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Classroom Blog and Website Creation Tools

Lesson Idea Name: Georgia’s Geographic Regions


Content Area: Social Studies
Grade Level(s): 2nd Grade
Content Standard Addressed:

SS2G1 Locate and compare major topographical features of Georgia and describe how these features
define Georgia’s surface.

1. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge
and Valley, and Appalachian Plateau.

Technology Standard Addressed:

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. Students:

a. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in
ways that broaden mutual understanding and learning.

Selected Technology Tool:


☒ Blog ☐ Wiki ☐ Other: Website Creation Tool (list):

URL(s) to support the lesson (if applicable):

http://missdesandreclass.edublogs.org

Bloom’s Taxonomy Level(s):


☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☐ Level 4: Integration
☒ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): Students will have a variety of ways in which they can present their
information. For example, depending on what each group is comfortable with, they can record a video, write
a report, create a collage, or propose a new method of presentation that they wish to use. This offers each
group a chance to do their best job in a way that they enjoy. Students can also learn from each other during
the process.

Lesson idea implementation: The teacher will begin the activity by grouping students into teams of 4, making
sure to group students who complement each other’s strengths and weaknesses together. Next, the teacher
will give instructions. This activity has each group create a presentation of the geographic region in Georgia
that either, one of their group members is from or the region that their school is in. There will be
requirements for information about each region that they should include in their project, but students can
also add in any information or creative touches that they come up with during the creating process. The
students will then research about the region they will present on and gather information, both from research
and what they learned in class. They will create their project and then post it to the class blog under the page
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Classroom Blog and Website Creation Tools
titled “Georgia’s Geographic Regions”. Underneath each post, students will invite other students to comment
and leave a post about the geographic regions that they are from. Students will learn from those that
comment from other classroom blogs that the teacher has already prearranged, while also informing others
about their own geographic region.
Learning will be assessed by the teacher, who will view each group’s project on the blog and leave a
comment below, telling the group the positives of their project and what really stood out. If there are
concerns about missed information, the teacher will incorporate that information into a class review of all of
the Georgia regions following the conclusion of the blog activity. The final projects will serve as a way to
review the regions of Georgia before the test at the end of this unit. To extend the learning to a higher level,
students can seek out other blog posts to comment on that they have learned about in class. The lesson will
conclude with the students viewing each groups’ project. Overall, the project will take 2 class periods to
complete (one for the creating, one for the presentations during class and reading the comments.)

Importance of technology: By using a website-creation tool, the students are able to communicate with and
present to students across the state and learn about other regions of Georgia from their first-hand
inhabitants. This project could not be completed without this technology, as it would be extremely difficult to
network and communicate with other classes in this manner. Without the blog, the interactive piece of
students communicating, teaching, and learning from other students would be lost. This is a valuable and
authentic experience that supports their learning and higher level thinking.

Inspiration (optional): N/A

Internet Safety and Student Privacy: Because students will be interacting with other students by
commenting and watching their projects on the blog, the students will be sure to keep any personal
information private (i.e. only use first names or pseudonyms). The communication will also only be open to
other classrooms that the teacher has already talked to and prearranged with the teachers. The only type of
communication that will be acceptable on the blog will be educational. The teacher will preapprove all posts
before they are seen on the blog. Parents and administrators will be notified of the activity and allowed to
express any concerns before the activity is carried out.

Reflective Practice: Because this lesson gives students and authentic learning experience and offers them the
opportunity to take on adult-like roles in their learning, I think it positively impacts student learning. To
further extend the lesson, students could respond to the posts on their projects and create a sort of pen-pal
relationship between classrooms that can be used for other units.

Summer 2017_SJB

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