Lesson Plan

Getting to Know You

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

1

Overview

The students will go on an in-school scavenger hunt to get to know the many kinds of people that make up an elementary school community. They will work in small groups and use digital cameras to take pictures of the workers they find. By completing the scavenger hunt, the students will gain a better understanding of how we are all dependent on one another in a small community.

English Language Arts (2021) Grade(s): 1

ELA21.1.R4

Use digital and electronic tools appropriately, safely, and ethically for research and writing, both individually and collaboratively.

Unpacked Content

UP:ELA21.1.R4

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.
English Language Arts (2021) Grade(s): 1

ELA21.1.1

Engage in collaborative discussions about topics and texts with peers and adults in small and large groups, utilizing agreed-upon rules.

Unpacked Content

UP:ELA21.1.1

Vocabulary

  • Engage
  • Collaborative discussions
  • Rules

Knowledge

Students know:
  • The purpose of collaborative discussions about topics and texts.
  • Agreed-upon rules for discussions.

Skills

Students are able to:
  • Listen attentively to conversations about grade-appropriate topics and texts.
  • Add to conversations about grade-appropriate topics and texts.
  • Take turns speaking.
  • Respond to the comments of others.
  • Extend conversations.
  • Converse with peers and adults.
  • Converse in small and large groups.
  • Ask clarifying questions.

Understanding

Students understand that:
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
English Language Arts (2021) Grade(s): 1

ELA21.1.42

Participate in shared research and writing projects to answer a question or describe a topic.

Unpacked Content

UP:ELA21.1.42

Vocabulary

  • Participate
  • Shared research projects
  • Shared writing projects
  • Question
  • Describe
  • Topic

Knowledge

Students know:
  • Research and writing projects can answer a question or describe a topic.

Skills

Students are able to:
  • Participate in shared research and writing projects.
  • Answer questions about a topic in writing.
  • Describe a topic in writing.

Understanding

Students understand that:
  • Shared research and writing projects can help answer questions or describe a topic.
English Language Arts (2021) Grade(s): 1

ELA21.1.43

Use a variety of digital tools to produce and publish writing with guidance and support from adults, working both individually and in collaboration with peers.

Unpacked Content

UP:ELA21.1.43

Vocabulary

  • Digital tools
  • Produce writing
  • Publish writing
  • Individually
  • Collaboration with peers
  • Guidance
  • Support

Knowledge

Students know:
  • Digital tools can be used to produce and publish writing.
  • Writing can be created and published individually or collaboratively.

Skills

Students are able to:
  • Use a variety of digital tools to produce and publish writing.
  • Produce and publish writing individually.
  • Collaborate with peers to produce and publish writing.

Understanding

Students understand that:
  • Digital tools are available to produce and publish writing.
  • They can produce and publish writing alone or in collaboration with others.
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.R6

Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

Unpacked Content

UP:DLCS18.1.R6

Vocabulary

  • image
  • cursor

Knowledge

Students know:
  • how to type letters, words, and simple sentences.
  • how to delete letters, words, and simple sentences.
  • place the cursor where they need to delete or add.
  • how to draw a simple picture digitally.
  • insert, move, and size an image.

Skills

Students are able to:
  • type, review, and edit typed text.
  • create a simple drawing using digital tools.
  • select, size, and place images.

Understanding

Students understand that:
  • an artifact they create using digital text, images, and drawings can be used to convey ideas and information.
  • because the artifacts are digital, they can be edited and revised easily.

Primary Learning Objectives

Students will gain an understanding of the roles of people within a school setting. Students will describe ways people are interdependent by utilizing appropriate listening and speaking behaviors. During the use of digital cameras and portable digital devices, students will demonstrate proper care of the equipment. Students will produce a developmentally appropriate multimedia project.

Additional Learning Objective(s)

Students will gain cooperative learning skills through their work in small groups.

Procedures/Activities

Before Activity:

Talk about what a member is. Relate it to "members of a class" or "members of a family." Then introduce the idea that there are also members of our school, and we are some of those members. Have the students brainstorm some of the members of our school and list on the board. Pass out the scavenger hunt lists.
Read the scavenger hunt sheet to the students. The sheet should include the following directions: "Find these people in our school. Take a picture of them and write down their names. Then ask them this question: "What is your job?" Write their answer to your question on your paper. Teacher: Make a separate sheet for each group to use. One could include: Principal, Custodian, Librarian, Lunchroom Worker, and Secretary. The other could include other members of your school such as: P.E. Teacher, Volunteer, Student, Registrar, Assistant Principal, etc. You can choose the ones you feel are important in your school. To keep it simple for kids, make the entries look as follows:
1. Principal's name______________________________
What is your job?____________________________________________

During Activity:
Once all children are back to the classroom, list all of the information they found on the board. Have each group tell who they needed to find, what their names were, and what they said their jobs are in the school. Collect the digital cameras for use for the final projects.
Break the students up into small groups and pair with one adult or older student partner to work on their scavenger hunts. Give each group a digital camera. Be sure that there are no more than 2-3 children per group so that every child will have a turn taking a picture. Send the students out to the school with their papers, clipboards (optional), digital cameras, and pencils. Give them a time limit to stick to and have them return to the room afterward. (In some situations it might be more feasible to have one group at a time go out to take pictures while the rest of the class works on another project in the classroom. When all pictures have been taken the teacher can continue with the remaining steps of this lesson. Visits could be spread over more than one class period or day if necessary. If no partners or volunteers can be found to accompany the groups, an alternative is to invite the various members of the school community into the classroom to talk about their jobs and let the students take turns taking pictures. Another option is to take the camera with you when the class travels about the school to lunch or to P. E. and let one of the students take a picture when the various workers are encountered in the halls, cafeteria, etc.)

After Activity:
The following steps could be done in one day or on separate days, depending on your personal preference.
Using word processing software, have the groups of students work together to turn their scavenger hunt information into short paragraphs. Here is an example: This is Mrs. Smith. She is our custodian. She is here to help keep our school clean. She also makes sure that we have what we need to keep the school clean.
The teacher will print out the pictures for the final product. The students will make "People Posters" using the digital images and the print-outs of their writing. They will then be able to put the names with the faces in our school. Each group of students will complete one poster as a group. (The activity could be modified to allow each child to make a poster of his or her own.)

Assessment Strategies

The teacher will collect the scavenger hunt sheets to see if the students found the people that matched their roles. The teacher will also check to see that the students answered the questions that go with the list. The teacher will assess the students' use of cameras and word processors by observing the final products.

Acceleration

The posters can be displayed inside or outside of the classroom. After the display is removed, it can be donated to the principal to use at orientation. New students could also use the posters to get to know the people in the school.

Intervention

Students requiring intervention will have a reduced list of school members to interview.

Approximate Duration

Total Duration

61 to 90 Minutes

Background and Preparation

Background/Preparation

Parent volunteers or upper-grade students who can accompany a small group would be helpful for the "hunt" phase of this project. The students will also need to be trained to use digital cameras safely and appropriately. Knowledge of the selected digital devices can be taught along with this lesson (which will lengthen the finish time), or the teacher can do mini-lessons about using the digital devices prior to this lesson.

Materials and Resources

Materials and Resources

Students will need a teacher-created sheet that lists all of the roles/jobs of people in the school that the students are to locate. Clipboards for the students would be helpful.

Technology Resources Needed

Digital Cameras - create small groups of children to share a camera or spread the first part of this activity over several days if only one camera is available.

Portable digital devices - tablets, laptops, etc. 

Approved Date

2013-01-07
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