RoxanneS3

=Stage 3 Plan Learning Experiences and Instruction= Canada/Mexico Unit =Lesson 1=

Total Unit time - 6 weeks Throughout the lessons, teacher will play selections from a cd that reflect the countries music.
 * //**Prior Knowledge - An understanding of ones state - government, physical features on a map, important factors of the areas.

Introduction - Comparing of the Country and Your Area** In order to promote Canada/Mexico, we need to know the area then specialize in one particular theme of the county to share at the National Tourism Conference of America. Explain to the children that there will be three parts to this unit. 1. A portfolio of all artifacts as they learn about the country 2. A project - they will become an expert on one particular part of the country 3. A presentation of their expertise at the National Tourism Conference to be held at the end of the unit.
 * Interpretation**// ||
 * **1**.(W) Introduction: Students have a choice of either studying Canada or Mexico. Two Teachers for two groups of students. One teacher will teach Mexico and the other will teach Canada. Once students choose their interested area, they will work for the Chamber of Commerce. Their job is to build Canada/Mexico's economy. We need to entice tourist to visit the countries. Our goal is to learn all that we can to encourage people to visit. We will be strengthning the communities.

We will start first by looking at the World Map, finding the country and compare its physical features to our own area. //**MLR**// A3 Listening and describing Students will listen to music Grade 3-5 A1 Interconnected Elements: Comprehension, Vocabulary Students will read and draw conclusions B. Writing B2 Narrative B4 Persuasive Students will write to express their ideas and emotions, to describe their experiences and to present or analyze an argument. A. Number Students will understand and use number notation B. Data Analysis Students will read, construct and interpret picture graphs Grade 3 D1. Geographic Knowledge, Concepts, Themes, and Patterns Grade 3-5 Students understand the geography of the community, Maine, the United States, and various regions of the world.
 * Visual and Performing Arts-A. Disciplinary Literacy**
 * English Language Arts – A. Reading**
 * Mathematics**
 * Social Studies-D. Geography**


 * 2**.(H) How does the geographic area and weather reflect the way of living? What would entice people to come to this area?

a.Teacher will use the Promethean Board to display the world map and the continents (shared Folder). They will look at the Canada/Mexico map to look at the comparative size, physical features and cities and towns. b. Map of our area, country c. Venn Diagram (large for class recording and notebook copies for students) d. Journals
 * 3**.(E)

Why would people want to live here? What physical characteristics does the area hold to bring in tourism? What could be our selling points?
 * 4**.(R) A comparison on the country and our area will be done using a venn diagram. Questions will be asked:

A map of students country should also be visible for comparing.
 * 5**.(E) Using the Promethean Board, teacher will show the World Map and the area map for Canada/Mexico. Teacher will have a venn diagram on large poster paper for recording. Students will have a similar venn diagram for their own recording. (notebook size)


 * 6**.(T) Visual/Verbal/Logical/Social/Aural/Physical/Social- Compare and discuss characteristics and differences of the maps as a group, reflect their own thoughts in their journal, review information the next day and sharing journal thoughts with peers.

1-one hour class to do lesson 2-thirty minute class to review the venn diagram, allow students pair and share journals a. Introduce the world map and explain the key and how to read the map. b. Look at the physical features - mountains, plains, rivers, lakes and ponds c. Compare with students area, country. d. Show the large venn diagram and pass out the student notebook copy e. Ask the questions in step 4, and discuss the answers students come up with. f. Fill in the chart and have students do the same on their copy. g. Rap up the lesson by reviewing your findings. h. Have students write in their journals responding to, "After working with our maps and comparing the two, what do you think would bring people into the country to visit?" i. Review information as a shared reading activity j. Pair and Share Journals || =Lesson 2=
 * 7**.(O) Approximately 2 classes

Perspective** || //**MLR**// A3 Listening and describing Students will listen to music Grade 3-5 A1 Interconnected Elements: Comprehension, Vocabulary Students will read and draw conclusions B. Writing B2 Narrative B4 Persuasive Students will write to express their ideas and emotions, to describe their experiences and to present or analyze an argument. C1 Research Students will engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating finding and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. Grade 3-5 D1. Geographic Knowledge, Concepts, Themes, and Patterns Students understand the geography of the community, Maine, the United States, and various regions of the world. D2. Individual, Cultural, International, and Global Connections in Geography Grade 3-5 Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.
 * **Population - Why do people live where they do?
 * **1**.(W) As a class, students will look at a population map and discuss why people live in certain areas of the country. After the discussion, students will be put into group and look at informational books and utilitize the internet to answer any questions that came about in our discussion. They will have 4 different large poster sheets around the room for recording findings. After, as a class, we will combine information from the four sheets into one. Students will also have a notebook size sheet to record.
 * Visual and Performing Arts-A. Disciplinary Literacy**
 * English Language Arts – A. Reading**
 * English Language Arts – B. Writing**
 * Social Studies-D. Geography**


 * 2**.(H) " Why do they live here?" How does the environment reflect their culture? Would you want to live here? Search the internet and resource books to find out what is so important to this area.

a. Population Maps of the Country found on the Promethean Board (shared Folder) b. Four large sheet to put around the room for students to record on with markers handy. c. Each student will have a sheet to use when we pull the information from the 4 sheets into one class sheet. d. Informational Books and internet access e. Students Journals
 * 3.**(E)


 * 4**.(R) After students do research and write thoughts and ideas on the four sheets around the room, as a class we will combine all ideas to make one class poster. Students will write these same thoughts and ideas on their sheet for their portfolio artifact.


 * 5**.(E) Students will journal their thoughts to the questions. "What did they learn about this country as an important factor of population?"


 * 6**.(T) Visual/Verbal/Logical/Social/Aural/Physical/Social- As a team we will look at the population maps and discuss the wonders of why people live where they do, then groups of 2 to 3 will join together to search the internet and resource books for the answer to"What is so important to this area?". Students will reflect in their journals, share their thoughts and review as a class their findings.

1-one hour class to do lesson 2-thirty minute class to review the information as a shared reading activity, allow students to pair up to share journals a. Look at the population map on the Promethean Board. b. Generate a conversation asking questions: Why do you think people live in certain areas? What factors may come into play? What physical features of the area come into play? (mountains, water, rain fall) What does bring people together? (survival, religion, families) c. Students will then break into groups to search for answers and write what they find on one of the 4 sheets around the room d. Come together as a group to look at the four sheets. Combine similar ideas and make one class list from the four. e. Students will reflect on their findings in their journals answering this question, " Tell about the most important four factors you think helps in the population of a community." f. Review information as a shared reading activity g. Pair and Share Journals || =Lesson 3=
 * 7**.(O) Approximately 2 classes

Empathy** || Items to be covered with reading and discussions are: jobs, food, clothing, religion, holidays, historical information. A list will be generated about what students learned and written the Promethean Board. Students will share in some of the writing. Once list is completed, students will pick on item and make a poster with pictures and words to explain the item. Teacher will check off the item. If time, students can choose another until list is done. All pictures will be pasted onto a large, butcher paper covered bulletin board to create a mural. Students will look at the mural and decide what kinds of questions could we have at the side of the mural to entice people to look and find on the mural. //**MLR**// A3 Listening and describing Students will listen to music Grade 3-5 A1 Interconnected Elements: Comprehension, Vocabulary Students will read and draw conclusions B. Writing B2 Narrative B4 Persuasive Students will write to express their ideas and emotions, to describe their experiences and to present or analyze an argument. C1 Research Students will engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating finding and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. Grade 3-5 B3 Making Meaning Students will create art works that communicate idea, feelings, and meanings and demonstrate skills in the sue of media, tools, techniques, and process Grade 3-5 D2. Individual, Cultural, International, and Global Connections in Geography Grade 3-5 Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.
 * **Looking at the People
 * **1.**(W) Teacher will do a read aloud using an informational source. __Mexico__ by: Marshall Cavendish International, or __Canada__ by: Marshall Cavendish International.
 * Visual and Performing Arts-A. Disciplinary Literacy**
 * English Language Arts – A. Reading**
 * English Language Arts – B. Writing**
 * Visual and Performing Arts-B. Creation, Performance, and Expression – Visual Arts**
 * Social Studies-D. Geography**


 * 2**.(H) We need some advertisement to get people excited about our country. This interactive advertisement will be a mural outside our door.

a. Read Aloud b. Promethean Board flip chart c. Poster paper d. Crayons, markers, pencils and paste e. Butcher Block paper for the bulletin f. Large Pad sheet with for question generating g. Journals
 * 3**.(E)


 * 4**.(R) A group discussion will be done after mural is finalized. Questions like, "What do you notice?, What will the audience learn by looking at our mural?, What do we want them to focus on?" Make a list to be posed with the Mural. Label the title: Can you answer these questions by looking at the mural? some questions could be, "What do Mexican people eat?, Can you find the flag?, What do people wear in this country?" etc. The class will take a picture printing it off for their portfolio artifact.


 * 5**.(E) A journal entry of the experience will be done after the project is complete. The question, "What is your biggest Ahaaa and why?"


 * 6**.(T) Visual/Verbal/Logical/Social/Aural/Physical/Social- Starting with an interactive read aloud, we will brainstorm information learned making a class list with each student choosing one item from the list to creatively draw on a class mural. Students will then generate a list of search questions for people to look for in the mural. A reflection in their journal will then be shared with peer.

1-one hour class to do lesson 2-thirty minutes to review the mural and do the interactive questions a. Teacher will read the book b. Interactive discussions will take place during and after the reading c. Large pad sheet for recording the many things students did learn. d. Poster paper with crayons, markers, pencils. Students will choose one items to draw and write about for the mural. Teacher will check off that item so students know it has been taken. Once students finish, they may choose another items to illustrate and check it off. e. Paste to glue posters onto the Butcher Block paper f. Review the final Mural and discuss the questions in step 4. Make a list and post in the bulletin beside the mural for an interactive bulletin board. g. The class will take a picture of the mural and print a copy for each student's portfolio h. Journal entry about this expereince. "What is your biggest Ahhaaa and why?" || =Lesson 4=
 * 7**.(O) Approximately 2 classes

Self Knowledge** || //**MLR**// A3 Listening and describing Students will listen to music Grade 3-5 A1 Interconnected Elements: Comprehension, Vocabulary Students will read and draw conclusions B. Writing B2 Narrative B4 Persuasive Students will write to express their ideas and emotions, to describe their experiences and to present or analyze an argument. C1 Research Students will engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating finding and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. Grade 3-5 B3 Making Meaning Students will create art works that communicate idea, feelings, and meanings and demonstrate skills in the sue of media, tools, techniques, and process Grade 3-5 B1 Knowledge, Concepts, Themes, and Patterns of Civics/Government Grade 3-5 Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States.
 * **Government
 * **1**.(W) Students will partner up and read the District Social Studies Book for grade 3. When finished, we will discuss the information comparing the government of the country to that of Maine. Using the Promethean Board, we will use the Compare and Contrast flip chart in the shared folder -3rd grade. Teacher will write on the Promethean Board and students will have a copy to fill out, which will be their portfolio artifact. Students will work as individuals or with a small team to create their own perfect government presenting their ideas.
 * Visual and Performing Arts-A. Disciplinary Literacy**
 * English Language Arts – A. Reading**
 * English Language Arts – B. Writing**
 * Visual and Performing Arts-B. Creation, Performance, and Expression – Visual Arts**
 * Social Studies-B. Civics and Government**


 * 2**.(H) What is the relationship between Canada/Mexico and the United States? Are they alike are very different? If you could create your own country, what would be the perfect government?

a. Grade 3 Social Studies Book b. Promethean Board, Graphic Organizer - Compare and Contrast c. Student copy of the Compare and Contrast Flip Chart d. Journal
 * 3**.(E)


 * 4**.(R) Review the Flip Chart and discuss the differences and similarities. A debate of which is more efficient Maine or Canada/Mexico and why. Maybe parts there are parts of each. What would be the perfect government?


 * 5**.(E) Students will write in their journals asking themselves this question, "What is Canada/ Mexico's government like? By comparing Canada/Mexico's and Maine, what would be your perfect government?"


 * 6**.(T) Visual/Verbal/Logical/Social/Aural/Physical/Social- Students will look and discuss information during and after the reading. Working individually or with a team, students will create their own perfect government sharing their ideas.

a. Have students buddy up and read the required text. b. Whole class discussion on the contents of the material c. Use the Compare and Contrast Flip chart on Promethean Board and pass a copy to each student d. Complete the graphic organizer and review with a discussion of similarities and differences. e. Ask the question, "What would be the perfect government?" Create and share f. Have students journal and use the questions in Step 5. || =Lesson 5=
 * 7**.(O) 1 - one hour lesson

Explanation** || //**MLR**// A3 Listening and describing Students will listen to music Grade 3-5 A1 Interconnected Elements: Comprehension, Vocabulary Students will read and draw conclusions B. Writing B2 Narrative B4 Persuasive Students will write to express their ideas and emotions, to describe their experiences and to present or analyze an argument. C1 Research Students will engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating finding and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. Grade 3-5 A. Number Students will understand and use number notation B. Data Analysis Students will read, construct and interpret picture graphs Grade 3 D2. Individual, Cultural, International, and Global Connections in Geography Grade 3-5 Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.
 * **History
 * **1**.(W) Teacher will do an interactive read aloud using Mexico A to Z by: Bobbie Kalman or Student will be exposed to the history of Canada/Mexico. After we will as a class, plan and make a time line of the most important events onto big butcher block paper to add to our Mural in the hall. Once the events are posted, Students will make pictures to add to the time line on the particular events.
 * Visual and Performing Arts-A. Disciplinary Literacy**
 * English Language Arts – A. Reading**
 * English Language Arts – B. Writing**
 * Mathematics**
 * Social Studies-D. Geography**


 * 2**.(H) All cultures have a history. What picture of this country is so unique to its history?

a. Read Aloud b. Butcher Block Paper, with time line already plotted with and ready to go c. Large Pad Sheet to record an organize information d. Construction Paper for drawings e. Crayons, markers, pencils, paste f. Camera to take a picture for portfolio g. Calculate to look at time differences. h. Journal
 * 3**.(E)


 * 4**.(R) Discussion of information founds. Pair and Share explaining one fact on the time line to your partner


 * 5**.(E) Reflection of the experience in journals. What was the most interesting fact that you learned and why.


 * 6**.(T) Visual/Verbal/Logical/Social/Aural/Physical/Social- The students will look and discuss information during and after the reading. Creating pictures of the important events, students will build a time line of the country. This informational piece will be placed on the wall for other classes to view. They will take a picture of the time line for their portfolio.

1 - one hour class to do the reading and time line 1 - thirty minute class to review findings, look at differences in dates with a calculator, Pair and Share and journal a. Teacher will read the book b. Interactive discussions will take place during and after the reading c. Large pad sheet for recording the important dates, organizing them before putting them on time line. Dates that are very important are: 1325 Aztecs, founded a city, later to become Mexico City 1519 Hernan Cortes, fought Aztecs for control and claimed it for Spain 1810 Mexicans Revolted and started a revolution 1821 Mexico people became Independent 1851 University built. d. Have the line and plots ready on the Butcher Block Paper. e. Plot the dates f. Have each students or pairs of students make a poster with some explanation of that time. g. Take a picture of the time line when finished h. Review and Pair and Share explaining one fact on the time line to your partner. i. Journal || =Lesson 6=
 * 7**.(O) Approximately 2 classes

Application** || //**MLR**// A3 Listening and describing Students will listen to music Grade 3-5 A1 Interconnected Elements: Comprehension, Vocabulary Students will read and draw conclusions B. Writing B2 Narrative B4 Persuasive Students will write to express their ideas and emotions, to describe their experiences and to present or analyze an argument. C1 Research Students will engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating finding and applying the conventions of documentation. Students present findings orally, in writing, or using mixed media. Grade 3-5 B3 Making Meaning Students will create art works that communicate idea, feelings, and meanings and demonstrate skills in the sue of media, tools, techniques, and process Grade 3-5 B2 The skills and traits of inquiry and technological design Students will design process simple tools, and a variety of materials and create a product Grade 3-5
 * **Research - Become an expert on one particular part of the Country.
 * **1**.(W) Students will do research on a particular fact, product or unique part of Canada or Mexico.They will look through informational books and utilize the internet. They will fill out the packet step research 1-3 (attached) and complete their project in the computer lab. Lessons for computer are also attached.
 * Visual and Performing Arts-A. Disciplinary Literacy**
 * English Language Arts – A. Reading**
 * English Language Arts – B. Writing**
 * Visual and Performing Arts-B. Creation, Performance, and Expression – Visual Arts**
 * Science and Technology**


 * 2**.(H) You are now in charge of choosing a topic and becoming an expert. At the National Tourism Conference of America you will present your project. We are counting on your to entice people to visit this country.

a. Step Research 1-3 b. Computer storyboard and planning sheet c. Informational books on topics students chose d. Computer lab and cart e. Computer programs, Microsoft Power Point and Photobooth f. Volunteers
 * 3**.(E)

a. Research report b. Computer planning sheet c. Script for the project d. The Technology Presentation
 * 4**.(R) Throughout these lesson, their will be rethinking and revising until the project and presentation are done.


 * 5**.(E) We will have class meetings at the beginning and at the end of each lesson to discuss successes, problems, and concerns. Teacher will keep a check list of progress for each child. There will be Conferences with teacher.


 * 6**.(T) Visual/Verbal/Logical/Social/Aural/Physical/Social- Students will research, organize and create a technology project to be presented to the National Tourism Conference of America. Teacher and Peers will give feedback for assessing their progress to help in their completion of the project.

Week One - 2 Research lessons 1 Computer lessons Week Two - 2 Research lessons 1 Computer lessons Week Three - 2 Research lessons 1 Computer lessons must record in photobooth during class before next lesson in computer lab, utilize a volunteer Week Four - 2 Computer lessons
 * 7.**(O) Approximately 4 weeks to complete this part.

//Week one - Research lesson 1, two periods// a. Explain again the expectations lesson 1 b. Students choose a topic c. Introduction to Step #1 and Step #2 Research -Computer Lab #1 d. Step #1, Web ideas, share with class for feedback e. Step #2, Look through informational books/internet and fill in sheet.

//Week two - Research lesson 2, two periods// a. Explain Step #2, organizing information ---Computer Lab #2 b. Step #3, writing the report, pass in for correction

//Week three// a. copy research book b. make a cover Computer Lab #3 c. fill out script for photobooth recording in class before next lab/voluteer

//Week Four// a. Practice for presentation Computer Lab #4 and #5 ||
 * cleaning it up ||

2004 ASCD and Grant Wiggins and Jay McTighe