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    This lesson plan uses resources from the New York Times to teach about the Winter Olympics across multiple subjects like social studies, English language arts, and science. Students can research information on the internet, watch videos, and use interactive features on the New York Times site. Some activities have students collecting and analyzing medal counts and other Olympic data, designing logos and uniforms, and planning hypothetical trips to the Olympic games. However, the lesson does not address all ISTE student standards around digital citizenship, computational thinking, design processes, or global collaboration.

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    iste standards for students

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    This lesson plan uses resources from the New York Times to teach about the Winter Olympics across multiple subjects like social studies, English language arts, and science. Students can research information on the internet, watch videos, and use interactive features on the New York Times site. Some activities have students collecting and analyzing medal counts and other Olympic data, designing logos and uniforms, and planning hypothetical trips to the Olympic games. However, the lesson does not address all ISTE student standards around digital citizenship, computational thinking, design processes, or global collaboration.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    136 views5 pages

    Iste Standards For Students

    Uploaded by

    api-550613717
    This lesson plan uses resources from the New York Times to teach about the Winter Olympics across multiple subjects like social studies, English language arts, and science. Students can research information on the internet, watch videos, and use interactive features on the New York Times site. Some activities have students collecting and analyzing medal counts and other Olympic data, designing logos and uniforms, and planning hypothetical trips to the Olympic games. However, the lesson does not address all ISTE student standards around digital citizenship, computational thinking, design processes, or global collaboration.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as docx, pdf, or txt
    of 5

    ISTE Technology Integration Research Activity

    Name: Cheryl Adams

    Lesson plan title from New York Times: Teaching the Winter Olympics Across the Curriculum, With Help From The New York Times

    Lesson plan URL: https://www.nytimes.com/2018/02/07/learning/lesson-plans/teaching-the-winter-olympics-across-the-curriculum-


    with-help-from-the-new-york-times.html

    Subject: Social Studies, ELA, and Science

    Grade level: Not stated but could be used for grades 4-6.

    Please explain how this lesson aligns with ISTE Student standards. Use Absent or Addressed in each indicator and explain why the
    component is absent or how the component is addressed.

    Standard 1: Empowered Learner


    Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by
    the learning sciences.
    Students:
    a. articulate and set personal learning goals, develop Addressed-Students are encouraged to use the internet to
    strategies leveraging technology to achieve them and research information. Students can use the New York
    Times site to complete a lesson.
    reflect on the learning process itself to improve learning
    outcomes.
    b. build networks and customize their learning Not Addressed-The article does not give specific to building
    environments in ways that support the learning networks.
    process.
    c. use technology to seek feedback that informs and Addressed- Students are encouraged to watch videos, use
    improves their practice and to demonstrate their the internet and use links to participate in a variety of
    activities.
    learning in a variety of ways
    d. understand the fundamental concepts of technology Partially Addressed- Students can use links from the NY
    operations, demonstrate the ability to choose, use and Times to gain required information. There is no
    troubleshoot directives.
    troubleshoot current technologies and are able to
    transfer their knowledge to explore emerging
    technologies
    Standard 2: Digital Citizen
    Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act
    and model in ways that are safe, legal and ethical.
    Students:
    a. cultivate and manage their digital identity and Not Addressed- The article does not address or mention
    reputation and are aware of the permanence of their about digital identity.
    actions in the digital world.
    b. engage in positive, safe, legal and ethical behavior Not Addressed- There are no social interactions, or
    when using technology, including social interactions behavior addressed when using networking devices.
    online or when using networked devices.
    c. demonstrate an understanding of and respect for the Not Addressed- Nothing mentioned regarding the rights
    rights and obligations of using and sharing intellectual and obligations of using and sharing intellectual property.
    property.
    d. manage their personal data to maintain digital privacy Partially Addressed- No personal data, but students will use
    and security and are aware of data-collection the technology to collect data.
    technology used to track their navigation online.

    Standard 3: Knowledge Constructor


    Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful
    learning experiences for themselves and others.
    Students:
    a. plan and employ effective research strategies to locate Addressed- There are a variety of activities using
    information and other resources for their intellectual or technology for resources.
    creative pursuits.
    b. evaluate the accuracy, perspective, credibility and Partially Addressed- Students can use the technology to
    relevance of information, media, data or other gain medal count information.
    resources
    c. curate information from digital resources using a Addressed- Students are given numerous resource sites to
    variety of tools and methods to create collections of gain information that demonstrate meaningful connections
    or conclusions.
    artifacts that demonstrate meaningful connections or
    conclusions
    d. build knowledge by actively exploring real-world issues Partially Addressed- Students are encouraged to form
    and problems, developing ideas and theories and opinions from information gained from various NY Times
    resource sites.
    pursuing answers and solutions.
    Standard 4: Innovative Designer
    Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
    Students:
    a. know and use a deliberate design process for Addressed- The article addresses a number of different
    generating ideas, testing theories, creating innovative activities and the sites to best use.
    artifacts or solving authentic problems
    b. select and use digital tools to plan and manage a design Partially Addressed- Resources are listed to assist in
    process that considers design constraints and calculated activities. There is no mention of design constraints or
    calculated risks.
    risks.
    c. develop, test and refine prototypes as part of a cyclical Not Addressed- No mention of prototypes.
    design process
    d. exhibit a tolerance for ambiguity, perseverance and the Not Addressed- No mention of open-ended problems.
    capacity to work with open-ended problems.

    Standard 5: Computational Thinker Students develop and employ strategies for understanding and solving problems in ways that leverage the
    power of technological methods to develop and test solutions.
    Students:
    a. formulate problem definitions suited for technology Not Addressed- Students are not doing abstract models or
    assisted methods such as data analysis, abstract models algorithmic thinking.
    and algorithmic thinking in exploring and finding
    solutions.
    b. collect data or identify relevant data sets, use digital Partially Addressed- Students are encouraged to collect
    tools to analyze them, and represent data in various data in various ways. No mention of problem-solving or
    decision-making.
    ways to facilitate problem-solving and decision-making.
    c. break problems into component parts, extract key Partially Addressed- Students will collect information and
    information, and develop descriptive models to develop important component parts. They are not
    problem-solving.
    understand complex systems or facilitate problem-
    solving.
    d. understand how automation works and use algorithmic Not Addressed- Students are not told how to test
    thinking to develop a sequence of steps to create and automated solutions.
    test automated solutions.
    Standard 6 Creative Communicator
    Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and
    digital media appropriate to their goals.
    Students:
    a. choose the appropriate platforms and tools for meeting Addressed- Students are given a variety of different tools
    the desired objectives of their creation or and articles to collect and report data (internet, tv).
    communication
    b. create original works or responsibly repurpose or remix Addressed- Students have the option to design a logo and
    digital resources into new creations. jersey for a chosen country for the 2020 or 2022 Olympics
    games.

    c. communicate complex ideas clearly and effectively by Addressed- Students can use Times interactives to help
    creating or using a variety of digital objects such as them deconstruct athletic feats. Students also can
    participate in classroom challenges on predicting what the
    visualizations, models or simulations. outcome of number of Olympic medals per country.

    d. publish or present content that customizes the message Addressed- Students can plan a trip to the Olympic games
    and medium for their intended audiences. figuring out with logistics.

    Standard 7: Global Collaborator


    Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams
    locally and globally.
    Students:
    a. use digital tools to connect with learners from a variety Absent- The lesson did not mention any opportunities to
    of backgrounds and cultures, engaging with them in connect with other backgrounds and cultures.
    ways that broaden mutual understanding and learning
    b. use collaborative technologies to work with others, Addressed- Students can peer share with classmates on a
    including peers, experts or community members, to day-to-day itinerary to travel to the Olympic games.
    Including locations, activities and highlights, plus travel
    examine issues and problems from multiple viewpoints map.

    c. contribute constructively to project teams, assuming Partially Addressed- Students are working on various roles
    various roles and responsibilities to work effectively but not towards a common goal.
    toward a common goal.
    d. explore local and global issues and use collaborative Absent- Students are not collaborating on investigating
    technologies to work with others to investigate solutions.
    solutions.

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