Total Duration: |
Greater than 120 Minutes |
Materials and Resources: |
Students will need a list of purpose questions, the name of their explorer, and access to the media center for reference materials. |
Technology Resources Needed: |
Computer with Internet access, video camera, video tape, tripod, informational CD-roms to use for research, scanner and printer desirable |
Background/Preparation: |
The teacher should have a general knowledge about the explorers that the students will be studying. Carefully group students in two's or three's and assign explorers who have plenty of information about them available. The teacher will need to do an online search and pre-select explorers that have enough easily accessible information so that the students can answer the purpose questions. Work with the media specialist to locate and reserve appropriate books in the library. Preview any websites that students will be using. The teacher may need to do the actual taping of the video unless students are familiar with the equipment. |
1.)First, students will be given an overview of the project. Next they will be divided into groups of three, given the name of their explorer, and receive a worksheet with their purpose questions. For example: Who paid for their voyage? When did they travel? Where did they explore? Why did they explore? What made them famous? They will then be taken to the computer lab/library to begin their research. 2.)Throughout the research phase the teacher will check with each group regularly to ensure that they understand the assignment and follow the guidelines that the teacher has set up for the project. 3.)After the research has been completed students will use the information they have gathered to write a script for the video in a talk-show format. The teacher needs to check with each group to make sure that they understand what this means. If possible, she/he should use real life examples to show the students what she/he expects. One student will be the interviewer, another will be the explorer. A third will be the host. He/she will be responsible for researching each explorer and will write an introduction for the guest and his/her interviewer. 4.)When the scripts are completed they will be turned in so that the teacher may recommend edits as needed. After the scripts are edited the teacher may choose to have students memorize the script or make cue cards. 5.)Filming begins after all scripts are turned in and edited. Students who are not in the performing group may or may not be present during taping. That is up to the discretion of the teacher. Students may also want to dress up in the style and period of their explorer. 6.)After filming is complete, students will watch the video as a class so that they can learn about each explorer from their classmates. 7.)Good reference sites for this lesson include: (Alabama Virtual Library) Contains a wide variety of research and reference materials, including encyclopedias and periodicals. |
Assessment Strategies |
Students will be assessed on answers to their purpose questions, written script, and preparation for their performance. |
Acceleration: |
This lesson can be modified by allowing student(s) who already know/can do the Primary Learning Objective to independently research each explorer and be the host for the show. Another way to accomodate these students is to allow them to work in groups of two or three and let them create commercials to be interspersed throughout the show (For example, they can research the astrolabe, bell watcher's kit, or other navigation tool and try to sell it to the audience) or they can create a recruiting segment (For example, Columbus needs a few good sailors to help him discover a western route to India--or something similar to current recruitment commercials.) |
Intervention: |
Students who need extra preparation or assistance should be with a group of students who can work more independently. The teacher should monitor these groups more closely than other groups. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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