Lesson Plan for Implementing NETS•S—Template I

http://nets-implementation.iste.wikispaces.net/Lesson+Plan+Templates



Group 1




Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
Essential Question(s) and your thoughts on the above questions:


Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )


Your statement about what students should know and be able to do. (Be sure it related to your essential question/learning.):


Content Standards (Pick the main ones rather than giving a laundry list of all possible standards.):


NETS*S Standards (Pick the main ones rather than including the whole list.):



Overview or Project Sketch (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work. This is a good time to get feedback on your ideas.)


Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? Who will be the audience for a digital product or presentation? How will you differentiate products/outcomes?)


Resources (Has technology had any impact on the content area(s) related to the essential question(s)? Does the essential question suggest a final product that is part or all digital? Does the question(s) suggest a task or tasks where technology tools are used to gather, analyze, organize information or data? How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)


Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)


Management (How and where will your students work? Classroom, lab, groups, etc?


Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?)


Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)


Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)


Group 2


Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
Essential Question(s) and your thoughts on the above questions:
What does digital citizenship mean to you? Why is it crucial? What kinds of information are good or appropriate for use on the web and what kinds are not appropriate?

Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )
Realize that there is appropriate information to put on the web. Proper etiquiette for technology use.

Your statement about what students should know and be able to do. (Be sure it related to your essential question/learning.):Validate reliable sources of information and distinquish them from unreliable sources

Content Standards (Pick the main ones rather than giving a laundry list of all possible standards.):


NETS*S Standards (Pick the main ones rather than including the whole list.):

Students to understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.



Overview or Project Sketch (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work. This is a good time to get feedback on your ideas.)
Search the web and find three web sites with appropriate technology use and content. List three things that would qualify as inapropriate content. Role play appropriate etiquiette with their cell phones. Design a template for a myspace.

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? Who will be the audience for a digital product or presentation? How will you differentiate products/outcomes?)
Complete the projects. Produce a video of what they have learned.

Resources (Has technology had any impact on the content area(s) related to the essential question(s)? Does the essential question suggest a final product that is part or all digital? Does the question(s) suggest a task or tasks where technology tools are used to gather, analyze, organize information or data? How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?) They have to be able to surf the web, use a videocam or their cell phones to download to a computer.


Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)Being able to distinguish between right and wrong behavior on the computer. Motivational problems.


Management (How and where will your students work? Classroom, lab, groups, etc? Computer lab or classroom.


Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?)
The teacher is a facilitator for collaborative work. The students will work in groups.

Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?) The teacher will decide the groups based on learning styles.


Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)


Group 3


Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
Essential Question(s) and your thoughts on the above questions:


Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )


Your statement about what students should know and be able to do. (Be sure it related to your essential question/learning.):


Content Standards (Pick the main ones rather than giving a laundry list of all possible standards.):


NETS*S Standards (Pick the main ones rather than including the whole list.):



Overview or Project Sketch (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work. This is a good time to get feedback on your ideas.)


Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? Who will be the audience for a digital product or presentation? How will you differentiate products/outcomes?)


Resources (Has technology had any impact on the content area(s) related to the essential question(s)? Does the essential question suggest a final product that is part or all digital? Does the question(s) suggest a task or tasks where technology tools are used to gather, analyze, organize information or data? How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)


Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)


Management (How and where will your students work? Classroom, lab, groups, etc?


Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?)


Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)


Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)


Group 4


Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? What questions can you ask students to help them focus on important aspects of the topic? What background or prior knowledge will you expect students to bring to this topic and build on?)
Essential Question(s) and your thoughts on the above questions:


Standards (What do you want students to know and be able to do in relation to the essential question or essential learning? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? )


Your statement about what students should know and be able to do. (Be sure it related to your essential question/learning.):


Content Standards (Pick the main ones rather than giving a laundry list of all possible standards.):


NETS*S Standards (Pick the main ones rather than including the whole list.):



Overview or Project Sketch (Give a short summary of the lesson or unit including assignment or expected or possible products. Consider whether the learning outcomes will warrant all the steps and work. This is a good time to get feedback on your ideas.)


Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? Who will be the audience for a digital product or presentation? How will you differentiate products/outcomes?)


Resources (Has technology had any impact on the content area(s) related to the essential question(s)? Does the essential question suggest a final product that is part or all digital? Does the question(s) suggest a task or tasks where technology tools are used to gather, analyze, organize information or data? How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)


Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)


Management (How and where will your students work? Classroom, lab, groups, etc?


Instruction and Activities (What instructional strategies will you use with this lesson? How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can the technology support your teaching? What engaged and worthwhile learning activities and tasks will your students complete? How will they build knowledge and skills? Will students be expected to collaborate with each other and others? How will you facilitate the collaboration?)


Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)


Closure and Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)