Step-by-Step+Instructional+Strategies

__**Technology Standards**__ 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. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * **NETS-2 Collaboration and Communication**
 * **NETS-5 Digital Citizenship**

a. advocate and practice safe, legal, and responsible use of information and technology.
|| Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems b. select and use applications effectively and productively || __**Social Studies Standards**__ b. Explain that maps and globes show a view from above. c. Explain that maps and globes show features in a smaller size. ||
 * **NETS-6 Technology Operations and Concepts**
 * **SSKG2** **The student will explain that a map is a drawing of a place and a globe is a model of the Earth.**
 * **SSKG3** **The student will state the street address, city, county, state, nation, and continent in which he or she lives**. ||

__**Map goals: The student will use maps to retrieve social studies information. **__
 * **Kindergarten:** || 1. use cardinal directions ||
 * **4th grade :** || 6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps 8. draw conclusions and make generalizations based on information from maps ||
 * **5th grade:** || 10. use graphic scales to determine distances on a map 12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations ||

__**INFORMATION PROCESSING SKILLS:** **The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions.** __


 * **Kindergarten:** || 1. Compare similarities and differences 3. Identify issues and/or problems and possible solutions ||
 * **4th ** || 11. Draw conclusions and make generalizations ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">**4th and 5th** || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">10. analyze artifacts 12. analyze graphs and diagrams ||

__<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">**English/Language Arts standards for each grade level.** __ e. Describes people, places, things, locations, and actions. g. Communicates effectively when relating experiences and retelling stories heard. || a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. c. Creates an organizing structure appropriate to a specific purpose, audience, and context. d. Includes appropriate facts and details. h. Provides a sense of closure to the writing. || c. the student will create an organized stucture appropriate to a specific purpose, audience, and context. ||
 * **Kindergarten:** || ‍**ELAKLSV1** <span style="font-family: times new roman,times new roman;">The student uses oral and visual skills to communicate.
 * **Fourth:** || **ELA4W2** **The student demonstrates competence in a variety of genres.**
 * **Fifth:** || **ELA5W2d: The student produces informational writing (eg. report, procedures, correspondance).**

** Goals: **

 * <span style="color: black; font-family: Arial,sans-serif; font-size: 13px;">1. Explore the role of pictures, video recording, drawing, and tally marks as a means of recordkeeping for the mapping activity **<span style="color: black; font-family: Arial,sans-serif; font-size: 13px;">. ** ||
 * 2. Collaborate with students within our classroom in order to document the living and nonliving objects within our schoolyards. ||
 * 3. Collaborate with our partners and create bar graph of living and nonliving things within our schoolyard or playground. ||
 * 4. Create a map of the schoolyard or playground ||
 * 5. Communicate, via ePals SchoolMail, with a group from another school to present the graphs and maps that you created ||
 * 6. Compare/contrast living and nonliving things found on schoolyards or playgrounds other than yours in Georgia. ||

1. What are physical characteristics of our schoolyard, playground, and neighborhood? 2. How is our schoolyard similar and different than other schoolyards in different regions of Georgia? 3. What are some living/nonliving things we can observe in our schoolyard? || During this project, our classes will be using ePals to collaborate and gather data about different living and nonliving things in Georgia. The students will gather the information to be shared with their ePals during lessons one and two and create a video or ePals correspondence during lesson three. Students will then present their information to their ePals during lesson four. They will discuss the similarities and differences in their schoolyards/playgrounds during this lesson with their learning teams and classmates. During lesson five, students will take the information they gathered from their ePals interactions and present their final projects to their classmates. || We will begin this collaborative lesson by breaking into 3-4 person learning teams. Depending on the grade level and student abilities teachers will either assign groups or guide students in picking their groups. The groups will be responsible for choosing the jobs within the group. There will be a topographer (responsible for drawing the map), a surveyor/s (responsible for taking photos of the playground/schoolyard) and a recorder (responsible for recording the data gathered). All members of the learning teams are responsible for utilizing technology. The groups will share responsibility for creating bar graphs. This collaborative project will be assessed by the teacher as well as the students. They will be responsible for assessing their collaborative efforts as well as the efforts of their teammates. || Computer, paper, pencil, ruler, iPads, cameras, Interactive Whiteboards, colored pencils, laptop carts, iPods, student digital cameras, clipboards, SmartBoard, ruler, colored pencils, crayons, markers, document cameras || || || ||
 * **Essential Question(s):**
 * **Three Classrooms' Collaboration Activity:**
 * **Each Classroom’s Collaboration**:
 * **Equipment:**
 * **Step-by-Step Instructional Strategies:**
 * **Formative Assessment Strategies:** These should be identified as formative assessment, but should be integrated in your step-by-step instructional strategies.
 * **Summative Assessment Strategies**: These should be identified as summative assessment, but should be integrated in your step-by-step instructional strategies.