After Saying the Word Titanic, the Students Will Brainstorm at Least

Brainstorming

Goals:

After saying the word "Titanic," the students will brainstorm at least fifteen words/ideas/thoughts associated with the Titanic. Working in pairs, students will type their answers in to their word processors and save the results (These can be utilized at a later date).

Have students share their ideas/thoughts with the rest of the class. After reading and examining ASELECTED PAGES@ of the Titanic site, the students will be able to identify the emotions they felt and which of the five senses were used.

Materials: Access to the Titanic site.

Choose three primary resources from the site (authentic history, photo, and song * I hope to have a plug-in available soon)

Have all students read AA Brief History@

Construction paper and drawing tools. (Students so inclined can expresses their thoughts in art B these could be scanned and added to a class web page OR displayed in the classroom if you are not using this as a computer based lesson)

Loose leaf paper (Students will need to jot down their original feelings/ideas etc B You can still have students use those old fashioned sticks in the Lab you know)

Procedure:

1. Introduce the word "Titanic." Brainstorm words/thoughts/ideas dealing with the Titanic. If a L.C.D. is available B have a student who is a good typist enter the class answers into a word processor for display on a large screen. These could be copied and distributed to the students. Students could also make hand written notes (usually much faster) and transfer them at a later date to their word processors.

2. The students (using their word processors) will make a journal. They should be encouraged to save images to create a decorative introductory page. They will decorate the journal as they wish, but it must relate to the Titanic. 3 Explain the three primary resources activity. The students must examine a historical photo, historical data, and song from the Titanic. NOTE: If plug-ins are not available B have students explore one of the movie AOn Stage@ pages. The pages on the actual wreck would work as well.

4. Divide class into groups of 2 or 4 students (use four only if students must share computers).

5 Have the students list emotions they felt while looking at the artifacts and with which of the five senses they experienced it with. (This information should be typed into their journal)

6 Regroup and discuss each of the individual groups' findings. NOTE: If a L.C.D. and a good student typist is available, display findings on the overhead screen.

7 Using a Paint program, have the students create a concept map on their screens. This will include ideas from both the brainstorming and site search activity. The concept map will be constructed by webbing/connecting each idea (use the paint program for each idea/thought and draw lines on the screen (WELL, IN THE PROGRAM ACTUALLY) to connect all ideas/thoughts together).

Assessment:

The students will be assessed by their participation and teacher observation.

Participation / Observation Rubric

Great: Student asks questions during discussion. Student acts appropriately and is on task. Student responds to other students comments and suggestions.

Satisfactory: Student asks questions during discussion. Student acts appropriately and is on task most of the time. Student responds most of the time to other students comments.

Unacceptable: Student does not ask questions during discussion. Student acts inappropriately and is not on task. Student does not respond to other students comments or suggestions.