Lesson Plan for On the
Playground
Written by Jennifer
Lombardi
Technology in the
Classroom
Summer 2003
Introduction:
This is a
lesson designed for grades first through third. However, it can also be
modified for younger children. You may want to use this lesson with a small
group of students who are having difficulty solving problems, but I believe
that it will also work very well as a whole class discussion. The focus of this
lesson revolves primarily on solving problems, understanding consequences and relating
this software to real life situations. These skills are beneficial to children
working, communicating and collaborating together in solving everyday
situations.
Objectives:
·
Students
will be able to understand various situations and by addressing real life
dilemma’s.
·
Students
will work together and collaborate to set goals and prioritize their views.
·
Students
will talk about their options in solving the problem in an effective manner.
·
Students
will make choices based on their options and goals.
·
Students
will think and analyze their consequences and are faced with another dilemma to
solve.
·
Students
will learn how to deal with peer pressure as well as recognizing the
differences among all individuals.
·
Students
will demonstrate communication skills by practicing listening and conversing
with one another.
Materials:
1. The software program of On the
Playground
2. Goal and consequence cards
3. Graphic organizer ( can be enlarged,
or written on chart)
4. Chart paper, writing paper, pencils
and crayons
5. Children organized in groups for
small discussions
Lesson Plan:
Students
will be reminded of a situation that occurred in their classroom over the past
couple of weeks. The teacher will guide the students into a discussion about
what happened, how the situation was addressed and solved, what were the
consequences of the situation, and what should be done to avoid similar
dilemma’s. (Five minutes)
Students
will review basic vocabulary that will enhance their learning while using this
program. Some of these terms are: analyze, compare, consequence, decision
making, goals, option, peer pressure, predict, priority, and role-playing. The
teacher will guide the students as a review writing definitions to these terms
on chart paper. (About ten minutes as long as these terms have been addressed
before this lesson).
The teacher
will pass out a graphic organizer that will help the students think critically
about the situation. By using an overhead projector and asking the students to
sit in their assigned groups, the software can be started. Once On the Playground has been set up with
each child’ name installed, the class can begin.
After the
situation has been addressed for entire class, the students can then start
their discussion groups by filling out their choice recorder (graphic
organizer). This choice recorder will be used for the program, the children
will complete it in stages. (Ten minutes). The teacher should be walking around
observing the group interactions and ensuring that all students are actively
participating.
The
students will then end their discussion groups and will return to a whole class
setting. The teacher will use the Goal/ Consequence cards to view the various
options. (Five Minutes)
The
children will then go back to their discussion groups and draw what their
choice is as well as what they predict will happen on a big piece of chart
paper. Without realizing it, the children will actually be using some of their
problem solving skills to work together in deciding on a choice. (Ten minutes).
Closure: The children will then post their
choice on the board for all to see. The teacher will lead a discussion by
asking a few children to role play the scenario. (Five Minutes)
Homework: The students will be asked to write
down their individual goals about the scenario. (My friends and I head outside
to play a special game at recess. We notice a new kid at school standing
nearby. He looks like he wants to play with us.) The students will also
complete a journal entry in their response journals about how the new kid may
be feeling all alone at recess.
Extension:
Obviously,
this lesson will take several days to complete. Since there are many parts to
the program, it would be more beneficial to the students to break them down on
a day to day basis.
During the
next day’s lesson, we would make a list of our class goals on the board and
discuss how the new kid was feeling. Then the teacher will pick one option to
go by using the random selection process in the program and the children will
be faced with another option. This could take several lessons to complete the
program.
Assessment:
·
Participation
within discussion groups
·
Graphic
organizers and Goals completed
·
Response
Journals
Enrichment:
Last Revised