Becky Pugh/ C.

Smith
Collaborative Lesson
5th Grade
5 days of 60 minutes
Standards:
AASL
1.3.1 Respect copyright/intellectual property rights of creators and
producers.
CCGPS

ELAGSE5W7: Conduct short research projects that use several sources

to build knowledge through investigation of different aspects of a topic.
ELAGSE5W2: Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus,
and group related information logically; include for matting (e.g.,
headings), illustrations, and multimedia when useful to aiding
comprehension.
GPS

SS5H8: The student will describe the importance of key people, events,
and developments between 1950-1975.
b. Explain the key events and people of the Civil Rights movement;
include Brown vs Board of Education (1954), the Montgomery Bus
Boycott, the March on Washington, Civil Rights Act, Voting Rights Act,
and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin
Luther King, Jr.

Objective:
The students will use laptops to research information for their Civil Rights
History Project. (The project will include a report and tri-board presentation)

Day 1:

The teacher and media specialist will work together to put together a
Copyright presentation for the students. They will use the website:
http://www.copyrightkids.org/ . They will present the presentation to
the students prior to students choosing their topic for their projects.
The teacher and media specialist will explain the rules Copyright.
After the presentation, the class will take the Copyright Challenge
located at http://www.copyrightkids.org/quizframes.htm .
The class will have a discussion about what Copyright means for our
project.

Day 2:

The students will be instructed today on how to properly site the

sources that they might like to use for their projects. The teacher will
use the website http://www.apastyle.org/ . The teacher will also provide
the students with a handout for them to reference as they are
working.
The students will use laptops to begin searching for information for
their projects. As they are finding information they will use the
handout to write out their sources they choose.
The teacher and media specialist will circulate around the room
checking the citations and correcting errors.
After working for 30 minutes, the class will review what they have
learned today.

Day 3 and 4:

Students will use laptops and print resources to research their projects.
The teacher and media specialist will circulate to make sure students
are citing sources correctly.

Day 5:

Students will take the information they have gained the last few days
and turn the information that they have gathered into a report using
the laptops. The teacher and media specialist will circulate to help
students as needed.

Day 6: (Weekend)

Students will use the day to work on finalizing their reports, printing
their reports and creating their tri-boards.

Once the students have completed their project they will be put on display in
the hallways for all to see.