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Where we are in place and time: An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Berry, Carnes, Harris, Long, Woods, Walkley, Campbell, Myrick Date: Aug. 20-Oct. 5, 2012
central idea
Summative assessment task(s): What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for?
2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Key Concepts: Causation, Change, and Reflection Related Concepts: Choice, Civilizations, Resources What lines of inquiry will define the scope of the inquiry into the central idea?
1. Task: Students select a journey that they want to experience and decide on how to take the journey, explore the costs and benefits of the journey, and explain how the journey changes their lives. 2. Evidence: Students pack luggage for their journey which includes all the items needed for the journey and write a log of their journey.
Types of journeys Costs and/or benefits of change Resources involved in moving or taking a journey Changes experienced in a move
What teacher questions/provocations will drive these inquiries? 1. What are journeys? 2. What are the costs and benefits of exploration? 3. What destinations might someone explore? 4. What resources are needed to take a journey?
Explore and Explain Centers and Observations Extend- Technology to research destinations, types of journeys, cost, benefits, etc. Evaluate-Student-led presentations of chosen journey.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? (What are journeys?, Costs and/or benefits of exploration. What destinations might someone explore?, and resources needed). Centers: Students will read books and visit technology websites that are related to space, U.S., other countries, and continents. Students will use Lakeshore centers and teacher created centers. Computer research of journey costs and possible destinations. Rubrics: Teacher created rubrics will allow students to see what is expected of them and work toward a goal of achieving the best possible score. Reflection through Journals: Students will reflect on their travels in journals.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary skills---Metacognition (Reflective)students will reflect on their exploration destinations to explain why they chose that place. Risk-taker/ CuriosityStudents will think beyond their regional locations to explore our world and space. IndependenceStudents will make a choice of a destination to explore and justify their decision.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Virtual field trips, classroom tours to view peers projects, and reflective interactive journals.
Key concepts Causation and Change: Students were fascinated by learning about passports and other forms of exchange around the world. Traditions and cultural differences were of great interest of our learners. Reflection: Students gained an appreciation for the cost of trips and the preparation needed to prepare and plan a journey.
Transdisciplinary skills---Metacognition (Reflective)student reflected on their exploration destinations to explain why they chose that place.
How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea. We could benefit from computer lab time to research to better prepare for the summative project presentations. Due to some students not having internet access at home, their research time is limited. More international destinations will be recommend in the future to extend learning.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
Summative assessment includes academic choice by allowing students to have more of a choice for project location. Resources were listed in the report and a reflection was included.
9. Teacher notes
Where does my family come from? Why did my family end up in the US/ Why is their money not like ours? Why do I need a passport to go over seas?
-Order materials needed at the end of the school year since this is the
first unit of the year (August). Poster board, markers, pipe cleaners, string, markers, glue sticks, etc. Materials for summative. -Continue in-depth questioning for destinations visited in class to prepare for summative. -Students could benefit from presenting to partnering class on at least one formative assessment to help prepare them for the summative presentation. -An idea may be to have students reflect on classmates journeys in order to enhance reflection skills. -Use pool money to order books about more destinations abroad. Students werent knowledgeable about visas, passports, or money exchanges.
At this point teachers should go back to box 2 What do we want to learn? and highlight the teacher questions/provocations that were most effective in driving the inquiries.
Students had ideas of where they would like to take family vacations. Students wanted to start saving money to help families plan future journeys. Some students visited local landmarks after completing this unit.