Lesson Plan for

Implementing NETSS
(More Directed Learning Activities)
Grade Level(s) 1st grade

Content Area Science/Language Arts

Time line 3 weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )

Students should show they are able to:

1. Locate and summarize evidence in the text to support my analysis of what the text says.
2. Locate and determine the strongest evidence in a text to support my analysis of the text.
3. Read closely and find answers directly in the text and answers that require an inference.
4. Determine the central idea of a text and describe how character, setting and plot contribute to the central
idea.

Students should use their knowledge and summary of text to create a Google Slides presentation for the text by
using technology tools incorporated into the classroom. The project includes standards from science, language
arts (reading, writing, listening and speaking, and language), and ISTE-Students. Students should gain
knowledge in language arts classes of the text using various reading strategies, and be able to write a summary
of the text. Students will then create a Google Slides that will be presented to the class. Students will use
graphic organizers, the Google Drive, and other various Web 2.0 tools to meet these standards.

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 Georgia Performance Standards

Science

S1E1. Obtain, evaluate, and communicate weather data to identify weather patterns.
d. Analyze data to identify seasonal patterns of change. (Clarification statement: Examples could include
temperature, rainfall/snowfall, and changes to the environment.)

Reading Informational
ELAGSE1RI2: Identify the main topic and retell key details of a text.

ELAGSE1RI7: Use illustrations and details in a text to describe its key ideas

Writing
ELAGSE1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic,
and provide some sense of closure.

ELAGSE1W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.

ELAGSE1W6: With guidance and support from adults, use a variety of tools to produce and publish writing,
including digital tools and collaboration with peers

ELAGSE1W7: Participate in shared research and writing projects (e.g., exploring a number of how-to books on
a given topic and use them to write a sequence of instructions).

ELAGSE1W8: With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.

Speaking and Listening

ELAGSE1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups.

ELAGSE1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or
through other media.

ELAGSE1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.

Language
ELAGSE1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.

ELAGSE1L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.

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 ITSE Standards (Net-S)

3. Knowledge Constructor
3a Students plan and employ effective research strategies to locate information and other resources for
their intellectual or creative pursuits.
3c Students curate information for digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections and conclusions.

6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of
purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
6a Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
6d students publish or present content that customizes the message and medium for their intended
audiences.

7. Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by
collaborating with others and working effectively in teams locally and globally.
7c Students contribute constructively to project teams, assuming various roles and responsibilities to
work effectively towards a common goal.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The objective of this lesson is students to become experts on a season of their choosing and create a Google
Slides presentation that they will read in their language arts class. Students will analyze books, articles, and web
pages to find information related to their topic. They will take what they have learned form these resources and
write an outline that will later be turned into the presentation. Finally, students will create a Google Slide
presentation by using a set of guidelines, checklists and rubrics. After completion they will share their projects
with the class and classes around the school.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)

1. How do seasons affect weather, animals, plans, and people?

2. How do seasons affect the weather?
3. What makes research writing appealing to the audience?
4. How can you incorporate technology to enhance your audience?
5. How can you employ digital media to create a meaningful visual aid to enhance your oral presentation?
6. How can editing help a filmmaker tell a story with clarity and impact?
7. How can transitions and effects enhance a slides presentation?
8. How well do you need to understand your program in order to effectively create a presentation?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)

Students will produce a Google Slide presentation on a season of their choice to illustrate what they have learned.
Students are reinforcing knowledge by analyzing websites, books, and articles on seasons and creating a product
using previously unused technology tools. Students progress during the project will be assessed through
checklists. Students final projects will be assessed by using a rubric. Projects will be differentiated based on
individual student needs.

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Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc.help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

Digital Tools: Google Docs, Google Slides, getepic.com, pebblego.com, Brainpopjr.com, Newsela
Resources: Rubric, Checklist, Writing Journals
Previous Skills Needed: Students should be able to read and write on grade level. Students will need to be able to
navigate kid friendly websites and have some understandings of different seasons.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you
find out if students have this foundation? What difficulties might students have?)

Students will need to know that there are four seasons that cycle each year and a basic understanding of weather
in these seasons. Students will be using Chrome books and might not have any prior knowledge using these
tools. Since this lesson is for first graders, they may have little to no computer skills, there, for basic skills may
need to be developed along with this project. Students could have difficulties with typing and manipulating mouse.

Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
troubleshoot them?

Teacher will use whole group instruction to introduce project with small group practice. We will have set due
dates and checklist to help students manage work required for this project. Classroom teacher will provide
chrome books and technology usage expectations will be followed. Classroom teacher will assign group members
and group work will be monitored daily. All students have access to Internet, and a Wi-Fi connection to conduct
research and project. The teachers have set aside enough time for the project to be completed even if technical
difficulties do occur. Students will rotate between jobs in ensure every student has time and input into project.
Project will be completed during class in ensure all students have an equal opportunity at completing the
assignment. Rubric and checklist will be given to students at the beginning of project so students are aware of
expectations. Also, the teachers have alternate Web 2.0 tools available if the tools that were chosen continue to
be unavailable or not work correctly. Time is allowed for technical difficulties. Alterative tools are available if the
need arises.

Instructional Strategies and Learning Activities Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity
levels of Blooms Taxonomy? How can the technology support your teaching? What authentic, relevant, and
meaningful learning activities and tasks will your students complete? How will they build knowledge and skills?
How will students use digital tools and resources to communicate and collaborate with each other and others?
How will you facilitate the collaboration?

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Checklist will be used as a formative assessments to ensure students are on pace. Feedback will be given as
daily as I walk around to groups checking in as they work in the classroom. Notes and tips will also be annotated
onto their projects on GoogleDrive. Instruction and project will be aligned to standards and academic time in class
will be maximized. Students will assess themselves and their peers on collaboration and thoughtfulness of
project. Accommodations will be made for students with special needs or any students with IEPs.

1. Students Responsibilities
i. Each student in the group is responsible for completing on topic research for a season of
their choice.
1. Pebblego.com
2. Brainpopjr.com
3. Newsela.com
4. Getepic.com
ii. Weathers- students must explain what the weather is like I the season of their choice. What
temperature, weather patterns, and what causes that particular season.
iii. Animals- what are the animals doing in this season.
iv. People- what are people doing in that season, how are people dressed in that season.
v. Plants- students must explain what plants are doing in the season of their choice.
2. Setting up Groups
a. Students will be working in pairs to create a Slides presentation.
b. Student will choose the season that they will be researching and presenting.
3. Group Responsibilities
a. Each student in the group needs to research the season and be logging different aspects of the
season they will need for their presentation.
1. Weather
2. Animals
3. People
4. Plants

4. Students will show they are able to

1. Locate text to support their topic.
2. Locate and determine what information is relevant to their topic
3. Read closely and find answers directly in the text.
4. Identify images that are related to their topic.
5. Collaborate with peers, sharing findings with group members.
6. Infer why an author chose to present his/her text using a particular structure.
7. Create presentation that is on topic.
8. Present their project to classmates and other students in the school.

5. Rubrics
a. Teacher Rubric
i. https://www.dropbox.com/s/i6kiev9tb4f6j3w/Seasons%20Rubric.pdf?dl=0
b. Peer Rubric
i. https://www.dropbox.com/s/pry5cn6kul4d6ai/GroupWorkPeerEvaluationForm.pdf?dl=
0

6. Resources/Templates
a. Goofle Doc with all articles, videos, and website resources.
https://docs.google.com/document/d/1r9z_Mfqq8PtxcjBlNZf_2bSUCaoe2_4x4HHBTQXDg1Y
/edit?usp=sharing
b. Google Slides Presentation Template:
https://docs.google.com/a/dekalbschoolsga.org/presentation/d/1YeiXl79bd_LUgIUaJ2_E-
xSW4JseCqZ1ldEY8tXUHw8/edit?usp=sharing

7. Midway through Project

a. Students will take notes on specific
Pageelements
5 of 7 they are looking for in their season (example:
weather, people , etc.) Students will use web 2.0 resources to conduct research. Students
will also use Google Slides to collaborate and input information into.
b. Groups will discuss what changes need to be made in order to ensure completion.
Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

For students with disabilities, the teacher should refer to the student's IEP to be sure that the accommodations
specified are being provided. Teachers should also familiarize themselves with the provisions of Behavior
Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education
instructor will be beneficial in providing appropriate differentiation.
The teacher will help students individually look at the teacher resource document to identify articles, websites,
and books that appropriate to their topic. Pebblego, Brainpopjr, and get epic have resources that read to students
to accommodate those that are having difficulty reading. Students will also be paired with others who are able to
read resources to support classmates

Gifted students will use Newsela resources to further their understanding of seasons. These articles should
encourage applying critical thinking to analyze how seasons affect weather and people.

Extension Activities
Students will add additional slides to their presentation.
Students will record themselves reading their slides or talking about their slides. Students will cover the webcam
and record their voices for each slide in their presentation, uploading each clip to YouTube. After the recording is
complete, students will insert their clip onto the slide. Example of how this is done:
https://www.youtube.com/watch?v=Pxz_Gicz2os

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)

The closing event for this project will occur when the students give oral presentations to the other classes of the
school. The students doing a walkthrough will be able to provide listen to the presentations and provide feedback.
Students can reflect upon their work by creating a VLog (video log) on their Weebly portfolio. They can respond to
at least three of their peers blogs. The teachers can use students responses and use engaged indicators of
learning to help us reflect on how the lesson went.

Having a variety of resources on one document to work well. Students were engaged motivated and the learning
was authentic for each student. Lesson was very effective and appropriate for first grade. Peer rubrics were not
as effective as I wanted. Students had a hard time articulating how effective their partners were.
Mixing language arts standards with science standards was seamless. Students were able to demonstrate all the
speaking, reading, and writing strategies they learned in their English class in my class by producing the
presentation.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson?
Recommendations:
Allow students a choice when selecting partners,
Recommend having access to text that reads to
Collaborate with older students to practice explaining seasons to others.
Have alternative methods available if web 2.0 site is down (paper and pencil)
Allow for extended time beyond original time frame.

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