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Bubbluslessonplan 1

This document describes a lesson plan for 2nd grade social studies that uses the bubble mapping tool Bubbl.us. The lesson focuses on comparing the cultures of the Georgia Creek and Cherokee tribes, including their tools, clothing, homes, livelihoods, and accomplishments. Students will research one tribe using provided resources and create a bubble map of cultural aspects. They will then share their findings and contribute to a class Venn diagram comparing the tribes. The teacher believes interactive lessons like this help students learn more in-depth by performing hands-on research and discussion.

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32 views

Bubbluslessonplan 1

This document describes a lesson plan for 2nd grade social studies that uses the bubble mapping tool Bubbl.us. The lesson focuses on comparing the cultures of the Georgia Creek and Cherokee tribes, including their tools, clothing, homes, livelihoods, and accomplishments. Students will research one tribe using provided resources and create a bubble map of cultural aspects. They will then share their findings and contribute to a class Venn diagram comparing the tribes. The teacher believes interactive lessons like this help students learn more in-depth by performing hands-on research and discussion.

Uploaded by

api-445934874
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: Historical Understandings


Content Area: Social Studies
Grade Level(s): 2nd grade

Content Standard Addressed: SS2H2: Describe the Georgia Creek and Cherokee cultures of the past in terms
of tools, clothing, homes, ways of making a living, and accomplishments.

Technology Standard Addressed: 3: Knowledge constructor

Selected Technology Tool: Bubbl.us

URL(s) to support the lesson (if applicable): https://bubbl.us

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): This lesson works for teaching all students because I would be using
multiple means of representation (videos, pictures, and real life stories). In order to make the lesson work
better for all students, I could give the students an option about how they wanted to present their findings;
they could give an oral presentation, a written presentation, etc. based on their needs and what they feel
most comfortable doing.

Lesson idea implementation:


For this lesson, students will be looking at the cultures of the Georgia Creek and Cherokee Indians. I will
explicitly teach the students about each culture by showing videos and pictures and also sharing real life
stories. The resources that I use will be available for the student to access on the classroom site. Once I have
taught the students about the different cultures of these two people groups, the students will choose one of
the groups that they are most interested in to continue their research and create a bubble map for. On their
bubble map, students will include the tools, homes, clothing, etc. of the people group that they chose.
After the students have completed their research and created their bubble maps, they will share their
findings with their peers. As a class, we will have a discussion to compare and contrast the two groups of
people that we are focusing on, and the students will work to combine their individual findings of each group
into one, large Venn-Diagram. This Venn-Diagram will be posted onto the classroom website for students to
use as a reference, and for parents to see what the students are learning.

Reflective Practice: I believe that students working on this standard could benefit from this lesson, because
they are interacting with the material more in depth. They are being explicitly taught the information with the
use of meaningful materials, they are having to perform more research themselves, create a bubble map
based on their findings, and then discuss what they found with their peers. In order to continue this lesson, I
could have the students write an essay comparing and contrasting these two groups of people at the end of

Spring 2018_SJB
Beyond-the-Basic Productivity Tools (BBPT)
the unit as a way to assess what they learned. The students could take this essay, type it into Microsoft Word,
and publish it to the classroom blog to show their parents what all they are learning.

Spring 2018_SJB

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