Communication & Community Three Weeks

Communication & Community Three Weeks

/ Social Studies
Lesson Plan
Teacher: 6th Grade Teacher / Grade: 6th Grade
Lesson Title:
Mapping & The Printing Press
STRANDS
Geography, History, Individuals, Groups, and Interactions
LESSON OVERVIEW / Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
This unit begins with mapping skills. Students will discover how to read maps using basic tools that most maps provide such as a compass rose, map key, and map scale. Students will also become familiar with latitude and longitude and discover what the purpose of these markers. The various types of maps will also be discovered as students will see examples of political maps, physical maps, climate maps, vegetation maps, resource maps, and product maps. These mapping skills will be utilized in the project days as students map our county.
Johannes Gutenberg revolutionized how the world communicated with his printing press. This monumental innovation will be discussed in depth and compared to recent changes in modern communication. The printing press will also be discussed in how it affected Martin Luther and his great accomplishments.
MOTIVATOR / Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
THIS video will be used as the hook for this unit. This video details in very concise terms the transition in communications the world has seen over recent decades. How this transition of communication means and capabilities is discussed in terms of how it affects the individual and the community.
DAY /

Objectives

(I can….) /

Materials & Resources

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Instructional Procedures

/ Differentiated
Instruction /

Assessment

1 / I can explain what a compass rose is and what it is used for.
I can explain what a map key is and what it is used for. / Found in Appendix A
Map Flashcards
iPads
Doceri App
Paper
writing utensil / Essential Question: What are the basic components used to effectively read a map? / Remediation:
Seating to minimize distractions
Adjusted questions
1.If a compass rose only have one direction shown can we identify the other cardinal directions?
2.Can we find intermediate directions on a compass rose if they are not identifies by the compass rose?
3.What locations do lines on longitude touch?
4.How does this help identify longitude as meridians and not parallels?
Enrichment:
Choice Activity – Found in Closing Strategy / Formative: Royal Castle Floor Worksheet
Map Reading
Set: “What uses do we have for maps?” Students will be given a few minutes to formulate a list of map usages. Student responses will be discussed as a class.
Teaching Strategy:
·  Students will be introduced to the concept of a “compass rose,” which is simply the indicator of north, south, east, and west on any map. They will be shown an example of a map on the Apple TV.
·  Students will then complete the “Royal Castle Floor” worksheet.
·  Students will then visit “Map Flashcards” on their individual iPads.
Closing Strategy: As a class we will draw a compass rose including cardinal directions and intermediate directions. Students will come to the front of the room and draw one direction at a time on the teacher’s iPad using Doceri and iPad airplay so that the class may see. After the compass rose has been created a volunteer student will be asked to introduce what a map key is. We will discuss the usages of a map key to close the class session.
Choice Activity: Create a relevant map key on your “Royal Castle Floor” worksheet. Encourage students to use items relevant to castles such as a moat, guard posts, alligators, draw bridge, etc.
2 / I can identify the equator and prime meridian.
I can define and explain lines latitude and longitude.
I can identify the seven continents on a map. / Found in Appendix B
Map Flashcards
Map print outs
Colored pencils
Paper
Writing Utensil / Essential Questions: What are lines of latitude and longitude? / Remediation:
Seating to minimize distractions
Anchoring Activity – As students work on their maps they can receive one on one attention from the instructor
Prompting
Enrichment:
Adjusting Questions
1.Why are lines of latitude called meridians?
2.Why are lines of latitude better indicators of climate than lines of longitude? / Formative: Map Construction and Map Key
Set: “What is a map key and what is it used for?” Students will be given a few moments to formulate an answer. Select students will be given the opportunity to contribute their thoughts to class discussion.
Teaching Strategy:
·  Students will be given a “printable world map”.
·  We will then visit “Map Flashcards” together as a class.
·  Students will be directed to write down definitions of all key words that will be identified during this class session. Students will also be working with their maps as we discover material from the flashcards.
·  The equator will be identified, defined, and highlighted in red.
·  The prime meridian will be identified, defined, and highlighted in orange.
·  Lines of latitude will be identified, defined, and highlighted in purple.
·  Lines of longitude will be identified, defined, and highlighted in blue.
·  Students will then use any resource available to them on the iPad to locate and identify on their maps the seven continents.
Closing Strategy: Students will create a map key identifying the correlation between colored line and geographic item. As students work on this, volunteer students may come to the board and show the class what they have done. Volunteer’s responses will be discussed as a class.
3 / I can explain and provide the purposes of political maps.
I can explain and provide the purposes of resource maps.
I can explain and provide the purposes of product maps.
I can explain and provide the purposes of physical maps.
I can explain and provide the purposes of climate maps
I can explain and provide the purposes of vegetation maps. / Found in Appendix C
Product Map
Climate Map
Vegetation Map
iPads
Apple TV / Essential Questions: What are various types of maps and what are their purposes? / Remediation:
Seating to minimize distractions
Peer tutoring within groups
Enrichment: Choice Activity – Found in closing strategy / Formative: Exit tickets
Map Types
Set: “Define lines of latitude and longitude.” Students will be given a few moments to formulate an answer to this bell ringer. Select students will be given the opportunity to generate responses for classroom discussion.
Teaching Strategy:
·  Students will be separated into teacher selected groups of four.
·  Each group will be assigned a different type of map to independently research and create an informal presentation for the class. These map types are: political, resource, product, physical, climate, and vegetation.
·  Students will use their personal iPads to generate a visual example of their assigned map. Students will also provide a working summary of their assigned map type including what the map’s purpose is.
·  Students will then provide brief presentations to the class providing their visual example and summaries.
Closing Strategy: Students will write three things they learned and provide this as an exit ticket.
Choice Activity: Compare and contrast two or more map types.
4 / I can explain what latitude and longitude are what their purpose is. / Found in Appendix D
Latitude and Longitude
Lat & Long Brain Pop
Apple TV
Ping Pong Ball
Geography Quiz / Essential Question: How are lines of latitude and longitude used? / Remediation:
Seating to minimize distractions
Anchoring Activity – While students work on their worksheets students can receive one on one attention from the instructor.
Enrichment: Choice Activity – Found in closing strategy / Formative: Latitude or Longitude Worksheet
Summative: Latitude and Longitude Quiz
Latitude and Longitude
Set: The class will be presented with a ping pong ball with a dot on it. They will be asked how they might describe where that dot is on the ball. Students will take a few moments to formulate a response. These responses will be discussed as a class.
Teaching Strategy:
·  Students will watch “Latitude and Longitude” and write down anything they find informative or interesting. This video’s content will be discussed as a class, and a bulleted list will be created on what we know about latitude, longitude, and their purposes.
·  Students will then watch “Lat & Long Brain Pop” and add to our list of what we know about latitude, longitude, and their purposes.
·  Students will then work independently on “Latitude or Longitude” worksheet. After students have finished, the class will discuss their responses.
Closing Strategy: Students will visit “Latitude and Longitude” and take the online quiz. Once they have finished the quiz the student will notify the instructor and their grade will be recorded. The quiz questions and answers will be discussed as a class.
Choice Activity: Write a sentence or two rationale as to why each quiz answer is the correct answer.
5
Project day 1—refer to Unit Plan
Topic—Area Giude
6 / I can identify Johannes Gutenberg’s impact on world history.
/ Found in Appendix E
Gutenberg's Printing Press
Apple TV / Essential Questions: Who was Johannes Gutenberg? What did he invent? / Remediation:
Seating to minimize distractions
The video’s worksheet will have the answers already present. The student will simply underline the answer as the video provides it.
Enrichment:
Adjusting Questions
1.What invention in your lifetime could have a similar impact to that of the printing press?
2.How did the printing press alter people’s daily lives? / Formative: Worksheet
Short Essays
Johannes Gutenburg
Set: Students will be asked, “how would your life be different if there was not printable type (books, newspapers, magazines, etc.)?” Students will be given a few moments to formulate a response. Their responses will be discussed as a class.
Teaching Strategy:
1.  Students will watch “Gutenberg’s Printing Press” video and answer questions on the correlating worksheet.
2.  Student responses on their worksheets will be reviewed and discussed as a class.
3.  Students will then be given the opportunity to write a short essay on how the printing press affected mass communication. This will still be somewhat of an anticipation type exercise because they have not been given enough information to write a thorough response based on what they have learned. They have been given enough information to make good inferences on this prompt. Students will be encouraged to use evidence from the video in their essay.
Closing Strategy: A couple volunteer students will be given the opportunity to read their essays. Their essays will be open for class review and discussion.
7 / I can elaborate upon how the printing press changed history. / Found in Appendix F
Apple TV
iPads / Essential Question: How did the printing press change history? / Remediation:
Seating to minimize distractions
Adjusting Questions
1.What is so impressive about the rapid spread of the printing press during this time period?
2.What does the spread of the printing press say about it’s influence on world history?
3.What made the use of the printing press attractive to anyone who wanted to print literature?
Enrichment: Adjusting Questions
1.What limitations existed in 1450 that do not exist today in terms of the printing press being used in new places?
2.What limitations did the printing press have?
3.What modern invention has transformed communication in the same way the printing press did? / Formative: Exit Tickets
Printing Press
Set: “How long did it take a scribe to copy/produce a book prior to the printing press?” Students will be a given a few moments to formulate their responses. A volunteer student will provide the class with the answer. The class will then discuss how this changed with the invention of the printing press.
Teaching Strategy:
·  Students will visit “Junior Scholastic” on their personal iPads. This is a short reading and correlating worksheet.
·  Students will be given time to read this and then perform the worksheet questions on their own sheet of paper.
·  Answers to the “Junior Scholastic” worksheet will then be discussed as a class.
·  Class will then visit “Press Impact” to see a visual of how much printing spread from 1450 to 1500. This visual will be discussed as a class. “Has anything in our lifetime spread so effectively?”
·  There is also a short narrative about communication that students will read.
Closing Strategy: As an exit ticket students will write down two impacts of the printing press.
8
Project Day 2—refer to Unit Plan
Topic—Area Giude
9 / I can provide valuable insight into who Martin Luther was and how he impacted world history. / Found in Appendix G
Luther's Revolution
Gutenberg Bible
iPads
Apple TV / Essential Question: Who is Martin Luther? / Remediation:
Seating to minimize distractions
Adjusting Questions
1.How would easily spread literature help spread Martin Luther’s ideas.
2.Why might the spread of literature help change the way people think (as opposed to a time when literature and literacy are limited)?
Enrichment: Choice Activity – Found in Closing Strategy / Formative: Participation
Student generated Q&A
Martin Luther
Set: To wrap up the printing press and the impact it had on the world students will watch “Gutenberg Bible”. A short discussion about the video’s content and how it is relevant to our society and our community and communication unit will follow.
Teaching Strategy:
·  Students will watch “Luther’s Revolution” as an introduction to who Martin Luther was.
·  As a class we will visit “Luther – Ducksters”. Students will view this literature on their personal iPads. This webpage’s content will be thoroughly discussed together as select students provide the items they feel are important for class discussion.
·  Students will then work independently to create ten questions and answers from the content examined.
Closing Strategy: Volunteer students may ask their question to the class. Students may then volunteer to answer the question.
Choice Activity: Students may make three of these questions from sources outside of ducksters. They must provide the complete url of the webpage they receive their information from.