Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

Students will understand the impact made by European explorers on New York State

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

How does human diversity, culture and environment and needs and wants effect the exploration of a particular area?

CONNECTIONS TO NYS LEARNING STANDARDS

List Standard # and Key Idea #: Write out related Performance Indicator(s)

or Benchmark(s)

Math/Science/Technology

Standard 2 - Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Elementary -

Information Systems

1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Students:

use a variety of equipment and software packages to enter, process, display, and communicate information on different forma, using text, tables, pictures, and sound

English/Language Arts

Standard 1 - Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding.

Elementary - Listening and Reading

1.Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Students:

gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams.

select information appropriate to the purpose of their investigation and relate ideas from one text to another

select and use strategies they have been taught for notetaking, organizing, and categorizing information

Elementary - Speaking and Writing

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.

Students:

present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts

select a focus, organization, and point of view for oral and written presentations

use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference

use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts

observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structure appropriate to written forms.

Standard 4 - Language for Social Interaction

Students will read, write, listen, and speak for social interaction.

Elementary - Listening and Speaking

     1.Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Students:

            listen attentively and recognize when it is appropriate for them to speak

take turns speaking and respond to others' ideas in conversations on familiar topics

recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.

Social Studies

Standard 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 United

States and New York.

Elementary

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

Students:

know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Students:

distinguish between near and distant past and interpret simple timelines.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious

identify individuals who have helped top strengthen democracy on the United States and throughout the world.

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

Students:

consider different interpretations of key events and/or issues in history and understand the differences in these accounts

Standard 4 - Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem

through market and nonmarket mechanisms.

Elementary

1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

study about how the availability and distribution of resources is important to a nation's economic growth

INITIATING ACTIVITY

Using Christopher Columbus as and example the student will use a KWL chart to activate their prior knowledge of an explorer and exploration.

LEARNING EXPERIENCES

In chronological order including acquisition experiences and

extending/refining

experiences for all stated declarative and procedural knowledge.

1. Using a graphic organizer students will identify the reasons for exploration

2. Students will use induction to summarize the reasons for exploration

3. Using a Pause/Procedure lecture students will identify the 5 major explores of New York State

4. Each student will construct a Power Point Presentation of 1 explorer including:

a. a picture

b. Important facts

c. Timeline of life

d. Map of exploration

5. Using Reciprocal Teaching the explores table will be completed by each student

6. Using Think/Write/Discuss students will identify the major impact of exploration including:

a. social

b. economic

c. cultural

d. political

e. geographic

7. Using Concept Alignment students will identify the routes of the 5 major explorers

8.  Using explorers table student will construct a historical timeline

CULMINATING PERFORMANCE

Include rubric(s)

1. Summary of reasons for exploration

     Rubric includes:  Idea Development and Language Use

                        Organization

                        Conventions

                        Summary 4 key points needed

2. Power Point Presentation

       Rubric includes:  ORAL PRESENTATION

                        Information

                        Organization

                        Delivery

                        Presentation

                        LISTENING FOR INFORNATION/UNDERSTANDING

                        Seeks Purpose

                        Attends

                        Assigns Meaning

                        Responds

3. Historical Timeline

      Rubric includes:  ORAL PRESENTATION

                        Information

                        Organization

                        Delivery

                        Presentation

PRE-REQUISITE SKILLS

1. Writing Process

2. Geography of the World

3. Use of reference software

4. Use of Internet

MODIFICATIONS

Any and all IEP requirements for each student were accommodated.

UNIT SCHEDULE/TIME PLAN

1. 3 weeks for classroom instruction

2. 2 additional weeks in computer lab to complete the Power Point Presentations

3. 1 week for oral presentations

TECHNOLOGY USE

Microsoft Word

Microsoft PowerPoint

World Book Encyclopedia Software

Internet

LCD Projector