Group+1+Design+Blueprint

Ladies I suggest we consider using one of the top tech tools from the previous assignment. Here is a link to prior assignment so we can easily switch between the two. I don't have a preference for either tech. tool, but I supposed it depends on what level (ele, mid, or high), and what subject we want to gear this to. Below I setup a generic set of subheadings to help build up the lesson feel free to alter or delete them. Also, lets think about how we might want to divide up the responsibilities. 2 people couple primarily be responsible for the lesson and 2 could do the feedback for example. Obviously, it's not like the 2 people who are primarily responsible for the feedback to other groups can't play a role in the creation of our group's lesson.

*Looks good, Jared. I think we should first start with picking a grade level and then lesson we'd like to create. I am up for whatever. In case you don't know, I teach 3rd grade, but would be fine making a lesson for up to middle school or early high school if you guys wanted to do that. Could everyone remind us what they teach and then suggest a grade level to do our lesson on?

I think this looks great! Sorry I kept checking out group 1 page, and not this one. Now I am up to speed. I think third grade would be great for the tools we selected! Like I said in the email, I teach college students. I would be up for doing the feedback role to the other groups. - Carla

*Of course 3rd is fine with me. :) If we choose the Museum box, let's just pick a famous American and do a lesson on that. In our unit we do famous people from Lancaster County (Hans Herr, Robert Fulton etc.) But we always have trouble finding info on them. So I say we just choose a president or MLK or something. I know our second grade does MLK, so we can make sure there are standards for famous people for 3rd, or we may need to change to 2nd. **I checked the standards and we are fine still doing 3rd grade!**

‍‍Grade: **3rd** Course: **Social Studies** Tech tool: **Museum Box ‍ ‍**

State standards: 8.3.3.A: ** Identify and describe the **social, political, **cultural, and** economic **contributions of individuals and groups in United States history.** 8.3.3.D: ** Identify and describe how **conflict **and cooperation among groups and organizations have impacted the history and development of the US.**

ISTE teacher standards: ‍ISTE student standards: ‍
 * ‍Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Educational Technology Standards for Students ‍**
 * Identify and use technology resources that affirm diversity.**
 * 1 a. Apply existing knowledge to generate new ideas, products, or processes **
 * 1 b. Create original works as a means of personal or group expression **
 * 4 c. Plan and manage activities to develop a solution or complete a project **
 * 6 a. Understand and use technology systems **

Essential question: **Who was Martin Luther King, Jr.? What was Martin Luther King's contribution as a civil rights hero?**

Vocabulary: **minister, civil rights, "I have a dream" speech **

‍Activator:** ‍ Watch teacher demonstrate how to use the tool. Use individual white boards to answer questions as teacher goes through the process of using the museum box tool. || Create a whole group KWL chart on MLK. Create a museum box of their own, to show students how to properly create a project. ‍Ask questions about the tool while using the tool whole group, students answer these questions on their white boards ‍. || 2. At the conclusion of the clip the whole class gets together and compares the info they've obtained, adding information to the KWL chart. During the discussion they determine if the info should be used or not. 3. <range type="comment" id="979384">‍Students take the information they've collected and the information on the board to build their own museum box. They use a rubric to help them meet the teacher's expectations. ‍ || 1.Teacher provides instructions on what each group is responsible to do, and also passes out the web students should complete while watching the clip. 2. After students have a chance to disucss their info the teacher helps build <range type="comment" id="623221"><range type="comment" id="256845">2 class webs (who was he and contributions). These webs are left on the board for students to reference. 3. Pass out the rubric for the museum box, and allow students to begin working on their project. Monitor student progress and provide assistance for struggling students. ||
 * Students will... || Teacher will... ||
 * Contribute ideas to KWL chart.
 * Body:**
 * Students will... || Teacher will... ||
 * 1.<range type="comment" id="87595"> Students watch a short biography on [|MLK] via youtube. Students are broken into two groups (who was he and contributions) <range type="comment" id="73737">‍while the clip plays students are asked to write down any information that may help answer the two essential questions. ‍

<range type="comment" id="112596">‍1. Students will share and compare their museum boxes with 2 other students, assigned by the teacher. ‍ <range type="comment" id="604857">‍2. They could be asked to identify and positive and <range type="comment" id="633911">negative about the other students' work. ‍ 3. Students complete a <range type="comment" id="723279">"ticket out the door" that asks students to answer the two EQs.
 * Summative:**

1. Teacher will circulate through the class to observe student interaction and listen to student discussions of their museum boxe comparison. Teacher will look for students using language that describes their museum box as well as language that indicates similarities and differences and positive/negatives (i.e. "I like that your box has..." or "Can you tell me why...") between museum boxes. 2.Teacher will read student's Ticket Out the Door " resonsponses and check for correct answer to lesson EQ.
 * Assessment of Learning:**