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Technology Integration Unit Outline

Type only in the gray areasName: Kelly HughesProject Title: Exploring the Missions of CaliforniaProject Subject: Social StudiesGrade Level(s): 4Email address: kelbellusd@hotmail.com

Essential Question: How were the California Missions established and where?Scaffolding Questions:

1. Who founded your mission and when?2. What number is your mission in the Mission Chain?3. What are some interesting features of your mission?

-What crops were grown?-What kind of livestock was raised?-What is your mission built out of?-What does it look like?-Does it have a nickname?-What were some major problems at this mission?

4. What is your mission being used for today?5. What do you think is unique about your mission?

Approximate Length of Unit (days, weeks)3-4 WeeksGoals & Objectives: Students will learn about the establishment and history of the 21 California Missions, and determine how the missions are being used today.

Unit Summary and Sequence of Events – give details:Week 1: Students will work individually to research one of the 21 California Missions. Students will research their mission using both online resources and research books from the library. They will begin by gathering basic information on their mission such as establishment date, founding Father, architecture style, etc. After researching they will use a graphic organizer to organize their information into 3 main categories: Basic Facts, Interesting Features/Problems and The Mission Today. This graphic organizer will later help them write a 3 paragraph research essay on their mission.

Week 2: Students will then take this organized information and write a 3 paragraph essay about their mission using an Alpha Smart computer. During our weekly time in the Computer Lab students will connect their Alpha Smart to their desktop computer and upload their work. They will edit their first draft on the desktop, and print them out for a final draft.

Week 3-4: Using their final Mission reports, students will create a Mission Brochure that can be shared with other students to allow each student to learn about each of the 21 missions. The brochure will be created in AppleWorks software, and will include their research essay, the location of their mission, and 2 pictures of their mission, including the

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basic layout. Software and Hardware needed:1 Computer and Alpha Smart per student (30), Microsoft Word/AppleWorks, a color printer

Accommodations for Differentiated InstructionResource Student: Extra support will be on hand for those students struggling to

complete their brochures. Modifications to the brochure will be made for these students, including requiring less pictures and no map.

Gifted Student: These students will have the option of completing a third fold in their Mission Brochure which would include a map of how to travel to the mission, along with additional photos of the mission.

IDENTIFY STANDARDS – Select two or three standards from each category and copy/paste them into this documentSpecific Teacher Performance Expectations (TPEs):

TPE 1b: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

Teaching History-Social Science in a Single subject Assignment Candidates for a Single Subject Teaching Credential in History-Social Science demonstrate the ability to teach the state-adopted academic content standards for students in history-social science (Grades 7- 12). They enable students to learn and use analytic thinking skills in history and social science while attaining the state-adopted academic content standards for students. They use timelines and maps to reinforce students’ sense of temporal and spatial scale. Candidates teach students how social science concepts and themes provide insights into historical periods and cultures. They help students understand events and periods from multiple perspectives by using simulations, case studies, cultural artifacts, works of art and literature, cooperative projects, and student research activities. Additionally, History-Social Science Single Subject Candidates connect essential facts and information to broad themes, concepts and principles, and they relate history-social science content to current or future issues. They teach students how cultural perspectives inform and influence understandings of history. They select and use age-appropriate primary and secondary documents and artifacts to help students understand a historical period, event, region or culture. Candidates ask questions and structure academic instruction to help students recognize prejudices and stereotypes. They create classroom environments that support the discussion of sensitive issues (e.g., social, cultural, religious, race, and gender issues), and encourage students to reflect on and share their insights and values. They design activities to counter illustrate multiple viewpoints on issues. Candidates monitor the progress of students as they work to understand, debate, and critically analyze social science issues, data, and research conclusions from multiple perspectives.

TPE9:  Instructional Planning   

Specific CA Content Standards:4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.

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2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

2.3 Write information reports: a. Frame a central question about an issue or situation. b. Include facts and details for focus. c. Draw from more than one source of information (e.g., speakers, books, newspapers, other media sources).

Specific ISTE Tech Standards for Teachers:1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance studentlearning, creativity, and innovation in both face-to-face and virtual environments. Teachers:a. promote, support, and model creative and innovative thinking and inventivenessb. engage students in exploring real-world issues and solving authentic problems using digital tools and resourcesc. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,and creative processesd. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual

environments

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources tomaximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and becomeactive participants in setting their own educational goals, managing their own learning, and assessing their own progressc. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities usingdigital tools and resourcesd. provide students with multiple and varied formative and summative assessments aligned with content and technology

standards and use resulting data to inform learning and teaching

Specific ISTE Tech Standards for Students: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 a variety of digital environmentsand media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.c. develop cultural understanding and global awareness by engaging with learners of other cultures.d. contribute to project teams to produce original works or solve problems.

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6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students:a. understand and use technology systems.b. select and use applications effectively and productively.c. troubleshoot systems and applications.d. transfer current knowledge to learning of new technologies.

REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unitThe California Missions Website: http://missions.bgmm.com/ Missions Virtual Tour: http://missiontour.org/ California Missions Informational Packets and other assorted books provided by school librarian