Laura+Champagne+Collaboration

A1. understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences; A5. understand that history is a narrative told in many voices and expresses various perspectives of historical experience; C1. use appropriate technology to access, retrieve, organize, and present historical information; C2. use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers. C3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating to understand the historical record; D3. define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; B1.identify and locate information sources using technology B3. Select relevant information by applying accepted research methods. W1.2 Write for a specific audience, including self, other children, parents, and other adults. E.A.4 W1.5 List titles and authors of books and other materials when used as references in written work. E.D.3 W2.5 Give credit for others’ ideas, images, and information by citing information about sources, including title and author. E.D.3 a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. 3. Research and Information Fluency—Students apply digital tools to gather, evaluate, and use information. Students: 5. Digital Citizenship—students understand human cultural, and societal issues related to technology and practice legal and ethical behavior. Students; a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
 * **Lesson Title** : Blogging Fairbanks History
 * Grade Level** : 3rd Grade
 * Unit** : Fairbanks ||
 * **Goals**
 * Content Standards** :
 * History:**
 * Technology:**
 * Writing:**
 * ISTE NETS-S** :
 * 1) Creativity and Innovation—Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
 * 1) Communication and Collaboration—Students use digital media and environments to communicate and wok collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students;
 * 2) interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and medial.
 * 3) communicate information and ideas effectively to multiple audiences using a variety of medial and formats.
 * 1) Plan strategies to guide inquiry
 * 2) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
 * 3) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
 * Instructional Objectives** : Students will create a blog to share their information through their research process of Fairbanks history. They will share their thoughts and information in a blog as a way to disseminate and discuss with classmates the information they have learned. ||
 * **Action**
 * Procedures** : Students will create a blog as they develop their understanding of the events in Fairbanks’ history. Through classroom discussions and comments on blog posts, students will demonstrate their learning in blog postings. They will be required to comment on other students’ blogs to assist others in finding accurate information, as well as ways to extend their learning. Students will be given topics to research and prompts to write their blog posts about. ||
 * **Monitor**
 * Ongoing Assessments** : The blogs will be assessed at different points to identify different learning objectives. Students will be required to blog at specific points of their research as their thoughts and ideas are developed. I will be looking for their thought process as their final project unfolds, as well as their writing skills. I will also assess their comments on other classmate’s blogs, and how their comments can assist or extend the original posters learning.
 * Accommodations and Extensions** : Students may receive assistance in each of the steps in this lesson in their writing, or in the technological components. By having collaboration in the comments in the learning being shared, students can look beyond their research and go further into Fairbanks History.
 * Back-up Plan** : Students may use their home computers, school laptops, or classroom computers to complete their research and their blog. Students may need to write their responses on paper, before using classroom time to complete their ||

International Society for Technology in Education. (2008). National Education Standards for Teachers (NETS-T). Retrieved from [] 2008Standards/NETS_T_Standards_Final.pdf

Alaska Standards Content and Performance Standards for Alaska Students. (2006). Retrieved from []