Learning on the GoLessons from ISTE’s Mobile Learning Contest

IntroductionThis is a curated collection of lesson plans from ISTE’s Learning on the

Go Contest. The following chapters include our favorite submissions,

organized by grade level. You’ll find lessons using cell phones, iPads and

tablets, as well as blended lessons. Regardless of the device used, the

lessons teach students how to use mobile technology to do incredible

things—share content through video production, connect with students

outside of their school, create interactive résumés, and even develop

their own apps. The hope is that students will not only learn the

curriculum from these projects but will also learn that they have the tools

to continue learning wherever and whenever.

ISTE thrives because of the collaborative spirit of our members. We are

proud and thankful that educators are willing to take the time and effort

to share these lessons with the ISTE community. We hope you find them

valuable and that you’ll consider sharing your knowledge in a future

contest or within one of ISTE’s learning communities.

A final note about this iBook: This resource was designed for optimal viewing in the landscape orientation, though the portrait orientation will provide a streamlined view of the lesson plans.

Learning on the Go

i

Lessons from ISTE’s Mobile Learning Contest

Elementary Lessons

Chapter 1

(Ages 3–11)

Small Moment Writing with Little Bird Tales

LENGTH OF LESSON: 10–12 DAYS

Objectives

• While thinking of writing ideas, students will write a personal

narrative that recounts a small memory with characters, setting,

sequenced events, details, and personal reactions associated

with the event.

• Using a recording device, students will narrate their story with

appropriate rate and expression.

Common Core—English Language Arts

• 1.W.3 Write narratives in which they recount two or more

appropriately sequenced events, include some details regarding

what happened, use temporal words to signal event order, and

provide some sense of closure.

• 1.W.6 With guidance and support from adults, use a variety of

digital tools to produce and publish writing, including in

collaboration with peers.

3

Lesson 1

By Dan Gibson, Crown Point, Indiana

• 1.SL.5 Add drawings or other visual displays to descriptions when

appropriate to clarify ideas, thoughts, and feelings.

NETS for Students

• Creativity and Innovation • Digital Citizenship• Technology Operations and Concepts

Materials and Preparation

• Anchor texts related to "Small Moments" (Calkin & Oxenhorn, 2003)

• iPad

• InkFlow App

• LittleBirdTales App

• LittleBirdTales Website

• MacBook with VGA adapter

• SMART Board and Speakers

• Document Camera

• Apple TV connection (AirPlay)

Classroom Arrangement and ManagementFirst, to manage the various instructional tasks throughout this lesson,

the classroom will need a meeting/story area for the students to take

part in literacy-related mini-lessons. Next, an area setup for conferring

with the teacher in a small group setting will be needed. Last, the

classroom will also need areas that are quiet enough for small groups

of students to record audio on the iPad.

The HookInitial Instruction (attention, prior knowledge and goals)

DAY 1

• Call students to the “Authors Rug” or general whole group area.

• Introduce the concept of “small moments” (Calkin & Oxenhorn,

2003) and ask students to think of small moments in their lives.

• Make a chart with the terms: characters, settings, events, details,

and personal reactions.

• Read a mentor text that highlights small moments (e.g., Saturdays

and Teacakes by Lester Laminack).

• Recall the characters, settings, events, details, and personal

reactions.

• Invite students to “turn and talk” to neighbors about this small

moment. Ask what they remember from the small moment in this

book.

• Make connections from the digital story to past mentor texts (e.g.,

The Paperboy by Dav Pilkey) that highlight the small moment

concept.

• Reread sections to highlight small moments features.

• Students are asked to think about small moments in their lives and

to list ideas with the InkFlow app.

• Confer with small groups of students to discuss their writing ideas.

• Share students’ ideas and work on InkFlow using a document

camera or AirPlay.

4

• Highlight the ideas that students are planning on using.

• Highlight examples of great thought.

DAY 2

• Call students to the general whole group area.

• Play a digital story as an example of a small moment from the

teacher’s life.

• This will act as the model for what the students create.

• Recall the characters, settings, events, details, and personal

reactions.

• With an InkFlow list, model how to create a book from the list of

ideas. For every idea add a new page to the book. Tell the students,

“One idea for one page.”

• First pick your best small moment.

• Then, start with what you did (one page).

• Tell who was there (one page).

• What happened first (one page).

• What happened next (one page).

• What happened last and how you felt (one page).

• Last, staple the book and write what you just stated aloud with the

students.

• Ask students (aka “writers”) to turn and talk about what I just did.

The Body

DAYS 2－3

• Students take the ideas they wrote using the InkFlow app and find

an area to write about their favorite small moment and “Zoom” in on

it.

• Confer with students to decide on the best small moment.

• When decided, point to a new page every time they state an event

from their small moment.

• Have students draw pictures for each idea in their book.

DAY 4

• Call students over to the general whole group area.

• Introduce students to a checklist by checking that everyone was

sitting correctly in the whole group area. Use a student list.

• Demonstrate how to use a checklist with their small moment writing.

• Ask students to turn and talk about why they think its important to

use a checklist.

• Students use checklist on their work.

• Using Tech (present, guide, and perform).

DAYS 5－6

Note: This could take longer than one day.

• Students are introduced to the app LittleBirdTales.

5

• Using the document camera or AirPlay, they are shown how to

Create a New Tale.

• Write the Title and the Author.

• Teacher and Technology Integrationist walk around to assist

students.

• Using the SMART Board display, demonstrate how to take a picture

of a page they decorated.

• Then, show how to add a new page repeatedly.

• Teacher and Technology Integrationist walk around to assist

students.

DAYS 7－9

• Discuss how to read with expression and with the appropriate rate.

• Model fluent reading and model how to read into the microphone.

• Discuss noise level during recordings. Demonstrate what

background noise can do by having students talk while recording.

Then, playback the audio and ask for students to turn and talk about

how it sounded.

• To remind students about how quiet it should be on a recording day,

use the phrase, “Quiet on the set!”

• Last, using the display with the whole groups, demonstrate how to

add audio to each slide.

• Teacher and Technology Integrationist take small groups for

recordings, while the rest of the students are given another task to

complete.

• Ask students to speak loudly enough for the microphone to hear

them but not so loud that they can be heard on their friends’

recordings.

• When recording, the teacher and/or technology integrationist will call

out “quiet on the set.” if needed for recording purposes.

• When completed the student and teacher/technology integrationist

will preview the story.

• If everything was recorded properly, teacher will type the username/

password for the classroom account and upload the tale.

• Teacher or Technology Integrationist should check the LittleBirdTale’s

website to see that tales loaded successfully. When we uploaded

our tales, iOS 6 was fairly new and the audio from the tales was not

uploading to the website. So, always double check—especially

before the celebration day.

The ConclusionContinuation (feedback, assess and extend)

DAYS 10－11

• Using the SMART Board to display the student tales.

• Students, teacher, literacy coach, tech integrationist, parents, and

principal enjoy a snack while watching the students’ digitally

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conveyed small moments. Each student’s story is played through the

SMART Board and attached speakers.

• Extend the activity by asking guests to share a small moment.

Assessment of LessonsStudents’ written work would be assessed using an end-of-unit

checklist.

Student projects were assessed with a [digital story] checklist to

determine whether the student demonstrated the listed skill effectively.

AccommodationsStudents with special needs were given the following support:

• Additional time for writing

• Additional instructional time as needed

• One-on-one time with teacher

• Turn on Guided Access for students with cognitive or mobility needs

• SMART Board display used for students with visual needs

• Speaker system used for students with hearing needs

Watch all four videos to learn more about this project and view student work.

7

SMALL MOMENT WRITING WITH LITTLE BIRD TALES

Animal Research—Tour the Zoo with K03

LENGTH OF LESSON: ONE WEEK, 30–40 MINUTES PER DAY

Goals and Objectives

• Students will be able to compare and contrast different animals.

• They will research animal habits, diet, and life expectancy.

Students will be able to discuss differences in animals.

• Students will put their information into an illustration and writing.

• Students will conduct research using iPads and create a class

book using Scribble Press.

NETS for Students

• Communication and Collaboration• Research and Information Fluency• Critical Thinking, Problem Solving, and Decision Making• Digital Citizenship• Technology Operations and Concepts

8

Lesson 2

By Kristi Watters, Greenwood, Indiana

Materials and Preparation

• Classroom set of iPads with access to internet

• Pocket Zoo app

• Doodle Buddy app

• Scribble Press app

• iBooks app

• Email accounts set up for each iPad

The HookStudents will be introduced to the Pocket Zoo app. Teacher will give

tour of the app to demonstrate use of webcams, videos, and

information finding. Teacher will also review the Doodle Buddy app,

which students will use to illustrate and describe their chosen animal.

The Body Teacher will introduce class to Pocket Zoo app and review Doodle

Buddy app. Students will pick one animal to research and be given

time to research via webcams, videos, and information given in Pocket

Zoo app. Students will illustrate chosen animal in Doodle Buddy and

type at least one sentence stating information about chosen animal,

such as habit, diet, or life expectancy. Students will email finished

product to teacher, return to Pocket Zoo and take a screen shot photo

of chosen animal, and email a photo to teacher.

The Conclusion Teacher will add all photos to “Tour the Zoo with K03” book in Scribble

Press and send final product to students. Students will open and read

book via iBooks and discuss information with a partner.

Assessment of Lessons The class will create a book using Scribble Press. Students will need to

illustrate their animal and formulate a sentence that will give information

about the animal habit, diet, and life expectancy. Students will be

assessed for completion and participation. The class book will be

published using Scribble Press, then sent to students via iBooks.

Watch the video to learn more about this project and view student work.

9

ANIMAL RESEARCH

Corps of Discovery

LENGTH OF LESSON: 5–7 DAYS, 1 HOUR PER DAY

Goals and Objectives The goal of this lesson was to have students demonstrate their

understanding of Lewis and Clark's journey to the Pacific Ocean

through the use of video production.

NETS for Students

• Creativity and Innovation• Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts

Materials and Preparation

• This lesson compliments a 4th grade unit of study focused on

Lewis and Clark's journey to the Pacific Ocean. Students’

understanding of Lewis and Clark is necessary. The quality of

their film will reflect their understanding.

10

Lesson 3

By Ryan Hoxie, Beaverton, Oregon

• Students also need to be familiar with using an iPad in a classroom

setting. They need to understand this is a tool for their learning.

• For this project only 5 iPads were needed as the students were

grouped into teams of 5.

• The teacher should also be familiar with an iPad and using iMovie for

iPad.

Classroom Arrangement and Management Students should have had some time before this project to use iPads in

the classroom. I believe this is helpful so students see the iPad as a

tool for learning or creative expression in the classroom. Teams of

students should be selected with teacher discretion so there is a good

balance of student talents on each team.

The Hook After studying the journey of Lewis and Clark, our class will divide up

into 5 groups. These groups are then going to storyboard, write a

script, film and edit a one-minute movie describing one part of Lewis

and Clark's journey to the Pacific Ocean. Filming and editing will all be

done using an iPad.

The Body

DAYS 1–2

Introduce the project. I usually begin by showing a student-created

movie of the same project or similar, such as the Oregon Trail. After

showing the movie I explain that the movie is the final product and

there is a lot of work ahead. At this point I have the students split into

their teams. Once the teams are grouped I give students 5 choices of

movies to create.

1. Plants and Animals

2. Landmarks

3. Encounters with native peoples

4. Important People on the Expedition

5. Writing on the Expedition

The teams are assigned a topic and then must begin to plan. The first

step is to storyboard their ideas for what their one-minute segment will

look like. It is helpful to show several real storyboards and model the

creation of a storyboard for the students. Once the teams are ready let

them story board.

DAYS 2–3

Finish storyboards and begin scriptwriting. The teams will all be

working at different speeds. Some will finish story boards very quickly

and will be ready to write their scripts. Usually once the first team

finishes their storyboard, it is time to model script writing for the whole

class. The script can be written in a writing journal or on a official script

document. Students should keep in mind that they are narrating their

one-minute segment. They must explain what the audience is watching

so everyone understands what the movie is about. This is a group

project and everyone must work together to create the script. Remind

the teams that a high-quality finished script is their ticket to filming with

the iPads.

DAYS 3–5

Finish storyboards and scripts; begin filming with iPads. Once a group

is ready to film, stop the whole class and teach how to use the video

camera on the iPad. Have the teams open the app and practice

filming. Show them where the video goes and stress not to delete

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anything. Other video tips include to begin filming before the action

starts and to stop filming after the action ends. Use lots of light and try

to keep the light source behind the camera person. Remind them not

to worry about the sound. Everything will be muted and replaced with

the narrator.

DAYS 5–7

Filming, editing and narration. Once a group is ready to edit, model

editing on the iPad for the whole class. Students should use iMovie for

iPad. Students should drag in the videos they want to use in the order

they want them to appear. The video should also be muted. A title

should appear at the beginning of their segment. iMovie is also where

the narrator will record the audio script.

The Conclusion Once each group is finished, the teacher should export all movies to

his/her computer to combine them into one final project. Adding a

background song is the final step. The class votes for which song to

use.

Assessment of Lessons Each segment/group must complete the following:

• One-minute long segment

• Video images that express what topic was being addressed

• Narration explaining the topic

• A title at the beginning

• A completed storyboard

• A completed script

Watch the video to learn more about this project and view student work.

12

CORPS OF DISCOVERY

Endangered vs. Extinct

LENGTH OF LESSON: 1 MONTH, 20–30 MINUTES PER DAY

Goals and Objectives:

• Through this lesson I wanted students to take on the role of an

archaeologist, discovering information about two endangered

animals and two types of dinosaurs. Students researched two

differing endangered animals and a herbivore and a carnivore of

their choice by browsing student-friendly websites set up by our

high school collaborators.

• Google sites, internet browsing, Skype, and endangered/extinct

animals are new areas for second grade students. I wanted my

second graders to be inquisitive and raise questions about the

animals/dinosaurs of their choice. My second grade students

were able to focus on their questioning and problem solving,

because they were receiving tech support the entire time.

• Exposure was the main focus. Students today are equipped with

the ingenuity to solve problems they are faced with; all they need

are the tools. Technology was a way to not only present our

information, but gather, store, and share it with a real audience.

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Lesson 4

By Stefanie Latimer, DeWitt, Iowa

NETS for Students

• Communication and Collaboration Research and Information Fluency

• Critical Thinking, Problem Solving, and Decision Making

Materials and Preparation:

• First, I needed a collaborator. I utilized a high school teacher (my

mother) and her students to help be our tech support. We first

Skyped to give the high school students the information we needed

so they could help set up our websites.

• Next, I requested Google accounts be set up for my second grade

students so they could access their websites from our classroom

iPads.

• Last, I had a template of research information and questions to help

guide my students as they dug up information about their specific

animals/dinosaurs.

Classroom Arrangement and Management It was very time intensive. I strongly suggest having high school

collaborators to help as tech support. When using this lesson again, I

would create more opportunities to Skype so students can be more

accountable for their technology questions.

The Hook We SKYPED!! My students were very excited to use Skype to tell high

schoolers what they needed. They were in charge of their learning and

they had to develop the questions to guide their dinosaur inquiry, and

they also had to form questions to problem solve any tech questions

they needed support with.

The Body During Writer's Workshop, my students would take time to research

their different animals/dinosaurs. We would utilize iPads to search the

links our high school collaborators had provided on our Google Sites.

As students uncovered the answers to specific questions they would

write them down on a graphic organizer. Either during computer lab

time, or with the iPads, students would input information into their

Google Site. Here we learned how to edit, keyboard, use tabs, and do

basic computer/iPad manipulations. We focused on the writing process

and were always thoughtful of the audience that would be able to see

our work when we were finished.

The Conclusion To wrap up the lesson, we had a Skype date with our high school

collaborators in order to share our presentations. We were able to

debrief about what went well and what was difficult to help with future

second graders. The high schoolers also gave a lot of input about

using appropriate language, analyzing sources for second grade

reading levels and how to be a better support system for their second

graders.

Second grade websites were also posted on our private class blog.

This is a place where parents could periodically check what's new in

our second grade classroom. Students were also able to log into their

emails at home to share their sites with parents and friends.

Assessment of LessonsUsing a rubric that I developed, I made sure the students'

investigations helped them uncover our key questions.

14

Through the site development, I also took anecdotal notes that helped

me create mini lessons geared to what my students needed most...

both in technology, writing, and science.

Accommodations All students were put into pairs. If a student was having a difficult time

typing or manipulating the iPad, they had a partner who was able to

help them out. There was also a written document where students

could outline their thinking as they were inserting the information into

the Google site.

Visit Mrs. Latimer’s 2nd Grade blog to learn more about this project and view student work.

15

ENDANGERED VS. EXTINCT

Middle School Lessons

Chapter 2

(Ages 11–14)

QR Codes in School Libraries

LENGTH OF LESSON: 2 CLASS PERIODSNote: Class periods must be separated with enough time to read a book.

Goals and Objectives

• Appreciation of literature

• Promotion of reading

• Excitement about books

• Integration of technology

• Improve presentation/speaking skills

• Demonstrate mobile devices are not "evil" in school settings.

Common Core State Standards (CCSS) ELA Literature "By the end

of the year, read and comprehend literature, including stories,

dramas, and poems,..." for each of the grades 6, 7, 8, 9, 10, 11,

and 12.

Also CCSS ELA Speaking and Listening across grades 6–12

17

Lesson 1

By Linda Mondol, Beirut, Lebanon

NETS for Students

• Communication and Collaboration

NETS for Teachers

• Facilitate and Inspire Student Learning and Creativity

Materials and Preparation

• English Language Arts classroom in collaboration with the library

media specialist.

• The students will need to go to the library and choose a book to

read. It could be connected to a genre being taught in class or a free

choice.

• The students should read the book and prepare a written book

recommendation, complete with hook, at the start and one or two

details, student’s own recommendation and a cliffhanger to

encourage another to pick it up to read it. (Important to not give

away the ending of the story.)

• Classroom set of iPads or enough to work in pairs.

Classroom Arrangement and ManagementWill need to spread out as all will be recording their own videos.

Depending on class size and availablility ask to use the library for more

space.

The Hook Show the students a QR Code. Ask what they may already know about

QR Codes, how they work, what they do, etc. Model how you use the

QR Code Reader to scan the code and see where it takes them. I scan

one that I have already created showing a book chat/recommendation

from another student.

I have also made a large QR Code for a bulletin board display to help

promote the concept—they could scan that as well. Since we're in the

library the big QR code goes to the "Dewey Decimal Rap" by Scott

"Scooter" Hayes, named a Mover & Shaker by Library Journal 2012.

It's usually good for some toe-tapping, head bobbing, and/or at least

smiles. We then download the QR Code Reader on their mobile

devices, if not already there.

The Body Once the students have downloaded the QR code reader, have them

scan some books with QR Codes on them already. Next gather them

and let them know it will be their turn to create a book recommendation

based on their next novel they read.

Have the students browse and check out their own library book for

reading. This may be a recommended genre from the ELA teacher

(Newbery Award Winners, Science Fiction, Historical Fiction, etc.) or it

may be a "free choice" for the students.

Time has passed, books are completed and they have written a book

recommendation that has a good hook, a body with one or two details

and a good cliffhanger to entice a peer to read the book.

With a classroom set of iPads on hand (or enough for pairs) the

students should practice reading what they have written to improve

their presentation style/technique. When ready have them record their

book recommendation. Next they will upload this to YouTube, using

one classroom logon you have created. Make sure to demonstrate how

to do this first and to make the "settings" as unlisted so that the only

18

way that the video can be accessed is through the QR Code, also I

uncheck all the other boxes there, so they're not leaving comments,

etc.

As the video is uploading there is a unique address for the YouTube

video. Copy this link and open a new tab in your browser. Go to a QR

Code Generator (Kaywa works well for me), paste your address from

the video here and press "Generate.” Then a QR Code is created.

Right click on this QR Code and email the image to the librarian with

the name of the book as the subject for the email. She/he will need to

print them out and affix to the books.

The ConclusionShare a couple of the book recommendations with the whole class

from a projector in the library.

Assessment of Lessons Did they get their video posted to YouTube and fix the settings

correctly? Did the QR Code actually go to the correct spot? Will they

be able to do it again for the next book they read for English? Or even

better, just do it again for fun from a pleasure read? How is the quality

of the book recommendation, including presentation/speaking? Does it

get a buzz about books, an interest in students to look for QR codes or

to use their mobile devices as a tool for literature appreciation in the

library?

Accommodations "Just right" reading level book for each student. Guidance from

Librarian and ELA teacher. Assistance with written portion as needed.

19

Mythology Animations

LENGTH OF LESSON: FIVE TO SIX 40-MINUTE PERIODS

Goals and Objectives: At the end of the lesson students will

• Understand how to summarize a story.

• Understand the important elements of several myths.

• Understand how to illustrate and tell a story.

• Understand how to use the Explain Everything (or other

screencasting) iPad App.

• Understand how to use video editing software.

NETS for Students

• Creativity and Innovation• Communication and Collaboration• Critical Thinking, Problem Solving, and Decision Making• Technology Operations and Concepts

20

Lesson 2

By Liz B. Davis, Belmont, Massachusetts

Materials and Preparation Students each read a different Myth story. (We were studying Greek

Mythology and used the book Heroes, Gods and Monsters of the

Greek Myths by Bernard Evslin. However, you could do this lesson with

any set of stories.)

Classroom Arrangement and Management

• Make sure students know the correct pronunciation of the

characters in their stories before they record their voice-overs.

• Assign different stories to each student.

• Stories should be 8–10 pages long.

• Videos should be 2–5 minutes long.

The HookExplain that they will be illustrating and retelling a myth. When they are

done, they will know X number of myths (X=number of students in the

class) but only have read one of them.

The Body 1. Students each read a different myth or story.

2. Students write a summary of their myth or story.

3. Students use the Explain Everything (or other screen-capture App)

to illustrate their myth or story.

4. Students upload the Explain Everything video file to a computer and

use video editing software to add a voice-over track and to speed

up sections of the video to match the voice-over. They also add

video and sound effects.

The ConclusionStudents show their Myth movies to the class. We discuss each myth

and critique/praise the quality of the videos.

Assessment of Lessons Students will be tested on the basic facts of all of the myths or stories.

Students will write their own myth story based on what they learned

from all of the stories.

AccommodationsAssign myths/stories with attention to special needs—shorter/simpler

myths for some students, longer/more complex myths for others.

Allowing students to use speech-to-text Apps to write their summaries.

Allow students to use text-to-speech Apps to read the myths.

View all 14 YouTube videos to learn more about this project and view student work.

21

MYTHOLOGY ANIMATIONS

Social Studies, Grade 7

LENGTH OF LESSON: 2 HOURS

Goals and Objectives:

• Students are supposed to criticize political conflicts and cultural

conditions in Anatolia.

• This lesson gets students to use mobile devices effectively and

indicates the significance of games in teaching History.

NETS for Students

• Communication and Collaboration• Critical Thinking, Problem Solving, and Decision Making• Digital Citizenship

Materials and Preparation:

• Computer

• Projection

• Students’ iOS or Android operating devices

• Pencil, sheet and eraser

• Questions integrating QR codes

22

Lesson 3

By Mehmet Ali Dogan, Istanbul, Turkey

The HookStudents examine the states in Anatolia in the Middle Ages after they

receive colored maps showing various periods. Then they account for

changes on the maps in the different periods. After expressing their

own comments they exchange the maps with their classmates and

start discussing.

In the meantime they are asked why a variety of groups decided to live

in Anatolia, and they are encouraged to deduce. Taking their thoughts

they are enlightened that Anatolia would be a culturally prosperous

region where a great number of conflicts and battles took place. The

region was also convenient in terms of climate, agriculture, trade and

transportation. After that they watch a video displaying historical ruins

and artifacts dating back to Medieval Anatolia. Acquiring this

information the students are divided into groups whose leaders are

given worksheets. QR barcodes are on each paper and include some

useful and practical information. The information could be a map,

video, picture or text .They fulfill the worksheets in cooperation with

group members by discussing and using their mobile devices. In the

other session students take the podium and get to the schoolyard to

play the game “Hidden History in Barcode.”

The Body Activity Name: Hidden History in BarcodeThe teacher prepares 10 QR codes into which are integrated 10

questions. These codes must be hung somewhere in the schoolyard

earlier. Each code includes one question and a clue for the location of

the next code. The teacher announces the location of the first

barcode. The students scan the code using their mobile devices and

the game begins. In this process they endeavor to find next code

following the clue. To be successful the groups must find 10 QR codes

and answer 8 of 10 questions correctly.

The Conclusion After completing scanning all the barcodes they begin to discuss the

answers for 10–15 minutes.

Assessment of Lessons The groups completing all these steps present the answers orally and

verbally. If eight questions are answered correctly it means mission is

completed. And the group answering more questions than the others

becomes on the first rank.

Watch the video to learn more about this project.

23

SOCIAL STUDIES, GRADE 7

High School and Higher Ed Lessons

Chapter 3

Ages 14+

The Equity Game: A BYOD-QR Code Driven Activity

LENGTH OF LESSON: 2–3 HOURS IN ONE SESSION OR SPLIT INTO TWO SESSIONS

General Goals:

• To explore issues related to unequal distribution of resources.

• To explore principles related to cross-cultural communication,

non-verbal behavior, emotions, listening, and conflict.

Multicultural Education Standards Addressed

• Students should engage in activities that address social justice

issues and be encouraged to develop and implement strategies

to respond to such issues in their school and their community.

• Students should learn to be critical thinkers able to analyze

historical and contemporary issues in order to make intelligent

decisions about problems and conflicts.

List of Benchmarks for Working With Others

• Demonstrates appropriate behaviors for relating well with others

(e.g., empathy, caring, respect, helping, friendliness, politeness).

• Uses nonverbal communication such as eye contact, body

position, and gestures effectively.

25

Lesson 1

By Jackie Gerstein, Boise, Idaho

• Demonstrates attentive listening by clarifying messages received

(e.g., paraphrasing, questioning).

• Responds to speaker appropriately (e.g., does not react to a

speaker’s inflammatory deliverance, maintains objectivity, reacts to

ideas rather than to the person presenting the ideas).

• Adjusts tone, content, and delivery of information to accommodate

the likes of others.

• Attends to both verbal and nonverbal messages.

• Uses emotions appropriately in personal dialogues.

• Makes use of confrontation when appropriate.

• Demonstrates sensitivity to cultural diversity (e.g., personal space,

use of eye contact, gestures, bias-free language).

NETS for Students Note: The intent of this activity is to use technology to increase awareness of diversity issues not to teach technology. So loosely/tangentially, the

following NETS�S are addressed.

• Communication and Collaboration

Materials and Preparation

• The intent of the activity is for three groups to build a city within the

boundaries and materials provided. Prior to the activity, the facilitator

sets up the room by taping off three areas—a large, roomy area for

the upper class, a medium sized area for the middle class and a

small, cramped area for the lower class.

• The community resources are provided to each group via QR Codes

on Index cards. The QR codes lead to Creative Commons Flickr

photos of city structures. These include houses, schools,

recreational buildings, etc. The reasons QR codes are used is

twofold: (1) It increases the realism by linking into real images, and

(2) Because groups can trade with each other, it adds an element of

trust.

• Popsicle sticks are also distributed to represent roads. The upper

class is given a huge pile, the middle class about a dozen, and the

lower class a few broken ones.

• The resources represent those typically (and stereotypically) found in

the neighbor of that social class. The upper class gets nice homes,

several schools, high class recreation center and golf course, and

high-end shopping. The middle class receives housing, some strip

mall shopping centers, basic schools and recreational areas. The

lower class receives low income housing, a liquor store, a waste

disposal center. Download sample QR Code cards.

The Hook The hook becomes how the activity is introduced to the students.

The group is split into three sub-groups of equal numbers. There needs

to be one or two mobile devices per group to serve two functions:

scanning the QR codes and communicating via text with the other

groups.

The facilitator takes the groups one by one into the set up room and

are told to build a city with the materials provided. The upper class is

taken first and given directions that they are to build a city, that they

can request additional resources. The middle class goes next with

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most of the same directions omitting that they can request additional

resources. The lower class is taken in last and given short directions,

“Build a city with materials provided. The QR Codes lead to pictures of

resources.”

They are told that they can text the other groups with questions and

requests (text numbers of classmates were exchanged earlier in the

course). This is intentionally left vague with the hopes that some trading

and deals will occur.

The BodyThe unspoken rules that the facilitator follows during the activity: (1)

Upper Class can go outside of their boundaries, lower class cannot. If

the lower class member goes out of their boundary, they are warned. If

they get more than two warnings, the member causing the infraction is

taken to “jail”—a corner of the room. (2) The facilitator continues to

check in with the Upper Class group if they need anything. If another

group has an item requested, then the facilitator takes it and gives it to

the Upper Class. (3) The Upper Class can communicate with the other

groups in any manner they choose. The Middle and Lower Class can

only communicate via texting.

When the three groups decide that they finished building their cities,

they give tours of what they built. The upper class begins, then the

middle class, and ending with the lower class.

The ConclusionPost-activity reflections occur via a group discussion and a

VoiceThread using photos from the activity. The Voicethread allows for

opinions to be shared that might not be shared face-to-face. Students

use their mobile devices to record their post-activity reflections via the

Voicethread.

Assessment of Lessons Assessment occurred through student written reflections on the

activity. It was a subjective measure with the only requirement being

that students submitted a multiparagraph reflection of the activity to the

class Facebook page; and responded to two other students'

reflections.

Watch the video to learn more about this project.

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THE EQUITY GAME: A BYOD-QR CODE DRIVEN ACTIVITY

Infographic Digital Résumé

LENGTH OF LESSON: 3–4 HOURS OVER A WEEK’S TIME

Goals and Objectives

• Students are creating an alternative to the standard résumé.

• The infographic résumé provides a digital representation of

themselves that they are able to share with potential employers

and their online communities.

• Utilizing Grovo to obtain the lesson material requires students to

gather the information from another site/learning tool and then

demonstrate the information obtained to create the résumé

through the online tool.

NETS for Students

• Creativity and Innovation• Research and Information Fluency• Digital Citizenship• Technology Operations and Concepts

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Lesson 2

By Taylor Deatherage, Tulsa, Oklahoma

NETS for Teachers

• Facilitate and Inspire Student Learning and Creativity• Design and Develop Digital Age Learning Experiences and

Assessments• Model Digital Age Work and Learning• Promote and Model Digital Citizenship and Responsibility

Materials and Preparation

• Instructor needs to create a free Grovo account.

• Once the instructor has an account a class must be created by

inviting students to join Grovo.

• Students are sent an email with step-by-step instructions on how to

create a Grovo account.

• Internet access and Google Chrome are also needed.

• A Vizualize.me account will also be created.

Classroom Arrangement and ManagementVizualize.me needs to be accessed through Chrome, Firefox, or Safari

because the browser must support the standard graphic display

technologies.

The HookStudents were sent an email to join Grovo.com. An online classroom

had been created by the instructor. In a classroom where I constantly

compete with Facebook, I found the online community atmosphere of

Grovo to be beneficial when creating interest.

The availability to create a digitally stimulating résumé was a buy-in for

my students almost immediately. Students are able to instantly share

the digital résumé through many options that include Twitter, Facebook,

Google+, LinkedIn, etc.

The BodyOnce students have created their Grovo account and joined the

classroom they were first assigned an introduction to Grovo lesson.

Grovo is a site that provides short lessons with quizzes on websites,

mobile apps and online tools. Once students complete the lessons and

successfully pass the quiz they earn certifications to share with

potential employers. Students completed the introduction to Grovo

lesson, Managing Your Online Reputation, What is Google Chrome,

and Vizualize.me. (The background of the Vizualize.me digital resume

assignment is important to understand the entire process.) Students

were able to complete the lessons and show proficiency by gaining the

individual course certificates. Students downloaded Google Chrome

and utilized their corresponding Google+ account. After Google

Chrome was successfully installed, students were then able to access

Vizualize.me. Because the students had completed the Vizualize.me

Grovo lesson, they already knew the steps to take to create the digital

résumé. As an instructor of adult students in an individualized/self-

paced environment, this learning activity was self-taught and was

applicable to all students of varying levels in the program.

The ConclusionThe Vizualize.me digital résumé is best accessed through an iPad.

Students gathered together and were able to see the interactive ability

of a digital résumé. The résumé was both visually stimulating but also

allowed for easy delivery through their online communities.

Assessment of LessonsThe instructors Grovo account provides detailed updates of each

student’s completed lessons, quiz scores, and certifications earned.

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Students were required to share with the instructor their digital résumé

link and then this link was shared with the class through the iPad.

AccommodationsIncreased time allotment or individualized instruction.

View the digital résumé to learn more about this project and view student work. Please view on an iPad if possible. The infographic résumé is interactive and requires you to touch the screen to view additional content.

30

INFOGRAPHIC DIGITAL RÉSUMÉ

Thinking Historically Organizer

LENGTH OF LESSON: FOUR WEEKS FOR 45 MINUTES PER DAY IN CLASSNote: Additional time needed for self-study and project completion.

Goals and Objectives

• The overriding objective is for students to connect current events

with events or examples from the medieval period and in the

process make history more relevant to them. Using the Thinking

Historically Organizer, they can explore the events from different

angles to find the connections that resonate most with them.

• They’ll use 21st century technology, including small group

videoconferencing technology, Google Docs and other cloud

applications, to collaborate with partners from another school.

• To demonstrate their understanding of the connection, they can

choose from a variety of final products, including visual

presentations, live demonstrations that might range from song

and dance performances to cooking demos, videoconferences

with interested third parties, traditional research papers or unique

ideas conjured up by students with the approval of the teaching

team.

• The final product is also the semester final.

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Lesson 3

By Greg Zorbas, Kenai, Alaska, and Rob Sparks, Soldotna, Alaska

This unit is part of our groundbreaking Classroom WithOut Walls

(CWOW) program. CWOW makes history come alive for students

scattered across the Kenai Peninsula Borough School District, which

spans more than 25,000 square miles—an area larger than West

Virginia—and includes schools that are separated by wilderness or

seawater. Using the digital devices and mobile technologies that are

already an integral part of young peoples’ daily lives, we create an

environment that enables and encourages students to regularly

collaborate with their counterparts in other high schools, and even

participate in classes and presentations from home, while on vacation

or a school trip, from the bus, or from the district’s remote, one-room

schoolhouse. The CWOW initiative has allowed us to enhance our

teaching of Orwell’s “Animal Farm” with a virtual field trip to visit a

survivor of a Soviet gulag, or forced labor camp. Other programs have

included face-to-face meetings with a South African freedom fighter

and a participant in the Mau Mau uprising in Kenya. The program has

proven so popular that some students have asked to participate in

classes and presentations while they’re away on vacation. In fact, one

student in Rob Sparks’ classroom moved to Texas over the winter

holiday, and still wanted to participate remotely in a yearlong

collaboration with students in Sana’a, Yemen (coordinated via Global

Nomads Group).

In progressing through the Thinking Historically Organizer and in

preparing the final product, students consistently must demonstrate

creative thinking, develop questions that help them construct

knowledge, and use technologies (including mobile devices and video

conferencing) to develop innovative products and processes.

NETS for Students

• Creativity and Innovation• Communication and Collaboration• Research and Information Fluency• Critical Thinking, Problem Solving, and Decision Making• Digital Citizenship• Technology Operations and Concepts• Creativity and Innovation

Communication and CollaborationWe ensure students make regular use of digital and mobile media to

communicate and work collaboratively with learning partners at other

schools. Their final products require that they interact, collaborate and

“publish” their products with their peers.

Research and Information FluencyUsing WWW research, Google Docs and other digital tools, students

plan strategies to guide their inquiries, synthesize information based on

established ethical use practices, and process their data and present

the results in the form of the final product.

Critical Thinking, Problem Solving, and Decision MakingIn this unit, students employ critical thinking skills to plan and conduct

their research (such as evaluating and selecting a historical event),

manage and develop their final product, solve problems, and make

informed decisions using the digital tools and resources available to

them.

Digital CitizenshipWe make a special effort to ensure students understand the cultural

and societal impact of technology use. All students engage in digital

32

etiquette best practices, including videoconferencing etiquette. These

experiences are designed to make them better digital citizens.

Technology Operations and ConceptsThroughout the unit, students make continuous use of technology

systems, from mobile videoconferencing and instant messaging to

tools like Prezi and video editing platforms. They’re expected and

encouraged to select and employ the technologies they find most

helpful and attuned to their learning styles. Frequently, students

troubleshoot the technologies to enable anytime, anywhere access to

content and learning partners.

NETS for Teachers

• Facilitate and Inspire Student Learning and Creativity• Design and Develop Digital Age Learning Experiences and

Assessments• Model Digital Age Work and Learning• Promote and Model Digital Citizenship and Responsibility• Engage in Professional Growth and Leadership

Facilitate and Inspire Student Learning and CreativityThis unit is part of the CWOW program, which is designed specifically

to use technology to facilitate effective teaching and inspired learning.

In both face-to-face and virtual environments, we’re motivating

students to be creative, collaborative and innovative, and to use

technology to explore history by connecting it with the world they know

today.

Design and Develop Digital Age Learning Experiences and AssessmentsThis unit is representative of a long history of CWOW units that

incorporate the tools and platforms students already are using to

engage them in the learning process and excite them about the

content. Technology is not “bolted on” to this curriculum; it’s integral

and essential to the experience of exploring and developing knowledge

about history. As the lesson plan and Thinking Historically Organizer

show, the unit is designed to allow all students to explore medieval

history in ways that address their interests and curiosities.

Model Digital Age Work and LearningBy creating and leading the CWOW program, we have developed an

intimate working knowledge of the technology systems we use, and we

apply them to multiple lessons and situations. As stated before,

collaboration with students, peers and others is a core part of this

effort, and communicating and demonstrating the potential of digital

tools to facilitate learning and research is a natural and vital outcome of

the CWOW initiative.

Promote and Model Digital Citizenship and ResponsibilityThroughout this unit and all others taught via the CWOW initiative, we

take pains to teach students to be careful and responsible digital

citizens. This includes respecting copyrights and intellectual property

by requiring proper citations for all research. We also teach digital

etiquette, including videoconferencing etiquette and guidelines for

interacting with people from different cultures or geographies.

Engage in Professional Growth and LeadershipWe were 20-year teachers accustomed to collaborating in person by

team teaching history classes when a transfer relocated us to different

schools. We didn’t want to miss out on the benefits of collaborative

teaching, so when videoconferencing became available, we developed

33

the CWOW program. Talk about growth: This experience has

transformed how we teach. We now use digital and mobile

technologies to team teach 75 percent of our classes, and we are even

able to bring lessons to students who attend school in a one-room

schoolhouse out in the Alaskan wilderness. We work to continuously

improve our teaching methods and have been pleased to be

recognized as leaders in the use of digital tools and resources for

education. With the excellent response we have received from our

students, it’s hard to imagine ever returning to our pre-digital teaching

days.

Materials and Preparation

• Thinking Historically Organizer—From the Google docs template

menu

• Laptop computers/notebooks:– Laptops are equipped with Polycom

m100 videoconferencing technology or Microsoft Lync; notebooks

are used for research using WWW in general (students were

presented a lesson on research techniques/resources/website

validity by districtwide librarian and local school librarians via

videoconferencing).

• Small group videoconferencing: These Polycom units will be crucial

for group meetings and two lessons on medieval music designed

specifically for us and taught remotely by the Manhattan School of

Music.

• Class Textbook

Classroom Arrangement and Management This unit requires a variety of teaching modes—team teaching by

instructors at two high schools, interactive remote instruction from the

Manhattan School of Music, one-on-one guidance and collaborative

learning with student partners in other high schools. Classrooms are

set up for group videoconferencing, although students can also

participate from their notebook PCs or mobile devices.

Part of our approach is to ensure the technology is reliable and

accessible to all students when they want to learn and collaborate,

even if they’re working from home. To that end, we ensure they are

equipped with the Polycom and Microsoft personal and mobile video

collaboration technologies they need.

The Hook We’ve built in multiple “draws” for students. In the first week, students

are treated to two virtual field trips to the Manhattan School of Music,

with each session lasting 75 minutes and designed especially for us.

Students then are able to work with others across the district with the

technologies they already use all day, every day, so the experience is

natural and easy. And we’ve built extraordinary flexibility into the final

product—which is also the semester final for students. Students get

excited when they find that they can present what they’ve learned in

ways that fit their strengths and passions: a research paper, a short

play, a video or interactive web presentation, even a cooking

demonstration.

The Body During the 1st week Mr. Sparks and Mr. Zorbas will use a variety of

methods to introduce and deliver the base content for the historical

time period of the Renaissance and Reformation. Methods will include:

Manhattan School of Music remote lessons, and Powerpoint and Prezi

lessons modeling the thinking historically process. We follow this model

anytime we deliver content so students see the expected outcomes

every time.

34

In addition, students are given class time to work through the entire

Thinking Historically Organizer. We have found that students are using

multiple ways to communicate outside of class including: Texting,

phone, FaceTime, Skype, Facebook and email.

The ConclusionStudents have a variety of products to choose from. This enables

students to demonstrate the connections they have made and show

the relevance of history. This is our final assessment for each unit or

historical time period. And for this particular course, the final product

also serves as the semester final.

Assessment of Lessons We evaluate students at four checkpoints during the unit, and then

again when final products are presented. Using a detailed evaluation

rubric, we assign points across progressively complex criteria, starting

with essential content (such as the stated issue or current event), and

graduating to factors such as inclusion of historical event data and

demonstration of cause and effect relationships. At every checkpoint,

we gauge each criterion on its own merits, rating it Not Done (0 points),

Emerging (2 points), Developing (3 points), Proficient (4 points), or

Exemplary (5 points). Final products are rated Not Done (0 points), Not

complete (40 points), Partially done or very basic (60 points), Met

discussed expectations (80 points), and Above discussed expectations

(100 points). Points are tallied to determine an overall score.

Accommodations This unit and the CWOW approach on which it’s based is ideal for

students with a wide range of learning styles. Our approach makes it

possible for students to use the tools and resources they need to

conduct research, collaborate with learning partners, secure guidance,

and develop their final product. Students who are ill at home or away

from school can still participate via the Polycom RealPresence Mobile

client for iPhones and iPads or from virtually any mobile device. Others

who don’t have video capabilities at home or in transit can still access

Google Docs or use instant messaging to collaborate with their

partners.

The point is to accommodate all learning styles by embracing and

providing a wide variety of technology capabilities. There is never one

“right” recipe. Some students may require special resource time or

need extra help from teachers. Others simply need extra time to work

on their projects, so we’ll make that time for them during lunch or

before or after school. And for all students—those with special needs

and others—we always have some sort of student engagement that

provides an opportunity for us to ensure students understand the

content and the purpose of the lesson.

In addition, the fact that the final product is also the semester final

illustrates how even students who aren’t strong test takers can still

excel in the class by presenting a final product built using their

creativity, innovation, interests and talents.

Watch each video (part 1 and part 2) to learn more about this project.

35

THINKING HISTORICALLY ORGANIZER PART 1

THINKING HISTORICALLY ORGANIZER PART 2

Getting to Know the Weather, or is it Climate?

LENGTH OF LESSON: 4 DAYS4 hours total, 1 hour per day

Goals and Objectives My goal for students is that they understand the utility of the various

programs that can be employed to predict weather, and the impact

of understanding the destructive nature of weather.

NETS for Students

• Creativity and Innovation• Communication and Collaboration• Research and Information Fluency• Critical Thinking, Problem Solving, and Decision Making• Digital Citizenship

Materials and Preparation

• Weather Bug, National Weather Service Website

• Use the Weather Bug Application to choose a location for your

hourly observations.

• You need to utilize Polaris office, an application that works well

with Microsoft Powerpoint programs.

36

Lesson 4

By Joshua Strate, Coconut Creek, Florida

• All 24 hours are already recorded and data can be transferred into

chart.

Classroom Arrangement and Management None associated, because students are learning online in their own

time.

The HookStudents are enticed through allowing them to collaborate and turn in

single project after deciding what content and how certain parts of the

activity will be completed. Students will utilize their smart phones,

tablets, and labtops to converse via the skype, email, and instant

messaging.

The Body The learning activity is asynchronous, with aspects of technology and

collaboration done through various means of communication. Students

are in charge of determining the weather, evaluating data, and

presenting the most viable means of being prepared for the predicted

weather.

The Conclusion After students complete a thorough worksheet that covers and

accumulates data for their home town, they have to create a

collaborative Powerpoint presentation that advises others of the

weather forecast and of the necessary things to wear for the upcoming

days.

Assessment of Lessons The worksheet and the Powerpoint each have a detailed rubric as well

as a rubric for students to evaluate each other.

Accommodations ELL Instructional StrategiesA3, A10, A15, B8, C4, C8, E4, F5, F7, F10, F14, G7, G10, H1

Gifted Learning StrategiesA1, A9, B4, B11, B14, C6, C9, E1

Visit the website to learn more about this project and view student work.

37

GETTING TO KNOW THE WEATHER, OR IS IT CLIMATE?

Additional Activities/Resources

Chapter 4

Introduction to Mobile App Development

LENGTH OF LESSON: 3 HOURS, OVER 3 DAYS

Goals and Objectives

• This is an introduction lesson to mobile application development.

• Students setup the software and create their first mobile app, a

basic "Hello World" project.

NETS for Students

• Technology Operations and Concepts

Materials and Preparation

• Students will need computers (either MacIntosh Lion or Mountain

Lion) or Windows 7/XP computer stations with Internet access.

• For younger students, the teacher may want to install the Corona

SDK and select an appropriate editor.

Classroom Arrangement and Management Students will be completing a programming project by the end of

the lesson and will need appropriate computer access. At this point,

access to a mobile device is not necessary since the project can be

demonstrated in the simulator.

39

Lesson 1

By Brian G. Burton, West Plains, Missouri

The Hook "How many of you have an idea for a great app?"

Show examples of high school and college students who have

successfully developed apps such as Robert Nay who created

"Bubble Ball" at 14.

The BodyIntroduce the process of making an app for Apple iOS or Android

devices. Over the 3 hours of instruction, students will learn about the

process of how to create a successful app and create an introductory

app with the basic software.

The Conclusion After all students have successfully created the example app, they are

challenged to augment or personalize their app and submit it to the

teacher for evaluation.

To learn more, read "Learning Mobile Application Development with

Corona SDK” by Brian G. Burtion, EdD (PDF).

Assessment of Lessons The first project is pass/fail with the expectation that all students will

pass the assignment. If they successfully complete the assignment to

modify the example project, then they will have passed the project.

The first project is designed to give the students confidence in creating

apps so that they can see it is possible for them to successfully make

their own application.

Accommodations Additional time might be required for students with special needs.

40

Daily Lesson Outline

LENGTH OF LESSON: DAILY

Goals and Objectives My goal is to use technology tools to improve my students’

understanding of math. I choose to use these things because they

do things that I cannot do as efficiently without technology, if at all.

NETS for Students

• Communication and Collaboration• Research and Information Fluency• Critical Thinking, Problem Solving, and Decision Making• Digital Citizenship• Technology Operations and Concepts

Materials and Preparation

• I have two PollEverywhere polls that I reuse each day. One for

questions during class and one for feedback on how the class

went.

• I set up a Prezi with the problem pages from the textbook.

• I have created YouTube videos for extra help outside of class.

41

Lesson 2

By Marty Brandl, Marshall, Minnesota

• I have created PowerPoints with problems covering all the objectives

for a given chapter.

Classroom Arrangement and Management Make sure students understand appropriate uses for the

PollEverywhere live poll. Also, encourage the students to take

advantage of the opportunities presented via the technology.

The Hook Students are able to make use of their devices to interact. They also

learn how to ignore the buzz in their pocket until appropriate times.

One of the most powerful things I've ever done is show students my

phone from my pocket with a text message sitting in the notification

bar. Then I put it back in my pocket for the remainder of the class

period. This encourages them to be present, and I provide a positive

example of technology use.

The BodyI place the problem pages from the textbook in a Prezi presentation.

This allows me to easily project them on the SMARTBoard. We can

reference tables of data and diagrams and tear problems apart

together as a class or in smaller groups.

I use PollEverywhere to allow students to text their questions without

having to raise their hands and feel like they are the only one with a

question. Many times a particular problem might come up several

times, which helps me as a teacher know what I really need to focus

on. I also use PollEverywhere at the end of class each day to allow

students to provide immediate anonymous feedback on our class

activities. It really helps me to know what they like and areas that I can

work to improve.

I don't use the YouTube videos I've created in class, but they are

available as a support for students who are absent, will be absent in

the future, or would like to review or preview topics from the class.

The Daily PowerPoints contain objectives from the current chapter. We

choose 6 random problems each day to preview, review and learn as

an ungraded formative assessment. Students can use the results to

"know what they know" and also know the areas they need to spend

some time on or ask questions about.

The Conclusion I always end with a slide asking for student feedback via PollEverywhere

to help me know what went well and things to improve. I encourage the

students to "let me know if I sucked," because I want to be the best I

can possibly be for them. I also ask them to let me know if there was

something they really liked, so I can make sure we do that more often. I

have gotten some very useful feedback that I am able to export to a

spreadsheet and archive for reference.

I also encourage them to make use of the results of their PowerPoint

quiz to brush up on the areas they need to work on using things such

as the YouTube videos.

Assessment of Lessons We record the class results from the Daily PowerPoint quiz and

celebrate when the class improves their score. Over the course of a

chapter the learning is clearly demonstrated as the score rises. After

the chapter test, we compare the Daily PowerPoint quiz results with the

test results and notice that there is a very clear relationship between

success on the Daily PowerPoint quizzes and success on the test.

Students also learn to self-regulate their use of technology with their

cellphones, iPod Touches and iPads available to them all during class.

42

Natural consequences of not understanding or missing something from

class follow those who aren't able to set them aside when need be. A

lesson I believe is essential to learn in the classroom when the

consequences aren't possibly losing a job or conflicts with their

spouse.

Accommodations The YouTube videos are especially helpful because they can watch and

review concepts. The PollEverywhere allows students to ask questions

anonymously without others knowing who is asking.

View the slides to learn more about this project.

43

DAILY LESSON OUTLINE

Voices of Vietnam—A Radio Show

LENGTH OF LESSON: 7–8 DAYS

Goals and Objectives

• Students will learn how various people in different careers cope

with the effects of the Vietnam War.

• Students will create podcasts via our mobile computer lab.

• Students, as group members, will use strong vocabulary and

speaking skills to create their talk radio skit.

• Students will use proper grammar and conventions in their

written script.

NETS for Students

• Creativity and Innovation • Communication and Collaboration• Critical Thinking, Problem Solving, and Decision Making• Technology Operations and Concepts

44

Lesson 3

By Stephanie Shebert, Folsom, California

Materials and Preparation

• Technology needed: the mobile mini-computer lab, classroom smart

board (or similar board), printer—preferably in my room and

networked to the mini-laptops

• Sample script written by teacher from a different reading and war

• Article at students reading level about how various people were

effected by the Vietnam War.

• Large space for students to record unhindered by ambient noise

Classroom Arrangement and Management I needed a space for 12 groups to spread out far enough away so their

computer microphones would not pick up ambient voices and noise. I

still had to be able to see and help these groups. Outside was our best

option.

I had to make clear to my students what could and could not be

recorded on Vocaroo.

The HookWe talked about starting a new book, but in order to really get into the

"nitty gritty" we had to have some background knowledge about the

time period and the Vietnam War. I then let the students pepper me

with what they knew, thought they knew, or wanted to know about the

Vietnam War. Many students had family members who are/were in

some type of war, so stories flowed easily.

The Body 1. Providing a sample: Students will read and discuss with the teacher

a poem about the Korean War. Students will then read a sample

radio skit based on the information found or inferred in the poem.

2. Students will read together and discuss “Voices of Vietnam,” an

article by Alexandra Hanson-Harding in Junior Scholastic 05/10/99,

Vol. 101, Issue 18, p12.

3. Students will then break into groups of two to four with the mobile

mini-computers and write/type a talk show radio script of an

interview with one of the characters listed in the article.

4. Students will then use the mobile lab (spread out in the lunch area,

so they can record without voice interference from other students) to

record a podcast of their interviews using Vocaroo.

5. Students will hand in a typed script, following the correct script

format of their interview.

6. In class, we will listen to all the podcasts on the smartboard and

discuss speaking skills

The Conclusion We listened to the podcasts and talked about whether or not the

students represented their characters accurately.

We also discussed how I could improve the assignment for next year.

Assessment of Lessons1. Speaking score for podcast

2. Two grades for written script: one for understanding of the character

the students chose to "be" in the podcast, one for grammar,

conventions and writing style

Accommodations I had an aide who worked with a group of two students who are not

strong in writing or comprehension. She guided the students through

the readings and helped them develop key ideas that needed to be

45

included in the podcast. Once the script was written, she helped with

basic conventions. None of my students needed help using the basic

technology.

Visit the website to learn more about this project and view student work.

46

VOICES OF VIETNAM—A RADIO SHOW

Mobile Learning Resources from ISTE

ISTE recognizes the importance of mobile learning in the digital

classroom and strives to provide you with the resources you need to

help your students learn on the go. From books and webinars, to

articles, to an entire special interest group, ISTE is constantly adding

new mobile learning resources, so check back often.

BooksThese ISTE titles will help you use mobile technology in and out of

the classroom.

• Cell Phones in the Classroom: A Practical Guide for Educators by

Liz Kolb

• Toys to Tools: Connecting Student Cell Phones to Education by

Liz Kolb

• Help Your Child Learn with Cell Phones and Web 2.0 by Liz Kolb

Learning & Leading with Technology Articles Get practical ideas on how to teach and learn with mobile

technology. Here are just a few of the many articles on mobile

learning from ISTE’s membership magazine:

• “Accelerate Your Mobile Devices” by Jared Mader and Ben Smith

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• “Inventing the Connected Future” by Glen Bull

• “Get Real: Augmented Reality for the Classroom” by Rebecca

Mitchell and Dennis DeBay

Special Interest GroupISTE’s Special Interest Group for Mobile Learning, SIGML, is an

advocate for mobile learning worldwide that promotes meaningful

integration of mobile devices in learning and teaching in formal and

informal learning environments. Join SIGML to gain access to a wealth

of mobile learning resources and to be a part of the discussion around

mobile learning in our schools.

Don’t miss these valuable resources:

• SIGML Lightning Webinar Series

• Mobile Learning Whitepapers

• Mobilist Nation Wikispace

• Follow SIGML on Facebook and Twitter.

WebinarsCheck out the current webinar season as well as these archived

webinars that members can watch anytime:

• Best Educational Apps for iPads, iPhones, and other Mobile Devices

• Flippin' for Video: How Mobile Video Can be Used Across the

Curriculum

• iPads in Science

• iPad Apps to Support Learners Who Struggle with Reading and/or

Writing

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NETS for Students

ISTE’s NETS for Students (NETS•S) are the standards for evaluating

the skills and knowledge students need to learn effectively and live

productively in an increasingly global and digital world.

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and

develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or

processes

b. Create original works as a means of personal or group

expression

c. Use models and simulations to explore complex systems and

issues

d. Identify trends and forecast possibilities

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Advancing Digital Age Learning

2. Communication and Collaboration Students use digital media and environments to communicate and

work collaboratively, including at a distance, to support individual

learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others

employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple

audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by

engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve

problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media

c. Evaluate and select information sources and digital tools based

on the appropriateness to specific tasks

d. Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research,

manage projects, solve problems, and make informed decisions using

appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions

for investigation

b. Plan and manage activities to develop a solution or complete a

project

c. Collect and analyze data to identify solutions and/or make

informed decisions

d. Use multiple processes and diverse perspectives to explore

alternative solutions

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

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

b. Exhibit a positive attitude toward using technology that supports collaboration, learning,

and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts,

systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

NETS·S © 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

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NETS for Teachers

Effective teachers model and apply the NETS•S as they design,

implement, and assess learning experiences to engage students

and improve learning; enrich professional practice; and provide

positive models for students, colleagues, and the community. All

teachers should meet the following standards and performance

indicators.

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.

a. Promote, support, and model creative and innovative thinking

and inventiveness

b. Engage students in exploring real-world issues and solving

authentic problems using digital tools and resources

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Advancing Digital Age Teaching

c. Promote student reflection using collaborative tools to reveal and

clarify students’ conceptual understanding and thinking, planning,

and creative processes

d. Model collaborative knowledge construction by engaging in

learning with students, colleagues, and others in face-to-face and

virtual environments

2. Design and Develop Digital Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences

and assessment incorporating contemporary tools and resources to

maximize content learning in context and to develop the knowledge,

skills, and attitudes identified in the NETS·S.

a. Design or adapt relevant learning experiences that incorporate

digital tools and resources to promote student learning and

creativity

b. Develop technology-enriched learning environments that enable

all students to pursue their individual curiosities and become

active participants in setting their own educational goals,

managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address

students’ diverse learning styles, working strategies, and abilities

using digital tools and resources

d. Provide students with multiple and varied formative and

summative assessments aligned with content and technology

standards and use resulting data to inform learning and teaching

3. Model Digital Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative

of an innovative professional in a global and digital society.

a. Demonstrate fluency in technology systems and the transfer of

current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community

members using digital tools and resources to support student

success and innovation

c. Communicate relevant information and ideas effectively to

students, parents, and peers using a variety of digital age media

and formats

d. Model and facilitate effective use of current and emerging digital

tools to locate, analyze, evaluate, and use information resources

to support research and learning

4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and

responsibilities in an evolving digital culture and exhibit legal and ethical

behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital

information and technology, including respect for copyright,

intellectual property, and the appropriate documentation of

sources

b. Address the diverse needs of all learners by using learner-

centered strategies providing equitable access to appropriate

digital tools and resources

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c. Promote and model digital etiquette and responsible social

interactions related to the use of technology and information

d. Develop and model cultural understanding and global awareness

by engaging with colleagues and students of other cultures using

digital age communication and collaboration tools

5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model

lifelong learning, and exhibit leadership in their school and professional

community by promoting and demonstrating the effective use of digital

tools and resources.

a. Participate in local and global learning communities to explore

creative applications of technology to improve student learning

b. Exhibit leadership by demonstrating a vision of technology

infusion, participating in shared decision making and community

building, and developing the leadership and technology skills of

others

c. Evaluate and reflect on current research and professional practice

on a regular basis to make effective use of existing and emerging

digital tools and resources in support of student learning

d. Contribute to the effectiveness, vitality, and self renewal of the

teaching profession and of their school and community

NETS·T © 2008 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.

53

Lessons from the Learning on the Go Contest are available for ISTE

members to adapt for use in their classrooms. Special thanks to the

lesson plan authors and students who provided the rich materials and

examples contained throughout this collection.

Please note that the submissions were edited for style and consistency

only, and the voices and views expressed are those of the educators

who submitted them. ISTE cannot be responsible for the external links,

tools or resources mentioned in the lesson plans.

This collection is a benefit of ISTE membership. To learn more, visit

iste.org/join.

Acknowledgements

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