Lesson Plan for Implementing

NETSSTemplate I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name
Laura Crossland
Position

Pre-Service Teacher

School/District

Southeastern Oklahoma State University

E-mail

Lcrossland73@student.se.edu

Phone

(903) 815-2192

Grade Level(s)

2nd Grade

Content Area

Information Literacy

Time line

1-2 hours

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? )

Oklahoma PASS Standards:

Standard 6: The student will demonstrate knowledge of technology problem-solving and
decision-making tools.
3. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of
electronic information sources.
Content Standards

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ISTE Standards-Students
ISTE Standard 5 Digital Citizenship
Students understand human, cultural and societal issues related to technology and practice
legal and ethical behavior.
NETS*S Standards:

a) Advocate and practice safe, legal and responsible use of information and technology.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
The students will have an understanding of the importance of using specific keywords in order to obtain the most
accurate results for the information they are seeking.
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? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
1. What does the word Accurate mean?
2. What tells you that the information you have located is accurate?
3. What is a keyword?
4. What makes a good keyword?
All questions will be discussed as a class and recorded in coded colors to insure comprehension and as a
1resource to refer back to during the activity.

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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?)
1. PowerPoint presentation answering questions from their worksheet and detailing their findings from their
research.
Differentiation: the students will be working in pairs allowing ELL students or students with reading difficulties to
work one on one with a fellow student in a comfortable environment.
2. The students will generate new knowledge through trial and error of imputing keywords until they obtain a
reliable site to support their research.
Differentiation: by allowing the students to work together and use a trial and error method it encourages them
to bounce ideas off of each other without repercussions of an error.
3. The students will follow along with the provided worksheet and input the sources and information found into
their PowerPoint presentations.
Differentiation: using a guided worksheet allows both of the students to follow along with step-by-step
instructions rather than having to resort to previously discussed information. It also continuously reinforces the
information that was previously learned.
4. A self-evaluative rubric will be provided for the students to follow along in order to receive the best results.
Differentiation: having a provided rubric tells the students what exactly is expected of them and how to achieve
their goal.
Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
1. The students will use a google search engine to research their specific topic.
2. Student worksheet will guide the pairs by questioning them on previously discussed information and stepby-step instructions to complete their project.
3. Self-evaluative rubric can be referred to in order to guarantee the best possible grade.
The students will need basic PowerPoint presentation skills, search engine skills, and basic computer and keyboard
skills.
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 students will have the basic knowledge and understanding of using a computer, search engine and PowerPoint
presentation. Upon entering the computer lab the instructor will lead a small discussion with full class participation
about computer basics, using a search engine and completing a PowerPoint presentation.
The teacher will record the information discussed by the class on the white board in coded colors to help with
comprehension and understanding for the students to refer back to at any time.
Students may have problems remembering how to create a basic PowerPoint presentation.
Putting the students into pairs allows the students to refer to their friend on any questions they have and the teacher
will be monitoring class progress for any questions as well.

Management (How and where will your students work? Classroom, lab, groups, etc?
The students will be divided into pairs and the majority of the project will be completed in the computer lab.

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Instruction and Activities (What instructional strategies will you 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 the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)
The teacher will use classroom discussion to review previously learned information and present new information.
All classroom discussions will be recorded on chart paper or the white board to reinforce what is being discussed,
referred to during the activity and kept to be used and referred to at a later time. The information recorded will be
coded in a variety of colors, each particular color representing the information being recorded at that time. The
teachers role will primarily be as a guide to reinforce learned material and facilitate new learning. The students
are expected to participate in classroom discussions and use each other as well as provided materials as
resources during the activity. The technology reviewed and practiced will act as an asset in future lessons. With
the use of classroom discussion, research and peer collaboration the students will successfully gain the
knowledge and understanding of how to research a specific topic with the most accurate results. The students will
be placed in pairs where they will be encouraged to collaborate with one another using their prior knowledge,
newly learned information and internet information to complete their activity. The teacher will monitor student
progress through observation and encourage interaction in order to reinforce collaborative work.

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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?)
Struggling Readers and/or ELL students:
Classroom discussion allows the student to reflect on previously learned information while participating as they
feel comfortable and confident.
Visual aids:
Information recorded by the teacher on chart paper or the white board. The coded colors help the student to
differentiate the topics thus aiding in comprehension of each specific recorded item.
PowerPoint presentation is a good visual aid as well. The presentation allows the student to once again see the
information being researched and discussed in written form and allows for colors and graphics to aid in defining
their work.
Worksheet and Rubric: both allow the student to refer back to step-by-step instructions as well as their own
recorded thoughts and ideas.
Group work: Collaboration with a peer allows the student to bounce ideas off each other, validate ideas and
reassure any insecurities.
Gifted Students:
Classroom discussion allow the student to voice their opinion and validate the information they already know.
Group work allows the student to take charge of the activity and guide their partner with any questions they
might have.
Closure and 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?)
To close the activity the students will be asked to present their PowerPoint presentations and their findings to the
class. Each group will be guided, through their worksheet, to answer the initial questions discussed as a class in
order to reflect on what the activity has taught them. In their guided rubric the students will have to assess their
own understanding of the information learned and how well they believed to have completed the activity and
worked as a partner contributing ideas on a scale of 1-3; 1= Bad, 2= Needs improvement and 3=Good.
The teacher will be able to determine the effectiveness of the lesson based on student interaction, the product of
their presentations and the student rubric. Based on the information the teacher gathers she will be able to
accurately determine if the lesson went well and if any re-teaching needs to be done.

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