Activity 1

5th Grade Social Studies

Original Lesson Plan

Standard: SS5H6 Describe the importance of key people, events, and developments between
1950- 1975.
b. Explain the key events and people of the Civil Rights movement: Brown v. Board of
Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act,
Voting Rights Act, and civil rights activities of Thurgood Marshall, Lyndon B. Johnson, Cesar
Chavez, Rosa Parks, and Martin Luther King, Jr.

Content (C) How did the actions of Martin Luther King, Jr. change the South, the United States,
and the world?
Pedagogy (P) Collaborative learning, flipped classroom
Technology (T) Videos, Google Classroom, Google Drawing, Padlet, Flip, Canva, Prezi,
Screencast-O-Matic, Loom, Rubistar.4teachers.org

Opening
The teacher will pose the question “How does change occur?” Students will share their answers
to the question. The teacher will guide the discussion towards the idea that change often occurs
when people speak up and there is usually a leader of that group. Students will be informed that
they will be working in groups to present about how Martin Luther King, Jr. changed the South,
the United States, and the world.

Work Session
1. Students will be introduced to vocabulary essential to the lesson:
a. March on Washington
b. Voting Rights Act
c. Protest
d. SNCC
e. SCLC
2. Students will participate in a gallery walk of images about Martin Luther King, Jr.’s life
and involvement in the Civil Rights Movement. They will share what they see, think,
and/or wonder about the images as they walk around the room.
3. Students will watch a video about the legacy of Martin Luther King, Jr.
4. Then, in groups, they will choose to complete one of the following assignments:
a. Draw a character map about Martin Luther King, Jr. identifying his traits/abilities.
b. Use a graphic organizer to identify the risks Martin Luther King, Jr. took during
his life to create equality and civil rights for African Americans during the civil
rights movement.
5. Students will share their presentations with the class.
Closing
Ticket out the door
Students will write a 3-5 sentence thank you note to Martin Luther King, Jr. for his service to
freedom and equality in the United States.

Applying TPACK to the lesson plan

Content Knowledge (CK) – The instructor will need to have an understanding of the impact the
Martin Luther King, Jr. had on the South, the United States, and the world.

Pedagogical Knowledge (PK) – The instructor will need to know best practices for elementary
school social studies instruction, collaborative and cooperative learning, and engaging students
in discussions.

Technological Knowledge (TK) – Knowledge of the LMS Google Classroom to house all
necessary materials will be necessary. The instructor will need to be able to assist students with
accessing necessary resources on Padlet to watch a video and locate links to relevant material. As
needed by students, they will provide assistance with creating a Flip, Google Drawing, Canva,
Screencast-O-Matic, Prezi, or Loom presentation to share their learning about Martin Luther
King, Jr. The instructor will also need to have an understanding of rubistar.4teachers.org to
create rubrics for student presentations.

Pedagogical Content Knowledge (PCK) – The instructor will promote student engagement by
flipping the classroom. Differentiation will occur as students are able to choose a technology tool
for their digital presentation. Students will engage in discussions and provide feedback to their
peers.

Technological Pedagogical Knowledge (TPK) – Students will work in collaborative groups to

create a Flip, Google Drawing, Canva, Screencast-O-Matic, Prezi, or Loom presentation to share
their learning about Martin Luther King, Jr. They will use a rubric to guide their work. Students
will post and share their presentations with their peers on Google Classroom.

Lesson Plan using TPACK

Flipping the classroom

Prior to class, students will complete the following assignments after accessing them in Google
Classroom:
1. Define the following vocabulary terms:
a. March on Washington
b. Voting Rights Act
 c. Protest
d. SNCC
e. SCLC
2. Preview a video on the legacy of Martin Luther King, Jr.
Opening
1. Students will participate in a Kahoot online game to review vocabulary.
2. They will share one interesting fact they learned from the video on a Padlet.

Work Session
Students will use Padlet to view images about Martin Luther King Jr.’s life and his involvement
in the Civil Rights Movement. They will post comments about what they think or feel about the
images, what questions they have about them, and/or what they see in them using audio, video,
text, or drawing.

Group Activity
In student-selected groups, students will choose to complete one of the following presentation
assignments and carefully follow the guidelines of their rubric:
1. Use Google Drawings or Canva to create a character map about Martin Luther King, Jr.
identifying his traits/abilities. Guiding questions:
a. Head-What did he think about his society?
b. Eyes-What did he see?
c. Mouth-What did he say?
d. Ears-What did he hear?
e. Heart-What did he feel? What did he care about?
f. Hands-What actions did he take?
g. Stomach-What did he worry about?
2. Use Flip, Screencast-O-Matic, Loom, Prezi, or Canva to share the risks Martin Luther
King, Jr. took during the following moments of his life to create equality for African
Americans during the civil rights movement:
a. Moving to the South
b. Montgomery Bus Boycott
c. March on Washington
d. Fighting for Voting Rights
How did Martin Luther King, Jr.’s risks change the world?

Students will share their presentations with the class on Padlet. Then they will provide feedback
to two groups using the 3C+Q Method.

Closing:
Ticket out the door
Students will use Flip or Padlet to record or write and post a 3-5 sentence thank you note to
Martin Luther King, Jr. for his service to freedom and equality in the United States.

What digital tools are available to you? The digital tools available to me are Google
Classroom, Google Drawings, Padlet, videos, Kahoot, Flip, Prezi, Screencast-O-Matic, Loom,
Canva, and Rubistar.4teachers.org.

Which tools do you know well enough to use, and which would be most appropriate for the
lesson at hand? The tools I know well enough to use are Google Classroom, Google Drawings,
Padlet, videos, Kahoot, Flip, and Prezi. I believe all of these tools are appropriate for the lesson.

How do your students learn best? My students learn best when material is presented visually.
They also prefer to be engaged in hands-on group activities.

What instructional strategies do you need to meet their needs and the requirements of the
lesson plan? The instructional strategies that will meet my students’ needs and the requirement
of this lesson plan are discussions and collaborative groups.

How do your chosen technology tools help your students learn best? The technology tools I
chose will help my students learn best because they are employing several learning modalities
throughout the course of the lesson. Students will be engaged auditorily and visually as they
watch videos. As they work in groups to create their presentations, they will be using auditory,
visual, linguistic, kinesthetic, and interpersonal learning modalities. When viewing their peers’
presentations and providing feedback, they will be using visual, auditory, and linguistic learning
modalities. When writing the thank you notes, students will use the intrapersonal and linguistic
learning modalities. In addition, technology tools can allow students to be more creative. Kahoot
allows me to assess students’ understanding of concepts in real-time and clarify any
misconceptions while they have fun playing a game. Rubistar.4teachers.org allows students to
know how their work will be evaluated prior to completing their assignments.

In what ways do you think your chosen technology tools will help you effectively deliver
your lesson?
I believe the technology tools I have chosen will help me effectively deliver the lesson by
allowing students to become engaged in the learning prior to the class session by flipping the
classroom. I will be able to front load new content and pique their interest in the topic. Also,
using the technology tools during the class session and incorporating various learning styles into
the lesson will engage students in the learning. When students are actively engaged in lessons,
their learning increases. Rubistar.4teachers.org will allow me to consistently assess student work
and provide feedback.
Activity 2
5th Grade Social Studies
Original Lesson Plan

Standard: SS5H6b: Explain the key events and people of the Civil Rights Movement: Thurgood
Marshall, Rosa Parks, and Martin Luther King Jr.

Content (C) What influence did the person you are researching have on the world? If they never
were born, how would the world be different?
Pedagogy (P) Collaborative learning
Technology (T) Google slides, research sites (Galileo, PebbleGo, Google, Biography.com,
BrainPop), Chromebook, iPad, Flip

Opening
The teacher will open with discussion with the question “what would our world look like if Rosa
Parks never lived?” Students will share thoughts and ideas whole group. The discussion will be
run like a Socratic seminar where in the students will lead the direction of the conversation
building off each other’s responses.
Purpose of the lesson is to complete a slide deck template to be displayed as part of a Black
History Month Timeline Exhibit in the media center. The exhibit will be viewed by the other
students in the school. Each grade level will be adding to the exhibit.
Note: students have participated in Socratic seminars throughout the semester.

Work Session
1. Students will explore different prominent African Americans from the civil rights era,
choosing one person to focus their research on.
2. In small groups of 2-3 students will record facts about their person on a slide deck
template. They will include biographical information, what the person is best known for,
a fun fact, and collaboratively write a paragraph explaining how the world would be
different if their person never lived.
3. Record an optional video on Flip (link found in Google Classroom) sharing the
information they have learned and any additional facts that did not fit on the slide deck
template once their slide deck is complete and turned in.

Closing
Groups will turn in the completed slide deck by turning it in via Google Classroom.

Applying TPACK to the lesson plan

Content Knowledge (CK) - Teachers will need to understand the impact that historical figures
had on the world around them. Teacher will need to be able to guide a discussion while allowing
students to lead the conversation building off of each other’s ideas.

Pedagogical Knowledge (PK) - The teacher will need to understand which students work well
together to create collaborative groupings. Teacher will need to use best practices to engage
students in discussion and guide their learning.

Technological Knowledge (TK) Students will use Google Classroom to access the slide deck and
Flip video link. Students will need to know how to input information on the slide deck in the
appropriate sections including inserting photos, adjusting font size and type, adding in text
boxes, and sharing with group/teacher. Students will need to know how to record a Flip video
including creating a background, adding audio, and writing a script. The teacher will need to be
able to assist students with accessing information and troubleshooting any technology issues.

TPACK Lesson Plan

Pedagogical Content Knowledge (PCK) - Teacher will engage students with class discussions
and small group work. Differentiation will occur as students choose who they are researching,
how they present their learning, and how the students learn about their person of history.

Technological Pedagogical Knowledge (TPK) - Students will work in small groups to research
and create timeline slide deck for the exhibit. Students will be able to create their own template
to share their learning within the slide deck (Google slides, ppt, Canva, prezi) along with a video
demonstrating their learning using Flip, Ozobots, Screencast-O-Matic, with a slideshow, iMovie
or Garage band app on the iPad. Work will be posted in Google Classroom.

Pre-work
Flipped classroom.
Prior to the whole group lesson students will:
1. Read about prominent African Americans (Thurgood Marshall, Rosa Parks, and Martin
Luther King Jr) and their contributions to their world.
2. Listen to series of short videos about the history of Black History Month and its
importance.
3. Participate in a discussion of why Black History Month is important via Padlet
4. Form groups and decide on whom they will be researching.
All links to readings, videos, and Padlet are found in Google Classroom

Opening
The teacher will open with the discussion question “what would our world look like if Rosa
Parks never lived?”
Students will participate in a think-pair-share activity.
In small groups students will share thoughts and ideas on the discussion questions. As a group
they will add their thoughts to a class discussion via Padlet.

Work Session
Students will work in small groups to research a prominent person of African descent of their
choosing who impacted the world. To research their person students will use the provided
approved sites along with articles and texts on their person. Groups will be able to choose the
list how they will present their learning.
1. Slide deck template in Google slides or ppt
2. Canva create a flyer, poster, or presentation.
3. Create a video using Flip, iMovie, Garage band, or Screen-O-Matic
4. Create a piece of artwork (poster, a 3D structure, painting)
5. Use Ozobots to follow the path of their person and record.
All presentations will be share in the exhibit. Slide decks will be printed off and displayed. QR
codes created for any recordings for easy access by other students.
Closing
Groups will turn in the completed presentation by turning it in via Google Classroom.

What digital tools are available to you?

The digital tools available were Google Classroom, Google Slides, Prezi, Canva, Flip, iMovie,
Garage band, Screen-O-Matic, Padlet, and approved websites (Galileo, PebbleGo, BrainPop).

Which tools do you know well enough to use, and which would be most appropriate for the
lesson at hand?
The tools I know well enough to use are Google Classroom, Google Slides, Canva, Flip, Screen-
O-Matic, Padlet, and approved websites (Galileo, PebbleGo, BrainPop

How do your students learn best?

My students learn best when they can work collaboratively with each other creating a
presentation. They also enjoy Socratic Seminars discussion where their voice can lead the
discussion. They like to feel heard and know what they think is valuable part of the conversation.

What instructional strategies do you need to meet their needs and the requirements of the
lesson plan?
The instructional strategies that meet the needs of my students and requirements of the lesson
plan are the small groups creating the presentations and the pre work class discussion on Padlet.
How do your chosen technology tools help your students learn best?
The technology tools I chose will help my students learn best because they are engaging and
allow students individuality and creativity to shine. Students like to be seen and heard and these
tools allow their voice to come through. The use of the template provides a guide or a starting
point for them to begin the work. The use of the different platforms allows students to have
choice for how they will present their learning. The students are able to share their presentations
with each other and myself which allows me to see what is being created and I can provide
feedback in real time that the students can incorporate right away.

In what ways do you think your chosen technology tools will help you effectively deliver
your lesson?
I think the technology tools I chose will help effectively deliver the materials to the students
before they come together as a small group. By having the students read about and listen to
videos on prominent African Americans before the lesson provides them with the background
knowledge, they need to be able to complete their assignment. I also think it gives them time to
think about who they want to research and why. Students will come to the lesson already
interested in the topic because they engaged in the prework and discussion. I also think having
everything housed in one location, Google Classroom, provides the students with easy access to
all the links they need. They also know exactly where to look for articles, websites, and links to
presentation platforms (slide decks or videos).