EDUC 380 Digital Images Project

CANDIDATES NAME: Sarah Cutler and Danielle Francesconi

Main Subject/Topic: Social Studies/ Time zones
Integrated with: English Language Arts
GRADE: 6
TIME: 11:10 a.m.-12:10p.m.
Standards:
Label by code and
description.

DATE: November 5th & 7th, 2014

INSTRUCTIONAL PLANNING
Standards being taught and assessed:
SS.6.G.4 Determine the time of specific world locations using a world time zone
map.
LA.6.W.C11.1 conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate. (CCSS W.6.7)
ELA.6.SL.C14.2 Include multimedia components (e.g., graphics, images, music,
sound) and visual displays in presentations to clarify information. (CCSS
SL.6.5)

Lesson Objectives
(Include an
objective for each
standard being
taught and
assessed.)

1. The students will become familiar with the different time zones of the world
and why they exist.
2. The students will be partnered up and research the time zones. They will be
required to find five different locations each in a different time zone.
3. The students will present their sightseeing tour to the whole class.

Assessment
(Describe and
identify Objective
# being assessed.)

Objective #1:
The students will assessed on their level of participation during the whole group
discussion.
Objective #2:

What theory or
reliable source
confirms that this
is a good
assessment
strategy? NOT
YOUR OPINION
MUST CITE!

The students will be assessed on the research they conduct and the sightseeing
tour they create. Students must incorporate a minimum of 5 locations.
Objective #3:
The students will be assessed on their presentation of their sightseeing tour they
created. They must use appropriate facts and relevant, descriptive details.
Students must also speak at an appropriate level in order to ensure all students
are able to hear them.

Rationale & sources:

1. How to assess learning?
According to the text Your Science Classroom, an alternative form of
assessment teachers may opt to use for lessons are performance
assessments. More specifically, a performance assessment activity that is
embedded within a lesson is an embedded assessment. This allows the
teacher to assess student learning while the students complete what they
believe to be another inquiry activity. This is why I chose to assess my
students learning by having them research 5 different locations each in a
different time zone and create a sightseeing tour. (Downey, Goldstein,
2013, p. 168).
LESSON DELIVERY
Materials and
Technology

Materials:
Graphic Organizer (World Time Zone Map)
Pencil
Technology:
Computers

Motivational
Introduction/
Build Background
Knowledge

Procedures
(NUMBER
specific steps in
order. Include
QUESTIONS and
CONCEPT
DEVELOPMENT

The teacher candidates will have a map of the world with each time zone labeled
projected for the class to see.
The teacher candidates will explain to students why there are different time
zones.
The teacher candidates will present a sightseeing tour containing 5 locations
each in a different time zone.

1. Engage The teacher candidates will have a map of the world with the
different time zones projected for the whole class to see. Students will be
required to write the time zone of each section onto their corresponding graphic
organizer (World Map). The teacher candidates will explain to students why
there are different time zones.
2. Explore The teacher candidate will present a sightseeing tour containing 5
locations, each in a different time zone.

What theory or

reliable source
confirms that this
is a good
instructional
strategy? NOT
YOUR OPINION
MUST CITE!

3. Explain and Elaborate Students will be partnered up and create their own
sightseeing tour. They will be required to include a minimum of 5 locations,
each in a different time zone. The locations that they choose may not be the
same ones used during the introduction of the lesson.

5. Evaluate Students will present their sightseeing tour to the whole class and
state what time it would be at each of the locations in comparison to West
Virginia.

Rationale & sources of strategies:

1. How to deliver concepts and content students need to learn?
-The way in which I chose to deliver the concepts and content to my students
was structured around Vygotskys theory of Zone of Proximal Development.
The engage and explore portions of our lesson plan requires the aid of the
teacher to help the students understand the content. The Explain, Elaborate and
Evaluate portion of my lesson plan require students to work with each other to
solve questions. The exit ticket at the end of the evaluation piece requires
students to solve problems on their own.
2. The organization of my lesson plan was structured entirely on the 5 Es
Model. According to the text Your Science Classroom, because inquiry is
central to the science standards, it is essential that you become familiar with
lesson planning designed for inquiry. (Downey, Goldstein, 2013, p. 150).

Adaptations/
Modifications
Content Closure

Students with disabilities and/or ELLs will be partnered up with students who
work well with others.
Students will be asked to answer the following questions on a sheet of paper.
They may use their map as needed.
1. If it is 5:00 p.m. in California, what time would it be in Hong Kong, China?
2. Where is the location of the prime meridian?
3. What is one reason why we have time zones?
MANAGEMENT PLANNING

Classroom &
Behavior
Management
Considerations:
Give specific ideas
you plan to use for
this lesson.

1. Before you begin the lesson, what will you say to present your behavioral
expectations to the class?
Prior to the beginning of the lesson, I will give the following directions:
-Students are to be listening
-If they have a question they must put raise their hand.
-Students are not to shout out.

2. During the lesson, what specific technique will you use to regain the
attention of all students? (clapping, song, visual cue, etc.)
The classroom teacher has a bell that he uses to regain the attention of all the
students. He rings the bell to the tune Shave and a hair-cut. I will incorporate
this technique into my lesson.

3. How will you distribute needed materials?

The students will be dismissed by rows to get the laptop computer they will
use to complete their research. The teacher candidates will ask the student
helper to pass out the graphic organizer to their fellow peers.

4. What will you say or do to manage transitions between activities?

The students are already accustomed to working with a timer. When the timer
goes off, the students will know it is time to move onto the next portion of the
lesson.

Rev. fall 2014