Grade+4+Team+-+Draft+AE

**// (1 ) Title of Assured Experience – Grade 4: //** __ Time Corps Cadets: A Visit to Native Americans in North America – Grade 4 __ **// Latest Revision Date: //** The AE described below is revision of objectives and activities included Mansfield Public Schools Social Studies Curriculum (MPS-Soc. Stud.) (http://www.mansfieldct.org/schools/mms/curriculum/grade4_Social%20Studies_Curriuclum.pdf ) that was last revised in 2003 and was based on the Connecticut Social Studies Curriculum Frameworks (CT Frameworks – Soc. Stud.) created in 1998. The AE is also based on the Technology Goals and Objectives expressed in the Mansfield Public Schools Technology Plan (MPS – Tech) (http://www.mansfieldct.org/schools/mms/curriculum/2006.pdf ) that was last revised in 2006 and incorporates the standards expressed in the Connecticut Prekindergarten through Grade 12 Computer Technology Competency Standards for Students (2001).
 * Grade 4 - Draft AE **

**// Targeted Discipline: //** Social Studies – Grade 4

This AE is being created as an exemplar that better aligns established district curriculum with 21st Century Skills as expressed by:
 * // State the Curricular Standards Addressed by this AE (including state, national and/or model state curriculum): //**

·  ISTE NETS·S (NETS·S) (http://www.iste.org/inhouse/nets/cnets/students/pdf/NETS_for_Students_2007.pdf ) ·  AASL Standards for the 21st-Century Learner (AASL) (http://www.ala.org/ala/aasl/aaslproftools/learningstandards/AASL_Learning_Standards_2007.pdf ) ·  The Connecticut Information and Technology Literacy Framework (CT-IFT) (http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320870 )

The district curriculum that is being revised by the AE is found here: ·  Mansfield Public Schools Social Studies Curriculum (MPS-Soc. Stud.) (http://www.mansfieldct.org/schools/mms/curriculum/grade4_Social%20Studies_Curriuclum.pdf) ·  Mansfield Public Schools Technology Plan (MPS – Tech) - Goals and Objectives (http://www.mansfieldct.org/schools/mms/curriculum/2006.pdf )

**// AE Objectives (list format): //** The Essential Questions are derived from MPS curriculum documents. Each question is followed by a notation of its relationship to the State of Connecticut Social Studies Curriculum Framework (1998), the Connecticut Prekindergarten through Grade 12 Computer Technology Competency Standards for Students (2001), NETS·S (2007), and/or the AASL Standards for 21st Century Learner (2007) and The Connecticut Information and Technology Literacy Framework (2006) // ( //// CT Frameworks – SS: 1, 2, 3, 4, 5, 9, 10, 11, 12, 13, 14, 15) // (//CT Frameworks – SS: 1, 2, 4, 6, 7, 11)// // (CT Frameworks1, 2, 9, 10, 11, 12) // // (CT Pre-K-4 Computer Technology Performance Standards For Students: Competency Standards 4, 5, & 6 -Competencies 4.1A, 4.2A, 5.1A, 5.2A, 5.3A, 5.5A, 5.6A, 6.1A, 6.2A) // // (NETS·S Standards: (1) Creativity and Innovation, (2) Communication (3) Research and Information Fluency) // // (AASL Standards for the 21st Century Learne : Standards: 1.1-1.4, 2.1-2.4, 3.1-3.4) // // (CT Information and Technology Literacy Frameworks: Content Standards 1-7) // **// Targeted Grade Level: //** Grade 4
 * Students will work as members of a team to create a Google Map that demonstrates an understanding of the geographic locations of major cultural regions of Native Americans and the biomes that they inhabited in the era of European contact and expansion.
 * Students will work as members of a team and demonstrate their ability to complete an information task by using the Big 6™ Information and Problem Solving ( [|www.big6.org] ) process as presented in a teacher guided wiki ( www.wikispaces.com ) and to collaboratively collect and organize team information about the native people, geography, biomes, and culture of a region of North America during the era of European contact and expansion.
 * Students will work as members of a team to use Microsoft Photostory 3 (and/or Windows Moviemaker and/or Audacity) to create a piece of digital media suitable for posting at an online podcasting service ( [|www.podcastpeople.com] / [|www.podbean.com] ) or sharing as a team artifact embedded on the class wiki described above. The digital media will “tell the story” of a Native American group (i.e., the story presents information about the native people, geography, biomes, and culture of a region of North America during the era of European contact and expansion) and why a Fourth Grader should be sent back in time to spend a year with the Native Americans.
 * // Essential Understandings, Concepts and/or Questions: //**
 * MPS – Soc. Stud.: How do the natural resources and geography of a region affect culture?
 * MPS – Soc. Stud.: How were rules and traditions beneficial to the well being of a Native American group?
 * MPS – Soc. Stud.: What are the ways people depend on, adapt to, and alter the physical environment?
 * MPS –Tech Objectives (End of Grade 4): How can I use technology tools to work with others to identify, locate, organize, create, and share information when presented with an information problem?

**// Abstract (one paragraph): //** Grade 4 students will be divided into teams of “Time Corps Cadets” (see attached student directions). The job of the team is prepare a report that details information about the native people, geography, biomes, and culture of a region of North America during the era of European contact and expansion. As part of the report the team will explain why a Fourth Grade student should be sent back in time to spend a year with the Native Americans they have investigated. The report will include a student created Google Map with landmarks of significant locations in the region. The report will be constructed by creating a research plan based on the Big 6™ Process for information tasks. The team will detail their plan and progress on team pages on a wiki, and use the wiki and “del.icio.us tagging” as collection tools to organize the information they will use in their report. For their report, the team will produce a digital story using a tool such as Microsoft Photostory 3. The digital story will be posted as a podcast on a service such as podcastpeople.com and peers as well as the greater school community will be invited to post comments on student work. The projects will be evaluated by a rubric (see attached materials) that evaluates the process the students followed as well as the content of the product and will include a self evaluation section for students. This AE is an effort to take a traditional curriculum unit and transform it into a unit that better reflects 21st Century Skills. The work of Janet R. Murray shows how Big 6™ Skills align with NET·S and AASL 21st Century Skills ( http://janetsinfo.com/big6info.htm). The Mansfield Public Schools have created small projects using electronic collaboration and digital media. This is an attempt to embed that experience directly into curriculum. The chart below shows examples of how this AE takes our current suggested curriculum activities and moves them toward 21st Century Skills.

characteristics for each region with its geographic features || Create a collaborative class wiki that when complete will, in one online place, contain student generated information about the geographic and cultural characteristics of all major Native American regions. || **// Resources Needed (include personnel, technology/hardware/Internet access) //** This unit is designed to be a late spring unit that builds on rudimentary knowledge of Native American groups and adds the dimensions of research, collaboration and digital storytelling. It would be preferable, but not essential that teachers introduce the major Native American culture groups and regions earlier in the year. Also earlier in the year smaller projects involving Microsoft Photostory, or wikis will be done to introduce these skills.
 * ** Current MPS Soc. Stud. Curriculum Activity ** || ** AE - 21st Century Skills Activity ** ||
 * Using a blank map of the United States, create a key, identify states, Native American Regions, biomes, and geographic features. || Using Google Maps your team will collaborate to make a map that shows the major tribal groups living in your region. Use the TERRAIN feature in Google to allow you to label the geographic features and biomes. ||
 * Compile pictures and videos of each region and discuss the characteristics of each. || Create a piece of digital media suitable for sharing that tells the story of the Native Americans in the region you are investigating. ||
 * Use a chart to compare cultural
 * // Description of AE (detail activity; list format is preferred): //**
 * Students involved in the AE will create a podcast that tells the story of a Native American group, and explain why a Fourth Grader should be allowed to travel back in time to spend a year with the tribe.
 * Students involved in the AE will be introduced through classroom lessons to the concept and use of a wiki as a collaborative online tool that groups can use to share information.
 * Students involved in the AE will be introduced to the steps in the Big 6™ Process (the wiki will contain teacher constructed materials that will take students step by step through the process).
 * With the assistance of the classroom teacher, library media center staff, technology staff, and support staff, students involved in the AE will use the Big 6™ Process, to create a plan for collecting and organizing information related to the information task.
 * With the assistance of the classroom teacher, library media center staff, technology staff, and support staff, students involved in the AE will work as a member of a team to use online collaboration tools (del.icio.us tagging, wikis) to collect and organize team information about the native people, geography, biomes, and culture of a region of North America during the era of European contact and expansion.
 * With the assistance of the classroom teacher, library media center staff, technology staff, and support staff, students involved in the AE will use the media tools of Microsoft Photostory (or other comparable digital media tools such as Windows Movie Maker or Audacity), to create a digital media product that can be posted as an online podcast for sharing as well as receive feedback from peers and the greater school community, including parents.
 * Internet Connection (preferably high speed CEN connection from the school).
 * Accounts on Wikispaces.com (basic account free, schools can choose to upgrade at cost).
 * Accounts on online podcast service such as podcastpeople.com (basic account free, schools can choose to upgrade at cost).
 * Access to Library Media Center.
 * Access to computer lab or access to mobile wireless lab.
 * Microsoft Photostory 3 (free download), Audacity (free download), Windows Moviemaker (free with OS) and iTunes (free download) installed on machines being used.
 * An adequate supply of USB stick microphones and headset microphones.
 * Ipod nanos or better or MP3 players with video capability.
 * Access to online video file conversion services such as Zamzar (basic account free, schools can choose to upgrade at cost) or commercial products such as IMToo.
 * // Prior Learning Required: //**

The technology being used lends itself to making adaptations for special needs students. For example:
 * // Adaptations for Special Needs Students/ELLs: //**
 * Using the equipment that would be needed to produce a podcast, low achieving students or students with reading difficulties will have content reading materials presented as guided reading activities through podcasts or MP3 recordings. A teacher could read difficult material as a read along, and use that recording to include reading strategies such as previewing with the pictures, or skimming for hard vocabulary, or using section headings as guides to the expected content. Material created this way could be loaded onto low cost MP3 players for use in the classroom or at home. Material prepared this way can also be used as repeated readings to further develop comprehension and fluency.
 * It would be possible to modify the digital story telling to be a “re-telling” of a familiar story of Native Americans from literature. Our district is fortunate to subscribe to the Discovery Streaming service of Discovery Networks and we are allowed to download video clips that are able to be incorporated into student projects. Teachers could take a digital clip of media that illustrates a concept or story and load it into Windows Movie Maker and suppress the sound track. The task for the student would be to “re-tell” the story by adding a voice track that puts their words to the video. In lieu of Discovery Streaming teachers could collect a set of digital images (of a buffalo hunt for example) and ask the student to choose the five that best show the sequence of events in the hunt. Those five could be placed into Microsoft Photo Story 3 and the student would add the audio track.
 * For ELL students, again the use of equipment required to do the general AE can support their needs as well. The use of programs like Camtasia ($) or its web base counter part Jing (free) can be used to create screencast tutorials where the student follows along, as the instructor adds the audio narration. For ELL students slowing the delivery, and using key phrases (click the RED square) can clarify directions. Made into digital formats these tutorials can be made into video podcasts or flash object (YouTube or TeacherTube style) movies that can be posted on the wiki for reference.
 * There are a number of adaptations that can be made for high achieving students as well. One modification that may find itself into the main project would be to have high achieving students take on the responsibility for finding an existing tribal organization and seeking information, comments and feedback from Native Americans who currently live in the ancient tribal areas today. High achieving students can also engage in Type 3 Independent Studies by adapting the project to an investigation of the Maya, the Aztec, or Inuit peoples not usually included in the Fourth Grade scope of study. High achieving students could compare and contrast the lives of a Fourth Grader from one of the European settlements in the east or southwest. High achieving students can also be asked to take a larger role in the production process, or to serve as hosts of the podcasts.


 * // Teacher Notes and Reflections: //**
 * Teachers using this unit will need to take time to become familiar with tools such as Microsoft Photo Story, Wikispaces, del.icio.us tagging and podcasting. Professional Development is essential.
 * Teachers should look at this AE as a culminating activity occurring in the spring where some of the content (general overview of Native American groups) and some of the skills (shorter “All About Me” Microsoft Photostory project, or establishing a classroom wiki space early in the school year) are done as a lead up to the research unit.
 * It is important for the classroom teachers to coordinate the unit with other staff members. For example, a successful technique in a small school (3 classes of Grade 4) was to make the research plan, and then create special “research afternoons”. By coordinating schedules the school was able to create an adult research “swat team” where itinerate staff (LMC, Technology, ELL) could be in the building. Enrichment, Special Education and Technology, Library and Special Education staff and paraprofessionals could flex their schedules to be available. Thus, there were students with a plan to execute, and lots of adults in the computer labs, in the LMC, and in the classrooms to support and move the process along.
 * If the school building is wireless it is also advisable to pull wireless resources together (access points, laptops) for such a unit.

** __ Time Corps Cadets: A Visit to Native Americans in North America __ ** ** Directions to the Student ** Welcome, Time Corps Cadet! The Time Corps has good news. The Time Corps has solved the problem of time travel (well, almost). We can use the energy of the sun on the longest day of the year to send one person back in time. Unfortunately it will take a year to build up enough solar energy to bring the person back. We can only send the person back within North America, and only to a time period of between 200-300 years ago. Also, the person must be small, no bigger than a Fourth Grader. The person we send will have to spend a year living with the people he or she finds, before we can bring them back. Which tribe or region should a Fourth Grader go back to visit for a year?

Your job as a new Time Corps Cadet is to help prepare a report about one region of North America and the people who lived there. During this time period you know that there were small numbers of European settlers living in North America. Ignore them! They will never amount to anything important. Concentrate on the Native American groups.

Your report will have to tell the Senior Members of the Time Corps all about the homes, clothing, shelter, food, transportation, beliefs, and arts of the Native Americans. It will also have to tell about the plants, animals and the geography of where they lived. You will have to tell why a Fourth Grader should go back in time to spend a year with these people.

You will join a team of other Time Corps Cadets to produce your report. As a new member of the Time Corps, you will be learning about some new tools the Time Corp uses to collect information and produce a report. Your team will produce a Google Map with information about your region. You will use a special internet tool called a Wiki to plan out your research and to collect your information. You will organize your information and use a tool called Photo Story to produce a short movie that tells your digital story. It will be uploaded as a podcast, so you can get feed back about your work from teachers, fellow students, even people outside the school like your parents!

Good luck Cadet and remember – Time is on YOUR side!

**__ Time Corps Cadets: A Visit to Native Americans in North America - Project Rubric __** Goodwin School Grade 4 Assured Experience
 * ** Objectives ** || ** 10-8 points ** || ** 7-4 points ** || ** 3-0 points ** ||
 * 1. Students will demonstrate their ability to complete an information task by using the Big 6™ Information and Problem Solving process as presented in a teacher guided wiki. || Student uses the Big 6 wiki to define, organize, and collect information with minimal teacher prompting. Student completes the post project evaluation of the effectiveness of their process. || Student uses the Big 6 wiki to define, organize, and collect information with teacher prompting. Student completes the post project evaluation of the effectiveness of their process with teacher guidance. || Student minimally follows the Big 6 process. Student requires direct teacher guidance and prompting to contribute to the wiki and complete the task. Process evaluation is weak or missing. ||
 * 2. Students will work as members of a team and demonstrate their ability to collaboratively collect and organize team information by using del.icio.us tagging and a teacher guided wiki. || Student uses tagging effectively and shares resources as a team on the wiki with minimal teacher prompting. || Student uses tagging and shares resources as a team on the wiki with teacher prompting and assistance. || Student needs direct teacher guidance to use tagging and share resources as a team on the wiki. ||
 * 3. Students will work in teams to create a Google map that describes the represents the location of their Native American group and important geographic features. || Student produces a Google map that accurately represents the location of their Native American group and important geographic features with minimal teacher prompting and assistance. || Student produces a Google map that accurately represents the location of their Native American group with some important geographic features with teacher prompting and assistance. || Student needs direct teacher guidance to produces a Google map that accurately represents the location of their Native American group and important geographic features. ||
 * 4. Students will describe the culture of a Native American group in their digital media || Student describes culture accurately and with sufficient detail with minimal teacher prompting. || Student describes culture accurately and with sufficient detail with teacher prompting and assistance. || Student needs direct teacher guidance to describe culture accurately and with sufficient detail. ||
 * 5. Students will describe effects of biomes on the life of their North American group in their digital media. || Student describes the effects of biomes accurately and with sufficient detail with minimal teacher prompting. || Student describes the effects of biomes accurately and with sufficient detail with teacher prompting and assistance || Student needs direct teacher guidance to describe the effects of biomes. ||
 * 6. Students will produce a piece of digital media using Photostory that “tells the story” of their Native American group || Student digital media clearly presents ideas that include relevant details, is clear to the listener/viewer. Digital media is suitable for podcasting. Project is completed with minimal teacher prompting or assistance. || Student digital media needs additional details to present a clear, complete picture. Project completion requires teacher prompting and assistance for tagging and the wiki.. || Student needs direct teacher guidance to produce digital media suitable for podcasting. ||