Michael Partee

SED 464
December 2, 2014
School Environment and Introduction
The school that I am doing my internship at is Tempe Academy of International Studies McKemy. This school is an IB, or International Baccalaureate school. According to the IB
program website, the IB program strides to develop inquiring, knowledgeable and caring young
people by working with schools, governments and international organizations to develop
challenging programs of international education and rigorous assessment. These programs
encourage students to be active, compassionate and lifelong learners who understand that other
people, with their differences, can also be right.1 The grades that attend the school are sixth and
seventh. The campus is relatively small compared to the size of a public middle school that has
sixth, seventh, and eighth grade students. There are a total of ten classrooms in the school. The
specific grade that is in my mentor class is seventh. The classroom setup is also different from a
public school. Many public schools still arrange students in rows with desks. The classroom that
I am interning in has round tables with four chairs at each table. The benefit of round tables over
desks is that they encourage collaborative work. The students are all assigned Chromebooks to
use throughout the day in school. The students are not allowed to take them home, but in the
future they will be. All assignments are assigned though a school-sanctioned web application that
is monitored my the teacher. Evaluations are also given through the computer. The teacher can
create quizzes and test through Google Documents. The teacher is free to choose whether to have
multiple choice, free-response, or a combination of both. Out-of-class communication between
1

"Overview of the International Baccalaureate." Overview of the International Baccalaureate.

N.p., n.d. Web. 3 Nov. 2014.

the teacher and students is all done though email. Parents are also encouraged to keep a regular
dialogue with the teacher through email or classroom visits. The benefit for students doing their
work on laptops this early is that it will prepare them for using computers when they become
adults. Better typing skills are to be expected from students who start to use computers at an
early age. The ethnic demographic of the students being examined are of great variance between
Caucasian, Hispanic, and African American. They are all in the seventh grade and all fall in same
age range of 12 through 14. There are eleven male students and twenty-one female students in
the first class, fourteen male students and twelve female students in the second class, and ten
male students and seven female students in the third class. The social economical background of
each student seems to be varied.
Learning Goals and Outcomes
Introduction: Innovation involves individuals and societies because they use their
capacity to create, contrive and initiate a capacity that can lead to both positive and negative
consequences in the short term and the long term. For individuals and societies, time is not
simply the measurement of years or time periods but is a continuum of significant events of the
past, present and future. Place and space are complex concepts, the definitions of which are fluid.
Place is socially constructed and can be explored in terms of constraints and opportunities
afforded by location. Places have value and meaning defined by humans. Space relates to where
and why places and landscapes are located. This concept also includes the social, economic, and
political processes that interact through or across space, resulting in patterns and networks
arising, such as migration or trade flows. Challenges related to place and space can be
understood on multiple scales (including local, regional, national and global).

Standards:
Concept 6: Age of Revolution
PO 1. Describe how innovations and inventions during the Industrial Revolution
impacted industry, manufacturing, and transportation.
PO 2. Determine the effect of the Industrial Revolution on the Western World: a. growth
of cities b. rise of middle class c. spread of industrialism d. rise of imperialism e.
foundation for future technological advances f. labor issues.
Concept 7: Age of Imperialism.
PO 1. Describe the effects of the following factors on the rise of imperialism: a. increased
need for raw materials b. increased need for consumers c. nationalism countries
increased power
PO 2. Describe how areas in the world (e.g., Africa, India, China) were impacted by the
imperialism of European countries.
PO 3. Describe how industrialization in Japan led to its rise as a world power.
PO 4. Describe the impact of American interests in the following areas during the late
19th century and the early 20th century: a. Philippines, Cuba, Puerto Rico and the
Spanish American War b. China and the Boxer Rebellion c. Colombia and the building of
the Panama Canal d. Hawaiian annexation
A: Knowing and Understanding
i. use a wide range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts
through developed descriptions, explanations and examples.

C: Communicating
i. communicate information and ideas effectively using an appropriate style for the
audience and purpose
ii. structure information and ideas in a way that is appropriate to the specified format
iii. document sources of information using a recognized convention.
Lesson 1
Standard: Concept 7: Age of Imperialism. PO 1. Describe the effects of the following factors on
the rise of imperialism: a. increased need for raw materials b. increased need for consumers c.
nationalism - countries increased power
Goal 1: Students will understand different types of revolutions.
Objective 1: Students will be able to know the different types of revolutions and paint a clear
picture of what the word revolution means.
Criteria 1: After listening to Revolution by the Beatles, students will discuss what revolution
means (from Latin: Revolutio-a turnaround). They will come up with types of revolutions
( cultural, industrial, political).
You say you want a revolution
Well, you know We all want to change the world
You tell me that it's evolution
Well, you know We all want to change the world
But when you talk about destruction
Don't you know that you can count me out
Don't you know it's gonna be all right?

All right, all right

You say you got a real solution
Well, you know
We'd all love to see the plan
You ask me for a contribution
Well, you know
We're all doing what we can
But if you want money
For people with minds that hate
All I can tell is brother you have to wait
Don't you know it's gonna be all right?
All right, all right
You say you'll change the constitution
Well, you know
We all want to change your head
You tell me it's the institution
Well, you know
You better free you mind instead
But if you go carrying pictures of chairman Mao
You ain't going to make it with anyone anyhow
Don't you know it's gonna be all right?
All right, all right!

All right, all right, all right!

All right, all right, all right!
All right, all right!
Lesson 2
Standard: Concept 7: Age of Imperialism. PO 2. Describe how areas in the world (e.g., Africa,
India, China) were impacted by the imperialism of European countries.
Goal 2: Students will understand how to use cause and effects maps.
Objective 2: Students will be able to understand how to use a cause and effects map in relation to
innovations and revolutions.
Criteria 2: Students will read about innovative teens in Current Events. They will write Cause
and Effect maps to prepare them for patterns of cause and effect in innovations and revolutions.
Q: What happens when innovations are made? Are they always good?
Lesson 3
Standard: Concept 7: Age of Imperialism. PO 4. Describe the impact of American interests in the
following areas during the late 19th century and the early 20th century: a. Philippines, Cuba,
Puerto Rico and the Spanish American War b. China and the Boxer Rebellion c. Colombia and
the building of the Panama Canal d. Hawaiian annexation
Goal 3: Students will understand how they can make an impact on an issue they see needs fixing.
Objective 3: Students will be able to come up with solutions to problems they see in the world.
Criteria 3: Students will find a problem with scientific and technological innovations that are
impacting spaces negatively. They will come up with a solution(s) that can make the impact

more positive, stop a negative impact or completely redesign something to use in the place of the
original innovation.
Project-Based Lesson Plan
Teacher: Michael Partee

Subject/Grade: Humanities

Standard:
7.S3.C1.PO1: Analyze the significance of the principles and ideals of the Bill of Rights
Objective:
SWBAT evaluate rights outlined in the Bill of Rights and examine the significance of
each.
Sub-objectives, SWBAT:
Know each amendment in the Bill of Rights
Explain the importance of each amendment in the Bill of Rights
Collaborate in groups on significance of each amendment
Reflect on activity by writing a final response
Evidence of Mastery:
State the importance of each amendment and explain how life would be different
without a specific amendment.
Key vocabulary: amendment, assembly,
bail, double jeopardy, due process, eminent
domain, federalism, grand jury, indictment,
jury, jury trial, lawsuit, libel, limits, Miranda
rights, petition, press, reserved powers,
search warrant, slander

Materials: projector, Prezi,

whiteboard, Chromebook, internet
access, Google Docs, Poll
Everywhere, Quizlet

Opening/Anticipatory Set:
The Bill of Rights gives you and I the ability to do things like speak our minds and
have any religion we choose. It protects us from getting our property taken and from
being tortured. As you will come to find out, each amendment has a specific
importance and is important to the picture as a whole.

1*

Teacher Will:
Introduce the Bill of Rights as the
official name for the first ten
amendments to the United States
Constitution.

Student Will:
Watch the presentation and take notes
on the provided outline distributed
through Google Docs about what each
of the amendments in the Bill of Rights
represent.

Introduce each of the first ten

amendments.
Differentiation
Provide handouts to students who need them
Gu
ide
d
Pr
act
ice

Teacher Will:
Introduce the alien invasion activity.
After allowing time for discussion,
display the results of the individual and
group responses through Poll
Everywhere.
Discuss importance of the rights that
were not selected. The point of the
activity is to show how all of the rights
are important.

Student Will:
The activity will call for students to
individually choose five amendments
from the Bill of Rights that they feel
are the most important. They will use
their Chromebooks to access Poll
Everywhere and submit their choices.
Then, in groups of five, the students
will have to come to an agreement to
which five amendments they
collectively think are the most
important. They will construct a
presentation on which amendments
they picked and why. After each group
has a chance to present, the students
will use their Chromebooks to access
Poll Everywhere and vote a second
time. The results will then be
presented to the students.

Differentiation
While students are collaborating on the alien invasion activity, walk around and
work with individuals or groups that are struggling.

Ind
ep
en
de
nt
Pr
act
ice

Teacher Will:
Explain the final response assignment.
Provide a rubric for final response.
Explain the summative assessment.

Student Will:
Write a final response on the activity.
In the response, state the importance
of each amendment and give an
example of how life would be different
without any two amendments. The
response should be a paragraph in
length.
Take a test online using Quizlet.
Students will use their Chromebooks
to access Quizlet.

Differentiation
Make any necessary modifications to the assignment depending on student
needs
Closure/Lesson Summary:
Are any amendments outdated or no longer needed?
Any rights that you think should be added to the Bill of Rights?

Rubric

Group
Presentati
on
Content

Exemplary
4

Above
Proficient
3

Proficient
2

Below
Proficient
1

Fully explains
the reasoning for
choosing each of
the five
amendments
chosen

Mostly explains
the reasoning for
choosing each of
the five
amendments
chosen

Somewhat
explains the
reasoning for
choosing each of
the five
amendments
chosen

Doesnt explain
the reasoning for
choosing each of
the five
amendments
chosen

Grammar/
Spelling errors
were limited

Grammar/
Spelling errors
were visible

Grammar/
Spelling errors
were frequent

Group
Grammar/
Presentati Spelling errors
on
were least
Mechanics
Formatted
properly

Reflection
Content

Mostly formatted Somewhat

properly
formatted
properly
Appropriate
Some amounts
amounts of
of image
Limited amounts
image additions additions used to of image
used to enhance enhance the
additions used to
the experience
experience
enhance the
experience

Not formatted
properly

Fully states the

importance of
each
amendment

Mostly states the

importance of
each
amendment

Somewhat
states the
importance of
each
amendment

Doesnt state the

importance of
each
amendment

Fully gives an
example of how
life would be
different without
any two
amendments

Mostly gives an
example of how
life would be
different without
any two
amendments

Doesnt give an
Somewhat gives example of how
an example of
life would be
how life would
different without
be different
any two
without any two amendments
amendments

No image
additions used to
enhance the
experience

Reflection Grammar/
Mechanics Spelling errors
were least
Formatted
properly

Grammar/
Spelling errors
were limited

Grammar/
Spelling errors
were visible

Mostly formatted Somewhat

properly
formatted
properly

Grammar/
Spelling errors
were frequent
Not formatted
properly

Assessment
The assessments for my Project Based Learning lesson plan on the United States Bill of
Rights include students reflecting on the activity they did that day and taking a test on the
information covered throughout the lesson. The formative assessment for this lesson plan would
be reflecting on the activity. The reflection calls for students to state the importance of each
amendment and give an example of how life would be different without any two amendments.
This is considered formative because it helps the teacher know if the students fully understand
the lesson. The teacher will be able to easily notice students that fully understand the topic, while
simultaneously noticing the students that are having trouble with the material. Students that fully
understand the material will be able to fully state the importance of all ten amendments. They
will also be able to make connections on how life without a few of these amendments would
drastically change the way society was ran. Students that dont understand the material will not
be able to state the importance of all ten amendments. They might be able to conceptually
understand the more famous, or previously known, amendments but they are unable to grasp the
other amendments. Students that don't understand the material will have a hard time making
connections to how life might be different without a couple of amendments. To help the
struggling students, the teacher might want to provide a handout, through Google Docs, that

breaks down the importance of each ten amendments. The teacher might also want to offer a
recording of a lesson that reiterates the importance of each amendment while also giving the
students examples of how life would be different without a couple of the amendments. The
teacher would use Educreation to provide the supplementary lesson.
The summative assessment for this lesson plan would be the test that the students take
through Quizlet. The test is meant to evaluate the students learning of the material. The
summative assessment would be given at the end of the week, after struggling students had a
chance to go over the Google Doc handout and the Educreation supplementary lesson. The test
will consist of multiple choice, true/false, and free response questions. The benefit of having
multiple types of question is that some students respond well to free response while others
respond well to multiple choice. The technology that the students will need are Chromebooks.
The Chromebooks will be used in the formative stage when the teacher provides a Google Doc
worksheet on the Bill of Rights. They will also be used to access the Educreation lesson that the
teacher posted online. The Chromebooks will be used in the summative stage to allow students
access to the test on Quizlet.
Budget Table and Narrative
Before it was commonplace to see technology in the classroom, teachers resources were
limited to the textbook and the knowledge they had previously acquired. With wireless internet
access easier to maintain, Chromebooks can expand the teachers resources in great length. The
students will use the Chromebooks to conduct research for projects, utilize search engines to
answer questions, and construct presentations to present to the class. More specifically, for this
assignment students will use the Chromebooks to take notes, participate in an online vote via

Poll Everywhere, construct a presentation,and write a final response. Students can also access the
United States Bill of Rights online for reference. The addition of Chromebooks in the classroom
will aid in student performance. Students are also gaining important experience with operating
computers, which is becoming more important in todays society. Chromebooks can also help
students that are struggling with the material because the teacher will be able to present the
information in a number of different ways for different students. For example, if a student does
not understand a lecture given by the teacher, the teacher can link a Ted Ed video to the student
to reenforce the material
Item
Samsung - 11.6
Chromebook WiFi

Quantity

Single Item Cost

Total Item Cost

35

$199.00

$6,965.00

Maximum Security
Notebook Charging
Cart for 24
Chromebooks

$1,540.00

$1,540.00

Balt Mobile
Chromebook Charging
Station for 10
Chromebooks

$472.79

$472.79

Total Cost = $8,977.79