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Unit Plans

Life in the English Colonies

Michelle Rutan

Belete Mebratu, Ph. D.
Core of Education - EDU 500
October 5, 2010

Life in the English Colonies

Grade 5

Duration of Unit:

Twelve Days

45-minute lessons

Table of Contents:

Unit Plan Life in the English Colonies

Lesson 1 Working and Trading
Researching and Writing Skills: Read Newspapers

Main Ideas:

· People in the 13 Colonies produced a wide variety of goods and developed thriving trade routes.

Lesson 2 Cities, towns, and Farms

Main Ideas:

· The 13 Colonies had big cities, small towns, and farms of all sizes.

Lesson 3 Everyday Life in the Colonies
Issues and Viewpoints: Printing the Truth

Main Ideas:

· Going to school, attending religious services, and reading for news and entertainment were important parts of everyday life in the colonies.

· Benjamin Franklin began as an apprentice printer to his brother and eventually took his skills and talents to Philadelphia.

· The trial of John Peter Zenger played a major role in the fight for freedom of the press in colonial times.

Lesson 4 Slavery in the Colonies

Main Ideas:

· Slavery expanded rapidly in the English colonies during the 1700s, especially in the Southern Colonies.

Lesson 5 Chapter review Integrating technology

Main Ideas:

· Students will use knowledge obtained throughout unit to create a brochure to promote their town.

· Students will conduct research teacher selected web sites.

· Train students to use software and tools to generate brochure.

· Students will collaborate on Message Board providing peer-to-peer feedback.

A description of my unit will follow the study of the establishment of the English colonies many students in American History have difficulty in comprehending the obstacles and problems that had to be overcome to accomplish the founding of an early colony. Each of the three regions in the Colonies ruled by England grew in different ways depending on the resources in each region. Many colonists wanted to move west to lands claimed by France, leading to the French and Indian War.

Purpose: The purpose of this unit is to provide an opportunity for 5th grade students to gain practical experience in the basic types of challenges that may exist in the establishment of an early colony. How this relates to today’s immigration and emigration throughout the world. Along with integrate technology skills into their everyday lives.

The introduction to my unit is to understand how today’s lives relate to history and important historical events. The reason this unit was chosen is based on the fifth grade social studies curriculum. Understanding the people in the 13 Colonies who produced a wide variety of goods and developed thriving trade routes. The 13 Colonies had big cities, small towns, and farms of all sizes. Going to school, attending religious services, and reading for news and entertainment were important parts of everyday life in the colonies. Slavery expanded rapidly in the English colonies during the 1700s, especially in the Southern Colonies.

The Significance or Importance of the Unit to the learner and society reflects the history of the colonies and how the colonies were established. Students will understand how colonists of yester years have differences and similarities of their lives today. This will give students the understanding of how their own town was formed. This lesson will encourage students to find out about local areas in their community by having them create a brochure enticing tourists to visit their town.

By answering these questions students will use critical think and problem solving skills to understand the importance of this unit.

How does where you live relate to colonial times?

How do we identify similarities and differences of our communities?

How does the culture of the citizens in a town affect its growth?

What sets your town apart from others?

What are the key factors that form a community?

These are my general objectives and expectations of my unit plan

Identify the contributions of significant individuals during the colonial period.

Analyze information by identifying similarities and differences in information.

Use primary sources to acquire information.

Students compare and contrast similarities and differences of our communities and compile the collected information into an online graphic organizer.

http://www.readwritethink.org/files/resources/interactives/venn/

Students will determine how to tell if a website is reliable along with the ability to research a particular topic.

The students will be able to create a brochure highlighting their own town.

The anticipatory set of this unit will begin with a BrainPOP video

http://www.brainpop.com/socialstudies/ushistory/thirteencolonies/

Students will watch BrainPOP video to obtain background knowledge on the 13 Colonies. Students will engage in and complete online activity and vocabulary to reinforce their background knowledge.

The motivational strategies used throughout this unit to entice student’s interest will include interesting videos of the 13 Colonies, a walking field trip to the heart of town including stops at the historical museum. The Internet will be used for research, web 2.0 tools for organizing information and the use of Microsoft Word to generate the brochure. Students will collaborate on Message Board providing peer-to-peer feedback.

This unit plan consists of assessments to measure and evaluate as each lesson is completed.

Lesson 1 Working and Trading the objective of lesson is to compare the different types of jobs available to colonists. Describe a common triangular trade route. Identify the main products of each colonial region.

The assessment of unit one will consist of being able to use an online matching game to match each job with its description. (pg 204)

<a href="http://www.studystack.com">More educational activitites at StudyStack.com</a>

Students will draw a map to show the Colonial trade routes. Students will use map key to identify products that were produced in which of the three colonial regions.

Lesson 2 Cities, towns, and Farms lesson objectives are to analyze the design of New England towns. Compare and contrast life in the cities, towns, and farms. The assessment of lesson 2 is to complete venn diagram by comparing and contrasting life in the cities, towns, and farms using readwritethink link. How were their lives similar? How were they different?

http://www.readwritethink.org/files/resources/interactives/venn/

Lesson 3 Everyday Life in the Colonies lesson objectives explains what it was like to attend school in the colonies. Analyze the causes of religious diversity in the colonies. Identify foods that were popular in the colonies. The assessment on this lesson is for students to take the online quiz and answer the following questions to reinforce what they learned.

How were schools in colonial times different from schools today?

Why were some of the English colonies home to people of many different religions?

Describe some common meals that a colonial family might enjoy.

Do you think you would have liked the food in colonial times? Why or why not?
Draw Conclusions

http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

Lesson 4 Slavery in the Colonies lesson objectives are to compare slavery in different regions of the colonies. Describe skills that enslaved people brought to the colonies. Explain how enslaved Africans were able to keep their traditions alive. Assessments on these objectives are to compare and contrast slavery in the different regions of the colonies by creating a venn diagram using readwritethink’s link.

http://www.readwritethink.org/files/resources/interactives/venn/

Go to the message board and post your replies to the following questions:

What are some skills that enslaved people brought to the colonies?

How were enslaved Africans able to keep their traditions alive on plantations?

http://www.aldenschools.org/webpages/MRutan/messageboard.cfm?BoardID=3241&CatID=5362&r=0.477861950871

Lesson 5 Chapter review Integrating technology accomplishing these objectives. Students studied Life in Colonial Times from all of knowledge and skills experienced throughout this lesson students, how it compares to their lives today. Their final project is to create a travel brochure promoting their town. Students will conduct research from teacher selected web sites. Teacher will train and direct students to use software and tools to generate brochure through step-by-step directions. A software product will be used to take control and monitor student’s machines. Students will post and collaborate with Voicethread providing peer-to-peer feedback. The assessment on this lesson is to evaluate student’s computer techniques and creativity to generate an attractive travel brochure promoting their town. Along with posting and collaborating with fellow students on the brochures they have created.

I cannot believe that the end of the semester is approaching. In September, when I entered EDU500, October seemed so far away. With seven weeks of class almost complete, I have completed a unit plan that was rigorous and challenging that I will be able to teach in my co-teaching classroom of fifth graders.

While I did learn a great deal over the semester, it is expected that the most time-consuming, frustrating, challenging, and rewarding portion is the unit plan. I spent countless hours devoted to the completion of the unit plan and each of the lessons involved. Having to deal with the fine details of the unit plan made me appreciate the care that teachers take in planning their units. Planning any unit is hard work. While it was quite a challenge to put together this unit that would eventually become my unit plan, it is one that provided me, personally, with great insight as to what would and would not work in the classroom.

Some of the issues that I felt I would run into consist of the time frame you have for the unit. Asking myself questions of what if a lesson takes longer than I have? How or what do I adjust? What if the technology doesn’t work, do you have plan B? Addressing the needs of all students, each of who would have a unique combination of learning styles and techniques that contribute to their overall learning experience.

Appendix:

Foresman, S. (2005). Social studies the United States. Illinois: Pearson Education, Inc.

http://www.readwritethink.org/files/resources/interactives/venn/

http://www.brainpop.com/socialstudies/ushistory/thirteencolonies/

http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

<a href="http://www.studystack.com">More educational activitites at StudyStack.com</a>

http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

http://www.aldenschools.org/webpages/MRutan/messageboard.cfm?BoardID=3241&CatID=5362&r=0.477861950871

Field trip permission slip.

Michelle Rutan

Social Studies

Grade 5

Life In the English Colonies

Working and Trading

Duration three days

Lesson Plan One

Standard 1: History of the United States and New York

Key Idea 3: Study about the major social, political, economic, cultural, and religious

· developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

· complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations

· gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States

Standard 2: World History

Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

· investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause–and–effect relationships, testing these hypotheses, and forming conclusions

Standard 3: Geography

Key Idea 2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life)

· formulate geographic questions and define geographic issues and problems

Standard 4: Economics

Key Idea 2: Economics requires the development and application of the skills needed to make informed and well–reasoned economic decisions in daily and national life.

· identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources

The materials needed for this lesson are:

Computer

Social studies Scott Foresman online textbook “The United States” pages 202 - 207

White paper, marker or crayons

Social studies notebook and pencil

The essential questions are:

How does working and trading fit into the lives of students?

What is the value of work/trading to a society?

What happens to a society when people do not work? In the English Colony almost everyone worked.

How do people learn how to work/trade? Compare/Contrast today with English Colonies.

Could a society survive without money? If not, how did the English Colonies survive?

Lesson objectives

· Compare the different types of jobs available to colonists.

· Describe a common triangular trade route.

· Identify the main products of each colonial region.

The assessments of unit one will be:

· The ability to use the technology to complete the online matching game to match each job with its description. (pg 204) students will work independently on this activity.

· <iframe src="http://www.studystack.com/istudymatch-465773" width="603px" height="380px" frameborder="0" scrolling="no" overflow="hidden"></iframe>

· <a href="http://www.studystack.com">More educational activitites at StudyStack.com</a>

· Students will draw a map to show the Colonial trade routes. White paper will be provided to draw map. See page 206 of textbook for example.

· Students will use map key to identify products that were produced in which of the three colonial regions on page 205 of text and write notes in their social studies notebook.

Day 1

The anticipatory set or the introduction to the unit plan will begin with a BrainPOP video

http://www.brainpop.com/socialstudies/ushistory/thirteencolonies/

Students will watch BrainPOP video to obtain background knowledge on the 13 Colonies. Students will engage in and complete online activity and vocabulary to reinforce their background knowledge. After watching video click on activity tab do fill in the blank and think about it, when complete print out. Then go to the vocabulary tab and explain the terms in your own words.

Day 2

To activate prior knowledge of lesson one, I will begin this lesson with a BrainPOP video on community helpers I will ask students to discuss if they ever agreed to perform for someone and the compensation they received. Tell students they will learn more about work in the colonial America as they read the chapter.

http://www.brainpopjr.com/socialstudies/communities/communityhelpers/

We will read as a group out loud pages 202 – 204 stopping to discuss vocabulary words along the way as they come up.

Turn to page 204 to review Colonial jobs, (go to this link) for the online matching game to match each job with its description.

<a href="http://www.studystack.com">More educational activitites at StudyStack.com</a>

Day 3

Continue ready chapter from page 205 – 207 out loud in a group again stopping to discuss vocabulary words. Turn to page 205 in textbook or online textbook students will use map key to identify products that were produced in which of the three colonial regions on page 205 of text and write notes in their social studies notebook.

Turn to page 206 of textbook or online textbook in large group discussion students will draw a map to show the Colonial trade routes. Get out your markers or crayons white paper will be provided to draw map.

Summarize the lesson the students will read bullets out load and give an example for each point.

· In the 1700s, many young people in the colonies gained skills by working as apprentices.

· While many colonists were farmers, some men and women worked at a wide variety of other jobs.

· Triangular trade routes developed with Europe, Africa, and the West Indies.

· My accommodations for the diverse learner consist of: I will pair up my high learners with low learners so my high learns feel like they are the teacher helping out their partner while the low learner receives assistance if needed. Have available websites on the topic for the high learner. Work one on one with students that are having difficulties. Provide websites at different reading levels to accommodate all levels. I work with a student with vision issues so what we do for him is have larger font textbooks, enlarge his work sheets, enlarge letter stickers on the keys of his laptop and show him how to enlarge the text on his laptop with the ctrl+ keys. When students are using laptops I will be using a software program called insight to control and monitor students work. The way it works is I take control of all their computers and show them step by step how to accomplish each step along the way. You can also find directions on my website.

Michelle Rutan

Social Studies

Grade 5

Life In the English Colonies

Cities, Towns, and Farms

Duration two days

Lesson Plan Two

Standard 2: World History

Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.

· develop timelines by placing important events and developments in world history in their correct chronological order

Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.

· develop timelines by placing important events and developments in world history in their correct chronological order

Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

· classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic

Standard 3: Geography

Key Idea 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

· investigate why people and places are located where they are located and what patterns can be perceived in these locations

· describe the relationships between people and environments and the connections between people and places

· interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems

Standard 4: Economics

Key Idea 1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision–making, and the interdependence of economies and economic systems throughout the world.

· define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems

· understand how people in the United States and throughout the world are both producers and consumers of goods and services

· investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems

· describe how traditional, command, market, and mixed economies answer the three fundamental economic questions

Key Idea 2: Economics requires the development and application of the skills needed to make informed and well–reasoned economic decisions in daily and national life.

· present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions

The materials needed for this lesson are:

Computer

Social studies notebook and pencil

Social studies Scott Foresman online textbook “The United States” pages 210 - 214

The essential questions are:

Why do you need to be aware of the different environments you might live your life in some day?

Why do you need to be sensitive to the experiences of folks who live differently than you?

Lesson objectives

· to analyze the design of New England towns.

· compare and contrast life in the cities, towns, and farms.

The assessments of unit two will be:

The ability to use the technology to complete the online venn diagram by comparing and contrasting life in the cities, towns, and farms using readwritethink link. Answering the questions: How were their lives similar? How were they different? Students will work independently on this activity. Students will be able to determine the differences between living in a city, town, and farm.

http://www.readwritethink.org/files/resources/interactives/venn/

Day 4

The anticipatory set or the introduction to activate prior knowledge of lesson two, I will begin this lesson with a BrainPOP video on rural, suburban and urban I will ask students to think about what they would do on their first day if they moved to a new city or town. Tell students they will learn more about what it was like in early colonial cities, towns, and farms as they read the chapter.

http://www.brainpopjr.com/socialstudies/communities/ruralsuburbanandurban/

Students will engage in and complete online activity and vocabulary to reinforce their background knowledge. After watching video click on activity tab to find out if you are a city person or a country person. Write your answers down find out.

We will read as a group out loud pages 210 – 212 stopping to discuss vocabulary words along the way as they come up.

Day 5

Continue ready chapter from page 213 – 214 Cities, Towns, and Farms out loud in a group again stopping to discuss vocabulary words.

Now students will compare and contrast life in the cities, towns, and farms. The assessment of lesson 2 is to complete the venn diagram by comparing and contrasting life in the cities, towns, and farms, How were their lives similar? How were they different? using readwritethink link to create your graphic organizer, print when complete.

http://www.readwritethink.org/files/resources/interactives/venn/

Summarize the lesson the students by having them write down in their social studies notebook one advantage and one disadvantage to living in each place: city, town, and plantation. We will then discuss each other’s advantage and disadvantage.

My accommodations for the diverse learner consist of: I will pair up my high learners with low learners so my high learns feel like they are the teacher helping out their partner while the low learner receives assistance if needed. Have available websites on the topic for the high learner. Work one on one with students that are having difficulties. Provide websites at different reading levels to accommodate all levels. I work with a student with vision issues so what we do for him is have larger font textbooks, enlarge his work sheets, enlarge letter stickers on the keys of his laptop and show him how to enlarge the text on his laptop with the ctrl+ keys. When students are using laptops I will be using a software program called insight to control and monitor students work. The way it works is I take control of all their computers and show them step by step how to accomplish each step along the way. You can also find directions on my website.

Michelle Rutan

Social Studies

Grade 5

Life In the English Colonies

Everyday Life in the Colonies

Duration two days

Lesson Plan Three

STANDARD 1: History of the United States and New York

Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

· describe historic events through the eyes and experiences of those who were there.

Standard 2: World History

· measure time periods by years, decades, centuries, and millennia

Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

· investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history

· classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic, scientific, technological, and historic

Standard 3: Geography

· interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems

The materials needed for this lesson are:

Computer

Social studies notebook and pencil

Social studies Scott Foresman online textbook “The United States” pages 216 - 220

Link to quiz: http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

The essential questions are:

Why did colonial children not have much time for games?

What did many Jews and Christians who left Europe to come to the colonies have in common?

Why was reading such an important form of entertainment in the colonies?

Lesson objectives

· Explain what it was like to attend school in the colonies.

· Analyze the causes of religious diversity in the colonies.

· Identify foods that were popular in the colonies.

The assessments of unit three will be:

For students to take the online quiz and answer the following questions to reinforce what they learned.

How were schools in colonial times different from schools today?

Why was some of the English colonies home to people of many different religions?

Describe some common meals that a colonial family might enjoy.

Draw conclusions to why you think you would have liked the food in colonial times? Why or why not?

http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

Day 6

The anticipatory set or the introduction to activate prior knowledge of lesson three, I will begin this lesson with BrainPOP videos on school, religion

Tell students they will learn more about what it was like in everyday life in the colonial times as they read the chapter.

http://www.brainpopjr.com/socialstudies/communities/school/

http://www.brainpop.com/socialstudies/culture/religion/

We will read as a group out loud Everyday Life in the Colonies on pages 216 – 220 stopping to discuss vocabulary words along the way as they come up.

Day 7

Students will take the online quiz and answer the following questions to reinforce what they learned.

How were schools in colonial times different from schools today?

Why was some of the English colonies home to people of many different religions?

Describe some common meals that a colonial family might enjoy.

Draw conclusions to why you think you would have liked the food in colonial times? Why or why not?

Click on link and login to take the quiz there are four questions to answer, you must answer them all.

http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

Summarize the lesson by reviewing the answers to the quiz and discussing them.

Michelle Rutan

Social Studies

Grade 5

Life In the English Colonies

Slavery in the Colonies

Duration two days

Lesson Plan Four

STANDARD 1: History of the United States and New York

· understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives

· compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts

Standard 2: World History

· World history is covered in–depth at grade 6. Instruction on point of view and bias affords students the opportunity to meet this objective:

Standard 3: Geography

· present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer–generated models

STANDARD 4: Economics

Students will: use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision–making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Key Idea 2: Economics requires the development and application of the skills needed to make informed and well–reasoned economic decisions in daily and national life.

· develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions

· present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions

The materials needed for this lesson are:

Computer

Social studies notebook and pencil

Social studies Scott Foresman online textbook “The United States” pages 216 - 220

Link to quiz: http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

The essential questions are:

What conclusions can you draw about the talents and skills of enslaved people based on the kind of work they did??

What is one way that slavery in the North was different from slavery in the South?

Why was reading such an important form of entertainment in the colonies?

What valuable crop did enslaved people of West Africa show planters how to raise?

What hardships were enslaved Africans on Southern plantations forced to endure?

Lesson objectives

Compare slavery in different regions of the colonies.

Describe the skills that enslaved people brought to the colonies.

Explain how enslaved Africans were able to keep their traditions alive.

The assessments of unit four will be:

Students will be able to compare and contrast slavery in the different regions of the colonies by creating a venn diagram using readwritethink’s link on the laptops.

http://www.readwritethink.org/files/resources/interactives/venn/

Go to the message board and post your replies to the following questions:

What are some skills that enslaved people brought to the colonies?

How were enslaved Africans able to keep their traditions alive on plantations?

http://www.aldenschools.org/webpages/MRutan/messageboard.cfm?BoardID=3241&CatID=5362&r=0.477861950871

Day 8

The anticipatory set or the introduction to activate prior knowledge of lesson four, I will begin this lesson with a BrainPOP video on slavery. Tell students they will learn more about what it was like in everyday life in the colonial times as they read the chapter.

http://www.brainpop.com/socialstudies/ushistory/slavery/

We will read as a group out loud Everyday Life in the Colonies on pages 224 – 227 Slavery in the Colonies, stopping to discuss vocabulary words along the way as they come up.

Day 9

Students will compare and contrast slavery in the different regions of the colonies by creating a venn diagram using readwritethink’s link with a laptop.

http://www.readwritethink.org/files/resources/interactives/venn/

After completion go to the message board on my website and post your replies to the following questions:

What are some skills that enslaved people brought to the colonies?

How were enslaved Africans able to keep their traditions alive on plantations?

http://www.aldenschools.org/webpages/MRutan/messageboard.cfm?BoardID=3241&CatID=5362&r=0.477861950871http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

Summarize the lesson by going back to the message board to calibrate with two other students expressing your thoughts on the questions they answered. Do not tell them that they did a great job or you agree with them, but elaborate on the information that you learned from the text.

Michelle Rutan

Social Studies

Grade 5

Life In the English Colonies

Chapter review Integrating technology

Duration three days

Lesson Plan Five

Iste.nets Advancing Digital-Age Learning Standards

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

· apply existing knowledge to generate new ideas, products, or processes.

· create original works as a means of personal or group expression.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

· interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

· communicate information and ideas effectively to multiple audiences using a variety of media and formats.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

· locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

· evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

· identify and define authentic problems and significant questions for investigation.

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

· understand and use technology systems.

· select and use applications effectively and productively.

· troubleshoot systems and applications.

· transfer current knowledge to learning of new technologies.

The materials needed for this lesson are:

Computer

Social studies notebook and pencil

Social studies Scott Foresman online textbook “The United States” pages 202 - 227

Link to quiz: http://www.aldenschools.org/webpages/MRutan/myquiz.cfm

The essential questions are:

How do you know information is true?
How do you communicate effectively?
What does it mean to be a global citizen?
How do I learn best?
How can we be safe?

Lesson objectives

· Students will use knowledge obtained throughout unit to create a brochure to promote their town.

· Students will conduct research teacher selected web sites.

Students will use software and tools to generate brochure.

· Students will collaborate on Message Board providing peer-to-peer feedback.

The assessments of lesson five will evaluate student’s computer techniques and creativity to generate an attractive travel brochure promoting their town. Along with posting and collaborating with fellow students on the brochures they have created.

Day 10

The anticipatory set or the introduction to activate prior knowledge of lesson five, students will be shown travel brochures from various destinations as samples of what they are going to create. Students will be asked if they have ever used Microsoft Word to create a brochure before.

We will discuss what students know about copyright and plagiarism for background knowledge.

We will watch BrainPOP video that talks about copyright and plagiarism.

http://www.brainpop.com/english/writing/copyright/

http://www.brainpop.com/english/writing/plagiarism/

Day 11

Students will be directed to my website to search images for their project. Using insight I will demonstrate how to save an image to their HDrive so they can use it for their project.

Students will open a blank Word document to practice pasting images to a Word document. I will walk around to see who needs assistance.

Students will go to my website to download the template and save it to their HDrive.

Students will watch BrainPOP video. http://www.brainpop.com/english/writing/onlinesources/

Students will begin their research from websites provided on their hometown taking notes for their brochure. Using insight I will demonstrate how students will enter their text into the template. After demonstration I will walk around to see who needs assistance.

Day 12

Students will have this period to independently work on their projects as I walk around to assist in student’s questions and needs.

Students will print a copy to take home.

Students will upload their document to Voicethread, when all brochures are completed students will post messages to four other student’s projects leaving them constructive criticism.

Summarize the lesson with student‘s creativity and collaboration. Student’s effort and enthusiasm will shine through this project. If you had to make a brochure during Colonial times what would it be on.

How do you know information is true?

How do you communicate effectively?

What does it mean to be a global citizen?

How do I learn best?

How can we be safe?