Middle School US History Module 5 Forming a Govt. Lesson 3: Creating the Constitution
Standards:
Lesson 3, Creating the Constitution, from the module "Forming a Government" focuses on the Big Idea: A new constitution provided a framework for a stronger national government. The main ideas for this lesson are: - The Constitutional Convention met to improve the government of the United States. - The issue of representation led to the Great Compromise. - Regional debate over slavery led to the Three-Fifths Compromise. - The U.S. Constitution created federalism and a balance of power. Great Compromise The issue of representation led to the Great Compromise. Teach the Main Idea Recall What were some issues that divided delegates at the Constitutional Convention? how much to change the Articles and differing ideas about representation, how strong to make the government, economic concerns such as tariffs, and issues such as slavery. Summarize How did the Great Compromise combine elements of the Virginia and New Jersey Plans? bicameral legislature, representation in lower house based on population (Virginia Plan); representation in upper house equal (New Jersey Plan) Evaluate Do you think the Great Compromise shared power equally between large and small states? Answers will vary but should reflect an understanding of the compromise. More About . . . A “Heated” Debate Can you imagine sitting in a hot room wearing a heavy suit and stockings? How about doing so in the middle of summer? That’s what the framers of the Constitution did. The weather in Philadelphia during the Constitutional Convention was very hot and humid. Moreover, the delegates kept the windows closed to keep out flies and to prevent passersby from listening. Activity Students will review the New Jersey and Virginia Plan, choose sides based on teacher directions, and then a class debate would take place using presentations and Microsoft Teams on a group page using the Collaboration Space in OneNote that can be used along with the oral debate to raise questions, make comments, or contribute in other ways despite not being the group presenting at the time.
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1st Grade ELA Wonders Lesson Unit 6 Week 6
Standards: This Land Is Our Land: Common > Language Arts > 2010 >Common Core State Standards
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Academic Language: Cut and Paste, Source, Rollover, Interactive Before Students Read: Teacher will preview Scroll through the online article “This Land Is Our Land” and point out the text features. Explain how to use the interactive features such as an interactive map. Tell children to read the article together first and then use the features. Then students will complete a Venn diagram on some similarities and differences in the United States based on what is read. Model taking notes using a Details chart or making comparisons using an audio Venn diagram on Keynote. Navigate Links to Information Remind children that online texts may include hyperlinks. Hyperlinks help you go from the Web page you are on to another Web page that tells more about the topic. Access Interactive Elements: Help children access the interactive elements by clicking on or rolling over each feature. Discuss what information these elements add to the text. Close Reading Online: Have students Take Notes: Have the students use the Safari Read Aloud feature to read the article aloud to the small group. As they read have students focus on the similarities and differences found throughout the United States. After each section, have partners discuss what they learned about the country. Have them use text evidence as they discuss what they learned. The students will use the Clips app to review and demonstrate an understanding domain-specific words, such as canyons, steamboat, and monuments. Small Group Activity: Students will explore Time for Kids to complete the objectives and standards listed above. It is an interactive reading page that includes interactive elements in a map and pictures with pop up explanations. The students will use Safari Read Aloud feature to read together as needed based on teacher preferences and reading level of small groups. Then complete an audio Venn Diagram using Keynote on the iPad answering the question “What are some similarities and differences in the United States based on what is read?” The students will share what they learned to their small group, teacher, and parent. Reread: Tell children they will reread parts of the article to help them answer a specific question: What might you see if you traveled across the United States? They would record their answer on their iPad with Keynote. Click here for the link to the document so you can view it during the SAMR & 4 C's Training
Scenario #1 – Middle School Science Project Standards:
In our world today, with the population increasing dramatically and the number of pollinators decreasing, pollination of plants is a very important part of a human's diet and nutrition. Most pollination of our foods occurs by animal pollinators. They provide us with the nuts, fruits, and a variety of vegetables that we enjoy. Without these animal pollinators, our diets would be severely limited, and we would have a hard time acquiring the vitamins and minerals we need to be healthy. The Challenge Design a flower that will attract a chosen type of pollinator. Criteria and Constraints
Write down any ideas you have about how you could master the challenge. If you need more information, write down what you need to know and research the answer. Record all information (including sources) in the space below. Design Plan
Use the space below to plan how you will present your final product (think making a sales pitch). The goal/objective of your presentation is to convince and/or sell us on the idea that your flower is the best (think Shark Tank). Be creative with your presentation! You may present your final product by any means you choose (PowerPoint, Sway, Commercial, Interview, Song/Rap, Book/Comic, Movie Trailer, etc.). Be sure to include who will speak and what you want to say. Your presentation should include the scientific ideas used to solve this design challenge and an oral argument explaining why your model best solves the problem. Scenario #2 – 1st Grade ELA Wonders Lesson Unit 6 Week 6 Standards: This Land Is Our Land: Common > Language Arts > 2010 >Common Core State Standards
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Academic Language: Cut and Paste, Source, Rollover, Interactive Before Students Read: Teacher will preview Scroll through the online article “This Land Is Our Land” and point out the text features. Explain how to use the interactive features such as an interactive map. Tell children to read the article together first and then use the features. Then students will complete a Venn diagram on some similarities and differences in the United States based on what is read. Model taking notes using a Details chart or making comparisons using an audio Venn diagram on Keynote. Navigate Links to Information Remind children that online texts may include hyperlinks. Hyperlinks help you go from the Web page you are on to another Web page that tells more about the topic. Access Interactive Elements: Help children access the interactive elements by clicking on or rolling over each feature. Discuss what information these elements add to the text. Close Reading Online: Have students Take Notes: Have the students use the Safari Read Aloud feature to read the article aloud to the small group. As they read have students focus on the similarities and differences found throughout the United States. After each section, have partners discuss what they learned about the country. Have them use text evidence as they discuss what they learned. The students will use the Clips app to review and demonstrate an understanding domain-specific words, such as canyons, steamboat, and monuments. Small Group Activity: Students will explore Time for Kids to complete the objectives and standards listed above. It is an interactive reading page that includes interactive elements in a map and pictures with pop up explanations. The students will use Safari Read Aloud feature to read together as needed based on teacher preferences and reading level of small groups. Then complete an audio Venn Diagram using Keynote on the iPad answering the question “What are some similarities and differences in the United States based on what is read?” The students will share what they learned to their small group, teacher, and parent. Reread: Tell children they will reread parts of the article to help them answer a specific question: What might you see if you traveled across the United States? They would record their answer on Scenario #3 – 3rd Grade Social Studies My World Chapter 6 Quest: Project-based Learning Standards:
Many people have moved to the United States over time. These people are known as immigrants. The immigrant experience is an important part of American history. Find out how and share what you learn with your class. This will be done by creating a 3D model that tells an immigrant’s story or a digital story using Microsoft PowerPoint or Sway that tells an immigrant story. See explanation below. Scenario #4 – Middle School US History Module 5 Forming a Govt. Lesson 3: Creating the Constitution Standards:
Lesson 3, Creating the Constitution, from the module "Forming a Government" focuses on the Big Idea: A new constitution provided a framework for a stronger national government. The main ideas for this lesson are: - The Constitutional Convention met to improve the government of the United States. - The issue of representation led to the Great Compromise. - Regional debate over slavery led to the Three-Fifths Compromise. - The U.S. Constitution created federalism and a balance of power. Great Compromise The issue of representation led to the Great Compromise. Teach the Main Idea Recall What were some issues that divided delegates at the Constitutional Convention? how much to change the Articles and differing ideas about representation, how strong to make the government, economic concerns such as tariffs, and issues such as slavery Summarize How did the Great Compromise combine elements of the Virginia and New Jersey Plans? bicameral legislature, representation in lower house based on population (Virginia Plan); representation in upper house equal (New Jersey Plan) Evaluate Do you think the Great Compromise shared power equally between large and small states? Answers will vary but should reflect an understanding of the compromise. More About . . . A “Heated” Debate Can you imagine sitting in a hot room wearing a heavy suit and stockings? How about doing so in the middle of summer? That’s what the framers of the Constitution did. The weather in Philadelphia during the Constitutional Convention was very hot and humid. Moreover, the delegates kept the windows closed to keep out flies and to prevent passersby from listening. Activity Students will review the New Jersey and Virginia Plan, choose sides based on teacher directions, and then a class debate would take place using presentations and Microsoft Teams on a group page using the Collaboration Space in OneNote that can be used along with the oral debate to raise questions, make comments, or contribute in other ways despite not being the group presenting at the time. Scenario #5 – 2nd Grade Science Chapter 2 Quest – Problem-based Learning Standards:
Quests are problem-based learning projects for students to complete along with a particular chapter. They help to bring the chapter content alive for students. By taking on a real-world problem and solving it, students come to understand why it is important to know about the topic. The Quests also provide the opportunity for students to engage in the Science and Engineering Practices and to practice 21st Century skills, such as problem solving, communication, and collaboration. In this grade, the Quest Describe a Habitat pairs with the chapter Plants and Animals. Overview: The driving question that students will answer is How do plants, animals, and people live in their habitat? In this Quest, students create a “real estate” ad to convince a specific living thing (plant or animal) that a certain habitat is the place to live. This will be done by typing their ad via Microsoft Word or PowerPoint in the computer lab with pictures. Plan: Quest Kick-Off Describe a Habitat You may start the chapter with the Kick-Off to establish a context for learning about plants and animals. In this digital interactivity, students watch a video to learn about habitats. Check-In 1: Where Do Plants and Animals Live? In this hands-on lab, students observe plants with waxy leaves. This activity can be paired with the lesson What are the parts of plants? Check-In 2: Comparing Different Land Habitats In this digital interactivity, students learn about habitats such as prairie, tundra, and rain forest. Make a chart about the plants and animals in those habitats. This activity can be paired with the lesson Where do plants and animals live? Check-In 3: Explore Interactions in Water Habitats Students complete a digital interactivity to learn about animals in water habitats and explore how they interact. This activity can be paired with the lesson Where do plants and animals live? Quest Findings: Make a Habitat Ad In this digital interactivity, students learn about what to write in their advertisement. Have students complete this activity at the end of the chapter. Connect to ELA: The Quest Describe a Habitat provides students an excellent opportunity to practice many of the writing skills found in ELA standards, such as writing an opinion piece and giving a reason for their opinion. They should use linking words such as because and also. We took a survey across all nine schools from BrightBytes Survey. Each school has access to their own results. Below is the framework used for the BrightBytes tech survey to help us measure how well we are implementing tech integration approaches across our district. Below are the links to the individual school site reports: Elementary SchoolMiddle Schools
Below is a CLR Reflection survey that the joint MEA district Instructional Planning Committee (IPC) that we would like to have educators complete as we reflect on this year and look forward to next year's CLR learning. You can click here for the separate form or complete it below:
Only two days are required for teachers. We just want every teacher to have the opportunity to be trained by the trainers on the tech tools while they are in our district training facilities. Van Buren Agenda 5-10-19
Thanks Melissa for facilitating:
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