear as they “travel back and forth between the past and the present” as their famous American and share their information with other students globally through the classroom blog. The students reflected on their creativity and innovation and made goals for improvement by answering questions on the classroom blog.
Student Artifact
Lesson Materials
