Basic Productivity Presentation Tool

Lesson Idea

Lesson Idea Name: Georgia’s regions

Grade Level/Content Area: 2nd grade

Content Standard Addressed: SS2G1: Locate and compare major topographical features of
Georgia and describe how these features define Georgia’s surface.

a. Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal
Plain, Ridge and Valley, and Appalachian Plateau.

ISTE Technology Standard Addressed:  What would you like students to know and
be able to do by the end of this lesson:
Creative Communicator:
standard 6a: Students choose the appropriate Students will compare and locate the 5
platforms and tools for meeting the desired
geographic regions of Georgia: Blue Ridge,
objectives of their creation or communication.
Piedmont, Coastal Plain, Ridge and Valley,
and Appalachian Plateau.
What is the student learning goal for this lesson idea?

I can compare and locate the 5 regions of Georgia.

Selected Instructional Software Tool: Microsoft PowerPoint

URL(s) to support the lesson (if applicable):

Bloom’s Digital Taxonomy Level(s):

X Remembering X Understanding X Applying X Analyzing X Evaluating X Creating

How will this lesson be implemented? Check all that apply.

☐ Teacher-directed: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations.

X Student-Led: Students are given voice and choice in the activities. They may select the topic for
presentation and/or determine the tool they will use to meet the learning goal. Products of
learning will be uniquely designed. Teacher simply facilitates the learning in a lesson like this.

X Project-based and/or Publishable: Students are completing projects to demonstrate their learning
and the projects can be shared outside of the classroom. This objective could be reached by
displaying the project on the school’s morning newscast, posting the project to the classroom
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Lesson Idea

blog, presenting it to another class, or publishing it via an outside source.

Lesson idea implementation:

The way I will introduce the activity planned for the students is by reading my E-Book that I
created about the regions of Georgia once they have already been introduced to the students
in a previous lesson. When I read my E-Book, I will ask the students to think about which
region might be their favorite as I read. When I read, there will also be translations on the
screen for different languages if I have any students who are English learners. Students can
also listen to a recording of me reading it if there are any auditory issues present in my class.
Once I finish reading my E-Book, I will ask students which regions were their favorite and
why. As a class, we will shortly talk about comparison between regions. Next, I will explain to
the students that they will make their own E-Book and will compare and locate the 5
geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge and Valley, and
Appalachian Plateau in the E-Book. This goal will be written on a board for all the students to
see as well as given to them on a small piece of paper to tape onto the top of their desk.
Students will use Microsoft PowerPoint, the same basic productivity tool (BPT) I used, to
create an E-Book about the 5 regions of Georgia. As the teacher, I will provide graphic
organizers for the creation of the story line, provide PowerPoint tutorials, have 1-1 student
conferences to check on progress, answer any questions, and give feedback as the students
are creating their E-Book. There will be a rubric given to the students to guide their project
and give guidance in order to provide critical feedback to the students. To conclude the
lesson, the students will present their E-Books through a video recording or read it to the
class through the Smart Board.
Managing engagement: Describe a way to use this technology in a way that gets students
actively involved in authentic tasks and contexts?

The way I will use this technology to actively involve students in authentic tasks is by giving
students their own slip of paper to tape to their desk that has the learning goal on it, have 1-1
conferences with the students, and provide time limits for each work period. Students will
also be given a rubric and tutorials on how to use the BPT to enhance the project and show
the students the possibilities of voice and choice that they have on PowerPoint.

Universal Design for Learning (UDL):

This activity and technology tools support and enhance the learning experience for students
in the classroom because PowerPoint optimizes choice and autonomy, offers ways of
customizing the display of information, and has various methods for response. Furthermore,
within the lesson, I will promote understanding across languages through the captions on the
E-Book, heighten salience of goals and objectives through the slip of paper taped to the desk,
increase mastery-oriented feedback through 1-1 conferences and the rubric, give various
methods for response and navigation through the options of presenting the E-book, and
optimize access to tools and assistive technologies through the tutorials given.
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Lesson Idea

Reflecting on enhanced learning:

I believe the activities I created will impact student learning because the students have the
chance to have a structured learning goal but are able to express their understandings of the
content through their own creation. Considering this activity is the highest level on the
Bloom’s Taxonomy scale, the students will be using higher order thinking skills to create their
own E-Book. The part of the lesson I look forward to implementing with students is the 1-1
conferences. I feel as though getting to hear why the students chose the story line they did
and guiding their own creation of an E-Book will be a very meaningful and insightful
experience as a teacher.