Lesson Analysis & Assessment

Content Area/Topic: Social Studies

Title of Lesson: Underground RR Web-Quest

Intended Audience: 4th Grade

My GPS for which I would adapt this lesson:
SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.
a. Discuss the biographies of Harriet Tubman

ISTE Standards:
3. Research and Information Fluency-Students apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. process data and report results.

The lesson...


Your Review Comments

Works toward appropriate goals.
  • Content and technology standards are mentioned.
  • Standards seem appropriate to grade level and content area.
  • Objectives align with standards.
  • Tasks focus clearly on obtaining the objectives.
This lesson is a standard based lesson with technology intergrated content.
Requires the use of higher order thinking skills and "new" literacies.
  • Students are asked to do more than memorize or understand.
  • Media, visual, communicative, technological, mathematical, and/or other nontraditional literacies are addressed.
Students are asked to respond to their research with the creation of their power-point and with their research note-cards. Beth will be assigned a partner for assistance, and will be able to report her note cards orally with a tape recorder.
Integrates the learning goals.
  • Communication
  • Production
  • Critical Thinking
  • Creativity
  • Content
  • Problem-solving
  • Inquiry/research
Communication, producation, creativity, appropriate content and research- all ingredients to this lesson involved in the web-quest and in the production of their power-point presentation and note cards. Beth will be a part of each of these be through an alternative submission technique.
Includes a variety of resources.
  • Students have choices of materials at different levels.
  • Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, photos, computer).
This web-quest itself is an alternative resource compared to a usual lecture and text lesson. Also, within the web-quest, students will be allowed to research the websites available. Beth will be able to do so just as accurately as the next student.
Engages all students actively in authentic tasks.
  • Students have roles/tasks to perform throughout the lesson.
  • Connections are made between the task and real life.
  • Students must actively search for answers to essential questions.
Students will all be involved in this activity- paired for the web-quest, and within the web-quest each student will be given a role for their researches
Uses technology effectively, efficiently, and as a learning tool
  • The technology makes the task more authentic.
  • The technology makes the task easier to accomplish.
  • The technology helps the students learn faster than without it.
  • The technology is secondary to the content and goals.
Technology is being used effectively according to the NETS. Students will be using the computers and the following technology softwares: Power-Point and Internet Explorer.
Addresses the needs of a variety of students, including ELLs (English Language Learners) and students with physical or other challenges.
  • All students can access task instructions.
  • All students can access task materials and resources.
  • Students have different ways to accomplish the same objectives.
There are adaptations for the various students in an average classroom. In Beth's case, all of the assignments required of her will be capable of being submitted orally.
Includes appropriate assessments.
  • Assessment is aligned to the standards and objectives.
  • Assessments are fair for all students and not based on one ability (e.g., writing).
  • Assessments allow students to show what they know/can do rather than what they cannot.
Assessment of the power-point, cooroperation, research note cards, and completion of the web-quest is appropriate according to grade level and standards. Beth's special needs will not conflict with the assessment needs in this lesson. Her orally submitted assignments will need to meet requirements like every one else.

Give a summary of the strengths (2+), weaknesses (2+), and the changes (3+) you would make to tailor this to your class.

I think that this lesson has many strength, and can be used in several ways.
-The opportunity for students to safely seach the web among this topic for research.
-Students were able to work with several technological researches: web-quest, Power point, and Internet Explorer
-The entire lesson itself can be adapted to students with different special needs, such as Beth.

-The students work on this assignment in pairs, but might be more effective in whole group, maybe even small group.
-The web-quest itself may not be as user-friendly as I'd like. Overall it seems very overwhelming.

-I would have the students do something else in addition to the note cards in their research.
-I might have students read their notes from the index cards after every one has had the opportunity to research the websites.
-Allow students to have a grand conversation or group discussion about their experience with the web-quest and the discovered websites.