Traveling to Mexico

Beatty & Griner - Technology Lesson Plan




Traveling to Mexico

Author(s):
John Derr-NBCT
http://edcommunity.apple.com/ali/story.php?itemID=368&version=175&page=2
Used and revised by Lindsay Beatty and Kellie Griner: Section 24000
Grade Level:
6th Grade
Timeframe: This lesson will take six class periods. Social Studies usually last about 30-40 minutes, but we would like to allow at least an hour, depending on how they are progressing. I will possibly allow more time if the class needs it.

Lesson Description or Explanation
The students will work individually to demonstrate knowledge of Mexican geography, history and way of life by creating a two-sided travel brochure describing a region in Mexico using appropriate content knowledge and technology skills. The students will create this brochure using the template provided in Microsoft Word. Once the brochures are completed another class will be invited to explore their brochures. The students will have the opportunity to explain and persuade to the students in the other class to travel or visit various regions in Mexico. This lesson is designed for students to develop a greater understanding of the people, history, landscape, landmarks, and way of life in Mexico by creating a travel brochure.

Indiana Curricular Standards

6.3.1 Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.

ISTE Standards
Technology research tools
A. Students use technology to locate, evaluate, and collect information from a variety of sources.
C. Students evaluate and select new information resources and technological innovations based on the appropriateness for specified tasks.
Technology productivity tools
A. Students use technology tools to enhance learning, increase productivity and promote creativity.
B. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Assessments
Formative/Summative
Formative Assessment
The teacher will circulate around the room checking for appropriate and credible web sites (i.e. org, edu, etc.) as the students are researching their chosen region in Mexico. The teacher will collect their response journals in which he/she will assess:

a. Commenting on the lesson
b. Commenting on areas of confusion
c. Explain what was learned
d. List suggested improvements

Summative Assessment
The teacher will collect the completed brochures and assess them using the rubric below.

a. Design Layout
b. Spelling and Grammar
c. Completion of Brochure
d. Graphic Art, Clip Art and Word Art
e. Content
f. Effort and Participation

Prior Knowledge

Curricular Knowledge or Skills:
As a part of the social studies curriculum, the students studied Mexico and were able to locate specific regions within. They viewed videotapes, reviewed their social studies textbooks, and completed standard worksheets to assess comprehension and memory of essential facts. They also wrote essays comparing life in Mexico to life in Idaho. They compared and contrasted schools, living conditions, industries and sixth grade interests. We had a fiesta with native dress and food as we listened to Mexican music. Several students and staff members brought in souvenirs or artifacts from Mexico to share with the class. We also learned a few words and phrases in Spanish, such as common greetings and questions. These activities addressed the varied learning styles in my classroom. The development of the travel brochure was one of the last activities in the unit. It integrated the student’s research and their technology skills into a polished finished product.

Technology Knowledge:
As part of the technology curriculum, students possess basic computer skills.

Students are familiar with the people, history, landscape, landmarks, and way of life in Mexico. To scaffold off of the students prior knowledge, the teacher will have the students do extensive research about these topics and create a brochure to gain a greater understanding. To pre-assess the students, the teacher will collect a rough draft of the brochures. This will allow him/her to see where students are in their research and decide where they could improve.

Technology

Internet Resources:
http://www.st.rim.or.jp/~cycle/CHICHEE.HTML
http://www.mexonline.com/history.htm
http://www.austrian-mint.com/e/maxhist.html

Hardware: COW’S (Computer on Wheels) – This allows each student to have access to a computer.

Software: None

Procedure
Day One:
• Teacher will provide an overview of the project. He/She will explain how the students will be using their prior knowledge to complete this project. They will be researching on laptops to further their knowledge to complete their brochures.
• Students will then be given time to research on individual laptops, but will first be given instructions about technology rules and expectations before they begin.
• Students will be instructed to take detailed and valid notes regarding their region in Mexico in order to assist their understanding and creation of brochure.
• Students will be informed that they must complete a rough draft of the brochure by the third day as a pre-assessment.

Day Two:
• Students will continue their research on the laptops.
• Students will begin construction of their brochure using a Microsoft Word document template.
• The teacher will remind the students that their rough draft is due the following day.

Day Three:
• Students will turn in their rough drafts.
• Students will begin thinking about finalizing their brochures by doing more extensive research, adding clip art, graphics, and word art.

Day Four:
• Teacher will return all rough drafts
• Students will revise their brochures and start applying and implementing their final components.
• Students are reminded that their brochures are due the following day.

Day Five:
• Students will turn in their final brochures for assessment in order for them to be “teacher assessed” before presenting them to another sixth grade class.
• Students will prepare to present and persuade their brochures to the other class the following week.

Day Six:
• In the morning, students will be given back their graded brochures with the rubric attached.
• Students will prepare to present to the other class, reminded that they are to explain what their regions is about and why they should travel there.
• Presentations begin
• Class discussion regarding their presentations
• Students will then write in their response journals:
a. Commenting on the lesson
b. Commenting on areas of confusion
c. Explain what was learned
d. List suggested improvements
• Students will post their brochures on the class website.
Differentiated Instruction

ESL For ESL students, they could use the Language Tools as a way to translate websites into their common language. This way they can still effectively complete the project.

Challenge/Extend
In order to extend this lesson the students could bring in food or artifacts from Mexican culture. Specifically from their region in Mexico. This would also assist the students in persuading their classmates to travel to their region. The students can compare and contrast their food and/or artifacts with the other classmates who researched other regions in Mexico.

Special Needs
For students who are visually impaired, they will be provided with a scribe to navigate, read and type for them their information. For hearing impaired students, the teacher will provide clear and precise instructions and for the presentation the student will provide a notebook for classmates to write questions and responses. This allows the student(s) to actively participate in the presentation and the project. For students will learning disabilities, the teacher will provide extra time for students that are struggling or allow time adjustments as stated in their IEP’s.