Matt's+Lesson+Plans

Online Collaboration Lesson 2 **Lesson Title:** Bottle Solution Share **Unit Title:** Bottled Water **Grade Level/Subject:** 6th Grade/Social Studies **__Goals__** **Content Standards:** **Wyoming State Standards:** Writing: W6.2: Students apply writing skills to plan draft, revise, and publish writing for intended audiences. Social Studies: S8.1: Students identify people, events, problems, conflicts, and ideas and explain their historical significance. S8.2: Students discuss current events to better understand the world in which they live. S8.3: Students analyze the impact of historical events and people on present conditions, situations, or circumstances. **ISTE NETS-S**: 1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face to face and virtual environments. 2. Design and Develop Digital Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS.S. **Description of Lesson**: The students will take their ideas on how to help solve the bottled water crisis and collaborate and share their ideas on the bottled water crisis by participating in a class wiki. According to Cennamo, Ross, and Ertmer, “If students are to engage in the types of authentic creative thinking required of 21st century citizens then there is a need to go beyond simply providing access to the resources, documents, and materials and to design strategies and scaffolds that model the habits of mind required to engage in such thinking in the classroom” (2009, p. 295). **Instructional Objectives**: Students will share their ideas and collaborate via a class wiki to improve and build on their ideas and solutions to the problem. **Action** **Before Class Preparation:** 1. Create a class wiki. **During Class**: I will explain to the class what a wiki is, and show them an example of a wiki. I will then remind students about appropriate classroom behavior rules the students will be expected to follow when collaborating with the wiki. The students will post their ideas and solutions on the wiki, and then practice navigating the wiki, and begin reviewing their classmates’ ideas and begin posting ideas to their solutions. According to Cennamo, Ross, and Ertmer, “Time needs to be spent helping students become productive, critical, sensitive, and sophisticated users of digital resources, especially those found on the internet” (2009, p. 289). **Activity**: 1 period **Materials Needed**: 1. Class wiki page. 2. Computer or laptops. **Monitor** **Asessments:** Students will receive participation points for posting their ideas, and for reviewing and posting suggestions to at least seven students’ ideas. **Accommodations for Diverse Learners**: One on one help for students who struggle with writing, and repeating of directions, and having directions told back for students who struggle comprehending directions. **Evaluate** Students will be evaluated based on participation, the students will have to post their ideas to the wiki, and respond to at least seven of their classmates’ posts. **Lesson Reflection and Notes**: At the end of the lesson I will review all of the wiki posts, and group the students into groups of three to four based off of their ideas and solutions posted. I will also take notes on the posts and use examples of quality posts to share with the students. **Technology Use Throughout the Lesson:** 1. Class wiki page. 2. Computers or laptops. **Resources**
 * // Matt //**
 * 1) Students will not be grouped
 * 2) Students will post their ideas to the wiki.
 * 3) Students will practice navigating the wiki.
 * 4) Students will review classmates’ ideas.
 * 5) Students will post suggestions and comments to their classmates’ ideas on the wiki.

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Problem Based Learning Plan: Lesson 1 **Lesson Title**: What do you know about bottled water? **Unit Title**: Bottled Water **Grade Level/Subject**: 6th grade/Social Studies **__Goals__** **Content Standards:** **Wyoming State Standards**: Writing: W6.2: Students apply writing skills to plan draft, revise, and publish writing for intended audiences. Social Studies: S8.1: Students identify people, events, problems, conflicts, and ideas and explain their historical significance. S8.2: Students discuss current events to better understand the world in which they live. S8.3: Students analyze the impact of historical events and people on present conditions, situations, or circumstances. **ISTE NETS-S**: 1. Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face to face and virtual environments. 2. Design and Develop Digital Age Learning Experiences and Assessments: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS.S. **Description of Lesson**: I will start this lesson and unit by discussing how popular bottled water is and that bottled water is a fairly new phenomena. I will then ask the students to complete a quick write about what they know about bottled water; where does it come from, etc., and what they would like to know more about. The students will complete the quick write, and then read their quick write to the rest of the class. After the quick write and sharing, the students will watch the documentary, “Tapped”. After the documentary there will be a class discussion on what the students learned about the problem with bottled water, and discuss the problems and the things learned from the documentary. According to Cennamo, Ross, and Ertmer, “The ability to access authentic social studies materials and engage in authentic inquiry is vital if students are to make real world connections within the social studies classroom” (2009, p.291).

**Instructional Objectives:** **Action** **Before Class Preparation:** 1. Get a copy of the documentary, “Tapped”. 2. Have Smartboard ready. **During Class:** According to Cennamo, Ross, and Ertmer, “Technology provides social studies teachers the potential to provide their students with unprecedented access to people, ideas, and events” (2009, p. 292).
 * 1) Students will be introduced to the problems that bottled water present to the planet and United States.
 * 2) Students will begin to think of solutions and ideas to fix the problem, and begin to think of problems as a global issue.

1. Discuss bottled water and how it is a fairly new phenomena to this generation. 2. Have students do a quick write on what they know and want to learn about bottled water and where it comes from, and the any problems it poses. 3. Have the students share their quick writes with the class. 4. Watch the documentary, “Tapped”. 5. Have a class discussion about the problems associated with bottled water, and explain that they are going to do some research and try to find some solutions to the problems associated with bottled water. **Activity**: 1 period 1. Students will not be grouped. 2. Students will perform a quick write. 3. Students will read their quick write to the class. 4. Students will watch the documentary, “Tapped”. 5. Students will discuss what they learned and the problems posed in the documentary. **Materials and Resources Needed**: 1. Smartboard 2. DVD of documentary, “Tapped”. 3. Pencil and paper. **Monitor** **Assessments:** None. **Accommodations for Diverse Learners**: One on one help for students who struggle with writing, and repeating of directions, and having directions told back for students who struggle comprehending directions. **Evaluate** Students will be evaluated through observation for understanding and special help with writing for those who need it. **Lesson Reflection and Notes**: At the end of the lesson I will write down some notes on what went well and what didn’t. Technology Use Throughout the Lesson: 1. Smartboard 2. DVD player.

**Resources**

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Matt:

We are doing a similar problem except mine is finding a way for the town to be more effective in recycling. I have watched the documentary "Tapped" and found it very interesting. In the result of buying water in a plastic bottles, we purchased a water dispencer that holds three to five gallon jugs. We have that we have saved money and we also make sure it is on the energy save mode. As I reading your lesson, you will have the students to discuss what they have learned and the problem posed in the documentary. I have a suggestion rather than holding discussion, your students could do this process through a wiki or classroom blog. This way your students have documented what they have learned and the problems that were posed. You students will have a reference to refer back to when the students move forward to fiding a solution. Nice job!

Lori

Matt, You have your students writing and then reading their writing to the class. I wonder if it would be more time effective to simply call on a few students to read their responses and then take a couple of volunteers who have differing opinions rather than having every student read their quick write? Sixth graders get antsy pretty quick when the class pace slows down. They could also do a personal review after they watch the video to get some thoughts down, or maybe just a brainstorming session. Personally I always struggled to get sixth graders to write more than a paragraph, so it is quite admirable that you are working it into this lesson as well. Michael