| 1 | 2 | 3 | 4 | 5 | 6 | Browse All Lesson Plans |
| Lesson Plan Name |
Grades |
| Tech Savvy Naturalists |
P-K to 8 |
 (5.0 stars, 1 ratings) While technology is the way of the future, the future of endangered plants and animals are our responsibility. Students will learn about ecology and biology of animals and plants in our community and create movies and picture books as their culminating projects. |
| Technology for the Likes of Shakespeare and Poe |
7 to 12 |
(5.0 stars, 3 ratings) Digital Storytelling, a wonderful way to incorporate technology and other disciplines into the Language Arts classroom, despite endorsement from the National Council of Teachers of English (NCTE), is not a priority for most schools. I believe that to incorporate digital storytelling, you must have the technology necessary to enable the teacher to adjust her pedagogy and see her role as story coach instead of technology teacher, allowing digital storytelling to enable students to represent their voices in a manner rarely addressed by state and district curriculum while practicing the digital literacy skills that will be important to their 21st century futures while supporting whole language literacy practices. . |
| Thanks for Your Service |
P-K to 12 |
(4.5 stars, 2 ratings) Students need to learn to be thankful for what they have. What better way than to honor those who have fought for their freedom. |
| The More You Know: Designing Creative Solutions for Waste Reduction and Recycling |
2 to 6 |
(5.0 stars, 1 ratings) This lesson outlines the conclusion of a larger unit plan based on the United Nations Sustainable Development Goals. Since these goals highlight global challenges that require innovative thinking and collaboration in order to develop possible solutions, the Design Process was also used to guide students throughout all aspects of the unit. Introductory lessons focused on the first two steps of this process: identify the problem and research possible solutions. Third grade is specifically working on Goal 12: Responsible Consumption and Production, so they began by making connections between this goal and their own lives. After identifying numerous problems related to Goal 12 within Montgomery Township, they ultimately agreed to concentrate their efforts on the waste and recycling management at MMR. Students then conducted an assessment of MMR’s waste stream in order to identify how much waste was being produced every day and how much of that waste could be recycled. Using the data collected, they moved on to the plan and create phase of the Design Process during which they developed proposals for a new system to manage the waste and recycling in the school cafeteria and within each classroom. As a whole class, we selected the best proposal to move further along in the Design Process. At this point, students are preparing to test & improve the decided upon plan before they conclude the unit using the school’s broadcast studio equipment to produce a Public Service Announcement (PSA) that will be aired for the entire student body. The PSA will allow students to communicate the results of their efforts, spread awareness about an important issue, and inform the school community on how we can work together show respect for the environment. |
| The Secret Stairway |
3 to 5 |
(5.0 stars, 1 ratings) This is a lesson that continues work on the recorder by providing music projection to allow hand-free music reading, composing opportunities and interactive music collaboration. |
| The World Around Me |
5 to 8 |
(5.0 stars, 2 ratings) Students will take pictures of landscapes, nature, the environment, etc. They will choose one picture that will be used as their "muse" to write a story that describes that specific picture. |
| UNIVERSAL BUS STOP |
9 to 12 |
(5.0 stars, 2 ratings) As a culminating activity, my Advanced Placement seniors create a script and storyboard combining literary characters and historical figures. The presentation must begin at a bus stop, and the identity of the characters / people should be made evident through dress, dialogue, and actions. |
| Using laptops to make short films |
9 to 12 |
(5.0 stars, 1 ratings) My dream is for all students to have a laptop, in order to incorporate academic content through film creation. Computer resources used are FinalDraft and FinalCutPro. |
| Using Podcasts to teach about the Constitutional Convention |
7 to 8 |
(5.0 stars, 2 ratings) Using Netbooks with webcams and a Smartboard to create and share Podcasts. Students will participate in discussions and the creation of Podcasts by taking advantage of the interactive nature of table Netbooks and a classroom Smartboard. |
| Using Rhetoric in Speeches |
8 to 12 |
(5.0 stars, 1 ratings) Students will analyze "I have a Dream," "Old Major's Speech," and "Imagine" for the three rhetorical devices (ethos, logos, and pathos). They will then create podcasts in which they give their own speech for the world using the three rhetorical devices |
| Videographies |
4 to 5 |
(5.0 stars, 2 ratings) Students will create a presentation about a person who is famous for being an honest individual, a risk-taker, a helper to others, or a promoter of freedom using podcasting or vodcasting tools. |
| Vivid Visual Vocabulary |
K to 12 |
(5.0 stars, 1 ratings) Students will create weekly presentations of their vocabulary words utilizing Flip Cameras, iMovie and Powerpoint. Computer generated, student driven learning always leads to life-long knowledge, but making videos to enact vocabulary words in context is fun. |
| Vocabulary Building Through Visualization Of Word Meanings To Create Digital Art |
7 to 8 |
(5.0 stars, 1 ratings) Vocabulary enhancement came to the forefront with acquired skills of manipulating photographs ... utilizing various tools and filters within the software … and this cognitive and creative process placed the students in a new environment of hands-on with photo software and the requirement of researching the "real" meanings of words, then translating these "realities" into "creative" ones through visualization. |
| When I Grow Up |
P-K to 1 |
(5.0 stars, 1 ratings) You often hear young children say, "When I grow up I wanna be a__." Here is a meaningful story prompt and a great opportuntiy to teach community helpers. |
| Wild Flower Project |
9 to 12 |
(5.0 stars, 1 ratings) Students will have to go out into the community to photograph and collect samples of various types of texas wild flowers for taxonomic identification and dissecction. |
| WORDS: A Lesson in Collaboration (Disguised as a Lesson on Homophones/Homonyms) |
6 to 12 |
(5.0 stars, 1 ratings) Students work in groups to plan, create, edit, and share a collaborative, creative video on homophones and homonyms to share with the world. |
| “Flip” the Table on Bullying |
K to 4 |
(5.0 stars, 1 ratings) Newell Elementary students will create a series of skits to promote effective social problem-solving techniques. Each skit will highlight the most common scenarios of bullying at each grade level. These videos will be shown to all elementary students in an effort to reinforce positive social skills in the classrooms. |
