Group: 5
Members: Jan, Curtis, Kyle, RJ

STEP ONE: LEARNING OBJECTIVES

Think about the intellectual and experiential opportunities represented by this task: what do you want students to KNOW and be able to DO as a result of this teach-in? Where are the rich connections? Give yourselves a little time to think about all of this, and let your thinking guide the lesson you create.


10th grade modern world history - examining the nuclear effects in Japan in 1945 and comparing it to the 2011 tsunami to predict outcomes from the current situation. Students should be able to examine and use historical events to make predictions about larger global impacts environmentally, in economics, and socially.






STEP TWO: FIND RESOURCES FOR YOU AND/OR YOUR STUDENTS TO USE

What resources will you use to find either materials for your own instruction or to guide a student-centered learning approach? Record them in the chart below. Here, talk about the resources you considered and why you ultimately rejected/used them. Remember to look for a balance of expert and open Web resources. Keep reading level in mind (look for differentiation codes, try a suggestion from **Kathy Schrock** , use Word's readability scorer, or **try this site** if you're not sure.) and consider the power of video, audio, and images to make learning more multimodal. (Keep thinking back to the learning objectives -- are the resources moving you closer to the goal?)



Name

URL of resource or name of database

One-sentence annotation

Did you accept or reject this resource?

Why?

Sample Sue
//http://abcnews.go.com/GMA/video/champion-gulf-11079809//
Good Morning America story about the oil spill
REJECT
He's a politician but not an expert voice on oil spill recovery, and that's the focus of our project.

OR

This offers up an interesting political lens, which could be useful for the History Department, but less so for ours.

ipl.org
internet public library - newspapers
accept
complied articles into one location.

united streaming
accessed by school district - primary and secondary source videos
accept
variety of approved sources to visualize historical content

voicethread.com
non linear presentation resource
accept
presentations in exciting new methods

infotrac -historical collection, newsstand, world history collection
databases
accept
use specialized collection within infotrac database























































(Note: to add a row, click in a row on the table. Then click on the table icon that pops up. Click ROW, then select from the options shown.)

STEP THREE: DESIGN THE LESSONS

What will YOU do? What will the STUDENTS do? Sketch out the lesson plan(s) below, making sure that you hit the principal's goals. Don't worry too much about following a specific lesson plan format. This activity is about the Big Picture of using online resources effectively. Remember to return to the objective you listed at the top of this page -- is this plan going to meet those objectives?

Assumptions: knowledge of primary and secondary resources, knowledge of research skills (in library and/or web), knowledge of proper blogging.


learning about WWII, learned about Japan, learned about the role in the war. They will have the basic background knowledge. Then assess the birth of the nuclear age- use a mind mapping activity, maybe concept maps. Make sure everyone has a level of understanding before jumping off into the project.

Make predictions about the current nuclear event in Japan based on historical premise from WWII.
DAY 1 - Each group should find both secondary and primary sources to assess immediate effects of the bomb and create a presentation about their findings. Groups will vary interest in topics such as immediate and long term environmental, economic, political effects. After conducting research as within the constructs of a group (with librarian help if needed) each student will individually blog about a specific area of interest.

DAY 2- Meet as a group to talk about their findings, and then present their knowledge to the class with 5 important outcomes of their aspect of research, using some sort of computer or projection technology, but with everyone speaking. HW - research about the tsunami through 3 different news sources. One international, one japanese, and one US newspaper, and bring an annotated bibliography.

DAY 3 - Come back as a group and apply research topic and findings to current tsunami as a way to create predictions without research. Then go back and find resources that address these predictions, for or against, in class. HW - blog, present their prediction based off what they found in WWII, present the resource as evidence for or against their prediction, and tie in their previous days findings in comparison.

DAY 4 - As a group summarize and analyze short term to make inferences about long-term and then prepare for a presentation to the class in general, or the whole school

DAY 5 - Presentation about findings: Lessons learned, predictions for the future, and how this event effects your social setting. (ex. iphone getting pushed back, auto industry ramping up efforts here)






STEP FOUR: THINK ABOUT ASSESSMENT

Formal Understanding by Design would tell you to think about assessment as soon as you select objectives. Today, we're cheating a bit and putting it at the end so that we're sure you have time to consider resources and objectives first. If you have time today, discuss how you might assess the students' work and the effectiveness of your lesson design both during (formative) and after (summative) the teach-in. Make sure that your assessment ideas match with Step One above so that your assessment correlates with your goals.