Final Project: Global Landmarks

This lesson is designed for 4th grade social studies.

Instructions

For this assignment, students will first spend free time throughout multiple class sessions reading through pamphlets around the world, each about different landmarks around the globe. Students will then decide one to research on, and will create a poster about their landmark. The poster should say where the landmark is located, should be full of plenty of facts, and should have some interesting pieces of trivia as well. Students are also welcome to draw and color their landmarks as well on the poster.

Then, students will be split into two groups at random. Afterwards, they will need to open their computers, open the pre-made Google My Maps, and will place a pin on the location they created their poster on, with the color of their pin showing which group they are in. Then, students will be split into two groups. Students will then write down questions they have for the landmarks labeled by the opposite group. Finally, the two groups will switch off, with one group starting by standing near their poster and presenting their info on it, while the other group walks around the room, asking questions about the landmarks and taking notes. Afterwards the two groups will switch, and the lesson will end with a quick write up about a few interesting facts they learned.

Instructional goal

This lesson is designed to help students improve at important skills such as researching a specific topic, choosing necessary and important info, writing critical questions, and presenting the information they have learned. The Google My Maps tool will help students get a good visual as to where in the world certain landmarks are, and also will help them gain perspective as to how far apart they are.

Zones Of Regulation (Final Post)

As we all know, the last few years of quarantined have pulled our students out of school and sent them home, where for many of them their social development continued to grow, at a much slower rate. School for many students is a large portion of their social development, working with teachers and other students their own age teaches them how to interact with the world, how to monitor their own emotions, and how to socially engage with other people. When they were sent home, many students interacted only with their immediate families for almost two years, some students only communicating with their friends via online platforms. This lack of social contact has created classrooms full of students in desperate need of social emotional lessons.

Photo by 1499841 from Pixabay

At the elementary level, the zones of regulations are an excellent tool to teach students to identify their emotions and respond appropriately to manage them. In my classroom, we created wall posters that show students the emotions in each zone and give them the chance to visually see what their emotions look like. We’ve been learning about the zones of regulation all year, and we’ve done many lessons on each zone and how students can manage their emotions responsibly in each zone. This lesson I’m sharing with you today is an accumulation lesson where students are able to work together to teach me about each zone of regulation.

I’ve created a slide on Jamboard for each zone of regulation and I’m going to split my class into four groups, one for each zone. Each group is going to be in charge of making a slide for the zone of regulation they’ve been assigned. Their slide can include pictures, text, drawings about which emotions are included in that zone, what this zone feels like, and ways to manage their emotions in this zone. Jamboard is a fun, easy online tool to help my class collaborate with one another to create a slide they are proud of. Once every group is finished, each group will stand and teach the class about their zone of regulation.

https://jamboard.google.com/d/1yR87krU6Lk4ZMLZzx-WO3TNUlGgPpIN5AvA7HVX37Q4/edit?usp=sharing

By the end of this lesson, I want students to be able to accumulate their learning and verbalize different aspects from each zone of regulation. This lesson uses Jamboard to facilitate collaboration, promote easy presenting, and encourage creativity to accomplish this goal. I am excited to see what my students come up with and hope you’ve been inspired to perhaps introduce social emotional learning into your classroom this year.

Let’s Rock with the Rock Cycle!

Grade level: 4th-5th grade

Subject: Physical science

Goal: Students will be able to identify the three types of rocks and how they are formed. Then they will learn how the different formation processes are connected in the rock cycle.

Introduction

Start off the lesson by sharing this Jamboard with the class. This will act as an introduction to the lesson topic, exploring the questions:

  • What are rocks?
  • What are some characteristics of rocks you have seen?
  • Where do rocks come from?

Here are some examples of student responses to these questions:

This introduction can be as brief or long as you would like. Feel free to start a class discussion on these responses if there is time available.

Video

Have students watch the video below that offers a brief description of each type of rock and explains the stages of the rock cycle.

Identifying the Stages of the Rock Cycle

After watching the video, have students work individually on this Google Drawing. Instruct students to fill in the blanks of the rock cycle by dragging the appropriate terms to the boxes.

Create a Website

After discussing the answers to the Google Drawing worksheet, place students into groups of 3. In their groups, they will be creating a website using Google Sites on one of the three types of rocks. It is up to you if you would like to assign the rock types to the groups or have them choose which one they’d like to work on. They will need to conduct research on the rock type and organize the information they find on the site. The website should include:

  • How the rock type forms
  • Common characteristics of the rock type
  • Examples of rocks in that rock type
  • Sources/Work cited page

Here is an example of a student made website:

Debrief on Technological Tools

In the beginning of the lesson, the Jamboard that was used as an introduction allows students to offer their opinions and thoughts in a more accessible and efficient way. It’s also a great way to document everyone’s opinions compared to forming a discussion based on raising hands and calling upon a limited number of individual students.

The Youtube video is helpful for explaining concepts in a concise and visual way. The teacher can also make it accessible on Google Classroom or another class resource site so students who didn’t understand the first time watching or students who were absent can go back and rewatch it.

The Google Drawing was used for students to put their knowledge to the test and label the rock cycle. Doing this digitally prevents the need for printing copies of a worksheet or handing it out during the lesson. And if students make mistakes in their answers, the Google Drawing allows them to easily make changes by simply dragging the terms into the correct boxes rather than erasing and rewriting.

The Google site is a great way for students to organize information. It allows them to add pictures and work together with ease since they can work on the site on their own computer at the same time. The site can easily be shared with others to look at whenever they want.

Featured image: Photo by Oliver Paaske on Unsplash

Exploring the Solar System

For 3rd Grade

Today we are going to explore the solar system!

First, have your students look at this google site to learn about each planet in our solar system. (I only mentioned a little about each planet because of our activity – this is just a warm up/refresher of each planet to help students choose which planet they want for activity).

Next, have students read this book I made about the planet Jupiter.

The students are going to create their own book now! Students can choose any planet mentioned on the google site. The students should do 8-10 pages, including pictures and words. It should be written in 1st person as the planet, as seen in my Jupiter book.

Featured Image

Acrostic Poetry

Student group: 2nd grade – writing

Goal: Students will use multiple pieces of technology to enhance their writing, specifically in acrostic poetry.

Instructions:

  1. As a warm up for the lesson, students will be instructed to go to the class Jamboard and add an adjective (or a few).
  2. After warm-up, students will write their own acrostic poems (on paper) with a topic of their choice (can be a place, animal, person, etc. as long as it has been run by the teacher first to ensure it is school appropriate)
  3. When students are done, they will be added to a collaborative book on Book Creator, where they will look for the page with their name on it. Students will copy their acrostic poems down on their designated page and can decorate/add pictures as they would like (This book will be shared with parents/guardians if they would like to read their students work).

Technology:

The student-made Jamboard will help students to warm up their writing ideas and acts as a piece of assistance for students to refer to when they are feeling stuck and need help thinking of ideas. This Jamboard will be available to parents if their child would like to continue to write poetry (or any piece of writing) at home. The Book Creator classroom book acts as a place for the entire classroom to put their poetry and can make students feel proud of their writing as it feels very official to have writing in an actual book. The book also allows parents to read their students poetry at home, understand what their child does in class, and be a part of the classroom community.

Jamboard: https://jamboard.google.com/d/1Xi4PumosPv1WhLxDKkbV6QDeLxFkw56n4y8bI8d8FkE/edit?usp=sharing

Book Creator:

Foods from Around the World!

Goal: Provide a lesson to students to learn more about the geography of the world and how different concepts, like cultural food, connects to their daily lives.

Tool: Students will be using Google Jamboard as a place to form ideas and showcase their research done on cultural foods that come from ancestral countries. After working on Google Jamboard to brainstorm some ideas, students can then use books and online resources to do research of their country of choice and the food they choose to present to the class. The presentation/assessment type will be shown through a Book Creator book.

Grade: Fifth Grade

Subject: Social Studies

Instructions:

  1. FOR TEACHERS: It is important to follow the family tree unit with this unit of foods from around the world.
  2. Students will first be asked to begin the lesson with five-minute independent writing where they can talk a little bit about what they discovered about their family history.
  3. Students will then be asked to brainstorm, using Google Jamboard, cultural foods based on one of their home countries.
  4. Following the Jamboard, students will then use Book Creator to share facts about cutlural foods from their countries of hertiage.

Google Jamboard:

Book Creator:

Sources:

Photo by Fernañdo Prado on Unsplash

Sun Safety

Photo by JaPhoto by Andrey Grinkevich on Unsplash

Target Student Group: kindergarten, health

Instructional Goals: Students will learn how powerful the sun is / With this, they will learn why it is important to protect themselves when they are out in the sun / Students will also be able to provide at least 2-3 examples of ways to protect themselves when they are out in the sun

Instructions for students:

  1. Teacher would introduce the lesson by facilitating a discussion based on the question: “What do you think about when you hear me say sun safety?”
  2. Once the class has discussed this, students will be instructed to read and engage with a book on sun safety (see below)
  3. Then, teacher will hand out a coloring sheet (see below) and have students color in the body parts on the boy and the girl that need sunscreen while they are at the beach. After this, they can color in the rest of the picture
  4. Finally, teacher will have them do an exit ticket on Google Forms as a post-assessment (see below)
Instructions Step 3

How the technology supports instructional goal: The book I created supports instruction because it teaches content in an engaging way (with voice recordings and a video). The Google Form tests for student understanding.

All About the Weather!!!

Photo by Neda Astani on Unsplash

Targeted student group: Kindergarten

Guide for other teachers to use:

  1. This will be the first of three lessons on the topic of weather
  2. Have students open up their IPads/chrome books to view the book creator book that Ms. Honnaka created, they will be able to use the read aloud feature if they are not able to read the words in the book
  3. After students read and view the book creator about the weather, the teacher will have a whole class discussion with his/her students to hear about their main takeaway and what they learned from the book creator.
  4. Activity: Have students draw and write about what type of day they prefer and what type of activity they would do!

Instructional Goal: From this first lesson on weather, my main goal is for students to understand that there are different types of weather (ex. sunny, rainy, snowy). Along with knowing that there are activities to do in all types of weather. Sometimes when it is a rainy day, we don’t know what to do because we can’t go outside, but this lesson will help students to put on their thinking caps and think of a variety of activities to do in any type of weather!

How Book Creator supported my instructional goal: I decided to use book creator because there are so many options it has to offer. Students love technology and there are so many great resources out there for them to explore. By creating a book I thought that it would be a great interactive tool for them to use because it gives them an example of how they could create their own book in the future after seeing the one I created. Along with being able to have access on the book creator to watch a youtube read-aloud. The last point I wanted to make was that I was able to add pictures and especially for kindergarteners it can help them to visualize what is being talked about which helps them learn more!

All About Shapes Pre/Post Assessment

Target Group: First Grade

Instructions For Students: Students will be given the shape attributes Google Form Assessment at the beginning of a unit regarding shapes and their attributes (number of sides, angles, open/closed, etc.) Students will take the pre assessment on their iPads or laptops. This assessment will be given so the teacher can gauge any prior knowledge that the students may have regarding the content and adjust the unit accordingly. Similarly, the students will take the same Google Forms assessment at the end of the unit, to serve as a post assessment. The teacher will be able to compare the pre and post assessment data to determine how the students improved over the course of the unit and determine if the learning targets were met. At the end of the shapes unit, the students will not only complete the Google Forms, but they will also work on a Google Drawing in order to apply their knowledge of shapes in order to construct a flower that has specific shapes as each part of the flower (i.e., rectangle stem, rhombus petals, etc.) This additional part of the post assessment for the unit will allow students to not only demonstrate their knowledge on shapes and their attributes but also apply this knowledge in order to construct a picture. The students will only complete the Google Drawings for the post assessment, not the pre assessment. Students will have creative freedom with their Google Drawing because they will be able to chose the colors of their flower, the rotation of the triangle petals, etc.

Instructional Goals: The goal of the pre assessment is to determine how much prior knowledge the students have regarding shapes and their attributes. The goal of the post assessment is to determine whether or not the learning goals of the unit were met and if students can apply their knowledge regarding shapes to construct a model with specific shapes.

Explanation for Using Google Forms/Google Drawings: Google forms allows students to receive immediate feedback and gives students immediate answers to address common misconceptions. Google Forms also gives the teacher immediate results which allows the teacher to compare results from the pre and post assessment easily. Google Forms can also allow the teacher to create different types of questions such as multiple chose, selecting all the applicable answers, rating scales, short answers, and more, which are great features for giving assessments. Google Drawings allows students to have creative freedom to either draw or use provided shapes to create their own flower. Sometimes, drawing shapes by hand might be difficult for the students; therefore, by allowing students the option to use the shapes given by Google drawings, the teacher will be able to tell exactly whether or not the students are aware of which shapes to use for which part of the flower. Google Drawings also allows students to chose their own colors and sizes of shapes which would be interactive for the students because they can make the flower their own, while still presenting the needed material. Students will be able to reach a higher level in Bloom’s taxonomy with this drawings element of the post assessment because they will be creating and applying their knowledge, rather than just demonstrating their retained knowledge from remembering and understanding in the form of a pencil/paper test on Google Forms.

Below is the Pre/Post Assessment regarding shapes and their attributes.

Below is the Google Drawings with the instructions and answer key. In order to incorporate this into the classroom, the students would be given the Google Drawings with the instructions and a blank form.

Kindergarten Rules & Expectations

Image by Kimberly Farmer on Unsplash

Target Student Group: Kindergarten students

Instructions for students: Students will read this book at the start of the year. This will help students get a glimpse of what to expect in the classroom as well as establish rules and expectations before the school year starts. This ebook also gives me an opportunity to greet my students. The main purpose of this book is for students and parents to meet me and get a sneak peek into a typical day of kindergarten.

Instructional Goal: Provide students with classroom rules and expectations for the new school year.

Explanation of how Book Creator supports Instructional Goal: Book creator is an interactive way for students to explore the different rules, hand signals, zones of regulation, and schedule that will be seen in the classroom. I created this ebook as a tool for students and parents to access before the school year or during the school year to remember the important rules in their learning environment.