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ASSURE lesson plan-Technology Integrated Learning

Map your home and locations
3rd Grade
Social Studies
Class teacher:
Miss Chamberlain
Teacher assistants:
Miss Shaw
Miss Simgen
Mr. Gonzales
Lesson length: 90 minutes or one class period
Analyze Learners
o Total number of students: 12
Male students: 5
Female students: 7
o Students with low learning skills: 2
o ESL Student: 0
o Hearing Impaired: 1
o SPL/IEP: 2
o Visual/Spatial learners (two students)
o Kinesthetic learners (two students)
o Verbal/linguistic learners (four students)
o Interpersonal learners (two students)
o Logical/Mathematical (two students)
Side Note: Each student in the two-person partner group will have a different
learning strength in order to instruct and learn from each other. Each person,
in the teams of two, will help one another understand the instructions for
each project/activity and will confidently motivate each other to stay focused
on completing each task.

Melissa Chamberlain UIS 350 Regent University

State Objectives
SOL 5.1 - Students will have a working knowledge or understanding
of:
a) maps
b) Google-Earth
SOL 5.2 - Using Google-Earth, students will be able to access, locate
and view their state, city and home of residence.
SOL 5.3 - On the wall map, students will be able to:
a) locate their city
b) locate their state
c) locate different geographical differences or characteristics
around their area of residence
SOL 5.4 - In the students personal Social Studies journal, they will:
a) write their complete address
b) write/list two special characteristics about the area they reside
in
SOL 5.5 - Each student will create a seven-layer map project that
begins with their home and ends with the planet Earth.

Melissa Chamberlain UIS 350 Regent University

Select Media, Materials, and Methods

Media:
6 - classroom computers with internet access and Google-Earth
preinstalled
1 - SMART board
Materials:
partner group workspaces
library books about how to use maps, the United States of
America, and also the world
list/worksheet of items to locate on the wall map
wall world map
pencils
social studies journals
Where Do I Live? project worksheets
12 stacks of seven different size circles of white card stock, laid
out in separate piles, ascending from smallest to largest (6 in
diameter - 18 in diameter) (each circle will be labeled with its
purpose prior to cutting or class)
miscellaneous magazines
scissors
glue
colored pencils
crayons
markers
stapler

Melissa Chamberlain UIS 350 Regent University

Methods:
o whole group introduction of the available library books,
applicable to the lesson plan
o whole group introduction and instruction of Google-Earth
o whole group instruction of the four partner group projects:
1) demonstrate a working knowledge of the Google-Earth
application.
2) locate a four items on the wall map
3) journal information
4) Where Do I Live? project
Utilize Media, Materials, and Methods
Media:
6 - desktop computers with internet access:
a) adobe access:
Each computer will have a PDF document explaining the
steps to correctly log onto the Google-Earth application.
b) access Google-Earth
1 - SMART board:
a) used to explain the directions of each assignment
b) to access Google-Earth in a group setting
c) to show the information that is required in each journal
d) to show the systematic instructions needed to complete the
Where Do I Live? project
Materials:
partner group workspaces: Each workspace/project
area will be numbered and have a computer, two chairs
and all necessary supplies to complete the three projects.
library books about how to use maps, the United
States of America and the world: Students will look at
or read the information in these books for extra assistance.
list/worksheet of items to locate on the wall map:
Melissa Chamberlain UIS 350 Regent University

Students will use this worksheet, as a reference, when

locating the different items on the wall world map.
wall world map: Students will use this when locating the
items on the wall map worksheet.
pencils: used for journal writing and the Where Do I Live?
project
social studies journals: Students will write their
complete address and two special characteristics, about
the area they reside in, on the first page.
Where Do I Live? project worksheets: Students will
refer to this worksheet while completing the Where Do I
Live? project.
12 stacks of seven different size circles of white
card stock, laid out in separate piles, ascending
from smallest to largest (6 in diameter - 18 in
diameter) (each circle will be labeled with its purpose
prior to cutting or class): Each student will grab a circle
from each pile. These circles are used for the Where Do I
Live? project.
miscellaneous magazines: Students can cut out images
that coincide with their Where Do I Live? project and add
them to the project while drawing and coloring their own
images that represent each of the seven circles purpose.
scissors: used to cut out images, relating to the Where
Do I Live? project
glue: Used to glue magazine cutouts to the Where Do I
Live? project
colored pencils: used for the Where Do I Live? project
crayons: used for the Where Do I Live? project
markers: used for the Where Do I Live? project
stapler: used to connect the seven layers of the Where
Do I Live? project
Melissa Chamberlain UIS 350 Regent University

Methods:
As a whole group, talk and read about maps, the states and the
world.
whole group map skills Utilize the wall world map and locate
Virginia Beach, Virginia, surrounding waterways and discuss the
physical characteristics on the map.
whole group introduction to Google-Earth: Explain the benefits
of technology and ask for different ideas or uses of technology.
Explain the concept of Google-Earth and how it can benefit, not
just this class, but also every person on the planet.
whole group instruction of partner group projects Introduce
each project (total of three) and explain each skill, procedure
and/or concept that is needed to successfully complete each
task.
Assign partners and a work center number. Have each partner
team go to their assigned area and start the assigned tasks.
Notify the class that they have 20 minutes to work on learning
Google-Earth. Once the concept of Google Earth is learned, they
are to raise their hands and at this time, a teacher or teacher
assistant will come and verify they have a basic knowledge of
the application. The order of completion for the other three
assignments is: wall world map location, journal and then the
Where Do I Live? project.

Melissa Chamberlain UIS 350 Regent University

Require Learner Participation

Whole group map skills:
1)
During this time, the teacher will ask the class together around
the wall world map.
2)
Each student will be encouraged and asked to point out and
name a familiar location or geographic formation.
3)
Each student is asked to remember the layout of the map and
areas and/or formations that were pointed out.
Whole group introduction of Google-Earth:
1)
The teacher will give a brief history of how technology has
affected students, educators, and the learning possibilities for both.
2)
The teacher will then provide an introduction and further
instruction on how Google-Earth works and can affect the world
around us.
3)
The students will then be asked to think about areas on the
Earth that they are unfamiliar with and would like to know or see
more of.
Whole group instruction for partner group projects and work
centers:
1)
The teacher will explain and demonstrate how to complete each
project/assignment. The teacher will utilize the SMART board will
explaining these instructions.
2)
The teacher will then explain that each computer has a PDF
document explaining the steps to correctly log onto the Google-Earth
application. The students are to access Google-Earth following these
steps.
3)
The students will then be separated into their two-partner
teams.
4)
The students are reminded to follow the correct instructions for
each project/assignments completion.

Melissa Chamberlain UIS 350 Regent University

Small group center activities:

o
Each two-person partner team will have the same amount of
time to work on the activities. If the Where Do I Live? project is not
completed, and then it can be finished at home and turned back in
the following day.
o Google-Earth application: Each partner group will utilize
classroom computers to access the Adobe PDF file referencing
the use of the Google-Earth application. The student pairs will
access the actual Google-Earth application. Students must do
an address search for their home of residence.
o Wall world map: The partner groups must locate their city
and state on the wall world map. They must also use the map
key/legend to find two characteristics about the area
surrounding their city or state. Students must identify these
areas to the teacher or teacher assistant for credit.
o Social Studies journal: Once, they have the four items
located, they will write their address in their personal social
studies journal and then list the two types of land
characteristics. The students can use the available library books
to improve their knowledge and research information.
o Where Do I Live? project: Each student will place their seven
white circles in order and make sure they are labeled correctly.
Each circle should be labeled in the smallest to largest format
as follows (inches is in total diameter of each circle:
4-home
7-street
10-city
13-state
16-country
19-continent
22-planet
Next, using the supplies provided, such as the magazines,
colored pencils, crayons and markers, each student will draw or
cut out an image referring to the location on the circle. The
Melissa Chamberlain UIS 350 Regent University

magazine cutouts are to be glued to the appropriate circle.

When all seven circles are complete, put them in the smallest to
largest order again and staple the top half of the circles
together, so that each circle can be lifted up to see the next
image. The staple should be centered at the top of the group of
circles. This staple placement is crucial to the project; when the
circles are flipped up, the student or teacher should be able to
view each new circles content clearly, almost like a flipbook.
o Each of these four projects/activities appeals to all students,
teachers, intellectuals. They are meant to excite some aspect of
each unique learner and their capabilities.
1. Kinesthetic learners: able to use crayons, markers,
colored pencils, scissors, glue and the computer.
2. Visual/spatial learners: Each activity is visually
stimulating for these learners, especially using the GoogleEarth application. The wall world map and the Where Do I
Live? project keeps their eyes continuously moving and
energized.
3. Interpersonal learners: Each student is able to work
closely with a partner, work closely with their peers and
act as a team for each project. This type of learner adds
balance to their team as they subconsciously make sure
their team member has a clear understanding of each
projects instructions and each project is done successfully.
4. Verbal/linguistic learners: For this type of learner, it is
important for the teacher to provide a wealth of
information for the projects. These students will always
discuss with their peers all information pertaining to the
project/activity in order to complete each of them on time
and efficiently.

Melissa Chamberlain UIS 350 Regent University

10

Evaluate & Revise

Student Performance:
The students will be evaluated on each partner group projects and/or
center activity. The overall focus will pertain to their hands-on map
skills and applying the use of Google-Earth. The students will also
demonstrate a knowledge and understanding of seven geographical
orders: starting with their home and finishing with the planet Earth.
They will also demonstrate their personal abilities to act as a team,
complete the activities, and intentionally strive to ensure their
partners completely understand the overall information and can
complete every assignment to the best of their abilities.
Instructor Performance:
During each of the partner group projects, the teacher and teachers
assistant will listen, collectively, to the students explain each
concept and instruction to their partner. The teacher/teachers
assistant, at this time, can begin to determine if each objective was
clearly taught at each students individual learning level. When the
students hand in their Where Do I live? project, the teacher will have
final confirmation if the overall lessons fulfilled each stated objective.
If necessary, the teacher or teachers assistant can re-teach the
material before the class or individual moves on to other in-depth
studies or aspects of geographical locations.
Media Performance:
The media/technology that was used, in this lesson plan, can
continuously assist each student. The internet has an ample amount
of information and numerous amounts of resources for continual
growth in knowledge. If students are able to locate Google-Earth and
the internet on a computer and research information that pertains to
their area of residence, then the media that was used, in this lesson
plan, was successfully taught.

Melissa Chamberlain UIS 350 Regent University