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Heritage
| Unit: Heritage | Grade: 5 |
| Established Goals (Standards) | |
| 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. identify and define authentic problems and significant questions for investigation. c. collect and analyze data to identify solutions and/or make informed decisions. Social Studies Skills Standards: a. Formulate and ask questions about the past, the future, places and society b. Use and analyse evidence from a variety of historical, geographical and societal sources c. Orientate in relation to place and time Students will inquire into how appreciating our past influences what is preserved for the future. [central idea behind unit] | |
| Enduring Understandings | Essential Questions |
| Identify what heritage means from a personal and global perspective Recognize that our actions can have a positive and negative impact on preserving our heritage. | 1) What is heritage? 2) Why is it important to recognize our heritage? 3) How can our actions have an impact on preserving our heritage? |
| Stage 2 – Assessment Evidence | |
| GRASPS Task | Six Facets of Understanding |
| Goal: Students will collaboratively decide on one site to support for the World Heritage List which is currently on the tentative list, and use audio or video technology to persuade their audience. Within this task, they will be asked to emphasize key terminology, focusing on OUR impact on the future. Role: Technology will be used throughout the unit - process (research, virtual visits + possibly email/blogging) & product (persuading their audience using iMovie or a podcast). Audience: Grade 5 students and parents Situation: Students will work in teams to analyze 3 sites found globally which are being considered for the World Heritage List (as tentative members). Different sites will be assigned to each team, making sure that their isn't too much overlap and different regions of the world are represented. Product Performance: Students will create an advertisement using iMovie (video product) or podcast interview (audio product) supporting their "nomination" of a site to the World Heritage List. Extension: Math - timeline the history of the 3 sites your group is analyzing Technology - construct a diorama of the site you are supporting, to be integrated into your final product Writing - Write a series of diary entries of someone visiting the site you are supporting. Try to incorporate your research findings into your writing. Geography - locate and map where your 3 different sites are found Action - Determine if there are any sites in your host country (Japan) or city (Tokyo) which you feel deserve to be considered for this prestigious list. | Explain - students will explain what heritage is, and give examples Interpret - by investigating into personal (family) heritage, students will begin to make personal connections with the idea of heritage Apply - students will apply their understanding of personal heritage to more global issues (introduction of World Heritage List) Perspective - students will discuss the different points of view related to 3 tentative heritage sites they are analyzing (thoughts may be entered on a group blog) Empathize - students will gain an understanding and appreciation of the importance of preserving heritage around the world Self-Knowledge - students will be aware of the issues involved in preserving heritage, and the factors that can affect (both positive and negative) their actions.  |
| Lesson Notes: * begin unit by breaking down the central idea, making sure that students have a good understanding of the key terminology being used (have them paraphrase the central idea to check understanding) * bring in pictures of different heritage items to begin, giving all learners a glimpse into the concept of heritage (especially the EAL learners) * will need to cover persuasive language (and writing style) to support final product * will need to discuss the basis for the World Heritage List, and what it means to be considered tentative * will need to spend time gathering sites which students can use to visit their sites virtually (Google Images/Earth, United Streaming, You Tube, etc) *important resource UNESCO World Heritage Tentative Lists * technology needs throughout the unit - blogging, iMovie and podcasting ... | |
Mike.Jessee |
Latest page update: made by Mike.Jessee
, Mar 2 2009, 2:40 AM EST
(about this update
About This Update
edited standards, understandings
- Mike.Jessee
57 words added 22 words deleted view changes - complete history) |
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