Kristen's+Unit+Lesson+3

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o **8.2.4.B:** Locate historical **documents, artifacts**, and places critical to Pennsylvania history. o **8.2.4.C:** Explain how continuity and change in Pennsylvania history have influenced personal development and identity. o Belief systems and religions o Commerce and industry o Technology o Politics and government o Physical and **human geography** o **Social** organizations o **8.2.4.D:** Distinguish between **conflict** and cooperation among groups and organization that impacted the history and development of Pennsylvania o **Ethnicity** and race o Working conditions o Immigration o Military **conflict** o **Economic** stability || R 1. Creativity and innovation þ 2. Communication and collaboration þ 3. Research and information literacy þ 4. Critical thinking, problem solving, and decision making þ 5. Digital citizenship þ 6. Technology operations and concepts
 * Daily Lesson GAME Plan (Lesson #3) ||
 * **Lesson Title:** Digital Storytelling for PA Historic Location Field Trip |||| **Related Lessons:** Geography and Math ||
 * **Grade Level:** 4 |||| **Unit:** Social Studies ||
 * ==GOALS== ||
 * **Content Standards:**
 * I**STE NETS-S**

|| **Materials and Resources** ||
 * Instructional Objectives:** The students will research historical locations in Pennsylvania selecting the best choice for a field trip later in the year. The students will identify the historical location, what makes it significant to the history of Pennsylvania (what happened there), where the site is located, and what activities are available for visiting school children. ||
 * ==ACTION== ||
 * **Before-Class Preparation:** Secure a minimum of 8 computers for searching for pictures, video clips or audio. Review copyright laws with students during writing time and with the librarian so students know that they can’t just copy and paste anything they want into their project. Practice using a green screen and inserting pictures into existing photos or video clips. Students should write and practice reading their scripts for their digital story telling projects during writing time so they can use the entire allotted time for creating the digital story. ||
 * **During Class** ||
 * **Time** |||| **Instructional Activities**
 * 15 minutes

(1) 45 minute period

10 minutes

(2) 45 minute writing periods

(3) 45 minute

(1) 45 minute period

(1) 60 minute math class period |||| Review digital storytelling from our personal narrative projects. Explain to students that this time they will be working in their small groups to create their final presentation of the historic field trip destination of their choice. Briefly review how to upload photos or video clips into iPhoto, and then open iMovie, which will automatically upload whatever was uploaded in iPhoto. Have students tell how to add a title, drag the photos or video clips into the project, add transitions and add voice or music/sound. Answer any student questions and suggest if they get stuck and I’m not available to help at that moment, they can use the iMovie direction sheet located in the “Field Trip Project” packet.

Small groups should work together to determine what “key words” are important to their project. This was an example given by Dr. Arnie Abrams in the Laureate Education (2009) video. For example, if the student is using the Historic Ephrata Cloister, a key word may be “Quaker.” They could then search for jpeg images or video of Quakers to use in the project. Students then search for photos or video clips to use in their project and save them to a folder on the desktop. When students have all the pictures they need (minimum of 5), they should print out a copy of the pictures to create a storyboard.

Demonstrate how to create the storyboard using pictures I have printed.

Students will write their scripts during writing time.

Once students have their storyboard completed, they need to decide if they will “appear” in the presentation. If so, groups will need to record themselves either using the built in webcam on the MacBook or through the use of our Flip video cameras available through the library. Groups will use the time to create their projects while the teacher assists as needed.

Share field trip digital stories with class. Students vote which historic site they would like to visit based on the information each small group provided in their movies.

Calculate vote totals and create a bar graph in math class to determine where we will go for our field trip (use website: [] . Students will write and explain why that location is the best choice for the trip and post it on our class website. The teacher will post the winning location on the website using the movie made by the small group. || Field trip project packet, 8+ laptop computers; LCD projector; iMovie and iPhoto

Highlighters, be sure default printer is listed as “Upstairs” or 10.33.2.229

IPEVO document camera; LCD projector to display storyboard; copies for students

Storyboard graphic organizer

Flip video-cameras (8) Laptops (8 or more)

LCD projector with cord

Bookmarked website ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** A checklist will be used daily by the teacher to record 21st century skills the students use successfully/unsuccessfully. Observation will be used to monitor small group work to be sure one person is not dominating the project. A rubric will be used daily to evaluate the information the groups discovered during the research stage. Students will evaluate each member of the group’s contributions on a daily basis using a rubric.


 * Accommodations and Extensions:** Since several students in the class have IEPs for learning disabilities, accommodations will need to be made to the assignment. For these students, websites will be bookmarked for student use. A printed project packet will be provided to all students so those who feel more comfortable using paper/pencil may do so and those who want to use the laptops may do so. I have a student who is reading/writing below a first grade level. To assist him in this assignment, I will teach him to use Garage Band or another audio recorder on the computer so writing will not interfere with his learning. I will suggest that students who have difficulty reading use Voice Over, a text-to-speech utility that reads words on the screen.


 * Back-Up Plan:** In case the computers aren’t available students could create a paper brochure for the culminating project to share with their classmates. ||
 * ==EVALUATION== ||
 * A rubric will also be used to evaluate the final project where the students select a location and defend their selection based on their ability to stay within a budget, driving distance in a school day, student activities available for the trip and potential learning from the experience. ||