L=TBC Model (5.3)

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6th Grade Social Studies Class Central America Unit--"Caught in the Middle"Ý

 

An in-depth unit on the history and culture of modern Central AmericanÖ.emphasizing the challenges facing Central American people as they struggle to modernize with the rest of the world and at the same time preserve their traditional way of life. This unit presents as content DAILY LIFE IN THE CENTRAL AMERICAN COUNTRY OF BELIZE. It focuses on the pros and cons of first world industrial influences on the third world country of Belizeís natural resources, economic position, cultural traditions, political stability at the dawn of the 21st Century.

 

.

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)

1.      IDENTIFY PROBLEMS to be Solved:Ý A whole-class CrossTalk to identify problems to be solved.

 Who has the right to the use a disputed piece of land in the Central American country of Belize? Develop a proposal highlighting the pros and cons of your industries plans for the land. You will present your proposal in front of a council of community members who will either accept of deny your industry access to the land.

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. HyperStudio Introduction to Central America
  2. Concept Map & Rainforest Crisis Scenario
  3. Change Your Culture ActivityÖ Step in ìMayanî Shoes
  4. Vocabulary & Map homework

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.

-----------EXPERT Groups for Central America research:

…        Pros & Cons of the Eco-Tourism Industry in Central America

…        Pros & Cons of the Lumber Industry in Central America

…        Pros & Cons of the Cattle Industry in Central America

…        Pros & Cons of the Pharmaceutical Industry in Central America

…        Pros & Cons of the Farming Industry in Central America

…        Pros & Cons of Native People traditions in Central America

 

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.

ÝÝRESOURCES TO BE USED: * Geography TextÝ *Selected Articles from a variety of sourcesÝ *Caught in the Middle HyperStudio StackÝ * Natíl Geographic CDÝÝ *Natíl Geographic Magazines

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:

* Slider QuizzesÝÝ *GB-Pros & Cons *Desktop Multimedia StationÖCaught in the MiddleÝ *Whole class Discussion ñGB

* Print Media Research Station

DAILY SCHEDULE:

(1)TEACHER-GROUP MEETING: ìExploring All Sides Packetî- (5 Min per group)Ý

(2)DAILY ROTATIONS: (stations below) (27min)

(3) CLASSROOM MEETING: Quality control, make-up work, help, advice, Process Evaluation time (10min.)

Print Media Research Station:-by Self

**Read assigned textbook pages or selected articleÝÝÝÝÝÝ (read the rest at home according to schedule)

**Analyze what you readÖfind evidence, write marginal notes.

**Synthesize findings on ìExploring All Sidesî worksheet and in Double Column Notes

Vocabulary Station:--by Self

**Print Media: Write in Vocabulary BankÖ. define the wordsÖ by assignmentÝ complete vocabulary activity (i.e. crossword puzzle)

**Slider Quiz: Study words

** Take Slider Quiz for a grade

Caught in the Middle CD-ROM Station: --By Group

** Analyze and formulate possible pros & cons of groups industry in Central America.

**Synthesize notes onto ìTraveling to Belize Worksheetî

SkillÝ Development Learning Station: --By Group

** Ý.Where is Belize? DevelopÝ generral geography skills and applyÝ in activities focusing onÝ the geography of Central America

**Where is the Arrow Pointing?Ý Developing the skill of looking at something from several points of view.

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.

----------------- EXPERT Groups for Industries in Central American:Ý (6 groups)

*Examples of Groups Pros & ConsÝÝ +ÝÝ GB Examples of Pros & ConsÝÝ +ÝÝ {*Multimedia Resources- Pros & Cons (optional)}

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

**Storyboard draft of groups Pros & ConsÝ ** GB of Pros and Cons {**HyperStudio Stack on groups Pros & Cons (optional)ÝÝ ** Write V/R film dialogues or narrationís (scenes) exemplifying selected groups Pros & Cons (optional)ÝÝ **Film V/R interviews (scenes) exemplifying selected groups Pros & Cons (optional)

 

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).

 

Print Media Station:- By Self

Writing Station:-- by Group

**Create and eye catching and informative visual-aid on specific industry pros & cons in Central America by transforming the information gathered during print media research on to a graphics board (GB).

**Revise research information if need.

Multi-Media Resource Creation (optional):

**Digitize picturesóMr. Ambroseís computer

**Scan pics in Lab

**I-Net Research- Lab

** Create HyperStudio stack on Pros & Cons of your industry.

--Group

Class Presentation to Community Council Panel: --Group

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.

** Community Council Presentation of GB Pros & ConsÝÝÝÝ **Slider Quiz on Central American (history)Ý {**Presentation of HyperStudio Stacks (optional)ÝÝÝ **Presentation of finished Movie (optional)}

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.

 

Ý4. THE ASSESSMENT & EVALUATION: ÝÝ

** Letter to local or national organizationÝ ** Group AssessmentÝ ** Individual AssessmentÝ ** Self/ Group Evaluation & Unit Evaluation

 

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