Lesson+Analysis+&+Assessment

PART 1: Lesson Analysis
__Content Area/Topic__: Map Skills; Geography and Language Arts

__Title of Lesson__ (hyperlinked): [|Map Reading in the 21st Century]

__Intended Audience__: 4th and 5th grade

__My GPS for which I would adapt this lesson__:

SS5G1 The student will locate important places in the United States. b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.


 * ==The lesson...== || ==Indicators== || ==Your Review Comments== ||
 * Works toward appropriate goals. || * Content and technology standards are mentioned.
 * Standards seem appropriate to grade level and content area.
 * Objectives align with standards.
 * Tasks focus clearly on obtaining the objectives. || The standards are stated but I do like about this, it provides room to have a variety of standards covered especially within Geography or Social Studies. ||
 * Requires the use of higher order thinking skills and "new" literacies. || * Students are asked to do more than memorize or understand.
 * Media, visual, communicative, technological, mathematical, and/or other nontraditional literacies are addressed. || Nontraditional literacies are provided especially through media, visual and technological. Digital maps cover alot of area through technology and it asks for more than just memorizing. Students in grade 5 must have an understanding of geographical concepts like longitude and latitude. ||
 * Integrates the learning goals. || * Communication
 * Production
 * Critical Thinking
 * Creativity
 * Content
 * Problem-solving
 * Inquiry/research || It integrates these learning goals but focuses mainly on inquiry/research, content, and production. ||
 * Includes a variety of resources. || * Students have choices of materials at different levels.
 * Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, photos, computer). || Depending on the age group of students different resources may be used. Materials that can be used for this lesson uses alot of media and graphics but it also enhances research. ||
 * Engages all students actively in authentic tasks. || * Students have roles/tasks to perform throughout the lesson.
 * Connections are made between the task and real life.
 * Students must actively search for answers to essential questions. || One thing I really like about this lesson it offers enough room for the teacher's own input and moderation. In this lesson students can have individual roles especially within a group. Within the group the teacher can have one on group time to ask questions and know where each student stands. ||
 * Uses technology effectively, efficiently, and as a learning tool. || * The technology makes the task more authentic.
 * The technology makes the task easier to accomplish.
 * The technology helps the students learn faster than without it.
 * The technology is secondary to the content and goals. || Technology is a big learning tool here because students are working together or individually to create digital maps. Students are learning map skills as well as technology resource tools. ||
 * Addresses the needs of a variety of students, including ELLs (English Language Learners) and students with physical or other challenges. || * All students can access task instructions.
 * All students can access task materials and resources.
 * Students have different ways to accomplish the same objectives. || The only thing that concerns me with this lesson and any other technology based lesson is will this project go outside the classroom? If so, what about the students who do not have the proper resources at home. Along with the ELL's, will the parents be able to help the student? ||
 * Includes appropriate assessments. || * Assessment is aligned to the standards and objectives.
 * Assessments are fair for all students and not based on one ability (e.g., writing).
 * Assessments allow students to show what they know/can do rather than what they cannot. || Assessments can be made based on what the teacher wants to look for. ||

Give a summary of the strengths (2+), weaknesses (2+), and the changes (2+) you would make to tailor this to your class.
__Strengths__: One strength is that this lesson is open to moderations and offer tips for teachers like creating mini lessons to help students in this assignment. Another strength is that this lesson doesn't offer their own assessment but allows for the teacher to create what they believe the students should have learned.

__Weaknesses__: One weakness I found in this lesson is that although moderations can be made, it is really vague in what the students should know. It is a good thing and a bad thing. Another weakness is that this lesson does not offer other tips to help those students with challenges like ELLs or physical impairment.

__Changes__: One change I would make to this lesson is to have one set foundation or standard for the project. Another change I would make to tailor to my class is to make this an outside assignment for those who needs more help and have the resources at home. For those who needs more help but does not have the resources I will provide more time in class or set time aside for the library.

PART 2: Assessment

 * Assessment #1: Formative**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //Brainstorming// || Students generate terms and ideas related to a topic and form creative connections between prior knowledge and new possibilities. || Used at the beginning of class, indvidually or as a group || Topic or white chart paper on electronic white board. ||

|| Goody Gumdrops
 * Assessment #2: Summative**
 * **Assessment Method** || **Purpose** || **When Used** || **Instrument (**include written, attached, or hyperlinked on this page**)** ||
 * //Informal Questioning// || Questioning allows students to openly express their ideas and thoughts, enables them to reflect on other students’ explanations, as well as make connections. Use to provide challenges, to assess student understanding, and revise lessons as necessary. || Use throughout the project, often during group work or class discussions || Questions (click on link)