WK11-Social Studies intergration-Google Earth and Google Maps

Google Earth Lesson Plan: The best battle route of the Spanish Armada

v  Grade: 6^th

v  Subject Social Studies

Standards: ISTE

 a. Apply existing knowledge to generate new ideas, products, or processes

c. Use models and simulations to explore complex systems and issues

 2. Communication and Collaboration

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

5. Digital Citizenship

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

d. Exhibit leadership for digital citizenship

 6. Technology Operations and Concepts

a. Understand and use technology systems

b. Select and use applications effectively and productively

d. Transfer current knowledge to learning of new technologies

 Learning Objectives:

v  Develop operations to investigate past historical events using multimedia tools to aid in critical thinking and predictions.

v  Critically think to evaluate evidence to plot the best route for the Spanish Armada.

Essential Questions:

v  What is the best route of the Spanish Armada land or sea?

v  Describe how we can use technology to plot the best routes for the Spanish Armada?

v  Explain why England was so difficult to concur in 1588?

v  What was so unique about England compared to other European countries?

v  Predict why the control of the English Channel was so important to the King Philip of Spain?

Materials:

v  Smart Board, Google Earth, Google Maps, Google images, Word processing/printer, 5 Lap tops/computer.

            https://www.google.com/earth/ 
Lesson Activity:

v  Student will be introduced to the battle of the Elisabeth I Queen of England in 1588 against the Spanish Armada-King of Philip of Spain. Student will be asked to predict the best route the Spanish Armada took to invade England. Ask students why was it so difficult to invade England in 1588? Is England assessable by Land? Give students plenty of time to grapple with the questions.

v  Introduce the fleet of the Spanish Armada using pictures from Google images. Students will be guided using the smart board with the operations of Google Earth and shown land and sea routes from Spain to England. Students will then be given time to predict which route will be the best route for the Spanish Armada, land or sea.

 

v  Introduce student to Google earth-remind the students of safe and legal practices of the inter-net safety use and to act responsibly when using informational technology.

v  Provide organized student groups with computers-let the students highlight and annotate were the battle took place and navigate the journey of the Armada and possible places where it could have hit rough seas-

v  Let student navigate satellite images of England and Spain. Students can use satellite images to answer question on Activity sheet: what made Britain so unique and hard to concur in 1588? What makes Britain so unique compared to other European countries? Predict why the control of the English Channel was so important to the King Philip of Spain?  

v  Students can then produce a map (using Google My Maps) showing the route of the Armada and marking key events as place marks on the relevant locations e.g. July 30 – were Armada enters the English Channel-Students will be required to print their maps, with longitude and latitude markers.

        https://maps.google.com/maps?q=Spain&hl=en&ll=40.245992,22.675781&spn=45.907805,107.138672&sll=40.463667,-3.74922&sspn=11.544743,26.784668&oq=spain&t=h&hnear=Spain&z=4

v  Student groups can share out their maps and Google earth annotate notes for the best route for King Philip of Spain-Spanish Armada.

Assessments:
Peer assessment of shared out plotted map journeys of the Spanish Fleet and Google Earth annotative notes. Student’s activities questions and discussion based standards of the lesson.

 

 

 

 

 

 

 

 

Assiginment #3 formative and summative Assessment

https://www.dropbox.com/s/tplhe23xep0xaeg/Formative%20and%20Summative-pres.WK%2010.pptx



Article: Teacher or Examiner? The Tension between Formative and Summative Assessment in the Case of Science Coursework.

https://www.dropbox.com/s/34emaubzmi9drae/British%20formative%20assessment-summmative%20asessement.pdfhttps://www.dropbox.com/s/34emaubzmi9drae/British%20formative%20assessment-summmative%20asessement.pdf

WK 10 Assignment #2 Technology Philosophy

https://www.dropbox.com/s/dixw0o6plfvtp41/TECHNOLOGY%20PHILOSOPHY%20605%20WK%2010.docxcx

WK 10 Formative and Summative Article Summary

https://www.dropbox.com/s/tplhe23xep0xaeg/Formative%20and%20Summative-pres.WK%2010.pptx

Lesson#5

https://w.taskstream.com/Lesson/View/7888B4C57A5216FFD1BEA5C25709E6A2

Lesson# 4

https://w.taskstream.com/Lesson/View/6261A5F2997C65519881704A229E8064

 

Lesson#3

Title: How Cells Divide

Grades: 9-12

Time 45

Standards:

·         Describe and explain the structures and functions of the human body at different organize- tonal levels (e.g., systems, tissues, cells, organelles).

·         Major Understanding’s 1.2a important levels of organization for structure and function include organelles, cells, tissues, organs, organ systems, and whole organisms.

·         1.2c the components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions.

·         1.2e the organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are grouped in ways that enhance how they function together.

·         1.2f Cells have particular structures that perform specific jobs. These structures per- form the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together.

• CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

·         CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas

Materials: smart board, lap tops, mitosis diagrams map, color pencils, 5 lap tops, multimedia text-How Cells divide-PBS/NOVA

http://www.pbs.org/wgbh/nova/body/how-cells-divide.html

Goal: students will know each sequence stages of mitosis and be able to explain each stage as they occurs.

Essential Questions:

·         Why must a cell divide?

·         Explain mitosis and why it happens?

·         What happens to the nuclear membrane during mitosis?

·         Explain the final stage Mitosis and give details-

Students Will:

·         Understand why cells divide and not just get bigger

·         Understand the sequence division of a cell

·         Explain what happens to the nucleus during division

·         Describe what happens in the final stage of mitosis

 

Performance task:

·         Mitosis animation, brain pop quiz, accountable talks, group discussions, diagrams, give accountable talk, PBS/NOVA

Other Evidence:

·         Complete animation, diagrams, test-label sequences, accountable talks, group’s presentations

Learning Activities:

Connect student to prior knowledge-If cell don’t divide predict what would happen to the organism? Give Students plenty of time to answer the question. Explain that cells have a specific function and part of that function is cellular division for organism survival.

Hook-Show brain pop video and stop at each sequence highlighting the difference. Let student take the short quiz.

Re-aloud from the text pages 322-325 and ask the students question and clear up misunderstandings. Students will take notes while re-aloud text is on the smart board.

Introduce students to NOVA/PBS interactive cite and remind students of inter-net safety.

http://www.pbs.org/wgbh/nova/body/how-cells-divide.html

Student groups will complete mitosis sequence maps using the multimedia text.

Students will organize details of mitosis sequences maps, revise and reflect on detailed information. Share out main, points and ideas of text details in groups.

For differential instruction-lower level groups will be paired with higher leveled students. Quite student will be given plenty of time to solve problems and turn and talk sharing ideas. Brain pop, multimedia text, mitosis sequence maps and group presentations.

For closure student will present sequence maps and details of findings.

 

Lesson #2

Title: Comparing Animal cell Organelles to Plant cell Organelles

Grades 9-12

Time: 45

Standards:

·         1.2c the components of the human body, from organ systems to cell organelles, interact to maintain a balanced internal environment. To successfully accomplish this, organisms possess a diversity of control mechanisms that detect deviations and make corrective actions.

·         1.2d If there is a disruption in any human system, there may be a corresponding imbalance in homeostasis.

·         1.2e the organs and systems of the body help to provide all the cells with their basic needs. The cells of the body are of different kinds and are grouped in ways that enhance how they function together.

·         1.2f Cells have particular structures that perform specific jobs. These structures per- form the actual work of the cell. Just as systems are coordinated and work together, cell parts must also be coordinated and work together.

·         5.1b Plant cells and some one-celled organisms contain chloroplasts, the site of photo- synthesis. The process of photosynthesis uses solar energy to combine the inorganic molecules carbon dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen to the environment.

·         CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas

Materials: smart board, lap tops, Venn diagrams, color pencils, 5 lap tops, text: Living Environment Biology

·         Goal: Students will compare the functions of plant organelles to animal organelles and understand each function.

Essential questions:

·         What are the components-organelles of a plant?

·         What are the components -organelle of an animal cell?

·         Do the plant and animal cell organelles have the same functions: Explain you answer?

·         What are the importance of cell organelles?

Students Will:

·         Describe the components and functions of a plant and animal cell.

·         Compare and contrast plant and animal cell functions

·         Name plant organelle functions

·         Name the animal cell organelle functions

·         Describe the structure of the plant and animal cell

·         Explain what happens if there is organelles dysfunction in the cell

·         ICT’s to support data organization, cell function analysis, and data presentations and draw conclusions.

Students will be able:

·         Give details of plant and animal cell functions.

·         Describe the character of each cell and know the difference

·         Comprehended that plant and animal cell have organelles that carry out specific functions for the survival of the organism/plant

Performance task:

·         Venn diagrams, cell puzzles,  brain pop quiz, accountable talks, lesson quiz, group discussions
http://www.cellsalive.com/cells/cell_model.htm

Other Evidence:

·         Complete Venn diagram comparison

·         List out difference of cell organelles and functions

·         Complete quiz’s and give accountable talks

Learning activities:

Connect students to prior knowledge-use prompt/probing question. If the environment is imbalanced what would happen? Explain in any organization each member has a specific functions for that organization to run smoothly. The cell also has different members called organelles that functions to form a balance, help the cell to run and function smoothly. What would happen if there is a dysfunction in one other the cell organelles predict what would happen? Give the students plenty of time to hypothesize-

Show brain pop clip of plant and animal cells and let the students take the quiz.

 Introduction students to the text main content being covered and let them read and find detailed differences in the plant and animal cell-tell them to use post-it notes for each organelle that is different pages 132-134.

Give groups lap tops/computers and web site information. Remind students of safety use of computer use. Let student complete cell comparisons animations on cells alive in groups.

http://www.cellsalive.com/cells/cell_model.htm

Students will organize details, main ideas of cell functions by completing a Venn diagram. Students will be given plenty of time to determine important difference in their groups.

For differential instruction-lower level students will be paired with higher level students. Quite student will be given plenty of time to share ideas. Brain pop, Cells alive animations, Venn diagrams, and student talks.

For closure students will complete a Venn diagram and share out details and differences of animal/plant cell organelles with the class.

 

 

 

 

 

 

 

 

 

 

 

 

Lesson #1

https://w.taskstream.com/Lesson/View/0D1077F4718857AE36897AB53DA989A1