It has been a long semester full of learning, lesson plans, and growth. The following lesson plans are ones created with new technology tools in mind! You could find lessons for a variety of subjects showcasing different tools you may use!
This was my very first lesson plan made on EdTech! It features special imaging that allows you to slide over and compare two images and collage of other imaging. It features a great writing warm up to get students hands moving and brains working. It also features a discussion prompt as students share what they notice and wonder.
This lesson features a Google Jamboard for students to use as they compare and contrast two different Cinderella stories. This lesson is great for students’ to practice their analyzation of text.
This lesson plan uses Book Creator to help build classroom community! This SEL lesson brings social emotional learning and writing together as students create pages to celebrate their own and their classmate’s good qualities!
This was my most recent lesson plan built in this class. It features a Google Site that allows students to explore and quiz themselves on common polygons!
These different posts allow you too see my growth throughout the course as I become more familiar with the WordPress platform and a variety of lesssons to use with a third-grade class! If you’d like a look at more or similar lessons check out some of my other posts such as…
Today, you will complete the lesson, What is a Polygon?
This lesson is made by me, Marissa Yliniemi.
This lesson is made for 3rd grade students.
This site marks the beginning of our geometry unit.
This goal for this lesson is to introduce key vocabulary that we will use throughout our unit. This site accomplishes that as it introduces the shapes in a friendly, fun way!
Book Creator is a great online source for educators and students to create different forms of text, draw, and collaborate together. From comics to novels, the possibilities on Book Creator are endless. With all these possibilities it may seem hard to find a place to start. Follow this lesson plan that touches upon community building and literacy.
Grade Level:
This lesson can be fit and altered to fit any grade level. The example in this post is from a third grade class.
Student Instructions:
Hello Class! Today we will be using Book Creator to create a class book! In this book, you will find a page with each of our names. We each have the chance to add our own touch to this book! We will be adding our pictures to our page, writing a sentence that tells us what you bring to the classroom, and then add some things you appreciate about your peers! If you are struggling with what to write, the first page of the book features some sentence frames! So to begin,
1.) Find your your page
2.) Add your picture to your page
3.) Write a sentence saying what you bring to the classroom
4.) Choose two peers and tell us what you appreciate about them!
We will read the book together tomorrow!
Teacher Notes:
Depending on the grade level, production amount can differ. If there are students that may not produce text, Book Creator has an option of adding video and audio recordings.
Book Creator is not always easy to access for every student, you may need to scribe for students.
As we are living through the pandemic and students are completing work virtually, the difficulty of students sharing their own writing has increased. I’ve struggled thoroughly to view student work as we have created persuasive papers, fairy tale adaptions, and more. This mini lesson through Loom is meant to aid student’s in sharing their hard work when using Google Tools such as Google Docs and Google Slides.
Audience:
This video can help any new users of Google Tools.
Purpose:
To aid new users of Google Tools and teach them to share their work.
Notes:
Students may be better aided by having the specific email to use.
Sharing work across all Google Tools is the same.
A video like this may save you time if your students are using Google Tools, especially in the younger grades. You will have to remind student’s often to share their work and they will need reminding on how to do so.
Target Student Group: Third and Fourth Grade Students
Goal of Lesson:
The goal for this lesson is for students to gain understanding of their differing communities by exploring Google Earth. Students will study the map and formulate questions to ask their pen pal, and formulate statements that they would like their pen pal to know.
Student Instruction:
As you all are aware, we have some new friends that we will be writing a letter to in a completely state. Their community is going to be very different than the one we live in. Today, we are going to explore the community our friends are in and compare it to our own. Follow this link to explore
As you explore note down any questions you might want to ask your pen pal and note things you’d want them to know about you and your community.
Use this slide and compare to take a glimpse into the Google Earth project and into this two communities that couldn’t be any more different than each other. You must completely slide to see the image matching the text.
Teacher Notes:
You may involve student’s more by allowing them to create an informational slide to help describe their community or highlight a specific place in their community.
This can be adjusted for grade level.
Students can be further prompted to notice terrain, landmarks, specific buildings, etc.
Then take a look at these multiple choice questions. Choose the answer you think has two words that rhyme. When you’re done, check your work. If you missed one, try again! Remember read them out loud and listen for those similar sounds.
Goal:
To prompt students to identify and recognize rhyme as we continue into our poetry unit.
This will help guide students toward the state standard:
CCSS.ELA-Literacy.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading.
Teacher Notes:
This can be adjusted for grade level to be more challenging or simpler.
It can also be adjusted as a more formal assessment for the younger grades.
The goal of this lesson is, students will be able identify parts of a group as a fraction and students will be able to represent a fraction by coloring portions of a shape. This Google Drawing helps us meet this goal by presenting students with shapes and parts of a group that they will then manipulate to fit desired fractions.
Standards:
3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by parts of size 1/b.
This guides students toward meeting this standard as they get the practice and visual representation of the fractions as a quantity and as of parts of a whole.
Student Instruction:
1.) Click the link for the Google Drawing.
2.) Make a copy and then share with your teacher.
3.) Fill in the appropriate amount of parts of each shape to fit the fraction to its right.
To fill in a shape click the desired part, then click the paint can that is spilling out. The paint can is pictured to the right. After you click that, choose a color of your liking.
4.) Check over your work, and then double check to see if your work is shared with your teacher.
Teacher Notes:
Some students may really struggle with the interface and with being able to share work with you. Be prepared for some work to be lost.
Things are easily manipulated and moved, certain parts may be lost. You can use this to your advantage with the shapes. Students may choose to delete parts to fit the fraction!
2.) Find your group’s slide, it will match your breakout room number.
3.) Add your names to the slide.
4.) Read or Listen to the alternative Cinderella story
5.) Compare the alternative Cinderella story to Disney’s Cinderella using a Venn Diagram.
6.) Be prepared to share with the class!
Teacher Notes:
Text must be provided to students. Depending on setting it may be physical copy, or there are youtube video read aloud for students to follow.
Lesson may be altered for your group of students, any traditional fairy tales may be used.
This activity may be better fit with an aid, teacher or other adult facilitating the small groups.
Goal :
The goal is, students will be able to use a Venn Diagram to compare and contrast two fairy tale stories. This Jamboard will help meet the goal by providing students a organized space to collaborate with their group on a Venn Diagram.
Ties communities together
Educates those with access
Communication across countries
Hours and hours scrolling away
Never can escape it now
Obsessing with how we're perceived
Laughing at our screens
Obsessed with needing the next
Gadgets and gizmos
Your tools to use
Authors Inspiration:
My inspiration for this poem is technology in the ways I have experienced and felt towards technology today. We have all these gadgets and gizmos that we use to communicate, educate, entertain, and do even more things with. We build an online persona that we hope others will like. We are presented with newer models and technology that we desire everyday. Technology is now a norm and we are never going to escape it so we must just learn how to use the tool.
For this lesson, students will be presented with a one, or a variety of pictures to choose from (teacher’s choice). These pictures should be random, fun, and something students could write a story about. Students can be prompted to write a sentence, a paragraph, or a paper. It all depends on teacher preference and students ability. An example of a student view is below. This is a great writing warm up that allows students to express themselves.
Writers get ready!
Grab your pencils, grab a piece a paper, and fire up your creative minds!
Take a look at these pictures here, choose and tell us the story the picture tells you.
To help you get started here is a sentence prompt:
A year like this, it is important for us teachers and our students to recognize and acknowledge our feelings. This lesson builds upon our students social emotional skills and allows them to compare how body language can be affected when we are feeling a certain way such as happy or sad. This lesson is relevant for all students as we all have feelings. The students view is presented below. Any questions may be answer via. discussion or writing.
Finding our Feelings
Hello, students! Today, we will be looking at two photos of two women.
What do you notice and what do you wonder?
Look at their body language. What are they doing with their hands? What are they doing with their eyes? What else do you see their face or their body doing?
March of 2020 marked a big change for many people. COVID19 shocked the world. Many people were left feeling isolated as we navigate a new lifestyle of social distancing. COVID19 changed my life and sent me back to Alaska and instead of leaving me isolated in a singular home. It left my community isolated on our island.
So, here is a wrap up of my life during the 2020 Pandemic on an Isolated Island.
First thing is first, I had to leave Portland and head home to Metlakatla, Alaska.
To start I packed my things and hopped on a jet to Seattle.
Then I had to take another jet from Seattle to Ketchikan, Alaska.
Once I landed in Ketchikan, I got off the plane and sat in the baggage claim for hours waiting for my parents to pick me up on our fishing boat and take me back to our island.
Normally when traveling home, I would take two ferries. One from the island the airport is on to Ketchikan, and then another from Ketchikan to Metlakatla.
https://www.instagram.com/p/B93FXEmFD0Z/
Once I got home, I spent a lot of time fishing, hiking, and on zoom courses.
I continued and finished the spring semester online and then continued with classes online for the summer semester and then the fall semester as well. This picture describes how I’ve felt almost everyday.
Strangely enough, I listened to this crime podcast to relax when I wasn’t in class or doing homework.
We had minimal COVID19 cases (less than 10 for the entire year), so I was still able to see friends. If I wasn’t in class or listening to my podcast, I was most likely with my friends on a car ride.
