1. Topic-
American Revolution
The students will given the assignment of organizing concept maps related to specific topics related to the American Revolution.
2. Content-
Massachusetts Curriculum Frameworks - Technology

Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.

G3-5: 3.6 With teacher direction, use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses.
G3-5: 3.7 Use spreadsheets and other applications to make predictions, solve problems, and draw conclusions.

Massachusetts Curriculum Frameworks - Social Sciences

3.5 Explain important political, economic, and military developments leading to and during the American Revolution.
a. the growth of towns and cities in Massachusetts before the Revolution
b. the Boston Tea Party
c. the beginning of the Revolution at Lexington and Concord
d. the Battle of Bunker Hill
e. Revolutionary leaders such as John Adams, Samuel Adams, John Hancock, and Paul Revere
3.6 Identify the Declaration of Independence, the Constitution, and the Bill of Rights as key American documents.
3. Goals: Aims/Outcomes-
1. To produce a concept map to organize and evaluate information.
2. To identify key concepts and vocabulary related to the American Revolution.
3. To evaluate and utilize resources to gain data and information.
4. Objectives-
1. The students will create a concept map organizing key concepts and vocabulary related to the American Revolution.
2. The students will identify essential concepts and vocabulary related to the American Revolution.
3. The students will evaluate and utilize resources for validity and research.
5. Materials and Aids-
Computer Workstation
White Paper for Notes/Planning
Third Grade Social Studies Text
6. Procedures/Methods-

A. Introduction-

1. The teacher would introduce the assignment by brainstorming a list of key concepts related to the American Revolution.
2. The teacher will record these key concepts on the SMART Board.
3.The teacher would explain the assignment of creating concept maps to reflect the key ideas and vocabulary of a concept of the American Revolution.
4. The teacher and students will discuss the historical perspective and how the students will be expected to collect data.

B. Development-

1.The teacher will assign the students to small groups and assign a concept from the brainstormed list that the students will research.
2. The students will work in groups to highlight the key information and vocabulary in their classroom text.
3. The students will record this information on their sheets of white paper.

C. Practice-

1. After the students have collected the key concepts and vocabulary they will work in groups to organize and create the concept maps.
2. The students will use Kidspiration to create nodes and links between the information they have collected.
3. The teacher will monitor the students' progress and lend assistance as needed.

D. Independent Practice-

1. The students will switch their concept maps with another group.
2. After switching the students will add and create new links and connections to the previously created concept maps.
3. The groups continue to switch concept maps until all of the groups have had a chance to analyze and add to each individual concept map.

E. Accommodations (Differentiated Instruction)-

1. Heterogeneous groupings
2. Leveled resources and text books

F. Checking for understanding-

1. The students wiwill write a paragraph about 5 facts they have learned about the American Revolution. They will put this on a "Ticket to Leave" slip and hand it to the teacher.
2. The students will self-assess their group and score their concept using the teacher-created rubric. This score will be added to the "Ticket to Leave."

G. Closure-

1. The students will turn and share 2 facts about their original concept.
2. The pairs will be asked to share what they have learned from each other with the class.
7. Evaluation-
The students will be evaluated using the rubric provided.
Criteria 1 2 3 4
Concept Map Minimal understanding of concept maps. Inputs data incorrectly and does not use links between the nodes. Fair understanding of concept maps. Uses some of the correct data and inconsistently creates links between concepts. Good understanding of concept maps. Includes all of the correct data and creates one link between all of the concepts. Through understanding of concept maps. Includes all of the data assigned and adds additionally information. Creates more than one link between each concept.
Vocabulary/Key Ideas Uses 2-3 key ideas and vocabulary. Uses 4 -5 key ideas and vocabulary Uses 6 " 7 key ideas and vocabulary. Uses more than 7 key ideas and vocabulary.

8. Teacher Reflection-
The teacher will use the rubrics and classroom observations to reflect on the spreadsheet lesson.

This Lesson Plan is available at (www.teacherjet.com)