Tuesday November 06, 2007
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Tuesday November 06, 2007
Thanksgiving Day Holiday Webquest
Kelly Maxwell
ECI 525 Contemporary Social Studies Project
Location ? Smith Elementary School, Raleigh, NC
Mrs. Stallings 1st grade class (1 - 40 minute Social Studies lesson)
November 19 ? 20, 2007 *tentative dates
Objectives - NC Standard Course of Study ? 1st grade Social Studies
Competency Goal 4 - The learner will explain different celebrated holidays and special days in communities.
4.01 Recognize and describe religious and secular symbols/celebrations associated with
special days of diverse cultures.
4.03 Recognize and describe the historical events associated with national holidays.
Competency Goal 5 - The learner will express geographic concepts in real life situations
5.02 - Investigate key features of maps
Goals ? The students will be able to:
1. The journey the Pilgrims took on the Mayflower as they came to America
2. Understand the reasons why the Pilgrims came to America
3. Why we celebrate Thanksgiving Day
4. Culture and daily life on Plymouth Rock
Materials -
1. Computer with internet access
2. Projector
3. Evaluation handout for each student
Process -
The teacher will create a Webquest site to present a multimedia presentation to help 1st grade students learn about the Mayflower Pilgrims coming to America and the reasons why we celebrate the Thanksgiving Day holiday. The teacher will begin by discussing with the class their ideas on believes about Thanksgiving and why we celebrate the holiday. Then the teacher will introduce the concept of the Pilgrims and there adventure to America on the Mayflower to the students. Then give the students the opportunity to share in what they believe the Pilgrims did and any information they may know about the Pilgrims.
Once these concepts have been introduced the teacher will then use the webquest to show the students a couple of website that can give them a visual of the journey the Pilgrims took on their way to Plymouth Rock. The teacher will explain how many days the journey took, and then explain to them the rationale of the time it takes in modern time. Once the students understand how and why they came to America the teacher will then continue presenting the webquest and show them the concepts of directions that the pilgrams would have taken on their voyage.
The last part of the webquest will be to introduce the students to life on Plymouth Rock as the pilgrims lived. This would help the students understand life and culture of the area in the 1600?s. By presenting them with jobs and dress that were a part of everyday life on Plymouth Rock, it would allow them the opportunity to understand the differences in life between the Pilgrims and modern day.
The lesson will then wind down by having the teacher lead a discussion about what the students learned from the presentation. The teacher will encourage the students to play a role play situation of them taking the identity of a pilgrim, and write down three different things that they would do if they were Pilgrims.
Evaluation
The students will be evaluated by their participation during the presentation. They will also be presented with a worksheet for the students to fill in the answers to given questions to determine how much they learned. The teacher will also use the students role playing answers to determine how successfully the students were able to comprehend the reasons we celebrate Thanksgiving and the role the pilgrims played in the creation of the holiday.
Websites:
Introduction
http://www.scholastic.com/scholastic_thanksgiving
Voyage
http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm
Daily Life
http://www.scholastic.com/scholastic_thanksgiving/daily_life/index.htm
21st Century Skills
Thinking/Problem Solving
Critical Thinking
Communication
Google Maps Lesson Plan
NCSCOS
Grade 3 Social Studies Objectives
Competency Goal 4: The learner will explain geographic concepts and the relationship between people and geography in real life situations.
4.01 Distinguish between various types of maps and globes.
4.02 Use appropriate source maps to locate communities.
4.03 Use geographic terminology to describe and explain variations in the physical environment as communities.
Competency Goal 6: The learner will recognize how technology is used at home, school, and in the community.
Student Objectives
1) To define direction words.
2) To use direction words (north, northeast, east, southeast, south, southwest, west, and northwest) and approximate distance to locate places in the treasure hunt.
3) To use Google Maps to locate local landmarks using clues.
Materials
1) A computer for each student or each pair of students.
2) Recording sheet.
3) Pre-made URL (http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1) It may be necessary to log on to computers before the lesson and put this in the bookmarks.
Statement of Objectives
TWS (the teacher will say): Today we are going to use our knowledge of direction words to locate areas on a map using Google Maps. Google Maps are maps of real places that can be written on on the Internet. You could even make one. For our activity today I have made a map of our local area. You may see places on the map that you have been to before, such as Pullen Park, the Science Museum, and Crabtree Valley Mall). You could be told which direction to go or you may be asked to tell me the direction you will have to travel.
Procedure
1) TWS: Before we begin, what are our direction words? (Ask for student volunteers or call on students. North, northeast, east, southeast, south, southwest, west, and northwest).
2) TWS: Who can write the direction on the compass rose on the board? (draw a rose on the board and ask students to fill it in).
3) TWS: Now we are going to use Google Maps to practice using these direction words. You may look at the board if you need to for help. Using the Internet Browser type in http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1 (or go to bookmarks). Before you begin the scavenger hung click on ?Hybrid? in the top right corner of your map. This will allow you to see the road names as well as a satellite image of the area.
4) TWS: We will start our scavenger hunt here at school. Find Barwell Road Elementary school on the map. It is the one furthest to the southeast. Click on the blue marker. It looks like an upside down raindrop. When you click on it a dialogue box will pop up with the title of the location, a description, and a clue for your next stop. (If you have a projection screen available show this to the students. Otherwise, walk them through the process once they all have their own computers).
5) Read the first clue aloud to the students: ?Travel northwest along Rock Quarry Road, And you will find a rockin? place. You?ll need a ticket to get in, But you?ll see singers face to face.? Discuss using the compass rose and think about places in the area that could be described by the clue. Maybe go to another place that is in the same direction and discuss why that location may not be a good answer (for instance, going to the capitol building is also northwest but it is not off of Rocky Quarry Road and you would not likely see singers there).
6) Locate the first stop, Walnut Creek Ampitheater, and read the next clue. Demonstrate how to record your first stop on the recording sheet. Instruct students to use the directions and the clues to locate all the places on the scavenger hunt and to record their answers.
7) Students will navigate the remainder of the scavenger hunt independently or with partners. TTW (the teacher will) circulate the room and monitor student understanding.
Closing
TWS:
? Now that you have completed the scavenger hunt, tell me some of the things you had to know in order to find the locations. (direction words, facts about Raleigh, knowledge of communities and public places).
? Were there places you recognized?
? Were there places you did not recognize?
? How is the Google Map different from a paper map?
Assessment
1) Informal assessment: Teacher monitoring
2) Formal assessment: Completed recording sheets
Recording Sheet Sample: answers:
Start: Barwell Road Elementary School
Stop 1: _________________ Walnut Creek Ampitheater
Stop 2: _________________ RDU International Airport
Stop 3: _________________ Crabtree Valley Mall
Stop 4: _________________, _________________ RBC Center, travel southwest
Stop 5: _________________, _________________ Pullen Park, travel southwest
Stop 6: _________________ Cameron Village
Stop 7: _________________ Legislature Building
Stop 8: _________________ Capitol Building
Stop 9: _________________ Museums
Stop 10: ________________, _________________ Barwell Road Elementary,
travel southwest
Posted by akhager ( Nov 06 2007, 04:12:22 PM EST ) Permalink Comments [0]
Google Maps Scavenger Hunt Lesson
By Alice Hager
By Alice Hager
NCSCOS
Grade 3 Social Studies Objectives
Competency Goal 4: The learner will explain geographic concepts and the relationship between people and geography in real life situations.
4.01 Distinguish between various types of maps and globes.
4.02 Use appropriate source maps to locate communities.
4.03 Use geographic terminology to describe and explain variations in the physical environment as communities.
Competency Goal 6: The learner will recognize how technology is used at home, school, and in the community.
Student Objectives
1) To define direction words.
2) To use direction words (north, northeast, east, southeast, south, southwest, west, and northwest) and approximate distance to locate places in the treasure hunt.
3) To use Google Maps to locate local landmarks using clues.
Materials
1) A computer for each student or each pair of students.
2) Recording sheet.
3) Pre-made URL (http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1) It may be necessary to log on to computers before the lesson and put this in the bookmarks.
Statement of Objectives
TWS (the teacher will say): Today we are going to use our knowledge of direction words to locate areas on a map using Google Maps. Google Maps are maps of real places that can be written on on the Internet. You could even make one. For our activity today I have made a map of our local area. You may see places on the map that you have been to before, such as Pullen Park, the Science Museum, and Crabtree Valley Mall). You could be told which direction to go or you may be asked to tell me the direction you will have to travel.
Procedure
1) TWS: Before we begin, what are our direction words? (Ask for student volunteers or call on students. North, northeast, east, southeast, south, southwest, west, and northwest).
2) TWS: Who can write the direction on the compass rose on the board? (draw a rose on the board and ask students to fill it in).
3) TWS: Now we are going to use Google Maps to practice using these direction words. You may look at the board if you need to for help. Using the Internet Browser type in http://maps.google.com/maps/ms?ie=UTF8&hl=en&msa=0&msid=112424020441186136389.00043e1ff7957adba7c7a&z=4&om=1 (or go to bookmarks). Before you begin the scavenger hung click on ?Hybrid? in the top right corner of your map. This will allow you to see the road names as well as a satellite image of the area.
4) TWS: We will start our scavenger hunt here at school. Find Barwell Road Elementary school on the map. It is the one furthest to the southeast. Click on the blue marker. It looks like an upside down raindrop. When you click on it a dialogue box will pop up with the title of the location, a description, and a clue for your next stop. (If you have a projection screen available show this to the students. Otherwise, walk them through the process once they all have their own computers).
5) Read the first clue aloud to the students: ?Travel northwest along Rock Quarry Road, And you will find a rockin? place. You?ll need a ticket to get in, But you?ll see singers face to face.? Discuss using the compass rose and think about places in the area that could be described by the clue. Maybe go to another place that is in the same direction and discuss why that location may not be a good answer (for instance, going to the capitol building is also northwest but it is not off of Rocky Quarry Road and you would not likely see singers there).
6) Locate the first stop, Walnut Creek Ampitheater, and read the next clue. Demonstrate how to record your first stop on the recording sheet. Instruct students to use the directions and the clues to locate all the places on the scavenger hunt and to record their answers.
7) Students will navigate the remainder of the scavenger hunt independently or with partners. TTW (the teacher will) circulate the room and monitor student understanding.
Closing
TWS:
? Now that you have completed the scavenger hunt, tell me some of the things you had to know in order to find the locations. (direction words, facts about Raleigh, knowledge of communities and public places).
? Were there places you recognized?
? Were there places you did not recognize?
? How is the Google Map different from a paper map?
Assessment
1) Informal assessment: Teacher monitoring
2) Formal assessment: Completed recording sheets
Recording Sheet Sample: answers:
Start: Barwell Road Elementary School
Stop 1: _________________ Walnut Creek Ampitheater
Stop 2: _________________ RDU International Airport
Stop 3: _________________ Crabtree Valley Mall
Stop 4: _________________, _________________ RBC Center, travel southwest
Stop 5: _________________, _________________ Pullen Park, travel southwest
Stop 6: _________________ Cameron Village
Stop 7: _________________ Legislature Building
Stop 8: _________________ Capitol Building
Stop 9: _________________ Museums
Stop 10: ________________, _________________ Barwell Road Elementary,
travel southwest
Posted by akhager ( Nov 06 2007, 04:12:22 PM EST ) Permalink Comments [0]
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My contemporary teaching in social studies lesson will be used with my third grade students. We will use Google Earth to research environmental issues located in different regions in the world. Students will locate different places and observe how different communities around the world are making a difference to help the environment.
Objectives: Students will be able to identify environmental issues globally.
Students will be able to use an online program to enhance their knowledge of both computers and environmental issues.
Students will be able to compare and contrast different communities around the world.
Students will research environmental issues.
Students will be able to brainstorm solutions to resolve environmental issues
21st century skills that will be addressed include: understanding the role of media in society, exercising sound reasoning in understanding and making complex choices, understanding the interconnections among systems, ability to frame and solve problems, staying open to new ideas and perspectives, transforming learning from one domain to the other, exercising personal responsibility, acting responsible with the interests of the larger community in mind, demonstrating ethical behavior
Materials Required: Google Earth, Laptop, LCD projector
Day 1: I will introduce the different environmental issues that are occurring globally by showing students pictures from www.timemagazine.com. I will than introduce the key vocabulary that is needed in order to understand the content of the lesson. We will discuss the consequences and resolutions to these issues. Students will identify possible concerns in North Carolina and brainstorm a list of solutions. We will use this list to compare and contrast the results after we collect data using Google Earth.
Day 2: Using the LCD projector, I will show students how to navigate Google Earth. We will explore earth.google.com/scholastic to access places around the world that are involved in committing themselves to environmental issues. As a whole class, we will explore different places around the world and observe how they are making a difference to help the environment. As we navigate, students will take notes on what the different areas are experiencing and their plans to create solutions. Students will organize their notes in an orderly fashion and compare notes with a partner.
Day 3: Students will reflect on what they learned from the previous day. They will share their reflections in their research groups. We will discuss the differences in communities we looked at and what they are doing to help change the world. We will then brainstorm a new list of solutions to help the environmental issues in North Carolina. Students will develop a plan and create a brochure that raises awareness of environmental issues. The brochure will include a description of an environmental issue in North Carolina and a potential solution to the problem.
Closing/Assessment:
I will close the lesson my having students share their brochures. Their final product will be an assessment of what they learned about developing solutions. During the lesson, students will compare and contrast the different geographical regions and the different environmental issues/solutions that e is characteristic to each region. I will use this to assess their knowledge in distinguishing the differences.
Extension Activity:
Google Earth will be at the computer center for students to explore during center rotations. They will be able to locate different areas independently and research their own topics such as climate change, historical monuments and landmarks, etc.
Posted by crcantel ( Nov 06 2007, 11:14:51 PM EST ) Permalink Comments [0]