Fall Lesson Plan Template. NCSS Standard Lesson Title Special Notes I. Culture

Transcription

1 NCSS Ten Themed Lesson Plans Cover Sheet Partners: Mike Giancola Please complete the checklist below and submit as the cover page of your project submission. Print copies of all lesson plans. You MUST have one lesson that fits each standard. Arrange lesson plans in order by standard. (If your lesson includes more than one NCSS standard, then choose the standard that is MOST appropriate for the lesson.) See the chart below for the order. List your lessons by major standard. In the notes column, please indicate which lessons feature special requirements: SCIM-C historical analysis scaffold; trade book; Library of Congress Digital Collection e.g. broadsides, Chronicling American Newspaper collection; explanation/significance/causation cards, Adol. lit and reading/writing strategies, structured academic controversy; religion lesson, media lesson, history alive or lesson used in the field; frames and concept mastery, Web 2.0. NCSS Standard Lesson Title Special Notes I. Culture II. Time, Cont, Change III. People, Places, Env IV. Ind Dev and Identity V. Inds, Grps, & Inst VI. Power, Auth, & Gov VII. Prod, Dist, & Con VIII. Sci, Tech, & Society IX. Global Connections X. Civic Ideals & Prac The Space Race: Who Was the Winner? - Use of a structured academic controversy - Use of a piece of a video - SCIM-C Activity 1

2 Each group should complete the rubric for each individual lesson plan (either jointly or separately). See the course assignment document. Title: Space Race: Who was the Winner? Lesson Author: Mike Giancola Key Words: Space exploration, Cold War, Moon, astronaut Grade Level: 10 th grade World History Time Allotted: 45 minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? This topic will focus on the Space Race between the United States and the USSR. A part of the Cold War, the Space Race typifies the tensions/competition between the United States and the USSR during that time period. During the lesson, students will be introduced to NASA and the Soviet Space Program and their accomplishments and achievements in the 1950s and 1960s. At that time the United States battled the USSR for world dominance and this was a major subplot. The key to success in the Space Race was to discover new science and technology to beat out the other side, and each side continually tried to one up the other. Scientifically, the technology that was created and used on both sides was groundbreaking for that time. This structured academic controversy will be used to decide who won the Space Race. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson will fit towards the end of the school year when talking about modern history, and also serves to get students thinking about the idea that there is more than one version of history. In this case, students will experience not only the American point of view on the Space Race, but also the Soviet point of view. The lesson fits right into learning about the Cold War, and the relationship between the United States and USSR during that time period. This lesson will show how the Cold War was fought not only on the Earth, but how it spilled into the battle for space. The lesson also 2

3 focuses on the technological aspect of the Space Race, and how the new advances in Space technology led to great historical human events like man landing on the Moon and the first satellites being put into orbit. Some prior knowledge that will be touched upon in the lesson includes: 1. How the United States became dominant world powers after the conclusion of World War II 2. The differing political, and primarily economic, stances the United States (democracy/capitalism) and the USSR (socialism/communism) took 3. Key figures on each side during the Cold War and what roles they played during it (JFK, Khrushchev, LBJ, Neil Armstrong, Yuri Gagarin, etc.) Key Concept(s): 1. Space Race the competition between the United States and the USSR regarding achievements and accomplishments in the field of space exploration 2. The difference between the terms Astronaut (American) and Cosmonaut (Soviet) 3. The Space Race began after the first ICBMs were launched in the 1950s. Military technology was used to explore space. 4. The Space Race, in terms of competition between the United States and the USSR, ended when the United States landed the first man on the Moon. The Moon was seen as the ultimate goal for both sides in the Space Race. 5. Everything about the Cold War, including the Space Race, was about ideological supremacy of one side over the other. 6. The technological boom that was sparked by the Space Race spilled into other facets of American and Soviet life, leading to a subsequent increase in technological advancements not related to space exploration. 3

4 NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Theme VIII: Science, Technology, and Society - Modern life as we know it would be impossible without technology and the science that supports it. But technology brings with it many questions: Is new technology always better than old? What can we learn from the past about how new technologies result in broader social change, some of which is unanticipated? How can we cope with the everincreasing pace of change? How can we manage technology so that the greatest number of people benefit from it? How can we preserve our fundamental values and beliefs in the midst of technological change? This theme draws upon the natural and physical sciences, social sciences, and the humanities, and appears in a variety of social studies courses, including history, geography, economics, civics, and government. SOL* : WHII. 13a) The student will demonstrate knowledge of major events in the second half of the twentieth century by explaining key events of the Cold War, including the competition between the American and Soviet economic and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe 4

5 Essential Knowledge (minimum for SOL Resource Guide) - Rivalry between the United States and the U.S.S.R. - Democracy and the free enterprise system vs. dictatorship and communism - Key events, such as the launching of Sputnik I, Yuri Garagin being the first man in space, the US transmitting the first images of Earth from space, Neil Armstrong walks on the Moon, etc. - The differences between the United States and the Soviet Union politically and economically - The battle between ideologies spilled into the realm of space exploration Essential Skills (minimum for SOL Resource Guide) - Empathize with both the Americans and the Soviets during the Space Race by examining, discussing, and sharing the Space Race from both points of view. - Identify the different achievements and accomplishments of the United States and the Soviet Union during the Space Race - Question the value of each accomplishment made by the Soviet Union and United States to argue for or against either side winning the Space Race Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. What was the Space Race? Who won the Space Race, the United States or the Soviet Union? What were the major events, people, and accomplishments of both the United States and the USSR during the Space Race? How was the Space Race a symbolic and literal struggle of ideologies between the United States and the Soviet Union? 5

6 The day s big question: Who won the Space Race, the United States or the USSR? Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Understand the reasons behind, the events of, and the results of the Space Race between the United States and the Soviet Union. Obj. 2 Research the different accomplishments of the United States and the Soviet Union to try and answer the day s big question: Who won the Space Race, the United States or the USSR? Obj. 3 Familiarize oneself with both arguments for who won the Space Race between the United States and USSR. Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment 1 - Exit Slip where students will be asked to: Write 2 reasons why America won the Space Race, and write 2 reasons why the Soviet Union won the Space Race. Assessment 2 Essay Prompt: The following prompt will be given to the students at the end of class to be done at home for homework. It will be collected at the beginning of the next class period for a quiz grade. The prompt is: Now that you have become familiar with both sides of the argument, Who won the Space Race?, you are to write a 2-3 page response (double spaced) picking one side, either American or Soviet, also explaining why you think that side won. Use at least 3 examples of accomplishments the 6

7 side you picked achieved, and explain why each accomplishment helped that side win. 7

8 Materials: Historical Source(s): List here and include copies in materials section below Space Race Knowledge Sheet (Material A) Picture to be used for SCIM-C Activity (Material B) SCIM-C Worksheet (Material C) Sample SCIM-C Worksheet Answer (Material D) Essay Prompt (Material E) Additional Materials/Resources: List here and include copies in materials section- textbooks etc page numbers, websites etc Overview video about the Space Race, which can be found at the following link: AtCIE Website to be used for the activity: line/index.html 8

9 Procedure/Process: 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs The Just Do It will consist of a SCIM-C Activity where the students will fill out a blank SCIM-C Worksheet (Material C) while examining a Space Race related picture (Material B), which is the cover of TIME magazine released December 6, ) Instructional sequence: Obj # See above. Just do it. Transition: Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates The students will be shown a picture of a TIME magazine cover (Material C) and will be asked to fill out a SCIM-C worksheet to describe what they see. Check for Evidence of Understanding -Either Formal or Informal e.g. assessmentsquestion frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Responses to the drawing will be discussed after the students are finished filling out the SCIM-C worksheets After the students are finished filling out the SCIM-C worksheet, a short discussion will take place about what they wrote down in the worksheet/what they thought about the picture. After, a short video will be shown about the Space Race that can be found at the following link: Objective # 1 After the video, the Space Race Knowledge Sheet (Material A) will be passed out to the students. 9

10 The worksheet will serve as a supplemental informational tool to a short class lecture that will occur going over the major causes, points, events, and people of the Space Race during the Cold War. Students will take notes during the lecture ON THE BACK OF THE KNOWLEDGE SHEET so it serves not only as a study tool made by the teacher, but also something they contributed to. The lecture will be centered around the Guiding Questions from above: What was the Space Race? Who won the Space Race, the United States or the Soviet Union? The worksheet and subsequent notes will be used as a key study tool for the upcoming unit exam. Students also selfrationalize and understand events, people, and facts of the Space Race while they take notes on the back of the worksheet. What were the major events, people, and accomplishments of both the United States and the USSR during the Space Race? How was the Space Race a symbolic and literal struggle of ideologies between the United States and the Soviet Union? Transition: Introduce students to the idea of a Structured Academic Controversy, and explain to them that is they type of activity they will engage in next For the Structured Academic Controversy activity, students will be given the following directions: Objective # 2 1. The class will be broken up into 3 groups: one that researches and argues for the American side, one that researches and argues for the Soviet side, and one that will look at both arguments to compare and contrast the two 2. Once the 3 groups are established, they will be given 15 min to formulate their arguments (the third group to compare and contrast the two sides) based on this question: Who won the Space Race, the United States or the USSR? They will be provided with the following website to help: Students are to take notes on their group s argument for the Structured Academic Controversy. This ensures they understand their group s point of view in answering the big question. 10

11 html Objective # 3 Students can also use their worksheets and notes they took during the lecture. 3. Each student in each individual group will create an outline of their group s argument to ensure they understand and are aware of what their group s argument is. 4. After the arguments are put together, each of the 3 groups will choose one students to come up to the front of the room and to present their argument. The group that compares and contrasts the accomplishments of the US and USSR will go LAST. While the arguments are being made, the students in the two groups that ARE NOT GOING will be taking notes so they understand the other side s argument. It will also help them answer the essay prompt that will be given to them for homework Students will also take notes on the other group s argument to ensure they not only understand their group s stance on the big question, but also the other side s. 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) The closure activity for this lesson will be an Exit Slip where students will be asked to: Write 2 reasons why America won the Space Race, and write 2 reasons why the Soviet Union won the Space Race. Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction 11

12 (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Lesson plan can/will be adjusted to meet the specifications of the IEPs of individual students. The Just Do It activity implores students to become acquainted with the underlying theme of science and technology that is a part of the lesson. The Structured Academic Controversy activity gets students to look at history from more than one point of view, empathizing with both the American point of view and the Soviet point of view of the Space Race. Websites that are to be used will be printed out just in case the internet is not working at the school that day, or if there is not access to computers in the classroom/computer lab Both whole class and small group instruction is present during the lesson 12

13 Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt presentation. Include photocopies if need be. Can you provide elements of choices in materials or enrichment or support/anchor materials for different students?. A) The Space Race grew out of the Cold War between the UNITED STATES and the SOVIET UNION, the most powerful nations after World War II. For a half-century, the two superpowers competed to be the best in the field of space exploration. The race began because both countries wanted to be able to fire weapons across the ocean (Intercontinental Ballistic Missiles aka ICBMs), put satellites into space to spy on each other, and to show scientific excellence by putting a man on the MOON The Russians fired the first satellite into space. SPUTNIK I was a 60cm metal sphere that went into orbit some 560 miles up, and at a speed of 18,000 mph it was completing one circuit (one rotation around the Earth) every hour and 36 minutes. It weighed 184 pounds and carried a radio transmitter The newly formed National Aeronautics and Space Administration (NASA) selected seven men to become the first astronauts in the history of the United States. The US also put their first satellite into orbit On April 12, 1961, the Soviets successfully launched Russian cosmonaut, Yuri Gagarin into space. HE WAS THE FIRST HUMAN IN SPACE. On May 5, 1961, the U.S. sent astronaut Alan Shepard into space. He made a 15-minute flight. In July 1961, Gus Grissom became the second US astronaut to go into space orbit. He circled Earth in 108 minutes and landed safely. In August 1961, a second Soviet space flight lasted for 25 hours, circled the globe 16 times, and landed safely. The Russians were ahead of the USA On February 20, astronaut John Glenn was launched into space. He was the first American to ORBIT THE EARTH. Eventually his heat shield failed, and despite 13 the heat Glenn survived and made it back to Earth. He was given a hero s welcome in Washington.

14 The Soviets continue their successes in space, launching the first woman into space. They also sent up the first three-man crew, as well as completing the first spacewalk. The Russians have the clear edge in the Space Race TRAGEDY for the US: the crew of Apollo 1 Gus Grissom, Edward White II, and Roger Chaffee are killed in a fire on the launch pad. TRAGEDY for the Soviet Union: On April 23, the Soviets experience the death of a cosmonaut when his spacecraft's re-entry parachute fails On JULY 20, the United States, behind the Apollo 11 mission led by Neil Armstrong and Buzz Aldrin, LAND HUMANS ON THE MOON. The ultimate Space Race mission is achieved by the Americans. 14

15 B) Released: December 6,

16 C) Monitoring/Questioning: What else would I like to find out? What questions do I now need to ask? Inferencing: What does the source suggest? Contextualizing: When, why and how was the source produced? Summarizing: What does the source tell us? Source description 16

17 D) Monitoring/Questioning: What else would I like to find out? What questions do I now need to ask? Exactly what year was the cover made? Who made the drawing? Who exactly was winning the Space Race at that time? What did ppl think about the TIME cover? Inferencing: What does the source suggest? The source could suggest that both sides, the US and the USSR, were about even when Contextualizing: When, why and how was the source produced? it came to the It was made during the Space Race, most likely some time race to during get to Summarizing: What does the source tell us? the the That there was a competition between the height Moon. United of the This is States Source description Space b/c and the TIME magazine Race, the two USSR to cover visually but men in see who depicting Space before the could get Race the US draw- to the made ing are Moon first. it to the just Moon. It was probably made to spark interest in the about increasingly competitive Space Race between the US and USSR even while running towards the Moon. E) Essay Prompt for Homework Assignment/Quiz Grade: Now that you have become familiar with both sides of the argument, Who won the Space Race?, you are to write a 2-3 page response (double spaced) picking one side, either American or Soviet, also explaining why you think that side won. Use at least 3 examples of accomplishments the 17

18 side you picked achieved, and explain why each accomplishment helped that side win. 18

19 Evaluation Rubric: Complete the rubric for each lesson plan and attach cover sheet. (You should have 1 cover sheet and 10 rubrics.) Please Circle NCSS Theme and attach to the correct themed lesson. NCSS THEME I II III IV V VI VII VIII IX X Rating Scale (can include half points on the scale) 1) The lesson plan is focused on a specific NCSS thematic standard, is designed to answer a specific guiding question, and has a strong content/skills focus and rationale. (Students must make sure they meet all the required criteria as detailed above.) Not focused highly focused Comments: (5) Guiding question and present, and lesson plan follows/attempts to answer it. 2) The lesson plan is designed to clearly address specific social studies SOL with a clearly focused list of Essential Knowledge, Skills, and Understandings (See SOL Resource Guide), and NCSS performance expectations and indicators. (What are students going to do based on the theme? - See Expectations for Excellence.) Not addressed Clearly Addressed Comments: (.5) Does all of this 3) The lesson plan includes clear, motivational, intriguing and relevant guiding questions (big question). Not addressed Clearly Addressed (.5) 19

20 Comments: Relevant guiding questions are present, and lesson plan has clear objectives based on them 4) The lesson plan includes well-written and explicit objectives Unclear objectives Clear objectives (.5) Comments: Absolutely includes these 5) The lesson plan includes a tightly focused bell ringer/motivational hook that relates to the lesson. (1-5 minutes)- (Independent student work) (Just Do it). Unclear Objectives Clear Objectives Comments: (.5) Without a doubt 6) The lesson plan includes detailed instructional activities that directly correlate with specific objectives. Not Focused Clearly Focused Comments: (.5) Explicit rules clearly present 7) The lesson plan contains clearly focused and detailed directions e.g. teacher voice directions in the lesson plan, ppt (visual) directions for students, question frames, and lecture outlines. Materials to show and tell what they are learning and how. (These are also part of the materials section)- A teacher should be ready to go with the lesson. 20

21 Not Focused/Detailed Highly Focused/Detailed Comments: (.10) Everything is present 8) The lesson plan includes a focused and clear closure that clearly connects with the content of the day s lesson and provides students with the opportunity to answer the guiding question (assesses student understanding) or clearly summarizes the day s key points in relation to the key question. Not Focused Highly Focused (.5) Comments: Absolutely 9) The lesson plan provides a clearly designed assessment within the closure to measure student growth/with model answer(s) that is explicitly connected to the lessons essential understandings, objectives, and the strategies for learning Not Clear and Appropriate Highly Clear and Appropriate (.5) Comments: Clearly defined assessment present, but without model answer because there could be numerous answers to the question by each student with his or her own reason for significance Please include the rubric with you work 21