Museum 2 staci dunn module 5

Running Head: DESIGNING A MUSEUM

Designing a Museum

Module 5

21st Century Literacies

Staci Dunn

The American College of Education

Designing a Museum 2

Grade 5 Regions & People of the Western HemisphereSocial Studies Standards: 2. Early Indian civilizations (Maya, Inca, Aztec, Mississippian) existed in the Western Hemisphere prior to the arrival of Europeans. These civilizations had developed unique governments, social structures, religions, technologies, and agricultural practices and products. 8. American Indians developed unique cultures with many different ways of life. American Indian tribes and nations can be classified into cultural groups based on geographic and cultural similarities. 3. European exploration and colonization had lasting effects which can be used to understand the Western Hemisphere today.

ELA Standards: (Writing) 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

(Reading)7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

Literacies Content Concepts Big IdeasRelationshipsor Links to…

Simple Complex Universal Principles Theories


Explore with:

1.Brain Pop Video of Native Americans & webquest

2.Brain Pop Video of Exploration

& webquest

1.Native American Influences

2.Lasting effects of exploration on the region.

1.Name the different Native American tribes and show their region on the

map.

2. Describe which country explored where on the eastern coast of the united states.

1.Describe lasting influences of the Native American Tribes on that region.

2. Describe the lasting influences on the regions explored with food, government, housing structure.

What are lasting influences left on the area?

Why did Europeans explore the “New World”?

What happened to some of the Native American Tribes?

21st Century Literacies (utilizing webquest, videos, and internet)

Emphasize through:

1.What we see in the regions today that reflect on something left from the Native Americans research and discussion post on Google Classroom.

2. What we see in regions today that were left by European explorers research and discussion post on Google Classroom..


2. Lasting effects of exploration on the region.

1.Identify unique governments, social structures, religions, technologies, and agricultural practices and products

2. Identify government, housing structures, agricultural, foods, and other lasting impacts.

1.Determine whether or not any of the influences still remain today.

2. Determine whether or not any of the influences still remain today.

How did the influences of the Native Americans and European explorers help shape the world we know today?

Why is what was left by the Native Americans and European Explorers have an impact the present day United States?

Social Learning Perspective

Extend by:

1.Having students explore Native American


1.Identify why that type of housing worked in that

1.Describe why this type of housing

How did Native Americans and

How can what we do today impact the future of this

Blooms Taxonomy

Garners Multiple Intelligences


Housing and create their own diorama either on the computer or by hand and write a journal entry about daily life.

2. Students pick their own explorer to research and create a Toontastic story about that explorer and his journey.

2.Lasting effects of exploration on the region.

region of the United States and what effect it has on that region today.

2.Research different explorers journey to North America and the lasting effects of their exploration on the region.

worked in this environment.

2. In the Toontastic story show what lasting impacts the Explorer had on present day United States.

3.Use Google Classroom to compare and contrast the lasting influences of the Native Americans and the European Explorers.

European explorers help shape present day United States?

country?

What do you think this country would look like had the Native Americans not left behind valuable pieces of their history and the Europeans never explored the Western Hemisphere?

Exhibit A

Name: Staci Dunn Exhibit Title: A Day in the Life of a


Native American

Audience Level: 5th Grade

Desired Outcomes: Determine the

lasting influences of Native American

Tribes on different regions of the

present day United States and South

America.

Additional Resources:

Brain Pop

Web Quest – Internet – Computer

Jeopardy Power Point

Indian Sort

Toontastic

Google Docs

In this exhibit students are going to be taking a closer look into the Native American

Tribes that inhabited present day United States and/or part of South America. This entire exhibit

can be seen on Google Classroom. The exhibit begins with the entire class watching a Brain Pop

video on Native Americans; this will be projected by the teacher as it requires a username and

password. When the video is completed teacher and students will discuss what tribes were talked

about and some of the things the tribes left behind and whether or not we still artifacts left behind

today.

Following class discussion students will discuss the goal for the day as a class; I will be

able to determine the lasting influences of Native American Tribes on different regions of the

present day United States and/or part of South America.

Students will then pick which tribe they want to study. Students will then get with other

“experts” that want to study the same tribe, a group of two-three is preferred (even though the

Web-Quest says five). In Google Classroom students will select the Web-Quest needed to

complete the task and follow the directions on the webpage. During the Web-Quest students will

answer questions, color in the part of the United States or South America where their tribe was

located, as well as, determine the lasting influences by these Native American tribes including


their government, social structure, religion, technologies, agricultural practices and products.

Students will also look at the day in the life of one of the tribes. After completion of the Web-

Quest students need to post in Google Classroom about the lasting effects their Native American

group left on the region studied and discuss the unique government, social structure, religion,

technologies, agricultural practices, foods, and determine whether or not an of those influences

still remain today. Also post, how the influences and artifacts left behind helped shape the world

we know today.

For homework create an artifact to bring back tomorrow. Students need to make sure no

one in the group chooses the same artifact. Students can use anything they wish to create the

artifact.

The next part of exhibit A will be completed the following few days. Working

independently of their original group students are going to pick their own assessment for their

Native American Tribe. Students can choose to compete against other Native American groups

in a Jeopardy game to see who can earn the most points, or race against someone else from

another group to compete the sort using Google Docs. Students will record answers from

Jeopardy on a separate sheet of paper or type in Google Docs. Students for the sort will just get

rid of all parts of the sort that do not belong to their tribe and submit it to me via classroom.

Once assessment is complete students are going to work independently to create a journal

entry using Google Docs or create a story using Toontastic about a day in the life of a young

child in the tribe that he/she studied. Below are snapshots of my Google Classroom for Exhibit

A.

Literacies Learner DI Delivery Content Level


ST AV AD Content Process Product Foundational Developmental Extended

Visual X X X X X X X X X

Digital X X X X X X X X X

Economics

Scientific

Critical



The Web-Quest links: http://www.createwebquest.com/ghuhne/american-indians-5th-grade

http://aztecmayaandincawebquest.yolasite.com/


http://www.createwebquest.com/ghuhne/american-indians-5th-grade


Exhibit B

Name: Staci Dunn Exhibit Title: Inventions & Trade Among

Native Americans


Desired Outcomes: Research Native

American Inventions and determine

why the item was invented and

determine whether or not it left a

lasting impact on the region.

Determine what Native American’s

traded and why.


Slidestory

Power Point

Glogster

Socrative

Google Classroom

In this exhibit students are going to take a closer look into the Native American Tribes

that inhabited present day United States and/or Part of South America. Students will still be

focusing on the tribe they chose in Exhibit A. This exhibit can be seen on Google Classroom.

The exhibit begins with students responding to the discussion question in Google Classroom;

“What is an invention?” When each student has responded to the question the entire class will go

over the answers and discuss what exactly an invention is and why inventions are important.

Following class discussion students will begin by discussing the goal for the next two

days as a class; I will be able to research Native American Inventions and determine why the

item was invented and determine whether or not it left a lasting impact on the region. I will also

be able to describe what Native Americans traded, why they traded and how it benefited all

tribes involved.


Students will continue to work on the Tribe selected in Exhibit A. Students will work

with the other “experts” of their tribe to research the inventions their tribe created and why they

created what they did. Students can use the internet, or go to the library to get books on the tribe

being studied. For example, the Makah tribe based out of Washington State developed a method

for whale hunting because they would get enough meat to feed their village for a year and they

could trade the skin to other tribes to fulfill some of their agriculture needs.

After students have finished researching Native American Inventions they will then begin

developing a Power Point, Slidestory, or Glogster to put their tribes’ inventions on display.

Glogster is an interactive poster board where students can put pictures, talk about each picture,

include videos, and much more. Students need to display at least three of their tribe inventions.

Students will be sharing their inventions with the other groups. On their display students need to

describe why this invention was necessary for the Native Americans and determine if the

invention had a lasting impact on the region today.

For homework brainstorm something you could invent today that would benefit the

people of tomorrow. Students do not need to create anything just yet, only need to bring back

their idea. Students will discuss their idea with the teacher the following day.

The next part of the Exhibit B will be completed the following few days. Working

independently of their original group students will define trade on Google Classroom Discussion.

Once trade has been defined students are going to research what items their focused Native

American tribe traded, why they traded, and how it benefited all tribes involved. Students will

then write a short journal entry as if they are part of the Native American tribe and making a

trade that day. In the journal entry students will describe why it is important for their tribe to


trade, and what they received in return and why it was important. Students will submit

assignment in Google Classroom.

After students have completed the journal entry he/she will begin a Google Doc with

another classmate from another tribe in the class. The two students will then dialogue a trade

through Google Docs. Each student will try to persuade the other to trade with them, making sure

to say why the other person would benefit from the trade. Not all students will be successful in

this trade, and that is okay. Tribes in South America are not going to want to purchase deer skin

for blankets from tribes in the Midwest. It simply would not be useful to them.

Over the next few days students will work on creating an invention of their own. Students

may use whatever resource they wish to display their item. It can be done by Power Point, it can

actually be created using materials, or they can come up with their own way to display their

items. Students will share their invention with the class making sure to explain what kind of

impact it would have on the world. After all students have shared their inventions, students will

attempt to trade their item to another student in the class.

Student assessment over the tribes will be completed on Socrative. Socrative is a website

where teachers can create tests for students. Students log-in to the Socrative Classroom and can

take the test upon teacher approval.

Below are snapshots of my Google Classroom for Exhibit B.






Visual

Digital

Economics X X X X X X X X X

Scientific X X X X X X X X X

Critical

Exhibit C


Name: Staci Dunn Exhibit Title: Exploration & Lasting

Influences


Desired Outcomes: Students will be

able to determine and define lasting

effects of European Exploration on the

present day United States and

compare and contrast their lasting

influences to that of the Native

Americans.


Apple TV

Ipad

Glogster

Prezi

Microsoft Publisher

Google Classroom

European Exploration: The Age of

Discovery APP

In this exhibit students are going to be studying European Exploration into present day

United States. Students are going to focus on the lasting influences left by the Europeans. This

entire exhibit can be seen on Google Classroom. The exhibit begins with the entire class playing

European Exploration: The Age of Discovery using the iPad and Apple TV. Students will control

the exploration. First students will decide on an explorer as a whole. Once the explorer has been

chosen students determine which ship they will use to sail the sea. Students will then pack their

ship with materials they need to make their trip successful. Once students are prepared for the

trip they will set to sea. The sea looks black on the app, showing that much land has not been

discovered. Students’ goal is to travel to North America, and keeping track of the discoveries

they make along the way. Students will probably have numerous failed explorations before they

are successful in finding the United States, just like many of the real explorers.


Following the game students will discuss the goal for the day; I will be able to determine

and define lasting effects of European Exploration on the present day United States and compare

and contrast their lasting influences to that of the Native Americans.

Before students begin researching the teacher will discuss with students how to evaluate

sources and determine whether or not they are reliable sources providing good information. “The

CARS (Credibility, Accuracy, Reasonableness, Support) Checklist is designed to assist

researchers in evaluating information sources. Few sources will meet every criterion on this list

but if you learn to use these criteria you will be better able to separate the high quality

information from the poor quality information “(Evaluating Information Using the CARS

Method ). Students will use the website http://library.granite.edu/car/ as reference on how to use

the CARS method to find high quality information.

Students will then pick a country to use as their home base for exploration; Spain,

England, Italy, or France. Once students have individually chosen their home country he/she

will then research different explorers from that country. Students will choose one explorer to

research. Using the internet, textbook, and library as resources students will research the

explorer, finding the name of the ship, what the captains compensation was for exploring, what

did he discover, and what lasting influences did the home country have on the present day United

States; such as religion, foods, housing structures, government, language, and any other

additional information students want to portray.

Once students have completed their research and found high quality information he/she

then will create a Facebook Page using publisher, a Prezi, or Glogster to show all information

that was researched.

http://library.granite.edu/car/


After completion of the project students will then use Google Classroom and begin a

discussion comparing and contrasting the lasting influences of the European Explorers and the

Native Americans on Present Day North America. Students will describe how they think the

world today would look had those two groups not inhabited the United States. Students will also

describe what we have learned from both groups of people and compare religion, foods, housing

structures, government, and language.

Below are snapshots of my Google Classroom.






Visual X X X X X X X X X

Digital X X X X X X X X X

Economics

Scientific

Critical X X X X X X X X X

References


American Indians 5th Grade. (n.d.). Retrieved July 23, 2015, from

http://www.createwebquest.com/ghuhne/american-indians-5th-grade

Aztec, Maya and Inca Webquest. (n.d.). Retrieved July 23, 2015, from


Claymont City Schools (2013). Native American Jeopardy Game

Evaluating Information Using the CARS Method. (2015). http://library.granite.edu/car/

http://library.granite.edu/car/


Date post:	14-Apr-2017
Category:	Education
Upload:	cavalier15
View:	163 times
Download:	1 times