Around the World

by Picadome Elementary

Organizer:  In what ways are people of the world like me?

Academic Expectations:

1.5-1.9 Students use mathematical ideas and procedures to communicate, reason, and solve problems.

·        Demonstrators:

o       Draw logical conclusions and explain the thinking processes used in solving problems. 

o       Communicate the meanings of number, space, change, data, and measurement using words, pictures, physical materials, and symbols.

·        Core Content:

o       MA-E-3.2.1: Pose questions that can be answered by collecting data.

o       MA-E-3.2.2: Collect, organize, and describe data (e.g., drawings, tables, charts)

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

o       MA-E-3.2.5: Make predictions and draw conclusions based on data.

1.16: Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

·        Demonstrators:

o       Express information and ideas using technology. 

o       Use technology to display information in various ways.

o       Gather and manipulate data using technology.  Use a variety of technologies in various ways.

·        Technology standards: 

o        Locate and use video and audio information. 

o       Scan for information within an Internet document. 

o       Communicate effectively using electronic mail. 

o       Create a presentation or product using application software. 

o       Use digital imagine and audio.

2.5: Students understand that under certain conditions nature tends to remain the same or move toward a balance.

·        Demonstrators: Identify, observe, and communicate recurring events.

·        Core Content:

o       SC-E-2.3.2: Weather changes from day to day and over seasons. Weather can be described by observations and measurable quantities such as temperature, wind direction and speed, and precipitation. 

o       SC-E-3.1.2: Organisms have basic needs. For example, animals need air, water, and food; plants need air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met.

2.17: Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

·        Demonstrators: Explore conflict resolution strategies for problems arising from cultural tensions.  Describe cultural universals, similarities, and differences.  Recognize and respect the right of others to display unique characteristics.

·        Core Content:

o       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.

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

o       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.

o       SS-E-2.2.1: All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

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

2.20: Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

·        Demonstrators:

o        Make inferences about issues, events, or people based on historical data.

o       Explore temporal relationships of historical events.

o       Examine cause-and-effect and multiple causation.

o       Recognize continuity and change.

o       Distinguish among the past, present, and future.

·        Core Content:

o       SS-E-1.2.3: Every level of government has specific offices associated with each branch that vary in title but contain similar duties (e.g., executive branch: local – mayor; state – governor; national – president).

o       SS-E-2.2.1: All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

o       SS-E-2.2.1: As cultures emerge and develop, conflict and competition (e.g., disagreements, arguments, stereotypes, prejudice) may occur.

Essential Questions:

·        How does geography affect the way people live and work?

·        Climate and weather

·        Landforms

·        Natural Resources

·        How does culture affect a person’s day-to-day life?

·        Religion

·        Race

·        Socio-economic

·        Education

·        Holidays

·        Language

·        Food and customs

·        Music, Art, and literature

·        How does the government control and influence people’s decision making process?

·        Change Causing Events

·        Economics (trade, currency, labor)

·        Rights and responsibilities

Culminating activity:

Students will use information that has been researched about a country and justify how the geography, the culture, and the government demonstrate how people in the world are like them.   To present their justification, they will produce one of the following:  Avid Cinema Video, PowerPoint Presentation, Kid Pix Slide Show, Brochure with MS Word, Web Page, Hyperstudio, Poster or Book.  Students will then tour classroom countries and view the presentations.

Rubric:

See attached spreadsheet

·        There will be a sign up sheet with countries from Picadome Curriculum listed for teachers in 1999-2000. 

Picadome Elementary “Aound the World” Original Theme Choices

·        It is suggested by the PET team that in 2000-2001, countries should be realigned to better fit the Social Studies curriculum.

Picadome Elementary “Around the World” Suggested Theme Choices

·        Pam Sims will work with Brenda Smith to coordinate the touring schedule.

 Camuel – Mexico

Cunningham - Ireland

McMakin – Great Britain

Knowledge

·        Climate/Weather

·        Seasons

·        Precipitation

·        Temperature

·        Biomes

·        Landforms

·        Wind

·        Hemispheres

·        Natural Resources

·        Education

·        Religion

·        Race

·        Socio-economic

·        Class structure

·        Major Holidays

·        Crops they raise

·        Food they consume

·        Dress

·        Symbolism

·        Music

·         Art

·        Literature

·        Cause Changing Events

·        Natural Disasters

·        Change in Government

·        Revolution

·        Economics

·        Trade

·        Currency

·        Labor

·        Type of Government

·        Citizens

·        Institutions

·        Government

Skills

·        Observation

·        Measurement

·        Collecting data

·        Posing questions

·        Organizing and describing data

·        Construct displays of data

·        Interpret data

·        Draw conclusions

·        Import video and audio

·        Uses email

·        Creative presentation

·        Uses digital images

·        Speaking

·        Listening

·        Writing

·        Constructive criticism

·        Self-evaluation

·        Problem solving

Instructional Activities (lesson goals, student work, and unit schedule):

Timeline for Unit

After March 1^st, PET teachers can make a model project with Avid Cinema to show students a model of the culminating activity for students.

Jenni to help PET teachers begin Keypals project March 1ish – general questions “All about me”. AE 2.5 direct students to find out about:  weather, animals, plants, customs, beliefs, holidays, food.

Lesson 1: Introduction. Culminating Performance with Rubric for students. 

Objective:  Motivation and purpose for learning

Description:  Teachers show models they have made.

Lesson 2: Preparing for Research–

Objective:  AE 1.16 - Students will develop questions to focus their research

Description: Teacher will lead discussion so that students will make questions to search by on three essential questions.  Use MS word to write student questions. They will then have keywords for searching in the lab and library.

Lesson 3:  Groups webbing Geography, Culture, Government - USA

Objective: 2.17 Students discover a focused basis for comparison with new country.

Description: Group Students for organizing prior knowledge of US on three essential questions as was developed by students in lesson 2. (Inspiration software will help with organizing)

Lesson 4:  Oral Reporting – Results of lesson 3

Objective: 1.16 All students gain experience of all thoughts of each group.

Description:  Oral reports.

Lessons 5 and 6 will not necessarily be sequential.

Lesson 5: Research in library – print and non print

Objective: AE 1.16, AE 2.20– Students will find answers to questions developed in the classroom

Description: Librarian/Teachers will reserve resources in the library.  Students will take question sheet to library for note taking purposes. 1-2 times in library

Lesson 6:  Research internet sources for content information  including KCVL in the lab

Objective: AE 1.16, AE 2.20

Description: WebQuest to lead students to quality information. 1-2 times in lab

Assessment: Journal/folder/log to see if students are on target.  Give written guidance when necessary.  Students will independently “fill in the gaps” in information.

Lesson 7: Research for digital audio and video files to use in presentation.

Objective: AE 1.16

Description: Creating folders, downloading and renaming files to the network

Lesson 8: Graphing Activity – based on information collected.

Objective: 1.5-1.9; 2.5

Description: Graphing various sets of data from the three essential questions.

·        Symbols – flag, bird, tree, etc.

·        Foods – cooking

·        Guest Speaker

·        Games

·        Currency

·        Maps

·        Music

·        Dances

·        Holidays

·        Folktales, Literature

·        Sports

·        Famous People

·        Timelines – TimeLiner

·        Religion

·        Historical Landmarks

·        Trade: Imports, exports, manufacturing, agriculture

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