Karen

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**Timeline for Project Completion**

**Unit 1** Get into the Project Wiki space. Complete Section 1 of your Final Project Template. **Unit 2** Determine the Unit standards and the ways in which your students can demonstrate those standards to you. **Unit 3** Develop one idea for incorporating the use of a wiki or blog in your unit. **Unit 4** Develop one idea for incorporating the use of podcasting in your unit. **Unit 5** Develop one idea for incorporating video and multimedia into your unit. **Unit 6** Develop one idea for using one or more Google Apps into your unit. **Unit 7** Develop one idea for incorporating instruction on digital citizenship and/or social networking into your unit plans.

Name: Karen True Title: classroom teacher SAU: 82 Grade Level: 5 District:Chester Content Area: Language Arts, Social Studies and Reading School:Chester Academy Content Domain: Social Studies
 * Section 1: General Information **

Course Unit: Explorer Unit Source of Standards: K-12 Socil Studies Curriculum Frameworks <span style="font-family: Arial,Helvetica,sans-serif;">What are the standards you want to teach with this unit? Include the entire standard, not just a reference number.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Backward Design Unit Planning **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2: Standards and Learning Goals **

<span style="font-family: Arial,Helvetica,sans-serif;">Brainstorm ideas for how students can demonstrate this standard to you. This should be something that students can either perform or produce for you that convince you they know what you want them to know about the standard. 2.1, A-3 Draw on the diversity of social studies-related sources, such as auditory and visual sources, such as documents, charts, pictures, architectural works, and music. 2.1,E: Students will be able to use appropriate internet resources: 1. Access relevant and reliable websites 2. Search effectively and efficiently 3. Judge websites for reliability, bias, and appropriateness SS:CV:3: The World and the United States' Place In It Students will demonstrate an understanding of the relationship of the United States to other countries, and the role of the United States in world affairs. SS:CV:6:3.1: Identify other countries in the world and their different forms of government, e.g., monarchy, oligarchy, or democracy. (Themes: B: Civic Ideals, Practices, and Engagement, F: Global Transformation) SS:CV:6:3.2: Describe ways in which countries interact with each other culturally, economically, diplomatically, or militarily. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, F: Global Transformation) SS:CV:6:3.3: Discuss the reasons for conflicts between and among countries and peoples, e.g., natural resources or religion. (Themes: A: Conflict and Cooperation, D: Material Wants and Needs, E: Cultural Development, Interaction, and Change) SS:GE:1: The World in Spatial Terms Students will demonstrate the ability to use maps, mental maps, globes, and other graphic tools and technologies to acquire, process, report, and analyze geographic information. SS:GE:6:1.1: Translate mental maps into appropriate graphics to display geographic information and answer geographic questions, e.g., countries through which a person would travel between Cairo and Nairobi. (Themes: C: People, Places and Environment, J: Human Expression and Communication) SS:GE:6:1.2: Apply the spatial concepts of location, distance, direction, scale, movement, and region, e.g., the relative and absolute location of the student's community, or the diffusion of the English language to the United States. (Themes: C: People, Places and Environment, F: Global Transformation) SS:GE:6:1.3: Utilize maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns, e.g., climate zones, natural resources, or population density. (Themes: C: People, Places and Environment) SS:GE:2: Places and Regions Students will demonstrate an understanding of the physical and human geographic features that define places and regions as well as how culture and experience influence people's perceptions of places and regions. SS:GE:6:2.1: Describe the ways in which regions change, e.g., the degradation of the Aral Sea or the westward expansion of the United States. (Themes: C: People, Places and Environment, G: Science, Technology, and Society) SS:GE:6:2.2: Describe how places and regions preserve culture, e.g., songs or traditions. (Themes: E: Cultural Development, Interaction, and Change, J: Human Expression and Communication) SS:GE:4: Human Systems Students will demonstrate an understanding of human migration; the complexity of cultural mosaics; economic interdependence; human settlement patterns; and the forces of cooperation and conflict among peoples. SS:GE:6:4.3: Understand the effects of movement on the characteristics of places, e.g., acculturation, assimilation, or movement. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) SS:GE:6:4.4: Analyze the spatial patterns of settlement, e.g., urbanization along river, agriculture on fertile plains, or nomadic lifestyles in steppes and deserts. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change) SS:HI:1: Political Foundations and Development SS:HI:6:1.1: Explain how and why people have developed forms of self-government, e.g., the Mayflower Compact or the Iroquois League. (Themes: B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) SS:HI:6:1.2: Explain how the foundations of American democracy are rooted in European, Native American and colonial traditions, experiences and institutions. (Themes: B: Civic Ideals, Practices, and Engagement, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction) SS:WH:2: Contacts, Exchanges & International Relations Students will demonstrate their understanding of the interactions of peoples and governments over time. SS:WH:6:2.1: Describe the impact of land and water routes on trade, e.g., the Silk Roads, the Atlantic Triangular Trade, or the Suez Canal. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, F: Global Transformation SS:WH:6:2.2: Explore the spread and impact of ideas and technology, e.g., the concept of zero, gunpowder or the transistor. (Themes: E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)  SS:WH:6:2.3: Describe major migrations, e.g., the first humans from Africa to the rest of the world, the Huns into China and Europe, or the Bantu across Africa. (Themes: C: People, Places and Environment, I: Patterns of Social and Political Interaction)  SS:WH:6:2.4: Examine how military encounters have led to cultural exchange, e.g., Alexander of Macedonia, conquistadors in the New World, or 20th century Japanese imperialism in Asia (Themes: A: Conflict and Cooperation, F: Global Transformation, I: Patterns of Social and Political Interaction) <span style="font-family: Arial,Helvetica,sans-serif;">Brainstorm ideas for how students can demonstrate this standard to you. This should be something that students can either perform or produce for you that convince you they know what you want them to know about the standard. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">﻿ Students will be completing a number of activities during the course of this unit ; 1. They begin with a word sort of vocabulary attempting to put each word into one of three categories with very little knowlege of the terms themselves. From this, they will create an interactive word wall defining, using and illustrating the terms using various resources to define the terms. <span style="font-family: Arial,Helvetica,sans-serif;">﻿ 2. Students will then begin a study of 10 Explorers beginning with Marco Polo and the "Silk Road" and spanning through the 1600's, including the discovery of the United States. Students wll learn the seven reasons for exploration. During the time of study, students will create mini-books, timelines and various maps as well as complete anticipation/reaction guides and knowledge rating guides. Also during this time, students will be exposed to several multi-media productions including, but not limited to youtube.com videos and podcasts, all designed to increase knowledge of the content area. <span style="font-family: Arial,Helvetica,sans-serif;">﻿ 3. Students will then be asked to complete an independat study of one explorer. They will use multiple resources to gather information and complete a tombstone for the explorer, include a map of his/her travels and also create some baseball card-like trading cards. <span style="font-family: Arial,Helvetica,sans-serif;">﻿4. The final activity for the unit will be a simulation where the students decide if they are going to be sailing for the country of Spain, or of Portugal. The role of the dice will impact how well or poorly the crew does. In the past, students have been asked to keep a ship's log of their experiences and feelings throughout the journey. This year they will be completing a "Ship's Blog" for their journal entries.

<span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 10pt;">﻿Unit 2 (optional): Assessment Criteria and Measurement See above. <span style="font-family: Arial,Helvetica,sans-serif;">Design a draft of the assessment you will use to determine students have achieved the standards. <span style="font-family: Arial,Helvetica,sans-serif;">List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. These are based on your brainstormed ideas of what students can perform or produce. <span style="font-family: Arial,Helvetica,sans-serif;">What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. Consider what constitutes average, then consider what is above and below average performance.

//**Unit 3:**// **Instructional Design: Wikis and Blogs** //**Develop an idea for a learning activity that uses either a wiki or a blog to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the wiki or blog? My students will be blogging their journal entries in their "ship's logs" vs. handwriting them. How will this activity connect to the performance or product you need to see students demonstrate? My hope is that by blogging, the students will be encouraged to write more, and to comment on the entries of their "ship mates".

//**Unit 4:**// **Instructional Design: Podcasting** //**Develop an idea for a learning activity that uses podcasting to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use podcasting in this unit? The students will be watching a podcast created about the explorer Magellan. How will this activity connect to the performance or product you need to see students demonstrate? The podcast about Magellan will occur fairly early in the course of study. It is very well done, and will also be used to demonstrate the kinds of information they should be looking to include when they complete their independant study.

//**Unit 5:**// **Instructional Design: Videos and Multimedia** //**Develop an idea for a learning activity that uses video or multimedia resources to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the video or multimedia in this unit? Students will view a number of video productions to gain additional information about the 10 explorers we will be studying. How will this activity connect to the performance or product you need to see students demonstrate? Students will be able to use the information to complete their "Reason's for Exploration" minibook, and the Exploration timeline.

//Unit 6:// <span style="font-family: 'Arial','sans-serif';">Instructional Design: Google Apps Develop an idea for a learning activity that uses one or more Google Apps to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard. A new “Ships Blog”. How will students use the Google App in this unit? I will post questions on the blog, students will respond to the blog. How will this activity connect to the performance or product you need to see students demonstrate? In the past, the students have created a written ships log of the event’s which occur during each day of the simulation. By creating an electronic option, they will be able to share with their families at home the events that are going on in real time. I will be able to check their performance in the same way.

An alternative to developing an idea for your students is to develop an idea for using one mkor more Google Apps with your colleague. Google Calendar for us all at school to use could be very helpful. Then we could all have our school calendars in one central location.

How would you and your colleagues use the Google App? How would this help or enhance your professional life? No more...we have a meeting when?

//**Unit 7:**// **Instructional Design: Digital Citizenship** //**Develop an idea for a learning activity that teaches some aspects of digital citizen ship that might apply to the student use of the various Web 2.0 tools you chose above and social networking.**// After much thought, it seems to me that a scavenger hunt would be a good idea, and that it could also involve parents and be a homework assignment. I am thinking that I could assign a topic and request that the students find their answers on wikipedia, and then find 2-3 other sites thst support the info they had been provided. Thinking about something like the show Myth Busters. I could have them blog their responses, and have their parents respond too. I have already commited to providing extra credit points for parent posts, perhaps this is another way to get them involved? How will this activity give them a better learning experience using the Web 2.0 tools? They will have the opportunity to check sites out that debunk, some of the things they perceive as real, and perhaps understand the term urban legend? How will this activity relate to the internet policies already in place at your school? They will have to cite their sources, giving credit to those who assisted them with supporting the material they had found.