Lisa+Ackley

Please choose one of the links below to view my lessons about Jamestown. Problem-Based Learning Lesson Online Collaboration Lesson Digital Storytelling Lesson 2. Time, Continuity, and Change 3. People, Places, and Environment 6. Power, Authority, and Governance || 2. Communication and collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Building a Colony in Jamestown |||| Related Lessons: Jamestown Wiki, Present Day Jamestown ||
 * Grade Level: Third Grade |||| Unit: Exploring Communities Past and Present ||
 * ==GOALS== ||
 * Content Standards (taken from Cennamo, Ross, & Ertmer, 2009, pg.287):
 * ISTE NETS-S (taken from Cennamo, Ross, & Ertmer, 2009, pg.288):

Instructional Objectives: Students will work effectively in a group setting to make group decisions. Students will use resources provided to make sound decisions for their simulated colony’s survival. Students will gain a better understanding for how the original Jamestown colonists lived. Students will reflect on the effects of their decisions for their colony and make changes to improve the welfare of their colony. Students will evaluate what makes a community successful and reflect on how this applies to our community today. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will make sure all students have access to the website: [] in the computer lab. Because the simulation requires Flash 7 or higher, I will need to make sure this is available on all computers. I will also need to save this website in my Delicious bookmarking site so that all students will be able to access the website easily in the computer lab. In the computer lab, I will also need to set up the LCD projector and screen to my computer to demonstrate where students need to go to access Delicious and the History Globe website. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 20 minutes

45 minutes

20 minutes

10 minutes |||| Students are introduced to the Jamestown colonist simulation, []. I will read the introduction to the project, explaining to students that the choices the colonists made affected the continuity of the settlement and survival, or lack thereof, of the colonists that lived there. I will also explain to students that they will get to participate in a simulation as a Jamestown colonist in groups of three, to see if their colony can fare better than the original colony. This is a relevant question to ask students to investigate, as they are studying various communities throughout the social studies curriculum. It will be beneficial for them to actually witness how their decisions alter the survival of a community. I will demonstrate how to enter the simulation and use the resources available, that being a colonist, a Native American, and the original charter, to make informed decisions. I will also explain how to fill out the worksheet associated with the simulation, which asks students to explain their reasoning for each decision made.

Students will work in groups of three through the Jamestown colonist simulation. They will need to work collaboratively to come to a group consensus on what decision will be made. Each student will work individually to fill out their own corresponding worksheet to explain their reasoning behind each decision.

Students will receive their final evaluation of the decisions they made at the end of the simulation. They will print this off of the website and write down what changes they would have made to ensure a better chance of survival. Students will be allowed to go back through the simulation again to achieve a better score or evaluation for their simulated colony, based off of the changes they noted on their worksheets that needed to be made.

Students will complete their worksheet, sharing what they have learned about running a successful community. They will also share how what they have learned applies to our current community today. || The History Globe Website: [] Computers with Internet, speakers, and Flash 7 LCD Projector and Screen Worksheet to accompany simulation

Computers with Internet, speakers, and Flash 7 Worksheet to accompany simulation

Computers with Internet, speakers, and Flash 7 Worksheet to accompany simulation Printer

Worksheet ||
 * Note student groupings, environmental modifications needed, etc: When I initially show students how to start the Jamestown Colonist simulation, the students will be in a large group. Students will be placed into groups of three, homogeneously when actually going through the Jamestown simulation, placing students together that are at a similar academic level. Ertmer (Laureate Education, Inc., 2009) asserts that grouping students this way encourages those struggling students to take control of a project and learn more along the way. Each student, however, will be responsible for filling out a sheet as to their reasoning for each choice. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): As students work on the simulation, I will informally speak with students about their decisions made and their reasoning behind each decision. Ertmer and Simons (2006) argue that providing a rubric or checkpoints along the way can help students to better understand teacher expectations as well as give them time to reflect on what they have accomplished. Because of this, students will be given a rubric to determine what is expected of them. Students will reflect on their first evaluation, noting changes that need to be made to accomplish a better outcome on their worksheet. Students will also use their first evaluation to repeat the simulation to attempt a better outcome, printing off their second evaluation as well.

Accommodations and Extensions: One of my students that has special needs in the area of writing will use a word-prediction software of a Fusion to express his reasoning for his group’s choices. Because my ELL students may struggle with some of the language, I will offer to read aloud questions and choices to them to ensure their understanding.

Back-Up Plan: If the technology is not working the day of the simulation, I will have printed off the various choices and resources ahead of time, so that students may still continue with the activity. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will use their first evaluation to repeat the simulation to attempt a better outcome, printing off their second evaluation as well. Students will turn these two evaluations in, along with their worksheets. The students will be graded on group cooperation, thorough thinking and understanding of the material, and improvement made between the first and second simulation using the rubric below. |||||||||| ** Collaborative Work Skills : Jamestown Colony **  ||
 * Teacher Name: **Mrs. Ackley** ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * Contributions || Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. ||
 * Understanding of Material || Provides very detailed, informed reasoning for decisions made during simulation. || Provides detailed, somewhat informed reasoning for decisions made. || Provides somewhat detailed, informed reasoning for decisions made. || Provides very little reasoning for decisions made. ||
 * Improvement || Group made immense improvement, noting changes that needed to be made on worksheet in detailed manner. || Group made improvement, noting changes that needed to be made on worksheet in detailed manner. || Group made a little improvement, noting some changes that needed to be made on worksheet. || Group made no improvement, noting very few changes that needed to be made on worksheet ||
 * Improvement || Group made immense improvement, noting changes that needed to be made on worksheet in detailed manner. || Group made improvement, noting changes that needed to be made on worksheet in detailed manner. || Group made a little improvement, noting some changes that needed to be made on worksheet. || Group made no improvement, noting very few changes that needed to be made on worksheet ||

References: Cennamo, K., Ross, J. & Ertmer, P. (2009//). Technology integration for meaningful classroom use: A standards-based approach//. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Ertmer, P., & Simons, K. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K–12 teachers. //The Interdisciplinary Journal of Problem-Based Learning, 1//(1), 40–54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl. Laureate Education, Inc. (Executive Producer). (2009). //Integrating technology across the content areas//. Baltimore, MD: Author.

Back to the Top 1. Culture 2. Time, Continuity, and Change 3. People, Places, and Environment || 1. Creativity and Innovation 2. Communication and collaboration 3. Research and information fluency 5. Digital citizenship 6. Technology operations and concepts
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Jamestown Wiki |||| Related Lessons: Building a Colony in Jamestown, Comparing Communities ||
 * Grade Level: Third Grade |||| Unit: Communities Past and Present ||
 * ==GOALS== ||
 * Content Standards (taken from Cennamo, Ross, & Ertmer, 2009, pg.287):
 * ISTE NETS-S (taken from Cennamo, Ross, & Ertmer, 2009, pg.288):

Instructional Objectives:
 * Students will create a wikipace in a small group.
 * Students will explain the everyday lifestyle of a colonist in Jamestown.
 * Students will persuade other ‘travelers’ to come to Jamestown.
 * Students will reflect on the effectiveness of their group’s collaboration.
 * Students will evaluate the effectiveness of another group’s wiki. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will need to make sure that the computer lab is reserved and that students have access to the wikispaces website. I will need to copies of the rubric, planning, and evaluation forms ready for students. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 20 minutes

4-5 hour long work periods in the computer lab

10 minutes

20 minutes |||| As students have already learned about Jamestown’s past, I will pose a problem for students: “Jamestown’s population is dwindling, and the community needs to persuade other people to join the colony.” I will explain to students that they will be making a wiki in a small group of four, to serve as an advertisement to convince more people to join the colony. I will demonstrate how to set up the basic page for students. As they have worked with wikis before, I know that my students know how to do basic editing and skills using the wiki. I will also pass out a rubric to students, explaining what information needs to be included on the website so that possible travelers know what is expected in Jamestown, and why they should move there. Students will need to use their creative thinking skills as they develop the wiki from the viewpoint of a Jamestown colonist. As Cennamo, Ross, & Ertmer (2009) argue it is essential for students to use divergent thinking, and think about an event or topic from multiple roles or perspectives.

Students will be broken into their groups, where they will decide which person will work on what elements of the wiki. Students will complete a form, stating who is responsible for which information in the wiki. Students will then be given time to work on the wiki.

Students will reflect on the group collaboration process by filling out an evaluation form.

Students will then be given a chance to explore another group’s wiki, and give an evaluation on the effectiveness and thoroughness of the website. || www.wikispaces.com Rubric for Wiki Computers with access to Internet LCD Projector and Screen

Planning Form Computers with access to Internet

Group Evaluation Form

Group Evaluation Form Access to Computers with Internet ||
 * Note student groupings, environmental modifications needed, etc: Students will be placed in small homogeneous groups of four, by ability level, to complete their wikispaces. Students will individually complete the group evaluation forms for their own group and for the one other group they will be assessing. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): I will informally assess student progress as I move about the room. I will also assess students’ evaluations about their group, noting any general strengths or struggles within each group.

Accommodations and Extensions: My struggling students will be placed in a group together, along with my ELL students, so that I can focus more of my support towards these one or two groups. I will also allow the option for my ELL students to type in their native language, and use Google Translate to translate their information.

Back-Up Plan: Students can easily create rough copies on paper of the information they would like to include on their wiki during any given day. Students that have access to a computer with Internet at home may also work on this project outside of school. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: For this lesson, I will use a rubric, along with the students’ two group evaluations to assess student understanding of Jamestown and their persuasive writing. On the evaluation forms, students will need to assess the groups’ information present on the wiki and determine whether the wiki persuades them to move to Jamestown as a colonist. Eagleton and Dobler (2009) have made the point that asking students to reflect on their own work helps them to better understand what changes may need to be made or what worked well. By having students evaluate their own group work, along with another group’s wiki, they should gain more insight into strengths and weaknesses of the groups’ wikis. Please see the rubric below. |||||||||| ** Collaborative Work Skills : Jamestown Wiki **  ||
 * Teacher Name: **Mrs. Ackley** ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * Contributions || Routinely provides useful ideas when participating in the group discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group classroom discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group discussion. May refuse to participate. ||
 * Required Information || Provides very detailed, information about Jamestown on wiki, making sure to include all requirements. || Provides somewhat detailed information about Jamestown, making sure to include all required elements. || Provides somewhat detailed information about Jamestown, including most required elements. || Information is not detailed and many required elements are missing. ||
 * Persuasiveness || Information is very persuasive, all students whom evaluated wiki stated that they would travel to Jamestown || Information is persuasive; most students whom evaluated wiki stated they would travel to Jamestown. || Information is somewhat persuasive, some students whom evaluated wiki stated they would travel to Jamestown || Information is not persuasive; no students whom evaluated wiki stated they would travel to Jamestown. ||
 * Persuasiveness || Information is very persuasive, all students whom evaluated wiki stated that they would travel to Jamestown || Information is persuasive; most students whom evaluated wiki stated they would travel to Jamestown. || Information is somewhat persuasive, some students whom evaluated wiki stated they would travel to Jamestown || Information is not persuasive; no students whom evaluated wiki stated they would travel to Jamestown. ||

References Cennamo, K., Ross, J. & Ertmer, P. (2009//). Technology integration for meaningful classroom use: A standards-based approach//. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Eagleton, M. B., & Dobler, E. (2007). //Reading the web: Strategies for Internet inquiry//. New York, NY: The Guilford Press

Back to the Top

1. Culture 2. Time, Continuity, and Change 3. People, Places, and Environment 5. Individuals, Groups, and Institutions || Creativity and Innovation Research and Information Fluency Digital Citizenship Technology Operations and Concepts
 * = Daily Game Plan = ||
 * Lesson Title: Comparing Communities |||| Related Lessons: Building a Community in Jamestown, Jamestown Wiki ||
 * Grade Level: Third Grade |||| Unit: Comparing Communities Past and Present ||
 * ==GOALS== ||
 * Content Standards (taken from Cennamo, Ross, & Ertmer, 2009, pg. 287):
 * ISTE NETS-S (taken from Cennamo, Ross, & Ertmer, 2009, pg. 288):

Instructional Objectives: Students will compare how Jamestown today is similar and different to Jamestown of long ago. Students will create a digital story using the web tool VoiceThread in a small group, using pictures and audio, to display their thinking. Students will properly cite their sources for any pictures used. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will need to reserve the computer lab for student access. I will also need access to the LCD projector and screen. I will have copies of the rubric for this lesson ready to hand out to students right away, so that expectations are clear. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 10 minutes

20 minutes

15 minutes

40 minutes

20 minutes

Two hour long sessions in the computer lab

25 minutes |||| I will introduce the assignment of comparing past and present Jamestown to students through a VoiceThread. I will pass out the rubric to students, so that they know what I will be grading them on, and explain that their VoiceThread must include at least three similarities and three differences between past and present Jamestown. In completing this activity, students will need to use deductive thinking, a type of creative thinking, to flesh out how the past Jamestown is different or similar to present day Jamestown. According to Cennamo, Ross, & Ertmer (2009), being able to move from thinking about the whole, in this case Jamestown, to thinking about specific parts, such as the past and present, is a way to inspire higher level, creative thinking amongst students.

Students will then be broken into their small groups to create a Venn Diagram about past and present Jamestown that they would like to include in the VoiceThread. Abrams (Laureate Education, Inc., 2009) argues that using a planning tool is key to helping students to fully organize their thoughts.

I will then show students the process of creating a storyboard to plan their VoiceThread. I will mention to students that they must brainstorm possible images to be used with each slide.

Students will be broken into their small groups to create their story boards.

After getting their story boards checked off by me, I will model for students how to begin their VoiceThread, upload images saved from Google searches or from using the Media tab provided on the VoiceThread website. I will also model for students how to properly cite their sources for image use. They will need to complete an end slide citing these sources. Students will be shown the process of recording their information using a microphone as well, as I demonstrate how to complete a slide in its entirety.

Students will be given time to work on their VoiceThreads in their small groups.

Groups will be given time to share their VoiceThreads with the class. || Venn Diagram Organizer Rubric

Venn Diagram Organizers for each group

Story Board Sheets

Storyboard Sheets

[] Computers with Internet Access Story Board Sheets LCD projector and screen Microphones

[] Computers with Internet Access Story Board Sheets Microphones

Computers with Internet Access [] LCD Projector with Screen ||
 * Note student groupings, environmental modifications needed, etc: Students will be placed into heterogeneous groups of three. The group will fill out one Venn Diagram about past and present Jamestown. Each student within a group will be responsible for creating and sharing a story board and slide about one similarity and one difference between past and present Jamestown. Because I have used homogeneous groups based on ability level in the past two lessons, I wanted to give students a chance to work with other members of their classroom with differing abilities and learning styles. Cennamo, Ross, & Ertmer (2009) argue that lessons that use a variety of technology and media can appeal to, and support, a variety of learning styles, which is what this lesson encompasses. One of my students with special needs will be allowed to use the Fusion, a word-prediction tool, when creating his story board slides. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): As students go through each step of the digital storytelling process, they will need to get their information checked by me. These steps would include the group Venn Diagram, the storyboard, and the VoiceThread. As students work collaboratively in their group, I will be assessing them for their ability to work with one another. Marzano, Pickering, & Pollock (2001) have noted that collaborative group work can instill students with group processing skills, along with giving them face-to-face interaction with others.

Accommodations and Extensions: My students that are gifted and talented will also get the opportunity to create a separate VoiceThread about the similarities and differences between past Jamestown and our own present-day community of Beaver Dam. My ELL students will be given the option of writing the similarities and differences between past and present Jamestown in their native language, and using Google Translate to translate what they need to say for their slide in the VoiceThread. I will have struggling students paired with stronger students, so that other students in the group may be able to assist them. I will also closely monitor these groups.

Back-Up Plan: If students cannot get access to the VoiceThread website one day to search for images, I may suggest that students use another search engine in looking for images. If the Internet is not accessible at all, the VoiceThread aspect may be postponed until a future date, or students may begin illustrating pictures to be uploaded to VoiceThread eventually. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: Students will be graded individually using a rubric, which will assess their group collaboration and effort, creativity, and whether or not the requirements were met. Please see rubric below. |||||||||| ** Collaborative Work Skills : Past and Present Jamestown VoiceThread **  ||
 * Teacher Name: **Mrs. Ackley** ||  ||   ||   ||
 * Student Name: ||  ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Working with Others || Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. || Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. || Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. || Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. ||
 * Contributions || Routinely provides useful ideas when participating in the group discussion. A definite leader who contributes a lot of effort. || Usually provides useful ideas when participating in the group discussion. A strong group member who tries hard! || Sometimes provides useful ideas when participating in the group discussion. A satisfactory group member who does what is required. || Rarely provides useful ideas when participating in the group discussion. May refuse to participate. ||
 * Creativity || VoiceThread is well though-out and extremely creative. || VoiceThread is well thought-out and creative. || VoiceThread is thought-out and somewhat creative. || VoiceThread is somewhat thought-out and creativity is lacking. ||
 * Required Information || VoiceThread contains all required elements: three similarities and three differences. A citation slide is included and done correctly. || VoiceThread contains most of the required elements: at least five similarities and differences altogether and a citation slide is included. || Some of the required elements are included: at least four similarities and differences. The citation slide is done incorrectly. || Many required elements are missing from the VoiceThread: under three similarities and differences. There is no citation slide. ||
 * Understanding of Material || Deep understanding of the material is evident in the VoiceThread slides. || Understanding of material is evident in the VoiceThread slides. || Some understanding of material is evident in the VoiceThread slides. || Very little understanding of material is evident in the VoiceThread slides. ||
 * Understanding of Material || Deep understanding of the material is evident in the VoiceThread slides. || Understanding of material is evident in the VoiceThread slides. || Some understanding of material is evident in the VoiceThread slides. || Very little understanding of material is evident in the VoiceThread slides. ||

LESSON REFLECTIONS AND NOTES: As my class has just finished learning about present day Jamestown, we will be starting this project tomorrow. While students most likely will not get to work on the VoiceThread portion of this assignment before break, the hope is to complete the Venn Diagrams and storyboards before our winter break! My students love recording their voices and using a number of different medians to display their thinking, so I know they will enjoy creating the VoiceThread. As Abrams (Laureate Education, Inc., 2009) notes this week, digital storytelling can build on a number of skills because there is so much one can do with it.

References Cennamo, K., Ross, J. & Ertmer, P. (2009//). Technology integration for meaningful classroom use: A standards-based approach//. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. Laureate Education, Inc. (Executive Producer). (2009). //Integrating technology across the content areas//. Baltimore, MD: Author. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). //Classroom instruction that works: Research based strategies for increasing student achievement//. Alexandria, VA: Association for Supervision and Curriculum Development.

Back to Top