Lesson Topic: Civil War Website Treasure Hunt Length of Lesson: 7 Days Stage 1 Desired Results Content Standard(s):

Grade Level: 5

CCGPS:

ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. ELACC5RI8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence supports which point(s). ELACC5RI9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. AASL Standards for the 21st-Century Learner: 1.1 Skills 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2 Dispositions in Action 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3 Responsibilities 1.3.1 Respect copyright/ intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. 1.4 Self-Assessment Strategies 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed.

Understanding (s)/goals Students will understand: Accurate information can be found in digital sources. Not all websites are reliable. Ideas are not free. Working with a partner can help them locate and understand information.

Essential Question(s): How can I learn from the experiences of the past? How does understanding the vocabulary help me comprehend non-fiction text? How can I identify the important facts of a non-fiction text? How does talking out ideas with a partner help me to solidify my understanding?

Student objectives (outcomes): Students will be able to: use digital sources responsibly. use multiple sources to locate answers to questions and solve problems. read and comprehend informational texts. quote accurately from a text. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Goal: Your task is to peruse given website *These are based on the six facets of and others linked therefrom to complete understanding taken from the Civil War Website Hunt. Understanding by Design which is Role: Your job is to use credible, referenced at the end of this lesson informational websites to answer questions plan. about the Civil War. 1. The student is able to explain his / Audience: Your audience is your teacher her choice with sound evidence. and your classmates. 2. The student is able to interpret Situation: The challenge is to sufficiently information collected from various answer questions with credible information sources and and to properly credit the sources of that 3. Apply that information and information. previous knowledge of the Civil War Product, Performance, and Purpose: to answer questions. You will orally answer, If you were in the 4. The student is able to demonstrate Civil War, what side would you choose and perspective by justifying his / her why? supporting your choice with point of view for choosing which information gathered in the treasure hunt. side of the war to support. Standards and Criteria for Success: 5. The student demonstrates Your treasure hunt answers will be judged empathy by addressing the by your teacher and your oral explanation opposing point of view. will be judged by your classmates. 6. The student is able to reveal selfknowledge by accepting feedback from teacher and classmates.

Stage 3 Learning Plan Learning Activities: Day 1 (in computer lab): Ask students these questions: Why do people fight? Can you choose which side of a war you support? (H) Go over (student) understandings/goals, essential questions, performance tasks, and explain other evidence upon which students will be assessed. (W) To answer questions about the Civil War, its causes, participants, location(s), and results (W), students will use their prior knowledge of the war and read through the website http://www.radford.edu/~sbisset/civilwar.htm (and various other sites which are linked within this site) to locate information which correctly answers the questions I supply to them. (E,O) Review with students proper uses of information and refer them to the cyberbee site: http://www.cyberbee.com/cb_copyright.swf Day 2 (in computer lab): Give students an opportunity to review their work from yesterday (R, E2), ask questions (E, T), and continue with their Treasure Hunt. Day 3: Assign students to cooperative learning pairs (T, O) and have them work together to revise their responses (R, E2) to Treasure Hunt questions 1-19. Remind students that they are to explain their choices with sound evidence, justify their points of view for choosing which side of the war to support, and address the opposing point of view. (E, R, E2, T) Students will then work to expand their individual answers to question 20, If you were in the Civil War, what side would you choose? Why? (Bisset, 2003). Remind them to properly document any information they use. Students will complete their response to question 20 at home in preparation for presenting their views beginning tomorrow. (R) Days 4 - 7: Give students a few minutes to meet with their (cooperative learning) partners to review each others presentations. (R, E2, T) Tell students to offer suggestions to help strengthen their partners positions. Students pull numbers out of a bucket and present their responses to question 20 in that order. (H, E) While viewing / listening to their classmates presentations, students should jot down notes indicating strengths and weaknesses of each presenters points. These will be shared briefly at the conclusion of the presentation. (E, E2, O) When presentations are complete, students will write a paragraph assessing the unit they just completed and the process that was used. They will include some comments on their own progress and what they have learned that will be beneficial to them in future research and presentations. (R, E2) The teacher will read these paragraphs and consider their content when planning another research project for students.

Sources:
Bisset, S. (2003, July). Retrieved from http://www.radford.edu/~sbisset/civilwarhunt.htm

The civil war for fifth graders. (2004, March). Retrieved from
http://www.radford.edu/~sbisset/civilwar.htm Dictionary.com, LLC. (2012). Dictionary.com. Retrieved from http://dictionary.reference.com/browse/peruse?s=t Joesph, L. C. (1996). Copyright. Retrieved from http://www.cyberbee.com/cb_copyright.swf Wiggins, G., & McTighe, J. (2005). Understanding by design. Alexandria, Va.: Association for supervision and Curriculum Development.