Task Content - Jennifer Wills' E-Portfolio · 2018. 9. 5. · will be blank bulletin boards that will eventually be used to display student’s work from the unit (i.e. their letter

JUNIOR/INTERMEDIATE UNIT PLAN Unit Title: Around the World! Grade Level: Eight Length of Unit: 3 Weeks (9 days)

Task Content As teacher candidates who feel that global citizenship is a characteristic that all students should possess, I wish to make the students feel a responsibility to their world and raise a global awareness amongst them. Living in such a diverse country, in which they will have to work and communicate with members of different races, ethnicities, nationalities, religions, and cultures I feel that it is essential that students are knowledgeable and respectful towards multiculturalism. I hope that by doing this unit that students will move from an attitude of tolerance to an attitude of acceptance. Doing this unit, I hope to encourage my students to find a personal identity as a Canadian citizen, regardless of their background. With the overall theme of think globally act locally, students will engage in a wide range of lessons that will not only stimulate them academically, but also socially.

Unit Summary The theme of this unit plan is “around the world.” With this theme I plan to have students explore a variety of locations around the world, in order to gain a better understanding of the world around them. Within this unit I plan to foster character education by having students expand their knowledge base about the world around them, creating acceptance of others. This unit plan will cover the following grade eight subjects: advisor, geography, language, history, math and technology, healthy living, drama and dance, music, media literacy, and art. The advisor lesson will be the lesson that the room will be decorated, continent groups will be designated and the introduction to the culminating activity will take place. There will be two geography lessons, the first will focus on the students investigating the characteristics of developed and developing countries and the second will focus on current events in the media with relation to an assigned continent. The language lesson will require students to write a letter from the perspective of a child in another country (Haiti or China) while paying close attention to the education system and economy of that country. The history lesson will have students engage in a discussion about the evolution of multiculturalism in Canada (i.e. immigration, Pier 21), based on their prior knowledge of the topic. The math and technology lesson will require the students to research a variety of designated countries and the students will then be expected to plan a trip to one of these countries, taking into consideration luggage restrictions and currency conversions, as Ill as budgeting. The healthy living lesson will have a guest speaker from Project Empathy introduce the students to the virus AIDS and inform them about its prevalence in Botswana. The drama and dance lesson will involve a professional dance instructor coming into the school to teach the students a new form of dance from a different culture. The music lesson will have the students compare Western music to African-style music and reflect upon how it affects their daily lives. My media literacy lesson will introduce the students to an international you-tube celebrity that visits various places around the world; the students will then have to write a persuasive letter to this celebrity to convince him to come to Ontario. Finally, the art lesson will be my culminating

activity. In art, the students will create and design a 3D suitcase, with the help of a parent / guardian, that is filled with cultural items from the places studied during the unit and these suitcases will then be put on display for parents / guardians, classmates and teachers. This unit plan will run approximately three weeks in duration. The first day will cover my first geography lesson and two periods of my language lesson. Also, on the first day students will have their advisor period. The second day will cover the final period of my language lesson as Ill as the healthy living lesson. The third day will cover two periods of my math lesson as Ill as my music lesson. The fourth day will cover the last period of my math lesson, as Ill as my second geography lesson. The fifth day will cover my media literacy lesson. The sixth day will cover my history lesson along with my dance lesson. The seventh day of my unit will cover the first part of my art lesson and the second part of my dance lesson. The eight day will cover the second part of the art lesson (constructing the suitcase). The ninth and final day of my unit will cover my art lesson, which is also my culminating activity (this will take up an entire afternoon), “Don’t Forget Your Passport.” Even though this unit will take approximately nine days, these nine days will be spread out over period of three weeks, with some days not focusing on the unit at all. Finally, this unit will take place during the month of May; this will ensure that the majority of the students have already gained certain skills that will be used in this unit. **Note** During this unit the students will be going on many virtual excursions. They will be viewing videos of different countries, listening to music from different countries, and researching a variety of different countries. At the end of every lesson, based on the activity and the country covered, the students will each receive their own plane ticket that will be filled in with the destination (the country covered by that particular student), the date, and the student’s name. These tickets will go into each students unit folder (given to them during the advisor period) and can later be put into their suitcase as souvenirs from their trip.

Overall Unit Expectations Geography - In Grade 8, the study of geography focuses on patterns in human geography, economic systems, and migration. They examine economic systems and the economic relationships between Canada and the global community, Language - Intermediate students consolidate and apply their language knowledge, skills, and strategies across the curriculum in order to learn in all subject areas as the content becomes increasingly challenging. - Engage students in tasks that they see as meaningful in order to motivate them to analyse, evaluate, and create texts out of interest as well as to meet curriculum expectations Writing: - Generate, gather, and organize ideas and information to write for an intended purpose and audience; -Use editing, proofreading, and publishing skills and strategies, and knowledge of language

conventions, to correct errors, refine expression, and present their work effectively Media Literacy - Purpose and Audience: 1.1 explain how a variety of media texts address their intended purpose and audience - Research (writing): 1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic sources History - Knowledge and Understanding: Describe the effects that migration has had on the development of Canada (e.g., its multicultural character, rural and urban resettlement, interprovincial movement, the brain drain). - Analyze, synthesize, and evaluate historical information - Describe the factors contributing to change in Canadian society (e.g., immigration, technology, politics, etc). Mathematics - Make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, current events, art and culture, sports); - Use estimation when solving problems involving operations with whole numbers, decimals, percents, integers to help judge the reasonableness of a solution; - Proportional Relationships: Solve problems involving percent that arise from real-life contexts (e.g., discount, sales tax, simple interest) Healthy Living - Growth and Development: Identify local support groups and community organizations (e.g., public health offices) that provide information or services related to health and well-being; o Identify symptoms, methods of transmission, prevention, and high-risk behaviours related to common STDs, HIV, and AIDS; (with a focus on Botswana) Drama and Dance - A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts. Music - C3.1 analyse the influences of music and the media on the development of personal and cultural identity (e.g., describe how their personal musical preferences have been formed from listening to music readily available in the media) Art - D1.3 use elements of design in art works to communicate ideas, messages, and understandings for a specific audience and purpose - Describe, in their plan for a work of art, the main idea they wish to communicate and the

artistic decisions they have made to support that message

Prior Knowledge Pre-Assessment Activity The pre-assessment activity that will take place prior to the beginning of the unit will be an interactive SMART Board activity, that will determine the students prior knowledge about the theme of my unit. This pre-assessment activity will consist of a matching game and hot spots games conducted through the SMART Board. The matching game will consist of names of countries (ten countries) along with a few facts about each country. Students will have to come up to the SMART Board and drag the facts (more than one) to match the correct country. Based on the correct number of matches, I will then determine which countries need to be focused on more in-depth when those lessons arise. The students will also participate in a “hot spots” game. This game involves the students coming up to the SMART Board and locating where certain countries are on a world map. The puzzle will then be solved; this will also show which countries the students are knowledgeable about. These pre-assessment activities will provide me with an indication of the level of the students’ knowledge about the countries that will be studied. LEARNERS - Geography: The students will have prior knowledge of the map of the world. - Geography (lesson two): Students will have been exposed to current world issues based on the school’s supply of the local newspaper. - Language and Media Literacy: Students will have already established proper writing and editing skills. They will also have prior knowledge in writing persuasive letters along with prior knowledge about writing from various points of view. - History: Students will have prior knowledge about Canada’s history and the evolution of multiculturalism (i.e. immigration). - Math and Technology: Students will have already have basic computer skills as well as knowledge of how to find the area and volume of rectangular and square-based prisms. - Healthy Living: students will not have any previous knowledge about AIDS unless it has been learned outside of the school environment. - Drama / Dance: Some students may have prior knowledge about dance and basic body movement; this will vary from student to student. - Music: The students may not have necessarily been exposed to different types of music within the school system. However, this may have occurred outside of a school context. - Art: Students will have basic knowledge about 2D and 3D shapes.

Learning Environment This unit plan will take place in a variety of locations. Each location will accommodate to the specific needs of students and that particular lesson. Before the unit plan begins I will have an advisor period set aside to prepare for out three week journey around the world. The room will be decorated, by the students, to represent different locations around the world. There will be blank bulletin boards that will eventually be used to display student’s work from the unit (i.e. their letter as a child from another country), with student permission. One of the

bulletin boards will also consist of a word wall called, “It’s a Wonderful World.” These words will all be related to my unit plan (i.e. Countries, Multiculturalism, Languages, etc). This bulletin board will also have the word “hello” posted on it in a variety of different languages. In the student’s homeroom the desks will be arranged in groups, these groups will each have a different continent name (i.e. North America, Europe, etc). The names of these groups will often be used to refer to that particular group of students.

SPACE o Geography (lesson one): This lesson will take place solely in a classroom; the desks will need to be arranged into eight groups of four desks each. The school set of laptops will need to be reserved for one fifty minute period. Once the lesson is done the desks will be moved back to their original groups. o Geography (lesson two): This lesson will occur in a classroom. The school set of laptops will need to be reserved for fifty minutes. The desks will not have to be rearranged for this lesson. o Language: The first part of this lesson will take place in the computer lab (the lab will be booked for one fifty minute period). The second part of this lesson will take place in the classroom and the furniture in the room will not have to be modified since the lesson encourages independent work at their own desk. o Media Literacy: The first part of this lesson will take place within the classroom. The desks will have to be arranged into groups of four. The second part of this lesson will take place in the computer lab – the computer lab will be booked for one fifty minute period. o History: This lesson will take place in a classroom. The classroom will not have to be modified, the teacher will move around the classroom to facilitate the discussion. o Math and Technology: The first part of this lesson will take place in the computer lab (the room will need to be booked for one fifty minute period). The furniture will not have to be moved at all in the computer lab. The second part of this lesson will take place in the computer lab and in the classroom.

TIME The time allocation of our lesson will be based on a balanced day schedule and over a 3 week period. o First Day: - Geography (lesson one): This lesson will take one fifty minute period to complete. - Advisor: This lesson will take one fifty minute period to complete. - Language Arts: There will be two fifty minute language periods this day. o Second Day: - Language Arts: There will be the final fifty minute period of language on this day. - Healthy Living: This lesson will take one fifty minute period. The guest speaker will be presenting during this time. o Third Day: - Math and Technology: This lesson will take two fifty minute periods to complete. - Music: This lesson will take one fifty minute period to complete. o Fourth Day: - Math and Technology: This lesson will take one fifty minute period to complete. It is the final lesson of three math lessons. - Geography: This lesson will take one fifty minute period to complete. However the task assigned during this lesson will be ongoing over a period of two weeks. It will simply be handed in on the due date. o Fifth Day: - Media Literacy: This lesson will take two fifty minute periods to complete. o Sixth Day: - History: This lesson will take one fifty minute period to complete. - Dance: This lesson will take one fifty minute

Twenty minutes will be booked for the computer lab and the other twenty minutes will be spent in the classroom (furniture will not have to be moved) so the students can begin to plan their trip. The final part of this lesson will take place in the classroom; no furniture will need to be moved.

period to complete. o Seventh Day: - Dance: This is the second part of the dance lesson and it will take fifty minutes to complete.

o Healthy Living: This lesson will take place in the school’s health room. This lesson involves a guest speaker; therefore the front of the room will be cleared of any materials. Students will sit in their assigned seats; furniture will not have to be moved. o Drama / Dance: This lesson will take place in the gymnasium during a gym period. Furniture will not need to be moved or brought into the room. o Music: This lesson will take place in the classroom and the furniture will not have to be moved. There will be an activity involved but it can be performed without the furniture being moved. o Art: The first part of this lesson will take place in a classroom and the room will not have to be modified for this lesson. The second part of this lesson will take place in the art room, thus the room will have to be booked. During this lesson the students are not expected to sit at their desks, they will be moving about the classroom building their suitcases. The second part of the lesson will also give the students a chance to go to the computer lab and print pictures for their suitcase (the computer lab will need to be booked). The last of the lesson will take place either in an auditorium, a gymnasium, or a library, depending on the availability of the space. Tables and chairs will be set up around the perimeter of the room, giving space for the parents and students to view other student’s work. The bales and chairs are already in the storage room at the school, the students will help bring them to the designated area.

- Art: This is the first part of our art lesson. This will take one fifty minute period to complete. o Eight Day - Art: This is the second part of the art lesson. It will take one fifty minute period to complete. Students will have the option of going to the computer lab to find materials for their suitcase. o Ninth Day: - Art: This is the final part of the art lesson. This lesson will take the entire afternoon (100 minutes

CULMINATING ACTIVITY The description below is the handout that the students would receive that will tell them about their culminating task. They would receive this handout approximately 3 weeks before the due date. This culminating task not only involves parents/guardians but it also is a logical way to wrap up my unit Around the World. This task will allow us to see a collection of each student’s work, as well as additional items that they will add to their suitcase.

Culminating Activity -- Souvenirs From Your Trip! Are you excited to take a trip of a life time? My class is about to set out on a journey that will take us to far away lands and visit new places! But what is a trip without the souvenirs? For every lesson in the “Around the World” unit, you will be responsible to think of and find souvenirs that remind you of a country mentioned. These souvenirs could be a postcard, pictures, key chains, cultural ideas. Etc. The sky is the limit! You can chose whichever items remind you of the country, as long as you can explain yourself. 1) Building your Suitcase After you have collected your items from the unit, you will then put together a suitcase filled with all of the cultural items you have saved and collected. THIS IS AN ART PROJECT! This means that you will have to present your suitcase in a creative way. This is a 3-D Model, so you must use your art knowledge to create this project. You will be provided with materials that you can use to help create your suitcase. For the actually suitcase, you can use a box of any sort, or anything you can find around the house. 2) Present Your Suitcase On the last day of the unit, I will be having a suitcase fair, where you will present your suitcase. You must be prepared to talk about your suitcase to your teacher, your classmates and your parents/guardians, since they will be invited to this event. Be prepared to answer questions such as; - Why you chose the items that you did - What country the item represents - How the idea/item relates to the country

Unit-Wide Resources During this unit plan I will be incorporating a vast amount of resources into my lessons (i.e. CDs, SMART Board, Internet, etc). These resources touch on a variety of learning styles, as well, they are suitable for grade eight students. I have made sure that not only are my resources very current, but they are also beneficial when it comes to education individuals with learning disabilities and exceptionalities. Day 1: Geography Lesson (One Period)

o The Ultimate Geography and Timeline Guide- Maggie Hogan and Cindy Wiggers o Trail Guide to World Geography- Cindy Wiggers o Welcome to the Wonderful World of Geography-Brenda Runkle o Geography- John Wiley o DON'T KNOW MUCH ABOUT GEOGRAPHY Everything You Need To Know About The World But Never Learned- Davis, Kenneth

Computers with internet access (school set of laptops for one fifty minute period) Suggested Websites:

o http://www.nrcan-rncan.gc.ca/com/index-eng.php o http://www.chnr.net/ o http://www.mapsofindia.com/india-natural-resources.html

ohttp://www.wilsoncenter.org/index.cfm?topic_id=5949&fuseaction=topics.categoryview&categoryid=8C14F94E-E099-8498-70ECD3780C4DBC27 o http://www.goegypt.net/aboutegy/geo/natural_resources.htm Day 1: Advisor (One Period)

o Cardboard o Fabric o Glue o Ribbon o Tape o Thumb tacks o Picture of a world map o Pictures of different people from diverse backgrounds o Word “hello” in different languages (Spanish, Greek, Italian, Arabic, German)

Ideas for Words to Stick on Word Wall: o Language Family o Ethnic Group o Race o Culture o Culture Traits o Culture Hearth o Culture Region o Cultural Diffusion o Cultural Convergence o Culture Divergence o Innovation o Civilizations o Agricultural Revolution o Industrial Revolution

Folder for students to take home with all their work (markers for them to decorate with) Day 1 and 2: Language Lesson (Three Periods)

– see attached (“Haiti and China Resource Handout”) Day 3 and 4: Mathematics and Technology (Three Periods)

Computers with internet access (Book computer lab)

o http://coinmill.com/monetary_conversion.html

o http://www.luggagelimits.com Travelling Website Handout – see attached (“Suggested Travel Websites”)

Trip Itinerary - see attached example of trip itinerary

Day 3: Music (One Period)

Swahili song called “ X Plastaz”

English song called “Window Shopper” CD player Music Handout (Beat, Tempo, Melody, Dynamics, Pitch)

Day 4: Geography Lesson 2 (One Period) Local Newspaper

o Brantford Expositor, Hamilton Spectator, etc. Online Newspaper

o http://www.thestar.com/ o http://www.theglobeandmail.com/ o http://www.dispatchnie.com/live/content/resources/index.html

Internet and Computer Access (school set of laptops) Day 6: History (One Period)

Prior knowledge of history unit KWL Chart on Chart Paper Marker for Chart Paper

Day 6 and 7: Dance (Two Periods) Dance instructor

Lebanese Music – brought by the instructor. Proper gym attire Gymnasium

Day 7, 8, and 9: Art (Three Periods) Teacher Model of the suitcase Computers with internet access (book computer lab)

Large room for suitcase fair (book the library, gymnasium, or auditorium – whichever is available) Art Materials

o Paint o Paint brushes o Construction Paper o Scissors o Glue o Markers o Pencil Crayons o Cereal Boxes

Accommodations I have created a unit that will appeal to all learning styles (multiples intelligences) through

differentiated instruction. This unit supports the idea that differentiated instruction can often be used

to benefit students with special needs. I have done this by will involving the use of technology, such

as computers, LCD Projectors, SMART Boards, etc. For example, in my pre-assessment activity

and one of my geography lessons the students be using a SMART Board. As well, the students will

many opportunities to use lap tops or regular computers. Not only have I involved technology within my lessons but I have also taken into consideration

health and safety within each lesson. For example, in my dance lesson the students are expected to

create a dance routine, if I did have a student in my class who was disabled and not able to

participate in the task I do have other options available. The student could either watch a video of a

dance piece or they could still be a part of a group and be a “helper” or even choreograph the

routine. The reason I have presented the students with an option is because I feel that students

should have a say in their own accommodations, the students is the one understand their learning

style best. Therefore, this example would take into account health and safety because if participating

in the task with the rest of the students poses a risk then there are other options available. As a

second example, my healthy living lesson involves a guest speaker coming into the classroom and

talking about the prevalence of HIV/AIDS. This may be an uncomfortable topic for some students, thus they will be presented with the

opportunity to go to the library and research the presence of disease in different cultures. They will

then be expected to write point form notes on the topic they have chosen.

Behavioural: Students with behavioural exceptionalities have been taken into consideration

throughout my unit. Management strategies will already be in place in the classroom. The students

will know about the “hand clap rule” (“If you can hear me clap once…”). However, the special

needs students will have a different signal that tells them they are misbehaving or off-track (i.e.

tapping your nose). The students will already be following the point system that is in place in my

classroom. Students start every day off with ten points and are deducted points or receive points

based on their behaviour. These points amount to a monthly prize. There are many possible

behavioural strategies that could be implemented within the classroom, however it depends on the

student’s specific need (i.e. break instructional learning periods into smaller periods).

Intellectual: Students with intellectual disabilities or giftedness have been taken into consideration

throughout my unit. If we have gifted students in my class my lessons will also be accommodated /

modified /differentiated based on their level of giftedness. For example, my media literacy lesson

involves the students writing a letter to Matt convincing him to come to Ontario, the gifted student

will have the opportunity to take this a step further. They will be able to use the school resources to

create a media piece (i.e. a slideshow, video, etc). This will allow the gifted student to achieve

beyond what is expected of their same-age-peers. If we do have students in my class that have been

identified and are on an IEP then we will be prepared. We have taken this into account when

creating my lessons. We have made sure that in every lesson there are possible accommodations that

meet the student’s needs. The accommodations are not seen as an easier task, however they are

meant to match the student`s needs. Particular students will have an Education Assistant that

accompanies them to each class. The educational assistants will be given the accommodated or

modified work that they will need for each lesson. For example, in my first geography lesson the

students are expected to research different countries and participate in a jigsaw afterwards.

However, the students that are in need of accommodation will be receiving a handout that already

has information about the specific countries and they are to highlight the most important points,

whereas, the other students are expected to research and actually find these points. We will ensure

that even though a student may have mild intellectual disabilities that they will receive handouts and

work that still looks similar to the resources the rest of the class is using.

Multiple: Students with multiple exceptionalities will also be supported. However, to give

specific accommodations/modifications is difficult because it would need to be on a case to case

basis. Therefore, based on the student’s combination of exceptionalities, accommodations /

modifications will be created accordingly. Example: If a student is diagnosed with Autism

Spectrum Disorder as well as behavioural exceptionality (i.e. anti-social or aggressive behaviour)

we would accommodate my lesson to meet the needs of this student. We would establish attention

and focusing cues and use small-group instruction when possible. In my geography or dance lesson

the student would be working in a small group.

Physical: There are many different types of physical disabilities that a student could be diagnosed

with; therefore, we would accommodate my lessons based on the student’s specific physical

disability. My lessons will take into account classroom accessibility, travel time between classes, the

material and equipment that will be used in each lesson (i.e. if a student is partially deaf we would

make sure to use voice amplifiers or whichever piece of equipment is fitting).In many of my lessons

students work in groups and have to rearrange desks or change rooms, the student with the physical

disability will have a “buddy” that will help him/her move around the room or to a different room.

My lessons use a variety of different technologies and materials in hope that we can reach all

students.

Communication: Since communication disabilities are disabilities that result in the impairment

speech, language, or hearing processes, we would be sure to accommodate my lessons based on the

student’s needs. Similar to physical disabilities, classroom materials and equipment would be taken

into consideration; if a student needed a voice amplifier or an electronic reading system, they would

be provided with it (as long as circumstances allow it).

The classroom environment will be a supportive and encouraging learning environment. This will

allow all students, special needs or not, to feel comfortable and welcome in the classroom.

Reach all of your students some of the time! Education for All!

Diversity Issues As far as taking into consideration the diversity of students (gender, culture, race, language, religion,

etc) my entire unit is based on the notion of diversity. Students will be learning about different

cultures around the world in a positive way. We will be encouraging students to accept others despite

of their gender, culture, race, ethnicity, or nationality. My lessons will hopefully reach both genders;

we have attempted to make my lessons gender-neutral. This goes for culture, race, language and

religion as well. For example, my word wall will have words from different languages on it, as well

as, one of my lessons will include learning about the religion that certain countries practice. My

classroom environment will also reflect diversity. We will have world maps posted around the room

as well as a word wall that has words about world. The students work will also be posted around the

room and this will reflect the different countries we have been working with. The desk will also be

arranged in continent groups – each group will have a different continent name. Certain lessons allow

the students to focus on countries of their interest; this is when my teaching strategies will have

allowed students to show their diversity (i.e. my current events lesson – students pick a country to

follow in the news). Students who are diverse to the point of not understanding English or not able to

speak English fluently will be in an ESL program. These students will have accommodated

evaluations that will suit their needs.

s

ACTIVITY PLANNING FORMAT 2008-2009

1. Lesson Plan Information

Subject/Course: Art Name:

Grade Level: 8 Date:

Topic: Culminating Activity—Building a 3D model Time and Length of Period:

2. Expectation(s) and Learning Skills

The students will:

1) Produce three dimensional works of art (i.e.,works involving media and techniques used in

drawing,painting sculpting,printmaking) that communicate a range of thoughts,feelings,and

experiences for specific purposes and to specific audiences

2) Describe,in their plan for a work of art,the main idea they wish to communicate and the artistic decisions they have made to support that message

Learning Skills

- Independent Work - Initiative - Use of Information

Today, students will:

- create a three-dimension representation as a reflection towards the “Around the World” unit -- Art pieces will include any objects that they feel adequately represent the cultures studied throughout the unit

-This culminating activity will take the place of a final test and be the last evaluation in the unit.

3. Pre-assessment

A. (i) Students

- Have completed all the other tasks and lessons incorporated with the “Around the World Unit Plan” and are familiar with different cultures

- Understand various art mediums, especially 2D art

(ii) Differentiation of content, process, and/or product (may be accommodations

and/or modifications)

- Teacher will need to be prepared for student who do not have enough objects to put into their briefcase. It may be beneficial to spend some times talking about what objects are good and appropriate for the briefcase.

-Students may do the process of brainstorming in pairs if they are having a difficult times thinking

of items for their briefcase

B. Learning Environment

- Students will collect items from home - Assembly of briefcases will be done in class time, during an art period - Students will be allows to walk around the classroom - For the presentation: book a large room, like a gym or a library, - Tables need to be available

C. Resources/Materials

- exemplars of 3D Art piece

- boxes available for students who do not bring their own - Paper - Scissors, glue, tape - For the presentation: - Tables - Displays of the projects

4. Content ( The What)

- Think critically about the unit and its components - Make connections from the countries talked about and find items that relate in some way to it - Create a 3-Dimensional piece of art that is presented in a creative way - Present the project and explain the elements

5. Teaching/Learning Strategies ( The How)

Teacher Role

(i) Introduction of the Activity, Routines and Procedures

- On the first day, students will be introduced the activity by the teacher. Teacher will create a prototype suitcase to demonstrate the assignment to the class

- Students are required to construct a suitcase filled with objects that they feel represent the different cultures. After every lesson, students will be reminded that they must collect these objects over the course of unit plan. It is important for the student to each day think about the lessons and the cultures in order to effectively collect objects for the suitcase

- Students can create their own suitcase or use a small one that they already have at home. For the duration of the unit, students will collect the objects at home and be prepared to assemble their artwork during class time.

- Parents will be informed of this project well in advanced (in the form of a letter sent home). Their involvement will be very beneficial for the students success on the project, as parents may have a deeper knowledge of various cultures either personally or academically.

(ii) Lesson Conclusion

- On the first day, students will be introduced the activity by the teacher. Teacher will create a prototype suitcase to demonstrate the assignment to the class

- Students are required to construct a suitcase filled with objects that they feel represent the different cultures. After every lesson, students will be reminded that they must collect these objects over the course of unit plan. It is important for the student to each day think about the

lessons and the cultures in order to effectively collect objects for the suitcase

- Students can create their own suitcase or use a small one that they already have at home. For the duration of the unit, students will collect the objects at home and be prepared to assemble their artwork during class time.

- Parents will be informed of this project well in advanced (in the form of a letter sent home). Their involvement will be very beneficial for the students success on the project, as parents may have a deeper knowledge of various cultures either personally or academically.

6. Assessment / Evaluation

- A rubric will be made for the art portion of the assignment - Provide feedback sheets for the student so that they can peer-evaluate their classmates during

the Project Fair. - Additional sheets can be made for the parents so that they too can give students feed back

7. Teacher Candidate’s Reflections on the Lesson

A. (i) Evidence of Student Learning Related to the Lesson Expectation(s)

(ii) Next Steps for Student Learning Related to Lesson Expectation(s)

B. (i) Evidence of the Effectiveness of the Teacher Candidate

(ii) Next Steps Related to the Effectiveness of the Teacher Candidate

ACTIVITY PLANNING FORMAT 2008-2009

1. Lesson Plan Information

Subject/Course: Geography Name:

Grade Level: 8 Date:

Topic: Investigating Developed and Developing Countries Time and Length of Period: 80mins

2. Expectation(s) and Learning Skills

The students will:

E.3.Students will compare the economies of different communities, regions, or countries, including the

influence of factors such as industries, access to resources, and access to markets

D.4.1.Compare key characteristics of a number of developed and developing countries

Learning Skills

-cooperation with others

-class participation

-use of information

Today, students will:

Investigate an assigned country while working with a group of peers with text and internet access

Prepare their country’s information to jig-saw with their peers As a class complete a PMIE (Plus, Minus, Interesting, Equal) chart facilitated by their teacher where

students will summarize key ideas and information learned from their jigsaw activity

3. Pre-assessment

A. (i) Students

Have been developing research skills using both text and the internet

Will use their experience with the jigsaw strategy to complete the research task

Have been introduced to a PMIE chart previously

Students will continue to develop skills associated with co-operation, initiative, and class participation

(ii) Differentiation of content, process, and/or product (may be accommodations and/or

modifications)

Accommodations—Students will be provided with a handout of relevant information in which their group will need to focus. They will use highlighters to choose the most essential elements of their summary to share with their group members. They will also be provided with a copy of each jigsaw groups’ information.

Teacher will create the jig-saw groups to balance ability and cohesion between group members. Weaker students will be paired with stronger students

B. Learning Environment

Lesson hook will use the SMART BOARD—“hot spots” activity designed by the teacher

Students will be sitting around the SMART BOARD so that they can easily participate

Students will use school set of laptops within the classroom to research information on their assigned country

Students will be situated in groups of 5, created by the teacher

Students will complete their research within their groups and at the direction of the teacher switch groups to complete the Jigsaw learning strategy

After completing the Jigsaw, students will return to their original individual seats and participate in a teacher facilitated discussion using a PMIE chart. This environment will foster individual participation and will demonstrate the effectiveness of student based learning.

C. Resources/Materials

SMART BOARD—for “hot-spots” hook of lesson

Set of classroom laptops (2 laptops per group—16 total)

8 groups of 4 students (two groups will focus on each country)

Summary sheets for accommodated students

Books about the Philippines, Kenya, Cuba, and Australia

Suggested internet sites for searching information: https://www.cia.gov/library/publications/the-world-factbook/

http://www.encyclopedia.com/

4. Content ( The What)

Students will be completing a research assignment with assigned groups (8 groups of 4)

Students will formulate a summary based on their country and share it with peers through a jigsaw strategy

Countries that will be focused on are: Philippines, Kenya, Cuba, Australia

Students will research, country information, education, government, healthcare, and leisure and recreations

Students with accommodations will be provided with handouts with the research information of all the countries

After completing the jigsaw, students will return to their seats and participate in a PMIE discussion facilitated by the teacher

5. Teaching/Learning Strategies ( The How)

Teacher Role

(i) Introduction of the Activity, Routines and Procedures

Hook Teacher will use the SMARTBOARD, “hot-spot” activity to engage the students and test the class’ prior knowledge of country locations (see attached screenshots)

Divide students into 8, 4 person jigsaw groups. The groups should be diverse in terms of gender, ethnicity and ability

Each group will focus on a country. Within the classroom two groups will be focusing on the same country

Within the group each student will prepare important information about their country in terms of education, government, recreation, healthcare and basic information. Allow students enough time to fully understand what they will be sharing with other groups

Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

Bring the students back into their jigsaw groups.

Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.

Teacher must float from group to group, observing the process and taking notes about the learning skills demonstrated by the students. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention.

Countries to Jigsaw

Philippines, Kenya, Cuba, Australia

Topics to focus on include: general information, education, government, health care, and leisure and recreation

(ii) Lesson Conclusion

PMIE(Plus, Minus, Interesting, Equal)

Plus Minus Interesting Equal

Teacher will use chart paper to create the 4 columns of the PMIE

jot-notes from their research on the chart

Student response activity focusing on the 4 countries discussed

6. Assessment / Evaluation

Students will be assessed on the following:

Ability to work with peers

Problem solving skills involving the best way to locate information

Ability to navigate informational text and internet sources

Participation with their jigsaw groups as well as during the class discussion -The teacher will take anecdotal reflections based on the learning skill goals of the lesson(observation

chart)

-Students with accommodations will be evaluated on their participation within the group and based on

their highlighting of the appropriate information

-Students will be evaluated on their responses during the PMIE activity for appropriateness and

correctness