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FRIT 8530: Spring 2012

Stephanie Wohl Technology Integration Lesson Plan FRIT 8530 Spring 2012

FRIT 8530: Spring 2012





Stage 1- Desired Results

Georgia Performance Standards Standard: SS4H2- The student will describe European exploration in North America: a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French and English explorations of John Cabot, Vasco Nez de Balboa, Ponce de Len, Christopher Columbus, Henry Hudson, and Jacques Cartier. b. Describe examples of cooperation and conflict between Europeans and Native Americans. STANDARDS FOR THE 21st-CENTURY LEARNER GOALS Standard 1. Inquire, think critically, and gain knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicators 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding Benchmarks 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicators 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. Self-Assessment Strategies Indicators 1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed. CONNECTION TO COMMON CORE STANDARDS Students will research to build and present knowledge. 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic 8. Gather relevant information from print and digital sources; take notes and

FRIT 8530: Spring 2012 categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Understandings: Explanation: What do you know of the European Exploration? How did the discovery of the New World create opportunities for many people? Interpretation: How did conflict and cooperation, or lack of cooperation, affect the relationship between the Europeans and Native Americans? Application: How can we use this knowledge of past conflict, cooperation and negotiation in our lives today? How can we use the knowledge weve acquired to overcome prejudices? Can you chart your explorers route out on a map? Perspective: What are the different points of view between the Native Americans and the explorers? How does this look from an objective point of view? Empathy: What would it be like to be a Native American in the 1400s? What would it be like to be an explorer on a large ship looking for a new world? Self-Knowledge: What do you, the student, know about the European Exploration? Can you actively self-assess and self-regulate while working in a group situation? Can you use technology ethically and responsibly? Related Misconceptions: Explorers and Native Americans were accepting of one anothers cultures and beliefs. Trades between the Old and New Worlds were with out conflict and everyone prospered. Europeans believed that the world was flat. Essential Questions: Overarching Questions: What were the motivating factors for exploration? What were the positive and negative consequences of exploration to the Americas? How did the explorers cooperate with the American Indians? Why is it important to do research? Student Knowledge Key vocabulary terms: explorer, indigenous, compass, navigate, Topical Questions: What actions might the explorers taken to see that their relationship with the Native Americans turned out differently? Did the Europeans explorations lead to opportunities for the Native Americans or hardships? Student Skills Use research skills to find out about explorers

FRIT 8530: Spring 2012 latitude, longitude, scurvy, conquistadors, plague, conflict, colony, colonist, cooperate, sequence, negotiate Key Facts about the exploration of John Cabot, Vasco Nez de Balboa, Ponce de Len, Christopher Columbus, Henry Hudson, and Jacques Cartier Travel Routes of the explorers Use computer skills to complete PowerPoint presentation Express their findings orally and in writing Listen to and use information from a video podcast about European explorers

Stage 2- Assessment Evidence

Students will be pre-assessed by answering the questions during the first lesson. Questions will reveal pre-existing knowledge of early exploration to the New World. (Facet 1: Understanding: Explanation) Students will engage in metacognition and effectively self-regulate using the Student Self-Evaluation. (Facet 6: Self-Knowledge) Students will be assessed through the teacher created rubric. This rubric provides evidence that students will effectively interpret relevant information, apply knowledge and place facts in context (Facet 2: Interpretation, Facet 3: Application, Facet 4: Perspective) Students will be assessed informally through observation and discussion. Students will be given the pre-assessment questions again as a post-test to evaluate what knowledge has been gained. (Facet: 1 Understanding) Students will be given a vocabulary quiz over key terms discussed throughout the unit. (Facet 3: Application)

Stage 3: Plan Learning Experiences

Week 1: Session 1 1. Begin with an entry questions. What do you know about how our country was discovered? How many countries were involved in the discovery of America? What were the Europeans the reasons for the explorations? H, pre-test 2. Students will be instructed by the library media specialist to go to the prepared Google site and watch the video podcast, Early European Explorers. H, W, T 3. The LMS will lead a large group discussion on the explorers. Essential Questions will be asked: What might have lead to the explorations? What were some of the obstacles met during the explorers travels? What were the reactions to the Native Americans? H, W, E 4. Introduce key vocabulary terms needed for the various learning activities. E 5. Students will be given a K-W-L chart to complete for the next session. The chart

FRIT 8530: Spring 2012 can also be found on the Google site. W, E, T Week 2: Session 2 1.LMS will review last previous weeks session and discuss K-W-L charts with students. R, E2 Teacher will collect charts to look for misunderstandings.) 2. Students will be instructed to got the Google site and watch the second podcast, Creating a PowerPoint Review. R, E 3.LMS will discuss the assignment with the students. The assignment can also be found on the Google site. W, E, T 4. LMS will direct students to link on Google site where they can practice their key terms using interactive flashcards and take practice quizzes. E, E2, O 5. Students will be asked to begin their research project. W, T, O Week 3: Session 3 1. As a large group, class will discuss and reflect on the previous week/session. R 2. LMS will group students together by different explorers. Students will do small group compare and contrast discussion activity sharing what they know about their explorers with the group. W, T, O 3.Students will be given class time to research their explorers and work on their Power Point presentations. Students will continue to keep them on track. W, R, E2, T, O Week 4: Session 4 1. Students will be given a vocabulary quiz to assess their understanding of key terms defined during discussions, research and readings. W, R, E2 2. Students will be given this session to finish up their PowerPoint presentations so they are ready to present for the next class. Self-Evaluations must be completed and ready to turn in. E, R, E2 3. Students that have completed their presentation may begin the extended lessons found on the Google site. T Week 5: Session 5 1. Students will present their Power Points to the class. The teacher will collect selfevaluations. The pre-test questions will be asked again to re-evaluate what the students have learned. W, R, E, T Extended Learning Activities:

FRIT 8530: Spring 2012 Activity 1 1. Go to the site 2. Using this webquest, following the instructions for the explorer treasure hunt. W, O Activity 2 1. Ask yourself about a place you would love to explore. You should consider the following questions: Why do you want to explore or visit this place? How will you get there? How long will it take? What will you need to bring? What plants, people, animals, and physical features will you see along the way? And once you arrive at your destination? You are to plot your destination on a map at and share your answers with your classmates. T, W You will find both of these activities on the Google site. Notes to the Instructor The LMS will meet with the 4th grade students for one 60-minute session weekly. The European Explorers UbD learning activities are used in conjunction with the Georgia Performance Standards, Common Core Curriculum and 21st Century Standards. The bold letters that appear after each activity all have a purpose. The set of letters code WHERETO and are as follows: W- Where are we headed? What? Why? H- Hook E- Equip students with key ideas R- Rethink and Revise E2- Evaluate T- Tailored/Personalized for the individual O- Organized for effective learning

FRIT 8530: Spring 2012

All About Explorers. Explorers: A to Z. Retrieved from Bio.truestory. (2010). Retrieved from EyeWitness to History. (2004). Christopher Columbus Discovers America, 1492. Retrieved from Core Knowledge Foundation. (2012). Common Core State Standards. Retrieved from Kennesaw State University. (2012). Explorers. Retrieved from

Explorers. Christopher Columbus. (2012). Retrieved from

Library of Congress. (n.d.) 1492: An Ongoing Voyage. Retrieved from The Mariners Museum. (n.d.) Exploration Through the Ages. Retrieved from (2012). Explorers of the Millennium. Retrieved from

The National Archives Experience. (n.d.)Retrieved from