| 
  • If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.

  • You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

View
 

1st Facts Design Project

Page history last edited by mdpalmer 14 years, 8 months ago

Summary of My Proposed Lesson

 

Understanding and interpreting structures, processes, and content will be the focus of my lesson.  By searching and gathering information on the Web, 5th grade students should come to several conclusions on the effects of Christopher Columba’s discovery. 

 

By finding and analyzing the answers of the Five basic Ws: who, what, where, why and when, students will create a digital project. Learning further than just facts, they will present to us their thoughts and understanding of contrasts, cause and effects of the Economics, Government, Family, Religion, Recreation, and Language effects at that time, in the exploration of the discovery of America. My students will have six weeks time to finish their project using the computer lab twice a week for a span of 45 min each.

 

Students have to find out how to research for the required material for their project.  They should know how to navigate the Web and use different web searchers.   After students find information they should know how to filter it and only select needed material to review and analyze.  They should be able to copy information and post credits.

 

Foundations

 

Literacy:

Understanding and interpreting structures, processes, and content will be the focus of my lesson. By searching and gathering information on the Web, 5th grade students should come to several conclusions on the exploration of Christopher Columba’s discovery. By finding and analyzing the answers of the Five basic Ws: who, what, where, why and when, students will create a digital project. Learning further than just facts, they will present to us their thoughts and understanding of contrasts, cause and effects of the Economics, Government, Family, Religion, Recreation, and Language effects at that time, in the exploration of the discovery of America. My students will have six weeks time to finish their project using the computer lab twice a week for a span of 45 min each.

 

 

Problem-Solving:

Students have to find out how to research for the required material for their project. They should know how to navigate the Web and use different web searchers. After students find information they should know how to filter it and only select needed material to review and analyze. They should be able to copy information and post credits.

 

 

Knowledge:

Disciplinary Structures: Students need to search and gather sufficient information for their project. Disciplinary Process: With the enough information gathered, students should be able to analyze this data and review brainstorming questions on economy, religion, family, ect of both the natives' and the explores' before and after the Discovery. Disciplinary Discourse: Students will come to conclusions of causes and effects and will create a digital presentation to expose them.

 

 

Using Information:

 

 

 

One of the basic skills I would like the students to learn is to research, find, sort and use information for their project.  Students will need to learn to use a range of information sources.  They will learn to see what is important to use for their project and what is not.  They will use this information to analyze, come to conclusions and create their project.

 

 

Search:

 

 

Students will be given a structured information search strategy; a list of all question that need to answer by researching them.  This questioner will help students,  clearly have defined the kind of information they need, and the most likely sources for such information and a search strategy. This quest or search will be some how a scavenger hunt in order to help them narrow their search.  Students will use Search Engines, Online Encyclopedias, and History Data Bases.

 

 

Sort:

 

 

Because of the immense quantity not all quality of information there is on the Web, information has to be sorted.   Because it is very difficult for our students to judge the validity of all the information they could gather, they will be given like a Scavenger Hunt project that will have a list of links that will help the students find, sort and judge.  The Scavenger Hunt will be like a “Pooh Step-by-Step” Guide for their information research.

 

 

Creating and Communicating:

 

 

This lesson is using “Integrated Approach”.  The students will learn searching skills in the content of several subject areas...  By working on this project students will learn transferable skills that integrate and give students skills for coping with real life situations.  By finding all the information on Christopher Columbus voyage, they will create concepts,   come to conclusions.

 

 

The students will need to present their project in class.  Students will use all the information they have gathered, their analysis of it, their conclusion and will communicate there findings and conclusion in their project.  They will use communication skills required.

 

 

Community:

By learning causes and effects on both sides of the story, the natives' and the explores' students should learn life long lessons.

 

Activities

Authentic Activities:

Authentic activity provides experience for subsequent activity. In order to identify authentic activities for the students will depend on a careful analysis of the kinds of things they need to do so solve problems. In this project, students will make believe they will be traveling to the new world to explore and stay to leave. They need to know what other explores have found out and fined different information in order to get prepared for their voyage to the New World.

 

 

Background Building Activities:

In selecting the activates for this project I have to think and prepare a leering environment that will provide them the opportunity to confront facts, ideas, and concepts, reface material, internet recourses. They have to find textbooks databases, I will create a project like a "Scavenger Hunt" where they will find clues to links, or links to clues where they will find all the information needed.

 

 

Constructing Activities:

My students will create a list of things they need to pack related to what they are used to and what is in the new country. They need to create some menus to see about their food. They also need to take security measures depending on the security of the new land and the arms they have. All this information is acquired through a scavenger hunt of person that is all ready in the new word and has tried to communicate to them through the media they have.

 

 

Sharing Activities:

Students will be separated into groups. When they have their list of baggage they need to take and their list of all their considerations and preparation they need to have, they will share it with other groups; having a discussion of why they need to pack or prepare for what they have discussed. Also in their discussion they will include administrative and ruling matters also.

 

Contents

Contents:

§113.7. Social Studies, Grade 5. (a) Introduction. (1) In Grade 5, students learn about the history of the United States from its early beginnings. Students use critical-thinking skills including sequencing, categorizing, and summarizing information and drawing inferences and conclusions. (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. (4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code, §28.002(h). (b) Knowledge and skills. (1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to: (A) explain when, where, and why groups of people colonized and settled in the United States; (8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to: (A) identify and describe the types of settlement and patterns of land use in the United States; (B) describe clusters of settlement in the United States and explain their distribution; (C) analyze the location of cities in the United States, including capital cities, and explain their distribution, past and present; and (D) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present. (9) Geography. The student understands how people adapt to and modify their environment. The student is expected to: (A) describe ways people have adapted to and modified their environment in the United States, past and present; (B) identify reasons why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; and (C) analyze the consequences of human modification of the environment in the United States, past and present. (10) Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to: (A) explain the economic patterns of various early Native-American groups in the United States; and (B) explain the economic patterns of early European colonists. (11) Economics. The student understands the reasons for exploration and colonization. The student is expected to: (A) identify the economic motivations for European exploration and settlement in the United States; and (B) identify major industries of colonial America. (12) Economics. The student understands the characteristics and benefits of the free enterprise system in the United States. The student is expected to: (A) describe the development of the free enterprise system in colonial America and the United States; (15) Government. The student understands how people organized governments in colonial America. The stud

 

To Do

To Do List:

My "To Do List"

 

1.- I need to write  a clear list of what exactly I would like the students to foucus on and learn.

 

2.- With this list I myself will start investingating via internet and comminc to find all the data required.  I will like the students to be able to find information reading biogrphies, novel, speeches, letters, peoetry. stories, seeing movies.

 

3.- While I discover myself all these, I will be keep track of all the searchers, and different tools   I encounterd to reach these findings.  (Nettracker, Google, National Geographic, ect)

 

4.- I will create questionar like a savenger hunt with al this findings and give it to the students to work.

 

5.- I will divide the students into grups giving each group pieces of the sca

nvenger hunt.  When they have found thier results students will get together to brains storm.  Consecuently they should be able to answer the original list of question, put it together and create a digital and theatrical presentation.

 

 

 

Contents:

 

 

. Social Studies, Grade 5.

(a) Introduction.

(1) In Grade 5, students learn about the history of the United States from its early beginnings.

Students use critical-thinking skills including sequencing, categorizing, and summarizing information and drawing inferences and conclusions.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies; novels; speeches and letters; and poetry, songs, and artworks is encouraged.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.

(4) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code, §28.002(h).

(b) Knowledge and skills.

(1) History. The student understands the causes and effects of European colonization in the United States. The student is expected to:

(A) explain when, where, and why groups of people colonized and settled in the United States;

(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

(A) identify and describe the types of settlement and patterns of land use in the United States;

(B) describe clusters of settlement in the United States and explain their distribution;

(C) analyze the location of cities in the United States, including capital cities, and explain their distribution, past and present; and

(D) explain the geographic factors that influence patterns of settlement and the distribution of population in the United States, past and present.

(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:

(A) describe ways people have adapted to and modified their environment in the United States, past and present;

(B) identify reasons why people have adapted to and modified their environment in the United States, past and present, such as the use of human resources to meet basic needs; and

(C) analyze the consequences of human modification of the environment in the United States, past and present.

(10) Economics. The student understands the basic economic patterns of early societies in the United States. The student is expected to:

(A) explain the economic patterns of various early Native-American groups in the United States; and

(B) explain the economic patterns of early European colonists.

(11) Economics. The student understands the reasons for exploration and colonization. The student is expected to:

(A) identify the economic motivations for European exploration and settlement in the United States; and

(B) identify major industries of colonial America.

(12) Economics. The student understands the characteristics and benefits of the free enterprise system in the United States. The student is expected to:

(A) describe the development of the free enterprise system in colonial America and the United States;

(15) Government. The student understands how people organized governments in colonial America. The student is expected to:

(A) compare the systems of government of early European colonists

(18) Citizenship. The student understands important customs, symbols, and celebrations that represent American beliefs and principles and contribute to our national identity

(D) describe the origins and significance of national celebrations such as Memorial Day, Labor Day, and Columbus Day.

(22) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

(A) identify significant examples of art, music, and literature from various periods in U.S. history; and

(B) explain how examples of art, music, and literature reflect the times during which they were created.

(23) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:

(A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in the United States;

(B) describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in the United States; and

(C) summarize the contributions of people of selected racial, ethnic, and religious groups to our national identity.

(25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about the United States and Texas;

(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

(C) organize and interpret information in outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

(D) identify different points of view about an issue or topic;

(E) identify the elements of frame of reference that influenced the participants in an event; and

(F) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

(26) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(C) express ideas orally based on research and experiences;

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

(E) use standard grammar, spelling, sentence structure, and punctuation.

(27) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:

(A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and

(B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

 

 

 

 

Comments (0)

You don't have permission to comment on this page.