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Student-made Web Pages...Show Off Their Work!
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Designed to teach students how to create a web page using Netscape Communicator's Composer and can be used by students in grades 3-12 to present their projects or research on their school's web page. Designed to be taught in a lab setting and will be used by the technology teacher in coordination with the classroom teacher.
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The World Beyond My Back Yard
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To broaden the student's general global knowledge to the fact that a whole world exists outside their door -- not just their immediate community or country.
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Cooperative Learning
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How well can First and Sixth Graders work cooperatively to collaborate on reading, writing and art-related activities? How can Sixth Graders self-esteem be improved?
How well can Sixth Graders recognize and appreciate differences in First Graders?
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So You Think You Got A Problem
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Students engaging in problem-solving process.
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Exploring the Fundamental Themes of Geography Thro
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Provide students with the unique opportunity to explore the five fundamental themes of geography. Five themes will be introduced using examples from rainforests, students will be encouraged to draw conclusions based on research and knowledge of rainforest. Technology will be utilized as an integral element to aid students in discovering five fundamental themes of geography are pertinent to every civilization,display and demonstrate their understanding of these concepts using charts, graphs, and written text. Incorporates formal and informal assessments; each formal assessment has a rubric (40 days in length.)
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A New Age in Europe
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This is an intermediate social studies unit on the Renaissance and the Reformation. The unit will take approximately four weeks to complete. The students will understand the meaning of key terms, events and ideas. They will also meet the important figures of this time period. They will use technology to explore and discover these items as well as to create a news broadcast on the important figures
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Searching for Famous Women
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The purpose of this learning unit is to develop knowledge of historical women during Women's History month. Students will research women a note-taking guide and a graphics organizer to allow them to write a summary and graphically and orally present the information they have acquired. Student will obtain the information from Internet web sites or electronic multimedia CD-ROMs.
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Walk Like an Egyptian
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Essential Questions: Why is it important to monitor our waters? What variables need to be monitored? What can be determined about the condition of a water supply based on the variables monitored? What can be done to fix the problems that the data identifies?
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Inventions: Natural & Man-made
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What is evolution? How did Native Americans use legends to explain natural discoveries/adaptations? How did inventions/inventors in Industrial Age impact on the growth/development of the US? Are processes/procedures that can contribute to creation of an invention? What is the Information Age? What invention(s) have been critical to arrival of the Information Age? How do you imagine it will impact on the growth and development of the US? Can the computer assist with inventive processes?
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The Seasons-Myth, Reality, Feelings
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Essential Questions: What are the Seasons of the Year? How did ancient cultures explain the phenomena of nature? What is the scientific explanation for the seasons? How have people expressed their feelings about the seasons of the year?
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Coming to America
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Immigration research.
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Radical Power Point Presentation
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Students will take what they have learned from Civil Rights Movement and create a Power Point Presentation.
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Cinderella Really Gets Around!
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Create meaningful lessons for Upper Elementary students that integrate Language Arts lessons with lessons
in world geography and culture. Some of the 3000 + variants of the Cinderella stories that exist from around the world provide an interesting way to teach language arts skills, as well as world geography and culture.
Activities will be interactive and student centered where the students will have opportunities to apply their knowledge in a variety of interdisciplinary tasks that are appealing and definitive.
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We Shall Overcome
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The purpose of the unit is to create meaningful lesson plans for the teacher of American History who sometimes neglects this period of time due to calendar restraints. There are many events of interest to the student during these time periods.
Activities will be interactive and student centered where the students will have opportunities to apply their knowledge in a variety of interdisciplinary tasks that are appealing and definitive. Formal and informal assessments will be made throughout the entire unit. Formal assessments will be via rubric graded projects and examinations. Informal assessments will be through teacher observation of group activities and student discussions. Both the traditional learner and non-traditional learner have been taken into consideration in creating this unit. This unit should take about two weeks in a semester program or four weeks in a traditional program to complete. The unit could also be supplemented in art or music classes. Certainly, teachers are free to choose the activities that best suit the needs of their students. It is hoped that this will be beneficial for both the teacher and the learner.
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The Fall of Rome: PowerPoint Presentation
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"The Fall of Rome" PowerPoint presentation provides a visual, audio and organizational approach to summarize and clarify material taught during the unit. It is used to prepare students to complete a document-based essay, similar to the type they will find on standardized exams.
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On a Pilgrimage
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Teaching students the importance of European history from ancient to modern times.
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Ancient Egypt
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Ancient Egyptian Civilization and Geography of Egypt.
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Ancient Greece
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This unit on Ancient Greece studies a civilization upon which much of western civilization is built, and the approximate time frame is 6-8 weeks. Included in this unit are the studies of the development of a democratic form of government, literature, theater, sports, philosophy, architecture, religion, and education. Students will incorporate a variety of technological skills and programs in this unit.
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The Bill of Rights
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This lesson fits in context with other learning in many areas. This lesson fits in the continuum of American history and is thus in context with New York State standards for Social Studies. The content of these lessons fits into the Grade 5 - Content Understandings in the scope and sequence; however, the format of this lesson is easily adaptable to many content areas.
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Yoko and the Sushi Party
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Students will read Yoko by Rosemary Wells. The story is about a Japanese cat. The story will be used to initiate a discussion of Japanese culture, customs, and foods. The experience can be done in conjunction with a social studies unit on Japan, Culture, or Foods of the World.
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Civil War: A Living Museum
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Students research famous people and battles during Civil War Era, sharing information learned by portraying that person or battle in a "Living Museum". Meant to be used within a larger Learning Unit on the Civil War; would be a great culminating activity for a Civil War Learning Unit. Is written for classrooms that utilize the push-in model from support services (special education teachers, reading teachers) and use a team-teaching model; helps to organize and assist students in writing and with their final presentations.
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Literature Study of the Civil War Era
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The Civil War era is one of the most critical and fascinating periods in our nation's history. The many books about this period, written for young audiences provides a rich context in which to learn about the Civil War itself and to explore more basic issues about the nature of human life and society. The following upper elementary unit on historical fiction about the Civil War era contains valuable experiences that incorporate the Internet, Literature Circles, and Grand Conversations.
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Research Report on Immigration
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A research project.
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Library Media Center Research Learning Unit for
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Provide 6th grade students with Research experience in Library Media Center class as follows: Focus on Research Process (not subject matter) as a learning experience of value; calls for commitment, responsibility, independent effort and a variety of skills and prior knowledge; provide a transitional experience with Research Process in 6th grade, to ensure readiness for similar requirements in Middle School; to use prior knowledge of note taking, collecting data, documentation, summarization, making generalizations; discovering relationships from oral, written and electronic resources; provide an opportunity for each student to utilize available technology for research integrate acquired information into written format; provide an opportunity for students to use written language, in Part A, transmit information and discover concepts, in Part B, show understanding of diverse social and historical events from another person's point of view and, in Part C, interpret and analyze information gathered during research process.
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Walk a Mile In My Shoes
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The Iditarod, One’s Will to Survive fits into a sixth grade English Language Arts curriculum, in February and March, when covering reading and writing for information, critical analysis, literary response, and social interaction. It also incorporates the Social Studies curriculum of having students demonstrating their understanding of the geography of the world including the elements of the environment.
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Ancient Egypt
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Students analyze important ideas, social/cultural values, beliefs, traditions, and geographical features of Ancient Egypt. Students will plan and present an Egyptian Festival, will use technology to create different portions of the festival such as the play, brochure, game boards, research, and coloring books. Students also will paint a mural depicting different aspects of the Ancient Egyptian culture and build a pyramid during the unit after school or during art time about 6 weeks/5 days a week for 45 minutes per session.
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What a Wonderful World - Unit of Study
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Essential Questions: What influence does geography have on a country's economy and the well-being of its people? How have the interactions of social/cultural, political and religious systems in different regions of the world affected our lifestyles? How do international affairs (current events) affect various people? What influence have international authors, poets, and artists had on our view of foreign lands? How does daily life in various countries compare to our daily life?
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Immigration: Why Did They Come?
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Students will analyze immigration trends / waves by entering data in a spreadsheet, creating bar and pie graphs, determining the time period of greatest immigration for a given nationality.
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The Golden Door: US Immigration Through Ellis Isla
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Covering various aspects of immigration to the US through Ellis Island including a visit to Ellis Island and Statue of Liberty.
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The Tread of the Iron Horse
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Exposes 4th graders to issues, conditions adn events in their community during the mid-19th century.
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Economics / Money Matters In Our Town
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Essential Questions: What is the relationship between the geography of an area and that area's economy? Do jobs shape the community, or vice versa? What is necessary for a strong economy? How does the time of year affect the price of consumer goods?
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Where is That From?
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Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live-local, national, and global-including the distribution of people, places, and environments over the earth's surface. Performance indicator: describe the relationships between people and environments and the connections between people and places.
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Focusing on Famous People
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Begin by asking students if they
have ever heard of George Washington (or other famous person). Read a story to the class on the famous person you have chosen. In small groups, students discuss and write answers to questions given on a worksheet.
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A Weather Related Challenge
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"Where in the World is Cynthia San Francisco" is an Internet based collaborative project sponsored by the New Jersey Networking Infrastructure in Education (NJNIE) project which is located at Stevens Institute of Technology, Center for Improved Education and Science Education, Hoboken, New Jersey. We wish to give full credit to NJNIE, without whom, this unit would not have been possible.
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Let's Learn About Ancient Egypt!
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The students were introduced to some of the history of ancient Egypt in
their social studies classes. Now, in their library class, students will expand their knowledge of one aspect of Egyptian culture.
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Hope for the Hard Times
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This unit is based on the Newbery award-winning novel, Bud, Not Buddy. Integrating both social studies and English content, the unit will enable students to begin to understand the underlying causes and profound effects of the Great Depression on American history, and especially its effects on individuals. Analyzing first person narratives and primary source material will guide students to an awareness of how much we can learn from the stories of the past. In the fictional story, the setting, the conflicts the main character faced, and the decisions he made can teach students important lessons for their own lives.
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The Light in the Forest by Conrad Richter
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Essential Questions: Does the student explore the meaning of American culture by identifying the key ideas, beliefs and patterns of behavior? Does the student relate similarities and differences between the European and Native American cultures? Does the student read, write, listen, and speak for information and understanding? Does the student read, write, listen, and speak for critical analysis and evaluation?
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The Middle Ages
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This is a unit on the Middle Ages for sixth graders. The unit will cover what life was like for the different groups of people during 500 - 1500 AD. This unit takes about 3 weeks to complete. Students will be given a teacher created booklet that will be used throughout the unit. Booklet is available upon request.
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All About Ice Cream
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This unit is a fun way to reinforce concepts and skills taught in regular classes. Some topics include; writing from an outline to a paragraph, using Inspiration to create an outline, historical researching, letter writing, real world math problem solving, analyzing and writing short anecdotes, creating a persuasive poster, and answering questions in complete sentences using supporting details from a variety of sources
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