Lesson Plan for Implementing

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

Student

School/District

Southeastern Oklahoma State University

E-mail

Kjfoster13@student.se.edu

Phone

(580) 257-0233

Grade Level(s)

1st Grade

Content Area

Instructional Technologies

Time line

Spring 2016

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Content Standards

w.5, w.7, w.8, and l.6

NETS*S Standards:

3a, 3b, 5a, 5b, and 6a

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
Students will learn safety tips on how to travel safely on the internet. They will also be able to compare how
staying safe online is similar to staying safe in person.
Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? What questions can you ask students to help them focus on important aspects of the
topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
1. What do you already know about internet safety?
2. What do you want to know about internet safety?
3. How do you go places safely on the computer?
4. How do you go places safely in the world?
Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?)

Page 1 of 3

1. Students will draw a picture of their favorite place to visit.

Differentiation: Teacher will be available to add writing to their drawing if wanted or needed.
2. Students will draw a picture of their favorite place to visit on the internet.
Differentiation: Teacher will be available to add writing to their drawing if wanted or needed.
3. Teacher will ask questions to assess students understanding of the lesson objectives and key word phrases.
Differentiation: Teacher will use explicit language and give ample time for students response.
4. Class discussion about how rules differ for online and real life travel.
Differentiation: Teacher will use explicit language and give ample time for students response.
5. Students will complete handout Going Places Safely.
Differentiation: Students will be put into groups of varying levels.
Resources (How does technology support student learning? What digital tools, and resourcesonline student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etchelp elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)
1. Students will be allowed to browse the preselected website in the computer lab.
2. Students will view the video My Online Neighborhood on the Smart Board.
3. Students will be given the handout Going Places Safely to assess what they have learned.
4. Students should have previous experience accessing the computers in the computer lab.
Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
The teacher will ask students about previous family or school trips that they have attended. The teacher will ask
the students their favorite place to visit on the internet. The students will watch the video My Online
Neighborhood. Key vocabulary words needed for this lesson will be discussed. Some students may have
difficulty navigating through the website on their own.
Management (How and where will your students work? Classroom, lab, groups, etc?
Students will start this lesson in small groups in the classroom for the discussion and art portion. Students will
then watch the video in one large group. Students will go to the computer lab to have a virtual fieldtrip. Students
will then return to the classroom to be assessed on what they have learned in small groups.
Instruction and Activities (What instructional strategies will you use with this lesson? How will your
learning environment support these activities? What is your role? What are the students' roles in the
lesson? How can the technology support your teaching? What engaged and worthwhile learning activities
and tasks will your students complete? How will they build knowledge and skills? Will students be
expected to collaborate with each other and others? How will you facilitate the collaboration?)
The teacher will provide the necessary instructions and handouts. The teacher will demonstrate how to navigate
through the website and be available to assist students throughout the lesson. The students will be placed into
groups of different levels so students may assist each other. The students will be encouraged to actively
participate in the lesson. Through technology the students will be able to visualize the objectives of the lesson and
will also be able to have hands on experience while taking a virtual field trip. Students will be engaged in seven
different learning activities for this lesson through discussion, art, a handout and a video.
Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
Page 2 of 3

Struggling readers or ELL students will be paired with other students. The teacher will be available to help with all
questions about the assignment. Students with learning disabilities can contribute to the lesson verbally or
through any assistive devices that may be needed. Vocabulary words may be translated for ELL students if
needed.
Gifted students can write a story about the lesson topic and will be allowed to explore further during their virtual
field trip.
Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work?
Will students be asked to provide feedback on the assignment itself? What will be your process for
answering the following questions?
Did students find the lesson meaningful and worth completing?
In what ways was this lesson effective?
What went well and why?
What did not go well and why?
How would you teach this lesson differently?)
Students will complete the assessment handout Going Places Safely. Students will also be asked for feedback
on what they have learned.
The teacher will observe to see if the lesson went well, and will reflect on what would make the lesson better for
future use.

Page 3 of 3