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For Social Studies, I was in a fourth grade classroom.

The lesson I
observed was on March 14 from about 11:00-11:45.

The lesson did not have much direct instruction. The students were
finishing up learning about the Revolutionary War, Civil War, World War I, and
World War II. Since I was at the elementary school towards the end of the
unit, most of what I observed was final projects and assignments to make
sure students had a full understanding of everything they had just covered.

So, the assignment the students were working on when I was there
was creating a Revolutionary War PowerPoint. Each student has their own
Chromebook provided by the school with access to the Internet, Microsoft
Office, Google Drive, and other basic tools. The students were working in
pairs to create a slide on a particular person or event of the Revolutionary
War with a focus on North Carolina. The options were: Battle of Wilmington
Campaign, Battle of Moores Creek, Battle of Kings Mountain, Regulatory
Movement, Declaration on Independence, Boston Tea Party, Edenton Tea
Party, Penelope Parker, Nathanael Green, William Davie, and Winifred
Marshall Gales. The requirements for the slide were to include who or what
you chose, where it took place, when it occurred, what it was or what they
did, and how it effected North Carolina in relation to who or what they chose
to research. When the students finished the slide, they shared it using
Google Drive with the teacher and she was compiling them into one
PowerPoint to share with the whole class.

The lesson was very exploratory with the students as they worked in
pairs to learn more about what or who they had chosen. The classroom
would get a bit loud at times, but most of the students were on task. I really
enjoyed the incorporation of technology and research into this lesson. I also
thought that it was really neat that the students and their partners were
each working on one slide and then the teacher was compiling it into one
slide show for all of the students to use and have access to. I think that gives
the students more of a purpose when creating their slides; they were not just
creating them to be graded, but rather they were creating them so that their
peers and classmates could learn from it.