Author:
Pam Batchelor
Subject:
English Language Arts, Science
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
3
Tags:
  • GEDB
  • Global Education
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English
    Media Formats:
    Text/HTML

    Education Standards

    GEDB Exploring Land Forms and Water Forms in Africa: Online Research Lesson 2 of 4

    GEDB Exploring Land Forms and Water Forms in Africa: Online Research Lesson 2 of 4

    Overview

    Students will use a safe search engine for kids on their own computers and work with a partner to gather information about an assigned land form or water form. Students will complete a graphic organizer in which they will use later to write an informational piece on their African topic.

    This lesson was developed by Anjali Nair as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy

    Lesson Plan

    Description:

    Students will use a safe search engine for kids on their own computers and work with a partner to gather information about an assigned land form or water form. Students will complete a graphic organizer in which they will use later to write an informational piece on their African topic.

    Content

    Student Engagement/Motivation

    Students will work on their own computers and with an assigned partner to research a land form or water form in Africa. Students will collaboratly work together to fill out their own graphic organizer to organize the information they find online.


    Learning Targets and Criteria for Success

    • Students will be able to recount key details from informational online resources and record them on a graphic organizer. 
    • Studens will be able to use online skills and tools to gather information about their assigned topic. 
    • Students will use their prior knowledge of land forms and water forms to make conenctions to the geography of Africa.

    Supplies/Resources

    • Student Google Chrome Books 
    • Internet Access 
    • Research Graphic Organizer 
    • Pencil 

    Learning Tasks and Practice

    1. The teacher will assign partners and a research topic.
    2. The teacher will model on the SmartBoard the safe and proper way to search for information online while students follow along on their own laptops. 
    3. Students will work together with their partners and use safe online websites to record information on their topic on their own graphic organizers. 
    4. The teacher will walk around the classroom and help partners where needed and provide stretgic feedback so that research papers can be successful. 

    Technological Engagement

    Students will use the Google Kid Safe search engine to gather information about their assigned African land form or water form.

    https://www.safesearchkids.com/google-kids/#.WelL5VtSzIV


    Collecting and Documenting Evidence of Learning

    • Research Graphic Organizer- While students are researching online with their partner on their assigned topic, students will record at least 4 facts on their graphic organizer. Students will use this graphic organizer to create their informational rough draft. 

    Feedback/Instructional Adjustments

    As students are working with their partners to gather information on their assigned land form or water form, the teacher will circulate around the classroom and provide feedback and guidance on relavent and key facts about their topic. The teacher will also make sure that students are using the technolgy safely.


    Extended Learning Opportunities

    • Students can gather additional information on their assigned topic
    • Students can compare and contrast their assigned land form or water form in Africa to a similar land form or water form around the world 
    • Students can create a 3D diorama of their land form or water form. 

    Teacher Reflection of Learning

    I have never had my students do a research project on computers before, so this was a learning experience for me and my students. It took a bit of time to find a search engine I thought would be appropriate for my students. However, when I found one and assigned partners certain topics, it was easy to guide them through the technological use on my SmartBoard while they followed along on their own computers. It was also beneficial for me to pre-assign partners that I thought could learn from each other. Through modeling and guidance, students were able to be successful in completing the first step of their research project which was gathering the initial topic information.