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| Version | User | Scope of changes |
|---|---|---|
| May 6 2009, 12:51 AM EDT (current) | teachingsagittarian | 291 words added |
| Mar 1 2009, 3:00 AM EST | teachingsagittarian | 2 words added, 3 words deleted |
Changes
Key: Additions Deletions
| Unit: Social Issues | Grade:5 |
| Established Goals (Standards) | |
| 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. | |
| Enduring Understandings | Essential Questions |
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| Stage 2 – Assessment Evidence | |
| GRASPS Task | Six Facets of Understanding (Our Project) |
| Goal: Promote awareness of a chosen social issue Role: Student Human Rights Representative Audience: Peers at ISB (younger & same-age) peers around the world Situation: You have been asked to identify a social issue that you want to give a voice to Product Performance: Design an interactive poster that builds an awareness of a chosen social issue Extension: | Explain: Why does this social issue exist? Book groups will share observations, perspectives, feelings, thoughts, ideas about social issues realised from texts Apply: Now that you have this knowledge, how will my thinking and actions make a difference or change? Interpret: Make personal connections what does this mean to me? How does this relate to me? Add personal ideas and thoughts about a social issue Perspective: From whose point of view / vantage point? See and hear points of view through critical eyes and ears; see the big picture (ie: Readers use different lenses to gain deeper understanding of social issues) Self-Knowledge: How does who I am shape my views? What are the limits of my understanding? What are my blindspots? Being aware of own misconceptions, prejudices, parental influence. Understanding how their views have been shaped through a variety of perspectives Empathize: What do I need to experience in order to understand? Can I walk in the character's shoes? What was the author trying to make me feel or see? |
| Lesson Notes: Timelines (of wider social injustices - segregation, holocaust, racism, loss, poverty)Keep this as an idea for HF unit. Create big magnifying glass - to highlight the actual reading strategies as we go (Visual Display) Things to think about: Which picture books (Mentor texts) do we want to use? Digital Citizenship - Asking Kim/Jeff to take a lesson on copyright / creative commons etc Using the "tool" - How to use glogster Reflection: How it worked in the classroom: Here’s the link to our class wiki where all our instructions for our Social Issue Glogs are plus the kids are starting to embed their finished glogs – you can click on the hyperlinked student names to see their finished glogs. http://room202isb.wikispaces.com/glogster The marking rubric for the glogs is there too – my class helped me write it. We thought that we would peer assess the glogs (so that’s scheduled for Monday next week – it’s so hard to book those darn laptop carts these days!!) We all used glogsterEDU in class at the same time with no problems what so ever. Our sessions looked like this: Session 1: A brainstorm on what happens if we come across inappropriate material (might happen with glogster, might happen when you are searching for images, video etc for your glog). List actions. 15 minute sandbox playtime – here’s glogster what can you find out how to do. 10-15mins Speed-geek style sharing of what individuals discovered. 15 minutes to go back and try some of what you saw others doing. Homework – plan your Social Issue Glog on paper (design, content, placement, etc) Session 2: Work on your Social Issue Glog (45mins) We only had one session in class to work on the glogs. Finish for homework. Arrangements made for before school, recess etc for students with no access to computer at home) Some students did experience issues with glogster (not loading, slow etc) at home. A couple had trouble with Safari and wikispaces – embedding glogs into the wiki pages – but that is a known issue with wikispaces. Final thoughts – it was brilliant – kids really enjoyed it – some of the posters look stunning! | |
