TaskStream

VITAL INFORMATION

Subject(s):

Social Studies, Technology

Topic or Unit of Study:

All about Michigan

Grade/Level:

Objective:

After visiting the websites on the attached hot list, students will identify three facts about the state of Michigan. Students will discuss in small groups.

Summary:

Students will research the state of Michigan using the attached hot list then they will each list three facts about Michigan that will be used in small group discussion.

IMPLEMENTATION

Learning Context:

The students have been studying geography of the United States. They will now be going into depth about the state of Michigan in which they live.

Procedure:

Introduction (5 minutes)
What is Michigan's state fossil?
Does Michigan have a state dirt?
What were things like in Michigan in the past?
Michigan is a very important part of our lives, and we are going to research facts about it on the web. Afterwards, I want you to write three facts about Michigan that you find interesting, and explain why you chose those facts to write about. You might want to make sure they are really good facts, because we will be getting into groups and choosing four of the best ones to show to the class.

Procedure: (40 minutes)
1. Students will line up at the door.
2. Students will go to the computer lab.
3. The attached handout of four web sites will be distributed by the librarian.
4. The media specialist will show students how to get to the web sites, using a directed search.
5. Students will have 35 minutes to research on line.
6. Students will write three facts about the state of Michigan, and explain why they chose those facts.
7. Students will line up at the door.
8. Students will return to class, ready to participate in group discussion.

Summary Activity: (10 minutes)
Students will be divided up into groups of four and share their facts with one another, explaining why they chose those facts. The groups will pick four of the questions to share with the entire class.

Differentiated Instruction:

After finding three facts about Michigan and explaining why they chose those facts, gifted students may choose to research one of those facts further. They also may choose to assist other children.
For children who struggle, they may be partnered up with another student. However, they will have to find at least one different fact than the other student. The assisting student may help the one that needs help find facts.

Sample Student Products:

Collaboration:

Students will work collaboratively. Students will work in groups of 4.

Time Allotment:

1 class period. 55 Min. per class.

Author's Comments & Reflections:

MATERIALS AND RESOURCES

Instructional Materials:

Attachments

Resources:

Technology resources:
Access, Internet Explorer, Word
The number of computers required is 1 per student.

STANDARDS & ASSESSMENT

Standards:

USA- American Assc. of School Librarians: Info. Literacy Standards for Student Learning

• Area : Information Literacy
From Chapter 2, "Information Literacy Standards for Student Learning," of Information Power: Building Partnerships for Learning by American Association of School Librarians and Association for Educational Communications and Technology. Copyright 1998 American Library Association and Association for Educational Communications and Technology. Reprinted by permission of the American Library Association.

Standard 1: The student who is information literate accesses information efficiently and effectively.

Standard 2: The student who is information literate evaluates information critically and competently

Standard 3: The student who is information literate uses information accurately and creatively

USA- ISTE: Profiles for Technology Literate Students (includes NETS for Students)

• Grade : Grades PreK-2

Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked. The categories are:
1. Basic operations and concepts
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem-solving and decision-making tools

Reprinted from National Educational Technology Standards for Students - Connecting Curriculum and Technology, copyright © 2000, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved. For more information about the NETS Project, contact Lajeane Thomas, Director, NETS Project, 318.257.3923, lthomas@latech.edu. Reprint permission does not constitute an endorsement by ISTE or the NETS Project.

Performance Objective 1: Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)

Performance Objective 4: Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

Performance Objective 5: Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

Performance Objective 6: Demonstrate positive social and ethical behaviors when using technology. (2)

Performance Objective 8: Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)

MI- Michigan Grade Level Content Expectations

• Subject : ENGLISH LANGUAGE ARTS

• Grade : SECOND GRADE

• Strand : SPEAKING

• Topic : Speaking Conventions

Expectation : S.CN.02.04 Explore and use language to communicate effectively with a variety of audiences and for different purposes such as
—questions and answers
—discussions
—social interactions.

Expectation : S.CN.02.03 Use common grammatical structures—subject/verb agreement, pronoun/ noun agreement.

Expectation : S.CN.02.06 Make presentations or reports in standard American English if it is their first language. (Students whose first language is not English will present their work in their developing version of standard American English.)

Assessment/Rubrics:

Rubrics
Michigan rubric