Integration Plans

This plan was designed to enhance iEARN's Good Deeds Projects which is no longer active but can adapted to the Students Unlimited and CIVICS projects.

Download a template (.pdf) showing how the Finding Solutions to Hunger project is aligned to the Common Core State Standards

Teacher Goals 

• Investigate how students benefit from using technology to communicate globally 
• Develop knowledge about global educators, and education worldwide 
• Contribute knowledge about my culture and teaching techniques/ideas  

Students Goals

• Develop ideas for good deeds
• Collaborate to facilitate their ideas (deeds) during school hours
• Document their deeds using various modes: Internet, art, prose, and photos
• Share their work with the global community through iEARN, and independent blogs
• Students learn to work cooperatively and share ideas globally through the use of technology
• Subject Vocabulary: global, deed, Internet, kindness, collaboration, implement, reflect
• Principles learned: We live in a world of individuals with similar needs, and helping others benefits everyone

New York State Standards Addressed by This Project:

• English Language Arts Standard 4: Students will read, write, listen, and speak for social interaction. Students will use oral and written languagefor effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
• Core PI - 2-4.L.1 Listen respectfully and responsively

• Core PI - 2-4.W.8 Develop an idea within a brief text

  Grade-Specific

  PI - Acquire information and/or understand procedures

   

  Literacy Competency - Support point of view with text information

• Core PI - 2-4.L.4 Respond appropriately to what is heard 
• Grade-Specific PI - Support explanations with evidence from text
• Literacy Competency - Offer feedback to others during conferences
• Core PI - 2-4.W.11 Determine the intended audience before writing
• Core PI - 2-4.W.13 Use word processing
•  Core PI - 2-4.W.13 Use word processing
• Grade-Specific PI - Use organizational patterns, such as time/order, for expository writing
• Grade-Specific PI - Use two sources of information in writing a report
• Grade-Specific PI - Present a short oral report, using at least one source of information, such as a person, book, magazine article, television program, or electronic text
• Grade-Specific PI - Present a short oral report, using at least one source of information, such as a person, book, magazine article, television program, or electronic text
• Grade-Specific PI - Discuss the impact of illustrations and titles in evaluating ideas, information, and experiences
• Literacy Competency - Use conventional grammar in own speech

Common Core State Standards Addressed in this Project

• RI 2.1
  Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• W 2.3
  Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
• W 2.5
  With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
• SL 2.5
  Create audio recordings of stories or poems add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

The Big Question and Guiding Student Inquiry:

• Introductory Stage       
        Did I think and talk about the ideas, or questions of others, both online, and in class?
        Did I share ideas of my own for Good Deeds?
        Did I make sure that my ideas were added to our list of deeds?
• Implementation Phase:
        Did I perform a good deed that was planned?
        Did I help another student perform a good deed?
        Did I learn something about Good Deeds from students in another country?
• Completion Phase:
        Did I write about, create artwork for, or make a video about my Good Deeds experience?

Productivity of Work:

How will you introduce students to this project?

Since I know that my students have experience with performing good deeds, I will introduce this idea as a group share. "Have you ever done something nice, or helpful for someone? Have you ever done something kind without someone asking?" These ideas and questions will allow students to reflect on their experience with good deeds. Doing this can boost their confidence of ability, and generate ideas for the performance of more good deeds. Students will also be more able to relate to the deeds of children in other countries.



How will you tie it into their curriculum studies?

Our school will be starting a new reading program called Making Meaning which combines reading instruction with development of social skills, and ethics. Good Deeds is a way for students to enter this new reading program with ideas for creating a strong and caring reading community.

How will you get them interested in the topic?





Interest for the topic of performing Good Deeds is both instantaneous, and developmental. Student interest will be generated by good deeds they've already performed, or would like to perform. Developmental interest will unfold as students share in the good deeds of students worldwide, including theirs!

What background knowledge do your students bring to this project?





Several existing perspective will support students in how they can relate to Good Deeds

• Background knowledge of other countries; my students have first hand knowledge of different cultures through travel, family, and friends 

• Background knowledge of performing good deeds; my students have ideas that are experiential, from literature, and film 

• Background knowledge of technology; my students use the computer in class, and at home for various projects/reasons 

Will your students need to do research for their project?

Yes! I would like them to investigate the impact of their good deeds as way to learn about what's effective, and as a way to be inspired to continue this idea. Listening, writing, and speaking skills would also be used. As they have already created a list of good deeds to accomplish, I want them to research the posts from other countries to learn from them, and to compare their experiences. 

How will they be organized to gather information?

I like the idea of gathering information through interviews. After brainstorming questions that my students find important, I'd want them to use their inquiry to reflect on, and gather information about their deeds. They should also extend this idea to the good deeds of students overseas.

Who will be responsible and in charge?

Different people are in charge when required -the creator of the project, the students, and me. This is a team effort with initiative possible from different members of the team. 

Conclusion of Activity

When does your participation end?

I will continue this project for a few more weeks, to the beginning of May, when I will need to switch my focus to math instruction. 

How will the students draw their projects to a conclusion?

After my group has shared their work with students in other countries, (through e-mail, video, artwork) and reflected on what they've accomplished, we will conclude for this year. 



Identify technological and material requirements

Technological requirements


School PC computer, a MAC computer, digital camera, scanner



Material requirement

s

art supplies, writing supplies, collection of items to distribute for good deeds (school supplies, birdseed, etc.) 

Assessment:

• Rubric -to support self assessment, ongoing development of project skills 
• Student-student and student-teacher conferencing -to support student needs, for collection of student data to share with the classroom teacher, and for the creation of ideas to share with other Good Deeds participants