AASL Standards for the 21st Century Learner:

1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make
the real world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.2.3 Demonstrate creativity by using multiple resources and formats.
1.3.4 Contribute to the exchange of ideas within the learning community.
1.4.4 Seek appropriate help when it is needed.
2.1.2 Organize knowledge so that it is useful.
2.1.4 Use technology and other information tools to analyze and organize information.
2.2.4 Demonstrate personal productivity by completing products to express learning.
2.3.1 Connect understanding to the real world.
2.4.3 Recognize new knowledge and understanding.
3.1.1 Conclude an inquiry-based research process by sharing new understandings and
reflecting on the learning.
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
3.3.4 Create products that apply to authentic, real-world contexts.
4.1.7 Use social networks and information tools to gather and share information.

Common Core Standards:

ELACC2W6: With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
SS2CG1: The student will define the concept of government and the need for rules and
laws.
SS2CG2: The student will identify the roles of the elected officials.
SS2CG3: The student will give examples of how the historical figures under study
demonstrate the positive citizenship traits of honesty, dependability, liberty,
trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

Digital Information Fluency:

Using Information Ethically - How will I Ethically Use the Information?
Learners decide whether or not to integrate digital information related to a
specific information task.
Universal dispositions affecting Information Fluency.
Learners acquire the dispositions necessary for successful digital
information fluency.

Principles of Inquiry Based Learning:

Authenticity- This content will be authentic because the focus is on real world situations.
Connections are made to their own personal lives to help them understand.
 Deep Understanding- Through the central idea of this unit and lesson, students will
understand how the leadership of a country impacts citizens lives and influences their
actions.
Performances- Students will be given several performance tasks to demonstrate their
learning.
Assessment- Students will become a citizen of an imaginary island they create. Information
will be included in the presentation that will show evidence that the students can identify
ways in which their lives and what they do in the community are affected by the leaders of
the community, state, and nation. A rubric will be used to grade the final product.
Technology- Students will learn how to create a presentation using Mystorybook.com and
will put their created island book into a presentation. Students will use the classroom blog
site on kidblog.org to post a reflection of this assessment on the blog. This will provide
learning of new writing genres. The use of various web 2.0 tools will allow students to grow
as lifelong learners, without the need for the teacher or school to continue to use the tools.
Student Success- Student expectations for the summative assessment will be clearly
defined prior to students starting the project. Students will be given a checklist to ensure
they have covered everything for the assignment.
Ethical Citizenship- Students will practice ethical citizenship of social media as we use the
blogs. Students will also evaluate their own level of work and develop a plan for self-
improvement.

Essential Guiding Questions:

Why do we need rules and laws and how are they connected?
What are some consequences to rules/laws not followed?
What are the characteristics of a responsible community member?
How is the leadership of a country determined and how are the citizens
affected?

Extend:

The technology allows students to learn outside of their typical school day.

Enhance:

Allows students to demonstrate their understanding in a way that they could

not with traditional tools.
The technology motivates students to start the learning process.

Lesson Plan:

The topic of leadership and the different types of government will be presented
and reviewed. This is the current unit of study that has been studied over the
course of the past six weeks. Various books will be read (Grace for President,
Yertle the Turtle, Duck for President). The different types of government and how
the citizens in the books were affected by the leadership will be discussed.
Students will be introduced to the web 2.0 tool Mystorybook.com by watching a
tutorial in the curated resources. A reminder of how to access the class blog on
Kidblog.org (students are familiar with this through previous lessons/assignments)
will also be in the curated resources if needed.

Assessment:

After studying this (leadership) unit for six weeks, students will demonstrate their
understanding of the standards and central idea of the unit (The leadership of a
country impacts citizens lives and influences their actions) by creating an
imaginary island book on the website Mystorybook.com. They will become a citizen
of this imaginary island and will provide the following information in a book they
create:
Name and location of the island
The type of leader on the island and how he/she became the leader
The laws and consequences on the island
Their role in the island community
How their daily lives are affected by the leader
Graphics on each page of the book
I will look for evidence that the students can identify ways in which their lives and
what they do in the community are affected by the leaders of the community,
state, and nation. Student reflections will further gauge student learning as they
will then use the classroom blog site on Kidblog to post a reflection of this
assessment. Students will use the curated resources if needed for help in this
project. They will also be given a self-checklist to ensure they have covered all
requirements. Students will present their final products on the Smartboard for all
students to see. Feedback will be given through a rubric graded by the teacher to
ensure that all information required was included in the final product.