For my lesson plan, I will be meeting the following standards:

Nevada Computer and Technology Standards

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
B. Create original works as a means of personal or group expression
1.B.2.1 Create an original work using a variety of digital tools as a means of personal or
group expression.
1.B.5.1 Create an original, digital work as a form of personal or group expression with
minimal teacher support.
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.
C. Develop cultural understanding and global awareness by engaging with learners of
other cultures.
2.C.2.1 Use digital resources to learn about places, people, celebrations, and maps.
2.C.5.1 Use digital resources to research about places, people, and world cultures.
After reviewing all standards, I noted some contrasts and some similarities. Most notably
of which was the wording. NETS-S standards are worded in a way that allows room for
interpretation in each state and each district. Clark County has its own interpretation of
NETS-S standards, which for its third grade section is divided up into four categories:
Exceeds Standard, Meets Standard, Approaches Standard, and Below Standard. This
interpretation allows the teacher to gauge where each student falls along the spectrum, and
allows the teacher to create lesson plans and assignments that maximize each student’s
potential and allows them to grow.
Another, broader set of Nevada standards is also split up into four categories, each
designating by which grade level the student should have proficiency of each category. This
serves as a great assessment tool which allows the teacher to gauge each student’s progress
against where they should be by the end of the year.
All standards have the same six criteria, which are aimed at using technology to teach
students how to think critically and creatively, to incentivize student innovation, to promote
collaboration and responsible usage of sources and tools. These standards, ultimately, will
allow each student to graduate with a well-rounded technological education.
Further similarities include the level of involvement the teacher is expected to have in
each student’s attainability of standard proficiency. Teachers act as models and facilitators,
but ultimately the student conducts the work independently. Another similarity is multimedia
integration. Students are expected to be familiar with technology associated with videos,
sound, drawing, and writing as well as being comfortable with the hardware.
• Name of lesson: Your Country’s Flag
• Grade Level Appropriateness: Grades 2-5
• Technology Content Standard Addressed:
1.B.2.1 Create an original work using a variety of digital tools as a means of personal or
group expression.
1.B.5.1 Create an original, digital work as a form of personal or group expression with
minimal teacher support.
2.C.2.1 Use digital resources to learn about places, people, celebrations, and maps.
2.C.5.1 Use digital resources to research about places, people, and world cultures.
• Other Content Standard Addressed: found at
http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/SocialSt
udies/
SS.2.1. With prompting and support, generate compelling questions to explore our national
identity and culture.
• Objective:
understand the five basic principles of flag design.
apply the principles as they create their own flags in PowerPoint
• Materials needed to facilitate the lesson:
5 Principles of Flag Design (Good Flag, Bad Flag)
Paper
Crayons, Markers, or Colored Pencils
Access to Internet
Powerpoint
• Suggested group size: 1 student
• Procedures: (Step by step narrative for implementation of the lesson.)
1. Have each student read “Good Flag, Bad Flag” found here.
2. Show students samples of flags from different countries around the world (US,
England, Colombia, Morocco, Japan, Jamaica)
3. Have students compare each flag to the standards outlined in “Good Flag, Bad
Flag”
4. Show a demo of what a student-generated flag in PowerPoint looks like.
5. Prompt each student: “Now you will design your own flag. This flag is for your
‘country’ or government. Pick colors and symbols that are important to you and
your government. Remember to follow the standards in ‘Good Flag, Bad Flag.’”
6. Students will take time to design their flag on paper.
7. As students finish, they will make their way to the computer to re-create their flag in
PowerPoint.
8. Students will open PowerPoint, and click “layout” (located next to “New Slide” on
the Home tab) and select “Blank”

9. Students will move mouse over to the Insert Tab, and select “Shapes”.
10. Next, students select the rectangle shape, and create a large rectangle that spans the
majority of the slide.

11. In the Format tab, students will select “Shape Outline”, then click on “Weight”

12. Select Weight of 2 ¼ pt

 13. Students will then fill and decorate their flag with pictures (may use some from
web), colors, and shapes.
14. When finished, student will select “File” and “Save As” and save flag as JPEG.
15. Student will then write a short paragraph explaining what the colors and symbols
chosen represent. (For example, in the demo flag the color is my favorite color, my
favorite animal, and the three stars representing my children).
16. Students may present their work if they wish.
• Assessment: Students will be evaluated on their
-understanding of the flag design principles
-basic computer skills as they create the flag
Student work sample: