Global lassroom Lesson Plan - Case Study Example

Proposed topic and rationale: the learners will have to cooperate and partner with a class group of students aged 13-14 years in southwest high school with a similar class group from Elliot Lake secondary school in Canada. The project will eventually become an image sharing global project. The project will enable the students to understand that they are in different parts of the world. Hence, there are differences as well as commonalities in the cultures that define individuals. Also, the students will create a global community that is united and understands others for who they are.

Global networks to be used.

Skype, Google classroom, ePlans, and zoom in class.

Challenges

The project's primary concern is the difference in time zones and how to reach students who will be unavailable during the regular hours of school operation. The scenarios will require the use of Google classrooms to collaborate and times and still be able to respond regardless of the different zones of time.

Prior Knowledge

In the former grades, students studied the cultures and environments of the people from different backgrounds in America. The present years have learners exploring the cultures of the world. The students will have a pretest to determine what the students recall on their lifestyles socially.

The standards and key concepts.

The Texas Essential Knowledge and Skills (TEKS) curriculum for social studies (Barlow et al., 2018).

• Explain the fact that different individuals have varying cultures.
• Contrast and compare the cultures of the different populations in the world.
• The students will have to demonstrate their ability to access information.
• Students will analyze how the impact of technology, the media, peers, and family have on culture.
• The students will have to demonstrate their ability to use their skills to decide to enable them to know the difference between options and facts regarding specific countries.

ISTE Student Standards

The students have to be ready to prosper in a world that keeps on changing because of advancements in technology. The ISTE standards for all the students are the framework for advancement in technology and other forms of innovation within the sector of education (Garland, & Rapaport, 2017). The standards will allow learners to thrive at work and in life internationally. The relevant rules of ISTE students that are indented for the lesson are:

• Tools for technological productivity

The use of technological learning and teaching assists in incrementing the overall production and triggers innovations and creativity among learners and educators.

• Tools for communicating Technologically

The use of advanced telecommunications in interaction with peers as well as other audiences.

• Standards 1: Empowered Learner-the students will leverage technology to take active roles in their choice of achievement and demonstration of competency in their goals of learning. The purposes are informed by the learning sciences (ISTE, 2020)
• Standard 2: Digital Citizen: The students recognize their rights, opportunities, and responsibilities of learning, living, and working in a digital world that is interconnected. They act and model in a safe manner that is ethical and legal (ISTE, 2020).
• Standard 7: Global Collaborator: the students use digital tools to broaden their perspectives and enrich their learning through collaboration with others and practical work in teams globally and locally (ISTE, 2020).

Pre lesson steps

It involves the approaches required to connect with other global classrooms and the teachers before introducing the lesson to the students. Some of the steps are:

• Creation of experiences via ePals
• Finding teachers and classrooms from different areas in Canada who are willing to be included.
• Discussing the existing communication challenges and practical zones to schedule Skype communications.

Technology Use

Different technologies will be incorporated in the unit to ensure learning goes on smoothly. The use of a notebook with a webcam will enhance communication through Skype calls. Slides in the classroom will also provide a presentation on the diversity of their culture.

Essential Questions

• What are the different cultures in the area?
• How do cultural differences contrast and compare?
• What did you know about the country and the culture that was there before compared to what is currently?
• What are the cultural similarities that exist?
• What are the cultural differences?
• What are your thoughts on the primary or biggest influences on the culture of a given country?

Instruction differentiation

To differentiate the instructions clearly, the fundamental vocabulary will be taught to English learners before starting the lesson. The final guidance will then comply with the objectives of the students.

Starting activity for module

The lesson will start with a brief description of the teacher’s journey of immigration. The itinerary includes the challenges that will create a friendly mood for starting the class. Also, it will help in breaking stereotypes that originate from the available cultures. The teacher can request some of the students to explain different cultures. In their explanation they should include the foods. Music, language, arts, beliefs among others.

Lesson plans

Summary of two lesson plans

Lesson 1: the students will have to communicate through zoom, Skype or Google classrooms, and ePals with other classes around the world. It will apply more to the Canadian students because of their cultural differences. The student will complete charts on cultures that match and those that do not match.

Lesson 2: The learners will select two populations or cultures that they intend to explore more and a research on the internet for more details. The students will learn some exciting aspects of the culture of specific populations (Aleksandra, 2018). All the information obtained will be used to develop a summative assessment.

Summative Assessment

The students will use all the acquired information from zoom, Skype, Google classroom and ePals meetings, and research from the internet that they gathered about other countries to develop a presentation in Google. The display will be on different population cultures that they choose. The assessment will equally test to see if the students learn the basic facts on a given country like their language, extraordinary monuments and capital.

The selections are

African-American

Hispanic

Lebanese

Canadian

White American

Irish

Asian American

Scottish

PowerPoint Presentation

Highest Points Achievable

Points Attained

Content

10

Community/school

5

Various cultures

10

Common Cultures

5

Varying Cultures

5

Fun Facts

10

Punctuations, Spelling, and Grammar

10

Organizations and consistency

5

Comments:

Total /60 points

Skype

Source: http://skype.us//edu.

ePlan

Source: http://ePlan.us/education

Zoom

Source: https://zoom.us/education

Google Classroom

Source: https://edu.google.com/intl/en/products/classroom/?modal_active=none

Lesson Plan Templates 1

Name of lesson: How are you? Where are you from? Nice meeting you

Grade level 9th

Subject Social Science 1

Prepared by Erick R. Bryant

Overview and purpose

Education standards addressed

The lesson requires the teacher to introduce himself to the student from the two schools. Also, the students need to add themselves to one another through the available digital approaches

The students will exchange information about their names and their hobbies.

Students will divide themselves in groups and identify the different roles that they will be undertaking throughout the period.

The groups will nominate their leaders and develop a plan for collecting and organizing information with the guidance of their teacher.

The session is useful to the learners since they will start using the digital citizenship to develop connections with other students worldwide.

The session will also allow them to clearly understand their workforce and the expectations of the lesson.

Group work will enhance team work and interactions among the members of the teams.

Estimated time for the lesson 135 minutes

Social studies Texas essential knowledge and skills.

• Introduction and importance of social science.
• Cooperative and collaborative education.

New ethic studies: African American Studies

• Origin of African-Americans
• Culture of African-Americans

The Ontario curriculum studies.

Canadian culture, ethics, education, families. Housing among others.

Students activities

Teachers activity

Materials required

Objectives

The lesson seeks to highlight all information that the learners should learn

• By the end of the experience the learner will:
• Develop a method of data organization.
• Collaborate, communicate and engage with each other.
• Identify the ideal tools for their needs and use.

• The tutor will:
• Compile a list of all the digital tools that can be used by the students.
• Develop a working worksheet.
• Ensure the availability of a portfolio for all the groups of students is readily available.

• Laptops/ desktops
• Paper
• Pencils

Data

(Demonstrate or give out all the necessary information)

• Explain the duties of all the members of Seek clarifications for all the concepts that they have not understood.
• Explain the instructions to one another through paraphrase.
• The group.

• Demonstrate how ePlan, skype and zoom work through the creation of an introductory video.
• Give instructions for development of documents that can be edited.
• Elaborate on the roles of every member of the group.

Facility/ equipment reservation

• The students will use their laptops from school.

• It will take place in the classes since students have their laptops.

Links to websites

• South west public High school
• Elliot lake secondary school

• Skype
• Zoom
• ePlan
• Google
• encyclopedia

The students can research the Canadian and american education systems, background of the two institutions, American Vs. Canadian culture, localities among others.

Verification

It involves all the steps needed to examine the level of understanding among the students.

• The students will repeat the instructions at intervals during the lesson.
• The students will shout their roles within the groups so that every member can familiarize with their duties.
• Students will develop a video that elaborates on their understanding of the requirements of the assignment.

• The teacher will set aside a few hours for the students to explain their roles within the groups.
• The teacher will randomly display the students' names on the screen to enhance identification and instructions for each of the students.
• The teacher will walk around watching the activities of the students and offering the required assistance

Other material resources like handouts, books, web pages among others

Instructions for encyclopedia, zoom, Google, Skype and ePlan

Activities

A description of an activity that is collaborative within the global classroom for reinforcement of the lessons.

• The students will develop instructions that are digital for themselves to the other class. The platform will allow information exchange on culture.
• The student groups will have discussions on the roles of every individual in the group.
• Every group member will develop a plan of collecting information. The action plan could be developed in a google document to ensure data collection in a standardized manner, editing live documents for keeping data.
• The groups will decide on a software of presentation that will be used and develop an organized method for data in history.

• The teacher will develop a gropu based knowledge of the class and how well the students can work together.
• The tutor will assist students in group formations.

Global network used

A classroom connected via Google.

Procedures Step-by-step

Lesson 1 ( Week One)

The students will answer the question: What is your name, where you are from, and what are your hobbies?

• Teacher will issue a hand out titled welcome to Canada.
• Students will watch a video explaining the requirements of the project and what it entails.
• The teacher will explain to the American students that they will be working with Canadian students to understand the cultural differences between them.
• Give out the sheet of questions on how are you? What are your names and hobbies? To the students.
• Explain to the students the reasons for setting up the teams and why introduction videos are crucial.
• Take ten minutes to group the students.
• Demonstrate the procedure of creating videos.
• Allow students to take pictures and develop their albums
• Explain the roles of every member of the group.
• Allow students to work together and choose roles for themselves.
• Explaining further what the research is all about for the American students is about Canadian culture and vise versa.

Ticket exit: the students have to submit a sheet containing the names of the group members and their roles because that is where the next lesson will start. It will take about three minuites.

Lesson 2 ( Week Two)

Students will have to explain their understanding of cultural differences for about 5minuites

• Explain to the students that their research will commence in the lesson.
• American students will start their research on Canadian culture and vise versa. (25minuites)
• At the end of the lesson the students will submit their questions to the teacher.

Ticket exit the students have to narrate all the fascinating cultures that they have studied.

Lesson 3 (Week Three)

The students will develop albums of images of their school. (10minuites)

• The students will log into zoom and share the pictures.
• The students will explain to each other all the details on the images of their school.

Lesson 4 ( Week Four)

The students will continue shairing images of their communities.

• Explain the details on the photo like food and why people prefer that food.
• The clothes that people wear during different seasons.
• The religious backgrounds like church images or mosques and why they are the most preferred religion.

Ticket exit: The students have to explain the cultures in details.

Lesson 5 ( week Five)

The students will have to elaborate the influence of religion on the behaviors of the society.

• Share images of people coming out of mosques or churches.
• Share dressing images of people dressed for church or the mosque.

Lesson 6 ( Week Six)

The students will have to share images of their national monuments.

• Share images of existing monuments in their country.
• Explain why the monument exists.
• Share details of their national holidays and why they observe them (15minuites)

The summative assessment sheet will be used to grade the students’ understanding of details and their performance.

Lesson plan Template 2

Name of lesson Social Science 2

Grade level 9th

Subject Social Sciences

Prepared by Erick R. Bryant

Overview and Purpose

The students are expected to have understood the cultural difference in terms of food, religion and national holidays in the two countries.

The students will have to indicate all the pertinent information.

After acknowledging the cultural differences the students will take their time to investigate why there is a difference in culture.

Hence, they will continue with the cross cultural collaborations.

Through the groups the students can develop ideas to present.

The students have six forty five minute lessons to complete the section.

Education standards Addressed

Social studies Texas essential knowledge and skills.

• Elaboration on existing cultural differences
• Explanation on cultural diversity.

The Ontario curriculum studies.

Canadian culture, ethics, education, families. Housing among others.

Teachers activities

Student activities

Objectives

( A specification of the skills and information that should be learnt)

• The teacher will
• Compile a list of tools that the students can use to obtain different cultural details.
• Ensure all the students can access the tools.
• Prepare questions related to the topic to be answered by the learners.

• The students will
• Collaborate, engage and communicate with their classmates across the globe.
• Use the tools developed by the teacher to share details on cultural information.
• Use the tools developed by the teacher to obtain information on cultural differences

Paper

laptop

eraser

pencil

Information( demonstrate and give out all the necessary information

• Demonstrate how to search for information using Google.

• The students will
• Follow all the steps as instructed by the teacher.
• Seek clarifications in case they did not understand some details
• Search for cultural information as instructed by the teacher.

Reservations of the facilities and equipment’s

• Learning will take place in the classroom.
• The students will have their laptops and writing materials

• Students will come with laptops and learning materials.

Website links

• Google

• Canadian culture
• American culture

Paper

Pencil

Laptop

Eraser

Verification ( the steps to examine the understanding level for students)

• The teacher will verify the students through a roll call to ensure all of them are present.
• Teacher will assign codes that help in identification of students.

• Students will search for information on different cultures.
• The information will be arranged using the codes for easy identification and to maintain a sequence.

Textbooks

Other references.

Activities ( a description of the collaborative activities within the global classroom)

• The teacher will explain how to compile information on cultural differences sequentially.

• The students will develop a handout that explains the cultural background of their country. Images will be attached on the handout.
• The students will have an interactive session discussing all they have gathered on cultural differences.

Paper

Pencil

Laptops

Links to web pages.

Global networks used-

Classroom connected through Google

Procedures step by step

Lesson One

The students will explain to their classmate their understanding of culture and why people have different cultures.

• Have a sheet that explains the different aspects of culture in American and Canadian society.
• Students will identify two selections and explore their different cultures.

Lesson Two

The students will explain the uniqueness in culture for the two groups.

• What is interesting about the culture of a given selection?
• How different are the two cultures?

Lesson Three

The learners will elaborate on the information they gathered about the different cultures.

• What is the native language?
• How do they call their currency?

Lesson Four

The students will further explain the differences in culture in terms of unique monuments.

• What are the unique monuments in the country
• Why are they located where they are?

Lesson Five

Students will give a brief history of the selections.

• What is their origin?
• Why did they settle in their present locality?

Lesson Six

Students will share all the information collected through zoom.

At the end of the lesson the students will fill a questionnaire to explain their experiences and whether they want a continuity of the sessions.

Reference

Aleksandruk, I. V. (2018). CONCEPTUAL CATEGORY CULTURE AND MEANS OF ITS VERBALIZATION (BASED ON FANTASY NOVELS BY AMERICAN AND BRITISH WRITERS). Львівський філологічний часопис, (4), 7-12.

Barlow, K., Weber, N., Koch, N., & Hendricks, R. (2018). Understanding curricular student expectations in Texas: Readiness standards vs. supporting standards. Educational Research Quarterly, 42(2), 3-43.

Garland, M., & Rapaport, A. (2017). Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276. Regional Educational Laboratory Southwest.

Pre lesson steps

It involves the approaches required to connect with other global classrooms and the teachers before introducing the lesson to the students. Some of the steps are:

• Creation of experiences via ePals
• Finding teachers and classrooms from different areas in Canada who are willing to be included.
• Discussing the existing communication challenges and practical zones to schedule Skype communications.

Technology Use

Different technologies will be incorporated in the unit to ensure learning goes on smoothly. The use of a notebook with a webcam will enhance communication through Skype calls. Slides in the classroom will also provide a presentation on the diversity of their culture.

Essential Questions

• What are the different cultures in the area?
• How do cultural differences contrast and compare?
• What did you know about the country and the culture that was there before compared to what is currently?
• What are the cultural similarities that exist?
• What are the cultural differences?
• What are your thoughts on the primary or biggest influences on the culture of a given country?

Instruction differentiation

To differentiate the instructions clearly, the fundamental vocabulary will be taught to English learners before starting the lesson. The final guidance will then comply with the objectives of the students.

Starting activity for module

The lesson will start with a brief description of the teacher’s journey of immigration. The itinerary includes the challenges that will create a friendly mood for starting the class. Also, it will help in breaking stereotypes that originate from the available cultures. The teacher can request some of the students to explain different cultures. In their explanation they should include the foods. Music, language, arts, beliefs among others.

Lesson plans

Summary of two lesson plans

Lesson 1: the students will have to communicate through zoom, Skype or Google classrooms, and ePals with other classes around the world. It will apply more to the Canadian students because of their cultural differences. The student will complete charts on cultures that match and those that do not match.

Lesson 2: The learners will select two populations or cultures that they intend to explore more and a research on the internet for more details. The students will learn some exciting aspects of the culture of specific populations (Aleksandra, 2018). All the information obtained will be used to develop a summative assessment.

Summative Assessment

The students will use all the acquired information from zoom, Skype, Google classroom and ePals meetings, and research from the internet that they gathered about other countries to develop a presentation in Google. The display will be on different population cultures that they choose. The assessment will equally test to see if the students learn the basic facts on a given country like their language, extraordinary monuments and capital.

The selections are

African-American

Hispanic

Lebanese

Canadian

White American

Irish

Asian American

Scottish

PowerPoint Presentation

Highest Points Achievable

Points Attained

Content

10

Community/school

5

Various cultures

10

Common Cultures

5

Varying Cultures

5

Fun Facts

10

Punctuations, Spelling, and Grammar

10

Organizations and consistency

5

Comments:

Total /60 points

Skype

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