Tuesday, April 12, 2011
week 11
This week I am finishing the rest of my planning, task, and storyboard. I am on spring break next week so I plan to do the creation on Monday and Tuesday. I have also been working on my Web 2.0 lesson plan and reflection for the past two weeks and that project will end on Thursday. I feel confident about the WQ and I don't have any concerns at this point. I am looking at a cohort friend's WQ today and I'm sure I will want feedback on mine before I turn it in and more importantly, before my students use it. My idea for my task is the discovery of a remote island and my students are to analyze the local government and compare/contrast it to our local Irvine government. The process is performance based so students will have to find information about about Irvine to complete the task. I have not decided how to have them display what they learned but it will probably be a visual display or graphic organizer (venn diagram).
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As I sat down to look at the third grade SS standards and Quest Garden's templates, I decided to change my focus to US Symbols. There may be a way to connect the history of US symbols and their Muslim heritage to create a new symbol to represent who they are as American Muslims. The task can be to create a unique symbol and rationale to the School Head to be considered to represent our school. This new symbol would be a visual picture and a historical description or rationale.
ReplyDeleteThis is my new idea after many hours of thought and searching... I would appreciate your feedback because I think I am including a lot.
ReplyDeleteIn groups each student is assigned an area to research:
1. Legislative Branch
2. Executive Branch
3. Judicial Branch
4. Role of US Citizens
5. US Symbols
Each person is assigned an area to research. The final product must include equal representation of all 4 areas.
Objectives – At the conclusion of the task, students will:
• Know the similarities that exist between the structure of local and state governments
• Know each branch of government and how they are interrelated
• Know the role of citizens
• Understand the purpose of rules and laws
• Understand the history and significance of various US symbols.
To begin, students can work in homogenous groups by content (area). That way they can search in small groups and have the benefit of collaborating with others to gather and discuss the information. Then they will be assigned to a heterogeneous content group to design their persuasive presentation.
Task (draft):
Injustice and unrest in Egypt has led to a recent change in leadership. Many Muslims hope to have a better life - free from the tyrannical rule of a dictator, but they don’t know anything about democracy yet! Many leaders are looking to the United States of America and other democratic countries as a possible system of government. They are holding elections, but the people don’t really know who to vote for.
As a result of our newly founded student group, Kids Can Change the World, our school has been asked to participate in a sharing of ideas to help the people of Egypt begin their own democratic society. Our class is in charge of presenting information to the Egyptian people that will convince them to adopt a system similar to ours. To complete this task, we will need to gather information about the role of American citizens and the structure of the US government and present that information to the new leaders. If you are successful in convincing your audience, you will be asked to present them with a symbol for their new republic.
Very relevant and well thought out.
ReplyDeleteIf you have time, I'd try to pilot with a few members of the target audience before submitting.