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Lesson Title:
Lesson 1- Spanish Navigators/Christopher Columbus |
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Created by: Velda
Schneider |
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Time Frame: Lesson 1, Days 1-5 |
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Lesson Overview |
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Standards Based Goal |
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Student Objectives |
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Prerequisite Skills |
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Time Sequence |
Sequence of Activities |
Notes/Technical Considerations/Resources |
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Day 1
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Students will go to the library or computer lab and research information on other Spanish Explorers. I will have students work in groups of 3 searching different Spanish explorers. I will give them the following names to do a web informational search: Alonso de Ojeda, Juan de la Cosa, Vasco Núñez de Balboa, Juan Ponce de Léon, Hernando Cortez, Hernando de Soto, Sebastián Vizcaíno.
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Day 2 5 mins. 20 mins. |
Get students focused on lesson and divide into the separate Spanish explorer groups. Have students collaborate together in groups with the Spanish explorer that they have, and share their individual pieces of information they found on the lives and voyages of the different explorers and combine their information to make one power point for their group at the local and remote site of whichever explorer that they have. Students will create their power points format to be able to share the next day with other students in class or over the vtel system.
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Students will need pen and paper to compare and finalize their pieces of information.
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Special Considerations |
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Assessment |
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Day 3-Day4 5-10 mins. 5 mins. |
Get students focused on their power point presentations and divided into their presenting groups. Briefly review protocol on how to listen and respect the presenters.
We will wrap up with discussions on the presentations and any presentations left will be finished the next day. |
(possible use of Vtel System) |
Special Considerations |
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Assessment |
5=Superior 4=Excellent 3=Fair 2=Average 1=Below Average 0=Not Acceptable
Spanish Navigator Power Point and Research Rubric |
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Qualities |
Quality Indicators:
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Acceptable
Evidence: |
Incorporates beliefs and practices associated with Engaged Learning principles. |
Students will interact in groups giving their input based on what they know, what they want to know and in the end what they learn. |
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Incorporates beliefs and practices associated with Constructivist Theory of Learning. |
Students will be provided with choices as they collaborate together on how they choose to present their information that they find. |
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Utilizes a backwards design approach to curriculum. |
Students will demonstrate learning by researching and follow opening guided statements and questions. Students can speak to the guided questions from the beginning of the unit. |
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Students assessment activities are integrated throughout the unit. |
I will be watching students on the discussion board for group dynamics and I will also assess them in how well they work together on their projects. |
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Videoconferencing and other technologies are used to enhance and extend the learning experiences in ways that wouldn’t be possible without them. |
The technologies provide a scaffold for student learning. Technology helps students transfer prior knowledge to their power point presentations, and how to correctly use the vtel system during their presentations. |
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Nombre: ________________________________ Fecha: __________________
K-W-H-L
Chart
K What
I Know |
W
What
I Want to Know |
H How
will I find information? (Which
resources, web pages, texts, experts, etc.) |
L What
I Learned |
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These are a list of the following explorers who will be studied: Alonso de Ojeda, Juan de la Cosa, Vasco Nunez de Balboa, Juan Ponce de Leon, Hernando Cortez, Hernando de Soto, and Sebastian Vizcaino.
Here are some helpful sites to get you going on your research.