Running head: GLOBAL CLASSROOM MODULE

Gabby Simala

Global Classroom Module

EDTC645 - Integration of Technology: Global Perspectives

UMGC Instructor: Joseph Wieczorek

July 12, 2020

GLOBAL CLASSROOM MODULE 2

Introduction

Introducing global learning into a classroom is an essential aspect of preparing students

to be 21st-century learners. Students will learn that there is a “multiplicity of viewpoints, formed

at least in part by where you live” (Boss, 2008). Exposing students to different cultures and ways

of life expands their global perspective and teaches them to have empathy. Throughout the

“Looking Through Your Window” global project, students will have the opportunity to broaden

their global understanding by learning about a different country. Students will have the chance to

“connect and communicate in meaningful ways” (Boss, 2008). Using an online global

communication platform, students will share what they see out their own window with their

partner classroom and also learn what students from a different place in the world might see

when they look out their window.

Global Classroom Module: Pre-Planning Lesson Template

Module Designer: Gabby Simala

Summary

students will complete the “Looking Outside Your Window” project and submit their

writing pieces and drawings their class page on the Global Network Kidlink. Next, students will

make predictions about what their partner classroom peers might see when they look outside

their window. After, students will discover if their predictions were correct based on their

correspondence with their global peers on Kidlink and online research about the landforms,

habitats, and physical features of this country. Students will reflect on the accuracy of their

predictions and how their global perspective expanded as a result of this project. The overall goal

for this project is to expand student’s global perspective by connecting them with other students

from around the world.

GLOBAL CLASSROOM MODULE 3

Learning Objectives

• Students will be able to match images of a given country to the name of the country.

• Students will be able to write a short text describing what they might see when they look

out their own window and draw a picture to accompany their writing piece.

• Students will be able to publish their “Looking Out Your Window” illustrations and

writing pieces online using the website Kidlink.

• Students will be able to research the region in which our partner school is located using

kid-friendly online databases, maps, and other resources.

• Students will be able to reflect on their transformed global perspective as a result of this

project.

Background

I work at a public school in Kensington, Maryland. Kensington Parkwood Elementary

School (KPES) serves 642 students K-5. Table 1 breaks down the percentage of students who

receive ESOL, FARMS, and Special Education supports, as well as the gender and racial

composition of KPES’s student population. This project was developed for students in second

grade at KPES. My current class is a group of 21 second-graders.

Table 1: 2019 – 2020 Official Enrollment (MCPS, 2020).

GLOBAL CLASSROOM MODULE 4

Time frame: Over a six-week period divided into two units of three weeks each.

Subject and Grade Level

This project is created for second-grade students and will include the following content

areas: Writing, Social Studies, and Science.

Proposed Topic and Rationale

The topic of this project is “Looking Out Your Window”. After being matched with

another school from another location in the world, the teacher can reveal to students where the

partner country is by using maps and other resources. Students can imagine what their partners

from another place in the world will see when they look out of their bedroom window. Students

will write a short text describing what they might see and draw a picture. Then, students will use

Kidlink to share their drawings and writing with their partners (Kidlink, 2011). As a result of this

project, both the U.S. students and those of the partner classroom will have an expanded global

perspective through exposure to what life is like in a different country. This project encourages

global collaboration and communication because multiple classrooms from around the world

must come together to work on this project.

Global Network: Kidlink

Key Challenges

• Challenge 1: Difficulty using the Global Network of Kidlink and finding another class

from a different country that is interested in completing the same project.

• Solution 1: Make a contact in a different country far in advance so there is plenty of time

to set up the project. Stay connected with the partner teacher throughout the process.

• Challenge 2: Difficulty uploading documents and images to Kidlink.

GLOBAL CLASSROOM MODULE 5

• Solution 2: The teacher should practice uploading materials to Kidlink prior to guiding

students. Also, an instructional day can be used to practice uploading documents to

Kidlink with students. The teacher can create a step-by-step tutorial on how to complete

this process.

Prior Knowledge

Before beginning this project, students will have background knowledge of map skills,

habitats, and landforms. The teacher will deliver lessons on the continents of the world and the

different physical features and landforms you might find in various locations before beginning

the ”Looking Out Your Window” Kidlink global project. With this prior knowledge, students

will be prepared for the introduction activity in which they will match images of different places

to their name. The teacher will assess the student’s understanding through both an assessment of

labeling the continents and identifying landforms.

Students will also have prior knowledge on how to be safe and respectful digital citizens

through teacher and media specialist led lessons on appropriate online behavior.

Standards and Key Concepts

• Common Core State Standards (CCSS, 2020).

o “CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-

elaborated event or short sequence of events, include details to describe actions,

thoughts, and feelings, use temporal words to signal event order, and provide a

sense of closure”

o “CCSS.ELA-LITERACY.W.2.6 With guidance and support from adults, use a

variety of digital tools to produce and publish writing, including in collaboration

with peers”
GLOBAL CLASSROOM MODULE 6

• International Society for Technology in Education Student Standards (ISTE, 2020).

o 2: Digital Citizen: Students recognize the rights, responsibilities and opportunities

of living, learning and working in an interconnected digital world, and they act

and model in ways that are safe, legal and ethical.

2a: Students cultivate and manage their digital identity and reputation and

are aware of the permanence of their actions in the digital world.

2b: Students engage in positive, safe, legal and ethical behavior when

using technology, including social interactions online or when using

networked devices.

o 3: 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.

3c: Students curate information from digital resources using a variety of

tools and methods to create collections of artifacts that demonstrate

meaningful connections or conclusions.

o 6: 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.

6a: Students choose the appropriate platforms and tools for meeting the

desired objectives of their creation or communication.

GLOBAL CLASSROOM MODULE 7

o 7: 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.

• Maryland College and Career-Ready Standards (MCCRS, 2020).

o Social Studies: Peoples of the Nation and World

Topic A: Elements of Culture: Analyze elements of two different cultures

and how each meets their human needs and contributes to the community

Topic C: Conflict, Cooperation, and Compromise: Analyze ways in which

people interact

o Social Studies: Geography

Topic A: Using Geographic Tools: Use geographic tools to locate and

describe places on Earth

Topic B: Geographic Characteristics of Places and Regions: Classify

places and regions in an environment using geographic characteristics

• Maryland Next Generation Science Standards (NGSS, 2020).

o Make observations of plants and animals to compare the diversity of life in

different habitats. Emphasis is on the diversity of living things in each of a variety

of different habitats.
GLOBAL CLASSROOM MODULE 8

LS4.D: Biodiversity and Humans: There are many different kinds of living

things in any area, and they exist in different places on land and in water.

(2-LS4-1)

Pre-Lesson Steps

Before connecting with another class, the teacher must make an account on Kidlink and a

homepage for student’s projects. The teacher can use one of the Kidlink Project Networks to

connect with another class. Other options to connect with a globally include using the Kidlink

Facebook page, Twitter account, or Instagram. If unable to find a partner class, the teacher can

reach out to the support staff at Kidlink. Before delivering the lesson, the teacher should

familiarize themselves with the website so they are able to support their students in uploading

content and navigating the Global Network.

Technology Use

Technology will be integrated through students’ use of online research databases to

collect information about their own country and their partner class’s home country. Students will

complete their research by using kid-friendly online research databases such as PebbleGo,

National Geographic Kids, Britannica School Elementary, and Google Earth. Students will also

be using technology when they access the Global Network Kidlink to upload their writing

projects and illustrations to share with their partner class. Students will also use Kidlink to

communicate with students from another country.

Essential Questions

• How does where we live change what we see out our window?

• How does geography affect people’s day to day lives?

• Why is having an understanding of maps and globes important?

GLOBAL CLASSROOM MODULE 9

• How can cultural differences impact our global understanding?

Differentiation of Instruction

To support the variety of learners in the classroom, the teacher will provide the following

scaffolds to support specific students: checklists, sentence frames, graphic organizers, extended

time, one-on-one teacher support, peer buddies, translators, speech-to-text, text-to-speech, verbal

and visual instructions. For students who need more enrichment, the teacher can allow them to

use kid-friendly online databases to expand their research on their partner class’s home country.

Instead of only studying this country’s landforms, physical features, and habitats, accelerated

students can dive deeper and learn more about this country’s cultures and customs.

Starting Activity for Module

In the initial lesson, the teacher will get students interested in the project by starting out

with some visuals of what people might see out their window and a list of places around the

world. Students can try their best to match the image with the location. This will start a

discussion about students’ perceptions of what places look like. Once the correct answers are

revealed, students’ global perspectives will be expanded. This matching activity will support

visual learners and get a conversation started about the student’s background knowledge and

their global understanding.

Lesson Plans

Lesson #1

This lesson will take place towards the beginning of the Global Classroom Module.

Students will first be introduced to the “Looking Out Your Window” project. Students will

participate in a landform and physical feature review, a matching game of location names and

images of these places, a lesson on digital citizenship, and an overview of how to use the Kidlink
GLOBAL CLASSROOM MODULE 10

website. Then, students will write a short text describing what they might see when they look out

their own window and draw a picture to illustrate their perspective. The teacher will encourage

students to be descriptive and use adjectives that will help explain what they see. This lesson will

give students practice making their writing more detailed. Next, students will use the website

Kidlink to share their drawings and writing with their global classroom partners. As a result of

using this website, students will have more experience using technology to collaborate with

peers.

Lesson #2

This lesson will take place towards the end of the Global Classroom Module. The teacher

will guide students in imagining what their global classroom partners will see when they look out

of their bedroom window. Students will study maps and other resources to learn more about the

region in which our partner school is located. Students will also use online kid-friendly research

databases to investigate more about their partner country. Students will use the following

websites to guide their research: PebbleGo, National Geographic Kids, Britannica School

Elementary, and Google Earth. This investigation will expand students’ global understanding.

After learning more about their partner country and communicating with their global classroom

partners through Kidlink, students will discuss with peers and write a reflection on their global

perceptions prior to the research and what they have learned through the process. Students can

compare their original thoughts about what they thought their partners would see out their

window to what was actually true and reflect on how their global perception has changed and

expanded.

Summative Assessment
 GLOBAL CLASSROOM MODULE 11

Students will be informally assessed on the writing piece they complete during the initial

stages of the “Looking Out Your Window” project. This writing piece will be graded on the

details included, students’ ability to follow the prompt and instructions provided, and students’

ability to successfully upload the writing assignment to the website Kidlink. Students will

receive an overall summative grade on their final reflection. In this reflection, students will share

what they learned about the country they researched and their expanded global perception as a

result of this project. Students will compare their original perception of their partner country with

their new broadened understanding of the country. Students will also include details about how

the resources used, online research databases and maps, played an important role in expanding

their global understanding.

Detailed Lesson Plans

Lesson #1: Creating and Publishing Project to Kidlink

Global Network: Kidlink
Grade Level: Second Grade Subjects: Writing, Social Studies, and Science
Overview
This lesson will take place towards the beginning of the Global Classroom Module. After a lesson in which
the Global Network Kidlink is reviewed and students are given the chance to become comfortable uploading
content to this website, students will be introduced to the “Looking Out Your Window” project. Students will
be asked to create a writing piece describing what they might see when they look out their own window and
draw a picture to illustrate their perspective. Students will use the website Kidlink to upload their drawings
and writing pieces in order to share their work with their global classroom partners.

Purpose
The purpose of this lesson is to give students practice making their writing work more detailed and give them
experience using technology to collaborate with peers. Also, student’s global connection with their global
classroom partners will be strengthened. Both classes will collaboratively use the same Global Network
Kidlink to upload their “Looking Out Your Window” projects.

See Appendix A for the Writing Piece Prompt & Template and the corresponding Rubric.
Learning Objectives
• Students will be able to write a short text describing what they might see when they look out their own
window and draw a picture to accompany their writing piece.
 GLOBAL CLASSROOM MODULE 12

• Students will be able to publish their “Looking Out Your Window” illustrations and writing pieces
online using the website Kidlink.

Standards
Common Core State Standards (CCSS, 2020).
• “CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions, thoughts, and feelings, use temporal
words to signal event order, and provide a sense of closure”
• “CCSS.ELA-LITERACY.W.2.6 With guidance and support from adults, use a variety of digital tools
to produce and publish writing, including in collaboration with peers”
International Society for Technology in Education Student Standards (ISTE, 2020).
• 2: Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning
and working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.
o 2a: Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
o 2b: Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
• 3: 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.
o 3a: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
o 3c: Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
• 6: 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.
o 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
• 7: 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.
o 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.
Maryland College and Career-Ready Standards (MCCRS, 2020).
• Social Studies: Peoples of the Nation and World
o Topic A: Elements of Culture: Analyze elements of two different cultures and how each meets
their human needs and contributes to the community
o Topic C: Conflict, Cooperation, and Compromise: Analyze ways in which people interact
• Social Studies: Geography
o Topic A: Using Geographic Tools: Use geographic tools to locate and describe places on Earth
o Topic B: Geographic Characteristics of Places and Regions: Classify places and regions in an
environment using geographic characteristics
Maryland Next Generation Science Standards (NGSS, 2020).
 GLOBAL CLASSROOM MODULE 13

• Make observations of plants and animals to compare the diversity of life in different habitats.
Emphasis is on the diversity of living things in each of a variety of different habitats.
o LS4.D: Biodiversity and Humans: There are many different kinds of living things in any area,
and they exist in different places on land and in water. (2-LS4-1)
Materials
• Chromebook: each student has a person device
• Headphones (optional): for students who are using text-to-speech
• Writing Piece Prompt & Template Handout (Appendix A) and pencil: to draft writing piece
• Internet access: to complete research
• Google Doc: to type up writing piece

Website Links
PebbleGo: https://pebblego.com/
National Geographic Kids: https://kids.nationalgeographic.com/
Britannica School Elementary: https://school.eb.com/levels/elementary
Google Earth: https://www.google.com/earth/
Kidlink: https://www.kidlink.org/
Google Docs: http://docs.google.com
Verification
To check for student understanding, the teacher is requiring students to submit a draft of their writing piece
before typing up the final version to upload to Kidlink. When students submit their drafts, the teacher will
review which students have mastered the objective and which students still need support. For the students who
did not add enough detail to their writing piece or did not include information gathered from their online
research, the teacher will meet with these students in a small group and review the rubric and provide
guidance.
Step-by-Step Procedures
• Students will be asked to come to the meeting carpet. The teacher will introduce to the “Looking Out
Your Window” project. The teacher will explain that students will be working on a project that they
will upload to a website while at the same time another class from a different country will be working
on the same project. Both classes will use Kidlink to share their projects.
• Today, students will be asked to write a short text describing what they might see when they look out
their own window and draw a picture to illustrate their perspective. The teacher will encourage
students to be descriptive and use adjectives that will help explain what they see. Students will use
their background knowledge of their own country and state’s physical features, landforms, and habitats
and include these details in their writing piece.
• Students can also use their Chromebooks while seated at their desks to access important information
about the place they live to add more details to their writing pieces. Students can use the following
websites to guide their research: PebbleGo, National Geographic Kids, Britannica School Elementary,
and Google Earth.
• Students will use the Writing Piece Prompt & Template (Appendix A) to complete their draft writing
piece. Once complete, students will submit their draft to the teacher for approval.
• After the teacher has confirmed that their writing piece is ready, students will type up their writing in a
Google Doc and upload their drawings and writing piece to Kidlink. Students are familiar with how to
use Kidlink through their exploration of this website in a previous lesson.
 GLOBAL CLASSROOM MODULE 14

• The teacher will explain that students from a class in a different country will be able to see their work.
Students will use their previously learned digital citizenship skills to ensure they are behaving
appropriately when online. By uploading their assignment to this Global Network, students’ work is
shared with their global classroom partners.
• The teacher will tell students that in an upcoming lesson they will be able to use Kidlink to observe the
work uploaded by their global classroom partners. Uploading their own work and observing the work
of their global classroom partners strengthens students’ global connection with the other class.
Formative Evaluation
Students will be assessed on the writing piece they complete during the initial stages of the “Looking Out
Your Window” project. This writing piece will be graded on the details included, students’ ability to follow
the prompt and instructions provided, and students’ ability to successfully upload the writing assignment to
the website Kidlink. Students will be evaluated based on the Writing Piece Rubric. See Appendix A for the
Writing Piece Prompt & Template and the corresponding Rubric.
Differentiation of Instruction
To support the variety of learners in the classroom, the teacher will provide the following scaffolds to support
specific students: checklists, sentence frames, graphic organizers, extended time, one-on-one teacher support,
peer buddies, translators, speech-to-text, text-to-speech, verbal and visual instructions. For students who need
more enrichment, the teacher can allow them to use kid-friendly online databases to expand their research on
their partner class’s home country. Instead of only studying this country’s landforms, physical features, and
habitats, accelerated students can dive deeper and learn more about this country’s cultures and customs.
Summary
Through this shared activity between two classrooms, one in the United States, and another in a different
country from around the world, students will gain a greater understanding of what it is like to live in a
different place. This lesson will facilitate direct global collaboration between two classes through their
collective submissions of their “Looking Out Your Window” projects to the Global Network Kidlink.

Lesson #2: Reflecting on Global Perceptions

Global Network: Kidlink
Grade Level: Second Grade Subjects: Writing, Social Studies, and Science
Overview
This lesson will take place towards the end of the Global Classroom Module. The teacher will guide students
in imagining what their global classroom partners will see when they look out of their bedroom window.
Students will study maps and other resources to learn more about the region in which our partner school is
located. Students will also use online kid-friendly research databases to investigate more about their partner
country. Students will use the following websites to guide their research: PebbleGo, National Geographic
Kids, Britannica School Elementary, and Google Earth. This investigation will expand students’ global
understanding. After learning more about their partner country and communicating with their global
classroom partners through Kidlink, students will discuss their expanded global perspective with peers and
write a reflection on what they have learned through the process. Students can compare their original thoughts
about what they thought their global peers would see out their window to what was actually true and reflect on
how their global understanding of the country they researched has changed and expanded.
 GLOBAL CLASSROOM MODULE 15

Purpose
The purpose of this lesson is to guide students in the reflection process. Students will have the opportunity to
research their partner classroom’s home country and discover the accuracy of their prediction about the
physical features, habitats, and landforms that can be found in this country. Student’s global perspective will
be expanded through this research and reflection process.

See Appendix A for the Reflection Prompt & Template and the corresponding Rubric.
Learning Objectives
• Students will be able to research the region in which our partner school is located using kid-friendly
online databases, maps, and other resources.
• Students will be able to reflect on their transformed global perspective as a result of this project.

Standards
Common Core State Standards (CCSS, 2020).
• “CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or
short sequence of events, include details to describe actions, thoughts, and feelings, use temporal
words to signal event order, and provide a sense of closure”
• “CCSS.ELA-LITERACY.W.2.6 With guidance and support from adults, use a variety of digital tools
to produce and publish writing, including in collaboration with peers”
International Society for Technology in Education Student Standards (ISTE, 2020).
• 2: Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning
and working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.
o 2a: Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
o 2b: Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.
• 3: 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.
o 3a: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
o 3c: Students curate information from digital resources using a variety of tools and methods to
create collections of artifacts that demonstrate meaningful connections or conclusions.
• 6: 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.
o 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of
their creation or communication.
• 7: 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.
o 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.
Maryland College and Career-Ready Standards (MCCRS, 2020).
• Social Studies: Peoples of the Nation and World
 GLOBAL CLASSROOM MODULE 16

o Topic A: Elements of Culture: Analyze elements of two different cultures and how each meets
their human needs and contributes to the community
o Topic C: Conflict, Cooperation, and Compromise: Analyze ways in which people interact
• Social Studies: Geography
o Topic A: Using Geographic Tools: Use geographic tools to locate and describe places on Earth
o Topic B: Geographic Characteristics of Places and Regions: Classify places and regions in an
environment using geographic characteristics
Maryland Next Generation Science Standards (NGSS, 2020).
• Make observations of plants and animals to compare the diversity of life in different habitats.
Emphasis is on the diversity of living things in each of a variety of different habitats.
o LS4.D: Biodiversity and Humans: There are many different kinds of living things in any area,
and they exist in different places on land and in water. (2-LS4-1)
Materials
• Chromebook: each student has a person device
• Headphones (optional): for students who are using text-to-speech
• Reflection Prompt & Template Handout (Appendix A) and pencil: to draft reflection
• Internet access: to complete research
• Google Doc: to type up the reflection

Website Links
PebbleGo: https://pebblego.com/
National Geographic Kids: https://kids.nationalgeographic.com/
Britannica School Elementary: https://school.eb.com/levels/elementary
Google Earth: https://www.google.com/earth/
Kidlink: https://www.kidlink.org/
Google Docs: http://docs.google.com
Verification
To check for student understanding, the teacher will check in with students during the reflection writing
process. The teacher will review which students have mastered the objective and which students still need
support. For the students who are having difficulty reflecting on how their global perspective has changed as a
result of this project, the teacher will meet with these students in a small group and have a discussion about
their global understanding before and after this project to get their ideas flowing. If necessary, the teacher can
record a few of these ideas on a poster and hang it in in the classroom while the students are working for
students to reference.
Step-by-Step Procedures
• Students will be invited to the meeting carpet. The teacher will explain that today students will be
reflecting on their experience in completing the “Looking Out Your Window” project. The teacher will
begin the lesson by guiding students in a discussion, then explain the reflection prompt and format. In
their reflection, students will share what they learned about their partner classroom’s country and their
expanded global perspective as a result of this project.
• In a previous lesson, students, first, made a prediction about what they believed their global peers
might see when they look outside their window. Then, they accessed their partner classroom’s Kidlink
page and read their global peer’s “Looking Out Your Window” project submissions. From this
experience, students learned about what it is really like to live in this different country.
 GLOBAL CLASSROOM MODULE 17

• In a whole group setting, the teacher will guide a discussion with students about their experiences with
this project. The class will discuss their answers to the following questions: How does where we live
change what we see out our window? How does geography affect people’s day to day lives? Why is
having an understanding of maps and globes important? How can cultural differences impact our
global understanding?
• Students will use this discussion and information they gathered from their partner classroom’s Kidlink
page to guide their reflection writing process.
• In addition to these resources, students can also use their Chromebooks while seated at their desks to
access important information about this country to add more details to their reflection. Students can
use the following websites to guide their research: PebbleGo, National Geographic Kids, Britannica
School Elementary, and Google Earth.
• Before students begin the writing process, the teacher will review the format students are expected to
follow. The teacher will illustrate how students should begin their reflection with a hook and finish
their reflection with a concluding statement. In the body of their reflection, students will be instructed
to include a comparison of their original prediction and their new broadened perspective about the
country studied. Students must include specific examples to support their reasoning. These specific
examples can come from student’s online research, background knowledge, and their global peer’s
Kidlink webpage.
• Students will use the Reflection Prompt & Template (Appendix A) to complete their reflection. Once
complete, students will submit their assignment to the teacher.
Summative Evaluation
Students will receive an overall summative grade on their final reflection. Before completing research to learn
more about their partner classroom’s home country, students will make a prediction of what these students
might see when they look out their window. Next, students will use online research databases to collect
information about their partner classroom’s country and use their peer’s posts on Kidlink to learn more. In this
reflection, students will share what they learned about their partner classroom’s country and their expanded
global perspective as a result of this project. Students will compare their original predictions with their new
broadened understanding of the country. Students will also include details about how the resources used
(online research databases, maps, and student’s writing pieces on Kidlink) played an important role in
expanding their global understanding. Students will be evaluated based on the Reflection Rubric. See
Appendix A for the Reflection Prompt & Template and the corresponding Rubric.
Differentiation of Instruction
To support the variety of learners in the classroom, the teacher will provide the following scaffolds to support
specific students: checklists, sentence frames, graphic organizers, extended time, one-on-one teacher support,
peer buddies, translators, speech-to-text, text-to-speech, verbal and visual instructions. For students who need
more enrichment, the teacher can allow them to use kid-friendly online databases to expand their research on
their partner class’s home country. Instead of only studying this country’s landforms, physical features, and
habitats, accelerated students can dive deeper and learn more about this country’s cultures and customs.
Summary
Through this reflective activity, students will recount how the “Looking Out Your Window” project expanded
their global perspective. Students will express how learning about a different country changed the way think
about the world and how their predictions about different places may be true or false.
GLOBAL CLASSROOM MODULE 18

Appendix A

In this Appendix, you will find the following materials:

• Lesson #1: Writing Piece Prompt & Template

• Lesson #1: Writing Piece Rubric

• Lesson #2: Reflection Prompt & Template

• Lesson #2: Reflection Rubric

GLOBAL CLASSROOM MODULE 19

Lesson #1: Writing Piece Prompt & Template

Name: ____________________________ “Looking Out Your Window” Project

Write a short text, with at least 8 details, describing what you might see when they look
out your own bedroom window and draw a picture to illustrate your perspective. Be descriptive
and use adjectives that will help explain what you see. Be sure to include details about the
landforms, physical features, and habitats you might see collected from your online research. Use
the space below to draft your written response.

*With permission from the teacher, students who need an accommodation can use the speech-to-
text tool on Google Docs instead.* Once your draft is approved by the teacher, you will type up
your response in a Google Doc and upload your writing piece and illustration to Kidlink.
GLOBAL CLASSROOM MODULE 20

Lesson #1: Writing Piece Rubric

Students will be assessed on their ability to complete a descriptive writing piece about

what they might see when they look outside their window. After approval, students must

successfully upload a types Google Doc version of their writing piece, along with their

illustration, to the Global Network Kidlink.

Writing piece includes 8 details about what the students sees when they look out their
A window and incorporates research about landforms, physical features, and habitats
collected from online databases. Student successfully uploaded their writing piece and
illustration to Kidlink.

Writing piece includes 6-7 details about what the students sees when they look out their
B window and incorporates some research about landforms, physical features, and habitats
collected from online databases. Student successfully uploaded their writing piece and
illustration to Kidlink.

Writing piece includes 5 details about what the students sees when they look out their
C window. The student incorporates little to no research about landforms, physical features,
and habitats collected from online databases. Student uploaded their writing piece and
illustration to Kidlink with some support from the teacher.

Writing piece includes 4 or less details about what the students sees when they look out
D their window. The student does NOT incorporates research about landforms, physical
features, and habitats collected from online databases. Student uploaded their writing piece
and illustration to Kidlink with support from the teacher.
GLOBAL CLASSROOM MODULE 21

Lesson #2: Reflection Prompt & Template

Name: ____________________________ “Looking Out Your Window” Project

Write a reflection about your experience with the “Looking Out Your Window” project.
Share what you learned about our partner classroom’s country and your expanded global
perspective as a result of this project. Compare your original prediction with your new broadened
understanding of the country. Be sure to include details about how the resources used (online
research databases, maps, and student’s writing pieces on Kidlink) played an important role in
the expansion of your global understanding.

*Students can use this handout to write their reflection. With permission from their teacher,
students who need an accommodation can use the speech-to-text tool on Google Docs instead.*
GLOBAL CLASSROOM MODULE 22

Lesson #2: Reflection Rubric

Students will be assessed on their ability to complete a reflection about the “Looking Out

Your Window” project. In this reflection, students must compare their original predictions about

their partner classroom with their new broadened understanding of the country.

Reflection includes a detailed comparison of student’s original predictions about their

partner classroom with their new broadened understanding of the country. Student includes
A 3 or more details about how the resources used (online research databases, maps, and
student’s writing pieces on Kidlink) played an important role in the expansion of your
global understanding. Student includes an engaging hook and conclusion sentence. Student
uses specific examples to support their reasoning.

Reflection includes a comparison of student’s original predictions about their partner

classroom with their new broadened understanding of the country. Student includes 2-3
B details about how the resources used (online research databases, maps, and student’s
writing pieces on Kidlink) played an important role in the expansion of your global
understanding. Student includes a hook and conclusion sentence. Student uses examples to
support their reasoning.

Reflection includes a brief comparison of student’s original predictions about their partner
classroom with their new broadened understanding of the country. Student includes 1-2
C details about how the resources used (online research databases, maps, and student’s
writing pieces on Kidlink) played an important role in the expansion of your global
understanding. Student’s reflection lacks either a hook or a conclusion sentence. Student
does not use examples to support their reasoning.

Reflection includes a brief comparison of student’s original predictions about their partner
classroom with their new broadened understanding of the country. Student does not
D include details about how the resources used played an important role in the expansion of
your global understanding. Student’s reflection lacks both a hook and a conclusion
sentence. Student does not use examples to support their reasoning.
GLOBAL CLASSROOM MODULE 23

References

Boss, S. (2008). Global Learning: Connecting the World with ePals. Edutopia. Retrieved from

https://www.edutopia.org/epals-online-community-pen-pals

CCSS. (2020). Read the Standards. Common Core State Standards Initiative (CCSS). Retrieved

from http://www.corestandards.org/read-the-standards/

ISTE. (2020). ISTE Standards for Students. International Society for Technology in Education

(ISTE). Retrieved from https://www.iste.org/standards/for-students

Kidlink. (2011). Looking out your window - Description. The Kidlink Project. Retrieved from

http://www.kidlink.net/index.php/project-center/looking/

MCCRS. (2020). Content Standards. Maryland College and Career-Ready Standards (MCCRS).

Retrieved from

https://mdk12.msde.maryland.gov/INSTRUCTION/commoncore/Pages/index.aspx

MCPS. (2020). Kensington Parkwood Elementary School. Montgomery County Public Schools

(MCPS). Retrieved from

https://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/glance/cur

rentyear/schools/02783.pdf

NGSS. (2020). Grade 2 Standards: Interdependent Relationships in Ecosystems. Maryland Next

Generation Science Standards (NGSS). Retrieved from

https://www.nextgenscience.org/topic-arrangement/2interdependent-relationships-

ecosystems