Nickole Patti Final Unit Plan

8/7/2019 Nickole Patti Final Unit Plan

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4th Grade Social Studies

Unit 4: The New NationTheme: Local History and Government

(February Mid- March)

Project Based Learning Unit: Time Warp Photos(March 7 th-14 th)

Ms. Nickole PattiEdSe 604 OQFinal ProjectSpring 2011


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Dear covering teacher,

Welcome to 4 th grade Social Studies! Thank you for filling in for me during my absence.You never know when an emergency is going to pop up.

I think that you will find this unit plan helpful while covering my class. We have justfinish learning the content area of Unit 4. You are just in time for the fun part, a PBLthat I really think you will enjoy teaching, as much as my students will enjoy working on.

I broke down each of the 6 days for you. I have left you hard copies of all supportingmaterial (pictures, KWL chart, rubric, sample product) that you will need in order to runthis unit. You will also find a USB flash drive in the top left draw of my desk that holdscopies of all of this material.

In addition to this, you will find a PowerPoint presentation that will explain the project tothe class. I allotted 15 minutes in the beginning of Day 1 for you to present this material.Copies have been made for each student, so after you present it to them via PP, hand

them each a copy. Copies of the rubric are included in each packet.

Thanks again!

Best,

Ms. Nickole Patti


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Title of Unit: The New NationCurricular Theme: Local History and Government

Objectives of the unit:1. Know what it means to be free2. Understand the challenge of independence3. Understand the idea/ideals about freedom4. Understand the development of the constitution

Standards (As per New York City K-8 SS Scope and Sequence p. 13):SOCIAL STUDIESStandard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of

major ideas, eras, themes, developments, and turning points in the history of the UnitedStates and New York Key Idea 1.1:

1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, andthe ways people are unified by many values, practices, and traditions.

Student Performance Indicators:1.1a: know the roots of American culture, its development frommany different traditions, and the ways many people from avariety of groups and backgroundsplayed a role in creating it

1.1b: understand the basic ideals of American democracy asexplained in the Declaration of Independence and the Constitutionand other important documents1.1c: explain those values, practices, and traditions that unite allAmericans

Key Idea 1.3:3. The study about the major social, political, economic, cultural, and religiousdevelopments in New York State and United States history involves learningabout the important roles and contributions of individuals and groups.

Student Performance Indicators:

1.3c: identify individuals who have helped to strengthendemocracy in the United States and throughout the world

Key Idea 1.4:4. The skills of historical analysis include the ability to: explain the significanceof historical evidence, weigh the importance, reliability, and validity of evidence,understand the concept of multiple causation, and understand the importance of changing and competing interpretations of different historical developments.



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1.4a: consider different interpretations of key events and/or issuesin history and understand the differences in these accounts1.4b: explore different experiences, beliefs, motives, and traditionsof people living in their neighborhoods, communities, and state1.4c: view historic events through the eyes of those who werethere, as shown in their art, writings, music, and artifacts

Standard 3: GeographyStudents will use a variety of intellectual skills to demonstrate their understanding of thegeography of the independent world in which we live- local, national, and global-including the distribution of people, places, and environments over the Earths surface.Key Idea 3.2:

2. Geography requires the development and application of the skills of asking andanswering geographic questions, analyzing theories of geography, and acquiringand organizing geographic information.

Student Performance Indicators:3.2a: ask geographic questions about where places are located;

why they are located where they are; what is important about their locations; and how their locationsare related to the location of other people and places3.2b: gather and organize geographic information from a variety of sources and display it in a number of ways3.2c: analyze geographic information by making relationships,interpreting trends and relationships, and analyzing geographicdata

Standard 5: Civics, Citizenship, and GovernmentStudents will use a variety of intellectual skills to demonstrate their understanding of thenecessity for establishing governments, the governmental system of the Unites States andother nations, the Unites States Constitution, the basic civic values of Americanconstitutional democracy, and the roles, rights, and responsibilities of citizenship,including avenues of participationKey Idea 5.1:

1. The study of civics, citizenship, and government involves learning aboutpolitical systems; the purposes of government and civic life; and the differingassumptions held by people across time and place regarding power, authority,governance, and law.

Student Performance Indicators:5.1c: describe the basic purposes of government and theimportance of civic life

Key Idea 5.2:2. The state and federal governments established by the Constitutions of theUnited States and the State of New York embody basic civic values (such asjustice, honesty, self-discipline, due process, equality, majority rule with respectfor minority rights, and respect for self, others, and property), principles, andpractices and establish a system of shared and limited government.



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5.2a: explain how the Constitutions of New York State and theUnited States and the Bill of Rights are the basis for democraticvalues in the United States5.2b: understand the basic civil values that are the foundation of American constitutional democracy5.2c: know what the United States Constitution is and why it isimportant5.2d: understand that the United States Constitution and theConstitution of the State of New York are written plans for organizing the functions of government5.2e: understand the structure of New York State and localgovernments, including executive, legislative and judicial branches

Key Idea 5.3:3. Central to civics and citizenship is an understanding of the roles of the citizenwithin American constitutional democracy and the scope of a citizens rights andresponsibilities.

Student Performance Indicators:5.3a: understand that citizenship includes an awareness of theholidays, celebrations, and symbols of our nation

NETS SStandard 1: Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovativeproducts and processes using technology. Students:

a. Apply existing knowledge to generate new ideas, products, or processesb. Create original works as a means of personal or group expressiond. Identify trends and forecast possibilities

Standard 2: Communication and CollaborationStudents 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 avariety of digital environments and media.b. Communicate information and ideas effectively to multiple audiences using avariety of media and formatsd. Contribute to project teams to produce original works or solve problems

Standard 3: Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:

a. Plan strategies to guide inquiryb. Locate, organize, analyze, evaluate, synthesize, and ethically use informationfrom a variety of sources and mediac. Evaluate and select information sources and digital tools based on theappropriateness to specific tasksd. Process data and report results


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Standard 4: Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solveproblems, and make informed decisions using appropriate digital tools and resources.Students:

a. Identify and define authentic problems and significant questions for investigationb. Plan and manage activities to develop a solution or complete a projectc. Collect and analyze data to identify solutions and/or make informed decisionsd. Use multiple processes and diverse perspectives to explore alternative solutions

Standard 5: Digital CitizenshipStudents understand human, cultural, and societal issues related to technology andpractice legal and ethical behavior. Students:

a. Advocate and practice safe, legal, and responsible use of information andtechnologyb. Exhibit a positive attitude toward using technology that supports collaboration,learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

Standard 6: Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, andoperations. Students:

a. Understand and use technology systemsb. Select and use applications effectively and productivelyc. Transfer current knowledge to learning of new technologies

Rationale:Social StudiesThe Challenge of Independence:

Role of New York in the development of the new nation 1.1a, 3.2a, 3.2b, 3.2cIdeas/Ideals About Freedom:

Foundations for a new government/ideals of American democracy (Mayflower Compact, Declaration of Independence, the United States and New York StateConstitutions) 1.1b, 1.3c, 1.4a, 1.4b, 1.4c, 5.2a, 5.2b, 5.2c, 5.2d

The Development of the Constitution:The Constitution as a framework 1.1b, 5.2a, 5.2cThe Bill of Rights and individual liberties 1.1b, 5.2aImpact of Peter Zenger decision 1.3c, 1.4a, 1.4b, 1.4cLack of inclusiveness (Africans, women, the poor) 1.1a, 1.4b, 2.4aKey individuals/groups from New York who helped strengthen democracy in theU.S. 1.3c, 5.2eIndividuals and groups protected by rights and freedom 1.1a, 1.4b, 2.4a, 5.1cIndividuals and groups not protected by rights and freedoms 1.1a, 1.4b, 2.4a, 5.1cValues, practices, and traditions that unite all Americans 1.1a, 1.1c, 5.3a


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NETS SBy working in groups to take photos, students are working collaboratively. They aresolving problems that arise. Responsibility is being allocated. They are using learnedinformation and applying it to a new project. They are using technology to take picturesthen using appropriate applications to warp their photos to another era.

Content:4th Grade textbook Mayflower Compact:

http://www.mayflowerhistory.com/PrimarySources/MayflowerCompact.phphttp://www.apples4theteacher.com/holidays/thanksgiving/the-mayflower-compact.html

Declaration on Independence:http://www.ushistory.org/declaration/document/http://www.thefreemanonline.org/wp-content/uploads/2010/07/declaration-of-independence.jpghttp://www.google.com/imgres?

imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufK CKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCA

United States Constitutionhttp://www.usconstitution.net/const.pdf http://www.usconstitution.net/constkids4.html

New York State Constitutionhttp://www.nhinet.org/ccs/docs/ny-1777.htmhttp://www.dos.state.ny.us/info/constitution.htm

Bill of Rightshttp://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htmhttp://www.buzzle.com/articles/bill-of-rights-for-kids.html

Peter Zenger Trialshttp://law2.umkc.edu/faculty/projects/ftrials/zenger/zenger.html

In addition to our 4 th grade textbook, the links above are examples of web documents Iwill present to my students over the course of the unit. Either full documents or excerptswill be used. I found both original documents and student friendly versions to help withtranslations. I also included photos to better help my students visualize what the settinglooked like.

Student Preparation:Prior to the presentation of this unit, students should know the meanings of independence, rights, ideals, and ideas. Prior to teaching, I was curios to understandwhat my students believed these concepts to mean on an individual level, family level,and community level. Using guided questions, I brought their definitions/meanings to abroader universal level.
http://www.mayflowerhistory.com/PrimarySources/MayflowerCompact.phphttp://www.apples4theteacher.com/holidays/thanksgiving/the-mayflower-compact.htmlhttp://www.ushistory.org/declaration/document/http://www.thefreemanonline.org/wp-content/uploads/2010/07/declaration-of-independence.jpghttp://www.thefreemanonline.org/wp-content/uploads/2010/07/declaration-of-independence.jpghttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.usconstitution.net/const.pdfhttp://www.usconstitution.net/constkids4.htmlhttp://www.nhinet.org/ccs/docs/ny-1777.htmhttp://www.dos.state.ny.us/info/constitution.htmhttp://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htmhttp://www.buzzle.com/articles/bill-of-rights-for-kids.htmlhttp://law2.umkc.edu/faculty/projects/ftrials/zenger/zenger.htmlhttp://www.mayflowerhistory.com/PrimarySources/MayflowerCompact.phphttp://www.apples4theteacher.com/holidays/thanksgiving/the-mayflower-compact.htmlhttp://www.ushistory.org/declaration/document/http://www.thefreemanonline.org/wp-content/uploads/2010/07/declaration-of-independence.jpghttp://www.thefreemanonline.org/wp-content/uploads/2010/07/declaration-of-independence.jpghttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.google.com/imgres?imgurl=http://compuball.com/Inquisition/av/images/DeclarationIndep.jpg&imgrefurl=http://compuball.com/Inquisition/declaration_of_independence.htm&usg=__0EgR1JufKCKX-e1-pUp876B7uRw=&h=403&w=560&sz=30&hl=en&start=10&zoom=1&um=1&itbs=1&tbnid=JO2ZgZtT45LErM:&tbnh=96&tbnw=133&prev=/images%3Fq%3Ddeclaration%2Bof%2Bindependence%26um%3D1%26hl%3Den%26sa%3DX%26tbs%3Disch:1&ei=wOxuTcGiM9STtwfrk5XzCAhttp://www.usconstitution.net/const.pdfhttp://www.usconstitution.net/constkids4.htmlhttp://www.nhinet.org/ccs/docs/ny-1777.htmhttp://www.dos.state.ny.us/info/constitution.htmhttp://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htmhttp://www.buzzle.com/articles/bill-of-rights-for-kids.htmlhttp://law2.umkc.edu/faculty/projects/ftrials/zenger/zenger.html


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In addition to this the first two columns (what I know and what I want to know) of aKWL Chart had been filed out by each student. The final column (what I learned) wasfiled out along the way.Prior to this 6 day lesson, all of the material under CONTENT has been covered.Students have all had experience using digital cameras at home and/or at school.*See sample KWL Chart

Motivation:Students will be engaged by the amount of outside material I will bring to the class. Iwill use their textbook as a framework but elaborate concepts by tapping into their worldby using technology. Research will be conducted using the internet. I will usecooperative teaching techniques so students can work in groups. This unit will be funand captivating because students can be photographers and dress their parts.Students will be reinforced for appropriate attending and working together in groups.Reinforcement includes treats or a few minutes of free time.

Procedure/Implementation:


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A. In this unit, students will work individually and collaboratively to create time warpphotos of themselves from another era.B. Details of sessions:

Day 1 Research and Preparation (55-60 minutes)A. (15 minutes)Present PowerPoint presentation to class while they are seated at their desks.To spark a whole class discussion, pass around the 18 thc pictures (i.e. womens rights,African American rights, individuals signing of Declaration of Independence) and ask:

- What does this picture say to you?- What time period is it from?- How do the characteristics and look of the pictures differ from those of today?

Give out project handout, which has a rubric attached.

B. (5-8 minutes)Transition to computer lab.Instruct students to log into individual computers and open www.google.com .

Repeat directions.

C. (25 minutes)Instruct students to each locate and print 2 pictures from the 18 th c that reflect civilliberties, rights, and/or ideas.Give time check after 15 minutes.Repeat directions to print 2 pictures.

D. (5-8 minutes)Instruct students to print photos.Transition to classroom and hang pictures up on the bulletin board/wall.

E. (5 minutes)Advise students that they will be broken into groups and posing for pictures that reflectthe pictures they printed out. Remind them to either dress appropriately or bring theclothes/props with them to reflect the essence they are duplicating.

Day 2 Making Original Photographs (55-60 minutes)
http://www.google.com/http://www.google.com/


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A. (5-10 minutes)Introduction of todays project elements. Each group will be given a digital camera andbe required to:

- Be in an individual picture- Take an individual picture of another member of the group- Take a group picture of the group- Be in all but one group picture (exception is the photo he/she is taking of group)

Instruct students to rotate camera usage based on the first letter of their first names, indescending order, to take an individual picture of the person with the followingdescending letter.

Give example: Annie will use the camera to take a picture of Dan, Dan will usethe camera to take a picture of Frank.

Instruct students to rotate in reverse order to take group photos.Give example: Zack will take the first group picture, Mark will take the next.

Advise groups to take practice shots to better familiarize themselves with the functions of the camera.

Break class into 6 groups of 4.Assign groups areas of the classroom to work in.Repeat directions

B. (5 minutes)Put props on.

C. (15-18 minutes)Instruct students to begin taking individual pictures.Rotate from group to group making sure everyone is on task.Remind student to work in quiet voices.

Give time check after 10 minutes.

D. (15-18 minutes)Instruct students to begin taking group pictures.Rotate from group to group making sure everyone is on task.Remind student to work in quiet voices.Give time check after 10 minutes.

E. (5-7 minutes)Instruct students to put props away and save all pictures to the folder with your groupname until next session.

Day 3 Processing Images (60 minutes)


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A. (10-15 minutes)Introduction of todays project elements. Students will work individually or in pairs toprocess their photos.Instruct students to pick one group photo (that they are in) and an individual photo andturn it into a photo from the 18 thc civil rights era.Only 2 pictures required per person or per group.Call randomly on a student to repeat the directions.Reference Resources to consider on the handout that was distributed day 1.

Resources to consider using:- MS PowerPoint- MS PAINT- Paintbrush- Picasa (on desktop)

B. (5-8 minutes)Transition to computer lab and instruct students to log in.

C. (35 minutes)Instruct students to begin processing image.Give time check after 15 minutesRotate around computer labGive time check after another 15 minutes

D. (5-8 minutes)Instruct students to save work and log out.Transition to classroom.

Day 4 Finish Processing Images and Begin Music Search (60 minutes)


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A. (5 minutes)Introduction of todays project elements. Students will continue to work on their timewarp photos and begin to search the web for music they feel suits their historical photos.Advise students that this music will play in the background when they present their photos to the class.Music can be a song or a sound clip.

B. (5-8 minutes)Transition to computer lab.Instruct students to log in.

C. (40 minutes)Work on time warp photo.Rotate around computer lab.Give time check after 20 minutes.Reinforce attending.

D. (10 minutes)Instruct students to save photos and begin an internet search for music that they feelreflects the mood of your photo.

E. (5-8 minutes)Instruct students to save work and log out.Transition to classroom.

Day 5 Finish Music Search and Finalize Project (60 minutes)


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A. (5 minutes)Introduction of todays project elements. Students will continue to search the web for music they feel suits their historical photos. Student will make any last minute changesto their time warp photo.Advise students that projects will be finalized today.

B. (5-8 minutes)Transition to computer lab.Instruct students to log in.

C. (25 minutes)Finish music searchRotate around computer labGive time check after 15 minutesInstruct students to save work.

D. (15 minutes)

Instruct students to make any last minute changes to time warp photo.Save completed time warp photo to your individual folder.

E. (5-8 minutes)Advise students to log out.Transition to classroom.

F. (5 minutes)Explain to students that their time warp photos and music will be presented during nextclass.Each student/pair will have approximately 3-5 minutes to show their time warp photo,

explain it, and play their music.

Day 6 Presentation Day (60 minutes)A. (5 minutes)Introduction of todays project elements. Students/pairs will have approximately 3-5minutes to show their work.Advise students that presentation order will be chosen at random.

B. (5-8 minutes)Transition to computer lab.Advise students to face chairs to front of room.

Log in to class folder, choose student, open their files on white board in front of room.Let first student/pair begin.

C. (40-45 minutes)Presentations

D (5-8 minutes)Transition back to classroom.


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Materials and Resources:Chalkboard, computers, notebooks, digital cameras, printers, photo/image processingsoftware, internet, PowerPoint, paintbrush, picasa, MS Paint.Websites include:http://712educators.about.com/od/lessonsss/a/photos_lesson.htm

Technology:Students will be presented with project via PowerPoint. All products will be saved oncomputer. Research will be conduced online. Technology skills addressed are webresearch/image mining, digital photography and image processing. Technologyresources needed are digital cameras, printers and photo/image processing software.

Student Product/Performance:Students will create Time Warp Photo Portraits. This project employs technology tocreate an original image, to process it as a word of art using standard photo-editingeffects, and to create a customized effect of aging, making it look like an antique photo.

*See sample product

Assessment:Students will be rated: excellent, proficient, partially proficient, or not sufficientlyproficient or incomplete based on project components. Components are: completion of project, research and preparation, theme and concept learning, technical proficiency,technology use and creativity-expression.*See sample rubric

Modifications/accommodations:

The great thing about accommodations are that they can be very minor but veryimpactful for the both the general ed population and special ed population. Studentslearn differently so material will be presented in various ways. Material will bepresented by PowerPoint and through handouts. Text will be written in a clear font.Directions will be given, and then repeated. Time checks will be given to keep studentson task. Individualized motivation systems (check notes) will be in place for studentswith disabilities to reinforce appropriate attending and social interactions.
http://712educators.about.com/od/lessonsss/a/photos_lesson.htmhttp://712educators.about.com/od/lessonsss/a/photos_lesson.htm

Nickole Patti Final Unit Plan

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