Subject: Field Trip to Africa

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Lesson Title:
Grade Level:

Field Trip to Africa

7th Grade

Social Studies

Description of Learning Goals, Standards, Objectives


SS7G4 The student will describe the diverse cultures of the people who live in Africa.

a. Explain the differences between an ethnic group and a religious group.

National Technology Standards:

3. research and information fluency

b. locate, organize, analyze, evaluate, synthesize,

and ethically use information from a variety of
sources and media.

Long-Term Learning Goal or Outcome:

Students will distinguish the differences between ethnic and religious groups through technology.

ABCD Objectives or Outcomes:

  1. Given digital Multimedia, the student will identify the differences of ethnic and religious groups in Africa while integrating the content information into digital stories with 80% accuracy.

Description of Assessment

Assessment Plan:

Students will be assessed based on the amount of relative content that is integrated through technology concerning the performance and skill of using digital Multimedia. All assessments will be based on a rubric.

Students will answer 5 questions about the major ethnic groups in Africa and the qualities of the given groups.

Description of Activities with Technology and Materials

Activity Design:

Class starter and lesson connection:

Teacher and student activities:

Technology Connection:

Materials and Resources:

Plan to create curricula that includes diverse and multiple perspectives.

How will you get the students’ attention and motivate them?
At the beginning of class Students will describe destinations that they would love to visit in Padlet and explain what they might encounter there
What will you do/say or have the students do/say in order to connect this lesson with the previous one or build on prior knowledge?
Students will pair in teams of four to research a given ethnic and religious group and describe the daily life of that ethnic group.

Describe the activities in which you and the students will engage. Be a "fly on the wall" and describe in detail what is going on in your classroom.

Day 1

Students will complete the bell ringer.

Students have previously finished a lesson on the meaning of ethnic and religious groups and within three to five sentences students, will define the definition of an ethnic and religious group.

Through teams of four, Students will use loupe collage to display the daily life and culture of their researched African ethnic group and compare their collage with other teams. Students will use the computer lab for the use of loupe collage with the guidance of the instructor for appropriate images.

Day 2

Students Will finish previous assignment and hand in. Students will take part in discussion about the assignment and about what they learned from comparing.

Students will attend the instructor’s mini lesson that involves more information of ethnic and religious groups through prezi.
Students will begin a individual project that requires students to show case information on ethnic groups through the use of Digital storytelling such as prezi, Screenomatic, Imovie maker or woki. An example will be provided for students.

Day 3

Students will begin working on digital story.

Students will use the computer lab and library to compete the assignment. Students will have the opportunity to complete the assignment for homework.
Describe the strategies you will use.

As a strategy, I will allow students to work in groups on certain days of the lesson (such as the beginning) to get students involved early.

Do you need to provide direct instruction? If so, describe it.

The teacher will only need to provide direct instruction on day two, in which students will need more information to complete the lesson.

Will you facilitate the lesson? If so, describe your approach.

Yes, the teacher will facilitate the lesson, because the lesson includes three days of group work.

Will students work independently, with a partner or in groups? Describe.
Students will work independently and in groups. For instance the in class work will be conducted through groups and the digital story lesson will be conducted independently.

What strategies, materials, etc. are you using to teach children with exceptionalities? As a strategy, the teacher will focus in key elements of the lesson through activities to engage the student and meet the student at their own strengths and weaknesses.

Which technology will support the lesson? List the technology, software, URLs, etc. that you and/or the students will use. Describe the technology integration strategies you will use.
The type of technology that will be used will be Prezi, Screenomatic, Loupe collage and an example of Digital storytelling. As a strategy the teacher will incorporate technology by connecting the lesson with digital multimedia
List any handouts, books, equipment, media, etc. that you will use to support your lesson.

Reflection on Lesson Design

Future Actions :

Answer the following questions:

Explain how you incorporated information from the chapter and D2L modules into this lesson plan.

After considering this lesson plan, what will you do differently when you design the next lesson in light of your new understandings?
Or, if you had more time/resources, etc., how would you change the lesson and/or technology artifact?
How does your technology artifact showcase design principles?
How does your technology artifact require student use of higher order thinking skills?
How does the technology in your lesson align to the content you are trying to teach in your lesson?

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