Kristy+LeFebvre

Unit Plan Overview

> Creativity and innovation > Communication and collaboration > Research and information fluency > > || || > Critical thinking, problem solving, and decision making > Technology operations and concepts Before this lesson teachers will need to review the end of World War II and the lasting results. Students should be familiar with the development and dropping of the Atomic Bomb and the definitive Victory Japan day. Students will also be familiar navigating the schools online databases, including ABC Clio, and Student Information Center. ||
 * **Technology Integration for Meaningful Classroom Use** ||
 * **PBL Lesson GAME Plan** ||
 * **Lesson Title:** Dropping of the Atomic Bomb |||| **Related Lessons:** End of WWII and the Results of WWII ||
 * **Grade Level:** High School |||| **Unit:**WWII/Cold War ||
 * **Goals** ||
 * **Content Standards (NCSS):**
 * Access and gather information from a variety of primary and secondary sources including electronic media (maps, charts, graphs, images, artifacts, recordings and text).
 * Interpret information from a variety of primary and secondary sources, including electronic media (maps, charts, graphs, images, artifacts, recordings and text).
 * ISTE NETS-S:**
 * 1) **1.** ||   || X ||   ||
 * 1) **2.** || ||
 * 1) **3.** || ||
 * 1) **4.** || ||
 * 1) **5.** Digital citizenship
 * 2) **6.** || ||
 * Instructional objective(s):**
 * Students will identify the causes and effects of dropping the two atomic bombs on Japan.
 * Students will evaluate primary sources in support and opposition to dropping the bombs and will choose a side they deem most significant.
 * **Action** ||
 * **Before Class Preparation:**
 * **Before Class Preparation:**
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 Minutes

5 Minutes

20 Minutes

5 Minutes |||| Introduce the dropping of the debate assignment with the use of edline.

Reexamine the online databases to provide students with varying resources. Students will begin research various databases to locate primary and secondary sources that support and oppose the dropping of the atomic bombs at the end of WWII. Students will be responsible for properly citing resources and locating at least 4 different sources including, but not limited to, images, articles, journals, and firsthand accounts. Students will spend the remaining five minutes of class sharing their findings and personal opinion on whether or not the dropping of the bombs were justified. || Computer with projector and screen to project the assignment and show students where to access the handout once in the computer lab. Each student will need a computer with web access to open and search the online databases. Each student will need a computer with web access to open and search the online databases.

Computer with projector and screen to project each student’s note-sheet and findings. ||
 * **Monitor** ||
 * **Ongoing Assessment(s):** During this lesson I will informally assess students’ understanding of the instructional objectives by monitoring student’s research and note-taking skills. I will be looking for appropriate searching and valid resources along with substantial information gained from reading.
 * Accommodations and Extensions:** This lesson can be adapted for the four students in my class with IEP’s and severe learning disabilities by self selecting reading sources appropriate to their reading abilities. I will post these onto the course edline account to they are easily accessible.
 * Back-up Plan:** In the event that the internet is not available on the day of the research, I will have a variety of reading materials printed out for students to choose from to locate information and formulate their position. ||
 * **Evaluation** ||
 * **Lesson Reflections and Notes:** Assessment of student progress and work will be done throughout the lesson. Aside from monitoring and observing my students working, I will ask guided questions to check for understanding or direct students thought processes. ||

Hi Kristy, I like that your students will be doing a lot of research that forces them to use reading strategies along with giving them exposure to citing resources. This seems to be something students have trouble with. You could also have them do one of those interactive posters or brochures using glogster or gaggle, for the lower level students. Traci Lynn Reynolds

Hi Traci, Thanks for your suggestion. Interactive posters would be a great addition for students with disabilities. Kristy

Unit Plan Overview Creativity and innovation
 * **Technology Integration for Meaningful Classroom Use** ||
 * **Online Collaboration Lesson** ||
 * **Lesson Title:** Dropping of the Atomic Bomb |||| **Related Lessons:** End of WWII and the Results of WWII ||
 * **Grade Level:** High School |||| **Unit:**WWII/Cold War ||
 * **Goals** ||
 * **Content Standards (NCSS):**
 * Initiate and participate effectively in a range of collaborative discussions with diverse partners on social studies topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * Prepare formal oral arguments using relevant evidence from primary and secondary sources to defend a point of view.
 * Ask relevant questions related to social studies/history to initiate, extend or debate a point of view.
 * ISTE NETS-S:**
 * || X ||

Communication and collaboration

Research and information fluency



Critical thinking, problem solving, and decision making

Technology operations and concepts
 * 1) Digital citizenship


 * Instructional objective(s):**
 * Students will collaborate with classmates and peers from around the world and discuss whether or not the dropping of the atomic bombs were justified.

Students will be familiar navigating the schools online databases, including ABC Clio, and Student Information Center. Students will have researched using the online databases to collect information regarding the dropping of the atomic bombs and the impacts the bomb had on both Japan and America. ||
 * **Action** ||
 * **Before Class Preparation:**
 * **Before Class Preparation:**
 * **During Class** ||
 * **Time** |||| **Instructional Activities** || **Materials and Resources** ||
 * 10 Minutes

10 Minutes

20 Minutes

5 Minutes |||| Introduce the dropping of the debate assignment with the use of edline and introduce kidsblog.org.

Students will reexamine their research findings from the databases that support and oppose the dropping of the atomic bombs at the end of WWII.

Students will spend time blogging their findings in a clear and concise manner and respond to five of their peers with constructive arguments or supportive advice.

I will end class asking students to reflect on their first blogging experience and explain that for homework, they will be responsible for checking back at the blog site to see if anyone responded to their specific post. || Computer with projector and screen to project the assignment and show students where to access the handout once in the computer lab.

Each student will need a computer with web access to examine their saved work, and refer back at their sources and databases.

Each student will need a computer with web access to complete their initial blog and blog responses on kidsblog.org.

Computer projector and screen to project the blog site while discussing students reflections. ||
 * **Monitor** ||
 * **Ongoing Assessment(s):** During this lesson I will informally assess students’ understanding of the instructional objectives by monitoring student’s ability to compile their notes and post their response in a clear manner. I will also be looking for appropriate responses to their peer’s blogs.
 * Accommodations and Extensions:** This lesson can be adapted for the four students in my class with IEP’s and severe learning disabilities by meeting with them individually to see what their initial post will be. I will direct them if needed when choosing a position with accurate supports.
 * Back-up Plan:** In the event that the internet is not available on the day of the research, we will conduct a debate within the classroom, instead of using the blogging site. ||
 * **Evaluation** ||
 * **Lesson Reflections and Notes:** Assessment of student progress and work will be done throughout the lesson. Aside from monitoring and observing my students working, I will ask guided questions to check for understanding or direct students thought processes and blogging skills. ||

Kristy, I like that you have taken on kind of a controversial topic with this lesson. I think your students will easily find evidence for or against the dropping of the bomb and this will give them good ideas to blog about. I really like the peer response aspect of the lesson as well. This is showing good application of 21st Century skills. Good lesson! --Brett

Kristy, Have you thought about adding a rubric for blog responses? What is required in the response? Do you plan on having responses approved before they can be posted? I think it is important if a response is required that an expectation be set on the type of response allowed. I love the fact that this lesson requires students to think about the impact the dropping of the bomb had.