James+Wiegand

Lesson Plan: Online Collaboration James Wiegand Walden University
 * //James Wiegand's personnel Walden University Wiki page://**

Marie Larcara Integrating Technology Across the Content Areas (EDUC – 6713-D-2) August 8, 2010

Lesson Plan: Online Collaboration Online collaboration is a digital tool that integrates content standards, technology, and real-world scenarios in order to learn the content. This has students demonstrate not only content knowledge, but “knowledge going beyond that to an understanding of technology and capability to hands-on skill development and utilization of technology” (Engstrom, 2005, p. 30). A benefit online collaboration is “students determine what they know and need to know; individually research content; communicate the research results among themselves; and collectively determine a solution to their problem” (Belland, Glazewski, & Ertmer, 2009, p. 9).

|||||||| **//Daily Lesson Game Plan//** || |||| **Lesson Title:** Why Build a Pyramid?

**Grade Level:** 6th Social Studies Ancient Civilizations


 * **Related Lessons:** Why Build the Terracotta Army?

**Unit:** The Nile River Valley || |||||||| **//GOALS//** || |||||||| **Content Standards (NCSS Thematic Strand):** **•** Culture **•** Time **•** Power, Authority, and Governance **•** Science, Technology, and Society

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**ISTE NETS-S** <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**x** Creativity **x** Critical thinking, problem solving, and decision making <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**x** Communication and collaboration x Digital citizenship <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**⁭** Research and information fluency **x** Technology operations and concepts

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**Instructional Objective(s):** <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**•** Students will be able to understand: <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">1. Why the Ancient Egyptians built pyramids. || |||||||| <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">**//ACTION//** || |||||||| **Before-Class Preparation:** Students will be grouped with a partner from their class and eight other students (two from each other period). The teacher has established Wiki page for each group and all students have a Twitter account. All student email addresses have been created through gmail accounts. <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">Next, the teacher assigns each class period two different resources: one print and one online. A list of some of the online sources are: <span style="border-collapse: collapse; display: block; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">[|www.bbc.co.uk/history/ancient/egyptians/launch_gms_pyramid_builder.shtml] <span style="border-collapse: collapse; display: block; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">[|www.nationalgeographic.com/pyramids/djoser.html] <span style="border-collapse: collapse; display: block; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">[|www.nationalgeographic.com/pyramids/khufu.html] <span style="border-collapse: collapse; display: block; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">[] <span style="border-collapse: collapse; display: block; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">[] <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">Print sources include articles from //National Geographic, Dig, Our World// (textbook), and //New York Times.// <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">The teacher will create pairings based on student ability level (homogeneously). The teacher will provide support and extension activities to be described in detail later.

|| |||||||| <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">**//During Class//** || || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">**Time**

|| <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">**//Day 1://** <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">2 minutes
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">**Instructional Activities** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">**Materials and Resources** ||

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">6 minutes

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">18 minutes

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">12 minutes

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**//Day 2://** <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">4 minutes

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">24 minutes

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">12 minutes


 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students are introduced to the activity, groups, and partners in the class. The objective is stated and clarified for the students: Why were pyramids built in Ancient Egypt?

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students preview the print and online resources with their partners. They will make highlight new vocabulary, make predictions about pictures, graphs, maps, and section headings, and write questions down they have about any of the previously mentioned items. **Will all of the students be using the same materials or will you have some pairs use different materials than their groupmates from the other classes? -Sarah**

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students will read and complete a graphic organizer, using Inspiration, on information that meets the objectives or answers their questions. One student reads the print resource while the other reads the online resource. Then, when finished, they switch and repeat the above.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students, working in pairs, write a 1-paragraph response answering the objective question on their Wiki page. Also, the students ask two questions that remain unanswered on the Wiki page. **All groups answer the same question? So when the next group goes on the wiki, they just add their paragraph? Will they look at the other groups' answers? -Sarah**

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students open their Wiki page to see the changes made by the other class periods and group members. They look to see if their questions were answered.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students read the other periods’ addition, revisions, and editing comments. Also, they answer the questions the other groups have posted into their response. The final response should be 2-paragraphs.

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Students complete an individual reflection on the activity. The following questions for reflection are: <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">How was the Wiki experience? <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Who had the best questions and why? <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Who made the most worthwhile additions and why? <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">How did you contribute to the Wiki? <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">What would you change about your part in the process?


 * When will students be using the Twitter accounts? I know you mention it, but I didn't see where they'll be using them. - Sarah** || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Tablet and internet connection

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Labtop Cart || |||||||| **Notes:** The teacher has be sure to check that the twitter accounts, wiki pages, internet, and pyramid websites are working on all laptops and have 3-4 backup ready for use.

|| |||||||| <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">**//MONITOR//** || |||||||| **Ongoing Assessment(s):** The teacher uses informal observations on Day 1 of the pyramid activity. This assessment is beneficial because students will need assistant searching Google and staying on task. Also, the teacher has a formative assessment by checking in on the Wiki pages and posting his comments and questions for the group. The summative assessment will be the final writing prompt on the wiki pages.

<span style="border-collapse: collapse; display: block; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**Accommodations and Extensions:** Students with learning disabilities will be given extended time as needed. Also, the teacher has these students only analyze and read one resource, two if time permits. In addition, students who have a difficult time staying focused or using Inspiration, the teacher provides a graphic organizer, which only needs to be filled in rather than created and completed. <span style="border-collapse: collapse; display: block; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">As an extension activity, for students who complete the activity early, students have the opportunity to demonstrate their understanding by completing a Pyramid Builder activity. The website is: [] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">.

<span style="border-collapse: collapse; display: block; height: 107.5pt; line-height: normal; margin-bottom: 0pt; margin-top: 0in;">**Back-up Plan:** If the computers were to fail, shut-down, or lose internet connection, the students would only use the print resources. They would also watch a short video clip downloaded from [|www.unitedstreaming.com] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">. The objective remains the same; however, the online collaboration is impossible without computer and internet access.

|| |||||||| <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16pt; line-height: normal; margin: 0in 0in 0pt; text-align: center;">**//EVALUATION//** || |||||||| **Lesson Reflections and Notes:** Students reflect on their process by asking questions and revising or asking more questions. Also, students reflect the pyramid process and why they were created by answer other questions posted to the Wiki and reading responses to their own questions. Other reflection questions were mentioned above.

||



<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin-bottom: 10pt; margin-top: 0in;">The pyramid activity demonstrates several benefits of online collaboration. First, “allows a student to work in and out of school” (Laureate, 2009). The opportunity to ask questions and answer other’s questions can be assigned for homework at the completion of day one. 99% of students in the district have access to the internet on a daily basis. The other one percent has access at the school and town library until ten in the evening. <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin-bottom: 10pt; margin-top: 0in;">Second, online collaboration provides an “authentic audience” (Laureate, 2009). Students are posting to the Wiki page for other students, the same age and attending the same school, to read and comment on. The authentic audience avoids the issue that “students are, for the most part, bored” (Prensky, 2008, p. 43). **This is a good point because sometimes ancient topics can be very distant for students. -Sarah** <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin-bottom: 10pt; margin-top: 0in;">Finally, the lesson’s main benefit is the “technology enriches the system after the objective is set” (Laureate, 2009). There are many other ways to learn about pyramids, such as reading the textbook or watching of video clip. However, the online collaboration activity engages students, keeps their interest, and requires them to develop many other technology and higher-level thinking skills while meeting the content standards.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in; text-align: center;">References

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">Belland, B., Glazewski, K., & Ertmer, P. (2009). //Inclusion and problem-based learning: Roles// <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">//of students in a mixed-ability group//. Research in Middle Level Education Online, 32(9), <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">1-19. Retrieved from Education Research Complete database.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in; text-indent: 0.5in;">Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in; text-indent: 0.5in;">CA: Wadsworth, Cengage Learning.

Engstrom, D. E. (2005, Dec/Jan). //Assessing for technological literacy//. Technology Teacher, 64(4), 30–32.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">Laureate Education, Inc. (Executive Producer). (2009). //Enriching Content Area Learning// <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 10pt; margin-top: 0in; text-indent: 0.5in;">//Experiences with Technology, Part 2//. Baltimore: Author.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">Laureate Education, Inc. (Executive Producer). (2009). //Spotlight on Technology: Social// <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 10pt; margin-top: 0in; text-indent: 0.5in;">//Networking and Online Collaboration, Part 1//. Baltimore: Author.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">Laureate Education, Inc. (Executive Producer). (2009). //Spotlight on Technology: Social// <span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 10pt; margin-top: 0in; text-indent: 0.5in;">//Networking and Online Collaboration, Part 2//. Baltimore: Author.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 10pt; margin-top: 0in;">Prensky, M. (2008, March). Turning on the lights. Education Leadership, 65(6), 40-45. <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">Lesson Plan: Problem-Based Learning <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">James Wiegand <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">Walden University <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">Marie Larcara <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">Integrating Technology Across the Content Areas (EDUC – 6713-D-2) <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">July 29, 2010

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">Lesson Plan: Problem-Based Learning

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Problem-Based Learning (PBL) is a strategy that integrates content standards, technology, and real-world scenarios in order to learn the content. This has students demonstrate not only content knowledge, but “knowledge going beyond that to an understanding of technology and capability to hands-on skill development and utilization of technology” (Engstrom, 2005, p. 30). A benefit is the ability to integrate technology into PBL projects because it “attends to students’ diverse interests, talents, and needs for knowledge” (Cennamo, Ross, & Ertmer, 2009, p. 167).

<span style="border-collapse: collapse; display: block; line-height: normal; margin-bottom: 0pt; text-align: center;">**//<span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">Daily Lesson Game Plan //**


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson Title: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">I’m Gonna do What? Embalm?

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Grade Level: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> 6th Social Studies Ancient Civilizations |||| **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Related Lessons: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> You’re the Gladiator (Ancient Rome) **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Unit: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The Nile River Valley || **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">• **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Culture **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">• **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Time **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">• **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Individual Development and Identity **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">• **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Science, Technology, and Society **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">ISTE NETS-S ** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">x **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Creativity **x** Critical thinking, problem solving, and decision making **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">x **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Communication and collaboration **⁭** Digital citizenship **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">x **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Research and information fluency **x** Technology operations and concepts **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Instructional Objective(s): ** **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">• **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Students will be able to understand: <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">1. What mummies were; <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">2. When mummies were made; <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">3. Who was made into a mummy; <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">4. Where mummies were made; and <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">5. Why/How mummies were made. || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">The teacher needs to set-up a mini-lesson review of how to use Google effectively. The class reviews proper search topics and focuses, validity of websites, reliability of websites, and how to cite properly. The students complete a quick “practice” as a class on a topic to be selected by the students. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">The teacher creates the PBL activity and scenario. The scenario is the guiding aspects for students to complete the PBL activity. The scenario is as follows: <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Living during 1500 BCE, the pharaoh’s chief embalmer has passed away due to <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">unknown causes. The pharaoh is very old and fears he will not be properly <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">mummified for his afterlife. He has selected you to be his new chief embalmer. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">However, you must first prove yourself to him. The pharaoh has given you one <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">year (or two class periods) to properly mummify a member of his staff, one whom <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">he will sacrifice. It is your job to learn how to correctly mummify a body and <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">demonstrate this to the pharaoh’s. Use the Mummy Maker Website to prove <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">you know how to mummify a body **This is a very cool scenario! Your students will love the "hands on" job of creating a mummy! Sarah** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">The teacher will create pairings based on student ability level (homogeneously). The teacher will provide support and extension activities to be described in detail later. **I wish you added a few here just so we could see. Maybe you could preview the materials or websites with students who need more support, have them master fewer of the processes of mummification, or present it in a different way. Sarah** || || <span style="border-collapse: collapse; display: block; height: 107.5pt; line-height: normal; margin-bottom: 0pt;">**//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Day 1: //** <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt;">6-7 minutes **Are these broken up for review time, and then research time? It's a little unclear at this point. Sarah** <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt;">32-33 minutes <span style="border-collapse: collapse; display: block; height: 107.5pt; line-height: normal; margin-bottom: 0pt;">**//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Day 2: //** <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt;">2-3 minutes <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt;">26-27 minutes <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; height: 107.5pt; line-height: normal; margin-bottom: 0pt;">9-10 minutes
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">GOALS //** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Content Standards (NCSS Thematic Strand): **
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">ACTION //** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Before-Class Preparation: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> The teacher will practice and analyze the Mummy Maker website **Will the students also preview the website? It seems like they will be learning and doing a lot in just two class periods. Sarah**([]). This is the site that used for the Problem-Based Learning activity. The teacher plays the Mummy Maker to ensure the game is possible and at an acceptable level to be completed by the sixth grade students. Also, the teacher creates a “hint list” of websites for research if the students struggle using Google and internet search skills to find the necessary information to complete the Mummy Maker.
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">During Class //** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Time ** |||| **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Instructional Activities ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Materials and Resources ** ||

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Students view the Mummy Maker website. They will try to mummify a body to discover what questions they need to ask, research, and answer. Also, the students use Google to search for reliable websites. They “tweet” sites they find useful to their classmates and create a list of the top three sites to take notes on mummification. They look to discover specific details on the mummification process, answers to the questions they asked, and data to help them complete the Mummy Maker website game. **Twitter makes me nervous because other people might follow them and get more information from the students than they need to know. Is there another application that can provide the same collaboration without Twitter? Sarah** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Students review their notes as a class from yesterday. They ask each other questions they created but could not find the answers to. They answer one another’s questions to complete the research component of the PBL activity. **When will they be asking the questions? Could you set up a place where students can all submit their questions and then maybe they could get answered before class? Sarah** <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Students work in their pairs to complete the Mummy Maker activity. They have as many opportunities as they need to correctly mummify a body to prove to the pharaoh they are acceptable embalmers. They record their steps in Microsoft Word in order to correct mistake they made and repeat accurate steps they took. Students will show the teacher their final steps and completed mummy! Will you have your students turn in the steps in Word as well as their wiki response? I like the idea of having them take notes; it will keep them focused as they work through the activity.-Kris <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Students type their final response to the writing prompt on their personal wiki page (linked to the class wiki page). The prompt is: How, why, who, when, where, and what are the aspects of the mummification process (1 paragraph)? **That's a lot of information for one paragraph! The students might be too vague if they don't think they have to write a lot. If you do just want general information, can they fill out a chart or some other type of organizer? Sarah** I agree. A graphic organizer seems like a better way to make sure the students are thorough in their answers. Great idea.- Kris || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Tablet and internet connection <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Computer Lab, 1 per pair ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Students review how to use Google to search for information. They review topic and focus search terms, validity, reliability, and citing. Students will practice, a topic of their choosing, as a class. **Can you just have this separate? I don't think it needs to be part of this lesson. Let's just assume they know what they're doing! Sarah**
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Notes: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher has be sure to check that the twitter accounts, wiki pages, internet, and Mummy Maker websites are working on all computers and have 3-4 backup computers ready for use. ||
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">MONITOR //** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Ongoing Assessment(s): **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The teacher uses informal observations on Day 1 of the PBL activity. This assessment is beneficial because students will need assistant searching Google and staying on task. Will you score them for their responses on Twitter?-Kris <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">Also, the teacher has a formative assessment of the question and answer component at the beginning of Day 2, the Mummy Maker steps, and completed product. The summative assessment will be the final writing prompt on the wiki pages. **Will other students be required to read all of the submissions to the wiki? Will they make comments or corrections? Sarah**

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations and Extensions: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students with learning disabilities will be given extended time as needed. Also, the teacher will provide a website ([]) to students who cannot effectively search Google for information. In addition, students who have a difficult time staying focused or taking notes, the teacher will provide an outline for the steps to complete the Mummy Maker activity with a few steps filled in for guidance. <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin-bottom: 0pt;">As an extension activity, for students who complete the activity early, students will publish their “findings” by writing a report or making a very short video clip on IMovie and posting it to YouTube. The report or video clip must include the following: 1. The PBL scenario; 2. Steps taken to complete the PBL; and 3. The results or findings of the PBL activity. **I like your extension activities. Will any of your students really finish early enough to do something so complex, though? In only two class periods, it doesn't seem like they'll finish that early and need something that time consuming. Sarah** Sarah and James- I had the opposite thought here. I played the activity, and it took me only 10 minutes to make it through. I think it will be difficult to get the students to go slowly through the activity, researching as they go. I would be worried that they will guess and click, trying to get through as fast as they can (which is pretty typical for 6th graders- they think faster is better). I think it will probably take a lot of preteaching to get them to slowly work through the activity, researching and noting each step- Kris

**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Back-up Plan: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> If the computers were to fail, shut-down, or lose internet connection would use the Tablet PC in the classroom to complete the online internet research component. Students work in groups of four to create questions. Then, the class creates a master list of questions to research. Students take turns coming up to use the Tablet PC, which projectors all images onto the whiteboard, to answer one or more of the questions. This alternative activity would take much more time, so the Mummy Maker and the steps would have to be completed at home. ||
 * **//<span style="font-family: 'Times New Roman','serif'; font-size: 16pt;">EVALUATION //** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lesson Reflections and Notes: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Students reflect on their process by asking questions, answering the, and revising or asking more questions. Also, students reflect on the Mummy Maker process by taking step-by-step notes and referring back to them on the next attempt to mummify the body. ||

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">The Mummy Maker activity meets two goals of PBL: “1. to promote deep understanding of the subject matter; and 2. Develop students’ higher-order-thinking” (Ertmer & Simons, 2006, p. 40). The Google research achieves the both goals by using critical thinking skills to acquire the subject matter. Mummy Maker deepens the students’ understanding of the content be incorporating it into a real-world scenario.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">The diversity of students is met in the lesson plan. The “Digital divide” (Cennamo, Ross, & Ertmer, 2009, p. 171) is a non-issue because all students have equal access to computers and internet to complete the PBL activity. Also, the “teaching modeling, peer interactions, and reflection” (Cennamo, Ross, & Ertmer, 209, pp. 167-168) occur as the class reviews Google search strategies, pairings for research and application, and the step-by-step notes for reflection assist students will diverse learning styles. Finally, the teacher can use “assistant technology” (Laureate, 2009). Students can make web-text larger, copy and paste links for citing, and use Dictionary.com to look up vocabulary terms.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">This PBL lesson requires students to “clarify the problem, collect, analyze, and organize data” (Laureate, 2009). The students collaborate with their partners to interpret the scenario. Then, the pairs use Google to collect and analyze the data. Finally, the students organize their information before and while completing the Mummy Maker activity in the step-by-step instructions posted on the Wiki page.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">The main benefit of this PBL lesson is the “technology enriches the system after the objective is set” (Laureate, 2009). There are many other ways to learn about mummification, such as reading the textbook or watching of video clip. However, the PBL activity on mummification engages students, keeps their interest, and requires them to develop many other technology and higher-level thinking skills while meeting the content standards. Prensky writes “the reality is that students are, for the most part, bored” (Prensky, 2008, p. 43). PBL avoids the “boredom.”

**Great lesson overall. I think your kids will really be engaged in the whole process and will benefit from the PBL style lesson. Sarah** <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-align: center;">References

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-indent: 0.5in;">Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-indent: 0.5in;">CA: Wadsworth, Cengage Learning. Engstrom, D. E. (2005, Dec/Jan). //Assessing for technological literacy//. Technology Teacher, 64(4), 30–32. <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Ertmer, P., & Simons, K. (Spring 2006). //Jumping the PBL implementation hurdle: Supporting// // the efforts of K-12 teachers //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">. The Interdisciplinary Journal of Problem-Based Learning, <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-indent: 0.5in;">1(1), 40-54. Retrieved from <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; text-indent: 0.5in;">@http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Laureate Education, Inc. (Executive Producer). (2009). //Enriching Content Area Learning// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Experiences with Technology, Part 2 //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">. Baltimore: Author.

<span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Laureate Education, Inc. (Executive Producer). (2009). //Meeting Students’ Needs with// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Technology, Part 2 //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">. Baltimore: Author. <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Laureate Education, Inc. (Executive Producer). (2009). //Spotlight on Technology: Problem// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Based Learning, Part 1 //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">. Baltimore: Author. <span style="border-collapse: collapse; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal;">Prensky, M. (2008, March). Turning on the lights. Education Leadership, 65(6), 40-45.