L=TBC
Model (5.2)
6th
Grade Social Studies Class Survival
in Canada:Ý Ý
News
Flash !!Ý Dateline, Ottawa, Canada,
Winter 1998.Ý The Canadian Intelligence
Center (CIC) reports that 6 Americans are lost somewhere in Canada.Ý The Royal Canadian Mounted Police has determined
that these people are lost in separate places in Canada and unless rescued
in the next 2-3 weeks, they will die.Ý such
is the Law of Nature in the Canadian Wilderness in the Wintertime.Ý The Mounted Police regret to report that they
do not have the personnel to conduct search and rescue missions.Ý However, the CIC advises that any groups of
5-6 Americans who are properly trained, will be allowed a temporary visa to
search for, find, rescue, and bring back to America the ........
.....Ladies
and Gentlemen, we have lost transmission of the news flash.Ý But we were able to collect the names of the
7 Americans.Ý
---Mr.
Dirks, Mr. Ambrose, Mrs. Shinn, Ms. Duncan, Mrs. Gilbert, Mr.Watson, and Mrs.Baker
.
|
The formula is simple:
L = TBC
|
LEARNING ÝÝÝ
=
|
THINKING and BackgroundÝÝÝ Info.ÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ
+
|
BUILDING
Knowledge and ConceptsÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝÝ
+
|
COMMUNICATING
What
Has Been Learned
|
Part
1. Thinking and Background Information:(return
to Top)
.......Groups of Americans must form immediately and
begin to discuss:
(1) Exactly how to prepare to (and to follow
through with) the rescue of these unfortunate lost Americans.ÝÝ
(2) What supplies should the rescue parties
take along ?Ý What will the weather be like?Ý How should they travel ?Ý Car,
horse, snowshoes, kayak, dog sled ? It will all depend upon the geography
of the part of Canada the 7 Americans are lost in.
(3) The CIC insists that all visa holders know
about: survival, inter-dependence,
self-reliance, common sense, and respect for the laws of nature. Exactly
what do each of these words mean?
2.
BACKGROUND: One
week of Direct Instruction by the teacher.ÝÝ
Worksheets, skill development, notesÝ from text, and vocabulary assignments by the student .....Ý withÝ quizzes,
etc.(StudentsÝ usually work by themselves.)
1.
Obtain a
Canadian Visa from the CIC.Ý This involves...
knowing how to read Canadian maps, ...knowing how to use Musher Vocabulary,
...
2.
Learn from
Will Stoneman, an American boy who survived the Canadian Wilderness in 1916.Ý
Will Stoneman will speak to students and UM-St.Louis (intern) teachers
in the theatre.Ý The CIC has made an appointment for Team 6-1
in the theatre for Wed. Feb. 18,Ý 11:15
am-2:15pm.Ý A "Survival Lunch"
will be eaten by Americans in the atrium, 12-12:25pm. Dogs, wolves, and polar
bears not allowed.---concept chart
3. Find out about the "Cremation of Sam McGee".Ý
These two mushers will teach the young Americans (Team 6-1) a lot about
survival, inter-dependence, self-reliance, common sense, and respect for
the laws of nature. Ý
4.
A slider
quizÝ and a map quiz will let the students
prove to the CICÝ that they have indeed
learned a lot ... and are close to ready to search for and rescue the 7 almost
frozen Americans.
|
Background
information and explanations from the teacherÖÖ..Ö...and from the textbooks
|
Vocabulary
and skill development.
|
3.Ý
JIGSAW ñ CROSSTALK:Ý At least one session of (temporary) small group
instruction and discussion; then a student-led whole-class discussion: a CrossTalk.
---Most people must leave their regular Geog.
Room and go to a special Canadian Map School for 1 day.
---Each person must learn enough Canadian Geog.
at his/her special school to be able to go back to regular classroom and teach
the other 5 Americans in your group what you learned.
|
Discussing
information from different points
of view.
|
Communicating
knowledge graphically
|
Re-grouped
for
discussion
|
Part
2. Building
Knowledge and Concepts:(return
to Top)
1. THE
STUDENTS BECOME EXPERTS:The
students are problem solvers who research, work at Print Media Stations and
Educational Technology Stations in order to get information and data which
they think about, rebuild into a personal library of information and personal
experiences.
(1) Learn about Inuit Culture and tradition
(iditarod p.74-77) ---StoryBoard Notes
(2) Learn about
the People of Canada (p.81-83);ÝÝ ---2
Col Notes
(3)
Learn about Bilingualism in Canada (p.84-85);Ý
---Debate
(4)
Learn about the Economy of Canada (p.86-88)--make an Economic Map of Canada
(5)
Learn about the Govt. of Canada (p.90-92) ---Worksheet
(6)
Learn about Art and Recreation in Canada (p.93-95 esp. the picts)---10
+10 Comp/Contrast w/USA
(7)
Actually follow the Yukon Trail for 45 min. ...write Para "Weretravel
and life difficult or easyÝ 100ÝÝÝÝ yrs.
ago in Canada?".---
Yukon Trail Sim.
(8)
Read Canadian Survival Literature ---concept chart
(9)
Analyze special Iditarod Movie ---concept chart
(10).
Read the novel of Brian in the Canadian Wilderness, Hatchet.
(11).Ý Join
R/T (reciprocal teaching) groups and discuss the content, plot, and real motives
and ideas in Hatchet.ÝÝÝÝÝÝÝÝ
|
This
is researchÝ as a preparation for teaching and presenting.
Ö Not just finding the information, but discussing it, understanding
it.
|
2.
THE STUDENTS REFLECT on the information they have found; they re-sequence
the information and re-think it. Small group discussions, study groups, collaborative
writing software (CSILE), and interactive quizzes provide opportunities to
refine learning and build understanding.Ý The students relate the details they find during
their research to the concepts introduced (in Part 1) and thereby develop
a deeper understanding of those concepts.
ÝÝÝ 1.---Each person must write
at least 3 intelligent notes in CSILE... the CIC will read them !!!
ÝÝÝ 2.---These
discussion notes will be printed by the CIC and distributed to the groups
of 5-6 Americans.
ÝÝÝ 3---Read
HatchetÝ ( Literature
Class)
ÝÝÝ
4--Discuss survival,
inter-dependence, self-reliance, common sense, and respect for the laws of
nature.
5-Ý RESOURCES TO BE USED: * Natíl Geographic CD *Natíl
Geographic Magazines
Web
ResearchÝ *Atlas CDÝ *AtlasÝ *TextbookÝ
*Library Books (Home + school) *VHS tapes
|
Expert
groups at work around the classroom.
|
Discussing
and re-thinking the research information.
|
Researching
student-made multi-media curriculum
|
Thinking
+ writing during a hyperstudio-based quiz.
|
Expert group getting help and advice from the teacher.
|
Ý
3.
SKILL DEVELOPMENT LEARNING STATION:Ý
1.Review and help with internet researchÖ.
Cutting and pasting notes from web to word processor
2.Ý Vocabulary
BuilderÝ to reinforce mastery
of Musher Vocab
4.Ý
THE TEACHER MANAGES
all
these opportunities for students to explore and toÝ
build knowledge and concepts.
Assessment-Evaluation:
1.
A Travel
Brochure of a Canadian location (exact location TBA by teacher--) ** 1st draft
on note cards with sources indicated ***2nd draft on paper (use packet)Ý ***Final draft = Hyper Studio
2.
Paws Quiz
on Musher vocabulary
|
Most people treat a mistake
on a written quiz as
something bad. ..a sign
that I donít remember an answer.
|
On our quizzes, we are
asked to do more than to remember a short answer.Ý
We are asked to THINK.
|
Our
quizzes give us the opportunity to remember information
and
to reflect on how the information is connected
Ö.how
it relates to other information.Ý We have to discover
and
explain what the information MEANS.
|
Isnít
this the very way that adults remember information,Ý
discussÝ it, re-think
explanations, and create new understandings, newÝ KNOWLEDGEÖ?
|
Part
3. Communicating What Has Been Learned:(return
to Top)
1.
THE EXPERTS REPORT THEIR FINDINGS AND SOLUTIONS: The students engage in informative cross-teaching activities
in which they share, usually with graphic boards, their knowledge of details
and understanding of concepts.
*
GB Presentations to Whole ClassÖ. Each group
will read and think about their Yukon Trail logs, their CSILE print-outs,
the experiences of the people in Hatchet, and their Search and Rescue
Journals.Ý These young Americas will
change the written information into a detailed Graphic Board summary---1 day
only
**Each group will take its Graphic Board and meet
in a warm, safe place with 3 other groups from Team 6-1 (the groups which
worked on the same problem) and form Official Search and Rescue Teams--(20
young Americans.)Ý Each "Team"will
make one final draft Graphics Board which will be used as a great help to
prepare for the Virtual Reality Test.---1/2 day onlyÝÝ
|
Summarizing notes + explanations.
|
Sequencing Content
|
Translating from text + notebook +Ý memory to graphics.
|
Sharing ideas, explanations, + space.
|
Watching, listening, + learningÖstudents teach students.
|
2.Ý
THE WORKSHOP:Ý STUDENT PREPARE
TO TEACH:Ý
The students create multi-media presentations in which
they demonstrate the quality of their knowledge of details and understanding
of concepts.
**CROSSTALK: . After
making the final draft Graphics Board, each Rescue Team will have a Crosstalk
concerning exactly how to re-create the heroic scene of rescuing the almost
frozen adult American(s) --the Virtual Reality planning sheet will be helpful
during this discussionÝ 1/2 day only
|
Desktop video work to prepare for multi-media production.
|
Planning
sequence + choreography ofÝ student
presentation
|
Making crucial content andÝÝ sequence decisions
|
Proof-listening and editing multi-media presentation.
|
Teacher
and student editingÝ points of
emphasis, grammar, content, and appearance of HyperStudio stack.
|
Remembering their crosstalk, and using the
Virtual Reality planning sheet, each Rescue Team will write and plan its virtual
reality interview or dialogue.Ý ---1
day only to write and prepare for the Virtual Reality Test.
**Mini Lessons:
By teacher (For students who
are confused or too often have been absent)
.Students
who were often absent or who need to finish (with quality)the several
Mini Lessons, will finish and get caught up during this "workshop"
time.Ý These students may or may not
be part of the Virtual Reality Test.
|
Camera technician forÝ virtualÝÝÝÝ
reality movie production.
|
Narrators for virtual reality movieÖ a highly effective studentÝÝÝ
presentation.
|
Sound technician and director of virtual reality production.
|
Acting and scene creationÖ the computer is supplying the
background and virtual reality environment (visible in TV picture in
the corner).
|
3.
THE CONVENTION-EVALUATION :The students, acting as informed experts, give formal
presentations to their peers in other (expert) groups or other classrooms
on the team.Ý The students communicate
to each other the concepts and understandings they have learned.
- Each Rescue Team will film their dialogue
or interviewÝ -- 1 day only
- Teams waiting to film can practice in
their rooms; teams finished with filming can return to their rooms andÝ
re-visit Yukon Trail.
- As guests of the Canadian Government,
and as true America heroes, each Rescue Team (the whole Team 6-1) will assemble
in the theatre at 2:20 on March 6th and view the film version of its Virtual
Reality Test .... the GREAT RESCUE !!!!!!!!!Ý Legends of this rescue will be told over
and over again at Camp.Ý Great will
be the fame of the students and teachers of Team 6-1!!Ý They will have learned the true meaning
of survival, inter-dependence, self-reliance, common sense, and respect
for the laws of nature.Ý Finished
Travel Brochures (hyperstudio version) will be evaluated according to the
Travel Brochure Evaluation Criteria Form.
- If weather and time permit, Team 6-1 and
the 7 rescued Americans will participate in semi-authentic dog-sled races
at PCMS.
|
A Panel Presentation.
|
A Presentation ñin-the-roundÖ. With props.
|
A Computer-to-TV based Presentation
|
A
Presentation in which the student is the ìpropîÖ
|
Students
learning from a virtual reality presentation.
|
(return
to Top) Move
to Matrix