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Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
Latin america lessons
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Latin america lessons

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  • 1. Latin American Research Project 5 th Grade Social Studies
    • These are a few lessons from the research project that will last for about six weeks.
    • A wiki will be used as well as animoto.com and any other new technology that the student would like to use.
    • Teacher - Darlene Skaee
  • 2.
    • Goals: Students will understand that where people live impacts how they live.
    • Objective: Students will know that there are many different countries in Latin America. Students will know about the maps, landforms, people, resources, climate, history, flag, and culture of one country as well as a comparison with at least one other country. They will use different sources to find their information and complete an end product to show what they have learned.
  • 3.
    • Prerequisite Behaviors: Students have already done some research on Canadian Provinces. They are familiar with the internet as well as some research strategies.
    • Accommodations For Special Needs Learners: Special needs students will work hand in hand with the rest of the students. I will tier questions and activities for all students based on their ability level. I will give some students more concrete organizers to help organize their thoughts and ideas.
  • 4.
    • Classroom Environment/Materials: The lesson will take place in a classroom where all students have a laptop at their disposal. They will each be given a wikispaces web address that I have set up for the project. They will also each be given a packet that lays out the whole project.
  • 5.
    • Outline of Lesson #1: I will begin by talking about what we have already learned about research. I will explain that we will be doing a research project to find out information about a particular country. I will direct the students to both the available books in the classroom as well as the wiki. www.latinamerica.wikispaces.com . I will demonstrate how the wiki works using the smartboard. After they have had an opportunity to look at the countries, they will choose the country they would like to research. I will hand out the packets containing the information the students are being asked to find as well as the expectations and criteria for their product. I will go over the rubric with them so they know what is expected.
  • 6.
    • Continuing Lessons: This project is expected to last for about six weeks. As the lessons continue, we will be addressing each of the objectives that the students will be expected to know. They will be asked to prepare items and answer questions based on Bloom’s Taxonomy as well as different learning styles. When finding out about their country’s natural resources, they can make a graphic organizer or their own representation. When we have the lesson on plants and animals, they can choose to make a collage, draw, write about or make a diorama showing the vegetation.
  • 7.
    • Continuing Lessons: The students will be asked to make a final product showing what they have learned. I will demonstrate how to set up a wiki. The students will all have an opportunity to set up their own including their country information. They will also be shown how to use animoto.com. They can use this if they want to set up a photo montage set to music to demonstrate what they have learned. In short, they can use any new technology they would like to show the class what they have learned about their country.
  • 8. New York State Standards
    • Standard 2:   World History
    • Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
    • Standard 3:   Geography
    • Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
    • 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 United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
    • Standard 5:   Civics, Citizenship, and Government
    • Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
  • 9. ISTE Standards
    • 1.Creativity and Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: 
    • a. apply existing knowledge to generate new ideas, products, or processes.
    • b. create original works as a means of personal or group expression.
    • c. use models and simulations to explore complex systems and issues.
    • d. identify trends and forecast possibilities.
    • 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: 
    • a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
    • b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
    • c. develop cultural understanding and global awareness by engaging with learners of other cultures.
    • d. contribute to project teams to produce original works or solve problems.
    • 3.Research and Information Fluency  Students apply digital tools to gather, evaluate, and use information. Students: 
    • a. plan strategies to guide inquiry.
    • b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
    • c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
    • d. process data and report results.
  • 10. ISTE Standards (Cont.)
    • 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: 
    • a. identify and define authentic problems and significant questions for investigation.
    • b. plan and manage activities to develop a solution or complete a project.
    • c. collect and analyze data to identify solutions and/or make informed decisions.
    • d. use multiple processes and diverse perspectives to explore alternative solutions.
    • 5.Digital Citizenship  Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: 
    • a. advocate and practice safe, legal, and responsible use of information and technology.
    • b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
    • c. demonstrate personal responsibility for lifelong learning.
    • d. exhibit leadership for digital citizenship.
    • 6.Technology Operations and Concepts  Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: 
    • a. understand and use technology systems.
    • b. select and use applications effectively and productively.
    • c. troubleshoot systems and applications.
    • d. transfer current knowledge to learning of new technologies.
  • 11. Rubric 0 Met No Expectations 1 Met Some Expectations 2 Met Most Expectations 3 Met Expectations 4 Exceeded Expectations Quality of Presentation 0 Met No Expectations 1 Met Some Expectations 2 Met Most Expectations 3 Met Expectations 4 Exceeded Expectations Variety of Materials 0 Met No Expectations 1 Met Some Expectations 2 Met Most Expectations 3 Met Expectations 4 Exceeded Expectations Quality of Thought 0 Met No Expectations 1 Met Some Expectations 2 Met Most Expectations 3 Met Expectations 4 Exceeded Expectations Quality of Research 0 Met No Expectations 1 Met Some Expectations 2 Met Most Expectations 3 Met Expectations 4 Exceeded Expectations Habits of Mind

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