Gutierrez,+Veronica

A Lesson Using Problem Based Learning : LESSON ONE : August 1, 2010

**Grade Level**: 3rd Grade **Subject**: Social Studies **Brief Description:** This lesson will be problem based because students will be given a problem, open ended question, and develop an answer by choosing a sub topic to study. The problem based question is, How are communities around the world different? Students will be given the power to choose how they want to answer this question ( language, customs, etc.). **Outcomes:** Students will be able to analyze elements in a community Students will be able to compare communities around the world Students will be able to interact with resources with the use of Technology

**Skills:**
 * 1) Identify the elements of culture ( language, religion, customs, artistic expression, systems of exchange).
 * 2) Describe how stories, folktales, music, and artistic creations serve as expressions of culture.
 * 3) Compare elements of the local community with communities from different parts of the world ( industry, economic specialization )
 * 4) Identify and explain the interrelationship of the environment (location, natural resources, climate) and community development (food, shelter, clothing, industries, markets, recreation, artistic creations)

**Social Studies Standard:** Evaluate key factors that determine how a community develops **Steps:** __1____st__ – Students will be given the problem: How are communities around the world different? __2____Nd__ – Students will be given the opportunity to choose an area within communities they would like to study. ( Teacher will monitor to differentiate instruction by assessing students decision of topic.) __3____rd__ – Teacher will model to students the available resources that can assist them throughout their project: @http://www.kidlink.org/KIDPROJ/projects.html ( Interact with students from other communities) Classroom Blog ( Extra help from classmates or extra support) Social Bookmarking ( Referencing sites and navigating easier ) __4____th__ – Students will then put together a Power Point or Voice-thread to demonstrate what was learned about the communities around the world.

**Differentiation:** The lesson will be able to meet the needs of diverse learners because students will be given the option to study a sub topic that they feel comfortable with. In addition, they will have Internet access that can help any type of learner learn. From videos to blogs, students can find information. Overall, the final project can be either a Power Point or a Voice-thread. Therefore, students who have a difficult time explaining what was learn through writing, they can just record their voice and support it with pictures from the Internet. **Assessment**: // Formative //**:** Students will be asked to use a reflection log ( in a calendar format) which will be used for their own self reflection as well as the teachers. The teacher will use this as a formative assessment to keep track of progress. //Summative//: Students will be assessed on their final project. This will be graded on based on a rubric created by the students themselves.

Technology Integration for Meaningful Classroom Use LESSON 2 : August 8,2010

__Lesson Title: __ Comparing Literature Amongst Communities __Grade Level: __3rd __Related Lessons __: Comparing Lessons Around the World __Unit __: Communities


 * Goals: **

__ Social Studies Standards: __ Evaluate the key factors of what makes a community

__ ISTE NETS-S: __ Communication and Collaboration Research and information fluency Critical thinking and decision-making

__ Objectives: __ Students will identify the similarities in cultures through the use of literature Students will identify the difference in culture through the use of literature

__Skills: __

Identify the elements of culture (language, religion, customs, artistic expression, systems of exchange).

Describe how stories, folktales, music, and artistic creations serve as expressions of culture. __ Preparation __ : Have a laptop for each group of students that worked together for the previous lesson, same unit. In addition, have a couple of websites bookmarked to provide students with safe sources they can use. For example; Flickr (pictures), class blog (for on going communication) and kidlink.org (to learn from students around the world.) During Class: || Time
 * Action ** :

 || 15 minutes
 * Instructional Activities || Materials and Resources ||

 || 45minutes
 * Students visit a website ([]) and find the community they choose form lesson one. Once they have found their community they will match the folktale that comes from that community. || Laptops per group with internet access ||

 || Homework
 * Students will gather information about the folktale using a spreadsheet that will later be used as a reference to compare their community to the one they are studying. || Laptops per groups with Microsoft programs. ||

 || 30minutes
 * Students will be asked to continue to gather facts, using the classroom blog, on the similarities and differences between the cultures that is told through the folktale || Classroom Blog ||

Headphones ||
 * Students will create a 3-5 minute podcast explaining the differences in culture based on literature (folktale) || Podcast Program

 ** Monitor: ** <span style="border-bottom-style: none; border-collapse: collapse; border-color: initial; border-color: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; border-width: initial; height: 36.85pt;"> __ Summative Assessment: __ <span style="border-bottom-style: none; border-collapse: collapse; border-color: initial; border-color: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; border-width: initial; font-family: Arial; height: 36.85pt;"> Students will be graded on their voice-thread based on how many facts were supported by the folktale <span style="border-bottom-style: none; border-collapse: collapse; border-color: initial; border-color: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; border-width: initial; height: 36.85pt;"> __ Formative Assessment: __ <span style="border-bottom-style: none; border-collapse: collapse; border-color: initial; border-color: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; border-width: initial; font-family: Arial; height: 36.85pt;"> Students will be monitored on their collaboration by visiting the classroom blog for homework and speaking on the podcast an equal amount of time. <span style="border-bottom-style: none; border-collapse: collapse; border-color: initial; border-color: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; border-width: initial; height: 36.85pt;"> ** Evaluation: ** <span style="border-bottom-style: none; border-collapse: collapse; border-color: initial; border-color: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; border-width: initial; font-family: Arial; height: 36.85pt;"> The entire unit will have ongoing assessments, both formative and summative. The student in order to meet diverse needs and meet expectations will create the rubrics at the end of each lesson.

<span style="border-bottom-style: none; border-collapse: collapse; border-color: initial; border-color: initial; border-left-style: none; border-right-style: none; border-top-style: none; border-width: initial; border-width: initial; font-family: Arial; height: 36.85pt;"> Technology Integration for Meaningful Classroom Use (Lesson Three) __ Lesson Title: __ Bringing Alive a Far Away Community __ Grade Level: __ 3rd __ Related Lessons __ : Comparing Literature Amongst Communities, and Noticing A Difference In Communities Around the World __ Unit __ : Communities __ Social Studies Standards: __ Evaluate the key factors of what makes a community __ ISTE NETS-S: __ Communication and Collaboration Research and information fluency Critical thinking and decision-making Technology operations and concepts __ Objectives: __ Students will engage themselves into a community from around the world Students will understand the similarities and differences between their home community and their studied community <span style="line-height: 19.0pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">__<span style="font-family: Arial; mso-bidi-font-family: Arial; mso-bidi-font-size: 13.0pt; mso-bidi-font-weight: bold;">Skills: __ <span style="line-height: 19.0pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none;"> <span style="line-height: 19.0pt; margin-bottom: .0001pt; margin-bottom: 0in; mso-layout-grid-align: none; mso-pagination: none; tab-stops: 11.0pt .5in; text-autospace: none;"> Identify the elements of the culture their studying (language, religion, customs, artistic expression, systems of exchange). Demonstrate the life from a community unlike the home community __ Preparation __ : Have a laptop and a digital camera for each group of students that worked together for the previous lesson, same unit. __ During Class: __ Digital Cameras || Classroom Blog || __ Summative Assessment: __ Students will be graded on their digital stories based on a rubric made by the class __ Formative Assessment: __ Students will be monitored on their collaboration The entire unit will have ongoing assessments, both formative and summative. The student in order to meet diverse needs and meet expectations will create the rubrics at the end of each lesson.
 * Goals: **
 * Action ** :
 * Time ||  Instructional Activities  ||  Materials and Resources  ||
 * 15 minutes ||  Students visit a website ( [] ) and find the community they choose form lesson one and lesson two. The students will choose pictures or facts from their studied community that they find similar or different to their own community. Students will gather what they want to use by organizing it on a power point.  ||  Laptops per group with internet access and Microsoft Power Point  ||
 * 1 hour ||  Students will then take a class field trip around the community. During this field trip students are to take pictures or videos of details they want to use in order to compare their home community to the one they are studying.   ||  Permission Slips
 * Homework  ||  Students will reflect upon their pictures, videos, facts, etc by using the classroom blog as a source to ask questions or receive ideas  ||  Home Computer or Library Computer
 * 45minutes ||  Students will create a Digital Story using what they gathered. This Digital Story will teach the class about a far away community without leaving their home community.  ||  Laptops  ||
 * Monitor: **
 * Evaluation: **