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Lesson Plan for Implementing

NETS•S—Template I (More Directed Learning Activities)

Template with guiding questions

Teacher(s) Name Frank Graham

Position 5th Grade Teacher

School/District Mountain Road ES/Cherokee County

E-mail Fgraham5@students.kennesaw.edu

Phone 678-360-4721

Grade Level(s) 5th Grade & 1st Grade

Content Area Social Studies

Time line 4 days

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? ) Please

put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which

standards were addressed.

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Content Standards

This lesson was designed to give students the opportunity to apply and improve social

studies skills through exploration of the real world using geospatial technologies.

Several fifth grade social studies standards are addressed. The lesson incorporates

science and physical education standards. The group assignment will provide students

will an experience to use higher level thinking skills when examining, analyzing and

creating a shared product. Specific standards are summarized below.

Social Studies

Students locate important places in the United States (SS5G1a & b).

Students use cardinal and intermediate directions (map skills).

Students use latitude and longitude to determine location (map skills).

Students compare different locations and evaluate how geography affected

human activities in history.

Science

Students use tools and instruments for observing, measuring and manipulating

objects in scientific activities (S5CS3).

Physical Education

Students participate in physical activities that provide important opportunities

for challenges in social interaction and group membership with the goal of

voluntary participation outside of class (PE5.3c)

Fifth graders teach cardinal and intermediate directions to the first graders. Fifth graders will introduce location and place through geocaching. First graders will be introduced to latitude and longitude in reference to location and place. First Grade Map & Globe Skills:

1. use cardinal directions

2. use intermediate directions

NETS*S Standards:

The incorporation of technology into this lesson provides students with opportunity to

practice the following NETS*S standards:

Students engage in positive, safe, legal and ethical behavior when using

technology, including social interactions online or when using networked

devices (2b).

Students plan and employ effective research strategies to locate information and

other resources for their intellectual or creative pursuits (3a).

Students create original works or responsibly repurpose or remix digital

resources into new creations (6b).

Students communicate complex ideas clearly and effectively by creating or

using a variety of digital objects such as visualizations, models or simulations

(6c).

Students contribute constructively to project teams, assuming various roles and

responsibilities to work effectively toward a common goal (7c).

APPLICATIONS FOR ALL STANDARDS: Canvas, Google Earth, handheld GPS devices,

Padlet, Office 365, Internet for pictures, translation tools, etc.

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

Fifth Grades students use latitude and longitude and technology to gain real world knowledge about

important places in American History in this lesson. This unit consists of four tasks. The first

assignment is the Latitude and Longitude Webquest. This task is a student directed activity where

students use BrainPop to review the basics of latitude and longitude. Students then use Google Earth

Civil War Tour as an engaging way to learn about important places in history. GPS Jobs Website

provides students will real world connections by exploring people and businesses that rely on geospatial

technology. ScribbleMaps website allows students to apply and develop map skills.

The second assignment is an outdoor activity where groups of students use handheld GPS units to find

specific locations using latitude and longitude. Four hidden containers called caches were hidden

around the school campus. Working in pairs, the students took turns using the GPS unit to find these

caches.

Students work in small cooperative groups to accomplish the third assignment. Roles are Researcher,

Picture Finder, Google Earth Scientist and Writer. Each member contributes to the final project by

collaborating. Students use higher level thinking skills to analyze and evaluate how location and

geography were important to famous U.S. places. Students will create and produce a Padlet post about a

location of historical importance. Students get to decide for themselves which location they would like

to create a post about. Students will use NetTrekker to research locations and pictures. Google Earth

will be used to locate the exact latitude and longitude of the place. Office 365 and Outlook will be used

to collaborate and share information between group members. After submitting the Padlet post, each

group will read and discuss all other posts. Students will choose two posts to make comments on.

The final culminating activity of this unit is to teach first graders to geocaching. Prior to geocaching,

fifth grade students will teach cardinal and intermediate directions though the compass rose and

directions song. First graders will then partner up with fifth graders to use the GPS handheld units. The

older students will assist the younger students with geocaching.

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? Additionally, what questions can you ask students to help them focus on important

aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring

to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.

They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

How can longitude and latitude be used to find real world locations?

How can the use of Global Positioning System be useful to people and businesses?

How did location and geography affect human actions in important places in history?

How can you use cardinal and intermediate directions to find a specific location?

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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?) You must attach copies of your assessment and/or

rubrics. Include these in your presentation as well.

Student learning will be measured formatively and summatively during this unit.

Formative assessments:

Students will complete short answer questions following the Webquest Activity. By differentiating the

Bloom’s taxonomy level of the questions, the needs of all students can be met.

During the Geocaching Activity, each container holds a question that must be read and answered by

each pair after they find the cache. The teacher will informally review all content questions at the end of

the activity through a back channel using TodaysMeet.com.

Summative assessment:

Students use higher level thinking skills to analyze and evaluate how location and geography were

important to famous U.S. places. Students will create and produce a Padlet post about a location of

historical importance. Posts and peer comments will be assessed based on the project rubric.

Students will complete a Unit Self Reflection.

Resources (How does technology support student learning? What digital tools, and resources—online 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?)

Technology supports student learning by providing the students with real world examples of longitude

and latitude through geocaching. Students use Canvas LMS to navigate the Webquest. The digital tools

used during the webquest are Google Earth, BrainPop, and ScribbleMaps. Technology enables students

to view locations and geography through Google Earth. Students can explore and organize historical

events through timeline tours of locations through US History Tours powered by Google Earth. The

website Socialnomics.net is used to research jobs that rely on GPS technology.

Garmin Magellan handheld GPS units will be used to read latitude and longitude locations during the

Geocaching activities. Students should be introduced to these units prior to the day of use. Prior

knowledge of how to operate these devices is needed.

Students will research content information and visual images regarding locations using NetTrekker.

Office 365 will be used by fifth grade students to share and collaborate through Outlook.

Padlet was chosen as the medium to share group posts. Students should be familiar with how to edit and

post content on Padlet prior to this unit.

Rubicstar.com was used to develop the rubric for the Padlet Post and peer comments.

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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?)

The first activity in this unit is used to gauge the understanding of latitude and longitude and how it

relates to locations and people. If students perform poorly on the formative assessment at the end of this

activity, remediation in the form of teacher small groups and peer tutoring will be used. Since the Padlet

activity requires groups to comment on others’ posts, digital citizenship should be discussed and

reviewed prior to this unit. Difficulties may arise in the usage of technology applications. Teacher and

Co-Teacher assistance will be offered to help with any problems. Prior training with the handheld GPS

units is needed. Instructional videos for students who have trouble with the GPS units will be available.

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

trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as

throughout the process. Be sure to indicate how you prepared for problems and work through the issues that

occurred as you implemented and even after the lesson was completed.

Mobile learning devices, student desktops/laptops and the computer lab will be used to ensure all student

groups have access to technology during their classroom time. Canvas Learning Management System

will be used to host content on standards as well as discussion space to brainstorm and collaborate with

other students. Students are familiar will utilizing these tools during class already. Each activity of this

unit provides a slightly different way to learn. Individual, partners and small groups are all utilized in

this unit.

It is important to have enough teacher and parent support when geocaching. Adequate supervision is

key when partners are scattered about the school campus. Clearly define boundaries and out of bounds

prior to the activity. Safety is of up most importance. Be sure to be aware of students with bug bite

allergies or asthma. Teachers should be prepared in case of emergencies. Nettrekker will be used to

ensure safe image and content searches during the Padlet activity.

Extra AA batteries for the GPS handheld units should also be on hand just in case.

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 Bloom’s 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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This lesson includes activities that appeal to multi-modalities. It incorporates a self guided exploration

of the topic through a detailed webquest. Kinesthetic learners will enjoy the outdoor activity of

geocaching. Students take the role of explorers as they learn and apply latitude and longitude.

To ensure higher order thinking at the analysis, evaluation or creativity levels of Bloom’s Taxonomy,

students will use Office 365 and Padlet to collaborate. Technology supports cooperation by providing

students with a way to share information and feedback with group members and other groups.

The teacher’s role is a facilitator in this unit. There is not direct instruction. The activities are designed

to appeal to all learners and can be modified to meet the needs of all learners.

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?)

The unit offers students a range of diverse opportunities to facilitate learning. The webquest is

individual. However the geocaching activity cultivates a partner relationship through the

accomplishment of a common goal. The Padlet post will be a cooperative group activity. Based on the

formative assessment from the Webquest, students will be grouped together for the Padlet Post Activity.

Small groups are heterogeneous to support diverse learners through peer helpers. ESOL students can

use change the language under options on Google Earth. A challenge activity is offered in the webquest

activity for students that need extension.

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 students thoroughly enjoyed this unit. My students informed me that this was the best way they had

ever learned about latitude and longitude. The lessons are engaging and hands-on. The geocaching

activity was a fun outdoor activity but reinforces the real world purpose of location and GPS technology.

Pairing students up worked very well for the geocaching activity. Having the Fifth graders help the first

grades was a great experience. They loved teaching the first graders about directions and geocaching.

The Fifth graders reflected back on this unit with a self reflection. This proved extremely helpful for

gauging what the students thought went well and what needed improvement. The feedback I received

was very positive. One area noted by the students is they wanted more time for the geocaching activity.

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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? Please

provide a quality reflection on your experience with this lesson and its implementation.

Overall this is a great engaging lesson that provides students with a fun and real world use of latitude

and longitude. The preparation of this unit can be extensive. Teachers need to be familiar with GPS

units and how to set up waypoints. Since approximately 10 units are used, the process of entering the

latitude and longitude of all the geocache locations can be time consuming.

Students sometimes struggle to find social studies engaging and fun. Teachers can spark interest by

making real world connections and integrating technology. Hands-on activities make a real connection

with the learner. Careful set up is needed to reinforce the student’s learning. It is easy for the student’s

to view geocaching as just a game. This unit shows them how GPS is used in the real world and gives

them a chance to apply social studies skills in a whole new way.

I would certainly encourage social studies, science and physical education teachers to look into

geospatial activities like geocaching. The benefits are endless.

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Webquest Activity

Pictures of the geocaching activity

Example of the Padlet Project

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Rubric for Padlet Project

Pictures from the final activity of the unit

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