L1+McAfee,+Kristen

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Mrs. Tripp
 * Date of Lesson:**
 * Grade Level:** 7
 * Topic:** Learning From Others

__**Objectives**__

 * Student will understand that** Europeans were inspired to explore and settle the Americas due, in part, to late Medieval encounters and ideas of the early Renaissance
 * Student will know** the 5 W's (Who, what, where, when and why) about their topics and the topics of their group members. Students will also know the importance of sharing ideas with one another.
 * Student will be able to** Students will be able to document their knowledge of the ideas and innovations that led to the Age of Discovery.

__**Maine Learning Results Alignment**__
Maine Learning Results. E. History E1: Historical Knowledge, concepts, themes & patterns Grades 6-8: Americas to 1600: European exploration and settlement Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world.


 * Rationale:** Learning about the shared innovations and ideas of the 15th century helps students to understand the influences explorers had to conduct voyages of discovery to new regions of the world including the future United States.

__**Assessment**__

 * pre-assessment:** Student will be given one of three topics: navigation (including tools such as compass, astrolabe and quadrant), cartography/map making (including printing press, hand drawn maps and the idea of longitude) or new ships and sailing innovations (including caravels, carracks, sails: lanteen & square). Students will have to write a blog entry speculating on what their assigned topic might have to do with 15th century exploration. This will be for the teacher to gather their initial understanding of their topic.

The students are asked to make journal entries to show evidence of their learning. DURING PROJECT: After students have read about it and found the answer for their own 5W chart. Students are asked the same question as in the pre-assessment blog entry: What is the topic and what might it have to do with 15th century exploration? AFTER After the class discussion and sharing of the innovations and ideas students must answer about their topic again in a blog entry: What is your topic? What is it used for? How is it used? Is it easy/hard to use? What do you think it was like for the explorer using this innovation/idea? The teacher will read the entries and make comments to encourage further understanding.
 * Formative (Assessment for Learning)**

=
The teacher will grade the students using a rubric that assesses the following: Appropriateness of pictures, Factual accuracy and detail of text, creativity and group ability to work together.
 * Glogster (50pts)** – Your group will create a glogster that illustrates your learning about Renaissance innovations and ideas and how they aided in the Age of Discovery. Each group will be assigned a certain innovation to showcase in their glogster. Cartography, navigation and ship building and innovations are the topics each group could have for a glogster topic. Your glogster must contain the following elements: pictures and text are required along with two more more sound or video clips about your innovation/idea. Make sure to use your 5W chart to help you figure out what is important about your assigned innovation/idea.======

__**Integration**__
Technology: Students are using glogster to demonstrate what they know about their topic. They will also be making blog entries online. English: Students will be writing blogs and explaining their topics to others. Math: Students will be learning about some tools of navigation which will require some understanding of angles and calculations. Science: Students will learn some about celestial navigation which require some astronomy - where is the north star? Where is the sun? What is longitude and latitude? Art: Students will be making a glogster.

__Groupings__
Students will be given different topics to read, view and learn about. After they've followed the links they've been provided about their topic, the students will then group with students who have different topics from their own and they will know who their partners are by the color of their topic sheet: (someone has Navigation and blue topic sheet, someone else has an Ship/sailing innovations and a blue instruction sheet and someone else has Cartography/map making and a blue instruction sheet, they will all be grouped!) Together the group members will help each other fill out their 5W chart for their topics (topics will have two or more 5W charts: Compass, Astrolabe, Quadrant, Caravel, Cartography, Printing Press and Dead Reckoning Navigation ). The class will come together for lecture and discussion about the innovations and ideas they researched. Then the students will stay in the same groupings and create a glogster on one of the innovations and ideas. Students will decide from the three main topics: Navigation, Ship/sailing innovation and Cartography and the teacher will have the final say in the topic as there will be more than one group doing each topic and there should be an even assortment of groups doing each topic.

__**Differentiated Instruction**__
__Logic__: Making their first blog entry – speculating about what it is and what it does. __Intra personal:__ recording blogs on their own to re-evaluate their thoughts on their topic __Kinesthetic:__ Creating the glogster – you can move and manipulate pieces on your page. __Interpersonal:__ Group sharing of topics and class discussion __Spatial:__ Creating the final glogster as well as discussion of navigational tools and use of maps. __Linguistic:__ Blogging, oral presentations of items and group discussions __Musical:__ music can be used on in the glogster
 * Strategies**

I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations Absent: A student who misses this class will have to check in with me either during my office hours or my prep period on the day they return to school. They will be expected to research a topic as other classmates did on their own, following the links they are provided and filling out the 5Wchart. If they do not return in time to be placed in a group they will have to do the other 5W charts on their own and create their own glogster for presentation.
 * Modifications/Accommodations**

Students are using glogster to demonstrate what they know about their topic. This is Type II technology because students can feel free to use video and music in addition to pictures and text about their topic.
 * Extensions**

__**Materials, Resources and Technology**__

 * Laptops
 * 5Wcharts: Dead Reckoning Navigation, Compass, Quadrant, Astrolabe, Celestial Navigation, Cartography/Map Making, Caravel, Lanteen Sails, Square Sails (one of each for each student)

__Source for Lesson Plan and Research__
__Topic Links for students to follow__ [|QuadrantCompassAstrolabe] (follow links on this main page to research the tools) [|Cartography] & another one on [|Maps & Print] [|Printing Press (in relation to cartography)] [|Celestial Navigation] (book to use) [|Lanteen Sails and Square Sails] (1/4 of the way down the page) [|Caravel] (scroll part way down page, the ships are in alphabetical order)

__**Maine Standards for Initial Teacher Certification and Rationale**__

 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//**

__**Rationale:**__ How does this lesson demonstrate my competency with the standard? Consider how you meet the **Learning Styles**?
 * Beach Ball:** Students will be able to choose from an assortment of topics to research. Students will be able to use creativity and manipulate the glogster for the final group product.
 * Clipboard**: Students will using 5W visual organizers to demonstrate knowledge and learning about the toipcs. They blog before, during and after about their topic which creates a routine.
 * Microscope**: Students will be discovering new information about their topics and will exploring and discussing their topics with other students to cement their thoughts and ideas.
 * Puppy** The groups will be expected to be supportive, respectful and empathetic to one another. They will be organized in such a way that is less hectic for the puppy type student.

Rationale:**
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Students will be able to document their knowledge of the ideas and innovations that led to the Age of Discovery. This activity can show students how they learn things from other people and how the countries participating during the Age of Discovery learned about new innovations.

Rationale:** __Logic__: Making their first blog entry – speculating about what it is and what it does. __Intra personal:__ recording blogs on their own to re-evaluate their thoughts on their topic __Kinesthetic:__ Creating the glogster – you can move and manipulate pieces on your page. __Interpersonal:__ Group sharing of topics and class discussion __Spatial:__ Creating the final glogster as well as discussion of navigational tools and use of maps. __Linguistic:__ Blogging, oral presentations of items and group discussions __Musical:__ music can be used on in the glogster
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Rationale:**
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Formative Assessment: Students will blog about their topic before they've read about it, after they've read about and talked about it with others, then finally after listened to the class lecture and discussion of their topic. These blog entries will be read and responded to by the teacher before the next class period. The teacher can understand the perspective and the progress of learning by the student and the teacher can comment to encourage further learning and/or or applaud the progress the student has made.

Summative Assessment: Students will be in their assigned groups which will be indicated by the color on their topic sheet. Each group will have a chance to choose their topic, however the teacher will have to have some say to make sure the groups have an even distribution of topics for class presentations. The assignment is to create a glogster and it must include at least one picture that applies to their topic and must have text indicating what they've learned about it. The students are encouraged to also include podcast/audio material as well as video clips. They can use their 5W charts to help them, and or any of the links provided to them in class. This is a digital collage/poster, have fun, be creative and show the teacher what you've learned!

__Teaching and Learning Sequence__
The classroom seating will be arranged in groups of three to aid group work (one person for each of the three different tools) and students will get into groups by the color of their instruction sheet in their tool packet.

Day 1 1) Hook: Students talk about how they share information and then there is a discussion about how information sharing was different in the 15th century. 15 minutes 2) Pre assessment - what do you think your tool is for and how do you think its used? Blog about it for 10 minutes 3) Students fill out 5W charts on their personal topic. 15 minutes 4) Blog about what you learned while researching for your 5W charts. 10 minutes. 5) Share information with your assigned group and fill out your remaining 5W charts 30 minutes
 * Agenda**

Day2: Lecture and discussion on the topics 30 minutes Blog about what you've learned about your assigned tool. 10 minutes Start working on glogster with your groups 40 minutes Assignment: Finish up glogster with your group/work on how you will present it to the class

Day3: Present the glogsters to the class with your group (5-10 minutes for each group) Remaining time will be used for student to read blog comments posted by the teacher and hear any feedback about their presentations.

Students must understand that Europeans were inspired to explore and settle the Americas due, in part, to late Medieval encounters and ideas of the early Renaissance We can learn things from other people/countries and many of the innovations and ideas you will be seeing and learning the history about were products of shared ideas and learning. Students must understand major eras, major enduring themes and historic influences in the history of Maine, the United States and various regions of the world. You will be graded on understanding of ideas, uses of the tools and knowing where they came from and the impact they had on exploration. How do you share information today? How do you find an answer to something you don't know or understand about? Discussion about how you share information as opposed to how 15th century people found out and shared new information.
 * Where Why What Hook** **Tailors:** logical, linguistic, interpersonal

Students will be provided with links to follow on their computers. These links will provide them with the information as to what their topic is, where/who it originated from who used it, and how it was used. After reading this information the student will then use their 5W charts to plot out the “Who, What, Where, When, and Why/How” information about their topics (each person will have two to three charts to fill out). The teacher will circulate around the room throughout this process to aid any students with answering their who, what, where, when why's/hows. After reading and charting about their topic the students will work with other students who read about different tools. They will be put into teams indicated by the color of their topic sheet which they were given at the beginning of the class by the teacher. Each team/group will have at least one person with each topic: Navigation, Ships/Sailing and Cartography. Students will share with their group about the information they charted out and discuss how these innovations and ideas aided early Renaissance explorers. The teacher will make sure students stay on task by going around the room and talking to each group about their learning progress - asking them questions to promote learning.
 * Equip Explore Tailors** Intrapersonal, logical, linguistic, interpersonal,


 * Students need to know:** Caravel, Caravel, Carrack, Celestial Navigation, Astrolabe, Quadrant, Printing Press, Cartography, Latitude, Longitude...

After reading and charting about their assigned topic the students will work with other students read about different topics. They will be put into teams indicated by the color of their topic sheet provided by the teacher. Each team/group will have at least one person with a different topic: Navigation, Cartography and Ships/Sailing. Students will share with their group about the information they charted out and discuss how these ideas and innovations aided early Renaissance explorers. The teacher will make sure students stay on task by going around the room and talking to each group about their learning progress - asking them questions to promote learning. After they’ve shared with each other, the entire class will come together and listen to lecture and have discussion about the different topics. After the class discussion the students will be asked to make another blog providing the importance of their topic and any misconceptions they had in their first blog post about the topic they researched.

Students will be able to document their knowledge of the ideas and innovations that led to the Age of Discovery. Students will do this visually by creating and depicting their topic in their glogster product. The students will be sharing their information about their different topics with other members of their group. The students will be grouped by the color of their topic sheet, provided to them by the teacher at the beginning of class. There will be at least one expert in each group for each topic: Navigation, Cartography & Ships/Sailing. This activity can show students how they learn things from other people and how the countries participating during the Age of Discovery learned about new innovations and ideas from one another. The teacher will help students to understand this by leading a class discussion of the topics and the 5Ws. Before they research their topic students will post a blog about what they think it is and why it was important to the explorers during the Age of Discovery. After they read about their topic and filled out their 5W chart they will post another blog. The students will share their topics with each other in their groups and then discuss the topics with the whole class during the class discussion. Students will blog about their understanding of their topic after the class discussion and refine their 5W charts.
 * Explore,Experience,Rethink,Revise,Refine,Tailors**: logical, linguistic, intrapersonal, interpersonal.

Students will self-assess by making the progressive blog entries. They will have three opportunities to refine their thoughts on their topic. Students will be able to check for teacher comments on their entries to be able to further their understanding of their topic. Students will also work in groups to create a glogster to demonstrate full understanding of the lesson and present it to the class.
 * EvaluateTailors**: Intrapersonal, interpersonal, kinesthetic, spatial, linguistic, logical


 * Content Notes**

Celestial navigation: was the ability to figure out where one was in relation to the moon, the stars and/or the sun. Astrolabes and quadrants were most helpful during the age of discovery to help determine celestial location.

[|Astrolabe] - an explorer would take a measurement of a celestial body, a star, the sun and subtract the measurement from 90 degrees to get the latitude of the where they were (where the ship was). Students can watch the video in the previous link to be able to better understand the usage of the astrolabe as well as following this next [|link] which describes the steps to use. The following [|link] also answers some of the common questions about the tool. It was commonly used during the age of discovery, especially by Portuguese explorers.

[|Quadrant] is used to determine the ship/explorer's degree positioning and determining one's latitude while sailing and/or exploring by siting the sun or north star on a clear day. This [|link] tells students how to use the quadrant.

[|Compass] - used to determine the ship/explorer's direction in which they were headed. The needle of the compass is magnetized. The magnet helps determine how far off from "true north" the direction being followed is. This [|link] will help students and teacher to understand how to use the compass for navigation. This was used a lot for dead reckoning navigation and use with maps and charts.

[|Caravel] a small Spanish and/or Portuguese ship used to manuver through new territory. It could travel through shallower water than other ships of the time so it was less likely to run aground. It did not allow for much cargo, however.

Lateen sails: Sails that were triangular and made ships more adaptable to maneuver.

Square sails: Sails that were square, caught large amounts of wind and made ships move faster.

[|Carrack] a larger Portuguese exploring/sailing ship which also provided more room for cargo but was a bit more difficult to maneuver in shallower waters.

__Cartography__: The art of map making changed with the invention of the printing press. Maps could be duplicated and printed a lot quicker than having them be hand drawn. Also they became more accurate and more easily distributed. They were also becoming more precise with longitude and latitude lines drawn to help navigators figure out where they were when not using celestial navigation.

__Dead reckoning navigation:__ This was used to determine where one was with just a map/chart and a compass. There were no tools like an astrolabe or quadrant involved. A lot of explorers used this, especially Columbus.

Slips of paper with topic written on them: Ships/Sailing, Navigation & Cartography/Map making 5w charts : Dead Reckoning Navigation, Compass, Quadrant, Astrolabe, Celestial Navigation, Cartography/Map Making, Caravel, Lanteen Sails, Square Sails (one of each for each student)
 * Handouts**