"Nuestra Colonia"

5th Grade
Maxwell Elementary
Developed by: Georgette Bouvy, Teresa Bitzer, Alicia Guerra, and Mark Moreland

Organizer

How does a society develop and interact with other societies?

Academic Expectations and Demonstrators

    2.3 Students identify and analyze systems and the ways their components work together or affect each other. 

    2.16 Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups. 

    2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living. 

    5.5 Students use problem-solving processes to develop solutions to relatively complex problems. 

Essential Questions
  1. How does a society develop?
  2. What are the political and social changes that shape a society?
  3. What are different types of resources that societies use?
  4. How have people used resources, products, and social changes to improve their lives?
  5. How do different societies interact?
    6.

Culminating Performance

Students will be split into groups to create their own colony. Teachers will present each group with a packet of information that set parameters of their location and resources. Students will develop their colony based upon the parameters presented and turn in the following descriptors:

  1. Government/Society – structure, laws, services, social and cultural norms
  2. Economy – money, trade, goods and services
  3. Artifacts – power, shelter, tools, inventions

They will be able to present this information to the rest of the class in any method they choose. Examples might be a scale model, multimedia presentation, report, movie, skit or play, poster, travel brochure or any other medium they choose.

Scoring Guide/Rubric

Criteria

Government/Society

Economy

Artifacts

Presentation

4
  1. Each colony will establish a specific government structure with well-defined roles for its citizens.
  2. There are specific laws established.
  3. Government services (taxes, social services, etc.) have been developed.
  4. Colony develops its own identity using multiple media (currency, flag, language, dance, religion, etc.).
  1. Producer and consumer roles are well defined based upon colony resources.
  2. The students micro-economic system is based upon an in depth understanding of their resources and ability to make a profit from those resources.
  3. Macro-economic trade involves multiple resources to improve living conditions.
  1. Students developed an appropriate system to produce energy for their colony based on available resources.
  2. Students then use this same resource to develop a specific tool/invention/item to improve the living conditions.
  3. Evidence of efficient method of obtaining food and water.
  4. Students design a shelter appropriate to their environment and quantify materials and reasons for building a certain structure.
  1. A variety of communication skills/types which creatively tell about the aspects of living in the colony.
  2. Presentation contains visual aid(s) which not only reflects life in their colony, but also conveys this in a creative manner.

3
  1. Each colony will establish a specific government structure with well-defined roles.
  2. There are specific laws established.
  3. Colony develops its own identity using at least one media (currency, flag, language, dance, religion, etc.).
  1. Roles of producers and/or consumers are present.
  2. Students have developed a micro-economic system based either on money or barter to trade these goods and services.
  3. Evidence of a macro-economic trade between colonies.
  1. Students developed an appropriate system to produce energy for their colony based on available resources.
  2. Students develop a method to obtain food and water.
  3. Students design a shelter(s) appropriate to their environment and explain its purpose.
  1. Communication skills are used effectively to tell about the aspects of living in the colony.
  2. Presentation contains visual aid(s) which reflects life in their colony.

2
  1. Each colony will establish a specific government.
  2. There are few laws established.
  3. Colony develops its own identity using one example (currency, flag, language, dance, religion, etc.).
  1. A micro-economic system is present but well-defined roles are not evident.
  2. Limited reasoning for macro-economic trade present.
  1. Students develop an inefficient method of generating energy.
  2. Students develop a method to obtain food and water.
  3. Students design a living shelter.
  1. Limited communication skills are evident in telling about aspects of colony life.
  2. Presentation contains an appropriate visual aid.

1
  1. Minimal evidence of an established government, laws and cultural identity.
  1. Minimal evidence of any economic system is present.
  1. Minimal understanding of obtaining necessary resources.
  1. Presentation shows limited understanding of conveying aspects of colony life.

Evaluation Component:

Short Answer Quiz

  1. List three different kinds resources.

  2. What are some different types of governments?

  3. What roles do people play in an economy?

  4. What are some characteristics of culture?

  5. Describe how different types of energy are used.

Knowledge (Core Content)

MA-E-2.1.1 Basic geometric elements and terms including points, rays, lines (perpendicular, parallel, intersecting), segments, sides, edges, faces, vertices, radius, diameter, and angles (acute, right, obtuse)

MA-E-2.1.2 Basic two-dimensional shapes including circles, triangles (right, equilateral), all quadrilaterals, pentagons, hexagons, and octagons

MA-E-2.1.3 Basic three-dimensional shapes including spheres, cones, cylinders, pyramids, cubes, and triangular and rectangular prisms

MA-E-2.1.4 Symmetry, congruence, and similar figures

MA-E-2.1.5 Nonstandard and standard (U.S. Customary, metric) units of measurement

MA-E-2.2.9 Use measurements to describe and compare attributes of objects

MA-E-3.1.2 Probability of an unlikely event (near zero) and likely event (near one)

MA-E-3.1.3 The process of using data to answer questions (e.g., pose a question, plan, collect data, organize and display data, interpret data to answer question)

MA-E-3.2.3 Construct and interpret displays of data (e.g., line graph, bar graph, pictograph, line plot, simple Venn diagram, table)

MA-E-3.3.2 How predictions can be based on probability data

SC-M-1.3.1 Energy is a property of many substances and is associated with heat, light, electricity, and sound. Energy is transferred in many ways.

SC-M-1.3.2 Heat energy moves in predictable ways, flowing from warmer objects to cooler ones, until both objects reach the same temperature.

SC-M-1.3.3 Light energy interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).

SC-M-1.3.4 The Sun is a major source of energy for changes on Earth’s surface. The Sun loses energy by emitting light. A tiny fraction of that light reaches Earth, transferring energy from the Sun to Earth.

SC-M-1.3.5 Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced.

SS-E-1.1.1 Democratic governments function according to the needs and wants of the citizens and provide for society’s needs (e.g., police and fire departments, education, highways).

SS-E-1.1.2 The purpose of a government’s rules and laws (e.g., U.S. Constitution, school rules) is to establish and maintain order.

SS-E-1.2.1 The three levels of government are local, state, and national.

SS-E-1.3.1 Rights and responsibilities of the individual are determined by specific roles within various groups, including family, peer group, class, school, community, state, and country.

SS-E-1.3.3 In order for a democratic form of government to function, citizens must play an active and responsible role (e.g., participating in election process, obeying the law).

SS-E-2.1.1 Language, music, art, dress, food, stories, and folk tales help define culture and may be shared among various groups.

SS-E-2.1.2 Elements of culture (e.g., language, music, art, dress, food, stories, folktales) serve to define specific groups and may result in unique perspectives.

SS-E-2.4.1 As cultures emerge and develop, conflict and competition (e.g., disagreements, arguments, stereotypes, prejudice) may occur.

SS-E-2.4.2 Compromise and cooperation are tools for social interaction.

SS-E-3.1.1 Scarcity requires people to make choices about using goods, services, and limited resources.

SS-E-3.1.2 Consumers use goods and services to satisfy economic wants and needs.

SS-E-3.1.3 Every time a choice is made, an opportunity cost is incurred. Opportunity cost refers to what is given up when an economic choice is made.

SS-E-3.3.1 A market exists whenever buyers and sellers exchange goods and services. Prices and availability of goods and services are determined by supply and demand.

SS-E-3.3.2 The direct exchange of goods and services is called barter. Money has generally replaced barter as a more efficient system for exchange.

SS-E-3.4.1 Producers create goods and services; consumers make economic choices about which ones to purchase.

SS-E-3.4.2 The government provides goods and services (e.g., police force, fire fighting, education, food surpluses) and pays for them with taxes. Private businesses offer similar goods and services (e.g., security guards, private schools, grocery stores) for profit.

SS-E-3.4.3 Producers who specialize create specific goods or services (e.g., computer games, tennis shoes, movie theatres).

Technology Standards
T4.4 Locate information using the Internet

T4.4.2 Access and navigate web sites

T5.3 Evaluate information from the Internet

T6.1.3 Select software with appropriate capabilities for the project

T6.5 Create a presentation or product using application software.

T6.6.1 Use digital media for image input and output (camera, scanner, OCR, videodisc)

Skills/Abilities

  1. Writing
  2. Speaking
  3. Justifying choices
  4. Cooperative work
  5. Synthesizing visual information to audience
  6. Technology skills appropriate to presentation medium (PowerPoint, Word, FrontPage, video editing)
  7. Researching
  8. Internet use
    9.

Instructional/Assessment Activities

Timeline for Unit

Week

Subject

Title

Objective

Description

Apr 29 – Apr 30

LA (E & S)

SS

Science

Project Introduction

To understand project objectives and culminating performance
  1. Video of "Hatchett" is shown.
  2. Talk about resources.
  3. Culminating performance and unit directions is introduced.

Apr 29 – May 10

Math

Geometric Solids

See MA-E-2.1.1 through MA-E-2.1.5
  • Comparison surface area, volume, and price of products.

Apr 29 – May 3

Science

Force and Movement

To understand basic role of force and movement

Apr 29 – May 3

Social Studies

Gov’t/Civics & culture/Society

Students will review previously covered topics
  • Review types, levels and roles of gov’t.
  • Review characteristics of culture.

May 6 – May 10

Science

Energy Forms

See SC-M-1.3.1 through SC-M-1.3.5
  • Harcourt Science Chpt. 3, Unit F

May 6 – May 10

LA/SS

Colony formed

See SS-E-1.1.1 through SS-E-1.1.2; SS-E-1.2.1; SS-E-1.3.1; SS-E-1.3.3
  • Students research resources of colony.
  • Students form colony gov’t including laws, citizen roles, and culture.

May 6 – May 17

Social Studies

Economics

See SS-E-3.1.1 through SS-E-3.1.3; SS-E-3.4.2
  • Teach micro and macro-economics.
  • Trade and bartering.
  • International trade activity.
  • NAFTA review
  • Producers and consumers
  • Goods and services.
  • Money

May 13 – May 24

Math

Probability

See MA-E-3.1.2 through MA-E-3.1.3
  • KY Derby activity
  • Pizza topping preferences

May 13 – May 17

Science

Use of Energy

See SC-M-1.3.1 through SC-M-1.3.5
  • Harcourt Science Chpt. 4, Unit F

May 13 – May 17

LA/SS

Colony Economics formed

See SS-E-3.1.1 through SS-E-3.1.3; SS-E-3.4.2
  • Students develop roles of goods and services.
  • Students determine surplus goods and needs.

May 20 – May 21

LA/SS

Colony Trading begins

See SS-E-3.3.1; SS-E-3.3.2; SS-E-3.3.4
  • Colonies trade with each other based upon supply and demand.

May 22 – May 24

LA/SS

Colonies finalize presentations

To finalize roles and tasks for presentations
  • Finish demonstration and visual aid.

May 28 – May 30

LA/SS

Give Presentations

Colonies give and watch other colonies’ presentations
  • Give presentation and listen/watch other group’s presentations.

Critical Resources

  1. Harcourt Science Series
  2. Scott Foresman Addison Wesley Math Series
  3. McGraw Hill Social Studies Series
  4. Digital Camera
  5. Internet
  6. TV/VCR
  7. Video camera
  8. Wireless Laptops
  9. Software – Word, PowerPoint, FrontPage, etc.
  10. Resource Materials – Atlas, Dictionary, Encyclopedia, Almanac, etc.
  11. KY Virtual Library
  12. Technology Resource Teacher (TRT) & School Technology Coordinator (STC)

Packets

  1. Island – You have been placed on an island at X, Y coordinates. There is strong, consistent sunlight and strong, but inconsistent wind.
  2. Rainforest – You have been placed in a rainforest at X, Y coordinates. A large waterfall and plentiful vegetation are present.
  3. Mountain – You have been placed on a mountain at X, Y coordinates. There is a rushing river and a source of coal.
  4. Temperate Forest – You have been placed on a temperate forest at X, Y coordinates. This area contains plentiful wood and a river.
  5. Grassland – You have been placed on a grassland at X, Y coordinates. This is a large flat area with strong winds and strong, but inconsistent sunlight.

Scenario/Challenge

Your group has been chosen to set up a new colony in one of these locations with the above characteristics: an island, a rainforest, a mountain, a temperate forest, or grassland. Your challenge is to create a functional society with a few basic characteristics. Your colony will have at least 200 people of all ages in it. You have been chosen to make decisions regarding the future of the colony.

You must:

  1. Develop a government structure that may include laws, services, and social and cultural norms.
  2. Develop an internal economy (micro-economic) for providing goods and services to your colony members.
  3. You will need to develop a power source using the best available resources.
  4. You need to design shelter(s) and community buildings using your resources.
  5. Design at least one invention or tool that improves the quality of living for your specific colony.
  6. Prepare a presentation for the rest of the class about your colony. You may choose any format you would like. Some examples might be: scale model, PowerPoint presentation, report, movie/video, travel brochure, skit or play, web page, poster, etc. You may use more than one of these formats or come up with one on your own (check with your teacher first).
  7. You must also include a written description about your colony if your presentation does not already have one.

You may assume some of the following things:

  1. You have resources to obtain ample food and freshwater to maintain life. You need to tell how you will obtain these.
  2. You have the minimal tools and knowledge to build any needed structure for survival (including your power source).
  3.  

The big idea here is to see how well your colony organizes its society and how it uses its resources in order to accomplish this. We are not concerned with the tiny details of how everything works. We are looking at the big picture for this activity. This is not fantasy land, be realistic.

Short Answer Quiz

 

Name: Date:

 

Answer the following questions in complete sentences.

 

  1. List three different kinds resources.








  2. What are some different types of governments?








  3. What roles do people play in an economy?








  4. What are some characteristics of culture?








  5. Describe how different types of energy are used.

 

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