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Engage, Expand and Encompass through Technology

UDL Lesson Plan


Lesson Title: Introduction to Skype in the Classroom

Grade Level: 3rd Grade at Middleton Elementary School

Subject: Library Media/3rd Grade Science

Developed By: Sarah Townsend and Rebecca Thibeault

Unit: Cultural Exchange and Logical Deduction

Unit Abstract​​:

Learners will video-conference (Skype) with another classroom to engage in cultural exchange, providing
interactions and understanding of another classroom setting. Learners will use Yes/No questions to
logically deduce and problem solve by going through the Animal Mystery Skype process. Learners will
utilize Classroom Skype to as a means of practicing Global Collaborator skills. Lessons will include,
Introduction to Skype, Lesson on Yes/No questions, Mystery Animal Skype, additional Mystery Skype
Lessons for further and deeper level of cultural exchange with possibility of developing an on-going
exchange with another classroom.

Length of Introduction lesson: 45 minutes

Pre Planning
Big Idea (s):

Concepts central to this Skype introduction lesson:

● Learners will use Yes/No questions for logical deduction reasoning


● Learners will have specific roles within the classroom
● Learners will experience (many for the first time) using video-calling

Essential Questions:

● What has been your past experience with video conferencing (Facetime, Skype, Hangouts)?
● What are some of the benefits of Skyping learners at another school?
● In what ways is Skyping different than a regular phone call (without video)?
● Can you name some of the essential stages of a life cycle?
● How should learners behave during a Skype call? What are some of the roles learners can
have during the call?
Objectives​​:
● Learners will speak clearly to effectively express themselves to others during Skype.
● Learners can describe and compare the life cycle of an organism.
● Learners will use yes/no questions to solve mystery animal skype and apply problem solving
skills.
● Learners will work collaboratively locally and globally.

Standards met:

1. Speak effectively to express ideas for a variety of purposes and audiences (discussion,
presentation, etc.). ELA.3
2. Describe and compare the life cycles of organisms. Sci.3
3. Global Collaborator: Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
○ Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
○ Students use collaborative technologies to work with others, including peers, experts or
community members, to examine issues and problems from multiple viewpoints.
○ ​Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal.

Brief Description of Summative Assessment:

After unit, learners will have quick rubric to fill out to initiate/develop self-assessment of learning.

In addition to rubric, students will have a choice to

a. create a brief video sharing what they have learned and post to See-Saw.
b. draw a picture of their favorite part of the Skype unit (either by hand or digitally) then post
creation to See-Saw.

Lesson:

Opening:
5 min, quick classroom discussion: What is video-calling? Have you ever face-timed, etc? Show video
https://www.youtube.com/watch?v=8LE4lzUwbaE

5 min pre-assessment (wonder board or first thought, use sticky notes for students to put down
wonder/thoughts and place on flip chart paper--to help form instruction)

5 min: Introduce and assign some of the student roles during a Skype: greeter, questioner, answerer,
record keeper, closer. Throughout assigning roles, use clear expectations for listening, speaking clearly
and slowly, approaching task with an open mind.. Print out cards for role​s ahead.
Exploration:

10 min: Develop whole class yes/no questions on Google Docs (ended up recording this for students)

10-15 min: Practice Skype between library and classroom. At end of Skye, Check for understanding, ask
closing questions to inform instruction by thumbs up/down.

Future lessons:
● Further instruction on yes/no questions, practice in class with 6th Grade using
Animal Mystery Skype format and classroom roles
● Possible Number Mystery Skype
● Using a map of US or World to find location of other class
● After, initial Mystery Skype lessons, furthering cross-cultural relationship with
another classroom via Skype on an ongoing basis
● Skype lessons with Guest Speakers and/or Virtual Field Trips

Extended Practice for Unit and Future Lessons:

Learners will continue practice in developing yes/no questions during class. They will consistently have
time to practice speaking for effective presentation and communication. Students can practice these skills
in class through pair-work, small group in whole class lessons. Through practice Skype sessions in the
building students will have an opportunity to practice and understand roles assigned during Skype
sessions.

Timeline for Skype Classroom Collaboration, Grade 3 with Rebecca Thibeault

--10/15 One hour online training


--10/16 & 10/30 Met with Rebecca to set up accounts and prioritize objectives for unit
--12/4 Introduction Skype lesson (lead by me), pre-assessment, 1st practice Skype
--12/12 2nd Skype practice between 3rd and 6th grade
--12/14 Mystery Skype with teacher from Georgia (Dec 14th)
​Reminder Checklist:

❏ Make expectations (objectives, rubrics, grading) explicit from the start


❏ Include multiple ways to engage students
❏ Include multiple means of representing the big ideas
❏ Include alternatives to the text e.g. website, article, video, audio summary, or lower reading level
text
❏ Include checks for understanding to shape instruction
❏ Include methods that require students' active participation
❏ Include a choice of learning options that provide greater support or challenge
❏ Include options to help students learn from the text and classroom materials e.g., text-reader,
comprehension supports
❏ Provide step by step instructions for using learning strategies
❏ Provide access to class notes in various formats e.g., outline, graphic, studycast
❏ Include multiple ways for students to show what they know (formative and summative
assessment)
Summative Assessment
Skype in the Classroom Rubric, 3rd Grade

Name:___________________________________________ Date:____________________

I can listen to
others.

I asked Yes/No
questions.

I can speak
clearly and at an
appropriate
speed so others
can understand
me.

I know the
life-cycle of an
animal.