MTSU TEACHER CANDIDATE
LESSON PLAN FORMAT
TEACHER CANDIDATE
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Kelli Iverson, Lynda McParland, Jillian Nichols, Amy Ritter
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DATE
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11/14/2017
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GRADE / CLASS
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5th Grade
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UNIT
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Internet Safety
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LESSON TITLE
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Online Safety - The Role of Parents, Teachers, & You, in Keeping you Safe
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DURATION
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45 Minutes
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CO-TEACHING MODEL
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One teach, One assist
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LESSON OVERVIEW
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What will be Taught, Summary of the Task, Length of Lesson, Scope and Sequence, Central Focus
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To Whom will it be Taught, Context for Learning, Class Demographics, Special Circumstances
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A 45 minute lesson on Internet Safety with the role of parents and teachers will be taught to 5th graders.
Students will learn how to be online safely and securely with the assistance of parents. Students will also learn the dangers that can occur while online. Students will be able to acknowledge and be informed of the importance of communication with parents and teachers regarding internet safety.
The lesson will consist of short videos, activities, conversation and collaboration, and hands on online interaction.
STANDARDS
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State Content Standards, Common Core, Competency Standards (Include Number and Text of the Appropriate Standard)
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Computer Technology: Literacy and Usage Standard 2.0 Students will understand the importance of social, ethical, and human issues associated with technology.
5.2.3. Students will develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. a. Analyze the advantages and disadvantages of the use of technology with respect to personal safety, ethics, and efficiency. b. Practice safe use of the electronic equipment.
READING STANDARDS: Integration of Knowledge and Ideas – Standard #7 R.IKI.7
5.RI.IKI.7 Locate an answer to a question or solve a problem, drawing on information from multiple print or digital sources.
SPEAKING AND LISTENING STANDARDS: Comprehension and Collaboration – Standard #2 SL.CC.2 Cornerstone: Integrate and evaluate information presented in diverse media
5.SL.CC.2 Summarize a text presented in diverse media such as visual, quantitative, and oral formats.
5.SL.PKI.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
WRITING STANDARDS: Production and Distribution of Writing – Standard #4 W.PDW.4
5.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
OBJECTIVES
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Clear, Specific, Measurable, Aligned to Content Standards, Student-Friendly Language, I Can Statements (Not Activities)
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I can engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
I can manage my personal data to maintain digital privacy and security and I am aware of data-collection technology used to track my navigation online.
ASSESSMENT /
EVALUATION/
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Aligned with Lesson Objective and Standard, Formative / Summative, Performance Based, Formal / Informal, Used to Monitor Student Learning, Evaluation Criteria, Periodic Check for Understanding, How will Data be Collected and Recorded, Plans for Reteaching (Include Type of Assessment and What is being Assessed)
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* Play short BrainPop video on Internet Safety
* Children will take a short quiz on BrainPop
* Children will play online game Share Jumper to help reinforce classroom discussion
* Show the Children the Shadow Puppet app and the capabilities of the app.
* Assignment to be done with a parent at home: explain that students will have the opportunity to explore the app after they ask a trusted adult at home to help them create a username/login like they learned on BrainPOP. They are to create a story or how to video with their parent after interviewing their parent about their roles in online safety. In addition children will complete a writing assignment based on the interview with their parents.
* On the assignment due date student will share how they created their Shadow Puppet accounts. Emphasize the importance of keeping their login usernames and passwords private. Have students also share what they did on Shadow Puppet and what their plans are for utilizing more of the site's resources. Provide enough class time for this so that you can assist students and facilitate their thinking and problem solving.
LEARNING TARGETS
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Student friendly language, I can statements (Not activities)
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I can learn how to create a username and password and log in to an application.
I can learn how to safely use a new application by trying to work with it on my own and ask for help if I need it.
I can learn how to collaborate with others to increase my learning about something new.
I can learn how to summarize and share what I have learned with my classmates.
I can learn the role of parents and teachers in keeping me safe online.
ACTIVATING STRATEGY
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Set / Hook/Advance Organizer, Multiple Ways to Engage Students, Motivator, Essential Question, Connection to Prior Knowledge, Promotes Curiosity
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How can I help children to understand the importance of internet safety in a fun and engaging manner?
*Create a classroom atmosphere that is inviting to the children. Make posters that are fun, possibly in cartoon style. Also by arranging text bubbles around the classroom stating different safety rules. Some of the posters will be interactive, such as with a spinner or lift the flap style of questions and answers.
*The starting point will be at what they already know. The teacher will ask them what being safe in the real world means, and then show that it applies to the internet as well, such as “stranger danger”.
*At the beginning of the lesson the teacher will start an experiment on social media, such as showing how far a post will go on Facebook. This will be monitored throughout the duration of the lesson.
*The teacher will open the lesson with a game of Hangman or Bingo to introduce the topic of the lesson.
INSTRUCTION
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Strategies, Learning Tasks, Big Ideas, Procedures, Sequence, Higher-Order Questioning, Differentiation, Active Student Participation, Guided and Independent Practice, Descriptive Academic Feedback, Academic Language, Modeling, Problem Solving, Based on Data and Teacher Knowledge of Students
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*The strategies used will consist of classroom instruction and group collaboration. The students will also be continuing the lesson at home with their parents for further reinforcement of the lesson. There will also be short surveys taken on the computer for self evaluation, and the children will have a chance to share their perceptions with the class.
*The learning tasks involve creating usernames and passwords, and showing that the students know how to complete the procedure. The students will also show what they have learned through a video story they have created on the internet. There will be surveys and discussions to further instill internet safety procedures.
*The students are to follow the procedures that are defined in the classroom at the beginning of the year. They will also not work on the assignment on their own unless specified by a parent or teacher. They will also limit their internet activity in the classroom to only the assignment.
*The lesson with begin with what the students are familiar with and then the teacher will introduce the larger concepts and vocabulary. The teacher will start with classroom instruction and then the students will be able clarify and engage the new concepts through the collaboration with their classmates and families.
*Through working with other classmates and parents, the students will be able to try and apply what they are learning. In the classroom the teacher will be walking around and engaging with the students to see if there are any problems that the students are having difficulty with. This type of instruction enables teachers to model collaboration and problem solving techniques.
*Feedback will be given at the end of the lesson after reviewing the surveys, presentations, and students self evaluations.
*Groups will be assigned using the data and teachers knowledge of the students in her class. Any modifications that will need to be addressed will be made upon this information as well. These modifications should be open to adaptation during the lesson if it need to be.
MODIFICATIONS /
GROUPING
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Accommodations, Modifications, Support for Diverse Student Learning Needs, Interventions, Extensions, ELL, IEP, 504, Differentiation, Teacher Knowledge of Students
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MODIFICATIONS
Lower Developmental Level
-Students will work with a Teacher’s Aid to access online materials in class
-Writing assignment (if chosen) will be shortened to one (1) paragraph
-Student can take the easy online quiz
ELL (English Language Learners)
-Simplify written & verbal directions as needed to make them more concise
-Allow students to use eDictionary which will give allows students to hear pronunciation of unknown words as well as providing the definition
Gifted
-Students will take the challenge quiz on BrainPop
-Students will use the Make A Map activity on BrainPop to create a web displaying vocabulary and images to show extended understanding of the Online Safety video and topic
GROUPING
Grouping will be based on individual student needs. Pairs may be created with students of mixed abilities as needed.
MATERIALS / RESOURCES / TECHNOLOGY
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Key Instructional Resources and Materials to Engage Students in Learning, Aligned with Lesson Objectives and Standards, How Materials will Support Differentiation
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-LCD projector to project video from computer
-Tablets or computers with brainpop for students to take quiz and play online game
-Shadow Puppet app downloaded on each tablet/computer
-Rubric for at home portion of the assignment
-Google Classroom Exit Ticket
-Differentiation: Teacher will create a modified rubric to support diverse learner needs.
CLOSURE:
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Review, Final Check for Understanding, Renaming Objectives and learning Targets, Student Reflection, Students Assess their Own Performance
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After the conclusion of story and video presentations:
1. Teacher will gather students to do a lesson review
-Teacher will lead a discussion with students of vocabulary words and definitions, as well as different scenarios of online safety that were learned throughout the lesson.
2. Teacher and Students will rename objectives & Targets
-The teacher will read I Can statements and students will signal with a thumbs up or thumbs down if that objective has been covered. This activity will help students remember the “why” of the lesson.
3. Teacher will do a final check for understanding / Student Reflection
-Teacher will ask students to turn to a partner and share one (1) way the know how to be safe online. Timed-Pair-Share: Students will have 30 seconds of think time, then each partner will have 30 seconds to share.
-Teacher will ask for students to raise hands to share their responses. Several students will be call on.
4. Student Assessment of their own performance
-Each student will log on to Google Classroom and take the 5 question survey/evaluation that will provide opportunity for them to self-assess
Technology Integration
Grade Level: 5th Grade
Title: Online Safety - What is Your Role, Your, Parents, and Your Teachers Job in Keeping You Safe Online.
Standards Addressed:
Computer Technology: Literacy and Usage Standard 2.0 Students will understand the importance of social, ethical, and human issues associated with technology.
5.2.3. Students will develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. a. Analyze the advantages and disadvantages of the use of technology with respect to personal safety, ethics, and efficiency. b. Practice safe use of the electronic equipment.
READING STANDARDS: Integration of Knowledge and Ideas – Standard #7 R.IKI.7
5.RI.IKI.7 Locate an answer to a question or solve a problem, drawing on information from multiple print or digital sources.
SPEAKING AND LISTENING STANDARDS: Comprehension and Collaboration – Standard #2 SL.CC.2 Cornerstone: Integrate and evaluate information presented in diverse media
5.SL.CC.2 Summarize a text presented in diverse media such as visual, quantitative, and oral formats.
5.SL.PKI.5 Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
WRITING STANDARDS: Production and Distribution of Writing – Standard #4 W.PDW.4
5.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
Materials:
Computer with internet access for BrainPOP
- Easy Quiz - https://jr.brainpop.com/artsandtechnology/technology/internetsafety/easyquiz/
- Game - Share Jumper https://www.brainpop.com/games/sharejumper/
LCD projector to project video from computer
- Tablets or computers with brainpop for students to take quiz and play online game
Description: How was technology integration implemented? What was the setup? How does this integration correlate with the standards/topic? How was each app used?
Name of app-plus description of how it was used.
The topic of discussion is directly linked to the internet, therefore using multiple forms of technology to reach the internet is important to this lesson, because we want the children to not be afraid of the internet but aware and awake to the concepts of keeping themselves and others safe. To introduce and create a discussion about “what are the roles parents and teachers are to play in keeping children safe on online”, the use of a video via the Brainpop website will be shared . This should be projected from the computer to the whiteboard or screen for the entire class to see. After lesson and discussion and to get the children critically thinking about questions for their parent interview and paragraph writing they will take the online quiz on Brainpop and play the game Share Jumper .
The purpose for the at home assignment with the app is to open discussion with both the child parent about their roles in online safety. For the at home parent/child assignment , children with their parent/guardian will be asked to download and create an account on Shadow Puppet. With the app they are to create a poster/collage, video, or story about the importance of parents and teachers roles in keeping children safe online. Which should include the rules and guideline the child and parent agreed upon during the parent interview.
Suggested questions to ask students related to the topic:
What are your favorite things to do online?
What is personal information? Why should you keep it private?
What could you do to be safer online?
What would you do if anyone online asked to meet you face-to-face?
Besides me, who do you feel that you can talk to if you are in a scary or uncomfortable situation?
What do you think your parents role is in keeping you safe online?
What do you think your teacher's role is in keeping you safe online?
Level Differentiation:
The online quiz is available in two levels, easy and hard. Advanced and on track students will take the hard quiz. Lower achieving students will take the easy quiz.
For the at home assignment a choice of a poster/collage, video, or story will be offered.
Picture/Images:
Provide pictures of apps with links or other technology variations that would help in understanding the technology integration of the lesson.
Game - Share Jumper https://www.brainpop.com/games/sharejumper/
