2. Summary of Lesson:
Students will engage in project where they will be creating a webquest on the Maya,
Aztec, and Incas. The tasks they need to complete will be to create a map and identify
and label where the Incan, Mayan, and Aztec Empires were located. Students will also be
creating a timeline for each civilization showing important events from the beginning to
the end of each civilization. Students will also be responsible for answering each of the
following questions:
1. Which of the 3 civilizations would you have wanted to live in? Give at least two
reasons why.
2. Of the two civilizations you wouldn’t want to have lived in, give one reason for
each why you wouldn’t have wanted to live in either of those.
3. Students will also be completing a paragraph for each civilization on different
aspects of the civilization such as (religion, science, geography, food, music,
games, etc)
Audience Analysis:
3. Category Description of Learners
Age Group 4th graders ranging in age from 8-10 years old
Technology Basic internet research skills
Abilities The majority of incoming students have experience with Word, and
Power Point.
Within our curriculum, more advanced tools are taught within these
fundamental programs.
Characteristics The course is an advanced fourth grade Social Studies class whereas
students become eligible through standard test scores and grades (NOT
technology skills).
Since these students may not obtain strong technology skills, baseline
technology tools will need to be introduced.
Usually honors students catch on quickly and will not require extensive
instruction or practice time.
Appropriate Students will be expected to establish a good rapport with other
Interactivity participating students through both written and verbal communication.
Interactivity will require the practice of: Web safety, teamwork, digital
citizenship, and accountability.
Tasks Set-up and operate through a Web-based webquest
Required Research information
Collaborate, brainstorm and share knowledge of information on Maya,
Aztec, and Inca’s
Physical Students will have use of a personal computer in the schools computer
Environment lab.
For collaborative work, small group settings can provide the option of
one-to-one computer, pairing, or teams with role assignments.
Although the classroom environment will vary, a structured routine will
be established so students know what will be expected of them.
Modifications Hearing Impaired:
Assistive learning systems, speech to text software, emails, overhead
visuals
Visually Impaired:
Text to speech software, voice recognition software, enlarged computer
screen, optical character reader/voice output
Behavioral:
Specialized software and programs, tap into strengths, project-based
learning, safe and comfortable environment
Lower Functioning:
Provide practice time, break tasks into smaller steps, scaffold new
information, pair with more experienced students
Audience Time Management – Provide clear expectations, set deadlines, keep
Constraints students on task, be realistic.
Comprehension/Familiarity of Programs – Use tutorials, allow practice
time when introducing new tools and skills, provide visual and verbal
instruction
Server Down – Always have a back-up plan (without technology access)
that will continue to develop aspects of the project
