EDIT 610 Final Project 1

Part III: Assessment Plan

Lesson Title: Rules and Laws

Objective: Students will be able to identify and explain why we have rules and laws. Students

will be able to identify how rules and laws keep us safe.

Content Standard: K-2.1 Explain the purpose of rules and laws and the consequences of

breaking them.

Activity ISTE Standard South Carolina Lesson Assessment

Kindergarten SS Objective

Standard

Flipgrid 2a: Students K-2.1 Explain The student will Students will be

Assignment cultivate and the purpose of show their prior assessed based

manage their rules and laws knowledge of on their

digital identity and the rules and laws participation in

and reputation consequences of before the lesson the Flipgrid,

and are aware of breaking them. begins. including their

the permanence required original

of their actions post.

in the digital

world.
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Toontastic 3D 2b: Students K-2.1 Explain The student will Students will be

Project engage in the purpose of identify and assessed using

positive, safe, rules and laws explain why we the provided

legal and ethical and the have rules and checklist.

behavior when consequences of laws. The

using breaking them. student will

technology, identify how

including social rules and laws

interactions keep us safe.

online or when

using networked

devices.

Seesaw Activity 1c: Students use K-2.1 Explain The student will Students will be

technology to the purpose of identify and assessed based

seek feedback rules and laws explain why we on the

that informs and and the have rules and completion of

improves their consequences of laws. The the homework

practice and to breaking them. student will activity on

demonstrate identify how Seesaw.

their learning in rules and laws

a variety of keep us safe.

ways.
EDIT 610 Final Project 3

Warm Up Flipgrid Assignment

Students will complete the warm-up Flipgrid assignment for the teacher to determine their prior

knowledge of the standard before the lesson begins.

Toontastic 3D Project

Students will work in pairs to complete the Toontastic 3D project. Students can access this

checklist to guide them as they work. This checklist ensures that the students are meeting the

objective of the lesson as well as the South Carolina standards. Students are meeting the

technology needs of this project within the organization section of the checklist. The ISTE

standards align with this activity as students are engaging in safe and positive practices and

behavior while using technology in the classroom.

Content Comments

Identify and explain why we have rules and

laws in project

Explains how rules and laws keep us safe in

project

Organization

Project is no more than 2 minutes long

Group members are speaking clearly and

audibly

Presentation

Submitted to teacher via Seesaw

EDIT 610 Final Project 4

Presented to class

Responsibility

Each member of the group must be heard in

the final product of the project

Seesaw Homework/Exit Ticket

Students will access the assignment on Seesaw and show their understanding of the content in a

variety of ways that meets their learning styles. This activity provides students with the

opportunity to show their understanding in response to their Toontastic 3D project. Students are

able to use the features in Seesaw such as drawing, writing, typing, or recording an audio

response, then uploading their completed work to Seesaw.

Part II: Revised Lesson Plan

Lesson Title: Rules and Laws (This lesson will be split up into 2 session, session 1 will be

focused on rules, session 2 on laws).

Target Audience: This lesson was designed for kindergarten students in South Carolina.

Objective: Students will be able to identify and explain why we have rules and laws. Students

will be able to identify how rules and laws keep us safe.

Content Standard: K-2.1 Explain the purpose of rules and laws and the consequences of

breaking them.
EDIT 610 Final Project 5

Warm Up Flipgrid: Before our lesson, students will post and respond in the warm up blog on

flipgrid: https://flipgrid.com/667da427. The flipgrid asks students to record a response about

what they already know about rules and laws before we start our lesson. Students will post a

video response to the question that is no more than 1 minute. The teacher will discuss with the

class how their posts are accessible to everyone, and it demonstrates a reflection of themselves

online.

Presentation:

(Session 1) The teacher will begin the lesson by reading the book No, David by David Shannon.

Following the reading, the class will view the presentation of the lesson on the Smartboard using

this PowerPoint:

https://drive.google.com/file/d/1qqzyPs9ez3iFYeyZn2wGr_6Y0SPC1_vw/view?usp=sharing

(Only use lesson 1 -Rules). The teacher will pause after each slide to lead a discussion about the

different rules we have (at home, at school, and in our classroom). As a class, we will list these

rules on our anchor chart so students can refer back to the rules when they are constructing their

Toontastic 3D project.

(Session 2) The teacher will review what we’ve learned about rules and how they keep us safe.

Refer to the class-made anchor chart on different rules we have at home, at school, and in our

classroom. Before this session’s lesson, the teacher will read the book, What If Everybody Did

That? By Ellen Javernick. Following the reading, the class will view the presentation of the

lesson on the Smartboard using this PowerPoint:

https://drive.google.com/file/d/1qqzyPs9ez3iFYeyZn2wGr_6Y0SPC1_vw/view?usp=sharing
EDIT 610 Final Project 6

(Only use lesson 2 - Laws). The teacher will pause after each slide to lead a discussion about

‘what would happen if ______ happened?’ (if everyone talked at the same time, if everyone ran

in the halls, if there were no stop signs). The teacher would explain that laws are rules that

everyone must follow, and they help to keep people safe. After each slide of laws, add them to

the class anchor chart so students can refer back to the laws when they are constructing their

Toontastic 3D project.

Practice:

1. Students will work in pairs and use the Toontastic 3D app on their iPads to create

a cartoon explaining why we have rules and laws and how they keep people safe.

2. Students will create their own cartoon and add audio that is appropriate for this

project. Students will be creative and pretend to be their cartoon to demonstrate

understanding.

3. Students will follow the Project Checklist below.

4. Students will submit their finished project on Seesaw.

Resources:

1. Images found by researching or taking photos from the PowerPoint presentation.

2. Notes from class-made anchor chart.

Project Checklist

Content Comments

Identify and explain why we have rules and

laws in project
EDIT 610 Final Project 7

Explains how rules and laws keep us safe in

project

Organization

Project is no more than 2 minutes long

Group members are speaking clearly and

audibly

Presentation

Submitted to teacher via Seesaw

Presented to class

Responsibility

Each member of the group must be heard in

the final product of the project

Summary: Students will come to the carpet and each pair will present their completed project

with the class. Students will use this opportunity to show diversity within the classroom and that

everyone is different. The teacher will explain that everyone’s creations reflects who they are,

and that even though we are all different, we all still care for one another and treat each other

with respect. Everyone is different and unique and that is what makes us all special.

Homework/Exit Ticket: Students will complete the Seesaw activity found here:

https://app.seesaw.me/pages/shared_activity?share_token=kKjFZgIsTJayuRXXOCn5sA&promp

t_id=prompt.2c14b09e-f1de-41d2-9802-b14101e5fcb8 and submit the completed response on

Seesaw.
EDIT 610 Final Project 8

Before and After

How Technology Decisions Were Made

This lesson was modified to integrate technology to maximize student learning. Before

the lesson begins, students are already using their iPads to access the flipgrid assignment to

access their prior knowledge of the standard before the lesson actually begins. This helps the

teacher know what students already know prior to the lesson, and what can be emphasized while

the lesson is being presented. In addition, the presentation is displayed on the Smartboard and the

teacher can go back to previous slides as needed throughout the lesson for clarification. Instead

of just stating what rules and laws are, and why we have them, students are able to utilize the

Toontastic 3D app on their iPads to demonstrate their understanding of the content in a creative

and engaging way. As a result of this, students are able to pretend to be their cartoon to show

their understanding in a way that would not have been possible using traditional pencil and

paper.

Diverse Needs of Learners

Every classroom has a variety of diverse needs of learners and every student should be

given the chance to be successful. This lesson offers multiple choices for students to learn in

their preferred learning style. Students are able to refer back to the class-made anchor chart or

PowerPoint presentation, or they can research on their iPads. Since this lesson is targeted for

students in kindergarten, I allowed students to work in pairs so that they are able to share ideas

with each other for their project. Students learn their best in different ways, which is why the

teacher will see this opportunity during the closing to point out that everyone is different and
EDIT 610 Final Project 9

unique and that is what makes us all special. We should all respect and care for one another

despite our differences. The Seesaw homework/exit ticket allows students to demonstrate their

knowledge in a different way, such as writing, drawing, typing, or using the audio feature.

Targeted Aspects of Digital Citizenship

The digital citizenship standards that I chose for this lesson were 2a: “Students cultivate

and manage their digital identity and reputation and are aware of the permanence of their actions

in the digital world” and 2b: “Students engage in positive, safe, legal and ethical behavior when

using technology, including social interactions online or when using networked devices” (ISTE

Standards for Students, 2020). Standard 2a was used when students were to post a response

about what they already know about rules and laws prior to the start of the lesson. The teacher

discussed how their responses were available to anyone on the internet, so they should be

responsible as it demonstrates a reflection of themselves online. This was addressed in the warm-

up activity. Standard 2b was demonstrated during the Toontastic 3D project. Students were able

to research images and use their iPads for the creation of this project, so they were able to

practice using positive and safe behavior while using this technology in the classroom.

Part I: Original Lesson Plan

Lesson Title: Rules and Laws

Objective: Students will be able to identify the strengths and weaknesses of a school rule.

Students should be able to decide if a rule is clear, if it accomplishes its purpose, and if it
EDIT 610 Final Project 10

protects the rights of others. Students should be able to explain the purpose of rules and laws and

why they are important. Rules and laws relate to the ways people should behave and provide

order, predictability and security.

Introduction

Read the book Never Spit on Your Shoes by Denys Cazet. This book is about a puppy’s first day

in first grade. Each double-page shows the rambunctious students in action. The teacher has the

students create rules for their classroom and takes them on a tour of the school. Each page

includes an inset depicting Arnie having cookies with his mother as he tells her about his day.

• Show students the cover of the book and ask them to predict where they think the story takes

place. Have students describe what is happening in the picture. Locate the title, name of the

author, and name of the illustrator. Identify the front cover, back cover, and title page of the

book.

• Point out the School Rules list on the chalkboard. Rule number 1 is “Don’t run.” Ask, “Why

do you think this is a rule? How could we reword this rule to that it is more positive? What

else do you think the teacher and the students may include on their list of rules?”

Direct Teaching

• Ask, “What do you think the title of the story means?” Do you think this will be a true story

or a make-believe story? What clues do you have?

• Introduce the words “fact” and “fiction”. Ask students if they think Never Spit on Your

Shoes is a true story. How do we know? Chart responses.

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• Discuss characteristics of factual stories: names, dates, places, actions that can be verified.

List these and other possible student responses on a Fact/Fiction Chart. Keep this chart and

record information as you read different stories during this unit and from your reading series.

• Guided Practice 1: After reading

Guided Practice 1

After reading Never Spit on Your Shoes, ask students to share examples of rules--rules from

home, rules from school or other places, rules for kids, rules for adults. Ask, “What is a rule?”

“Why do we have rules?” “How are rules made?” “Who makes the rules?” “What are some of

the consequences of not following rules?” Record student comments on chart paper.

Guided Practice 2

Have students break into pairs and discuss the list of school rules from long ago. Are these rules

fair? What is the reason for each rule? Do we have the same rules today? (CFU: Review

worksheets, having each student orally share one rule and consequence. Chart rules and

punishments as students present.)

Independent Practice

Draw a Venn diagram with two circles labeled rules long ago and parents’ rules. Overlap each

circle to record rules each had in common.

Closing

As a class, draw a third circle for today’s rules and discuss: comparing old rules new rules and

parent rules. Have students share as you see fit.

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Resources

Home. (n.d.). Retrieved from https://ed.sc.gov/instruction/early-learning-and-literacy/early-

learning/standards/

ISTE Standards for Students. (2020). Retrieved from https://www.iste.org/standards/for-students

Zae, B. (n.d.). Rules and Laws Lesson Plan. Retrieved from https://www.teacher.org/lesson-
plan/rules-and-laws/