Introduction to ePals Grade Level: 2nd Overview & Purpose What will be learned and why it is useful and

inclusive of making a global connection and address global citizenship. Subject: Science Prepared by: Sarah Eber Education Standards Addressed Second Grade Common Core State Standards for Speaking and Listening: SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). National Education Technology Standard for Students NETS (S): Communication & Collaboration 2. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures Objectives (Specify skills/informat ion that will be learned.) Students will be able to access their ePals account with teacher assistance Students will be able to type an introductory e-mail that contains safe information about themselves and a beginning discussion on natural resources. Materials Needed Paper Pencil ePal e-

In this lesson students will be introduced to ePals. They will learn how to use their ePals e-mail account to communicate with their partner. They will type and send an introductory e-mail. The teacher will model how to access their account and discuss what a good introductory e-mail would look like.

Information (Give and/or demonstrate necessary information)

ePal accounts have already been set up for students in both countries. The teacher of our partner class is aware of the e-mails being sent today. The following images should help navigate the ePals website and provide login information.

mail address written on individual strips of paper SMART Board 19 Netbooks Rubric

Image 1.1- Composing and e-mail Retrieved from http://www.epals.com/authhome.php?new_login=ga1#!/mailInbox/%2Fwe bmail2%2Fcompose.e

Image 1.2- Student login information Retrieved from http://www.epals.com/authhome.php?new_login=ga1#!/mailInbox/%2Fwe bmail2%2Faccounts.e

Image 1.3- Monitoring student mail Retrieved from

Reservation of Equipment/Fa cilities Website Links Verification (Steps to check for student understanding )

SMART Board in classroom Reserve 19 Netbooks from media center

www.epals.com The teacher will monitor student understanding throughout the lesson. Modeling by the teacher will help to ensure student understanding. The teacher will ask students to repeat directions multiple times to demonstrate understanding.

Activity (Describe the independent activity to reinforce this lesson)

1. Anticipatory set: Begin the lesson by getting students excited about their first communication with their partner. Explain that they will be receiving their own e-mail addresses through ePals to beginning communicating with their partner. Allow students to pick their e-Pal from a buck that contains the e-mail addresses from our sister school. 2. Bring students to the carpet. Explain that they will compose an e-mail to introduce themselves to their partner and begin to discuss their upcoming project. 3. On the SMART Board, brainstorm a list of things to include in the e-mail. The list should include the following: a. Introductory sentence with first name only b. Two sentences about second grade c. Two sentences about something you like to do d. Two sentences that discuss natural resources found in Maryland. e. Closing sentence 4. Model how to compose and e-mail by composing one to the teacher of partner class. Image 1.1 5. Ask students to repeat the directions for composing the e-mail. 6. Tell students to go back to their seat and pass out the Netbooks to students. They know how to log into their account. Instruct them to access Google Chrome and type in the web address: www.epals.com The teacher and any other assistants or tutors in the room during the time will be circulating to help students. 7. Share the list of student e-mail address and class passwords with the students. Image 1.2 8. FLEX groups will be pulled during the time. Some students will be pulled to work at the back table with the ESOL teacher. Some students will have their ideas scribed for them on a piece of paper and will type from the paper 9. While students are typing remind them of the list they created of what a good introduction e-mail should look like. 10. Give students time to type while circulating the room. 11. When students have completed the e-mail and have been checked by an adult they can send the e-mail. 12. Gather students back on the carpet and explain how once a day we will be checking and sending e-mail. In their next few emails they will begin to discuss similarities and differences in their natural resources. ePals Student introduction e-mails using ePals. See rubric under assessment and addition resources tab. Students with special needs will be pulled to work the with classroom or ESOL teacher. Student who received scribe will have their e-mail written for them and then they will type their response.

Global Network Used Assessment Differentiated Instruction