Lesson Plan for Implementing NETS•S—Template I

(More Directed Learning Activities)

Template with guiding questions

Teacher(s)
Name Amanda Pack

Position Social Studies Teacher- 6th grade

School/Distri
ct Blake Bass Middle School- Coweta County School System

E-mail Apack11@students.kennesaw.edu

Phone 205-966-5123
Grade
Level(s) 6

Content Area Social Studies

Time line 3 days

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies
do you expect students to gain? Are there connections to other curriculum areas and subject area
benchmarks? ) Please put a summary of the standards you will be addressing rather than abbreviations and
numbers that indicate which standards were addressed.
SS6H4, SS6G11, SS6G12, SS6CG4, SS6E10, SS6E11, SS6E12
● Standard H4 explores the impact of English settlement in Australia and the
long-term Societal effect this has had on the continent’s native Aboriginal
peoples.
● Standard G11 is designed to give students a general overview of Australia’s
physical geography. It is not an exhaustive look at the map, but rather a
snapshot of major physiographic features.
● Standard G12 is designed to help students make a connection between
where people live in Australia in relation to the relative climate and resource
availability.
● Standard CG4 provides an overview of civics concepts in Australia,
particularly as relate to the role of its citizens in a federal parliamentary
democracy.
● Standard E10 explores the question of how various countries make economic
decisions, and how Australia has chosen to manage its national economy.
● Standard E11 explores the importance of voluntary trade in Australia, and the
Content necessity of a system for currency exchange and economic specialization.
Standards Trade barriers are examined.

Page 1 of 9
 ● Standard E12 discusses economic growth factors in Australia, specifically
those which directly impact gross domestic product and per capita income.

ISTE-S 1.1, ISTE-S 1.3, ISTE-S 1.4

● ISTE 1.1 Students will use digital tools and internet-based programs to
complete a free choice project. Students will be required to choose 3
individual projects to complete in which to demonstrate mastery of listed
GSE standards.
● ISTE 1.3 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.
● ISTE 1.4 Students use a variety of technologies within a design process to
NETS*S identify and solve problems by creating new, useful or imaginative solutions.
Standards:

Overview (a short summary of the lesson or unit including assignment or expected or possible products)
This lesson plan reflects a culminating activity for the Australia Unit in 6th grade social science. Standards being
assessed cover the history, geography, government, and economics domains.
● Students will use digital tools and internet-based programs to complete a free choice project. Students
will be required to choose 3 individual projects to complete in which to demonstrate mastery of listed
GSE standards.
● Additionally, students will also demonstrate their mastery of ISTE standards by choosing their own
assessment choices, demonstrating competency in both content and technology, collaboration, and
using digital tools to create innovative projects.

Assignment: The Australia Research Activity Choice Board is the culminating activity for the Australia Unit.
Students will have a week to complete all requirements of the choice board: choose 3 activities from at least 2
different intelligences. Anticipated products: digital posters/ creations, games, charts, constructed responses,
concept maps, eBooks, timelines, diagrams, videos, or Podcasts.

Essential Questions (What essential question or learning are you addressing? What would students care
or want to know about the topic? What are some questions to get students thinking about the topic or
generate interest about the topic? Additionally, what questions can you ask students to help them focus on
important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect
students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson
by provoking inquiry. They should not be answered with a simple “yes” or “no” and should have many
acceptable answers.
End of Unit: How do geographic, historical, government, and economic understandings influence Australia?
5. What is the structure of the national government of Australia?
4. How did English exploration and colonization impact Australia?
3. What is the origin and culture of the Aborigines?
2. How do location, climate, and natural resources affect people in Australia?
1. Where are the major physical features of Australia located?

Page 2 of 9
Assessment (What will students do or produce to illustrate their learning? What can students do to
generate new knowledge? How will you assess how students are progressing (formative assessment)? How
will you assess what they produce or do? How will you differentiate products?) You must attach copies of
your assessment and/or rubrics. Include these in your presentation as well.
Via a Google Form, students will indicate their chosen activities and create their work progression goals.
Students will use allotted class time and at home time to work on their projects to adhere to their goals.
Students and teachers will check-in on day 3 to assess work progression and content comprehension
(formative).
Assessment: Scores will indicate demonstrated level of mastery of standards only. This will be
accomplished via grading rubric.

Resources (How does technology support student learning? What digital tools, and resources—online
student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help
elucidate or explain the content or allow students to interact with the content? What previous technology
skills should students have to complete this project?)
Students will use their County provided Chromebook to complete all activities. The internet and Google
Classroom support learning by providing all resources needed for success. Digital tools needed for
completion of this assignment:
● Internet access with Google Classroom
● Canva account
● Popplet account
● Book Creator account, etc.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How
can you find out if students have this foundation? What difficulties might students have?)
Prior Knowledge:
- Colonization of North America from 4th grade- especially how France and England both wanted
Canada. (French and Indian War)
- Students have learned about the Indian and Pacific Oceans locations earlier this year.
- Students can connect Australia's LCNR information to Canada's. It is just "backward" because of
the Equator placement/ being in the Southern hemisphere.
- Students can (and should) compare Australia's government to Canada (and the UK's) government.
- Students can compare how Australia does economically to Canada.
Anticipated Misconceptions:
- Students may not realize the impacts of Australia's location in the Southern hemisphere on the
climate of the country.
- Students sometimes think that going north ALWAYS means it will get colder. This is only true in the
Northern Hemisphere. Australia is in the Southern.
- Students may still think that Queen Elizabeth II is the monarch of Australia even though she has
passed away. Students may not fully understand the role of the monarch.
- Students may still struggle with economic terms and systems.
- Students may not understand the European's motive for wanting to conquer Australia. Highlight the
opposing perspectives of the British and Aborigines.
Students have had introductory lessons on each social studies domain and had practice applying those
concepts to various countries. Australia will essentially be a repeat of these same concepts.

Page 3 of 9
Management Describe the classroom management strategies will you use to manage your students and
the use of digital tools and resources. How and where will your students work? (Small groups, whole group,
individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet
while completing this lesson? Describe what technical issues might arise during the Internet lesson and
explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to
implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for
problems and work through the issues that occurred as you implemented and even after the lesson was
completed.
Students will work at their assigned pods unless otherwise arranged with the teacher. These groups have
been predetermined based on previous data collection, behavior issues, and/or preferred seating
arrangements/physical needs. Students may work alone or with a partner.
Equitable access to internet and software will be secured through common use Chromebook chargers,
student issued Chromebook, and WIFI access throughout the building. Additionally, students will be given
class time to work rather than require internet access at home; an issue that is not in the scope of control
for students.
Classroom monitoring of student activity while using digital tools will be conducted by Go Guardian, a
district wide system that monitors all Chromebook activity. Parents also have access to this technology.
Troubleshooting: Possible technical issues include uncharged batteries, broken links, Chromebook
Updates, and spotty WIFI. Troubleshooting will take place in the classroom using methods taught at
professional development, trial and error, and recommendations from Google.

Instructional Strategies and Learning Activities – Describe the research-based instructional strategies
you will use with this lesson. How will your learning environment support these activities? What is your
role? What are the students' roles in the lesson? How can you ensure higher order thinking at the
analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support your
teaching? What authentic, relevant, and meaningful learning activities and tasks will your students
complete? How will they build knowledge and skills? How will students use digital tools and resources to
communicate and collaborate with each other and others? How will you facilitate the collaboration?

This lesson plan consists of a choice board based on Multiple Intelligences theory by Howard Gardner.
Gardner’s learning theory is a well documented instructional strategy that targets learners’ individual
learning styles, increases ownership of learning, and develops positive efficacy within students (Gardner,
1993). Other research based instructional strategies present in this choice board based lesson are:
● Inquiry-based learning: Inquiry-based learning allows students to explore a topic through
questioning, investigation, and problem-solving. This strategy encourages students to take
ownership of their learning and develop critical thinking skills.
● Project-based learning: Project-based learning involves students working on a long-term, authentic
project that allows them to apply what they have learned in a real-world context. This strategy can
help students develop collaboration, communication, and problem-solving skills.
● Collaborative learning: Collaborative learning involves students working together in small groups to
complete a task or project. This strategy can help students develop teamwork, communication, and
problem-solving skills, as well as build positive relationships with their peers.
● Differentiated instruction: Differentiated instruction involves providing students with different ways
to learn and demonstrate their understanding of a topic based on their individual needs and
learning styles. This strategy can help ensure that all students are able to engage with the material
and demonstrate their understanding in a way that works best for them.

Page 4 of 9
 ● Technology integration: Technology can be used to support and enhance student learning in a
choice board lesson plan. For example, students could use digital tools to create a presentation,
record a video, or create an interactive quiz to demonstrate their understanding of a topic.
Indicators of Engaged Learning
Educator Role: Facilitator, guide, and assessor
- Teacher & Students will co-plan best pathways for learning activities
- “Engages in negotiation, stimulates discussion, and monitors the process of
learning, but does not control or over-simplify student tasks” (Jones et. al, 1995).
- “Helps students to construct their own meaning by modeling, mediating, explaining when needed,
clarifying, redirecting focus, and providing options” (Jones et. al, 1995).
- Give feedback at checkpoints for correction, remediation, and enrichment
- Redirect off topic work
Student Role: Director, researcher, teacher, producer
- Student is completing research through innovative methods
- Students are responsible for their own projects
- Research emerges as a result of questions asked by students
- Student makes decisions for project
Authentic/Meaningful:
- Students assume the role of adult professionals
- Deal with unpredicted outcomes
- Participation in real-life scenarios
- produces a useful product
Technology Support
The digital tools, and online platforms, available in this lesson to deliver an engaging and interactive lesson,
personalize instruction, and enhance student learning outcomes. Programs in the choice board also
support collaboration among students, enable remote learning, and provide alternate assessments.

Differentiation (How will you differentiate content and process to accommodate various learning styles
and abilities? How will you help students learn independently and with others? How will you provide
extensions and opportunities for enrichment? What assistive technologies will you need to provide?)
SPED and 504 accommodations will be followed per students' individual plans. Example accommodations
and/or modifications:
● Extended time
● Chunking of Assignment (I.e. students will complete one portion or part of a portion of an activity
followed by a check in with teacher before moving to the next section)
● Printed timetables for completion
● Examples provided
● Read aloud/ TTS devices
● Elimination of redundant activities
● Limited choices of activities
Enrichment is embedded into the activities. However, certain students may complete a project of their own
design which will include goal setting, action plan, and overall design check ins.

Page 5 of 9
Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students
be asked to provide feedback on the assignment itself? What will be your process for answering the
following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)
This lesson will end with a presentation day in which students will share and present their final products.
Additionally, students may opt to upload their pieces to our shared photo drive. This will allow them to
share their work with the community and their families. Overall students enjoy this project. These choices
are not new to the students as they have had multiple projects this year. The assessment is effective
because it fosters a sense of ownership with students and they can discover the content in a way that best
suits them. Some of the weaknesses of this assignment are that some students felt overwhelmed by the
number of choices, the level of independence, and/or a creative block.

Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience
with implementing this lesson. What advice would you give others if they were to implement the lesson?
Please provide a quality reflection on your experience with this lesson and its implementation.
Other teachers implementing this lesson should be prepared for/to
1. the added time to grade projects
2. the organization needed to keep up with the projects
3. introduce the individual activities one at a time over several weeks so that students are already
familiar with this type of learning and assessment
4. hesitancy from students from a less STEM oriented learning environment
References:
Gardner, H. (1993). Multiple intelligences : the theory in practice. New York: Basic Books.

Jones, B. Valdez, G., Nowakowski, J Rasmussen, C. (1995). Plugging In. Oakbrook, IL: North Central
Regional Educational Laboratory, p. 9.

Page 6 of 9
Page 7 of 9
Page 8 of 9
Page 9 of 9