Matching People and

Places
A technology integration lesson plan for 1st Grade (Social Studies)
Designed by
Kailee Bauch

Lesson Summary
This lesson is a mix and match of people and what their typical environment
they would be in. Students will be in groups and go from station to station,
matching the people cut-outs to the environment/setting cut-out they are
given. Once students have matched their people and places, they will take a
picture and upload it to Seesaw via iPads. The students will then later give a
presentation of their chosen people and places, explaining why they decided
certain people belong to certain places. The purpose of this lesson is to cover
the benchmark of identifying roles in group situations, include public
speaking practice, to practice working together with other students, and to
practice logically explaining choices.

Objectives
Identify who most likely belongs in particular settings.

Content Standard
Benchmark: identifying roles in group situations (e.g., student, family
member, peer member).

Duration
2 days (The lesson will be split in half, doing 2 stations a day for each team
with the exact same procedures.)

Lesson Type
Student Users: Students are working in small groups and rotating stations
one at a time.

Technology Integration
Students will be using iPads to take pictures and Seesaw (an iPad portfolio
app they have already set up and have been using frequently so they do not
need another lesson in using iPads/Seesaw) to upload their pictures. These
pictures will be the setting and people cut-outs each station has. Each
station will have only one setting but all of the same people cut-outs.
Students will decide which people cut-outs belongs with each setting and
take a picture of their people and setting cut-outs as they will later explain
why they chose those people for each setting.

Instructional Procedures
Engagement Stage: Students will be using iPads to upload a picture of each
setting and the cut-outs they decided to put in the setting, explaining at the
group presentation why they put each cut-out in the setting (one
explanation required for each picture). Students motivation and involvement
in this lesson will come from using iPads, which are for special occasions
only. Students will collaborate as a group first before taking the picture. Each
picture will be uploaded to the Seesaw portfolios.
Step One: Teacher explains that iPads will be used today and to make sure
to be extra careful with the very expensive technology. There will be 5 iPads,
once for each group (which consists of 5 students). Each iPad will be at a
station the teacher has set up (which will be at each pod of desks, as there
is 5. iPads will not be put on pods of desks until students have been removed
from pods to back of room and reformed into teams. iPads will remain on
teacher's desk until this moment). Each iPad will have the app opened to
Seesaw (online student portfolio they are familiar with). The team captain
will log in to their portfolio and that will be the portfolio all students in each
team will use to upload their videos. Each student will have a turn holding
the iPad and recording one video.

Step 2: Have students go to the back of the classroom with one hand on the
white board. Place iPads and the different settings and cutouts on each pod
(one iPad and one Ziploc of cut-outs/setting to each pod). Place the students
in teams (see attachment). Have the teams form at the back of the
classroom, one hand still on the white board. Now have each team walk to
one different pod (doesn't matter which pod, all teams will be at all
pods/stations eventually). Have the team captain login to their Seesaw
portfolio (students will be given 2 minutes to do this). The other students
will begin taking out the pieces in the Ziploc bag.
**students will be sitting at their own desks, listening quietly until instruction is over then will get into
their teams. Captains of the teams will be listed off as the teams are listed off (see attachment).

Investigation Stage: Students will now open their Ziploc bags of the settings
and cut-outs. The captain will start with the iPad, taking the first picture of
the completed setting. Each setting will be specific with specific people/cutouts that would be seen and expected to be in that setting. Students will
decide as a group who belongs in the setting and why. Then the captain will
record the picture after the team has collaborated. Pictures can be taken two
times max. to make sure they are ready to move on to the next station.
Each picture at each station will be uploaded on the captain's portfolio before
moving on to the next station.
Now the students will rotate to the next station, choosing a different student
in each team to take the picture of the completed setting.
This will continue until all stations have been completed, giving the students
about 6 min. at each station.
**students in teams at stations, teacher working the room to be of technical assistance and making sure
students are collaborating and participating. Teacher will observe the students' thought process of why they think
the cut-outs go to a particular setting as they explain it to each other.

Explain and Clarify Stage: Each team will remain at the last station/pod
they were in for the presentations. The teacher will collect the iPads. Each
team will now present to the rest of the class, explaining why they picked
the pictures for the settings. The student who took the picture for the
station/setting will be the one to explain their choices. Each student will give
an explanation to the class as each student took one picture. This will begin
with Team 1 with all students at the projector screen, completing the
explanations for all the settings from each member before moving on to the
next group of presenters (i.e. Team 2, so on). The teacher will have the
pictures of each teams' completed settings up on the board as each student
explains their picture, flipping from one setting to the next after the
explanations have been told (teacher can do this as they have all the
pictures uploaded on her account on Seesaw).
**Students will return to the pod their team was just sitting at after they all go up and present.

Closure: Students will go to their own individual seats and get ready for the
end of the day closing activities (such as class chores, gathering their
backpacks together, etc.). The teacher will put the iPads away accordingly.

**Students will be in individual groups, going back to their desks

Evaluation
Please see rubric.

Materials Needed

iPads (1 per student)

Cut-outs (settings and people)

Team attachment

Projector

Setting/Cut-Out Rubric
Name:

Date:

Following
Directions

Activity Level
Eye Contact

Correct CutOuts for Setting

Criteria
3
2
Followed
Followed
directions from
directions from
the teacher
the teacher
without delay.
mostly without
delay.
Was highly
Was mostly
active in group
active in group
participation.
participation
Maintained eye
Mostly
contact with
maintained eye
class during
contact with
presentation.
class during
presentation.
Had at least 3/4
Had 2/4 correct
correct cut-outs
cut-outs for
for setting.
setting.

Value
1
Did not followed
directions from
the teacher
without delay.
Was not active in
group
participation
Did not maintain
eye contact with
class during
presentation.
Had 1/4 or 0
correct cut-outs
for setting.
Total Value

Teacher Comments:

Students must get 3/4 cut-outs to pass. The rest of the criteria is mostly
for the teacher to see how well students are at socializing, public
speaking, group participation, and are understanding the lesson being
taught. So, students must get 3/12 value points overall in the rubric. The
rest of the criteria is a check up on what skills need to be incorporated
more in the classroom, and what skills the student seems to excel at for
their age.