Katherine+Lively

=Daily Lesson GAME Plan Part 1= || Related Lessons: || **Content Standards:**
 * || Lesson Title**: Researching The Question**
 * **Grade 3** || Unit:
 * Animal Habitats** ||
 * GOALS ||
 * 2.3.A.4.f Identify and explain the relationships between and among ideas.
 * 1.3.E.2.d Make connections to the text from prior knowledge and experiences
 * 1.3.D.1.a Acquire new vocabulary through listening to, independently reading, and discussion of a variety of literary and informational texts.

þ Creativity and innovation o Communication and collaboration þ Research and information fluency || þ Critical thinking, problem-solving, & decision-making o Digital citizenship o Technology operations and concepts || **Instructional objective(s):**
 * **ISTE NETS-S**
 * The students will critically read non-fiction text to examine relationships among ideas.
 * The students will brainstorm ideas to solve a problem that interests him/her.
 * Lesson Summary:** In this lesson the students will build their schema about animal habitats through vocabulary development and accessing previous knowledge. The students will then read articles about the effects humans have on animal habitats in our area, Cecil County. Through this research, students will brainstorm ideas to decide how to better preserve animal habitats in our area.

|| 45 minutes
 * ACTION ||
 * Before-class preparation:**
 * make a dashboard (a Word document with hyperlinks on it) to the websites the students will visit
 * create a graphic organizer for the students to use to note the important information they discover
 * create a graphic organizer for the students to use to note the important information they discover
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||

|| * introduce our new theme, Animal Habitats, with a PowerPoint presentation to build background knowledge and vocabulary


 * Use the PowerPoint as a springboard to pose the question: What can we do to improve the animals’ habitats in Cecil County?


 * go to the computer lab for the students to work in pairs and read the articles (newspaper and Internet) to better understand how humans have had an effect on our environment in our county


 * each student will complete an organizer to note the important details about each article

Notes: Student groupings, environmental modifications needed, etc. MONITOR
 * the students will share organizers in small groups of five and brainstorm ideas to answer our original question (students will use these ideas to complete further research on a topic that they are interested in) || * PowerPoint
 * dashboard
 * graphic organizer ||
 * groupings: whole group, pairs, and small groups
 * technology considerations: computer lab (sign up), presenter and computer

Ongoing assessment(s): Accommodations and extensions:
 * review graphic organizers to make sure the students understand the articles
 * list all of the answers that the students brainstormed in their small groups
 * group pairs of students as high/low pairs so that students can help each other read the articles and note the important ideas
 * when in small groups, have various levels of students to work together (assign jobs for each person in these groups to ensure that all students are engaged in the activity such as time keeper, recorder, facilitator, task director, and monitor)

Backup plan: I will also have print copies of the articles in case the computers are not working correctly or students would prefer to have the print copies instead of reading off of the screen. Lesson reflections and notes:
 * EVALUATE AND EXTEND ||
 * complete a quick reflection with the students at the end of the lesson by listing all of the learning processes they thought helped them in the lesson (ie. using computers, working in pairs or small groups) and listing processes they would like to see change
 * reflect in a journal about the activity for myself to determine what aspects of my next lesson I may need to change

=Daily Lesson GAME Plan Part 2= || Related Lessons: || **Content Standards:**
 * Lesson Title**: Collaborating for Solutions**
 * **Grade 3** || Unit:
 * Animal Habitats** ||
 * GOALS ||
 * 2.3.A.4.f Identify and explain the relationships between and among ideas.

þ Creativity and innovation o Communication and collaboration þ Research and information fluency || þ Critical thinking, problem-solving, & decision-making o Digital citizenship o Technology operations and concepts || **Instructional objective(s):**
 * **ISTE NETS-S**
 * The students will critically read non-fiction text to examine relationships among ideas.
 * The students will find a creative solution to help protect animal habitats from human interaction.
 * Lesson Summary:** In this lesson the students will use their knowledge about animal habitats in Cecil County and how humans are effecting the animal habitats to find creative solutions to help the animals. Students will collaborate ideas and use VoiceThreads to communicate these ideas with each other to build stronger solutions.

|| 45 minutes
 * ACTION ||
 * Before-class preparation:**
 * have the dashboard (a Word document with hyperlinks on it) available to students for this lesson if they need to refer back to any of the sites they read previously
 * create a graphic organizer for the students to use to note the important information they discover
 * create a graphic organizer for the students to use to note the important information they discover
 * During class ||
 * Time || Instructional Activities || Materials & Resources ||

|| * The students will identify the topic they are most interested in researching further. Then groups will be formed with each topic being the groups’ focus.


 * The groups will go to the computer lab and sit near each other or share computers to research more about their topic to gain more facts about the animal habitats that are being affected by humans.

|| * Internet
 * Each student will take notes on the subject they are researching by using a similar graphic organizer used in the first lesson.
 * dashboard
 * graphic organizer ||
 * 45 minutes || * The groups will get back together to review their research they completed in the previous session.

||
 * Students will then share their findings by posting pictures on a VoiceThread and recording or writing the important facts they found about the animal habitats, how humans are affecting these habitats, and a possible solution. || * VoiceThread 
 * 45 minutes || * Every student will read the other groups findings and solutions on the VoiceThread.

|| Notes: Student groupings, environmental modifications needed, etc.
 * Each student will post at least one comment on the other groups’ presentation to offer support, suggestions, or praise in their findings and solution. This dialogue will help the students to share their ideas and reflect on each other’s work. With this peer reflection will also naturally spur self-reflection on their own research and solution. || * VoiceThread 
 * groupings: pairs, and small groups
 * technology considerations: computer lab (sign up), presenter and computer
 * MONITOR ||

Ongoing assessment(s): Accommodations and extensions:
 * review graphic organizers to make sure the students are writing accurate information about each animal habitat
 * read and respond to the students’ VoiceThreads and make sure appropriate comments are being made by all students
 * Similar interest groups will be formed to connect the students to other peers they may not have worked with before, but now have a common interest with.
 * More detailed research can be conducted by those students who finish early or more detailed commentary can be added to the VoiceThread presentations.
 * For those students who may need extra help forming their ideas they are going to write or say on the VoiceThread, they may partner up with a group member to practice or role play what they are going to say or write before finally completing the activity.

Backup plan: Students could draw visuals and plan out what their VoiceThread will look like and the information they will add if there is any technical difficulty. Lesson reflections and notes: =Daily Lesson GAME Plan Part 3= Lesson Title**: Sharing the Story** || Related Lessons: || **Grade 3** || Unit: **Animal Habitats** || GOALS || **Content Standards:** **ISTE NETS-S** þ Creativity and innovation þ Communication and collaboration þ Research and information fluency || þ Critical thinking, problem-solving, & decision-making o Digital citizenship þ Technology operations and concepts || **Instructional objective(s):** **Lesson Summary: ** In this lesson the students will use their knowledge about animal habitats in Cecil County and how humans have an effect on the animal habitats in order to share creative solutions to help the animals. Each student will design a digital story to share the problem and their solution he or she researched. ACTION || **Before-class preparation:** During class || Time || Instructional Activities || Materials & Resources || 45 minutes || * The students will write out their story board to tell the problem and solution they researched. This story board will help the students visualize how to break their report into smaller sections in order to match pictures appropriately. || * || 45 minutes (may need an additional session in the computer lab to accomplish this lesson completely) || * The students will create a digital story about the problem and solution they researched about animal habitats in Cecil County. Students will use Garage Band to insert pictures that represent their problem and solution. The pictures may come from the pictures their group added to the Voice Thread. || * clipart.com || 45 minutes || * Pass out the rubrics so the students can reflect on each other’s presentations. Notes: Student groupings, environmental modifications needed, etc. MONITOR || Ongoing assessment(s): Accommodations and extensions: Backup plan: Students could practice reading from their story boards if technical difficulties occur during the second part of the lesson. Students could pair up during this part of the lesson and provide each other feedback. EVALUATE AND EXTEND || Lesson reflections and notes:
 * EVALUATE AND EXTEND ||
 * complete a quick reflection with the students at the end of the lesson by listing all of the learning processes they thought helped them in the lesson (ie. using computers, working in pairs or small groups) and listing processes they would like to see change
 * continue to reflect in a journal about the activity for myself to determine what aspects of my next lesson I may need to change
 * 2.3.A.4.f Identify and explain the relationships between and among ideas.
 * 2.3.A.2.b Use graphic aids
 * 4.3.A.3.d Write a simple research report that follows an organizational structure
 * 7.3.A.2.d Plan and deliver effective oral presentations
 * The students will share a creative solution to help protect animal habitats from human interaction.
 * make a file folder to share with students that has copyright free music to add to their digital stories
 * create and copy a rubric that includes a self-reflection column and teacher column
 * copy extra rubrics for students to assess each others’ work as they present to the class ||
 * The students will record their voice as they describe the problem and solution
 * Then they will pick the music they want to accompany their pictures and compliment the tone of their project.
 * Finally the students will match their pictures to their recorded story and compliment it all with some music.
 * rubric
 * music files
 * Garage Band
 * Each student will present his or her digital story on the presenter.
 * Top presentations can be shown on the morning news that the school produces each morning. || * computer and presenter
 * rubric ||
 * groupings: mostly independent work, but the students may talk with each other to help solve logistical and technical decisions
 * technology considerations: computer lab (sign up), presenter and computer
 * The rubric will help students stay focused on the expectations and ensure that they are engaged during the presentation of other students digital stories.
 * Students may teach each other about the technology and help each other solve problems they may come against.
 * If students had time to conduct more detailed research during this, they would incorporate that information into their final project to share with the class.
 * For those students who may need extra help writing what they are going to say for their digital story, they can work in a small group with the teacher.
 * complete a quick reflection with the students at the end of the lesson by listing all of the learning processes they thought helped them in the lesson (ie. using computers, working in pairs or small groups) and listing processes they would like to see change
 * continue to reflect in a journal about the activity for myself to determine what aspects of my next lesson I may need to change