Social Studies & Science Brochure and Internet Research: April 26 through May 30

After the April benchmarking for language arts and math the next unit will be:

Brochure/Tech Vocabulary Integrated with Social Studies and Science SCOS
Students will learn how to create a brochure using Social Studies and Science SCOS and learn tech vocabulary.

NCSCOS Objectives:
Technology Proficiency 3: Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
• The student demonstrates proficiency in respecting the work of others in the online community (copyright, Fair Use, attributions).


Technology Proficiency 4: Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research
• The student demonstrates proficiency in the selection, organization, and presentation of content area information from the Internet for a specific purpose.

Technology Proficiency 8: Student selects technology tools that enhance the efficiency and output of curriculum projects
• The student demonstrates proficiency in accomplishing multiple tasks and problems with the appropriate tools and technology resources..

Social Studies SCOS: SS 1.3
Use tools such as maps, charts, graphs, databases, models and artifacts to compare data on different countries of Africa, Asia, and Australia and to identify patterns as well as similarities and differences.

Science SCOS:

3.02 Describe properties that can be observed and measured to predict air quality:
• Particulate matter.
• Ozone.
3.03 Conclude that the good health of environments and organisms requires:
• The monitoring of air quality.
• Taking steps to maintain healthy air quality.
• Stewardship.
3.04 Evaluate how humans impact air quality including:
• Air quality standards.
• Point and non-point sources of air pollution in North Carolina.
• Financial and economic trade-offs.
• Local air quality issues.
4.07 Explain the effects of environmental influences on human embryo development and human health.

Dates/Duration of Unit:

• April and May / Three to Four lessons

Teacher/Student Technology:
• Smartboard- to view presentation
• Netrekker- for research
• MS Word- for brochure

Resources:
MS Office Word
Methods:

A. Bell Ringer- Web site Evaluation Awareness - After students sign in, they will work in small groups and complete questions about how to evaluate a web site. The purpose of the exercise is to make students aware of the accuracy of the information that they find on the Internet.

B. Scaffolding Previous Knowledge- Will show how creating a brochure, is in some ways similar to a word documents then will show differences.

C. Guided Practice and then Independent Practice – will create one panel (cover page) of the six panel brochure together, then students will independently work on the rest of the brochure. Students will also be working on a vocabulary exercise as they demonstrate the words in the creation of their brochure.

D. Enrichment Activities- for students who finish early, they will be able to add additional features to their brochures.

E.
Assessments:

Formative: Using the Smartboard students are asked questions about brochures
Bellringer questions
Vocabulary book questions

Summative: Brochure matches rubric

At the end of this unit students will be able to say “I can…”
• I can create a brochure.
• I can cite sources correctly.
• I understand technology terms.


Unit Reflection: