ED200 Technology Integrated Lesson Plan Template

Lesson Title: Subject Area:

Canada Geography

Grade Level: Time Frame:

8th Grade 45 minute class period

Teacher Name: Mr. Nelson Perez Torres This is a lesson which is designed to help students with their writing and research skills. Students will be asked about images or impressions of Canada and Canadians. Students will also be using PowerPoint presentations to explore the different landscapes, bodies of water, major climate types and natural resources This unit will also help develop social studies, reading, and other skills. Students will organize a portfolio using a variety of documents. Summary: Lesson Plan adapted from: Students will them present their researches to the class and will be evaluated.
People, Places and Changes

1.2.5 A. Read and understand essential content of informational texts and documents in all academic areas. Differentiate fact from opinion across texts. Distinguish between essential and nonessential information across a variety of texts, identifying stereotypes and exaggeration where present. Make inferences about similar concepts in multiple texts and draw conclusions. Evaluate text organization and content to determine the authors purpose and effectiveness 1.2.5 B. Use and understand a variety of media and evaluate the quality of material produced. Use a variety of media (e.g., computerized card catalogues, encyclopedias) for research. Evaluate the role of media as a source of both entertainment and information. Use established criteria to design and develop a media project (e.g., script, play, audiotape) for a targeted audience. 1.2.5 C. Produce work in at least one literary genre that follows the conventions of the genre. 1.4.5 B. Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports , instructions). Include cause and effect. Develop a problem and solution when appropriate to the topic. Use relevant graphics (e.g., maps, charts, graphs, tables, illustrations, photographs). 1.4.5 C. Write persuasive pieces with a clearly stated position or opinion and supporting detail, citing sources when needed. 1.5.5 A. Write with a sharp, distinct focus identifying topic, task and audience. 1.5.5 B. Write using well-developed content appropriate for the topic.

Connection to PA Core Curriculum Standards:

Gather, organize and select the most effective information appropriate for the topic, task and audience. Write paragraphs that have a topic sentence and supporting details. 1.5.5 D. Write with an understanding of the stylistic aspects of composition. Use different types and lengths of sentences. Use precise language including adjectives, adverbs, action verbs and specific details that convey the writers meaning. Develop and maintain a consistent voice. 1.6.5 A. Listen to others. Ask pertinent questions. Distinguish relevant information, ideas and opinions from those that are irrelevant. Take notes when prompted. 1.6.5 C. Speak using skills appropriate to formal speech situations. Use complete sentences. Pronounce words correctly. Use appropriate volume. Pace speech so that it is understandable. 1.6.5 F. Use media for learning purposes. Compare information received on television with that received on radio or in newspapers. Access information on Internet. Discuss the reliability of information received on Internet sources. Explain how film can represent either accurate versions or fictional versions of the same event. Explain the role of advertisers in the media. Use a variety of images and sounds to create an effective presentation on a topic. 1.8.5 A. Select and refine a topic for research. 1.8.5 B. Locate information using appropriate sources and strategies. Evaluate the usefulness and qualities of the sources. Select appropriate sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, computer databases). Use tables of contents, indices, key words, cross-references and appendices. Use traditional and electronic search tools. 1.8.5 C. Organize and present the main ideas from research. Take notes from sources using a structured format. Present the topic using relevant information 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. Process data and report results.

Technology Standards:

5. Digital Citizenship Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior. Students: a. Advocate and practice safe, legal, and responsible use of information and technology. b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. Demonstrate personal responsibility for lifelong learning. d. Exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. Understand and use technology systems. b. Select and use applications effectively and productively. c. Troubleshoot systems and applications. d. Transfer current knowledge to learning of new technologies.

Essential Questions: (Objectives)

1. Why do you think Canadians might go north today? (Discuss the question with a partner) 2. What kind of resources should you use to get your information? 3. How would a variety of writing forms help you to communicate your experiences to others? 4. What are other countries customs, beliefs and traditions

Assessment:

Have students complete the Section Reviews. Then assign each student landforms, rivers and lakes, climate, or resources. Ask each student to write a fill-in-the-blank question on his or her topic. Then collect students questions and use them to quiz the class. Then have students complete Daily Quiz 7.1.

Prerequisite Knowledge:

Basic research skills- how to use the internet and computer Be familiar to Microsoft Office Intermediate level of English

Computers, Printers, Digital Camera

Materials and Resources:

Hardware Software Internet Websites GO.HRW.COM http://go.hrw.com/ndNSAPI.nd/gohrw_rls1/pKeywordResults?sg1%20teacher

Word, PowerPoint

This website is made for students. It gives details information on all countries, landscapes, bodies of water, and other resources.

Books: People, Places and Changes. PowerPoint presentations Multimedia projector.

Other Materials

Procedures:

Copy the following instructions onto the chalkboard: During frontier days in the United States, people went west to find wealth and adventure. Why do you think Canadians might go north today? Discuss the question with a partner. Allow students time to talk with their partners. Discuss student responses. Write the key terms on the chalkboard and have students find the definitions in the text or glossary. Copy the following instructions onto the chalkboard: Keep in mind what you have learned about Canadas physical geography. What natural resources do you think would draw Europeans to Canada? Have students write down their answers. Discuss student responses. Have students conduct a debate on which group of immigrants has most influenced Canadian culture. Ask them to use outside resources. You may need one class period for students to prepare and another for the debate itself. Copy the following instructions onto the chalkboard: Without opening your textbook, write three Statements about Canada. Allow students time to write their answers. Then tell students to work with a partner to decide if the statements are facts or opinions. Discuss the results to confirm the facts, and ask for arguments to back up any opinions. Tell students that in Section 3 they will learn more about Canada today. Choose one or more of the following activities to explore the section. For more suggestions on block scheduling or team teaching, see the Block Scheduling Handbook. Tell students these details about Canadas great outdoors; Wood Buffalo National Park, in Alberta and the Northwest Territories, contains the largest herd of free-roaming bison in the world. Have students complete the Section Review. Then call on a volunteer to describe a place in Canada by starting a sentence with I am thinking of a place where. The s tudent should list physical, economic, or cultural details without revealing the location. That student then calls on another to tell which place was described. Continue until all the provinces, territories, and major cities have been discussed. Then have students complete Daily Quiz 7.3.

Modifications for Differentiated Instruction:

Have students to imagine that they work for a travel magazine. They have been assigned to write an article about Canada. Tell them to write sections on Canadas landforms, climate, and resources. They should also research and include interesting attractions and events that are unique to that particular region. Encourage them to include a picture or a map as well.