Instructional Unit.docx

8/2/2019 Instructional Unit.docx

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Name: Kelly Grimes

Class: EdSE 604- Teaching Social Studies and the Arts in General Education and Special

Education, Grades 1-6

Date: Spring 2012

Final Unit Project: What State Will You Visit?


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Instructional Unit/Final Project Overview

Title of Unit: What State Will You Visit?

Theme: The 50 States

Grade Level/Student Population Type: 5th grade General Education with Inclusion

Number of Sessions: 7 days- (Teacher talks and students break into groups while starting toplan, students research, students share ideas, start work sample, presentations.)

Overview of the Unit: Give a short summary of what the students will do in this unit:During this unit the students will work in groups to learn that our world is made up of different

states and what each state has to offer. They will learn the states history and other importantinformation they need to survive in another state. From this information they will create a travel

brochure. They will learn the types of environment and the elements that make up different

states and create a map from this information. They will present all the learned information tothe class with a brochure, map, and presentation.

and

For each of the items below, give a response that is from 1 to 5 or 6 sentences:

A) What is the theme of your project? The theme of my project is the 50 United States.

B) State the standards to which your theme is aligned (refer to actual sections of real

documents)

Social Studies:

Standard 3: Key Idea 1: Geography can be divided into six essential elementswhich can be used to analyze important historic, geographic, economic, and environmental

questions and issues. These six elements include: the world in spatial terms, places and regions,

physical settings (including natural resources), human systems, environment and society, and theuse of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)

Standard 3: Key Idea 2: Geography requires the development and application of

the skills of asking and answering geographic questions; analyzing theories of geography; andacquiring, organizing, and analyzing geographic information. (Adapted from: The National

Geography Standards, 1994: Geography for Life)

Arts:

Standard 1 - Creating, Performing, and Participating in The Arts: Key Idea:Students will make works of art that explore different kinds of subject matter, topics, themes, and

metaphors. Students will understand and use sensory elements, organizational principles, and

expressive images to communicate their own ideas in works of art. Students will use a variety ofart materials, processes, mediums, and techniques, and use appropriate technologies for creating

and exhibiting visual art works.


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Technology:

Standard 5 - Technology Education:Computer TechnologyKey idea:Computers, as tools for design, modeling, information processing, communication, and system

control, have greatly increased human productivity and knowledge.

C) Describe the Learning Product your students will create and through the creation ofwhich they will learn the content and skills youve identified as a goal. The students will

create a Travel Brochure with a Tourism Map for the state of their choice. While creating this

project the students will learn valuable information on other states they could possible visit oneday or they could have to write more about on a test one day.

D) What Social Studies content and/or skills will they learn from your project? They willlearn that our world is made up of different states and what each state has to offer. They will

learn the states history and other important information they need to survive in another state.They will learn the types of environment and the elements that make up different states. Students

will learn more about the cultures, foods, vacation spots, sports and interesting facts about other

states. The students will have to use the skills of researching, organizing, problem solving,writing, designing, planning, and working as a team.

E) What Arts content and/or skills will they learn from your project? They will have to draw

pictures of different feature in the environment or different things that attract people to that

particular state for their brochure if they choose. They can also use the computer and make abrochure in Microsoft word that they have to design with different elements of technology.

They will have to use different materials to create a map of their state with different land

features.

F) How might you determine if the students learn what youve intended them to?I will use

a class presentation and a scoring rubric that has what is required in the project. I could also

have a combined test using notes they take on other groups presentations.

G) How will technology be used? Will it be used by the teacher; the individual students orstudents work groups, the entire class? (Describe as practical) At first, the teacher will use

technology to show the students the assignment and an example that is already done. Theteacher will also show the students how to research on the internet. Then the students will

individually use the computer to research their chosen state. Next, the students have an option of

using the computer to create their brochures in small groups. Then as an entire class, thestudents could use a computer to present their brochure.
http://www.p12.nysed.gov/cte/technology/standards/computer.htmlhttp://www.p12.nysed.gov/cte/technology/standards/computer.htmlhttp://www.p12.nysed.gov/cte/technology/standards/computer.htmlhttp://www.p12.nysed.gov/cte/technology/standards/computer.html


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II) Flow Chart


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III) Mock Student Work Sample Part 1-


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Climate: summer months are the driest and

sunniest winter months usually bring more

rain Hawaii is fortunate in that it has a mild

and pleasant temperature throughout

the year

What to Pack or Wear: Men: Tropical Print Shirts with

Shorts and Sandals

Women: Tropical PrintDresses with Sandals or Tropical Print

Shirts and Capris with Sandals

Foods:Seafood and Shrimp trucks are

popularSome Dishes are as follows:

'poke' - tuna with sea salt and other

tasty seasonings, like kukui nut and green

pepper.

'lomi-lomi salmon' - a fresh dish of

diced tomatoes, salmon, and onions.

Kalua- it's an underground oven filledwith hot rocks and banana leaves, where a

whole suckling pig or turkey will be roasted

until tender

This is a picture of lomi-lomi salmon

Welcome to your Hawaii Vacatio

Dream!

Vacation Destination: Hawaii

Nickname: Aloha State

Transportation: Airplane

How Long it Takes to get There from New

York: Depending on departure city 9 to 17

hours

Size of State: 10,932 square miles (Hawaii

is the43rd biggest statein the USA)

State Capital: Honolulu

State Flower: Hibiscus

Also known as the Pua aloalo

State Flag:
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7/19

Hot Spots:

OahuThe Gathering Place-Volcanic peeks and green valleys-

Oahu is the most populated of all the

major Hawaiian Islands. With nearly

one million residents, it is home toHonolulu, Waikiki, Pearl Harbor,

and the states capital.

MauiThe Valley Isle-Extraordinary coral reefs, rainforests

and humpback whales that dominatethe waters are but a few defining

features of the place. KauaiThe Garden Isle- Most

impressive beaches around

Sports:Ironman- Hawaii also hosts two of

the top endurance events in the nation: the

World Ironman Triathlon Championship onthe Big Island and the Honolulu Marathon

on Oahu.FootballGolf

College Basketball

Surfing

Famous AthletesHawaiis sports notables include amateur golfer

Michelle Wie; boxing champion Brian Viloria; NFLstandouts Jason Elam, Pisa Tinoisamoa, Ashley

Lelie and Jeff Ulbrich; Major League pitchers

Jerome Williams, Justin Wayne and Tyler Yates;and NBA veteran Anthony Carter.

Fun Facts:

Barack Obama was born in Honolulu,Hawaii, on August 4, 1961 (the 44thUS)

Since weather can be so unpredictable

in Hawaii, keeping a small poncho wityou during hikes or other outdoor

activities might be a good idea.

If you invited to the home of a

Hawaiian person, it is customary to takwith you a small gift. Many people

choose to take a small food dish, such

as a dessert, when attending agathering. Even if you are simply

invited to attend an informal event, suc

as aParty Pokergames night, you

should still bring a small gift with youto give to the host

This brochure was created by Group 1:Kelly

Katie

Olivia

Brittney

Come Visit our State Please!

Just don't forget your flower necklace!
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


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III) Mock Student Work Sample Part 2:

**This can be done as a small group or alone. We are working in small groups so all the

information from the small group should be included.**

The students will choose a method to picking groups so the groups turn out fair. Example: names

out of a hat, numbering, picture cards, or just pick one friend and the teacher chooses the otherhalf of the group to make four friends.

Step 1:1) Meet as a small group

2) Decided on a State to research3) Summit the state to your teacher

4) Decide what information your group wants on the brochure

5) Break up the information each person is going to gather

6) Break up what pictures each person is going to gather7) Take time to search state books, encyclopedias and the internet for information

8) Take your research back to the group9) Present your information and pictures that would attract you to the state if you were looking

for somewhere to visit10) As a group you will decide what information is going to be used and what is not

11) Begin part 2 by choosing the computer or paper method of a brochure

Step 2:1) Open Microsoft Word2) Pull down the File menu and select new

3) Click on Brochures and booklets

4) Click on Brochures

5) Select a template that best suits your groups needs6) Open the internet in a separate window and use the website that best helps you find

information and picture about your selected state or simply type in your information how you

want it presented

OR

1) Get construction paper

2) Fold it how your group wants to present your brochure

3) Open magazines or the internet and find information/pictures you need for your project

5) Set up the brochure how your group likes it

6) Begin to glue facts and pictures7) Begin to place information and pictures in ways that will attract you to look at this brochure

III) Mock Student Work Sample Part 3:

This project will take about seven days having about one hour of work time given to the

students per day. The students will listen to the teachers instruction on how to do this projectindividually. After the teacher is done talking and showing the students examples of this project,


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then the students will break up into groups of four. The groups will be determined by the

students who will choose a method to picking groups so the groups turn out fair. (Example:names out of a hat, numbering, picture cards, or just pick one friend and the teacher choose the

other half of the group to make four friends.) After the groups are put together the students will

meet with each other by putting their desks into the groups of four around the room providing

enough work area for each group. The groups will sit together and decide what state they wantto research more about and summit it to the teacher. No two groups will do the same state. The

groups will then determine what information they want to put on their brochure and split up

individually to do research. Then the students will come back to their groups and share theinformation. From this point of the project the students will work as a group. When the projects

are ready for presentation the class will work as a whole group leaving their desks in groups of

four. The classroom will be a little bit on the noisy side, but the teacher will ring a bell when thestudents are getting too loud and they will know what to do. The teacher will walk around and

monitor the classroom also being able to answer any questions. The classroom will also have

enough computers for each student along the outside walls.

This project will require a number of different physical materials and resources: pens,

pencils, paper, markers, crayons, glue, scissors, desks, computers, computer assistances, internetaccess, printer, scanner, magazines, books, encyclopedias, and maps.

IV)Defend your project as Project-Based Learning

1. Students identify what to learn, how to learn it, and how to demonstrate what theyve

learned (as far as is practical for age, grade level, and student population type)Teacher

sets general goals and parameters, etc.The students get to choose what state they want to learn more about as a group. They get

to determine what information that would like to research and what information they think will

be useful when attracting vacationers to their state. The students have different ideas presentedon how to gather information and pictures and it is totally up to them which method they choose.

When it comes to demonstrating what theyve learned they also get to pick from two options on

how to make a brochure. They can use the computer or they can use construction paper. The

students also get to choose how they will present their information to the class the onlystimulation is they have to include their brochure in it somehow.

2. Students work independently and/or in small collaborative groupsThe students have a number of different working methods. They work as a small group

first to establish which state they want to learn more about, then independently to research

information and pictures on that state, next as a small group to determine which pieces ofinformation they want to use on their brochures and to create their brochures, and they finally

finish up as a whole class with a presentation.

3. Students learn facts and skills IN ORDER TO CREATE their projects PRODUCT and

or PERFORMANCE creates a need to know essential content and skills. Typical projects

(and most instruction) begin by presenting students with knowledge and concepts and then,

once learned, give them the opportunity to apply them. PBL begins with the vision of an

end product or presentation which requires learning specific knowledge and concepts, thus

creating a context and reason to learn and understand the information and concepts.


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The brochure which is the end product in my unit requires that students learn an

assortment of knowledge, facts, and concepts about their state they have chosen as a group.Students learn many facts, skills, and visuals through using research from the computer

(internet), books, magazines, and encyclopedias, which will help them create their brochures

(product) and be able to have a group presentation to the class (performance).

4. Students create a product or performance that is Authentic, that is, it serves a real

purpose and is presented to a real audience

The students will do a presentation including showing their brochures to a real audienceincluding their classmates and teacher. I would consider opening this up to the families in my

class that would like to come. It will serve a purpose because the class is going to vote on which

state (not their chosen state) they would want to visit after seeing the presentations. They willalso see this information presented in some form most likely on a state test.

5. Students receive feedback:

a) from their peers as they are working on their product and include the feedback as part

of their revision processThe students will be meeting as a group and giving each other feedback on the

information they have collected. They will share ideas on how they found their information andwhat information they think is important. They will also be giving each other feedback on how

they like the setup of their brochures and what needs to be changed.

b) from their audience, which may help them evaluate the success and impact of their

workThe students or families will have to choose which brochure they liked the best and say

what attracted them to that brochure. The teacher will give each group written feedback on a

rubric about their brochure.

6. The product/performance is saved, archived, and published (or

disseminated/distributed)

The brochures that are on the computer will be printed in color. The handmade brochureswill be put together strongly so they can be displayed. The teacher will set up a table outside the

classroom, so anyone walking by the classroom will be able to look at them and find out more

information on whatever state they chose to. The presentations will also be videotaped by thewebcam so they can be published to a classroom website for more viewing by the families who

could not make it to the presentation.

7. The student product/performance has an expressive or artistic dimension to it.Students get to show off many of their skills and creative flows throughout this project.

The students get to decide how to research their information and present it to each other as a

small group. The students also get to make a brochure included unlimited artistic skills andpossibilities as their group can do. The students get to choose the images/information and how

to place them on the brochure rather it be by hand or a good computer design. They also get to

be creative in putting together a presentation for the class.


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8. Students make significant use of technology in doing their project

The students get to use technology in a number of different ways while doing this project.First they get to watch a presentation done by the teacher on the assignment. Then they get to

use the internet to research facts and pictures. The students get to use Microsoft Word to make a

brochure if they chose. The students also get to use a printer and print all the information or

pictures then will need. They also get an opportunity to print their brochure if needed. If ascanner is need for their brochure one will be present. The students will also have the

opportunity to use the webcam and video tape another group presentation. Last, the students will

learn by watching the teacher how to make a video into a webpage for their families to viewfrom home.

9. The experience of working on the project includes a reflective, Constructivist

dimension

Making this brochure can be considered constructivist learning because the students are

gathering and learning new information in small groups. They are working as team to create a

product and performance. It can also be considered constructivist because there is no right

answers about what information to include on the brochure or how to include it on the brochure.The students are constructing their own ideas from each other and research. The students are

being self-directed and creativity which the teacher is a facilitator.

10. Requires inquiry to learn and/or create something new. Not all learning has to be based

on inquiry, but some should. And this inquiry should lead students to construct something

newan idea, an interpretation, a new way of displaying what they have learned.Making the students create a travel brochure makes them take the information they learn

or already knew and interpret it to create a brochure to share with the class. The students useinquiry learning while gather information and constructing research from various places. Instead

of writing an essay on their own the students can work together and display what they learn in an

artist yet educational way.

11. Requires critical thinking, problem solving, collaboration, and various forms of

communication. Students need to do much more than remember informationthey need to

use higher-order thinking skills. They also have to learn to work as a team and contribute

to a group effort. They must listen to others and make their own ideas clear when speaking,

be able to read a variety of material, write or otherwise express themselves in various

modes, and make effective presentations. These skills, competencies and habits of mind are

often known as "21st Century Skills". For more info:

http://www.bie.org/about/21st_century_skillsThe students will have to use the skills of researching, organizing, problem solving,

writing, designing, planning, and working as a team. The students have to work as a team fromthe start to the finish of this project. The students are the ones who have to agree on which state

to research and on what information to research. Once they have that all figured out, then they

have to hold up their end of the project by finding the information they need in various ways thatare presented to them. They must present the information to their team once the research is

complete and then they have to organize all the information to start writing and creating a

brochure that everyone in the group agrees upon. Then they have to use planning and organizing
http://www.bie.org/about/21st_century_skillshttp://www.bie.org/about/21st_century_skillshttp://www.bie.org/about/21st_century_skills


12/19

skills to make the brochure presentable and to their liking. This project also requires critical

thinking of how the students are going to use all the information they research and present it tothe class.

V) Unit (Final Project) Implementation Plan

- UNIT INTRODUCTIONI will introduce this theme by having the students put their desks in a circle. I will then

ask them what states they have ever visited with their families. When they name a state, I willask them what they remember most about the state.

I will then sing the song, The Fifty Nifty United States. They will then have to follow

along and sing it too. Next, I will tell them we are learning about the fifty states.I will then read a book that has facts on different states, picking out the most interesting

facts. As a class we will look at maps and point out different states that the students already

know. I will tell them we will be working on a week-long project in groups. I will show them

an example on the computer of a brochure that I have already created. I will let them know how

we are going to do project step-by-step and go over the grading rubric. They will then get topick out a way to choose groups to work in.

- LEARNING OBJECTIVESThe students will learn:

The names of the fifty states Skills of researching, organizing, problem solving, writing, designing, planning,

and working as a team

Important information on other states like: cultures, foods, vacation spots, sportsand interesting facts about other states

Important information they need to survive in another state How to use the internet for research How to use Microsoft word to create a brochure or what material it takes to make

a homemade brochure

How to present in front of a real audience- STANDARDS

Social Studies:

Standard 3: Key Idea 1: Geography can be divided into six essential elements

which can be used to analyze important historic, geographic, economic, and environmental

questions and issues. These six elements include: the world in spatial terms, places and regions,

physical settings (including natural resources), human systems, environment and society, and the

use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)Standard 3: Key Idea 2: Geography requires the development and application of

the skills of asking and answering geographic questions; analyzing theories of geography; andacquiring, organizing, and analyzing geographic information. (Adapted from: The National

Geography Standards, 1994: Geography for Life)

Technology:


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Standard 5 - Technology Education:Computer TechnologyKey idea:

Computers, as tools for design, modeling, information processing, communication, and systemcontrol, have greatly increased human productivity and knowledge.

- ASSESSMENT

The students will turn in their brochures and the teacher will grade it based on the rubricthat was given at the beginning of the unit. The students will also present their information and

brochures to the class in a small presentation of their choice. The class will take notes on the

presentations because the teacher will create a test based on the presentations.

- PRESENTATIONThe students are going to do a small presentation in front of the class that will be tapped

by webcam. The only requirement is that the students share their brochures, but how they

present it is up to them.

-You may also want to include:

The brochures that are on the computer will be printed in color. The handmade brochureswill be put together strongly so they can be displayed. The teacher will set up a table outside the

classroom, so anyone walking by the classroom will be able to look at them and find out moreinformation on whatever state they chose to. The presentations will also be videotaped by the

webcam so they can be published to a classroom website for more viewing by the families who

could not make it to the presentation.

Day 1- ACTIVITIES:

The teacher will introduce the theme of the unit (see above for introduction). The teacher

will then show a presentation of the premade brochure on the computer. The teacher will let the

students know how the project is going to be done step-by-step and go over the grading rubric.The students will then get to pick out a way to choose groups to work in. The groups will meet

and start to plan what state they want to research by the teacher approval, what information is

going to be important to research and what each person is responsible to research.

- TEACHER INPUT/DIRECTIONS / SUPPORT (to students)The teacher will be showing examples and going over the grading rubric (Directions).

The teacher will be helping the students split up into groups (Input). The teacher will be monitor

and readily available for questions (Support). The teacher will also be letting the groups know if

they can research their chosen state (Support/Input).

- TIME FRAMEThis will take one day given about 45 minutes to 1 hour.

- RESOURCESThe students will be using each other for thoughts and ideas, planning skills, pencils, and

paper.

The teacher will be using a computer, a premade brochure, a grading rubric, and the

students method of pick groups.
http://www.p12.nysed.gov/cte/technology/standards/computer.htmlhttp://www.p12.nysed.gov/cte/technology/standards/computer.htmlhttp://www.p12.nysed.gov/cte/technology/standards/computer.htmlhttp://www.p12.nysed.gov/cte/technology/standards/computer.html


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- WORK FLOWThe students will be group in a way of their choice- Example: names out of a hat,

numbering, picture cards, or just pick one friend and the teacher chooses the other half of the

group to make four friends. The students will start out the session by having their desks in a big

circle; it will change after they get their groups together into blocks of fours.

-LEARNING OBJECTIVES-The names of the fifty states-Skills of researching, organizing, problem solving, writing, designing, planning, and

working as a team

- PRODUCTThis session is an informative/introduction session. It is an organizational session where

the students will pick their groups and states. It is a planning session among the students where

they will choose what information to research and who will research what information. No

physical produce will be required.

- ASSESSMENTThe teacher will monitor each group and approve their state. The teacher will walk

around and be available for questioning and listen to the groups get organized.

- LOGISTICS:The students will be responsible for moving their desks into groups where they have

enough room to work. The will also be responsible for creating a group folder of the informationthey accomplished for this session. The students will decide whose desk their group folder will

be placed in.

- SOCIAL LEARNING/STUDENT INTERACTIONThe first part of this session is going to be the students listening and responding to the

teachers. Then the students will bounce ideas off each other on how to arrange groups. Next the

students will collaborate on what state to research. Then the students have to share ideas on whatinformation to research. Last, the students have to divide responsibilities of what information is

going to be researched.

Day 2 and 3- ACTIVITIES

The students will take time to research the information they were assigned in the firstsession. The students will take time to find pictures that represent their state. The students will

have to use many resources (encyclopedia, books, magazines, and the internet) to find otherinformation they find important.

- TEACHER INPUT/DIRECTIONS / SUPPORT (to students)The teacher will only be there for support and to answer questions. The teacher will not

have a lot of input unless asked for by the students.


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- TIME FRAMEThis session will take 2 days at 45 minutes apiece.

- RESOURCES

The students will use pencils, paper, computers, books, encyclopedias, magazines, theinternet, printer, and each other.

The teacher will use ears and eyes for monitoring and keeping the students on track.

- WORK FLOWThe students will be all around the room doing research at empty spaces and desks. They

will be on the computers around the outside of the room. They will be signing in and out to go tothe library to barrow books.

- LEARNING OBJECTIVES-Skills of researching, organizing, problem solving, writing, designing, planning, and

working as a team-Important information on other states like: cultures, foods, vacation spots, sports and

interesting facts about other states-Important information they need to survive in another state

-How to use the internet for research

- PRODUCTThe student will produce a paper with factual information about their chosen state. The

students will produce images/picture they may use on their brochure. The student will bemaking progress on the brochures by gathering all information needed to start producing their

brochure.

- ASSESSMENTThe teacher will walk around the room and look at the students facts and pictures they

have on their paper. The teacher will ask questions about the state and to build upon the given

information. The teacher will talk to each student about their facts they have gathered.

- LOGISTICS:

The students will meet as a group and pass out any materials needed to use for thissession. The students will get two minutes at the end of each session to return the materials they

will need for next session. The nominated student will store the material in their group folder in

their desk.

- SOCIAL LEARNING/STUDENT INTERACTIONThe students do not get much social interaction during this session. They will take time

to gather with their group in the beginning to collect their materials and make sure everyoneknows what they are researching. And they will meet again at the end to store their materials.

During this session the students work individually unless they have questions for their group.


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Day 4 and 5- ACTIVITIES

The students will start by handing out their research from the day before. They will thenstart sharing the information and pictures they found. Next, then will start putting together their

brochures in any format they wish and that fit all their styles.

- TEACHER INPUT/DIRECTIONS / SUPPORT (to students)The teacher will be mostly for support. The teacher will be able to give directions on

how to work on Microsoft word, but the input will be limited. The teacher will also give

feedback on the students current progress.

- TIME FRAMEThis session will be again 2 days with 45 minutes apiece.

- RESOURCESThe students will use their research papers, classmates in their group, pens, pencils,

paper, markers, crayons, glue, scissors, desks, computers, computer assistances, internet access,printer, scanner, magazines, books, encyclopedias, and maps.

The teacher will use the computer for helping the students with misunderstood

information and pens for corrections if the students ask.

- WORK FLOWThe students will be at their desks that have been grouped into four for this project.

There seating will change during this group because they will move to bigger work areas, tables

or the floor when needed. They could also elect to go over the computer as a group to work on

this part of the project.

- LEARNING OBJECTIVES-The names of the fifty states

-Skills of researching, organizing, problem solving, writing, designing, planning, andworking as a team

-Important information on other states like: cultures, foods, vacation spots, sports and

interesting facts about other states-Important information they need to survive in another state

-How to use Microsoft word to create a brochure or what material it takes to make a

homemade brochure

- PRODUCTFor this session the students will need to have their research information complete and

with them. They also need the creative side of their brain working clearly. The will produce theoutline and final brochure for their groups presentation. The y will also need to gather materials

they need to work on their brochure.


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- ASSESSMENTThe teacher will be walking around and observing. The teacher will also be asking

questions and pointing things in the rubric that a group is lacking.

- LOGISTICS:The students will meet as a group and pass out any materials needed to use for this

session. The students will get two minutes at the end of each session to return the materials they

will need for next session and to clean up. The nominated student will store the material in theirgroup folder in their desk. If the brochure is on the computer, it will be saved under the chosen

students name. The teacher will always have access to the students accounts, especially if they

are absent.

- SOCIAL LEARNING/STUDENT INTERACTIONThis session will take a lot of collaboration and team work. The students have to talk to

each other and share their information they have researched. The students will also have to talk

about and give feedback on what information they want to use on their brochure. The group willgive opinions and feedback on how they want their brochure set-up and if it should be

homemade or on the computer. The students will have constant communication about what theyare doing with their brochure and the information that will be used.

Day 6 and 7 Presentations- ACTIVITIES

This will be a session where the students work on their presentations for half the sessionand then begin to show the class their presentations.

- TEACHER INPUT/DIRECTIONS / SUPPORT (to students)

The teacher will be available to give input on the presentations. The teacher will also beable to reinforce the directions about the presentations and what needs to be presented during this

time. The teacher will also be able to just support the students and let them know what is good

with their presentation and what should be done a little different.

- TIME FRAMEThis session will take 2 days. The first day the students will take hour to make up their

presentations. Then the other hour will be presentations. The same thing will happen the nextday and the groups that already presented will take notes with their groups about the day before

presentations.

- RESOURCESThe students will use their research papers, classmates in their group, pens, pencils,

paper, markers, crayons, glue, scissors, desks, computers, computer assistances, internet access,

printer, scanner, magazines, books, encyclopedias, maps, listening ears, and note-taking skills.The teacher will use the computer for helping the students with misunderstood

information and pens for corrections if the students ask. The teacher will also use a rubric and

pen to grade the students and a piece of paper and pen to take notes for the combined test at theend of the presentations. The teacher will also use listening ears during the presentations.


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- WORK FLOWThe students will be in their desks that are set-up in groups of four. They will move

about the room as need to work on their presentations. This is will change during the session

about halfway when the presentations begin. The students will have to move a sit where they

can see the presentations depending on where the groups perform and whose group isperforming. When the group is performing they can use any part of the classroom.

- LEARNING OBJECTIVES-The names of the fifty states

-Skills of researching, organizing, problem solving, writing, designing, planning, and

working as a team-Important information on other states like: cultures, foods, vacation spots, sports and

interesting facts about other states

-Important information they need to survive in another state

-How to use the internet for research

-How to use Microsoft word to create a brochure or what material it takes to make ahomemade brochure

-How to present in front of a real audience

- PRODUCTThe student will produce their final performances with finishing touches. They will be

prepared to perform in anyway their group agrees upon. They will have their final brochure

ready for presentation. The will be prepared to work on taking notes on other presentations.

- ASSESSMENTThe teacher will watch the final performance and use a scoring rubric. The teacher will

also collect the final brochures to grade with a rubric. The teacher will take notes on the

presentation and begin to make a after the performance test.

- LOGISTICS:The material will be gathered by the group that will be used for the day. The one

designated student will pass out the paper work needed. The students will turn all the materialspresented to the teacher. The groups who did not perform will give all materials back to the

designated student who has been holding the material through this project.

- SOCIAL LEARNING/STUDENT INTERACTIONThis session will take a lot of collaboration and team work. The students have to talk to

each other and share their information they have researched. The students will also have to talk

about and give feedback on what information they want to use in their performances. The groupwill give opinions and feedback on how they want their presentation to flow and where it should

be presented. The students will have constant communication about what they are doing with

their presentation and the information that will be used.


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Instructional Unit.docx

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Transcript of Instructional Unit.docx