Istc 541 Final Project

1
Immigration and Culture Unit
Kristen Bradshaw & Jessica Smith
Fall 2020: ISTC 541 – Foundations in Learning Technology and Design
Doug Elmendorf
December 12, 2020

IMMIGRATION AND CULTURE UNIT 2
Unit Design Process and Rationale
This unit is intended for third grade students in the Social Studies content area. The
original unit was designed for in-person instruction; however, this unit was modified for
instruction during virtual learning. Several lesson aspects have been converted to Google
technologies. For ease of instructional delivery, the expectation is that teachers should present
their Google Slide deck to the students for each lesson. The students also need devices to
participate throughout each lesson.
The unit aligns with the overall theme for the 3rd grade curriculum, Community. The
curriculum was designed to support mastery of the Maryland State Department of Education,
Grade 3, Social Studies standards. In this unit, students and teachers will explore three guiding
questions: How does immigration create a community?, Why do people migrate/move from one
location to another?, and How are different cultures represented in our community? The various
lessons in the unit also align to the curriculum in the students’ EEE (Enhancing Elementary
Excellence) class, Global Studies. While designing this unit, the third-grade teachers
collaborated with the EEE teacher, so there could be integration in their weekly Global Studies
class.
The students are challenged to think critically about people in their local communities,
as well as communities all over the world. This unit was designed to teach concepts about
immigration, both past and present, and ultimately teach students to reflect on their own
cultures and how that has been impacted by the movement of people over time. Although they
are young students, they might have heard about immigration current events in the news or in
discussions with their families. This unit is extremely relevant in the real world and is an issue
that will be relevant for years to come.

To enhance instruction in this unit, and appeal to a variety of learning styles, many
online tools, resources, and technologies have been embedded into the lessons. Students have
the opportunity to discuss with classmates, watch instructional videos, research real child
immigrant case studies, interpret images, reflect on their own understanding, and present
aspects of their own culture. Students are assessed formally and informally throughout the
unit. The evaluations, at the end of each lesson, were designed to allow the teacher to monitor
students’ understanding of immigration concepts. The lessons all build off one another and
teachers can address any misconceptions from previous lessons. There are a variety of entry
points for all students to demonstrate understanding, using words or pictures to showcase their
knowledge. By the end of the unit, the students will create and present a Culture Bag, where
they can share their customs and experiences with their classmates. This culminating project
will allow students to gain an understanding of various perspectives.
Facilitating student collaboration in small groups is quite difficult in the virtual learning
platform. The lessons in this unit were designed to provide students with the opportunities to
demonstrate their understanding of concepts in many ways. Students can participate in class
discussions verbally or by typing their responses. Using the Jamboard platform allows students
to type words or insert pictures to build off their classmates' ideas. Teachers are also asked to
assign certain Google Slide decks to students to complete individually. There is a balanced
blend of collaborative and independent learning opportunities in this unit.
Diversity
Although the third grade Immigration and Culture Unit has already been adapted for the
virtual learning platform and meeting the needs of all learners, the Universal Design for
Learning (UDL) guidelines were a priority when structuring the unit plan for instructional
delivery. “The UDL Guidelines are a framework to improve and optimize teaching and learning
for all people based on scientific insights into how humans learn” (CAST, 2008). The purpose of
this framework is to ensure that all learners have equal access to participation and
opportunities in their learning environment.
CAST’s co-founder, David Rose, explains that there are three main principles to UDL.
Principle 1 represents providing multiple means of engagement, which represent the “why” of
learning (CAST, 2008). Principle 2 represents providing multiple means of representation, which
represent the “what” of learning (CAST, 2008). Principle 3 Represents providing multiple means
of expression, which represent the “how” of learning (CAST, 2008). In this unit all three
principles are incorporated. Since all lessons have been adapted into a 100% virtual format,
students have the opportunity to customize their summative and formative work samples to
needs that best help them learn. Whether it be layout, font, visual, auditory, organizers, or
templates, these characteristics of UDL principles 2 and 3 allow for the children to be in control
of their product to express their understanding of the content. The unit reflects UDL principles
1 and 2 through various navigation models, multiple media choices, and support for planning.
Adaptive and Assistive Technologies
The delivery of this unit through a virtual learning environment is ideal for many
learning styles and individual student needs. “AT devices, such as smartphones and tablet PC’s,
hold the promise to improve education and lives of all students. To students with special needs,
AT is a means of empowerment, hope and encouragement.” (Akpan & Beard, 2013). Students
have the ability to access the content through peer discussions, instructional videos,
educational websites, and teacher explanations. Students can also display their understanding
in several ways. They can use features such as voice to text, in their Google Slide decks, to assist
in written explanations. There is flexibility in student assignments to insert words or pictures to
explain push/pull factors. Additionally, students can verbally share their ideas, and then the
teacher will compile and display these lists to the entire class. All students should feel included
and proud of their learning in this unit.
Digital Citizenship
It is important to highlight digital citizenship with the third grade students and
collaborating educators, as the instruction for this unit will be taking place virtually. Students
will be working independently at home on their own devices, while their teachers are working
in a different space on their own devices. Thus, digital supervision will be different than if these
activities were to be completed in the traditional classroom setting. While the classroom
teacher will be in control and projecting most of the lessons’ resources to students, there are
still resources that they will be accessing independently.
Copyright issues are covered, as Anne Arundel County Public Schools has licensing
agreements with Google Suite for Education (Slides, Jamboard, Forms, Classroom, etc.),
Discovery Education Streaming, and a set of various approved online databases, such as Culture
Grams. This in turn means that all accounts of curriculum components have been “lawfully
made and acquired, and all copies of material have been legally obtained” (OSU, 2015). All
videos that are projected to students will be in alignment with copyright laws, by “only showing
short clips of video that are directly related,” to the Culture & Immigration Unit of study (OSU,
2015). Discovery Education Streaming allows for the streaming services being provided to the
students to be shown through “a closed content management system” (OSU, 2015).
While online copyright serves as a large portion of protecting the students virtually,
their health and safety will also be accounted for throughout the planning and execution of the
unit. AACPS teachers and school board members are always putting the health and safety of the
students in their best interest, whether it be in person or digitally. Students know to follow the
AACPS code of conduct to ensure they are 100% safe, healthy, and accountable in their online
learning endeavors.
Ethics
The AECT Code of Ethics serves to, “aid all members of the educational communication
and technology profession individually and collectively in maintaining a high level of
professional conduct” (AECT, 2018). During the planning and implementation of this unit, AECT
Ethics commitments were kept in mind. Whether it be commitments to individual learners,
commitments to society, or professions, all are protected.
Principle 1 of AECT states that commitments should be placed upon individual learners.
Thus, educators have planned for individual explorations to occur. Praising and protecting
various student viewpoints and opinions, their individual rights to access the curriculum, all
learners will have multiple opportunities to participate in the virtual platform, and that all are
welcome, and bias will not be tolerated.
Principle 2 of AECT states that a commitment to society should be related to instruction.
Thus, AACPS curriculum writers and educators made sure that views between institution and
personal beliefs could remain separate, all areas in our society were represented accurately,
responsible communication was promoted, and a large emphasis was placed on the diversity
that is present in our society and even our communities here in Maryland.
Principle 3 of AECT ensures a commitment to professions. Equitable treatment for all is
encouraged, and knowledge should be expanded through research. AECT Principle 3 serves as a
large foundation in this unit. Educators are being sure to approach the immigration unit with a
wide lens that includes multiple communities, cultures, and personal student connections.
Overall, not only does the AECT Code of Professional Ethics provide a foundation to
ensure that all students, teachers, and personnel are treated fairly and equally. It also provided
educators presenting this unit an opportunity to make sure that no bias towards any cultures or
groups of immigrants would be tolerated.
Classroom Management and Collaboration
There is no argument that the shift to teaching in a virtual learning environment has
presented its challenges. This unit relies heavily on teacher facilitation. Many of the lessons are
viewed through a class virtual meeting where the teacher is presenting their screen and
recording student responses in a Google Slide deck. The teacher also streams the videos and
models the research and investigation websites with students. The use of Jamboard and
individual student Slide decks in Google Classroom allows students to show accountability for
their own learning (Lynch, 2017), cited Google Classroom as one of the “Must Have Classroom
Management Resources”. Using Google classroom will help teachers “minimize classroom
management issues, and maximize instructional time” (Lynch, 2017). Elementary students have
shown success with Google Jamboard when collaborating. It also appeals to various learner
needs, where students can insert images or type written responses. The unit incorporates
Jamboards for prior knowledge, photograph interpretation and responding to questions.
Students can gain access to Jamboards created by the teacher, through a link shared with them
in the chat feature of their class meeting.
Grade level teachers collaborated to modify this unit for virtual learning. The EEE
teacher was also consulted to align with the instruction delivered in the Global Studies lessons.
Weekly professional development and collaborative planning sessions were used to enhance
teacher knowledge and delivery through the online learning platform. The county Social Studies
curriculum development office was also able to provide support for transitioning from in person
instruction to digital instruction.
In conclusion, this unit encourages teachers and students to think critically about
immigration content and to reflect on their individual cultures. Delivering this unit through a
virtual learning platform maximizes engagement, participation, and overall understanding, for
all students and teachers. Students were encouraged to share their cultures in a technology-
focused and creative way and use their content knowledge to expand their thinking about the
world around them.

References
AACPS. (2017) “Blackboard Learn ™.” 3rd Grade Social Studies Curriculum, Blackboard Learn-
AACPS. https://blackboard.aacps.org/bbcswebdav/pid-1023176-dt-content-rid-
956809_1/xid-956809_1
Akpan, J. P., Ph.D., & amp; Beard, L. A., Ed.D. (2013). Overview of Assistive Technology
Possibilities for Teachers to Enhance Academic Outcomes of All Students. Universal
Journal of Educational Research, 113-118. doi:10.13189/ujer.2013.010211
Association for Educational Communications. (2018). AECT Code of Ethics 2018. Retrieved
November 17, 2020, from https://www.aect.org/docs/AECT_Code_of_Ethic-Current.pdf
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from
http://udlguidelines.cast.org
Lynch, M. (2017, October 15). 5 must have classroom management apps, tools, and resources.
The Tech Edvocate. https://www.thetechedvocate.org/5-must-classroom-
managementapps-tools-resources/
Maryland State Department of Education. (2015). Using state standards: Social studies, grade 3.
Retrieved from
http://mdk12archive.msde.maryland.gov/instruction/curriculum/social_studies/standar
d1/grade3.html
National Center on Accessing the General Curriculum (NACAC). (n.d.). UDL Guidelines Checklist
[https://wvde.state.wv.us/osp/UDL/7.%20UDL%20Guidelines%20Checklist.pdf].
National Center on Accessing the General Curriculum (NACAC).
Ohio State University (2015). Navigating the TEACH Act in Distance Education. Retrieved from
https://library.osu.edu/site/copyright/2015/06/12/navigating-the-teach-act-in-distance-
education/
TECHNOLOGY PRODUCT
Section I: Unit Plan
Immigration & Culture Unit Timeline
Day 1
Lesson Overview In this lesson, students will learn about the movement of people to
a new location, and how immigrant children from around the
world are similar and different to them. The teacher will read an
article about a school-aged girl named Julia and her experience
moving to the United States. Julia’s experience was not always
positive, so students will be asked to reflect on what it might be
like to be in Julia’s position. The teacher will assign a Google Form
for the students to complete as an evaluation task.
Lesson Technologies • Google Slides
• Julia Moves to the United States article from Teaching
Tolerance website
• Google Forms
Day 2 (Full Lesson Plan Attached Below)
Lesson Overview In this lesson, students will learn about how cultural and
environmental factors affect the movement of people from one
community to another. To achieve this, the teacher will facilitate a
class discussion based around the question “Why do people
move?”. The class will then view a video, Statue of Liberty and Ellis
Island, through the Discovery Education Streaming platform. The
video will serve to spark discussion and curiosity around how and
why immigrants migrated to America. The class will continue their
conversations to understand reasons why people migrate to
different places and locations. To do this, comparisons will be
made between then (1800/1900s) and now (2020), as migration
reasons have changed over time. The ultimate goal is for students
to relate these new concepts back to Juila’s immigration
experience (Lesson 1). To relate examples into a global perspective,
the terms push & pull factors will be introduced to students, as
well as their definitions and examples of each word. To conclude
the lesson, students will share ideas collaboratively on a Google
Jamboard that tie their takeaways and identifiable examples of
why people migrate.
Lesson Technologies • Google Jamboard
• Google Slides
• Discovery Education Streaming, Statue of Liberty and Ellis
Island

Lesson Overview In this lesson, students will learn about how cultural and
environmental factors affect the movement of people from one
community to another. To achieve this, the teacher will facilitate a
brief class discussion to review why people move to different
countries, focusing on the specific push and pull factors. Next, is a
Scholastic Webquest investigation where students can explore the
case studies of school-aged immigrants. Before the students
explore on their own, the teacher will model how to navigate the
webquest by selecting one of the case studies to use as a model. As
the teacher is modeling how to explore the webquest, the class will
work collaboratively to complete the guiding questions in a Google
Slide Deck. After the collaborative exploration, students will
independently investigate a case study of their choice. Students
will be evaluated on their comprehension, through the completion
of their investigation slides.
• Scholastic Webquest, Meet Young Immigrants
Lesson Overview In this lesson, students will continue to learn about how cultural
and environmental factors affect the movement of people from
one community to another. The teacher will review the terms
needs and wants with students. Students will then create their
personal needs and wants lists that pertain to their lives. The class
will then view the video Home Planet: Human Migration, using the
Discovery Education Streaming Platform, which will be used to
spark discussion about the movement of people around the world
and the history of migration. The class will then discuss what the
term refugee means, as the teacher centers the conversation
around push factors. A second video, Hungary: Syrian Refugees,
will be shown using the Discovery Education Streaming platform.
To conclude, students will be evaluated on their understanding of
why refugees choose to move to Europe and the importance of
their migration.
• Discovery Education Streaming, Home Planet: Human
Migration and Hungary: Syrian Refugees
• Google Classroom
Lesson Overview In this lesson, students will be able to identify reasons why people
move from one community to another. The teacher will begin by
allowing students to collaborate on a Google Jamboard about what
makes where they live a great place to reside. During this
engagement, the term pull factor should be reviewed. Next,
students will be asked to compile a list of their personal needs and

wants, which serves to highlight that needs relate back to pull
factors, while wants serve as “bonuses” in a location or area. The
teacher will then model for students how to navigate the Maryland
Government’s website, Places to Visit in Maryland, so that
students can view a list of noteworthy places to visit in their
county. The goal of this discussion is to realize the area that the
students live in (Anne Arundel County) is a good place to live, and
attracts others to visit and move there, due to a variety of pull
factors. To conclude, students will complete their Google Slide
deck to provide examples of their personal needs and wants, which
would pull someone to live in their area (AACo).
• Google Jamboard
Days 6-7 (Full Lesson Plan Attached Below)
Lesson Overview Students will learn to describe how the characteristics of culture
influence where and how people live. The teacher will begin the
lesson by showing a Google Jamboard that includes several images;
where students will be asked to use the ‘See-Think-Wonder’
strategy. Using the students’ Jamboard responses, the teacher
should facilitate a discussion centered around the question, “What
do you know about culture?” The class will then view the video
Customs and Culture, using the Discovery Education Streaming
Platform. Prior to watching the video, students will be given four
questions to serve as their thinking job while viewing. These
questions will be addressed in a discussion following the video. The
class will then view another video Movement and Culture, using
the Discovery Education Streaming Platform. The focus of the
video is to make the connection to students that culture can move
between places as immigrants relocate. A point should also be
made that movement overtime helps to shape a community’s
culture. The culminating project for the unit is a Culture Bag, which
will be introduced at this time. Students will be instructed to talk
with their families about aspects of their own culture and add
them to their virtual Google Slide deck to create their own Culture
Bag. Students can utilize the Online Database Culture Grams to
learn more specific elements of their culture. Students will
complete the project independently, and then share with the class
at a later date.
• Google Jamboard
• Discovery Education Streaming, Movement and Culture and
Customs and Culture
• Online Database, Culture Grams
Section II: Detailed Lesson Plans
*It should be noted that this unit was taught to 3rd graders in AACPS during 2020-2021 Virtual
Learning Platform, thus the need for both the teacher’s device(s) and individual student devices.
Lesson Plan 1:
Day: Unit Plan, Day 2
(AACPS S.S. Theme 2, Unit People in Our Community, Lesson 2.1)
Subject/grade level: Social Studies/Grade 3
Materials:
• Teacher Device
• Student Devices* (1 per student)
• Teacher set of Google Slides - displayed to whole class
• Video- Discovery Education Streaming, Statue of Liberty and Ellis Island
• Jamboard - Reasons for Migration (1 per student)
Technologies Implemented (Web Tools 2.0):
• Google Jamboard
• Google Slides
• Discovery Education Streaming
Lesson objective(s):
• I can explain how cultural and environmental factors affect the movement of people from
one community to another.
Standards Addressed:
• C3.D2.Geo.7.3-5. Explain how cultural and environmental characteristics affect the
distribution and movement of people, goods and ideas.
• MSDE.3.C.1.b. Identify reasons for the movement of people from one community or
region to another (3.C.1.b).
• CCSS.ELA-Literacy.RI.3.1. Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
Differentiation strategies to meet diverse learner needs:
• Student discussion to allow access to all learners.
• Using a video platform with Closed Captions to appeal to visual and auditory learnings
styles.
• Class discussion of concept following video to address misconceptions/questions.
• Associate a movement to the terms push and pull to help students make connections to
the terms and visually show their answers through movement.
• Using the Google Jamboard platform allows students to insert images or type words to
convey their understanding.
ENGAGEMENT (4 minutes):
Teacher will facilitate a quick class discussion that is based around the question “Why do
people move?”. Teacher will then record student responses on the Google Slide deck that is
displayed to the class, as students verbally share their thoughts.
EXPLORATION (6 minutes):
Students will view the video, Statue of Liberty and Ellis Island (5:35) using the Discovery
Education Streaming platform. The teacher will show this to the entire class, in order to spark
discussion and curiosity around how and why immigrants migrated to America.
EXPLANATION (15 minutes):
Following the video, the teacher will facilitate a second whole class discussion that is
centered around the idea of why people migrate.
The three main points to touch on during the discussion include:

1. Did everyone have a choice about moving to a new land? Why or why not?
2. Why did some people CHOOSE to come to America?
3. What were some challenges that people face when moving to a new country?
The teacher will then compare THEN (1800/1900s) and NOW (2020) and how the
Immigration Era has changed from the 1800/1900s to now. Students will also reflect on the
video and how it related to Julia’s story, which was introduced in the prior lesson.
ELABORATION (10 minutes):
The teacher will introduce students to the terms push factors and pull factors. Students will
learn that push factors move people away from a place (usually negative reasons), while pull
factors draw people towards certain locations (usually positive reasons). To apply these
terms, the class will participate in a brief example match activity, where they will label given
factors as push or pull. For differentiation, the teacher can choose to attach physical
movements to each description by “pushing” or “pulling”.
EVALUATION (10 minutes):
The teacher and students will collaboratively complete a Google Jamboard that allows
students to share ideas and examples that they may have learned during the lesson about
why people migrate.
UDL Connections:
• Options for perception: Checkpoints 1.1, 1.2, 1.3
• Options for language, expressions, symbols: Checkpoints 2.1, 2.3, 2.4, 2.5
• Options for comprehension: Checkpoints 3.1, 3.2, 3.3, 3.4
• Options for physical action: Checkpoint 4.1
• Options for expressions and communication: Checkpoints 5.1, 5.2, 5.3
• Options for executive functions: Checkpoints 6.3, 6.4
• Options for recruiting interest: Checkpoints 7.1, 7.2
• Options for sustaining effort and persistence: Checkpoints 8.3
• Options for self-regulation: N/A
Sample Completed Student Work:
Student Sample Jamboard Lesson 1
Lesson Plan 2:
Materials:
• Teacher Device
• Scholastic Webquest, Meet Young Immigrants
• Student Google Slides (1 copy per class)
Technologies Implemented:
• Google Slides
• Scholastic Webquest
• Engaging students in a review discussion and displaying student answers to appeal to
visual learners.
• Modeling the Webquest with students prior to student expected exploration to address
any questions.
• Use of a side meeting (small group) to assist struggling readers with the Webquest.
The teacher will facilitate a quick class discussion to review reasons why people move to
different countries (push/pull factors). This should be based around the question “What are
some reasons people move to different countries?” Teacher will then record student
responses on the Google Slidedeck that is displayed to the class, as students verbally share
their thoughts.
The teacher will need to open the Scholastic Webquest and project it to the class as a whole.
As a model, the teacher will focus on one of the children in the immigrant case studies and
show how to navigate the web tools and resources. For example, the map, interview video,
passage, name card.
The students and teacher will work collaboratively to complete the class model of the slides
after exploring an immigrant’s story.
Comprehension questions include:

• Name & country of immigrant
• Sequence 3 important events from the immigrant’s life
• How has the immigrant’s life changed since they’ve moved to America?
• How would the immigrant’s life be different if they did not move to America?
ELABORATION (~7 minutes):
Students will complete their own investigation and read one case study based off of the 4
remaining immigrant story options.
*At this time the teacher can pull and facilitate small groups to assist students in their
webquest navigation.
EVALUATION (~12 minutes):
Students will apply their understanding as they complete their own set of slides that answer
the questions for their immigrant’s case study. These questions will mimic the ones that were
modeled together with the teacher during the lesson’s explanation. The teacher should also
encourage any students that may finish early to go back to the Scholastic Webquest and
review another immigrant child’s story.
completion of their comprehension slides.
UDL Connections:
• Options for language, expressions, symbols: Checkpoints 2.1, 2.4, 2.5
• Options for physical action: N/A
• Options for executive functions: Checkpoints 6.2, 6.3, 6.4
• Options for sustaining effort and persistence: Checkpoints 8.2, 8.4
• Options for self-regulation: Checkpoint 9.1
Sample Completed Student Work
Student Sample - Meet Young Immigrant Evaluation
Lesson Plan 3:
Materials:
• Teacher Device
• Video - Discovery Education, Home Planet: Human Migration
• Video - Discovery Education, Hungary: Syrian Refugees

• Google Slides
• Google Classroom
• C3.D2.Geo.2.3-5. Use maps, satellite images, photographs and other representations to
explain relationships between the locations of places and regions and their environmental
characteristics.
• MSD.4.A.1. Explain that people must make choices because resources are limited relative
to unlimited wants for goods and services.
• Enabling total-student response by allowing for individual brainstorm prior to the class
discussion (using words/pictures).
• Visually recording student verbal responses.
• Videos to introduce the topic of migration/refugees
• Student-led discussions to clarify concepts and key terms throughout the lesson.
Teacher will review the terms ‘need’ and ‘want’ with the class, while giving an example of
each. Students will be allotted 3 minutes to individually brainstorm a list of needs and wants.
The teacher can suggest to students to use their wipe-erase communicator and dry erase
marker for this task. After students complete their lists independently the teacher will
facilitate a class discussion to let students share their ideas and compile a class list of needs
and wants.
Students will view the video Home Planet: Human Migration (2:18) using the Discovery
Education Streaming platform. The teacher will show this to the entire class as a whole, in
order to spark discussion about the movement of people around the world and the history of
migration.
Based on the knowledge gained from the video shown in the Exploration, students will
discuss what they believe the word refugee means. The teacher should relate the overall
discussion back to the concept of push factors.
Students will view the video Hungary: Syrian Refugees (2:42) using the Discovery Education
Streaming platform. The teacher will show this to the entire class as a whole.
As students watch the video they should be reminded to think about the following questions
and record their thinking on their wipe-erase communicator:
1. Why did the refugees choose to move to Europe?
2. Why are these reasons so important?
EVALUATION (~13 minutes):

After students watch the video as a class and record their thinking for the two questions
provided in the elaboration, students will have a Google Classroom ‘question’ assignment to
complete for a grade.
completion of their comprehension questions.
UDL Connections:
• Options for physical action: N/A
• Options for expressions and communication: Checkpoints 5.1, 5.2
• Options for executive functions: Checkpoint 6.2
• Options for recruiting interest: Checkpoint 7.2
• Options for self-regulation: N/A
Lesson Plan 4:
Materials:
• Teacher Device
• Jamboard, AACo. Pull Factors
• Website- Places to Visit in Maryland
• Student AACo. Pull Factors Google Slides (1 copy per student)
• Google Slides
• Google Jamboard
• I can identify reasons people move from one community to another.
• Engagement Jamboard to spark ideas (students can insert words or images into the
Jamboard to represent their thoughts)
• Referencing the Maryland Government website, Places to Visit in Maryland, to relate to
places that students might have been in their county.
• Assigning student versions of reflection slides to facilitate total class participation (using
pictures or words to showcase understanding)
The teacher will begin the lesson by sharing a Jamboard with the class about what makes the
MD county where they live great. The teacher should be sure to review the term pull factor,
before allowing students to collaborate on the class Jamboard. On the Jamboard, students
can then record their ideas and share out to the class.
The teacher will then have the students classify the reasons the class compiled on the
Jamboard into two categories, Needs and Wants. This highlights the critically needed pull
factors (needs) from the extra “bonus” factors (wants). The teacher will record student
responses on the lists that are displayed on the class Google Slidedeck.
The teacher will introduce students to the Maryland’s government website, Places to Visit in
Maryland. The purpose of this website is to show where there are noteworthy places to visit
in the state of Maryland. This website breaks Maryland into its counties, and students will be
investigating places to visit in their home county. To assist with navigating the list of specific
places in their county that are recommended by the state, the teacher will model for
students how to maneuver Places to Visit in Maryland. The teacher can then connect with
student personal experiences, by facilitating a discussion with students about if they have
visited any of these noted places, and why these places might have been included on the
government’s list as noteworthy.
The teacher will finalize the class discussion and have students realize how fortunate they are
to have access to so many resources that support things they need and want. This should
eventually lead to the conclusion that their location is a good place to live and attracts
others.
EVALUATION (10 minutes)
The students will complete a Google Slide, by writing two examples of resources which
support their needs and 3 more that support their wants. The students' examples should be
ones which would pull someone to live in our area.
completion of their comprehension slides.
UDL Connections:
• Options for language, expressions, symbols: Checkpoints 2.1, 2.4, 2.5

• Options for self-regulation: Checkpoints 9.1, 9.3
Sample Completed Student Work
• Student Sample -AACo. Pull Factors Jamboard
• Student Sample - AACo. Pull Factors Slides
Lesson Plan 5:
Day: Unit Plan, Days 6-7
Materials:
• Teacher Device
• (parts 1 + 2) Teacher set of Google Slides - displayed to whole class
• (part 1)Jamboard, Culture
• (part 1)Video - Discovery Education, Movement and Culture
• (part 2) Video - Discovery Education, Customs and Culture
• (part 2) Culminating Project - Culture Bag Student Slides (1 per student)
• Google Slides
• Google Jamboard
• Online Database, Culture Grams
• I can describe how characteristics of culture influence where and how people live.
• C3.D2.Geo.6.3-5. Describe how environmental and cultural characteristics Influence
population distribution in specific places or regions.
• MSDE.2.A.1.a. Use fiction and non-fiction to compare the elements of several cultures
and how they meet their human needs for clothing, food, shelter, recreation, education,
stories, art, music and language.
• CCSS.ELA-Literacy.RI.3.7. Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of the text.
• Use of Jamboard to engage students and spark ideas through the use of photographs
(I See, I Think, I Wonder)
• Videos to explore new concepts and terms
• Discussion to clarify misconceptions/questions
• Encouraging students to explore their own culture and create a digital project using
pictures and descriptions, as well as sharing with the class.
The teacher will begin the lesson by displaying a collaborative Jamboard for the students to
view several images. On each slide, students will have access to record their ideas of what
they See, Think, and Wonder about each image, by incorporating the artful thinking strategy
‘See-Think-Wonder’.
The teacher will want to facilitate a discussion around the student Jamboard responses. The
teacher should be sure to lead the students with a question, “What do you know about
culture?” The teacher will then record student responses on the Google Slide deck.
Students will view the video Customs & Culture (0:53) using the Discovery Education
Streaming platform. The teacher will show this to the entire class.
The teacher should give the students these questions as thinking jobs for the video:
1. What characteristics form a culture?
2. What is language?
3. What aspect of culture cannot be changed? Why?
4. What are some ways we can define a culture?
Following the video, the teacher should facilitate another discussion with the students
addressing the four comprehension questions above.
The teacher will then show the next video, Movement & Culture (2:48), which also will be
broadcasted from the Discovery Education Streaming platform. The teacher should make the
connection for students that culture can move from place to place, as immigrants move. Also,
about how that movement overtime can help shape a community’s culture.
EVALUATION (10 minutes + more time independently):
The teacher will then introduce the culminating project of the Culture Bag. Students should
talk with their families about aspects of their culture and add them to a virtual Google Slide
deck to create their Culture Bag. Students can utilize the Online Database, CultureGrams, to
learn more specific elements of their own culture. Students will complete the culminating
project independently over an extended period of time, and then share with the class
virtually at a later date.
UDL Connections:
• Options for sustaining effort and persistence: Checkpoints 8.1, 8.3, 8.4
• Options for self-regulation: Checkpoints 9.1, 9.3
Sample Completed Student Work:
• Student Sample - Jamboard Culture
• Student Sample - Culture Bag Overall
Section III: Sample Technology Products

• Student Sample - Jamboard (Lesson Plan 1, Unit Day 2)
• Student Sample - Meet Young Immigrant Evaluation (Lesson Plan 2, Unit Day 3)
• Student Sample - AACo. Pull Factors Jamboard (Lesson Plan 4, Unit Day 5)
• Student Sample - AACo. Pull Factors Slides (Lesson Plan 4, Unit Day 5)
• Student Sample - Jamboard Culture (Lesson Plan 5, Unit Day 6)

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1

Immigration and Culture Unit

Kristen Bradshaw & Jessica Smith

Fall 2020: ISTC 541 – Foundations in Learning Technology and Design

December 12, 2020

Unit Design Process and Rationale

participate throughout each lesson.

that will be relevant for years to come.

will allow students to gain an understanding of various perspectives.

blend of collaborative and independent learning opportunities in this unit.

opportunities in their learning environment.

Adaptive and Assistive Technologies

in written explanations. There is flexibility in student assignments to insert words or pictures to

and proud of their learning in this unit.

still resources that they will be accessing independently.

students to be shown through “a closed content management system” (OSU, 2015).

and technology profession individually and collectively in maintaining a high level of

Ethics commitments were kept in mind. Whether it be commitments to individual learners,

commitments to society, or professions, all are protected.

welcome, and bias will not be tolerated.

Principle 2 of AECT states that a commitment to society should be related to instruction.

Principle 3 of AECT ensures a commitment to professions. Equitable treatment for all is

groups of immigrants would be tolerated.

Classroom Management and Collaboration

Jamboards for prior knowledge, photograph interpretation and responding to questions.

in the chat feature of their class meeting.

instruction to digital instruction.

world around them.

Section I: Unit Plan

Immigration & Culture Unit Timeline

Day 3 (Full Lesson Plan Attached Below)

students will be asked to compile a list of their personal needs and

Section II: Detailed Lesson Plans

The three main points to touch on during the discussion include:

Comprehension questions include:

• Video - Discovery Education, Hungary: Syrian Refugees

EVALUATION (~13 minutes):

• Options for executive functions: Checkpoints 6.2, 6.3, 6.4

Section III: Sample Technology Products

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