Learning+Activity+6-C-1

= Home > Learning Activity 6-C-1: Video or Map Lesson Plan=

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Kerrie Basara's Lesson Plan
 __Overview__: This lesson will provide students with information on the local history of anthracite coaling mining in Pennsylvania through the use of a five minute documentary video.

__Standards__: This lesson will focus on reading, listening, and speaking. The students will learn to listen to others, evaluate the sources presented, speak with clear and understandable pronunciation, and contribute to the large group discussion.

__Goals__: The students will be able to examine and analyze a five minute documentary video on coal mining history. The students will be able to use critical thinking skills to describe what the message and effectiveness of the video was. The students will work collaboratively in groups and contribute to both small and large group discussion.

__Resource Material__: [] Hard Coal Part 3 Pennsylvania Anthracite Coal Mining History filmed in a coal mine.

__Procedures__: 1. The teacher will introduce students to the title of the video and then the students will complete Step 1 (pre-viewing) of the NARA motion picture analysis worksheet individually. 2. The teacher will play the following video on the smart board: [] Hard Coal Part 3 Pennsylvania Anthracite Coal Mining History filmed in The Ashland Pioneer Tunnel coal mine that talks about the mining industry from the 1930’s-2008. 3. Students will view the video and then complete step 2 (viewing) of the NARA motion picture analysis worksheet. 3. The students will then be paired with a partner and will complete step 3 (post-viewing) of the NARA motion picture analysis worksheet. 4. The class will come back together as a large group and discuss their analysis of the coal mining documentary.

__Assessment__: Completed NARA motion picture analysis worksheet will be collected and students will complete an individual assessment of their contribution to the small group work.

Michole's Lesson Plan
__Lesson Objectives:__

Students will be able to (SWBAT) read a map using its map legend or key. SWBAT use a compass rose correctly to identify directions. SWBAT answer comprehension questions using a map __Time Management:__ This lesson will take two class periods of 38 minutes each. __Procedure:__ __Assessment:__ __Follow up activity:__ Students will create their own map of their dream theme park!
 * 1) Divide the class into groups of 3 or 4 students.
 * 2) Pass out the question sheet to each group along with a map of Disney’s Epcot Park.
 * 3) Review with the class where the compass rose is located as well as the map legend.
 * 4) Allow about 20 minutes to complete their question sheets.
 * 5) As a whole class, review the correct answers together. Discuss any problems or concerns about reading the park map.
 * 1) Collect each group’s paper to review for a class work grade.

** Joel's Lesson Plan ** :
Trace the history of the point of the American Revolution that turned the tide and then develop a multi-media report which dramatizes a soldier’s authentic account of the events and images that one might have encountered. || 2. Students will analyze the situation of the average American colonists at the latter part of the 18th century regarding the political decisions and economic challenges placed upon them. 3. Students will study the historical record, in order to evaluate the choices made by American colonists, and compare and contrast these choices with previous and later eras. 4. Students will develop and present a 8 – 10 minute multi-media report (See Steps #4) which demonstrates evidence of key historical events associated with the American Revolution from 1774 – 1778 from the perspective of an American patriot. || [|1776 Map of Pennsylvania] David Rumsey Map Collection [|1789 New York to Philadephia] David Rumsey Map Collection || 2. Review pre-war period from 1774 to Declaration, highlighting key aspects of the cultural and geographic conditions. 3. Reading material: “Situation at Valley Forge” – Using various multimedia and primary source reading selections, students get first-hand and second-hand accounts of those stationed at Valley Forge. Students develop an understanding of the situation facing the American forces. This is background knowledge for a possible later trip. 4. Final Project Assignment: Students are given timeline and overview of project: develop and present a multi-media presentation (podcast, video, skit, short story) which provides evidence of a patriot’s experience (biography, documentary, journal, second-hand historical account, historical movie drama) 5. Jig-saw: ‘triad’ small group patriot meeting – Have students discuss a primary source period American document in small groups. Vary the topics: “Have we lost?”, “We can’t give up!” 6. Wiki – post and response – Students summarize and share major themes of their discussions, connecting their comments to the reading material. 7. Crossing the Delaware – Students watch a documentary video //or take (a) field trip(s)// to Valley Forge and Washington’s Crossing. They learn about Washington’s army dramatic victory at Trenton in detail through a guided tour, period art, first-hand accounts, and other artifacts. Students record their experience using through a KWL summary and trip pictures to share in class later. 8. Post-trip Debriefing: Students share their trip experiences through wiki summary page in which they use a picture and then create a graphic organizer to connect 10 important unit concepts to it. 9. Students finalize work on final project and present to class. The evaluation instrument includes assessment criteria for formative work product and final summative report. || Students will also have access to several means of content reinforcement, e.g. group face-to-face, teacher-moderated discussions, online interactive discussions.
 * ** Section and description ** || ** Content ** ||
 * ** Subject/Concept: ** || Historical Narrative: __A Patriot’s Story – From Valley Forge to Trenton__
 * ** Description of Broad Learning Goal(s): ** || Students will research the latter part of the American revolution, using primary source evidence to capture the environment, events, and culture of the era, in order to develop a rich historical understanding of this important period in our nation’s history. ||
 * ** Learning Objectives: ** || 1. Students will identify and summarize the major places and events which are attributed to the turning point of the American Revolution.
 * ** Required Materials: ** || Examples:
 * ** Student Prerequisite Knowledge: ** || Students need to have a understanding of the British colonial period in America leading up to the Revolution. The time from 1774 to the signing of the Declaration of Independence requires significant treatment. ||
 * ** Anticipatory Set (Lead-In): ** || Students will hear the accounts made previous to the Revolution by prominent figures who foresaw what might happen. This will be done through a teacher-made DVD or through other video segments to provide additional learning support. ||
 * ** Steps: ** || 1. Introduce learning unit to class, in context of course on American history which reacquaints them with their own background knowledge. Students are also given an overview on the unit activities and final project. They are also reminded to record important facts and thoughts in a weekly blog journal.
 * ** Plan For Independent Practice: ** || Students will be assigned independent reading through historical narratives in other classes related to this lesson plan topic. ||
 * ** Closure: ** || Students will present final project and then engage in an instructor-facilitated discussion to compare and contrast the content and media used. ||
 * ** Assessment Based On Objectives: ** || The afore-mentioned (Steps #9) evaluation instrument will be used as a formative and summative evaluation. Students will also be provided regular feedback through informal weekly blog-journal check-ins. ||
 * ** Adaptations (For Students With Learning Disabilities): ** || Students will be provided audio and visual material for course content, (i.e. the reading material will come in several forms and versions).

Assessments will be differentiated in terms of interest and form. This is a multi-step project which is chunked so that the content and assessment is more accessible. The final work product is a multi-media product; therefore computer-aided assistive technology can be available for disabilities. || Computer Applications – Multi-media application and student-authored and interactive graphic supports (e.g. clickable map) Arts – Music and visual art applications through final project enhancements Science/Health – Study of the affect of cold weather on the human body, e.g. Valley Forge and hypothermic conditions World Language – Compare and contrast the role of Pennsylvania Germans with the Hessian mercenaries. Technology – “To build a better musket” – Learn the principles of ballistics at the colonial period and the affect of the Pennsylvania and Kentucky long rifle on the war cause, e.g. spiral a football versus tossing it open handed. ||
 * ** Extensions (For Gifted Students): ** || Gifted students are provided numerous activities for enhancing their learning experience through higher-order analytical and evaluative activities. The rubric (evaluative instrument) rewards __all learners__ for their respective contributions in this regard. ||
 * ** Possible Connections To Other Subjects: ** || Language Arts – See “Plan for Independent Practice”

Audrey's Lesson Plan
Rainforests of the World Overview: Students will review and analyze two rainforests of the world. Students will then complete a writing assignment telling of travels through on of the forests. Procedure: 1. Class will review the following websites on the smartboard. [] [] 2. Students will break into small groups of 3-4 to analyze each map. Students will complete a Venn Diagram comparing the similiarities and differences between the two rainforests. 3. Students will then independently complete a writing assisgnment in which they will tell of traveling through one of the forests. Students will include mode of transportation, other members of the tour, climate, terrain, flora and fauna. 4. Students will present their story to the class. Assessment -Venn Diagram -Group participation -Writing assignment -Speaking/Presentation skills

Mike B's Lesson Plan


Lesson Plan: The Battle of Gettysburg
= Overview: = This lesson will be taught in the days leading up to our annual field trip to the battlefield at Gettysburg, PA. This lesson will be largely self-paced as the students will be using a module-based learning activity set up on my Moodle Page. The students will be given 2 days to complete Modules A, B and C and 3 days in class to complete Module D. = Objectives: = 1. Students will be able to explain the cause, course and consequences of the Battle of Gettysburg. 2. Students will assess commanding officers for both the North and the South and evaluate their performance at Gettysburg. = Introduction: Module A = The students will be asked to view the [|Railroad Map of the town of Gettysburg] and answer the following questions in a post to their Moodle Forum: 1. Many historians will tell you that the Battle of Gettysburg was fought where it was simply because that’s where the two armies happened to meet. Based upon the map you see here, why might Gettysburg have been the place where the two armies met? 2. Based upon the map, where might the highest elevation be on the battlefield? 3. Why do you suppose occupying the high ground would have been an advantage in the Civil War? 4. The students will then need to respond to at least one other post by a classmate. = Body: Modules B and C = 1. The students will be asked to read the explanation of the final project in Module E before they begin to work on Modules B-D so they know what types of information they will need. 2. (Module B) The students will then view the video clips “Before the Battle,” and “Pickett’s Charge” and complete the K and W columns of a KWL Chart. (this video segment briefly describes key individuals and the course of the first two days of battle). 3. (Module C) The students will then view a [|map of the Battle of Gettysburg] with the Confederate advances broken down day by day and respond to the following prompt in a Moodle Journal. **//Based upon the video you watched and the map you are now viewing, write a paragraph describing how you think the battle unfolded on Days 1, 2 and 3. Be sure to be as detailed as possible in your description of days 1 and 2. Finally, be sure to discuss why General Lee may have ordered the attack as he did on the third day.//** = Conclusion: = 1. (Module D) The students will complete a project based on the research they have compiled in Modules A-C and through various research materials made available by me. They will chose to work in small groups or alone. 2. Small Groups—Documentary using Microsoft Movie Maker a. The students will work in creating a 4-6 minute documentary. b. The documentary must do the following: i. Describe the course of the Battle (day by day account) ii. Assess and evaluate the performance of the following individuals at Gettysburg 1. Robert E. Lee 2. James Longstreet 3. JEB Stuart 4. Joshua Chamberlain 5. John Reynolds 6. George Gordon Meade 3. Individual project—Virtual Museum Exhibit a. The students will use Microsoft Power Point to create a virtual museum b. The museum must include text and images c. The museum must include the same information as the documentary

Nicole Kline's Lesson Plan
Title: Contributions of Milton S. Hershey Higher Order Thinking Skill: Describe, Discuss, Explain, Illustration, etc. Subject: Social Studies/History Grade: 5th Duration: 1 day Standards:

8.1.6.B Explain and analyze historical sources. 8.1.6.C Explain the fundamentals of historical interpretation

Instructional Procedure(s): 1. Students will complete the “K” and “W” section of a KWL in regards to information that they know about Milton S. Hershey and his contributions to the town of Hershey, PA.

2. The below satellite map of the town of Hershey, PA will be posted on the Smartboard. [|http://maps.google.com/maps?f=q&source=s_q&hl=en&geocode=&q=HERSHEY%][|27S+CHOCOLATE+WORLD+Attraction+251+Park+Boulevard+Hershey,+PA+17033&ie=UTF8&hq=HERSHEY%27S+CHOCOLATE+WORLD+Attraction&hnear=251+Park+Blvd,+Hershey,+Dauphin,+Pennsylvania+17033&t=h&z=15]

3. Students will individually complete the NARA Map Analysis Worksheet.

4. After about 20-25 minutes, students will share their results with the class. Teacher will prompt them to be specific in regards to how the town of Hershey has formed and developed with the contributions of Milton Hershey. As part of the discussion, the teacher will click on the various sites to learn more information.

5. Upon completion of the discussion, students will complete the “L” section of their KWL.

Formative Assessment: · NARA Map Analysis Worksheets · Completed KWL


 * This lesson integrates into my curriculum because it’s a lesson on local history, which is a component of our 5th grade curriculum.** *

Ruth's Lesson Plan
**Title:** Washington's Crossing


 * Objective: **

Students will compare and contrast resources related to "Washington Crossing the Delaware," explain the event's significance in the Revolutionary War, and describe how local communities may have been involved in that event.


 * Previous knowledge: **

Students have studied causes of the Revolutionary War and the beginning stages of the conflict.


 * Procedure: **

Students view the video showing the reenactment of "Washington Crossing the Delaware" and analyze the video using an NARA worksheet.

After posting the worksheet as an assignment, they are asked to review a website that shows a famous painting entitled "Washington Crossing the Delaware," created a number of years after the event occurred. Was the painting an accurate depiction of what really happened? In what ways were local communities involved in what happened on December 26th, 1777?

After research, students post a message to the discussion board that describes their analysis of the reenactment video, compares the reenactment video, the painting, and the historic description of the event, and discusses local community involvement. They are asked to respond to one of their classmates by asking one question. Each student responds to any questions that were asked in reply to their own post; further discussion is encouraged.

During discussions in the forum, the teacher makes sure that students have noticed that sometimes "myths" have substituted for historical facts, and that sometimes a piece of art or literature has played a powerful part in skewing perceptions that the general public might hold. The teacher "wraps" the discussion, making sure to summarize key understandings.


 * Resources: **

Video of reenactment of Washington crossing the Delaware. [|http://www.youtube.com/watch?v=E4k57gdsa6k&feature=relate]

Washington Crossing Historic Park []

What's wrong? []

Google Maps – Find location of Washington Crossing, PA [|http://maps.google.com]


 * Assessments: **

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