"KSD Technology-Integrated Unit Plan"
KSD Technology-Integrated Unit Template Date August 2, 2004 Unit Overview Title Early Settlers of Washington State: Shaping a Culture. Unit Summary Students will learn about the various cultural societies who contributed to making Washington the community it is today. They will apply inquiry skills, and communicate their learning through Inspiration, Excel, PowerPoint and Word to create a personal resource of information to revisit and share. Standards Essential Academic Learning Requirements: Reading GLEs: The student reads different materials for a variety of purposes. 3.1 Read to learn new information. Reading 2.1 Demonstrate evidence of reading comprehension. State the main idea of an informational/expository text passage and provide 3 or more text based details that support it. Social Studies: History 1: Student Examines and understands main ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in Washington State History. H 1.2 Understand events, trends, individuals, and movements shaping Washington State History. 1.3: examine the influence of culture on Washington State History Economics 1: students understand the impact of scarcity on their personal lives and on the households, business, governments, and societies in which they are participants. E1.1 Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice. Geography: 3. The student observes and analyzes the interaction between people, the environment, and culture. 3.3 Examine cultural characteristics, transmission, diffusion and interaction. Writing: 2. The student writes in a variety of forms for different audiences and purposes. 2.3 write in a variety of forms including journals, essays, and research reports. KSD Curriculum Frameworks (or SLOs): Writing Focus: Writes clearly and effectively narrows topic and selects relevant details to elaborate. Synthesizes information from more than one resource, especially for informational writing or to respond to a question or prompt (3.1, 1.1) Social Studies Targets: Who were the first people of Washington and how did they use their environment to meet their basic needs? o Who were the cultural groups who immigrated to Washington prior to 1889 and how and why did they come, and where did they settle? o Examine the challenges and the conflicts the settlers faced. o Identify economic opportunities that encouraged settlers to relocate in Washington. Explain how all regions specialize in different economic opportunities. o 2.2.1 Observe and describe the human characteristics of the local area and Washington State o 3.1.1a Identify choices individuals have in how they interact with the environment KSD Technology-Integrated Unit Template KSD Technology: Student Tech Standards: I. Student as information navigator a. Information acquisition: use online and electronic resources to communicate, collaborate and retrieve information. Technology incorporated into the lesson plan would be: interactive map that shows where various cultural communities settled in Washington State compare and contrast map illustrating a Native American tribe of WA State with another settler group such as the Finnish or Asian cultures electronic document Journal created in PowerPoint with questions that encourage writing about cause and effect relationships pertaining to the settling of WA St Research Folder with web links appropriate for their research assignment. Learning Outcomes (Enduring Understandings) – (relates UBD worksheet 5.1) Students will learn that there are diverse communities that make up the culture of Washington State; the diverse immigrants who settled prior to 1890 and Native Americans. The rapid population growth between 1800-1890 witnessed cultures coming together and natural resources fostering a robust economy. The rapid coming together of different cultures impacted the Native Americans already thriving in Washington. As students learn about the development of Washington as a state and diverse culture, students will learn to apply the skills note taking, organizing data with thinking maps, reading from a variety of resources to collect information. Students will write essays in their journal about how the culture was impacted by rapid growth, thriving industries as an emerging multicultural society; cause and effect questions will touch on this theme. Students will work in cooperative groups, present information to their peers and use a variety of technology to gather and be assessed of their learning. Please note, a unit on Washington State Native Americans is pre-taught prior to the lesson. Overarching Essential Question(s) – (relates to UBD worksheet 5.5 and/or 6.3) Why do people leave their home and find a new one? How can people influence a place they’ve settled? What attracted immigrants to various regions of Washington State? How can the state of the economy influence growth? If you put many people of different cultures together in one place would you expect that they get along? Why or why not? Evidence of Learning Students will be able to demonstrate an understanding of the impact of rapid growth in Washington State as it developed from a territory and rapidly grew to statehood. The Students will produce a journal on PowerPoint. Many of the entries will require the student to describe changes in Washington as it develops into a territory and state. Students will be asked to examine cause and effect relationships between events that occurred during the rapid growth of the area based on cultural changes, economic growth, historical and geographic significance. An interactive map will be updated by students that illustrates where growth developed, what motivated the growth, and which settlers came to build. Management Strategies: Students will have access to computer lab for 45 minutes each day. Instructor will also schedule the computer carts for the class the during the American Expansionist portion of the unit. KSD Technology-Integrated Unit Template Unit Implementation – Plan Learning Experiences and Instruction Instructional Activities Time Grouping Scaffolds Assessments Early Explorers of WA. State. Total of 5 days Students can Research Teacher will Delivery: Lecture & Group ( 1hour block work in on web: conduct informal Collaboration, Pair Collaboration, Class each day) groups up to teacher assessment of prepared Discussion 1.5 – 2 days: 3 students or students as they folders of web Students will use inquiry skills in pair Students independentl sites with work collaboration to research the series of research y while appropriate collaboratively. events in which Washington State was researching. research. Teacher also 2 days: discovered and claimed by European ··· checks to be sure Class Explorers. Students may use Encarta or Class as a all students are collaboration to the internet files gathered by the whole updating their complete the teacher. contributes journal and map timeline of A guide of inquiry questions is information to regularly. events and generated by the teacher. The teacher 2 days: complete the (The PowerPoint provides a folder of internet files for the class timeline of Students will be assessed at students to research on the computer, discussion events from will keep the end of the unit and books in the classroom to find their 1500’s to an ongoing as the entries 1 day: answers. The class will meet together 1820’s. journal of accumulate for interactive writing to create a Q&A and Lecture & throughout the unit.) Assessment discovery timeline of events and discuss the Discussion. in motivations of explorers and the effect piece. Students PowerPoint of explorers’ arrival on the Native journal by Americans. themselves Excel- Independent writing: Students will write interactive in a journal after most lessons to Students map to plot document their learning. Writing will be have the where for a variety of purposes. option to explorers & (Instructor will pre-teach inquiry skills organize their settlers prior; they will be reinforced.) notes in established Inspiration. (ongoing throughout each phase of unit.) KSD Technology-Integrated Unit Template Early Settlers: A melting Pot of 7 Days (1 hour Whole group, Geographic Map- Cultures 1820’s-1890 each day) pair - Journal informal Day1 & 2: collaboration, assessment-are A. (American Expansionists) Lecture 1. individual students keeping - Day 3: work the map up?. Missionaries, westward movement Geographic Lecture 2. Inspiration: map of Delivery: Lecture/Discussion Day 4: note taking - settlers. TESA: EDRO Students Pair Share review optional Lecture 3. (equitable 1. reasons for expansion: manifest electronically distribution of destiny, scarcity Day 5: Lecture 4. response read trade book: The Children of the opportunities) Westward Trail (pgs 43-50) Day 6: Clipboard sheet to keep pair collaboration, note taking (in Lecture 5 remarks graphic organizers) pair A/B checking, Day 7: class discussion Lecture 6 2. Cost of Moving: Selling everything you own, buy what you need for the next year. Students will read: A Packet Of Seeds, by Deborah Hopkins 3. What resources attracted settlers? 4. Edging out Native Americans 5. The New economy of WA 6. Cause and effect of change on Native Americans Early Settlers: A Melting Pot of 3 Days (1 Whole group, Inspiration: Inspiration: 2 Cultures 1820’s-1890. Europeans hour/day) pair Thinking thinking skills maps: (Finnish, Swedish and Norwegian Lecture/ collaboration, Maps to 40 total Settlers) Discussion individual describe characteristics Delivery: Lecture, Reading a trade Documentation Informal of Nordic book: Our One and Only Amelia May, Community. assessment to Discussion Venn ascertain if students Note taking and compare/contrast with Diagram- are cooperating in graphic organizers. Compare/cont pair groups and if rast Nordic they are updating Community to their interactive Native American map and journal. Excel: Update Student Reflection: Interactive Teacher Map Conference for PowerPoint continuing : update assessment of Journal journal writing. KSD Technology-Integrated Unit Template Early Settlers: A Melting Pot of 2 days (1 hour Whole group, - Venn Venn Diagram: Cultures 1820’s-1890. Asian Delivery: each) pair/share diagram 20 points Lecture, Discussion Asian citizens comparing came to the area with great hopes fed Asian by the Gold Rush and railroad Culture to expansion. Asians came to make a Native American better living; they saw their destiny in a Culture place of rich natural resources and a - Update prospering economy. Yet Asians were treated no better than the Native Interactive Americans who were on the bottom of Map the social scale. - Journal The State of Washington by 1890: 2 days (1 hour Entire Group Interactive Lecture/Discussion, and Presentations each) Individual Geographic Map: Final Discussion work. 40 points Review; pulling all information together. Complete Interactive geographical map and Journal: 100 points Journal Allow students to share (optional for each student) PowerPoint Journals Accommodation Options ELL / IP Students Heterogynous grouping, use of computer for all activities for students with motor impairment, ELL may create drawings to add to writing prompts Highly-Capable Students Extra Credit to create diorama of a cultural community in WA, can create additional journal entries in PowerPoint. Prerequisite Skills Students will be able to inquire by internet research using Encarta. They will be able to access research folders prepared by the instructor, they will be able to create graphic organizers, and use the following software: Inspiration, Excel, PowerPoint and Word. They will be able to read expository text, write for a variety of purposed, including explaining a cause and effect relationship, letter, poster making. KSD Technology-Integrated Unit Template Materials and Resources Required for Unit Adopted Print Materials: Adopted and other Audio/Visual: Supplemental Resources (including Internet resources): See research folder for electronic files (scaffold). The Children of the Westward Trail By: Rebecca Stefoff Our One and Only Amelia May, by Jennifer L. Holm, Washington, The Early Years by Carol L. Sanderson and Charlotte A. Williams A Packet Of Seeds, by Deborah Hopkins Supplies: Technology – Hardware (Click boxes of all equipment needed.) X Computer(s) VCR X Projection System Printer Video Camera Camera Digital Camera X Scanner Video Conferencing Television Laserdisc Other Technology – Software (Click boxes of all software needed.) X Word FrontPage X KidPix X Excel X Internet Explorer X Inspiration PowerPoint SchoolKiT Clicker 4 Publisher X Encarta Image Blender/Photo Editor Author First and Last Name Ruth Markert Grade Level 4 Email Ruth.Markert@kent.k12.wa.us