Online Learning Project: Grade 6 Democracy in Athens

https://docs.google.com/document/d/1Q_4eRYUYP5hlc-8-vIrBv8M_iz2z2EgsAEyQTt4PyE0/edit?usp=sharing

created by Alexa Burnett & Nell Gardner

What I Treasure Most- Personal Narrative

Follow this lesson from scholastic :)

http://printables.scholastic.com/content/collateral_resources/pdf/56/0439453356_e013.pdf

Canada's Regions Social Studies Group Project

First let me say that I am in no way taking credit for this lesson. My collaborative team worked on this lesson for a few years prior to me entering the team. I am merely posting a tweaking of the lesson that my collaborative team did this year. so that I have access to how the exact lesson looked.

Grade 5

Social Studies

Regions of Canada

Title: Regions of Canada, Group Presentation

Curriculum Outcomes

• I can explain what the physical regions in Canada are, and their specific qualities such as climate, bodies of water, and natural resources.
• I can explain how the quality of life of Canadians is affected by where they live.
• I can explain how natural resources and physical geography influence where communities are built.
• I can explain where a location is on a map using cardinal directions
• I can locate places on maps using degrees latitude and longitude
• I can describe the major geographical regions and bodies of water that are important to Canada.
• I can explain what factors determine climate in Canada.

Skills and Processes Outcomes

• I can use technological tools to organize information and solve problems.
• I can use a variety of methods to organize and interpret information.
• I can use technology to create a visual for a specific purpose.
• I can organize and share information so that my audience understands it.

Lesson (5 One-Hour Blocks, plus time to present):

Block 1:

-Show examples of prezi and powerpoint.

-Assign Groups (Groups assigned based on reading level, technological skills and language skills)

-Share Google Doc with Research questions and presentation options (Prezi, Powerpoint, Website –through our schoolzone)

Your Research Questions:

-What is the name of your region?

-What part of Canada is your region located in? (Use Cardinal Directions)

-What Provinces/Territories are a part of your region?

-What MAJOR cities are located in your region? (Show their location on a map in your presentation)

-What type of climate does your region have?

(Use Four Factors to discuss)

-What type of natural resources does your region have?

-Why did people settle there (in the past)?

-Why do people live there today?

-What kind of quality of life do people have in your region?

-Is there anything special about your region?

-How many capital cities are in your region? Please name them and provide their latitude and longitude coordinates.

-Students arrange into groups and assign each student a question.

-Students create a new Google Doc with their questions, Student begin researching their questions, putting research and resources in their document. Students input information using the RAP strategy.

R - Read it.

A - Ask yourself what it says.

P - Put it in your own words.

Students will use sites listed under the Resources Tab and others they’ve found through Google:

Social Studies Textbook Online

http://jcoston.wordpress.com/grade-5-social-voices-of-canada/

Test Your Skills- Canada's Geography

http://lizardpoint.com/geography/canada-quiz.php

Quizlet on latitude and longitude

http://quizlet.com/_91ez6

http://www.kidsgeo.com/geography-games/latitude-longitude-map-game.php

http://www.abcya.com/latitude_and_longitude_practice.htm

http://www.infoplease.com/p/brainpop/latitudeandlongitude.html

http://www.quia.com/rr/2967.html

Block 2:

-Students continue researching their questions. Once they feel like they are an expert in their region and have included all the research in their own words and resources, student will share their research with their teacher for approval. Once approved the student can proceed to work on the group project (prezi, powerpoint or website)

-End lesson it instructions on how to imbed a youtube video in a presentation.

Block 3:

-Continue from Block 2

-Offer tutorial assistance for any student who has not completed their research questions by this point. (Students needing help can work during tutorial with assistance)

Block 4:

-Research questions should be done at this point. Students not done with their questions will stay for tutorial.

-Groups should be working on their presentations

Block 5:

-Share Listening, Speaking, Viewing Rubric with students and explain this is an additional mark. They will be scored formatively on their project and formatively on their listening, speaking viewing.

-Continue working on presentations

-Begin rehearsing

Presentations:

-Begin Presentations by groups.

Formative	NS	NS	MP	MP
Summative	1	2	3	4
SPEAKING Mark	· speaks  inappropriately in volume, tone, pace, or timing for many audiences · eye contact avoided or too intense for conversational partners · gestures inappropriate for audience · vocabulary needs development	· attempts to use appropriate volume and tone, sometimes adjusting to audience · sometimes makes eye contact appropriately · gestures sometimes appropriate · vocabulary somewhat simple for grade level	· appropriate volume, tone and pacing for audience · makes eye contact · appropriate gestures to audience · vocabulary generally well developed for grade level and pronunciation correct for most words	· ability to engage audience with exceptional speaking ability, flexibly using volume, tone and pacing for effect · eye contact sensitively adjusted to audience and situation · takes risks to extend vocabulary and make it more precise
Effort	· avoids speaking in class or continually speaks out inappropriately	· needs much encouragement to speak out in class or sometimes speaks out inappropriately	· speaks appropriately,  and makes an effort to add to discussions in class	·  recognizes how to extend speaking to enhance learning and makes an effort to take reasonable risks
LISTENING Mark	·  rarely follows oral instructions the first time they are given · makes little or no eye contact with speaker · distracts speaker and other listeners	· usually follows oral instructions · attempts to make eye contact with speaker · some distracting behaviour to speaker or to other listeners	· follows oral instructions consistently and actively listens to peers and teacher · usually makes eye contact with speaker appropriately · avoids distracting behaviour	· follows instructions consistently, reflects and asks further questions or makes comments to enhance learning · eye contact with speaker is consistently appropriate · encourages others to listen
Effort	· plays with objects during listening time or talks	·  tries to avoid distractions to others while listening	· usually avoids distractions to others or self while listening	·  is consistently aware of being ready to listen and avoids distracting self or others
VIEWING Mark	·  does not respond to viewed material in a way that is meaningful for the grade level	· attempts a response to what has been viewed, but may need some assistance to be able to identify key elements of viewed material	· identifies with, makes comparisons and/or responds personally to what has been viewed in expected patterns	·  extends viewing response by making new personal and critical connections ·  reflects and asks further questions about what has been viewed
Effort	·  avoids viewing task ·  is distracted easily from viewing task	· reluctantly participates in viewing · may need reminders to stay on task	· willingly participates in viewing · commits to viewing task	· willingly participates in viewing · encourages peers to stay committed to task
REPRESENTING Mark	· representation is unclear and does not reflect the purpose of the assignment · represents learning in one, somewhat sketchy form	·  attempts representation of learning but purpose is somewhat unclear or incomplete ·  represents learning in one form	· communicates through representation to suit audience · representation reflects purpose of learning · uses a variety of techniques & forms	· representation shows deep understanding of subject and purpose · considers several forms and techniques ·  selects form best suited to purpose
Effort	·  representation is incomplete or messy · follows stereotypical pattern from others or media	·  representation simple and may have gaps or inconsistencies · follows a common pattern	· representation has some detail or design appropriate to project · representation has some originality and visual appeal/impact	· representation has clear design and detail appropriate to project · representation has clear originality and exceptional visual appeal/impact

Original Rubric Created by:J. Fladager, W. Sawatzky, Regina Public Schools

Edited to include Summative & Formative Scales by: N. Gardner, Edmonton Public Schools