I shared some ideas from Social Studies Source at the National Educational Computer Conference last week. I met some neat social studies teachers that I am sure have great ideas to share. I am planning to keep the blog going into the fall to give my students a place to share lesson ideas to integrate social studies with technology.
More later...J
Monday, July 6, 2009
Monday, April 6, 2009
Book: P is for Palmetto: A South Carolina Alphabet Book by Brittany Farr
Author: Carol Crane
“Road Trip” (Map Skills)
Before Activity:
Students will be asked to tell about any trips that they have taken or would like to take. We will see how far people in our class have traveled. We will brainstorm as a class what all is needed to find our location and to drive to the location. I will write out on the board the items that students name, such as a map, car and gas.
During Activity:
Students will be given a “Road Map” of South Carolina that shows cities, highways and interstates. They will be expected to plot a trip to a destination of their choice (choosing from Charleston, Myrtle Beach or Hilton Head Island). Students will work in groups of three to create their road trip. They will need to not only identify the routes they plan to take, but also mention where they plan on taking breaks to get food, use the restroom or fill up on gas. They will mark their destination on the map using a marker, with an X where they plan to make stops, an S at the starting location and an E and the ending location. They will create a picture of them at their ending location in which they include some of the physical features key to that area.
After Activity:
Students will compare their routes with those given on MapQuest, to see what similarities in routes were taken and then decide which route they would use when taking their trip. The map and student drawings will be posted for everyone to see the various trips taken.
Book: By the Shores of Silver Lake
Author: Laura Ingalls Wilder
“Free Land” (Internet Research)
Before the Activity:
I will introduce the idea of the Homestead Act, explaining the background information on the Act. I will talk about how the Homestead Act allowed Pa to afford land of his own, if they settled the land, made improvements and met some other criteria. I will explain that this is really helpful to a lot of families, because at one point there were requirements about how much land had to be bought and at a certain price per acre. We will talk about how 1880 was a peak year for homesteading with more than 47,000 claims, most of which where in Dakota Territory.
During the Activity:
We will visit the National Archives website to take a look at the case file for Laura’s dad, Charles Ingalls. I will pull it up on the Smart Board, so that students can try to read and examine the various aspects of the document, such as the list of improvements the Ingalls made. Students will then be instructed to use the National Archives website and various other websites to learn more about the Homestead Act of 1862. Students will research to find out what opportunities the Act provided, the idea of a squatter, problems with claim jumping, and the reason for building shanties instead of a traditional house. Students will include the advantages, disadvantages and dangers of homesteading. Students will create a 2 page report on homesteading, including information on the Act of 1862.
After the Activity:
As a class we will talk about the research findings and the reason behind the Homestead Act of 1862 and relate it to other events going on such as the Civil War.
“Road Trip” (Map Skills)
Before Activity:
Students will be asked to tell about any trips that they have taken or would like to take. We will see how far people in our class have traveled. We will brainstorm as a class what all is needed to find our location and to drive to the location. I will write out on the board the items that students name, such as a map, car and gas.
During Activity:
Students will be given a “Road Map” of South Carolina that shows cities, highways and interstates. They will be expected to plot a trip to a destination of their choice (choosing from Charleston, Myrtle Beach or Hilton Head Island). Students will work in groups of three to create their road trip. They will need to not only identify the routes they plan to take, but also mention where they plan on taking breaks to get food, use the restroom or fill up on gas. They will mark their destination on the map using a marker, with an X where they plan to make stops, an S at the starting location and an E and the ending location. They will create a picture of them at their ending location in which they include some of the physical features key to that area.
After Activity:
Students will compare their routes with those given on MapQuest, to see what similarities in routes were taken and then decide which route they would use when taking their trip. The map and student drawings will be posted for everyone to see the various trips taken.
Book: By the Shores of Silver Lake
Author: Laura Ingalls Wilder
“Free Land” (Internet Research)
Before the Activity:
I will introduce the idea of the Homestead Act, explaining the background information on the Act. I will talk about how the Homestead Act allowed Pa to afford land of his own, if they settled the land, made improvements and met some other criteria. I will explain that this is really helpful to a lot of families, because at one point there were requirements about how much land had to be bought and at a certain price per acre. We will talk about how 1880 was a peak year for homesteading with more than 47,000 claims, most of which where in Dakota Territory.
During the Activity:
We will visit the National Archives website to take a look at the case file for Laura’s dad, Charles Ingalls. I will pull it up on the Smart Board, so that students can try to read and examine the various aspects of the document, such as the list of improvements the Ingalls made. Students will then be instructed to use the National Archives website and various other websites to learn more about the Homestead Act of 1862. Students will research to find out what opportunities the Act provided, the idea of a squatter, problems with claim jumping, and the reason for building shanties instead of a traditional house. Students will include the advantages, disadvantages and dangers of homesteading. Students will create a 2 page report on homesteading, including information on the Act of 1862.
After the Activity:
As a class we will talk about the research findings and the reason behind the Homestead Act of 1862 and relate it to other events going on such as the Civil War.
European Exploration of the New World by Crystal Lake
Before reading Encounter, students will be broken into groups and given a task. Each group will complete a power point presentation that researches an explorer of the new world. The power point will include history of the explorer, major contributions, area settled and for what country, and what purpose the explorer had. The students will use two internet websites: Who Goes There: European Exploration of the New World http://library.thinkquest.org/J002678F/welcome.htmand Voyage of Exploration: Discovering New Horizons (http://library.thinkquest.org/C001692/english/index.php3?subject=home) to find their information. After the power point is completed, students will present to their classmates.
Tuesday, March 31, 2009
Famous Men of the Renaissance & Reformation By Jasmyne Spain
Renaissance Vocabulary
The students are going to explore one of the important figures of the Renaissance time frame: Leonardo da Vinci. Have the students go to the website http://www.mos.org/sln/Leonardo/LeoHomePage.html. The students will type a paragraph about Leonard da Vinci based on their research on the website. This will be turned in and used as an assessment piece to ensure understanding.
Tuesday, March 24, 2009
Geography: Map Comprehension Skills by Bob Felker
I am teaching a geography unit for fifth graders. Part of the unit is meant to address students’ lack of map skills. I have chosen to begin by having the students design their own country/nation, complete with borders, cities, towns, capitals, and various types of landforms. Rather than doing a simple pencil sketch, which usually yields a quick and sloppy rendering, the students will create their maps using the Microsoft Paint program. With this program they can refine details, correct mistakes without unsightly erasure marks, and render the map in color, which should result in a map that closely resembles maps they routinely encounter in their text books. Once a satisfactory design has been completed, it will be saved on the school’s hard drive. The file can then be imported into Microsoft Word as a Printed Watermark (from the Background section in the Format drop-down menu). Once the map is present as the background, the students can type the names of their cities, towns, countries, etc., simply by placing their cursor over the appropriate spot and typing it in. They may also use the Table menu to draw a map key, and perhaps even a grid, upon which they can place coordinates or measures of latitudes and longitudes. The original file can be kept and modified to produce other types of maps that they need knowledge of, including product, road, elevation, political, and historical.
Having created their own maps, and using the some of the same techniques used in modern cartography, it is hoped that students will have an expanded understanding of how to read and decipher maps they will be exposed to later in both school and in the real world.
Having created their own maps, and using the some of the same techniques used in modern cartography, it is hoped that students will have an expanded understanding of how to read and decipher maps they will be exposed to later in both school and in the real world.
Thomas Rivers Citizenship Unit Ben’s Guide to Government
http://bensguide.gpo.gov/3-5/index.html
Third grade is a transitional year for most elementary school students. The third grade social studies curriculum is designed to expand the students' concept of "leaders" in relationship to their communities. In order for students to become productive citizens, it is very important that students develop and understand their duty and responsibility as a citizen. As a citizen in the United States of America (USA), students must begin to understand that that they have rights that are governed by laws that may differ from state to state. It is important for students to understand that citizens have many rights, however, with those rights come many responsibilities. To incorporate technology in my unit I am going to use an interactive website, Ben’s Guide to US Government, to help my students’ research what makes a good citizen and what rights and responsibilities
Task: You have been living in the
The Invention and History of the Telephone by Courtney Lamade
Unit Title: Changes in Technology
Currently, I teach third grade. As part of the curriculum, I have developed a unit on technology. Throughout the unit, students will learn how technology is used at home, school, and in the community. Furthermore, students will learn how this technology has changed over time and improved the community and quality of life. This particular activity is meant as an introductory activity in which the students will use the Internet to research famous inventors and their inventions that have become a large part of our everyday life.
Students should be paired up with a peer and each child or group should have access to a computer. This activity should take approximately three to four class periods to complete, including a time for sharing.
First, students will pull up the PowerPoint template. This template will consist of four slides. Each slide will have the name of a famous inventor on it (Henry Ford, Thomas Edison, Alexander Graham Bell, and the Wright Brothers). The students will use the Internet website http://www.factmonster.com/people.html to find out when the inventor lived, what he invented, and why it is an important invention. Once the students have found this information, they will include it on their PowerPoint slides. The students must also insert a picture representing the invention.
As students finish, they may go to http://pbskids.org/wayback/tech1900/index.html to find fun facts about early cars and telephones. Within this website the students will find information on how fast the first cars went and the requirements and working conditions of telephone operators. The students will include any information found on an additional “fun facts” slide in their PowerPoint. When the students have completed the PowerPoint, they will print it out in a handout form. As the teacher, I can collect and check over the PowerPoint handouts to ensure that the students found the correct information. Then, the students can use the handout as notes for future lessons and assessments. Once all projects are completed, allow students to share their slides, specifically the “fun facts’ slide.
Currently, I teach third grade. As part of the curriculum, I have developed a unit on technology. Throughout the unit, students will learn how technology is used at home, school, and in the community. Furthermore, students will learn how this technology has changed over time and improved the community and quality of life. This particular activity is meant as an introductory activity in which the students will use the Internet to research famous inventors and their inventions that have become a large part of our everyday life.
Students should be paired up with a peer and each child or group should have access to a computer. This activity should take approximately three to four class periods to complete, including a time for sharing.
First, students will pull up the PowerPoint template. This template will consist of four slides. Each slide will have the name of a famous inventor on it (Henry Ford, Thomas Edison, Alexander Graham Bell, and the Wright Brothers). The students will use the Internet website http://www.factmonster.com/people.html to find out when the inventor lived, what he invented, and why it is an important invention. Once the students have found this information, they will include it on their PowerPoint slides. The students must also insert a picture representing the invention.
As students finish, they may go to http://pbskids.org/wayback/tech1900/index.html to find fun facts about early cars and telephones. Within this website the students will find information on how fast the first cars went and the requirements and working conditions of telephone operators. The students will include any information found on an additional “fun facts” slide in their PowerPoint. When the students have completed the PowerPoint, they will print it out in a handout form. As the teacher, I can collect and check over the PowerPoint handouts to ensure that the students found the correct information. Then, the students can use the handout as notes for future lessons and assessments. Once all projects are completed, allow students to share their slides, specifically the “fun facts’ slide.
Econ-o-mania Web quest for 2nd grade
Unit title: Economic concepts and resources within the community
Working in cooperative groups students will need to use basic computer skills to make there way though the web quest. Students will complete task to better understand wants and needs, goods and services, production and consumption, and natural resources. After completing those basic tasks and gaining a better understanding of each topic they will have a final task to complete as a group.
Their final task will be to create a good or service with the materials they are given. Their group may develop any good or service using any or all of the materials they are given. Their final presentation can be a KidPix slide show or an art form of their choosing. As a group they will have to present their good or service to the rest of the class.
Listed below is the link for the web quest:
http://cte.jhu.edu/techacademy/fellows/Seaman/webquest/index.html#home%
20page
Note: One of the links in the web quest was not working so students will use the following link instead:
Interactive Native Americans Scavenger Hunt Ullanda Tyler
Inventions in Technology by Jessica Ellison
My unit that I am teaching is on inventors and technology for third grade. Students will be brainstorming about how we use technology in our homes, school, and communities. They will also be learning about some famous inventors and how their inventions have changed and helped our communities over time.
One integration of technology I will be using in this unit is that students will create their own power point. After brainstorming several inventions in technology and visiting websites with different inventions such as http://www.kidcyber.com.au/, students will create their own invention of something they think is needed in the community. The power point will include the name of the invention, what the invention does, why it was invented, and how much it will cost. Then, each student will create a model or draw a detailed picture of his or her invention.
Monday, March 23, 2009
Opportunity Cost of Trade, Commerce, Industry, and the Effects on Our Earth Amy Wilson
I teach fifth grade gifted and talented math and science. The focus of the unit is human impact on the earth, which is one of the five themes of geography. During the unit lessons the students will be participating in a simulated oil spill, mapping the Exxon Valdez oil spill, conducting research on the importance of oil as a resource to the United States as well as various environmental issues and topics concerning oil spills. The students will also investigate the relationship between oil and the United State’s involvement in the Gulf War. The students will be writing an editorial taking a position for the Gulf War or against the Gulf War.
The Apprentice Webquest: Ecosystems in Danger, http://www.ldcsb.on.ca/schools/cfe/rpt/RPT_Ecosystems/student.html
will allow the students to problem solve using a real life scenario. The purpose of this webquest is to help the students to make logical informed decisions that will impact many people.
The students will be given a reasoning web that will help them reason through the problems of importing and exporting oil and make a decision about whether Mr. Trump should indeed enter into the business of exporting oil. As the students complete this activity they will have to provide support or evidence that has been researched to support the problems that they have found with importing and exporting oil. The webquest allows the students to research and design the most effective and cost efficient method for importing and exporting oil. They will also research the validity of the argument that transporting oil is damaging to the environment. Upon completion of the task the students will be able to reason through a problem by looking at the problem from various viewpoints. The students will also have an idea of how importing and exporting oil can potentially harm the environment but can also be a profitable business as well. The students will make a decision about exporting and importing oil based on their research and the various viewpoints represented.
The Apprentice Webquest: Ecosystems in Danger, http://www.ldcsb.on.ca/schools/cfe/rpt/RPT_Ecosystems/student.html
will allow the students to problem solve using a real life scenario. The purpose of this webquest is to help the students to make logical informed decisions that will impact many people.
The students will be given a reasoning web that will help them reason through the problems of importing and exporting oil and make a decision about whether Mr. Trump should indeed enter into the business of exporting oil. As the students complete this activity they will have to provide support or evidence that has been researched to support the problems that they have found with importing and exporting oil. The webquest allows the students to research and design the most effective and cost efficient method for importing and exporting oil. They will also research the validity of the argument that transporting oil is damaging to the environment. Upon completion of the task the students will be able to reason through a problem by looking at the problem from various viewpoints. The students will also have an idea of how importing and exporting oil can potentially harm the environment but can also be a profitable business as well. The students will make a decision about exporting and importing oil based on their research and the various viewpoints represented.
The American Revolution by Stacey Kirkley
The unit that I am teaching is for third grade students and it is about the American Revolution. The students are learning about different events that led to the American Revolution; the significant people, events, and places in the American Revolution; and South Carolina’s role in the American Revolution. At the end of this unit, the student will be able to identify the significant people, events, and places that played a role in the American Revolution.
Technology will be integrated in this unit by using power point presentations, the Smart Board software, and the students will use the PBS website to gain a deeper understanding of the American Revolution. The PBS website is at http://www.pbs.org/ktca/liberty/. This website has information that is perfect for this unit of study. On this website, the student will be able to do many things. They can read all about the different events during the American Revolution in a newspaper type setting. They can also learn about different perspectives during the revolution, such as learn about life during the 18th century; learn what was happening in the world at the time of the revolution; and learn the differences between the American and British soldiers. Finally on this website, the student can play an interactive game titled “The Road to Revolution” that will test their knowledge about the American Revolution. The student will head towards “independence” in this game if they answer questions correctly. Students will be able to use this website in the computer lab in our school. We will use one day of social studies time to use this website at the end of our unit. Students will have to document information that they found so that they will learn how to directly use the internet and this website specifically.
Technology will be integrated in this unit by using power point presentations, the Smart Board software, and the students will use the PBS website to gain a deeper understanding of the American Revolution. The PBS website is at http://www.pbs.org/ktca/liberty/. This website has information that is perfect for this unit of study. On this website, the student will be able to do many things. They can read all about the different events during the American Revolution in a newspaper type setting. They can also learn about different perspectives during the revolution, such as learn about life during the 18th century; learn what was happening in the world at the time of the revolution; and learn the differences between the American and British soldiers. Finally on this website, the student can play an interactive game titled “The Road to Revolution” that will test their knowledge about the American Revolution. The student will head towards “independence” in this game if they answer questions correctly. Students will be able to use this website in the computer lab in our school. We will use one day of social studies time to use this website at the end of our unit. Students will have to document information that they found so that they will learn how to directly use the internet and this website specifically.
The Civil War by Cassi Odom
I will be teaching a 4th grade unit on the Civil War. During this unit, students are expected to demonstrate an understanding of the Civil War and its impact on America. Students will study the reasons behind the war, the role and accomplishments of the leaders, key battles, the roles of African Americans and women, and the effects of the war on people and their environments. Understanding of our country’s history is important. Our views of history shape the way we view the present, and therefore dictate what answers are offered for existing and future problems. It is important for students to learn history in order to learn from the past and gain a sense of perspective about themselves and the world around them. In order for students to be functioning citizens in our society, they should be able to think critically about documents, cause and affect relationships, and have the ability to read and summarize material.
This technology integration will need to take place in a computer lab at your school. This is a two-day integration, so plan to have your students in the lab for two days during the week. The goal of this integration is for students to be able to read articles and/or biographies for information and create online timelines of significant dates and events. The biographies of Civil War leaders can be found at http://www.history.com. If creating a timeline on key battles of the Civil War, information can be found at www.sonofthesouth.net. It would be beneficial for the teacher to provide a hard copy handout to students that highlights the desired important dates. This is to provide students with some guidance so they do not get bogged-down with insignificant dates during research. Day 1 of research should consist of students reading biographies and articles and writing down important information (significant dates during Lincoln’s presidency, Key battles, etc). Day two should consist of students finishing up research from the prior day and advancing on create their online timeline.
After research is complete, students should visit the site: http://www.teach-nology.com/web_tools/materials/timelines. Step 1 on the web site allows students to choose whether they would like to create a vertical or a horizontal timeline. Step 2 of creating the timeline allows students to type in their researched information into blank cells. The cells are labeled: Event #, Event Date, and Event Name / Description. Once students have successfully entered their information, he/she is allowed to then add one border graphic to the timeline. For the final step, students click “generate your timeline” and PRESTO—a printable timeline of the information appears. Online timelines can be used throughout the Civil War unit and should prove to be quite effective in helping students to organize information.
This technology integration will need to take place in a computer lab at your school. This is a two-day integration, so plan to have your students in the lab for two days during the week. The goal of this integration is for students to be able to read articles and/or biographies for information and create online timelines of significant dates and events. The biographies of Civil War leaders can be found at http://www.history.com. If creating a timeline on key battles of the Civil War, information can be found at www.sonofthesouth.net. It would be beneficial for the teacher to provide a hard copy handout to students that highlights the desired important dates. This is to provide students with some guidance so they do not get bogged-down with insignificant dates during research. Day 1 of research should consist of students reading biographies and articles and writing down important information (significant dates during Lincoln’s presidency, Key battles, etc). Day two should consist of students finishing up research from the prior day and advancing on create their online timeline.
After research is complete, students should visit the site: http://www.teach-nology.com/web_tools/materials/timelines. Step 1 on the web site allows students to choose whether they would like to create a vertical or a horizontal timeline. Step 2 of creating the timeline allows students to type in their researched information into blank cells. The cells are labeled: Event #, Event Date, and Event Name / Description. Once students have successfully entered their information, he/she is allowed to then add one border graphic to the timeline. For the final step, students click “generate your timeline” and PRESTO—a printable timeline of the information appears. Online timelines can be used throughout the Civil War unit and should prove to be quite effective in helping students to organize information.
Landforms by Amy Womble
I am teaching a Geography unit on landforms for 2nd grade.
My class is learning about the different names of landforms
and bodies of water. They are also discovering how a place’s
geography affects the lives of people that live there.
In my unit, I have integrated technology by using Google
Earth. As a class, we can explore the geography around
Charlotte and identify landforms that we have studied. For
example, I can pull up a satellite map of Lake Wylie and find
examples of islands and peninsulas. Google Earth helps
students make connections to their world and puts their
immediate “world” on a map.
Google Earth is also valuable for comparing characteristics
of regions. My students are pen pals with a second grade
class in Seattle, Washington. Using this technology,
students can compare and contrast the geography of Seattle
and Charlotte. Furthermore, they can draw conclusions about
how people’s lives are different depending on where they live
and what natural resources are around them. Google Earth
even has a new feature which allows you to look at images
taken over previous years. This allows for a comparison over
time and lets students see firsthand the importance of human-
environment interaction.
You can download a free version of Google Earth at
http://earth.google.com/.
My class is learning about the different names of landforms
and bodies of water. They are also discovering how a place’s
geography affects the lives of people that live there.
In my unit, I have integrated technology by using Google
Earth. As a class, we can explore the geography around
Charlotte and identify landforms that we have studied. For
example, I can pull up a satellite map of Lake Wylie and find
examples of islands and peninsulas. Google Earth helps
students make connections to their world and puts their
immediate “world” on a map.
Google Earth is also valuable for comparing characteristics
of regions. My students are pen pals with a second grade
class in Seattle, Washington. Using this technology,
students can compare and contrast the geography of Seattle
and Charlotte. Furthermore, they can draw conclusions about
how people’s lives are different depending on where they live
and what natural resources are around them. Google Earth
even has a new feature which allows you to look at images
taken over previous years. This allows for a comparison over
time and lets students see firsthand the importance of human-
environment interaction.
You can download a free version of Google Earth at
http://earth.google.com/.
Thursday, February 26, 2009
My Community
Unit: Place-Based Learning Project
I have a first grade technology integrated social studies unit that addresses various ways to incorporate community aspects into a week-long study. This helps all learners, regardless of learning styles, to connect prior knowledge to new information learned. This unit focuses on family within the community, community leaders, and the community as a whole. Technology is integrated through Internet research, PowerPoint presentations, streaming video, educational software, etc. With a limited amount of computers in my classroom, it is important to set up a feasible schedule in order for all students to have a chance to use the computers.
Each activity emphasizes hands-on experiences, higher-order thinking skills, and the ability to connect their existing schema to the current information.
As a first grade teacher, I believe that technology is a vital part of all learning, and students should be proficient with technology skills. I learned this from a very skilled instructor that taught me the right way to use technology in a one-computer classroom!
I have a first grade technology integrated social studies unit that addresses various ways to incorporate community aspects into a week-long study. This helps all learners, regardless of learning styles, to connect prior knowledge to new information learned. This unit focuses on family within the community, community leaders, and the community as a whole. Technology is integrated through Internet research, PowerPoint presentations, streaming video, educational software, etc. With a limited amount of computers in my classroom, it is important to set up a feasible schedule in order for all students to have a chance to use the computers.
Each activity emphasizes hands-on experiences, higher-order thinking skills, and the ability to connect their existing schema to the current information.
As a first grade teacher, I believe that technology is a vital part of all learning, and students should be proficient with technology skills. I learned this from a very skilled instructor that taught me the right way to use technology in a one-computer classroom!
Digital Mapping- Follow Me Through My Community by Jackie Whitlow
Unit: Community Helpers
The unit that I am teaching is for first grade students and is about community helpers. The students are learning about various types of people in the community, their jobs, locations, what they wear, and how they help make the community a better place. The students will learn about where to find these people in the community in relation to the school and their homes. The school is like a small community within the surrounding community, and the students are very familiar with this area. I will start with community helpers within the school and move outwards to better explain the concepts of community helpers to the students.
To incorporate technology into my unit, I am going to have the students make a map of the school using digital photographs. The students will take pictures of the places around the school where community helpers work including the principal, teachers, the nurse, janitors, librarian, lunch room staff, etc. After taking the pictures, the students will be able to upload these pictures to the computer with some assistance from the teacher and print them off. A bulletin board in the classroom will be used to make a map of the school and the photographs will be posted on the board in their correct location. Space will be saved on the board to expand the map outside the school. Students will be asked to take pictures of different community helpers outside of school on their own time, or they can simply do an internet search to find pictures with help from their parents. Parents can either print these pictures off for the students to bring in for the map or email them to the teacher to add to the map. When the bulletin board is full, the students will work in pairs to type a small list of facts about each community helper to place beside the pictures on the board.
The unit that I am teaching is for first grade students and is about community helpers. The students are learning about various types of people in the community, their jobs, locations, what they wear, and how they help make the community a better place. The students will learn about where to find these people in the community in relation to the school and their homes. The school is like a small community within the surrounding community, and the students are very familiar with this area. I will start with community helpers within the school and move outwards to better explain the concepts of community helpers to the students.
To incorporate technology into my unit, I am going to have the students make a map of the school using digital photographs. The students will take pictures of the places around the school where community helpers work including the principal, teachers, the nurse, janitors, librarian, lunch room staff, etc. After taking the pictures, the students will be able to upload these pictures to the computer with some assistance from the teacher and print them off. A bulletin board in the classroom will be used to make a map of the school and the photographs will be posted on the board in their correct location. Space will be saved on the board to expand the map outside the school. Students will be asked to take pictures of different community helpers outside of school on their own time, or they can simply do an internet search to find pictures with help from their parents. Parents can either print these pictures off for the students to bring in for the map or email them to the teacher to add to the map. When the bulletin board is full, the students will work in pairs to type a small list of facts about each community helper to place beside the pictures on the board.
Tuesday, February 24, 2009
Internet Scavenger Hunt for Government by Jill Pratt
Unit: Government: Using Ben's Guide for a Scavenger Hunt
My Social Studies unit is on our United States Government. By the end of the unit the learner will analyze political and social institutions in North America and examine how these institutions respond to human needs, structure society and influence behavior. The learner will do this many different ways. One is by analyzing major documents and understanding there importance. Another is by differentiating between local, state and national levels of government and finally by distinguishing how the government has changed overtime.
Technology will be integrated into the classroom by completing a website scavenger hunt. With help from the technology teacher, we are going to have a link connected to my website and the students are going to answer eight questions about the government through a scavenger hunt. The students will not only be practicing computer skills such as navigating a website but also gaining knowledge about the U.S. Government. These questions will be what they need to answer.
1. Who wrote the Declaration of Independence?
http://bensguide.gpo.gov/3-5/documents/declaration/index.html
2. Which Article of the Constitution establishes the Office of President? http://www.archives.gov/exhibits/charters/constitution_transcript.html
3. The first ten amendments to the Constitution are called:
http://bensguide.gpo.gov/3-5/documents/declaration/index.html
4. Name two of the amendments.
http://bensguide.gpo.gov/3-5/citizenship/rights.html
5. What are the three branches of our government?
http://bensguide.gpo.gov/3-5/government/branches.html
6. Who appoints the justices to the Supreme Court?
http://bensguide.gpo.gov/3-5/government/national/scourt.html
7. What are the requirements to becoming President?
http://bensguide.gpo.gov/3-5/election/president.html
8. How many Senators are elected for each state?
http://bensguide.gpo.gov/3-5/election/senators.html
A hyperlink will be on key words and when the students click on it there will be an article or a website that has the answers on it. (http://pages.cms.k12.nc.us/karenlipski/usgov.html) The students will answer the questions by restating and then finding the answers online (see websites above) and putting them into their own words. This will be a helpful study guide for the end of the unit test.
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