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| Author:||Wanda Mashburn
|System:|| Etowah County|
|School:|| Whitesboro Elementary School ||
|Lesson Plan ID:
This lesson is a fun fact gathering mission! Alabama is rich in history, museums, natural and manmade attractions, and some just plain wacky attractions. Students will work in collaborative groups to create a guide to sites in Alabama with descriptions, map locations, expenses involved, and other useful information. Come on! Let's explore Alabama!
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|TC2(3-5) ||9. Use technology tools to organize, interpret, and display data. |
|SS2010(4) Alabama Studies||1. Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps. |
|SS2010(4) Alabama Studies||2. Relate reasons for European exploration and settlement in Alabama to the impact of European explorers on trade, health, and land expansion in Alabama. |
|SS2010(4) Alabama Studies||5. Describe Alabama's entry into statehood and establishment of its three branches of government and the constitutions. |
|SS2010(4) Alabama Studies||16. Determine the impact of population growth on cities, major road systems, demographics, natural resources, and the natural environment of Alabama during the late twentieth and early twenty-first centuries. |
|Primary Learning Objective(s):
Students will state facts about Alabama. Students will create a multimedia presentation identifying specific places in Alabama. Students will use the Internet to locate information about Alabama. Students will create a map showing specific attractions in Alabama.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Index cards, vertical files, encyclopedias, textbooks, magazines, reference/resource books, pamphlets, poster board or paper, scissors, markers or crayons, glue, road maps
|Technology Resources Needed:
Computer(s) with Internet access; printer (preferably color); word processing software; presentation software; network folder, floppy disks, or blank CDs to save work, access to scanner is desirable but not essential
This activity may be used as an opening school activity to acquaint students with their state or a year's end culmination activity. Students may need instructions on Internet use, search engines, word processing, how to cut and paste to a report or presentation software, and how to save. All students should be reminded of copyright laws and how to cite information from the World Wide Web.
Teacher should bookmark in advance the sites that are listed in order to maximize computer time.
Assign students to small groups (3-5 students, including exceptional students in each group). Each group is assigned a particular category of destinations (such as historical, entertainment, recreational/sports, cultural, educational, scenic, or unusual). Information is to be collected for a minimum of 5 destinations. The group should brainstorm places they know that fit the assigned category. The group should then browse the printed literature for confirmation of listings and find additional destinations. The group should then search Internet sites for their particular destinations, searching for the needed information. Have the group write each site on an index card including destination name, web address, reference footnotes, and other pertinent information.
Have students continue to search as needed. Then the groups should use their index cards to decide which sites they will promote. Let students revisit the Internet and/or printed literature for any additional information needed on each site and add to the index cards.
Students should locate pictures from Internet sites and/or printed sources to print, save or scan for later use. Instruct groups to create a presentation-sized map of Alabama on paper with chosen sites indicated (students may refer to reference materials and/or road maps in locating sites). Other students in the group may begin creating the multimedia presentations. Review the steps of creating a presentation before the students begin. Work closely with the groups to assist with the presentation. (The groups will need a couple of days to complete their multimedia presentations.)
Have students create an alphabetized typed list of sites to be presented (complete with pictures and map).
Have students present their multimedia presentations as well as their maps of Alabama. Use the attached rubric to grade the presentations.
)This site informs viewers of different facts about Alabama.
)This site lists many of Alabama's great attractions.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Your Rubric Multimedia Project Alabama the Beautiful.htm|
The attached rubric will be used to assess the group presentations.
This lesson may be extended to alphabetizing or categorizing all groups' destinations and creating a digital presentation on CD of all Alabama locations to donate to the school library. To extend math skills, students could choose five favorite destinations in Alabama from the comprehensive list compiled by the class and use road maps to calculate mileage traveled to visit all five and approximate cost if traveling by car or bus.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: