L=TBC Model (5.5)

Move to Matrix

8thGrade Social Studies Class AGE OF SPANISH EXPLORATION

An inquiry into the motives, actions, values, and

accomplishments of the main players in the exploration and early

colonization of New Spain

A special web version of this unit was used as a resource to the students

L = T + B +C

LEARNING = THINKING + BUILDING + COMMUNICATING

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 solve

The central characters of the Spanish expolration of he Amerias were the conquistadores. Were tey civilization builders or gredy destroyers?

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.)

Background information and explanations from the teacherÖÖ..Ö...and from the textbooks

Vocabulary and skill development.

 

 

3.Ý JIGSAW ‚ CROSSTALK:Ý At least one session of (temporary) small group instruction and discussion; then a student-led whole-class discussion: a CrossTalk.

Crosstalk on the Background onÝ Age of Exploration

Ý

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.

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.

Ý

EXPLORATION UNIT---SPANISH EXPLORATIONóBUILDING KNOWELDGE ROTATIONS

SEEDS OF CHANGE (G)

1.      BackgroundÝ info on Columbian Exchange

2.      Sequence historical Cause and Effect elements

3.      ìBuild a Human Chain ìÝ answer

4.      10 + 10 (10 Significant items sent to Europe + 10 significant items sent to New World) (Why significant?)

 

VOCABULARY SKILLS (G)

1.       Complete Vocabulary enrichment database

2.       Ask teacher to ìvalidateî the completed database

3.       Use vocab Builder to learn all vocab in database

4.       Take Slider QuizÝ on all Vocab ‚

5.      Get quiz graded

 

PRINT MEDIA 1A (S)

1.      Use Concept Chart to analyze selected information from America Textbooks (White books)

2.      Get Concept chart evaluated

3.      Add Concept Chart to ìPersonal Libraryî and use ìlibraryî on test

 

LASER RESEARCH (G)

1.      Carefully watch (read) the 4 minute laser presentation

2.      Follow the on-computer screen direction and select laser content (pics and titles)Ý which enable you to construct a wellÝ developed answer which you can defend

ÝÝÝÝÝ ExplainÝ answer to the teacher

CSILE (S)

1.      Sign on .

2.      Retrieve by Topic( Exploration)

3.      Read and write carefully..remember you are communicating with others

4.      Help eachother to build the best solutions possible

 

PRINT MEDIA # 2-AÝ ( S)

1.ÝÝ Choose one of the research articles

2.      Use Concept Chart to analyze information

3.      Get Concept chart evaluated

4.      Add Concept Chart to ìPersonal Libraryî and use ìlibraryî on test

 

 

CD RESEARCH (G)

3.      Use Concepts Chart to analyze the Explorerís CD content.

4.      Follow the footsteps of Columbus, Cortex, Magellan, and 5 other explorers (choose from the list of 30 explorers)

5.      Provide at least 3 examples for each behavior or concept indicated on the Chart

6.      Get Concept chart evaluated

7.      Add Concept Chart to ìPersonal Libraryî and use ìlibraryî on test

 

FIND ME---TELL ME (G)

1.      Use the Explorerís CD; choose one explorer

2.      Follw the sea route from the explorerís home to their discorvery.

3.      Provide screen schots of at least 3 maps of the explorerís journey.Ý

4.      Insert the pictures into a Claris Works document in which you also give a simple but accurate written description of the major travels of this explorer

 

OPPORTUNITIES TO WORK ON LITERATURE

1.      If on any class day you at a (S) Station or your group at a (G) station finish early, but are unable to advance to another station until the next day, you may work on your Lit assignments.

 

 

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

 

** Vocabulary Skills station (see chart above)

 

4.Ý THE TEACHER MANAGES all these opportunities for students to explore and toÝ build knowledge and concepts.

 

ROTATIONS SCORECARD Name ________________________Hour _________________________Date ___________

 

 SEEDS OF CHANGE: Be sure you have completed the 10 + 10 after solving the ìpuzzle Date Finished with Work at this Station________Ý ÝÝÝÝÝÝÝÝÝÝGrade Received___________

 VOCABULARY SKILLS and SLIDER QUIZ" Be sure you have completed the Vocab Database and slider quiz on explorers.

Date Finished with Work at this Station________ÝGrade Received__________

 

PRINT MEDIA # 1: Remember to find at least 3 examples of each behavior or concept.Ý You are building a personal library of information to help you understand about explorers. Date Finished with Work at this Station________Grade

 LASER RESEARCH: Remember the laser presentation may NOT come right out and tell you the information or answer .ÝÝÝ Your group must choose laser content which will help you build and explain the answer !!

Date Finished with Work at this Station________Grade Received__________

 CSILE:Remember this is public writing.ÝÝ Think carefully and writeÝ ideas which will actually helps others think, also.Ý Be sure to quit CSI LE when you are personally finished so that you ìsign offî the program. Date Finished with Work at this Station________Ý Grade Received__________

 

 SPRINT MEDIA #2:Remember to find at least 3 examples of each behavior or concept.Ý You are building a personal library of information to help you understand about explorers.Date Finished with Work at this Station________Grade Received__________

 

 CD and CONCEPT CHART: Finish your concept chart; use the CD for information.

Date Finished with Work at this Station________ÝGrade Received__________

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. * Follow-Up Quiz

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.

 

EXPLORATION UNIT---SPANISH EXPLORATIONCOMMUNICATING WHAT YOU HAVE LEARNEDÝ WORKSHOP AND TESTÝ ROTATIONS

DIALOGUE INTERVIEWSÝÝ (G)

1.      Choose the person or persons to interview.

2.      Use the personal libraries of each person in the group and resource material.Ý

3.      Write an interesting dialogue among current day reporters who go back in time and interviewÝ theÝ historical character(s) you have chosen.

4.      Be sure to create questions and conversation which allow you to explain clearly and with several examples the main ideas and concepts connected with your historical character(s) and the Age ofÝ Spanish Exploration

5.      It would be a great idea to type or neatly write the final draft of this dialogue to enable several members of your group to successfully communicate during the Virtual Reality Interview.

 

THE MAIN CHARACTERS IN THE AGE OF SPANISH EXPLORTION

1.      CONQUISTADORES: What motivated them?Ý What kind of persons are they?Ý Strengths? Weaknesses?Ý Good qualities?Ý Bad qualities? Accomplishements?

2.      INDIANS: What motivated them?Ý What kind of persons are they?Ý Strengths? Weaknesses?Ý Good qualities?Ý Bad qualities? Accomplishements? How do they feel about he Spanish in the New World?Effects of Columbian Exchange?

3.      A COMMON FAMILY FROM SPAIN, NOW IN THE NEW WORLD:: What motivated them?Ý What kind of persons were they?Ý Life style?Ý Effects of Columbian Exchange?Accomplishements?

4.      A PRIEST ( MISSIONARY ): What motivated them?Ý What kind of persons were they?Ý --Strengths? Weaknesses?Ý Good qualities?Ý Bad qualities? Accomplishements? Missions and how they worked

5.      ÝA COMMON FAMILY LIVING IN SPAIN: What motivated them?Ý What kind of persons were they?Ý How does the Columbian Exchange affect thrir lives??

6.      KING AND QUEEN OF SPAIN: What motivated them?Ý What kind of persons were they?Ý Strengths? Weaknesses?Ý Good qualities?Ý Bad qualities? Accomplishements?

MOVIE POSTER (G)

8.      Think of the most striking characteristics or accomplishments of the historical character(s) your group has chosen.

9.      CreateÝ a Movie Poster which displays, exaggerates, and communicates these striking characteristics or accomplishments

10. This poster will be evaluated by the teacher.

More importantly, the poster will be displayed during the testÖespecially durng the essay test.Ý Design the poster so that it will be of interest and help to you and other groups on the essay test.

VIRTURAL REALITY INTERVIEW (G)

1.      Use DIALOGUE your group has neatly written

2.      Use your best communications skills while being filmed in a virtual reality interview of your historical character(s)

3.      This is a major opportunity for you to communicate what you have learned.Ý Give it your best shot.Ý Filimg your interview must take no longer that 5-7 minutes.

 

STRUCTUREDÝ ESSAYÝ (S)

1.      You will be presented with an important question or problem concerning the Age of Spanish Exploration.

2.      You will be able to use a vocabulary word bank, the Movie Posters created by the various groups, and your Personal Library (concept charts).

3.      This is a major opportunity for you to communicate what you have learned.Ý Give it your best shot.Ý Writing your essayÝ must take no longer that 50-70 minutes.

 

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.

 

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.

TESTÝ SCORECARDName ________________________Hour _________________________Date __________

DIALOGUE INTERVIEWS:Be sure you have created a highly interesting conversation; you are going to the let the ìaudience ì listen in ou your converstaton or interview.Ý Make sure your conversationins just the right blend of interesting talking and detailed informatio0n.Ý Make sure you leave no doubt in the audienceís mindÝ about the real isues and ideas you have concening the character you are interviewing and the main concepts in the Age of Spanish Explortion.           Date Finished with Work at this Station________Grade Received___________ 

MOVIE POSTER: Be sure you have creted a poster which gets peopleís attention and then really communicates important information to them...You will get to use the posters on the essay test.... so make them ìvery helpfulî to you and to your classmates.                    Date Finished with Work at this Station________Grade Received___________

VIRTUAL REALITY INTERVIEW: Remember to communicate effectively. You will have only 5-8 minutes of actual camera-computer time..... MakeÝ the most of it.             Date Finished with Work at this Station________Grade Received___________ 

STRUCTURED ESSAY:Remember to communicate effectively and to prove your answers are correct..... give reasons and detailed examples of your ideas.Date Finished with Work at this Station________Grade Received___________ 

 

A Panel Presentation.

A Presentation ‚in-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

 

(return to Top)            Move to Matrix