LESSON PLAN (Template) - ED101 - Boston University

ED 101 Educational Technology Lab
Spring 09
Boston University – School of Education
LESSON PLAN (Template)
Your Name Kristen
Dimitriades
Grade/School 3 rd Grade
Supervising
Teacher
Rachel
Gould
Lesson title
Time of
activities
The
Kingdom of
Ancient
Ghana
Content
area
10:00 am Duration of
Lesson/Unit
Social Studies
1 hour
REMINDER: Consult with your supervising teacher. Discuss with him/her all aspects
of this lesson plan, including what topic, content, goals, and objectives would s/he want
you to address with your ED 101 web-based lesson project. S/he is your “client” for the
ED 101 website project.
1. Content Area: I will be doing a detailed lesson on the society of Ancient Ghana.
The slave castle, government, king, trade, trade route, arts, and Ghana today are
the specific areas that will be covered.
2. Topic: The topic is on the society of Ancient Ghana, and I basically just want to
students to have a general feel and understanding of the way the society ran in
relation to their own society and to Ghana today.
3. Goals: My goals are basically for them to understand the society as a whole and
the way it functions. Each group will gain knowledge of specific content areas
using the website. At the end of the lesson, the whole class should share this
knowledge.
4. Objectives:
My students will be able to locate Ancient Ghana in comparison to Ghana
now on a map.
My students will be able to describe the role the king had in society.
My students will be able to describe the way the government works in
Ancient Ghana.

My students will be able to talk intelligently and with feeling about the
slave trade of Ancient Ghana.
My students will be able to identify some of the goods and crops that
Ancient Ghana traded, with who, and how this benefited their society.
My students will be able to identify the trade route used by Ancient Ghana
and how it ran.
My students will be able to identify some of the crafts that were made in
Ancient Ghana and what they were used for.
My students will be able to compare everything they have learned with the
way Ghana is today.
5. Technology, materials and aids: The main technology of my lesson will be my
website open on computers. I will try to have enough so that groups of 3 students
can share a computer (6 computers in all). However, if this isn’t possible I can
have 2 groups share computers, or rotate the class to one computer while another
lesson is being taught. I will have students using the whiteboard and whiteboard
markers to help them present.
6. Procedures/methods:
a. Overview: I will introduce the topic of Ancient Ghana and then have
students split into groups of 3 and assign them a specific topic. They will
then all go to separate computers and research their topic using my
website. They will have about 10-15 minutes for this and be able to
discuss amongst themselves, with my help, how they will present their
information to the class. My website will be used mainly as a research tool
for the class, so that they do not need to search the whole Internet for
information, which would be much more time-consuming and runs the
risk of misinformation.
b. Introduction: I will introduce Ancient Ghana by asking students about
any other ancient societies they know of and how long ago they think
Ancient Ghana existed. I will then show them pictures of Ancient Ghana,
found on my home page.
c. Activities:
d. Introduction:
e. -State that we are going to be researching the society of Ancient
Ghana and ask if they know of any other ancient societies
f. -Ask, based on the word ancient, how old they think this society
might be.
g. -Have the students look at the computer, and explain to them the
concept of a main page
h. -Show them the pictures on the home page and explain that this is
the society they will be learning about

i. -Show them the links along the side and tell them that this is where
they will find the information they need to prepare their lesson, explain the
assignment and that they will have 10-15 minutes to learn their
information and decide how they will share it with the class
j. Researching:
k. -Students will be divided into groups and sent to their respective
computers to research their topics
l. -I will walk around the classroom making sure that everyone is on
the topic they are supposed to be and answering any questions
m. -After time is up I will have the students return to their seats with
their groups
n. Presentation:
o. -One at a time I will have the groups come up to present in the
same order that the information is presented on the website
p. -I will ask them to talk about how they liked or didn’t like using
the internet for research in addition to talking about their topic
q. -They will be allowed to use the whiteboard if they wish to in
order to teach their lesson
r. -Their will be a short question and answer after each group goes so
that the students can ask any questions that came up during the
presentations
s. Follow up: There will be a homework assignment with a map for the
students to color in to label where current Ghana and Ancient Ghana are.
Underneath they will be asked to write a short paragraph about the most
interesting thing they have learned in today’s lesson.
Technology Frameworks:
G3-5: 1.14 Explain and use age-appropriate online tools and resources (e.g., tutorial,
assessment, Web
browser).
G3-5: 3.3 Evaluate Internet resources in terms of their usefulness for research.
G3-5: 2.5 Work collaboratively online with other students under teacher supervision.
Blooms Taxonomy of Cognitive Learning and Assessment
Objectives:
My students will be able to locate Ancient Ghana in comparison to Ghana
now on a map. Cognitive: knowledge, Affective: receiving phenomena
This will be assessed when the geography group is teaching the class. I will ask them to
physically locate both on a map.
My students will be able to describe the role the king had in society.
Cognitive: knowledge, Affective: receiving phenomena, Psychomotor: perception
This will be assessed in the multiple-choice assessment, and also by the summary the
king group gives to the class.
My students will be able to describe the way the government works in
Ancient Ghana. Cognitive: knowledge, Affective: receiving phenomena

This will be assessed in the multiple-choice assessment and also in the student
presentation.
My students will be able to talk intelligently and with feeling about the
slave trade of Ancient Ghana. Cognitive: comprehension,
This will be assessed through a discussion about the video on the web site led by the
group assigned this topic.
My students will be able to identify some of the goods and crops that
Ancient Ghana traded, with who, and how this benefited their society.
Cognitive: analysis, Affective: receiving phenomena, Psychomotor: perception
This will be assessed in the multiple-choice assessment and also through the group
presentation.
My students will be able to identify the trade route used by Ancient Ghana
and how it ran.
Cognitive: analysis, Affective: receiving phenomena, Psychomotor: perception
This will be assessed through the presentation and how well the students are able to draw
this route on the board during the presentation.
My students will be able to identify some of the crafts that were made in
Ancient Ghana and what they were used for.
Cognitive: analysis, Affective: receiving phenomena, Psychomotor: perception
This will be assessed in the multiple-choice assessment and also through the student
presentation.
My students will be able to compare everything they have learned with the
way Ghana is today.
Cognitive: analysis, evaluation, Affective: evaluation
This will be assessed through the closing discussion of the topic.
Web Based Assessment
1. What is one of the main things the kind did to protect his people?
a. teach the traders other languages
b. charge people entering and leaving Ghana a tax
c. allow traders to enter his city on a routine basis
2. What type of government did Ancient Ghana have the longest?
a. multiparty system
b. military system
c. one party system
3. What is something that traders could pay tax in?
a. salt
b. money
c. gold
4. What did Ancient Ghana have an abundance of?
a. peacock feathers
b. iron
c. gold
5. Why do adults in Ancient Ghana sometimes wear masks?

Answer Key
1. b.
2. b.
3. a.
4. c.
5. c.
a. to play make-believe
b. to scare children
c. to celebrate special occasions at masquerades