Kristen's+Unit+Lesson+2

 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 || □ 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 **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. || **During Class**  ||
 *  Daily Lesson GAME Plan (Lesson #2) ||
 * **Lesson Title:** Why a Wiki? |||| **Related Lessons:** Geography and Math ||
 * **Grade Level:** 4 |||| **Unit:** Social Studies ||
 * ==**GOALS** == ||
 * **Content Standards:**
 * I**STE NETS-S**
 * ==<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**ACTION** == ||
 * **Before-Class Preparation:** Create an example wiki on our school Moodle site to use as a model for showing students what a wiki is and how to use it. Create an ePals account looking for classrooms across the state of Pennsylvania who are willing to share information about the historical significance of their towns with us. Students could collaborate with these children if other schools from the state are using ePals and looking for ways to collaborate. This isn’t something we can rely on since it is dependent upon a classroom (or more) being able to work with us. Posting our need on ePals very early in the year with a project start date for late winter/early spring so enough other schools could join us would allow enough time to know if this is an option or not. ||
 * **Time** |||| **Instructional Activities** **This lesson should be taught the day after introducing the unit and reviewing how to determine website reliability.** || **Materials and Resources** ||
 * 10 minutes

25 minutes

10 minutes |||| Introduce a wiki. Explain what a wiki is and why it will be beneficial to use during their PA field trip project. Show an example of a wiki I made on our school Moodle site. Since this is the first time students will be creating a wiki, I will model each step and then have the students create the basic structure of their wiki as I guide them through the process. Distribute laptops to student groups. Have one student from each group log on to the network using their username and password. Next, open Safari or Firefox located on the dock. Type in the school Moodle address:<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; color: blue; cursor: pointer; padding-right: 10px;">[]. Click on the wiki tab at the top right of the page. Once there, close the laptop to watch how to create a page. Show the pencil icon, + sign and - sign. To create a page, click on the + sign and give your page a name. Have students think of a name for their wiki that is unique to them. After 5 minutes, focus student attention back on the screen to show how to do this. Next discuss with students what information might be helpful to have on the wiki (names of historic sites, cost, distance, what happened there, activities available for children etc.). Instead of using pencil and paper, you will be able to keep track of your work here and can add to it at home or whenever you have access to a computer. Provide students with a printed copy of our Moodle site to staple to their agendas for use at home. Demonstrate how to add information to the wiki page, how to edit information (use the pencil icon), and how to change the theme (what your wiki looks like). Answer any questions. Allow students to create their wiki and add pages they will need for completing the PA field trip project. Meet with individual groups to check in on progress and answer any questions.

Have groups share their wiki using the LCD projector. Classmates offer feedback on a Post It note (ways to make it easier to understand or compliments). Ongoing throughout the project, students will keep track of their learning on the wiki. || 8 MacBook laptop computers; LCD projector

(25) Printed copies of district Moodle site, printed copy of step-by-step directions LCD projector and cord || **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 or there would be a network problem, students could keep a written account of the historical places they’ve found in Pennsylvania using a graphic organizer (see attached). ||
 * ==<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. Observation will also be used to monitor student work on a daily basis. Redirection and guidance will be provided as needed.
 * ==<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**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. ||