TECHNOLOGY INTEGRATION WORKSHOP-Analyze a scenario

Students Name: Heather Hoskins

Chapter 4

Chapter:

5th Grade Social Studies

Famous Battles of the Civil War

Brief Description or Overview:
Students will create an informational mind map and brainstorming diagram
about a famous Civil War battle.

TEKS
_ Social Studies & ELA TEKS

5.4(D)- The student understands political, economic, and social changes

that occurred in the United States during the 19th century. The student is
expected to describe the causes and effects of the Civil War.
5.7(A)- Geography. The student understands the concept of regions. The
student is expected to describe a variety of regions in the United States such
as political, population, and economic regions that result from patterns of
human activity.
5.8(A-D)- The student understands the location and patterns of settlement
and the geographic factors that influence where people live. The student is
expected to: identify and describe the types of settlement and patterns of
land use in the United States; describe clusters of settlement in the United
States and explain their distribution; analyze the location of cities in the
United States, including capital cities, and explain their distribution, past and
present; and explain the geographic factors that influence patterns of
settlement and the distribution of population in the United States, past and
present.
ELA: 5.24 (A)- Research/Gathering Sources. Students determine, locate,
and explore the full range of relevant sources addressing a research
question and systematically record the information they gather. Students are
expected to follow the research plan to collect data from a range of print and
electronic resources (e.g., reference texts, periodicals, web pages, online
sources) and data from experts.

_ Technology TEKS

126.7.5(A) adhere to acceptable use policies reflecting positive social

behavior in the digital environment;
126.7.5(D) protect and honor the individual privacy of oneself and
others;
126.7.1(A) - create original products using a variety of resources;
126.7.3(A) use various search strategies such as keyword(s); the
Boolean identifiers and, or, and not; and other strategies appropriate to
specific search engines;

126.7.2(B) use font attributes, color, white space, and graphics to ensure
that products are appropriate for multiple communication media, including
monitor display, web, and print.
126.7.2(A) draft, edit, and publish products in different media individually
and collaboratively;

Objectives

Students will obtain important information about various battles of the Civil
War.
Students will expand their knowledge of the Civil War.

Time Required

Three 45-Minute Sessions in Computer Lab General Teacher content

instruction time in classroom setting.

Materials Required

Hardware needed for this unit: Computer Lab or Mobile Lab for three days
(reserve lab/schedule), Printer, Students will have textbook, internet access,
PowerPoint or other presentation software and all library sources needed to
complete this project.
Students will need access to library resources in the lab such as magazines,
books, filmstrips and movies related to Battles of the Civil War.
Software needed for this unit: Microsoft Word or Microsoft Publisher, Internet
access.

Teacher Resources:
Bubbl Instructions

Procedure

Day 1: Teacher will introduce and/or review www.bubbl.us

The teacher will review issues, and events of the Civil War. The teacher will
also explain the roles played by significant individuals during the Civil War,
including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham
Lincoln; explain the issues surrounding significant events of the Civil War,
including the firing on Fort Sumter, and major battles.
Teacher will inform students of criteria.
Criteria: Students will create a mind map using www.bubbl.us to summarize
a major Civil War battle.
Students are asked to include:
a. Where did the battle take place?
b. Who was the commanding officer on each side of the battle?
c. Which side won the battle?
d. What was the significance of the battle for the long term outcomes of the
war?
Day 2: Teacher will briefly review prior days lesson on Civil War and remind
students of criteria of project. Students will begin research using the Internet.
Will take notes in journal prior to inputting in Bubbl

Day 3: Students will present finished product to class.

Evaluation
Students will present finished product of Famous Civil War battles using
Bubbl and turn-in all notes via journal writing. Grading will be on a Pass or
Fail bases (participation and learning is the key)

Extension Activities

Students will have the option to act out a Civil War battle. Students will be
able to dress for the period and quote from famous generals. Students will
have the opportunity to use a digital video camera for presentations.
Teacher Resource: FLIP Video Camera Instructions
Tech-Pack

What is known

What must be learned

Students will use the internet to

search for resources, students will
use Bubbl to create an online
mapping outline, also students will
use a flip camera to record their
presentations, students will work in
a computer lab for three classes.

Teacher must learn how to use Bubbl and the fl

camera in order to have the students use it. Te
will have to check out a computer lab for three
Teacher will have to insure students have intern
access.

This lesson will allow students to

learn about the civil war and the
presidents at the specific time.
Students then will make a
brainstorming map, take notes,
and then create a presentation:
where they will be allowed to dress
up in civil war costumes for the
day.

Teacher must have knowledge about the battl

civil war, presidents, and events that took place
during the time. Will have to make modification
that all students can participate.

The presentation at the end will

keep students engaged because it
is a fun activity where they will be
able to dress up and role play to

A grade rubric will need to be created so that

is a clear defined way on how to grade the stud
Teacher must make rules in order to keep the
presentation appropriate.

Compone
nts

Technolog
y

Pedagogy

Content

the civil war period.

A.) The advantages of using the technologies defined in this lesson allow students
to use new sources such as BUBBll that they can continue to use in future
assignments. Also, they will have access to the internet which will allow them to find
resources to use within their assignment. These technologies allow students to do
some independent research and learning.
The process that would need to be learned would be how to use and navigate the
BUBBL website and how to use the flip camera for the presentations. Also providing
students safe resources to use for their research is needed.
B.) The objectives of this lesson plan is for the students to obtain important
information about various battles of the Civil War and also to expand their
knowledge of the Civil War.
The teacher will assess the students accomplishments through records that they
keep in their journals, BUBBl, and participation.
The integration strategies used are:

26.7.5(A) adhere to acceptable use policies reflecting positive social

behavior in the digital environment;
126.7.5(D) protect and honor the individual privacy of oneself and others;
126.7.1(A) - create original products using a variety of resources;
126.7.3(A) use various search strategies such as keyword(s); the Boolean
identifiers and, or, and not; and other strategies appropriate to specific
search engines;
126.7.2(B) use font attributes, color, white space, and graphics to ensure
that products are appropriate for multiple communication media, including
monitor display, web, and print.
126.7.2(A) draft, edit, and publish products in different media individually
and collaboratively;

The teacher will prepare the learning environment by getting the computer lab
checked out for their class ahead of time, learn how to use BUBBL and the flip
camera ahead of time in order to properly use it with the students, gather
appropriate and safe online resources ahead of time in order to provide the students
with safe sites, and have prior knowledge about the civil war in order to help
students beyond their internet searches, as well as creating a safe and welcoming
environment for the students so they will be comfortable while presenting their
presentations.
C.) The teacher will use the results of this lesson in order to make revisions in order
to continue to use this lesson in future classes. If the students are using the sources
without any problems then they will continue to use the given sources; if there is
problems the teacher will find and learn knew sources in order to integrate them in

its place. Participation is a big factor in grading the students for the presentation; if
students are not participating then the teacher will need to find a new way in order
to get the students actively engaged.
D.) This is an assignment for a 5th grade Social Studies Class and the descriptors
will stay the same as the prior lesson plan:

The student understands political, economic, and social changes that

occurred in the United States during the 19th century. The student is
expected to describe the causes and effects of the Civil War.
Geography. The student understands the concept of regions. The student is
expected to describe a variety of regions in the United States such as
political, population, and economic regions that result from patterns of
human activity.
The student understands the location and patterns of settlement and the
geographic factors that influence where people live. The student is expected
to: identify and describe the types of settlement and patterns of land use in
the United States; describe clusters of settlement in the United States and
explain their distribution; analyze the location of cities in the United States,
including capital cities, and explain their distribution, past and present; and
explain the geographic factors that influence patterns of settlement and the
distribution of population in the United States, past and present.
Research/Gathering Sources. Students determine, locate, and explore the full
range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to follow the
research plan to collect data from a range of print and electronic resources
(e.g., reference texts, periodicals, web pages, online sources) and data from
experts.

E.) My lesson plan will be the same as the one provided. I think that the lesson
plan is done very well and I would give it a trail run.

Source of Lesson Plan: http://www.cvisd.org//site/Default.aspx?PageID=2624

TECHNOLOGY APPLICATIONS STANDARDS that apply to this assignment are;
Standard I. All teachers use technology-related terms, concepts, data input
strategies, and ethical practices to make informed decisions about current
technologies and their applications.
1.2k data input skills appropriate to the task; and
1.6s Perform basic software application functions, including, but not limited
to, opening an application program and creating, modifying, printing, and
saving documents;
Standard II. All teachers identify task requirements, apply search strategies, and use
current technology to efficiently acquire, analyze, and evaluate a variety of
electronic information.

2.1k a variety of strategies for acquiring information from electronic

resources;
2.3k how to evaluate acquired electronic information.
2.1s use strategies to locate and acquire desired information from
collaborative software and on networks, including the Internet and intranets;
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create
and modify solutions, and evaluate results in a way that supports the work of
individuals and groups in problem-solving situations.
3.15s integrate acquired technology applications, skills, and strategies and
use of the word processor, database, spreadsheet, telecommunications,
draw, paint, and utility programs into the foundation and enrichment
curricula;
Standard IV. All teachers communicate information in different formats and for
diverse audiences.
4.8s use telecommunication tools, such as Internet browsers, video
conferencing, and distance learning, for publishing information;
4.10s determine and employ technology specifications to evaluate projects
for design, content delivery, purpose, and audience and demonstrate that
process and product can be evaluated using established criteria or rubrics;
Standard V. All teachers know how to plan, organize, deliver, and evaluate
instruction for all students that incorporates the effective use of current technology
for teaching and integrating the Technology Applications Texas Essential Knowledge
and Skills (TEKS) into the curriculum.
5.1k planning techniques to ensure that students have time to learn the
Technology Applications TEKS in order to meet grade-level benchmark
expectations;
5.2k where to find and how to utilize technological resources to implement
the TEKS, to support instruction, to extend communication, to enhance
classroom management, and to become more productive in daily tasks;
5.3k instructional strategies for teaching the Technology Applications TEKS
and integrating them into the curriculum;
5.6k strategies that students with diverse strengths and needs can use to
facilitate comprehension before, during, and after reading content-related
texts;
5.8k how to set goals for ongoing professional development in teaching the
Technology Applications TEKS and integrating them into the curriculum.
5.3s plan, select, and implement instruction that allows students to use
technology applications in problem-solving and decision-making situations;

5.7s create project-based learning activities that integrate the Technology

Applications TEKS into the curriculum and meet the Technology Applications
TEKS benchmarks;
5.9s select and use developmentally appropriate instructional practices,
activities, and materials to improve student learning of the Technology
Applications TEKS;