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This document outlines a three-week unit plan for a fifth grade class to research and learn about significant events and people in history. Students will interview someone about an important time in history and then research that era. They will utilize technology, books, and other materials to research and compile information for a presentation. Throughout the unit, students will participate in discussions, receive instruction on research and interview skills, work independently on their projects, and provide self and peer assessments. The goal is for students to understand the importance and significance of history.
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2. Students will use online resources to research and record information about assigned topics using graphic organizers. They will then create group presentations to share their findings with the class.
3. This research aims to prepare students with background knowledge on topics in the novel to enhance their understanding and analysis of characters and events.
Integrating 4 cs into teaching
This document discusses integrating critical thinking and the other "4Cs" (communication, collaboration, and creativity) into teaching. It provides definitions and examples of how each "C" can be developed to prepare students for the 21st century. The document outlines 10 specific ways that technology can be integrated to teach each of the 4Cs, with examples for different grade levels and subjects. The examples focus on having students conduct research, analyze information from different perspectives, solve problems collaboratively, and use digital tools to communicate and present their work.
1. art at the heart of middle school
This document provides an overview of day two of a professional development program for middle school teachers on integrating art into social studies and language arts lessons. The day includes an "Art Talk" activity where teachers analyze paintings, an "Artifact Boxes" activity where they examine primary sources using close looking techniques, and a "Smart Art" session on finding educational resources online and understanding copyright. The document outlines several of the program organizers' top ten ways that art can enhance middle school academics, including using art to deepen understanding of history, study technological developments, interpret meanings, and address different learning styles. It provides examples of lessons and resources for photographers, the development of photography, and informational texts about artists.
Morris d information literacy pathfinder lesson plan
This document provides an overview of an 8th grade library lesson on literature genres that is connected to state and national standards. Students will work in cooperative groups to identify characteristics of different genres using sample passages. They will then read a book of their choice from genres like fantasy, mystery, or science fiction over 3 weeks. As a final product, each student will independently create a bookmark and book review applying genre characteristics and including text-based evidence from their chosen book. The lesson and final products will be assessed by the teacher and librarian.
Thematic Unit
This document provides guidance for planning an integrated thematic social studies curriculum unit. It discusses addressing relevant history/social science and Common Core standards. It emphasizes choosing an appropriate theme that is developmentally appropriate and allows for hands-on learning. It provides examples of potential themes for different grade levels, such as continuity and change, California history, US history, and world history. It also provides guidance on developing unit objectives, field trips, lessons, assessments, and adapting instruction for student diversity.
Fys syllabus
This document provides information about a First Year Seminar course at Marshall University. The course is titled FYS 100 and will be held during the summer of 2012. It will focus on developing critical thinking skills through discussion, problem solving, writing and reflection. Key topics will include multicultural issues and different domains of critical thinking. Students will complete activities involving the arts, sports, debates and more. Assessment will be based on participation, presentations, a research paper and other assignments. The goal is to help students learn effective thinking patterns to support their academic success.
Pbl learning-plan-humss-ucsp
This PowerPoint presentation entails the Project-based learning incorporated with the learning scheme of Social Studies
Humanities and Social Science (PBL, Learning Plan)
Through the use of apposite technologies, students will be able to identify and gain deeper understanding of the various aspects of culture, and analyze how it affects other cultures.
Pbl learning-plan-humss-ucsp
This document outlines a project-based learning plan focused on culture and society. The plan aims to help students identify and understand various aspects of culture, appreciate cultural differences, and demonstrate literacy skills in studying other cultures. Students will learn about defining culture from anthropological and sociological perspectives. They will explore aspects of culture like being dynamic, shared, learned through socialization, and requiring communication. To do this, students will participate in icebreaker activities to find similarities and differences between their own families. They will also complete a KWL chart about culture and have an interactive discussion with visual aids. Finally, students will research and present on the aspects of culture of a chosen society through a digital group project and culture interview.
Humans of huntington
This lesson plan outlines an activity for an AP Psychology class on social psychology. Students will create a "Humans of Huntington" project by interviewing and photographing 5 strangers, then uploading the photos and captions to a platform for other students to view and provide feedback. The goals are for students to appreciate individual differences and social psychology concepts like stereotypes. Students will use mobile devices and online platforms, and alternatives will be provided for those without technology access. Assessment involves uploading work, peer feedback, and a written reflection.
Humans of huntington
This lesson plan outlines an activity for an AP Psychology class on social psychology. Students will create a "Humans of Huntington" project by interviewing and photographing 5 strangers, then uploading the photos and captions to a platform for other students to view and provide feedback. The goals are for students to appreciate individual differences and social psychology concepts like stereotypes. Students will use mobile devices and online platforms, and alternatives will be provided for those without technology access. Assessment involves uploading work, peer feedback, and a written reflection.
9 26-2011 content of ss, objectives, mi, pbl (rev 9-25-2011)
The document outlines key theories and methods for teaching social studies, including constructivism, the banking model of education, and anticipatory sets. It discusses using methods like the expanding environment approach, Bloom's taxonomy, and the 10 themes of social studies to guide lesson planning. Sample lessons integrate themes like culture, time and change, and geography.
Final project creatingyourownculture
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
Final project creatingyourownculture
This document outlines a 5-session unit plan for a 5th grade inclusion class to create their own cultures. In session 1, students will brainstorm and design the key aspects of their cultures in groups. Session 2-3 allows groups to create visual representations and write descriptions of their cultural aspects. Session 4-5 involves completing and presenting their projects, with feedback and assessment from the teacher. The goal is for students to understand the various elements that comprise a culture and how cultures can differ.
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Final Project
- 1. Jennifer Ghedini 604 Final Project Writing History Cultural and public influences- after interviewing a person about a significant time or event in history students will research the events of that time. Objective: Students (from class 5-413, fifth grade) will engage in various research methods to understand the significance of history in life. Duration of Unit: Approximately three weeks Prior Knowledge: Ability to utilize technology to research and compile material for presentation, Research methods, Competence in citation, Literacy Skills, Critical Thinking Skills, Learning Strategies, Personal Interaction & Civic Engagement Strategies. Materials: Computers, Pens, Pencils, Markers, Paper, Trade books, Expository Texts on History, and Biographies, Chart Paper, Rubrics, List of Websites to assist in with research. Procedures: • Students will be presented with the question “Why is it important for us to learn about history and historical events?” • They will be given five minutes to discuss with a peer their feelings. • Following their discussion time we will engage in a share aloud where answers will be posted on chart paper in the front of the room. • Afterwards they will be introduced to their task via PowerPoint which will include the steps necessary to accomplish their goal. • They will be given approximately five to ten minutes to brainstorm their project (the person they want to interview, questions, presentation, questions and concerns) • We will then partake in a question /answer segment where students with questions will have the ability to voice their concerns and add to the venues of presentation. • They will then be led through a sample project I have compiled and the various websites utilized to accomplish the goal. • Review of interviewing skills (journalism) will then be given • Children will be given ten minutes to comprise a list of questions, which will be checked by a classmate utilizing a rubric. • Day by day students will partake in the research and organization they need for their upcoming presentations. Assessment: Rubrics will be given to students following each task for them to self assess their progress
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