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Glogster Lesson

This lesson plan aims to teach students about animal and plant habitats using the online tool Glogster. Students will be placed into groups and taught how to navigate Glogster to create a poster differentiating between land and water habitats. The teacher will monitor students as they work, provide guidance, and ensure all students understand how to use Glogster. Students will independently create their posters while the teacher assists those who need help. To assess learning, the teacher will observe students, evaluate their completed posters, and have students share what they learned about habitats and using Glogster.

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sevier25
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117 views3 pages

Glogster Lesson

This lesson plan aims to teach students about animal and plant habitats using the online tool Glogster. Students will be placed into groups and taught how to navigate Glogster to create a poster differentiating between land and water habitats. The teacher will monitor students as they work, provide guidance, and ensure all students understand how to use Glogster. Students will independently create their posters while the teacher assists those who need help. To assess learning, the teacher will observe students, evaluate their completed posters, and have students share what they learned about habitats and using Glogster.

Uploaded by

sevier25
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Shelley Sevier1

Lesson Planning
Glogster Lesson
_______________________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)
Science Standards
3.3.4.A – Know that some organisms have similar external characteristics and that similarities and
differences are related to environmental habitats.
3.3.4.A – Describe basic needs of plants and animals.
3.3.4.C - Identify characteristics for animal and plant survival in different climates.
Technology Standards
1.B – Create original works as a means of personal or group expression
2.B – Communicate information and ideas effectively to multiple audiences using a variety of media
and formats
2.D – Contribute to project teams to produce original works or solve problems
5.A – Advocate and practice safe, legal, and responsible use of information and technology
6.A – Understand and use technology systems
Lesson Objective(s)
(Stated in observable and measurable terms)
TSWBAT differentiate between animals and plants that live on land and those that live in the water
TSWBAT successfully navigate and create a poster using Glogster
TSWBAT effectively present information on habitats through their Glogster poster
Assessment Plan
(What will be done to determine if lesson objectives have been met?)
Observation of student participation
Assessment and evaluation of Glogster poster completion

Materials:
Student Log-in information
Pre-Made habitat Glogster poster for student viewing
Extra resources for students to look at to attain ideas (pictures, National Geographic magazines, etc.)

Inclusion Techniques for Students with Special Needs:


Front row seating
Extra explanation for those who need it
Assistance when working on the Glogster poster
Enrichment Techniques:
Students will have the opportunity to enhance the groups Glogster poster as much as they want, and
draw on as many resources as they wish. Students who are finished early will be encouraged to make
two separate Glogsters, one for land habitats, one for water habitats. If they choose, they may insert a
text box explaining their Glogster or surf the web (with supervision) as to add a link to an interesting
website. Assessment will be performed to ensure understanding among all group members.
Shelley Sevier2

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL


students have access to and are able to participate in the lesson):
After evaluation of student absorption, modifications will be made to ensure understanding. Students
will be able to help each other with the Glogster project, as they will be placed in a pre-arranged
group. Students will be monitored to ensure that both members of the group are contributing to the
poster. Students will also be given the opportunity to receive extra instruction should the need arise.
Should a student still not obtain the understanding, the teacher or lab assistant will work one on one
with that student/students until basic understanding is achieved.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
Review the classroom lesson from the prior day. Quiz students with the flashcards to help jog their
memory of animal and plant habitats. Have students grab a laptop (or walk them to the computer lab)
and tell them we are going to try a new project with our knowledge. Show students the pre-made
Glogster poster of habitats and animals explaining that this is what they will be doing. Walk them
through the features of Glogster, pausing at just the major ones (graphics, text, images, wall) to make
sure students have the most basic understanding to get them started.

Detailed Teaching Sequence:


(Provide sufficient detail that would enable a substitute to effectively present this lesson.
Bulleted statements are preferred)
Place students into groups, preferably only two to a group. One student from the group will log
into their computer, then type in www.glogster.com/edu Make sure students have the correct
website information, as they may be logging into the main Glogster site as opposed to the
educational one. After ensuring all students have the correct page up, move on.
Have students familiarize themselves with the page, clicking over graphics to see what’s
available, wall to look through the backgrounds, etc. At this point, encourage any and all
questions about the basics, walking around to make sure students are investigating their page.
Show them before they start the delete feature, which will help them tremendously in their
projects. Even show them how to move everything, encouraging different layouts.
Explain to students that they will be collecting and placing information, graphics, and videos to
get across the information they have learned, with the intent of getting other students
interested in their work. Once students are placed into groups, they are allowed to go at it,
exploring and modifying their pages as they see necessary. Stress that they only need as
much information as they desire to get the point across. Encourage them not to over clutter
their page, which may be a moot point considering the age. Emphasize that they need to
work with their partner and both must agree on a feature before placing it in the poster.
Shelley Sevier3

Monitor student usage of computers while they are creating. Be available to help any and all
students with their questions and ‘research’. After students begin to work on their Glogster
posters, walk around and offer input as to what may work better. Don’t offer help unless it
appears as though the students are struggling. For gifted students, encourage them to explore
the site and use as many features as possible. Make sure all students have at least the basic
understanding of Glogster, enough to get the project done right.
Use the computer lab technician to assist you in helping the students, especially those who will
need help working with Glogster and placing items on the poster. Students will have a specific
area to upload their completed posters to, (prearranged) and once all students are nearing
completion, they will be informed of where to store these posters.

Guided Practice/Independent Practice/Assessment Activities


Guided Practice: Students will be able to observe the teacher modeling what should be done as far as
using the features of Glogster that are vital to getting the poster completed. The teacher will be
available for assisting students who need extra help.
Independent Practice: Students will be encouraged to add special effects and features to their poster,
as soon as understanding of the basic project is ensured. They will be given free reign over the
application, so they may make their poster as they wish, using as many features as they want, while
still maintaining focus on the overall theme.
Assessment Activities: Students will be monitored throughout the lesson, checking for comprehension
with the Glogster poster and examining the investigation process of the groups of students.

Closure:
Students will be able to view the other groups posters under the teacher’s direction. One poster will
be chosen as the ‘best’ poster, based on information and graphical presentation. The ‘winners’ will
receive 5 extra minutes of recess. After voting and deciding on the winner, students will share what
they have learned through the process of completing the Glogster poster. Encourage both science-
oriented and technology-oriented thoughts.

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