Kindergarten

Lesson Plan Template for Reading, Math, or Science 2014-2015

TEACHER

Angela Johnson

AIM

SUBJECT

Technology

That 80-90% of students will be able to correctly respond to internet safety questions posed.

What is the measurable goal that

you will work towards in this
lesson?

Students will be able to correctly answer questions about how to stay safe while using technology & the
internet based on immediate feedback from Plickers student response application.

CRITERIA FOR
SUCCESS
What does it look like to meet this
goal?
What type of questions should a
scholar be able to answer if they
have mastered or made
acceptable progress toward this
goal? Include that question here.
Will you assess success through an
exit ticket, or some other product?

KEY POINTS AND

VOCABULARY
What key ideas and
understandings are represents by
this objective?
What knowledge and skills to
students need to access these
ideas and understandings?

CONNECTION TO
VISION
How does what youre teaching
today impact your ultimate goal
for scholars?

DO NOW (5 min)
What relevant skills or knowledge
will you spiral through a do now?
How will you conduct this spiral
review?

Is it safe to give your name on websites?

Should you talk to people on the internet that you do not know?
Where can you find out what is safe to use on the computer or iPad?
What can the Internet be used for?
What rules do we have for visiting a new place in real life?
What rules do we have for visiting places online?
Student success with be determined by student responses using Plicker Cards for answers. Responses will
be recorded by choice A or B (yes or no) or multiple choice questions using the Plicker App on an iPhone or
iPad. Student data can be shared immediately and/or anonymously.
https://www.plickers.com/
The key understandings that should be learned by the students will be to understand safe ways to use the
internet and technology.
The students will need to know how to get onto the internet using a computer or tablet device, as well as
knowing how to talk with adults about appropriate sites and content.
Vocabulary: internet, online
Internet a place on the computer where you can play games, talk to people, create things, and
information using computer connections.
Online how you connect with people, places and things on a computer (using the internet)
This lesson is key for students to understand at an early age how to use technology safely and access
appropriate content. Using this lesson as an introduction for students, they will be able to further their
knowledge of internet safety. Students will be able to effectively communicate with adults about what
they know and what they still have questions about.

As a spiral review, I will talk with students about what they already know about the internet and safety
using technology. We will use the turn & talk method with partners sitting near to them to spark
conversation and activate prior knowledge. Once students have turn and talked I will assess how on
task they are by circulating through the room or quietly observing student conversations. Once the
student cues display that they are done (30-60 seconds typically), I will ask students to raise their hand
and share.
To continue to activate their prior knowledge and connect to a real-life experience, students will share
what they do to stay safe when they go to new places/or regular family outings. Again, we will use the

HOOK (5 min)
What real-life connection or
analogy can you use to introduce
todays lesson and activate prior
knowledge?

INTRODUCTION TO
NEW MATERIAL
( 10 min)
(In their seats or
tables)
How will you lead scholars to your
lessons key points?
How will you illuminate common
misconceptions so that scholars
can avoid them later?
What type of relevant
demonstration, experiment, or
pattern can scholars explore to
grapple with the objective on their
own?

GUIDED PRACTICE
(10 min)
Students move to
group floor area
How will students practice
applying the key points of your
lesson?
How will you scaffold the
experience so that all scholars
have access to the material and
the opportunity to be challenged?
If scholars completed a
demonstration or experiment,
what planned questions can you
ask to guide them towards our
goal?
How and when will you check for
understanding?

turn & share method with a partner next to them. Once students have discussed with their neighbors, we
will then share with the group. From here I will guide them to acknowledge common rules:
1. Always go places with adults
2. Do not wander off on your own
3. Only talk to people you know

We will lead into the new material by explaining that going on the internet is
another way to visit interesting places.
Ask: what is the internet? (discuss)
Ask: what kinds of places can you visit online?
Misconceptions: that going online can literally take you places.
To illuminate this misconception, we will talk about how books and TV take
us places in our minds/imaginations, just like how the internet takes us real
places that we may not be able to travel to because its too far away.
We will also need to explain how to use the Plicker Cards:
I will model how to hold the Plicker Cards and explain that the cards
will show my phone their answer. Like a computer!
Next, I will pass out the cards that are assigned to each student and
we will practice showing their answer choices. The choices are
limited to A or B based on the type of questions created in the video.
Students will show me A and then B, we will switch back and forth to
see if they understand the concept.
To avoid distractions I will ask the students to place the cards in
front of them on the floor and tuck their hands in their lap. If
needed, I will collect the cards until we begin the video.

Students will watch clips from:

https://d1pmarobgdhgjx.cloudfront.net/education/ED-my-onlineneighborhood.mp4
As we watch the video we will stop and discuss the key points that Jeremiah
makes to check for understanding.
Ask: what does Jeremiah always do first when going online?
Ask: what is the internet according to Jeremiah?
Ask: How does Jeremiah get to Kenya?
Ask: Does Jeremiah actually go to Kenya? How do you know?
Ask: Who has ever talked to family or friends that live far away on
the internet?
Ask: who should we talk to on the internet?
Ask: Turn and talk to your neighbor about things you like to do on
the internet
Ask: What types of websites should you visit?
Ask: what are three rules we should learn from Jeremiah?
To check for understanding - I will ask students to role play how they might
ask to visit this site. (rule #1-3: always ask a parent or adult, only talk to
people you know, and stick to places that are just right for you).

Differentiation:
-based on the unit/lesson plans and
data, which scholars will you target
& why?
Since not all students have the
same opportunities to travel, we
will not only discuss rules when
going new places, but also rules on
standard family outings: grocery
store, movies, park,
friends/familys house
-what potential misconceptions will
be addressed & how?
We will make sure that students
realize that going online does not
physically take you to that place,
but allows you to learn & see new
things that are not easily accessible
to you. i.e. California, San Diego
Zoo

Differentiation:
-what potential misconceptions will
be addressed & how?
-what next steps are necessary for
mastery of this skill?
-how will the practice be modified to
meet the needs of scholars?
-include IEP classrooms
accommodations

Introductory lesson does not lend itself yet to independently apply key points
of lesson.

INDEPENDENT
PRACTICE (5 min)
How will students independently
work to apply the key points of
your lesson?
When and how will you provide
support and intervention?

Support and intervention will come from adapting questions & answers to
prior knowledge & experience students share in the beginning of the lesson.
Each childs experiences vary and the lesson will be modified as it is taught to
meet student needs.

Differentiation:
-What will mastery look like for this
subgroup, as compared to the
majority
(if different?)
-How will the practice & assessment
be modified to meet the needs of
scholars?
-include IEP classroom
accommodations & assessment
modifications

Lesson Assessment: When and how will scholars be expected to create

evidence of their successes? What will the assessment look like?
Assessment of the student success in understanding the three rules of
internet safety will come from a Plicker App quiz. Students will use the index
cards given to show their answers for the questions asked. The students
responses will automatically be recorded on the app and will be available for
instant results or analyzing at a different time.
www.plickers.com
To close the lesson I will explain that we will show our understanding by
restating the three rules we learned from Jeremiah and share 1 example of
each with our neighbors.

CLOSING (10 min)

How can you help scholars
summarize and state the
significance of what they have
learned?

ASK: What can the Internet be used for?

To visit far-away places and learn new things.
ASK: What rules do we have for visiting a new place in real life?
Students should be able to name the three rules from Warm-up for in-person
travel.
ASK: What rules do we have for visiting places online?
1) Always ask your parent (or teacher) first.
2) Only talk to people you know.
3) Stick to places that are just right for you.

CC Standards:
grade K: W.2, W.5, W.7,
W.8, W.10, SL.1a, SL.1b,
SL.2, SL.3, SL.4, SL.5, SL.6,
L.6