Meekins Lesson Plan Assignment

Running Head: Global Classroom Module 1
Samantha Meekins
Global Classroom Module
Flat Stanley Project
UMUC EDTC 645
Dr. Derby
Global Classroom Module 2
Introduction:
Global Classroom Module: Pre-Planning Template (Previously Submitted)
Designer: Samantha Meekins
Summary: This project will give US (Maryland) students the opportunity to research and learn
more about Dubai and Dubai students the opportunity to research and learn more about the US
(Maryland). Students will learn about sights, food, and weather at that time of year and
communicate with each other through the project.
Background Concerning the School and Group:
 18 Kindergarten Students
 Rippling Wood Elementary School in Glen Burnie, Maryland.
o Demographics
 Total Student Population: 688
 Hispanic Students:109
 African American Students:246
 White Students:257
 Asian: 27
 Two or More Races:45
o Attendance Rate: 94.8%
 Rippling Woods Elementary School is located in Anne Arundel County.
Timeframe: 6-7 weeks
Two Week Period-- both classes are:
 Researching about the place Flat Stanley will travel/see
 Researching about the clothes he will need
 Researching about food he will probably try
 Color Flat Stanley
 Draw what they think he will see in the other country
 Make him clothes and any other travel needs to go to the other classroom
 Scan and send predictions based off research
Four Week Period:
 Weekly Stanley Updates from each class—scan journal entries and pictures
 Students will record in their own journals what they learned Stanley did each week
 Class will email and questions they have while Stanley is visiting the other class
 Return the correct Stanley to each class
 Students will compare Stanley’s visit to their own lives by looking at the
journals/drawings sent back with Stanley verses the ones they did based off research.
o This part will be done by having the students draw/write the differences they
noticed and then audio recording the students talking about the
differences/what they learned.
Subject and Grade Level: Writing, Science, and Social Studies-Kindergarten

Proposed Topic and Rationale: For this project the purpose it to encourage students to learn
about the different weather, food, sights, and daily activity in Dubai. This project will allow them
to understand that different things are happening in other parts of the world. They will be able to
compare the similarities and differences to students around their age.
Students will spend three weeks researching about what Flat Stanley will see, eat, and wear
while visiting the other classroom. They will make him clothes and any other travel needs he
might need before leaving the classroom. Students will also draw/write about what they think
Stanley will see/do based off their research.
The following three weeks will be sending and receiving weekly updates about Stanley. Students
will write/draw journal entries about what he is doing in their classroom and scan and send the
entries and photos to the other classroom. If any questions arise, the students will email the other
class and that class will do their best to answer the question.
After the project the students will have to compare their research photo to the journal entries
about Flat Stanley and his visit to the other classroom. They will also compare Stanley’s visit to
their own lives. They will audio record this final entry. This way the teacher can hear everything
they are comparing and talking about after the project. They will also turn in their drawing
comparison. These artifacts will show the teacher how much they learned from this project.
Global Network: Flat Stanley
Key Challenges:
Challenge One: Time difference. Students will be communicating and sending journal entries to
the other classroom throughout the project.
Solution: Set due dates with the other teachers, so each class will complete a check in the night
before they are going to open it in class, so they can count down to the next Flat Stanley Journal
Entry.
Challenge Two: Teacher Support while completing project. Each teacher will have to prep and
support the students throughout this project.
Solution: Use the research tool the class is most comfortable with throughout the lesson.
Complete a few whole group parts that would be extremely difficult for the students to complete
independently. Identifying group parts, partner parts, and independent parts of the assignments
will be helpful. Set clear expectations for the assignment.
Challenge Three: Expectations. The project depends on multiple journal entires, research, and
questions from both classrooms.
Solution: Communicate the expectations with the other teacher and make sure we are both on the
same page with what we want our students to gain from this project.
Prior Knowledge: To be successful, students need to know:
 Complete research (with support)
 How to write and draw and describe writing/drawing
 Basic understanding that places in the world have similarities and differences
 Different weather types and clothes needed for those types of weather
This builds on the All About Me unit which talks about favorite foods, spots to visit, and other
facts about the student. They should be able to identify things about themselves, before learning
about Stanley’s visit to the other class and then comparing themselves to Stanley’s visit.
This is a project that will be completed after the first few months of school and the teacher
observes the students writing/drawing independently. Students need to be able to describe what
they write/draw, so the teacher can scribe as needed.
Based off teacher observation, the teacher can move forward with the project when the students
understand that there are other places around the world that have some of the same things as
where we live and some different things from the place we live. If the students are not ready, a
little more research on PebbleGo or KidRex.org will be helpful. Teachers can show schools in
other counties.
Content Standards:
MDK12 Standards:
Science Standards:
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to
prepare for and respond to severe weather.
Science: K-ESS2-1 Use and share observations of local weather conditions to describe
patterns over time.
I Can: share information about the weather by making observations.
Social Studies Standards:

K.2.B.1 Describe places in the immediate environment using natural/physical and human-
made features.
a Discuss that places have natural/physical features.
C3.D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental

characteristics of places or regions.
Common Core Standards:

Literacy Standards:
CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get

information, or clarify something that is not understood.
Writing Standards:
CCSS.ELA-LITERACY.W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.

With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
International Society for Technology Education (ISTE) Standards

Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.
1b
Students build networks and customize their learning environments in ways that support the
learning process.
1c
Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge,
produce creative artifacts and make meaningful learning experiences for themselves and others.
3a
Students plan and employ effective research strategies to locate information and other resources
for their intellectual or creative pursuits.
3d
Students build knowledge by actively exploring real-world issues and problems, developing
ideas and theories and pursuing answers and solutions.
Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
6c
Students communicate complex ideas clearly and effectively by creating or using a variety of
digital objects such as visualizations, models or simulations.
6d
Students publish or present content that customizes the message and medium for their intended
audiences.
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.
7a
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.
7c
Students contribute constructively to project teams, assuming various roles and responsibilities to
work effectively toward a common goal.
7d
Students explore local and global issues and use collaborative technologies to work with others
to investigate solutions.
Pre-Lesson Steps: Below are the steps that must be completed before introducing the lesson to
the students
1. Find another teacher who teaches a similar grade and is willing to participate in the
project. This will start with personal connections and branch from there to locate a class
that is similar.
2. Set a time to work with the other teacher to set up the expectations and goals.
3. Set primary form of communication-determine best email address for each teacher
4. Share examples of journal entries, questions, Flat Stanley template, and research.
5. Describe the purpose of research
6. Introduce research methods if they have not been used already in the classroom.
Technology Use: Technology will be used in multiple ways over the course of this project.
1. Students will use technology to research Dubai/Maryland weather, food, and sights.
Students will use PebbleGo.com and KidRex.org with teacher support and a whole group
guided lesson. They will record their answers in a notebook.
2. Students will use technology for taking pictures with Flat Stanley.
3. Students will use technology to communicate with the other classroom. The primary form
of communication will be email.
4. Students will scan journal entries and email them to the other class.
5. Students will video their comparison of Stanley’s visit to their lives back at home.
Essential Questions:
1. How does our food, weather and sights differ from the places Flat Stanley visited?
2. How does the weather influence clothing choices?
3. How can digital tools be used for creating and producing projects?
4. How does the use of digital tools support communication and collaboration?
Differentiation of Instruction: Differentiation will be used throughout the projects, so that all
students are successful. There are many teacher lead/heavy supported areas.
 Technology support: Students will receive support as needed with technology when
struggles arise. The teacher wants students to attempt to use technology and they will
receive guidance as necessary.
 Length of journal entries: Students will have different types of writing paper to support
their writing needs. The teacher can also scribe some words as needed throughout the
entries.
 Pulling groups to support with journal entries: A small group of students will be pulled
and the teacher will scribe the entire letter that is generated throughout the small group.
They will write as the teacher is writing.
Starting Activity for Module: The lessons will begin with saying Hello to Flat Stanley! We will
talk about how Flat Stanley is going to visit another classroom for s few weeks. Stanley is going
to visit another classroom in Dubai! Things may look different in Dubai. We want Flat Stanley to
be prepared, so we will have to research a little about Dubai to help Flat Stanley pack!
We will pull up PebbleGo and KidRex.org. We will talk about research and how it provides us
information about a topic we need to learn more about. We will research about the food, weather,
and sights in Dubai. We will record what we learn and prepare Flat Stanley for his trip!
Lesson Plans:
Summary of Two Lesson Plans:
Lesson #1: Researching Dubai weather, food, and sights at this time of year
We will discuss the importance of research and why we need to research about Dubai. We need
to prepare Stanley for his trip to Dubai. We will complete research about Dubai and record the
information we have learned.
Lesson # 2: Week 2 Stanley Journal Entry Update with Questions
Students will complete a journal entry and drawing to show the other class what Stanley has
done this week. Journal entries will be detailed and relate back to things happening at this time of
year in Maryland. We will be receiving an email from Stanley in Dubai and read his update as
well. This Journal entry dates are pre-set by the teachers, so the students know when they entries
are coming. We will also ask Stanley 3 questions we have developed while he has been in Dubai.
Summative Assessment:
Teacher will use the student’s final comparison audio recording and pictures to determine how
much the students learned from this project. They will use a rubric to make sure all essential
parts of the project were learned and demonstrated in their final comparison.
After the project the students will have to compare their research photo to the journal entries
about Flat Stanley and his visit to the other classroom. They will also compare Stanley’s visit to
their own lives. They will audio record this final entry. This way the teacher can hear everything
they are comparing and talking about after the project. They will also turn in their drawing
comparison. These artifacts will show the teacher how much they learned from this project.
Changes/Revisions to the Proposal:
I have changed the time frame for this project. The first portion of the project will only take two
weeks instead pf three. The research portion of the project is so guided and teacher supported
that they could use the extra time in the second half of the project. Students will be able to record
what the teacher is pulling up during the research. Since they are using this tool as a whole
group, I think they will need less time for the assignment.
The second part of the assignment needs more time because they are completing weekly journal
entries to be sent to Dubai and then they are analyzing and comparing Stanley’s visit to their
lives. This will take more time to complete. Therefore, I have added more time. There is also a
flex 7th week to use as needed. If a few extra days are needed for any challenged ha t arise, they
have been planned for throughout the lesson.
Lesson Plan #1
Lesson Title: Time to Research!
Grade Leve/Subject Area: Kindergarten-Writing, Science, & Social Studies
Concept/Topic: Students will research the weather, food, and sights to see at the time of the
project in Dubai. They will record their research on the research template page and prepare
Stanley for his trip.
Length of Lesson:
 One 30-minute lesson describing research, why it is important, and different tools that
will be used for this project
 Three 30-minute lessons for research. One day for each of the following topics:
Weather, Food, and Sights.
 One 30-minute lessons to prepare Stanley for his trip. They will draw or list items he
will need based off their research.
Standards:
Common Core State Standards:

MDK12 Standards:
K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to
prepare for and respond to severe weather.
patterns over time.
made features.
C3.D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental

characteristics of places or regions.

Empowered Learner
1c
3a
Students plan and employ effective research strategies to locate information and other resources
for their intellectual or creative pursuits.
3d
Global Collaborator
7c
Lesson Goals: The goal of this lesson is for the students to research and learn about another
country. Based off their research they need to demonstrate their knowledge by preparing Flat
Stanley for his trip to Dubai.
Performance Objectives: After completion of the lesson, students will be able to:
 Identify the weather in Dubai (at the time of year of the project)
 Identify different foods in Dubai
 Identify different sights in Dubai

 Describe what and why Stanley needs different items for his trip
 Identify research tools and the importance of research
Introductions: We will pull up PebbleGo and KidRex.org. We will talk about research and how
it provides us information about a topic we need to learn more about. We will discuss the
research we need to complete about the food, weather, and sights in Dubai. We will discuss how
we will record what we learn and prepare Flat Stanley for his trip!
This lesson will happen first in the first part of the entire lesson.
Step-By-Step Procedures:
Technology Requirements:
 Computer and Internet Access
 KidRex.org
 PebbleGo
 Speakers to play any videos
 Projector and screen/SMARTBoard
Resources:
 https://www.alarms.org/kidrex/
 Research Page
 Suit case
 Flat Stanley Template
 Model of assignment-to be completed with the class
 Rubric
Related URLs/Resources: Flat Stanley Video: https://www.youtube.com/watch?

v=8k4fy7GsSSE
Assessments Based on Objectives: Students will complete the research page during the 3 days
research is completed about Dubai. Students should be able to describe the weather, food, and
sights in Dubai. The teacher will also ask what and why the students packed for Stanley.
Follow-Up: Following the lesson, the students will decorate their own Flat Stanley. This will be
their Stanley to keep. They can also travel with him and describe what he has done over the
course of the night/weekend when they are not in school. We will use this information to form
our journal entries back to the classroom in Dubai. We will then create and send our 1 class Flat
Stanley to Dubai and wait to hear back from him!
Classroom Management: Students will be reminded of the behavior and expectations while
completing in an assignment. The classroom rules will stull be in full effect.The teacher will give
positive praise to students who are on task to encourage all students to be on task if they are
struggling. Smelly maker happy faces will be given to students throughout the assignment who
are doing a great job and meeting all of the expectations.
Accommodations: Students who need support or accommodations will receive these throughout
the project. This could come in a variety of forms. Small group, scribes, highlighter writing to
trace, extra time. These are the common accommodations in Kindergarten, and they will be
assessed and used as needed throughout the project.
Comments/Notes:
 Students will be provided support as needed.
 Student’s questions should be recorded throughout the week to prompt discussions to
send to the other classroom.
 Students will be reminded of the expectations of the assignment
 Students will be provided a model of assignments (Kindergarten students need
visuals).
 Copy extra copies of Stanley, Research Page, and Suitcase page.
 Students can talk to classmates/research with the teacher at a different time if they
were absent.
Lesson Plan #2
Lesson Title: Hey Stanley!
Grade Leve/Subject Area: Kindergarten-Writing, Science, & Social Studies
Concept/Topic: Students will create a journal entry for Stanley. They will record journal entry
and drawing on the journal page to be scanned and sent to the other class. They will read the
journal entries from the other Flat Stanley. They will ask 3 new questions based off what they
learned from the journal entry.
Length of Lesson:
 Two 30-minute lessons to write a journal entry and draw a picture of what Stanley
has be up to this week. Students can also take pictures with the iPad in the classroom.
 One 30-minute lesson reading the class set of journal entries from the other Stanley
and looking at the pictures and drawings.
 One 30-minute lessons making a list of all new questions and narrowing the list to 3
new questions to be sent.
Standards:
MDK12 Standards:
Science Standards:
patterns over time.
I Can: share information about the weather by making observations.
Social Studies Standards:

made features.
Common Core Standards:

Literacy Standards:
Writing Standards:
With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.


Empowered Learner
1b
Students build networks and customize their learning environments in ways that support the
learning process.
1c
3d
Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using
the platforms, tools, styles, formats and digital media appropriate to their goals.
6d
Students publish or present content that customizes the message and medium for their intended
audiences.
Global Collaborator
7a
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.
7c
Lesson Goals: The goal of this lesson is for the students create a journal entry with drawings and
photos to be sent to the other class. They will also read the journal entries and photos/drawings
from the other class to hear about what Stanley is up to that week. Based off what they read they
will develop three questions as a class to ask the other class.
Performance Objectives: After completion of the lesson, students will be able to:
 Create a journal entry
 Draw pictures showing what Stanley did
 Take photos of Stanley
 Read/listen to the other class’ journal entries & drawings/photos
 Ask three questions based off what they learned about Stanley that week
Introductions: We will discuss as a class what Stanley has done this week with us and what we
should include in our journal entries to be sent to the other class. We will create entires and draw
pictures to go with the entries. Photos will also be taken during the week and sent with the
scanned journal entries.
We will then read the other entries from Stanley and talk about his week in the other classroom.
We will then create three questions as a class to be sent to the other class to answer.
This lesson will happen the second part of the lesson. This lesson will be repeated 3 times to
create 3 different journal entries back and forth between the classes.
Step-By-Step Procedures:
Technology Requirements:
 Computer and Internet Access
 Projector and screen/SMARTBoard
 iPad for Photos
Resources:
 Journal page
 Model of assignment-to be completed with the class
 Rubric
Related URLs/Resources:
Assessments Based on Objectives: Students will complete the research page during the 3 days
research is completed about Dubai. Students should be able to describe the weather, food, and
sights in Dubai. The teacher will also ask what and why the students packed for Stanley.
Follow-Up: Following the lesson, the students will decorate their own Flat Stanley. This will be
their Stanley to keep. They can also travel with him and describe what he has done over the
course of the night/weekend when they are not in school. We will use this information to form
our journal entries back to the classroom in Dubai. We
Classroom Management: Students will be reminded of the behavior and expectations while
completing in an assignment. The classroom rules will stull be in full effect. The teacher will
give positive praise to students who are on task to encourage all students to be on task if they are
struggling. Smelly maker happy faces will be given to students throughout the assignment who
are doing a great job and meeting all of the expectations.
Accommodations: Students who need support or accommodations will receive these throughout
the project. This could come in a variety of forms. Small group, scribes, highlighter writing to
trace, extra time. These are the common accommodations in Kindergarten and they will be
assessed and used as needed throughout the project.
Comments/Notes:
 Students will be provided support as needed.
 Student’s questions should be recorded throughout the week to prompt discussions to
send to the other classroom.
 Students will be reminded of the expectations of the assignment
 Students will be provided a model of assignments (Kindergarten students need
visuals).
 Copy extra copies of Stanley, Research Page, Journal Entry and Suitcase page.
 Students can talk to classmates/research with the teacher at a different time if they
were absent.
References:
**add common core!!***

Benchmark Education. (2019). Read About Best Practices in How to Effectively Observe Best
Practices in the Classroom. Retrieved from https://benchmarkeducation.com/best-practices-
library/how-to-effectively-observe-best-practices.html .
Hubert, D. (n.d.). Flat Stanley. Retrieved from
http://www.flatstanleyproject.com/curriculum.html .
ISTE. (2019). ISTE Standards for Students. Retrieved from
https://www.iste.org/standards/for-students .
MD College and Career-Ready Standards. (n.d.). MD College and Career-Ready Standards.
Retrieved from
https://mdk12.msde.maryland.gov/INSTRUCTION/commoncore/Pages/index.aspx .
Msde. (2018). Welcome to the Maryland Report Card. Retrieved from
https://msp2018.msde.maryland.gov/Graphs/#/Demographics/StudentPopulation/2/1/02/3392.

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Running Head: Global Classroom Module 1

Subject and Grade Level: Writing, Science, and Social Studies-Kindergarten

Social Studies Standards:

C3.D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental

Common Core Standards:

CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get

International Society for Technology Education (ISTE) Standards

CCSS.ELA-LITERACY.SL.K.3 Ask and answer questions in order to seek help, get

C3.D2.Geo.5.K-2 Describe how human activities affect the cultural and environmental

International Society for Technology Education (ISTE) Standards

 Identify different sights in Dubai

Related URLs/Resources: Flat Stanley Video: https://www.youtube.com/watch?

Social Studies Standards:

Common Core Standards:

International Society for Technology Education (ISTE) Standards

add common core!!*

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